4 ! .w*Sfl&^ ££s* Villanova College VILLANOVA, PENNSYLVANIA LIBRARY L 111 Class -A3 ..18? 6 -9 7, V.2 Accession 2 7 38 3 IS 4 4 4 4 4 4 4 'I* 4 4 4 4 4* 4 4 4 4 4 4 4* if* 4 4s 4 4 4 4 4 4 4 4 4 ^4^ §*4444 f* i* : • « ■ : t. - • f •*?.£• »-* ** — '•** vr3v *"4’t i >**v •W * ' •; REPORT [ Whole Xumber 239 OF THE THE YEA.R 1896-97. NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY Volume 2. CONTAINING PARTS II AJ. ST3D III. * Washington* - .GOVERNMENT PRINTING OFFICE* * 1898. NATIONAL UUftAftV OP EDUCATION U.S. DEPARTMENT OF EDUCATION MAR 2 8 2013 400 MARYLAND AVENUE S.w. WASHINGTON. D C. 20202 M 3 \%*\ L \o\~ -11 -r CONTENTS OF VOLUME 2. XL PART II. Chapter XXIII.— Federal and State Aid to Higher Education. Page. Provision of the Massachusetts constitution of 1780 . . . . . . . - - . 1137 Federal aid- . . . . . . . 1138 Synopsis of Federal laws regarding educational institutions . . . 1145 State aid to higher education . . - . 1147 Summary of Federal and State aid given to establish higher education . 1151 Chapter XXIV.— The First Common Schools of New England. Character of the early colonists . . . - . - . - . - . 1165 Schools in the Massachusetts colony . 1169 Education in Plymouth colony . . . . - — . . - . . 1174 Education in Connecticut . . 1175 Early legislation with reference to schools . . 1178 The early schoolmasters . . . . . . . . - . 1179 Schoolbooks . . . . . . . . . . . . 1181 The New England academy, by President S. C. Bartlett, LL. D., of Dartmouth College . 1183 Chapter XXV.— The Learned Professions and Social Control. The professions in the earlier ages - - - - - * — . . . . . . 1187 The preparation for the study of the learned professions. . . . . . . 1188 Answers to inquiries as to citizenship, education, and professional attainments required by the several States _ _ _ 1193 The preparation of the professor - - - - - - - - - - 1208 Salary of the professor - - - - - - - T . . . . — . . . 1208 Appointment of j unior professors . - . . . 1209 The housing of the instruction - - - - - - - - - - - 1212 Institutes for the study of bacteria . . . . . . . . 1223 The interest of the State . . . . . 1229 Chapter XXVI.— Eskimo Vocabularies. Introductory note . . . * . — . . . . 1241 A nglo-Eskim o vocabulary . . . . . 1243 Eskimo-English vocabulary . . : . . . 1256 Chapter XXVII.— Educational Matters of Interest in Various States. Arizona— from report of T. E. Dalton, superintendent of public instruction . 1277 Arkansas — from report of Superintendent Junius Jordan . . . 1277 California — Great public libraries in the United States, by Edward S. Holden . 1278 Extract from report of Samuel T. Black, superintendent of public instruction . . .. 1282 Colorado — from report of Mrs. A. J. Peavey, superintendent of public instruction . 1283 From Denver school report, Aaron Gove, superintendent . 1284 Connecticut — from report of State board of education, Charles D. Hine, secretai’y. _ 1284 District of Columbia — from report of the board of trustees . . 1286 Florida — from report of W. N. Sheats, superintendent . 1286 Georgia— from report of G. R. Glenn, State school commissioner . . . 1288 Illinois— from Chicago school report . . . . . . . . .. . 1289 Indiana — from report of David M. Geeting, State superintendent . . . 1289 Kansas— from report of Edmund Stanley, State superintendent of public instruction . 1290 Kentucky— from Louisville school report . . . . . 1291 Maine— from report of W. W. Stetson, State superintendent of common schools . 1292 Maryland — from report of E. B. Prettyman, secretary State board of education . . . 1294 Massachusetts— from report of Frank A. Hill, secretary of State board of education . 1294 From Boston school report, Edwin P. Seaver, superintendent . . 1397 III is IV CONTENTS OF VOLUME 2. Pago. Michigan— University of Michigan— Quarter-centennial celebration of the presidency of James Burrill Angell, LL. D., June 24, 1896 . 1299 Prom Detroit school report, William E. Robinson, superintendent . . 1305 Minnesota— from report of W. W. Pendergast, State superintendent . 1305 From St. Paul school report, C. B. Gilbert, superintendent . . 1306 From Minneapolis school report, Charles M. Jordan, superintendent — . 1308 Missouri— from report of John R. Kirk, superintendent of public schools . 1309 From Kansas City school report, J. M. Greenwood, superintendent . 1311 From St. Louis school report, F. Louis Soldan, superintendent . 1311 Montana— from report of E. A. Steere, State superintendent . . . 1312 Nebraska— from report of H. R. Corbett, State superintendent . . 1312 Nevada— from report of H. C. Cutting, superintendent of public instruction . 1314 New Jersey — the sesquicentenniai of Princeton . . . 1315 Religion and the University, a sermon preached on the occasion by President Francis L. Patton . 1317 Princeton in the Nation’s Service, oration by Prof. Woodrow Wilson . 1326 President Cleveland’s speech . . .. . . 1332 New Jersey school report, A. B. Poland, State superintendent . 1334 Newark school report, William N. Barringer, city superintendent . 1336 New Mexico — from report of Amado Chaves, Territorial superintendent . 1336 New York— from report of Charles R. Skinner, State superintendent . . 1337 From Brooklyn school report, William H. Maxwell, superintendent . 1338 From Buffalo school report, Henry P. Emerson, superintendent . 1339 From New York City school report, John Jasper, superintendent . . 1340 From Rochester school report, Milton Noyes, superintendent . 1341 From Syracuse school report, A. B. Blodgett, superintendent . . 1341 North Carolina— from report of John C. Scarborough, State superintendent . . 1342 North Dakota— from report of Emma F. Bates, State superintendent of public instruction 1343 Ohio — History of Public Education in Ohio for Fifty Years, by Emerson E. White, LL. D . 1344 From report of Oscar T. Corson, State commissioner . 1349 Pennsylvania— from report of Nathan C. Schaeffer, State superintendent . 1351 From Allegheny school report, John Morrow, superintendent . 1352 From Philadelphia school report, Simon Graty, president . 1352 From Pittsburg school report, George G. Lucky, superintendent . 1353 Rhode Island . . . 1354 South Carolina— from report of W. D. Mayfield, State superintendent . . 1354 Erskine College, quarter-centennial of Dr. Grier’s presidency . . . 1355 South Dakota— from report of Frank Crane, superintendent . 1356 Texas— from report of James M. Carlisle, State superintendent . 1356 Utah— from report of John R. Park, superintendent of public instruction . 1357 Vermont— from report of Mason S. Stone, State superintendent . 1359 Washington— from report of C. W. Bean, superintendent of public instruction . 1360 West Virginia— from report of Virgil A. Lewis, State superintendent . 1361 Wisconsin — from report of J. Q. Emery, State superintendent . '1362 Wyoming— from report of Miss Estelle Reel, superintendent of public instruction . 1363 Chapter XXVIII.— Foreign Universities. Foreign universities arranged according to age . 1365 Arranged according to number of students . 1367 Colleges, independent faculties, and schools for oriental languages . 1368 Technological institutes.... . . . . . . . 1369 Agricultural, forestry, and mining academies; veterinary schools . 1369 Foreign universities arranged alphabetically, with faculties and number of students . 1369 Chapter XXIX.— The Beginnings of the Common-School System in the South; or, Calvin Henderson Wiley and the Organization of the Common Schools of North Carolina. Introduction: Scope and character of the work . . . 1379 The first efforts for popular education, 1695-1728 . 1380 The royal government and education, 1729-1 776 . . . . . 1382 Private incorporated academies, 1760-1825 . . . 1386 The agitation for the common schools, 1815-1825 . 1399 The Literary Board and its work, 1825-1840 . 1415 The experimental period, 1840-1852 . . . . 1422 Reorganization and growth, 1852-1861 . 1428 The civil war and the end of the old regime, 1861-1866 . 1452 Bibliography of Calvin H. Wiley, 1847-1886 . 1465 CONTENTS OF VOLUME 2. V Page. Chapter XXX.— The Teaching oe Geography in Certain Foreign Countries. Report, to the council of the Royal Geographical Society, by J. Scott Keltie, the society’s inspector of geographical education . 1475 Geography in the schools of France . - . - - - . 1482 Efforts to promote geographical study in Australia . - . . . 1493 Chapter XXXI.— Consular Reports on Educational Topics. Recent progress in Russia . - . 1495 American competition in Europe . - . 1497 United States students in French schools . . . . . 1498 Commercial high school at Leipzig . . 1498 The world’s largest libraries. . . - . - . 1499 The University of Bonn . . . . 1499 Report on public instruction in the Republic of Uruguay . 1503 Chapter XXXII.— Miscellaneous Educational Topics. Several problems in graded-school management . - - . 1507 Education in Hawaii . - . - . 1514 The Indian problem from an Indian’s standpoint . 1520 Chapter XXXIII.— Current Questions. Coeducation . - . 1523 Compulsory school laws . . 1525 Temperance instruction . 1527 W omen in school administration . 1528 Teachers’ pensions and mutual aid societies . 1533 Foreigners in universities of central Europe . 1534 Conveyance of children to school . . . 1535 Higher commercial education . - . 1535 Graduate work at universities and colleges . 1536 Corporal punishment . . . . . 1537 Salaries of teachers . 1537 Text-books (selection and supply) . 1538 The local unit of school organization . 1540 Chapter XXXIV.— The Growth oe Toronto Children.— By Franz Boas. Introduction . 1541 The methods of treating statistics of growth . 1542 Distribution of observations of the height of 8-year-old girls . . 1545 Average statures and variabilities . . . . . 1547 Increase in stature of boys . 1548 Increase in stature of girls . 1549 Average annual increase in stature of short and of tall children between certain ages . 1549 Statures of American boys and girls . 1555 Growth as determined by the total series of Toronto children . 1556 Stature of Toronto boys, grouped in quarter-year periods. . . 1557 Stature of Toronto girls, grouped in quarter-year periods . 1561 Stature of Toronto boys and girls in one-year periods . 1565 Stature of Oakland boys and girls . _■ . 1569 Stature of Toronto boys at certain ages . 1571 Stature of Toronto girls at certain ages . 1583 Chapter XXXV.— Report on Education in Alaska. Report of schools at Circle City and other places . * . 1601 General statement of the expenditure of all appropriations made by the Government for education in Alaska from 1884 to 1897 . 1610 Other statistics of public schools in Alaska . 1612 Presbyterian missions . 1617 Moravian missions . 1619 Congregational missions . 1620 Baptist missions . 1622 Methodist missions . . . 1623 Swedish missions . 1624 Protestant Episcopal missions . 1625 VI CONTENTS OF VOLUME 2. Page. Mr. Duncan’s work among the Timpsheean Indians of British America and Alaska - 1628 Introduction of domestic reindeer into Alaska . 1628 ^Itinerary . . . - . 1633 PART III. Chapter XXXVI.— Institutions for Higher Education. Statistical review of higher education . . . - . 1647 Tabular summaries of higher education . - . - . 1652 Summaries of degrees conferred.. . . . - . - . 1673 Tabular summaries of colleges for women . . . 1678 Tabular summaries of schools of technology . . . . . 1686 Detail statistics of universities and colleges for men and for both sexes . 1692 Detail financial statistics of universities and colleges for men and for both sexes . 1712 Detail statistics of colleges for women - - - - - - - - 1732 Statistics of schools of technology . . . 1742 Technical, professional, and special courses of study maintained by universities and col¬ leges for men and for both sexes . 1746 Chapter XXXVII.— Agricultural and Mechanical Colleges. Changes in the course or in the methods of instruction . . . . 1757 New buildings . 1760 Financial notes . . . - . 1764 Statistics of land-grant colleges . 1766 Chapter XXXVIII — Professional Schools. Statistical review . . . - . - . 1773 Tabular summaries . . 1774 Statistics of schools of theology . - . - . 1782 Law . - . 1788 Medicine . . . . - . 1792 Dentistry- . _ . . . .1 . 1800 Pharmacy . 1804 Veterinary medicine . 1808 Schools for nurse training . 1809 Chapter XXXIX.— Normal Schools. Review of normal-school statistics . . . . - . 1819 Public normal schools . „ . . 1820 Private normal schools . 1821 Summary of statistics of public normal schools . 1823 Summary of statistics of private normal schools . 1831 Normal students in universities and colleges and public and private high schools and academies . 1838 Colleges and universities reporting students in teachers1 training courses . . 1840 Detail statistics of public normal schools . . . . 1848 Detail statistics of private normal schools . .. . . . . 1860 Chapter XL.— Statistics of Secondary Schools. Review of statistics of secondary schools . 1873 Public high schools . 1875 Private high schools and academies . . . . . . . . . 1878 Summary of statistics of public high schools . . . . . _ . 1884 Summary of statistics of private high schools and academies . 1900 Combined statistics of public high schools and of private high schools and academies . 1916 Statistical table of public high schools... . . . . . 1929 Statistical table of private high schools, endowed academies, seminaries, and other private secondary schools . . . 2080 Chapter XLL— Statistics of City School Systems. Notes on the tables . . . 2167 City and rural schools compared . . . . . 2169 Religious exercises in city schools . 2171 CONTENTS OF VOLUME 2. VII Page. Enrollment and attendance in city schools (Table 1) . .. . . . 2172 School property and expenditures (Table 2) . . . 2173 Comparative statistics of city schools (Table 3) . 2174 Public high schools in cities (Table 4) . 2176 Evening schools (Table 5) . 2177 Kindergartens (Table 6) . . . . - . 2178 Estimated population of cities (Table 7) . 2179 Children of school census age and ratio to total population (Table 8)._ . 2180 Ratio of enrollment to total population and to school population (Table 9) . 2181 Aggregate and average attendance and length of school term (Table 10) . 2182 Ratio of public high-school enrollment to total enrollment (Table 11) . 2183 Number of teachers (Table 12) . . . . 2184 Expenditure per capita of population (Table 13) . . 2185 Expenditure for teaching and supervising (Table 14) . . . 2186 Average expenditure per pupil for all purposes; average sums received by teachers and supervisors (Table 15) . 2187 Estimated average monthly salaries of teachers and supervisors (Table 16) . . 2188 Statistics relating to religious exercises in city schools (Table 17) . 2189 Cities having public kindergartens (Table 21) . 2193 Statistics in detail of enrollment and attendance (Table 23) . 2197 Statistics of supervising officers, teachers, property, etc. (Table 24) . 2211 Receipts for public schools (Table 25) . 2223 Expenditures of public schools (Table 26). . . . 2234 Statistics of towns having between 4,000 and 8,000 inhabitants (Table 27) . 2245 Chapter XLIL— Statistics of Commercial and Business Schools. Review of the statistics . . 2257 Summary of statistics of commercial and business colleges . 2259 Statistics of commercial and business schools . 2262 Chapter XLIII.— Schools for Manual and Industrial Training. Observations on manual training . 2279 Statistics of manual and industrial training schools . . . . . 2281 Industrial schools for Indian children . . . 2284 Branches taught . 2285 Chapter XLIY.— Education of the Colored Race. Schools for colored children . . . 2295 Secondary and higher education . . . 2296 Summary of statistics . 2297 Social and physical condition of negroes in cities; report made by Atlanta University . 2301 General summary . . . 2302 Social and physical progress, by I, M. Shaw . . . . . . . 2304 The physical condition of the race, by Prof. Eugene Harris, Fisk University . 2309 Statistics of schools for the education of the colored race . 2314 Chapter XLV.— Statistics of Schools for the Defective Classes. Review of the statistics . 2335 Summary of statistics of State institutions for the blind . . . . 2337 Statistics by schools of State institutions for the blind . 2340 Summary of statistics of State institutions for the deaf . 2342 Statistics by schools of State institutions for the deaf . 2348 Statistics of private schools for the deaf . 2351 Summary of statistics of institutions for the feeble-minded . 2352 Statistics of State institutions for the feeble-minded . 2353 Statistics of private institutions for the feeble-minded . 2355 Chapter XL VI.— Statistics of Reform Schools. N otes on the statistics . . . . . 2357 Summary of statistics of reform schools . . 2359 Statistics of reform schools . . . . 2362 Chapter XLVII.— Statistics of Education in Foreign Countries. Attendance, teachers, and expenditures . „ . 2366 Index . 2375 PART II CHAPTER XXIII. FEDERAL AND STATE AID TO ESTABLISH HIGHER EDUCATION.1 The interpolated “university grant” connected with the “ordinance of 1787”— The grant for colleges for the benefit of agriculture and the mechanic arts of 1832— Estimate of the gross sum received for the sale of these lands — The management of the lands for which Mr. Cornell bargained with the State of New York— Expressions of opinion which justify provision for the dissemination both of culture and utilitarian knowledge by Government — The effort of the States to foster higher education — The method of Massachusetts, of New York, of Virginia, and of Michigan selected as illustrations- -The present time marked by the desire of the people to directly tax themselves specifically for higher education— Summary, by States, of Federal and State aid for the purpose of establishing universities and colleges. Iii the United States the establishment of higher institutions of learning has been promoted by one or more of five agencies, which are, respectively, the Fed¬ eral Government, the several State governments, the churches, private individuals, and the promoters of business enterprises. These agencies have so cooperated as to make it impossible to state exactly the financial part each has played in estab¬ lishing, much less in maintaining, higher education in the country. Nevertheless it is possible to give with some degree of accuracy the amount of public aid for promoting a project which was first distinctly connected with free government in the Massachusetts constitution of 1780 and subsequently repeated, enlarged in mat¬ ter and condensed in form, in connection with the so-called “ordinance of 1787,” or constitution for the new States that were to be formed in the interior of the continent. This original provision of the constitution of Massachusetts reads as follows: Wisdom and knowledge , as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of the legislatures and magistrates, in all future periods of this Com¬ monwealth, to cherish the interests of literature and the sciences, and all semi¬ naries of them; especially the university at Cambridge, public schools, and gram¬ mar schools [in the English sense, or secondary] in the towns; to encourage private societies and public institutions, by rewards and immunities, for the pro¬ motion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country: to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections and generous sentiments among the people.'2 1 By Mr. Wellford Addis, specialist in the Bureau. 2 In bis Life of Alexander Hamilton, Mr. William Grabam Sumner, professor of political and social science in Yale University, remarks: “ Tbe facts wbicb we bave now presented suf¬ fice to sbow tbat tbe great faults in tbe public affairs of tbe United States at tbis time (tbe regime of tbe Continental Congress) were indolence, negligence, lack of administrative energy and capacity, dislike of any metbodical, businesslike system, and carelessness as to money responsibility and credit. A man witb experience of tbe world finds tbat there are few things to be got for nothing. His mind inevitably reverts to tbe cost or tbe equivalent. He reduces bis expectation to tbe measure of tbe equivalents be can give. In these observations we bave ED 97 - 72 1137 1138 EDUCATION REPORT, 1896-97. For the propagation of this extraordinary announcement, due to the genius of the man who became the first Vice-President and second President of the United States, see Note A of this chapter. I. FEDERAL AID. In 1787 Congress passed an ordinance for the government of the territory north of the Ohio, then lately converted into public domain through the relinquishment of their claims by the States of Connecticut, New York, Pennsylvania, Maryland, and Virginia. This ordinance carefully provided for the interests of elementary education, but said nothing for those of higher education. But under the stimu¬ lating influence of a determined and highly educated scientist and minister of the gospel, who was negotiating at the time for the purchase of 5,000,000 acres of land in the territory for which the ordinance had been drawn, a provision was incor¬ porated in the subsequent act authorizing the sale of the lands whereby “ not more than two complete townships ” were “ to be given [to each State] perpetually for the purposes of a university, to be applied to the intended object by the legislature of the State.” The precedent thus made has been deprived of its casual impor¬ tance and has been made a rule for the advantage of every new State. The sale of the lands thus granted for the establishment of a university in each new State was subject to the action of its legislature. Thus there was necessarily an opportunity left for experimenting with the lands until experience had taught its lesson. The newer States of Minnesota (1858),* 1 Kansas (1881), and Nebraska (1867) profited by the experience of their predecessors, and in doing so have pro¬ duced results which are phenomenal in the popular management of public lands. The disasters and vacillation attending the early action in regard to the university lands, some States receiving their quota before admission, make it difficult to ascertain exactly what sum was obtained from the sales, and to this difficulty must be added that in many cases the lands were sold on long time. In Ohio the lands were leased for ninety-nine years at a valuation of $1.75 an acre, and though in 1804 this valuation of the lands amounted to $70,000, in 1883 it was found that they were assessed at $1,080,000, yet the university was only receiving at that date an income of $2,400 instead of $63, (TOO from the 48,000 acres which had been granted in 1787 for the establishment of a university. Further, it is said by the board of regents of the University of Y/isconsin that lands which were sold in 1850 at $25 an acre were sold by that State in 1849 at $3. But by far the greatest difficulty encountered in computing the amount received from the sales is to separate the university fund from the fund arising from the sale of lands given by the Federal act of 1862 and from State aid given regularly or occasionally. If will therefore be well to state first the amount of land received by each State from the Federal Government, which, being a matter of fact, should be kept quite sep¬ arate from certain estimates as to the amount those lands were sold for, to be made hereafter. the clew to the career [during the organization of this Government?] of Alexander Hamilton.” Excerpted from pages 101-103. But the article of the constitution of Massachusetts was written by the hand of another Federalist. Cf. Philbrick, in his article, Etats-Unis, in Buisson’s Diction- naire de Pedagogie, Ire partie, page 922; also Barnard's report as Commissioner of Education for 1868, pages 86 and 87, where an interesting circumstantial account is given of the origin of the “scientific” and Mr. Adams’s fear for the “good humor” clause. 1 In the first constitution of Minnesota (1858) it is provided that not more than one-third of the school lands maybe sold in two years, one-third in five years, and one- third in ten years, but the lands of greatest valuation shall be sold first, and no lands shall be sold otherwise than at public sale. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1139 Grants by Federal Government to States for the establishment of higher institutions of learning, excluding grant of 1862 for colleges of agriculture and the mechanic arts. State. Acres. State. Acres. State. Acres. Alabama ... _ 92,160 46,080 52,480 46, 080 92, 160 196,080 1 46, 080 2 72, 662 Michigan . 4 48, 080 92,160 69,120 46,080 198,080- 46,080 46,080 126, 080 69,120 46,080 126,080 Tennessee . 100, 000 Arkansas . Minnesota . . Utah . 246, 080 148, 080 California _ Mississippi . Washington . Colorado. _ _ Missouri.. . Wisconsin _ 92, 160 Florida . . Montana . Wyoming _ .... 48, 080 Idabo . . . . Nebraska . Arizona, . . . . 46, 080 46,080 59,520 Illinois _ _ Nevada . . . . New Mexico Indiana _ _ North Dakota . Oklahoma . Town ! 50 OSO Ohio Kansas . . 3 46, 080 46, 080 Oregon . . . . Total _ 5 2, 479, 142 Louisiana . South Dakota _ 1 Not including one half of 1 per cent of all proceeds derived from sale of United States lands in State, $156,613. 2 One township was granted to Territory and given to Vincennes University, which sold 4.135 acres for $6,000. When the State was admitted, another township was given to Indiana Univer¬ sity, and subsequently still another township. 3 Including one-tenth of lands granted to State as “ saline,” 4,600 acres. 4 Three sections were also granted (in addition to 2 townships) by treaty of Fort Meigs in 1817. These realized $5,000. 5 Of which 1,234,840 belong to the new States and the Territories of the Plains and Rocky Mountain region. In 1882 Congress passed an act for the purpose of establishing institutions for the benefit of agriculture and the mechanic arts, without excluding other scien¬ tific studies and the classic languages. The means provided to accomplish this purpose were, including Colorado’s share but not the share of any State admitted since 1876, some 9,800,000 acres of public lands — “the land grant of 1883” — as is particularized below: The land granted by the Federal Government, act July 2, 1862, for the establishment of colleges f or the benefit of agriculture and the mechanic arts. State. Acres. 1 State. Acres. State. Acres. New York . . 990,000 780, 000 Louisiana _ 210,000 210, 000 210,000 210, (XX) 210,000 200,000 Minnesota, 120,000 120,000 90,000 90,000 90,000 90, 000 90,000 90,000 90,000 90, 000 90, 000 90, 000 90,000 Pennsylvania _ Maine . . T?,h ode Tsl an d _ . Ohio . . . . 630,000 480, 000 390,000 360,000 330,0-00 330,000 300,000 300, 000 270,000 Maryland . . Colorado . . Illinois _ _ _ Mississippi _ Delaware Indiana . . . New Jersey . Florida . . . Massachusetts . Utah . Idaho _ Kentucky . Connecticut _ 180,000 180,000 180,000 160,000 150,000 150, 000 150,000 150,000 150, 000 130, 000 Kansas Missoiiri . . South Carolina Nevada Virginia _ _ Texas . . . Nebraska . Tennessee . South Dakota . Orea’on North Carolina _ Arkansas . . . Montana . . Georgia _ _ 270, 000 240,000 240, 000 240, 000 240, 000 California . Washington Alabama.... J . New Hampshire . . . Vermont Wyoming . Iowa Michigan . . . 1 West Virginia Total 10,450,000 Wisconsin . . . 1 North Dakota . Note.— Amount obtained from the sale of these lands is given under the name of each State, pages 1096 et seq. Here are 13,000,000 acres, that is to say, 20,000 square miles, of selectable lands granted by the Federal Government specifically for the establishment of higher education. The question is, How are they to be valued? for, as before remarked, there is no possibility of discovering, without long and patient research among the archives of each of the State capitols, what sum the lands were really sold for, or exactly how much money came into tb*e nands of the State, or even for what particular educational purposes the amounts received were expended. To this want of precision in regard to the amount received from the lands, and as to the number of acres unsold, or, if sold, yet to be paid for, must be added the far less important difficulty that about 1,234,000 acres of the university lands and about 850,000 acres of the grant for agricultural and mechanical colleges— in Utah 1140 EDUCATION REPORT, 1896-97. specifically for an agricultural college — belong to the new States of the far Yvr est. But as these lands thus granted to the new States are potential but not actual endowment, or, as it is called, “productive funds,” we are more particularly con¬ cerned with the States admitted before 1889. The United States valued such lands as it gave to the new States of the far West at $10 an acre, or $8,400 a square mile. If valued on this basis, the lands given by Congress during the century, up to 1889, for the purpose of establishing higher education of all kinds would amount to $108,000,000, or, including the grants since 1889 (2,084,000 acres), $129,000,000. The magnitude of the figure ($108,000,000) as compared with the amount now held by each State institution as an endowment fund from the sale of university and other lands for higher education shows at once that $10 an acre is entirely too high as an average valua¬ tion of the lands granted by Congress since 1808 to the date of the acts which admitted the States of the Rocky Mountains. In placing these lands upon the market the earlier States that came into the Union felt the competition of the lands still held within the State or elsewhere by the United States. These lands the United States were offering at the uniform price of $1.25 an acre. The advantage of the States was that they could select the best lands, and their policy in disposing of them was the Fabian policy of delay. Without lingering in these generalities or dwelling on the difficulties of legislative management of public property to be placed upon the market, an inci¬ dent may be related of the possibilities offered to such management. The land scrip issued to many of the States in coinpliasnce with the act of 1862 was being sold in some cases at 50 or 60 cents an acre in the open market. . The State of New York had 990,000 such acres. These were going at the market rate named when Mr. Cornell made a proposition to the State to buy the whole body of scrip yet unsold at 60 cents an acre, to be paid for as resold, provided the scrip be placed in his hands for location and that all obtained for the lands above 80 cents an acre become an endowment for a university. The proposition was accepted, the scrip was skillfully located in the white-pine forests of V/isconsin, all premature longings and solicitations of too-impatient people were resisted, and the lands were eventually sold for $8.78 an acre on the average. As a result the Cornell Univer¬ sity has a fine endowment, a monument not only of the public spirit but of the business sagacity of Mr. Cornell and Mr. Henry W. Sage, who so ably effected their splendid project, not by benefactions, but by their personality, the element by which “ benefactors ” accumulate their wealth. The State of Kansas has also done well by the lands granted. It deliberately fixed the price of its university lands so high that after some years it was necessary to reduce the price one-fourth to get them on the market. Nor is Kansas alone in her judicious management of the fund granted by the people of the whole country to the several States formed from time to time out of the Federal territory. Still it is not fair to take the results obtained by exceptionally good manage¬ ment as the average price for the 10,800,000 acres given by Congress up to 1889. The United States lands were sold in the early days of the century for $1.25, and that figure may seem to be the average value of public lands-. But it is to be remarked that when the Government-aided railroads were constructed the price of public (United States) lands along their routes was doubled with good reason. So would it be in a State into which immigrants were rushing. To be admitted, the State must have been fairly settled in the American sense of being run over by a prospecting population, and the internal-improvement movement of the twenties and thirties was aiding in the construction of thoroughfares. It there¬ fore does not appear to be an extravagant estimate to place the average value of the 10,800,000 acres at $2.50. Thus we obtain $27,000,000 instead of $108,000,000 for the 17,000 square miles of public lands given by the Federal Government up to 1889. Yet small as this amount is, it seems too large. It is a fair statement to FEDERAL AND STATE AID TO HIGHER EDUCATION. 1141 place the price received for the 9,600,000 acres of land given in 1862 for the estab¬ lishment of colleges of agriculture and the mechanic arts at $1.10 an acre.1 On that assumption it will follow that $10,500,000 was received for the lands. This amount is a little more than is indicated by the principals of the fund, held sepa¬ rately by the several States, which principals considered as one fund yield, interest estimated at 6 per cent, about $600, 000. 2 The university lands, however, were not thrown on the market, like the agri¬ cultural and mechanical college lands, in an immense block during a distressing period of the country’s history, so that scrip was sold for 60 cents an acre, as in the case of New York, or 55 cents, as in the case of Pennsylvania, or 54 cents, as in the case of* Ohio, and so on. These university lands, all told, up to 1889, were 1,244,902 acres. Deducting from these the lands given to Colorado, Mississippi, Louisiana, and Tennessee, it is probable, from returns and estimates, that the 983,622 acres remaining brought about $4,016,000, or about $4.08 an acre, which will compare favorably with the sales of Cornell University which had about the same quantity and for it obtained $6.73 an acre. Let us assume that $4.08 an acre will be a fair average price for the whole body of 1,244,902 acres, and it will be found that these lands yield $5,000,000 for the establishment of institutions for the higher education of the minds of the youths of the several States. Putting these two grants — one for spiritual and the other foss technical or scientific edu¬ cation — together, it will be seen that the value to higher education of the 17,000 square miles given by the people of the United States to the several States before 1889 was in the neighborhood of $15,000,000 or $16,000,000. The grant of 1882 was insufficient, and the Federal Government again came to the aid of the States. In 1890 an act for the 4 ‘more complete endowment of the institutions called into being or endowed by the act of 1882” was passed. Under this act $8,208,000 has been already furnished from the Federal Treasury, and in virtue of the act of Congress of 1887 the experiment stations, which are being more and more intimately connected with the agricultural colleges, have received nearly $8,000,000 from the same source. Thus the sum total estimated and really given by the Federal Government as aid to higher education of some kind or another is in the neighborhood of $31,000,000 or $32,000,000, to say nothing of the future, which now shows an annual offer of about $1,700,000 from the Federal acts of 1890 and 1887 alone. The uniformity of the legislation of Congress regarding the grantingof land for the purpose of establishing higher education in the several States as each came into the Union was interrupted by the provisions of the act of 1889, which admit¬ ted the States of North and South Dakota, Montana, and Washington. In 1854, 1855, and 1881 Congress had given to each of the Territories the usual grant of two townships, and the Territory of Washington as early as 1855 had established a university at Seattle. On the admission of two of the Territories as States in 1889 and the subdivision of another into two States, Congress, instead of granting a certain quantity of land for “internal improvements,” another quantity as “ saline lands,” and still another as “swamp and overflowed lands,” gave large blocks of land in lieu of these general unconditioned grants for the specific purpose of establishing institutions for higher education and for charitable purposes and the 1 The attorneys for Cornell University place it at fl.65. But it is their duty to make the most of the magnificent management of Mr. Cornell, and they include the sale of 989,920 acres belong¬ ing to New York, not at 60 cents an acre, at which the State sold it, but at $6.73, at which Cornell University sold it, or held it. They put the receipts for the sale of the 9,600,000 acres at $15,900,- 000, $6,188,000 of which being what was obtained over the amount ($473,000) paid by Cornell Uni¬ versity to the State of New York. But in this statement of Messrs. Halliday & Finch, the attorneys of Cornell in a friendly suit between that institution and the State, Nebraska is put down for $39,000, whereas it is claimed that $600,000 is nearer the mark, as will be found when the lands are sold. 2 See Report of Commissioner of Education 1895-96, Chap. XXVII. 1142 EDUCATION REPORT, 1896-97. education of the deaf, blind, and vicious. These lands are to be leased by the State until they will bring $10 an acre. They are not to be turned over for the use of any institution not belonging to the State. Neither are they to be leased for a longer period than five years, nor in larger portions than 1 square mile, nor is more than 1 square mile to be leased to one individual or company. The grant to North and South Dakota each was, for a school of mines, 40,000 acres; for the university, 40,000 (North Dakota getting, of course, two townships in addition), and to Washington and Montana 100,000 acres for a school of science, and the University of Montana receiving 50,000 acres in addition to the two townships, according to precedent. Idaho in 1890 received 100,000 acres for a school of science, and 50,000 for a university, and Utah in 1894 received 200,000 acres for an agricultural college, 100,000 for a school of science, and 110,000 for its university. All told, these lands amount to 2,084,240 acres, which at $10 an acre will yield $20,842,400. This sum will swell the total sum actually given by the Federal Gov¬ ernment for the establishment of higher education to the figure of $50,000,000, or, to recapitulate these estimates, it appears— That the grant of 1787 and its successors in direct line to 1889 yielded _ $5, 000, 000 That the grant of 1862 and its successors in direct line to 1889 yielded. _ 10, 500, 000 That the grants of 1889-1894. including the earlier grants to the Territo¬ ries, now States, must yield _ 20, 842, 000 That Congress is annually appropriating for agricultural and mechan¬ ical colleges a sum equal in 1897 to a capital, at 4 per cent, of _ _ 26, 400, 000 That Congress is annually appropriating for experiment stations a sum equal to a capital, at 4 per cent, of . . . _ 18, 000, 000 Total _ _ _ 80,742,000 The lands granted since 1889 being priced at $10 or more are, as it were, tied up, and are only 4 4 productive funds ” as far as they are leased. The University of Washington, however, had quite a capital to go on. Two citizens of Seattle had given 10 acres of land about 1855 for the university. When the site was changed this property was certainly worth $150,000, for the legislature advanced that apiount in 1898 (to be repaid 44 from the sale of lots in Seattle ”) for the pur¬ pose of providing new buildings for the new university. The tied-up land, how¬ ever, having a value, is utilized in providing buildings by pledging it as security. As an instance of this method of using the lands, sections 1, 2, and 5 of an act of one of the new States are now given. Section 1. That for the purpose of providing money for the support and main¬ tenance of the normal schools of the State of Idaho, located at Albion, in Cassia County, and Lewiston, Nez Perce County, and for the construction and repair of buildings for the use of said schools, a loan of $75,000* is hereby authorized to be negotiated by a board consisting of the governor, treasurer, secretary of state, and attorney-general of the State of Idaho, on the faith and credit of the State of Idaho, and secured by the proceeds of the sale of State normal school lands and the timber thereon as hereinafter provided. Sec. 2. The treasurer of the State is hereby authorized, empowered, and directed immediately upon the passage of this act to issue 75 bonds of the State, to be known as normal school bonds, in the sum of $1,000 each, payable in twenty years from the date of their issuance, to bear interest at the rate of 5 percent per annum, pay¬ able semiannually on the 1st days of January and July each year, at a bank in the city of New York to be selected by State treasurer; said bonds, however, to be redeemable at the option of the State at any time after the expiration of ten years from the date of their issuance. Sec. 5. For the purpose of securing the payment of the principal of the bonds provided for in. this act the proceeds of the sale of all the lands, or of timber grow¬ ing thereon, granted to the State by the United States for State normal schools are hereby set apart as a separate and distinct fund to be known as the normal school sinking fund; and after the payment of said principal of said bonds, then the proceeds of the sales of said land or timber shall be paid into the general fund in the State treasury until an amount equal to the total amount of interest that has theretofore been paid out of said general fund on said bonds, less the amount of interest that may have been paid into said general fund from investment of nor- FEDERAL AND STATE AID TO HIGHER EDUCATION. 1143 mal school sinking fund moneys in State warrants, as hereinafter provided for, has been so paid into said general fund. When the principal of said bonds shall have been fully paid and the general fund of the State reimbursed for interest on said bonds as herein specified, then and thereafter the proceeds of the sales of such lands and timber shall be disposed of as may by law be provided. This is not the place to enumerate the merits or to extol the objects of the insti¬ tutions that the university land grants and the grants for the colleges of agricul¬ ture and the mechanic arts have called into being or have encouraged. All that has been repeatedly done elsewhere. But attention may be asked to two judg¬ ments which appear to justify the most strenuous exertions in promoting the cause of higher education. The first of these dicta relates to higher spiritual education and contains a passage very frequently quoted, or rather misquoted; the second is from a recent report of a British commission on technical education. In the preface to his Questions Contemporaines, Mr. Ernest Renan criticises his own and this country in the following language: The false idea being still alive in France that education should be given only to those children whose social position In after life will warrant it, and therefore that to cultivate and to instruct the poor is to sow wants and ambitions which it will be impossible to satisfy, nothing can be definitely accomplished until that idea is repudiated. The strength of the education of the peasantry in Germany is due to the strength of higher education in Germany. It "is the university which makes the school. It is said that the elementary teacher conquered the Austrians at Sadowa.1 Not at all. It was German science and German virtue that conquered at Sadowa. It was Protestantism, it was philosophy, Luther, Kant, Fichte, and Hegel that conquered at Sadowa. The education of the masses is the result of the high culture of certain classes. The people of those countries which, like the United States, have created a great school system for the people without a serious higher instruction shall for a long time yet expiate their fault by their intellectual mediocrity, their coarseness, their superficiality, and their lack of general intelli¬ gence.2 Or if it is proper to take the French literary savant’s “instruction of a class of persons,” or perhaps as he would have said, “ a class of instructed persons,” as meaning the same thing as a “general diffusion of knowledge,” his apprehension concerning the defects of education in this country as regards parlor manners was antedated nearly a century by a warning as regards politics. In his Fare¬ well Address, Washington said: “Promote, as an object of primary importance, institutions for the general diffusion of knowledge; for in proportion as the struc¬ ture of government gives force to public opinion it is essential that public opinion should be enlightened. ” Turning from the value of higher education as a preparation for entering into the realm of culture and for the discharge of the duties of citizenship, we may regard thp subject from a purely business standpoint. During the year 1896 a British commission visited Germany and reported on the technical education of that country. From that report the following quotation is made: 3 In fact, our recent visit has brought it clearly home to us that the Germans have not ceased to believe in the value of higher scientific education. On the con¬ trary, they appear now to attach greater importance than ever to the connection between such higher scientific training and the development of manufacturing industry. No nation, especially if not overburdened with capital, would con¬ tinue to erect and equip institutions for advanced instruction and scientific research without a firm conviction of their industrial value. The demand, too, for such higher teaching seems to increase as the facilities for providing it are 1 This now famous phrase is usually gotten to read Sedan instead of Sadowa. 2 Questions Contemporaines, 3d ed., preface, p. vii. 3 Report on a visit to Germany with, a view to ascertaining the recent progress of technical education in that country, being a letter to His Grace the Duke of Devonshire, K. G., Lord President of the Council, by Sir Philip Magnus, Mr. Redgrave, Mr. Swire Smith, and Mr. Wood- all. (These gentleman were on a commission that reported about thirteen years ago. See report of this Bureau for 1883-83, pp. 263, et seq.) 1144 EDUCATION REPORT, 1896-97. enlarged. For whereas in 1884 we stated that the total attendance at the poly- technicums was little more than 2,000, the attendance of students at Charlotten- burg alone, irrespective of the Berlin University, is now 3,000, while the number of students in the physical and electro-technical laboratories at Darmstadt is already in excess of the accommodation. Indeed, it is worthy of remark that the same object which called into existence some forty or fifty years ago the technical uni¬ versities has recently led to their extension and development in a new direction. As far back as that period Germany began to prepare herself for becoming a man¬ ufacturing people. It was her belief in the future application of chemistry to industrial purposes that led to the erection and equipment at a great cost of chem¬ ical laboratories and to the encouragement held out to students to pursue their studies in those laboratories for a period of five, six, or even seven years. The success that has attended the efforts of the Germans to appropriate many impor¬ tant branches of chemical manufacturing industry is well known, and the depend¬ ence of those industries on the researches of chemical experts employed in the works is generally recognized. At the Badische Analin-und Soda Fabrik alone are now employed 100 scientifically trained chemists and 30 engineers. Her bril¬ liant achievements in the field of chemical industries have encouraged her to establish well-equipped electrical laboratories and to develop the practical teach¬ ing of physics with the view of assisting the electrical trades, which are compara¬ tively of recent growth. Nevertheless there is a precaution to be taken in all experimentation, not only in the fields of intellect and gentility, but in that of industrial education. This is to be patient in awaiting returns, especially if inferior methods be used. Pro¬ fessor Atwater, while chief of the Experiment Station Office of the Federal Agri¬ cultural Department, has spoken on this subject to this effect: Whoever has had experience in field experiments and has taken the pains to look through the mass of reports of such work that has accumulated during the past fifty years in Europe, as well as in this country, must be impressed with the small¬ ness of the visible result in proportion to the expenditure of labor, thought, and money. The great difficulty is that the conditions, particularly of soil and weather [and he might have added social conditions] , are entirely beyond not only the experimenter’s control, but also his means for measuring them; and what is still worse, inequalities of soil which are hidden from his observation are often respon¬ sible for a large part of the differences in yield, so that the results give entirely wrong answers to the questions he is studying. While the importance of duplica¬ tion of trials and of continuing them through a series of years can not be too strongly insisted upon, it is also very desirable that investigations should be made with special reference to the improvement of the methods of experimenting. The acts of 1862, 1889, and 1890 have been frequently referred to in the foregoing, and it is useful, perhaps, to summarize their provisions as the most important efforts made by the people of the United States to foster higher scientific education. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1145 SS ■ ft &DP-S A 2 to o^b A .ft •^>©4 d . 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The first and all-important active power of Congress is the obligation “ to lay and collect taxes and duties.” It is well known that nothing of this kind has been done by that body for higher educational institutions. The millions spoken of above have arisen not from taxation, but from the sale of lands. The extraordinary slowness with which new ideas, if left to themselves, are dissem¬ inated, so that practically the large mass of people, as Burke says, are fifty years behind the times,1 has caused the Federal Government to provide agencies for the investigation and careful compilation of new conceptions concerning public health — intellectual, moral, and physical — and national interests, but no institu¬ tion for the classroom instruction of young persons has been established by the Federal Government, except for the education of the officers of the Army and Navy, the emancipated slaves, and for the wild Indians. The Federal Govern¬ ment has given lands; it is left to the States to tax the property of its citizens for higher education, with which the Federal Government has had nothing to do except so far as the acts of 1890 and 1887 are concerned, and the limitations imposed by the acts of 1787 and 1862 as to the use of the funds granted during those years. Let us see how the States have availed themselves of this privilege of taxing themselves for higher education. In making this study it is convenient to single out the State of Massachusetts for her early action; the State of New York for her administratively comprehen¬ sive action; the State of Virginia for her treatment of the university as the uni- versitas scientiarum of the schoolmen, or the ‘ ‘ Einheit der Lehre ” of the Germans, and the State of Michigan as effecting a sort of hybrid of these three, at first, in 1817, with marked preference for the Virginia idea, then of the New York idea of a university distributed all over the State, and finally of the Massachusetts college idea combined -with the Virginia idea again, as in the first place, when the paper institution on the Jeffersonian plan, called University Michigania, or Catholepistemiad, was characterized by the French Revolutionary craze for bastard verbal compounds from the classic languages.2 In Massachusetts, says Prof. C. K. Adams, we find the legislature, before the seventeenth century had half run its course, doing six different acts in connection with higher education — to wit, by making a grant for a college (Harvard), by laying an annual tax to support it, by fixing its location, by super¬ intending the erection of its buildings, by appointing a curator paid by the State, by removing an incumbent and apx>ointing his successor. In other words, in order to found a college, Massachusetts, though having fewer than 4,000 inhab¬ itants, gave £400 in cash, the annual earnings of the Boston-Charlestown ferry, and to a man who had promised that he, as president, would devote his life to building up the college 500 acres of land, and when he failed turned him out forth¬ with. This was in 1638-1640. The ministers of George III, one hundred and 1 It is very rare indeed for men to be wrong in their feelings concerning public misconduct; as rare to be right in their speculation upon th cause of it. I have constantly observed that the generality of people are fifty years at least behind in their politics. There are very few who are capable of comparing and digesting what passes before their eyes at different times and occasions so as to form the whole into a distinct system. But in boohs everything is settled for them without the exertion of any considerable diligence or sagacity. For which reason men are wise with but little reflection and good with little self-denial in the business of ail times except their own. (Present Discontents.) 2 Catholepistemiad— the place where knowledge or all the sciences are taught. A professor¬ ship was called a “didaxia.” Absurdities of this kind are common to revolutions. The French Revolution turned 1793-94 into “the year 1;” so did the revolting Sicilians in their age; so did Rienzi. The later scholastics changed their names— Sch war tzerde became Melancthon = black earth, etc. Mr. Jefferson wanted the States on the Northwest to be called Michigania, Polypo- tamia, etc. 1148 EDUCATION REPORT, 1896-97. forty years later, came with great rapidity to the conclusion that Boston was not a good center from which to subdue the rebellion of their fellow-citizens, though a decided center of the rebellion. The fact is now accepted — “ higher education is the best national defense.” “You are eternally quoting Germany to us,” said a member of the French House of Representatives to the minister of public instruc* tion, Mr. Berthelot, who was addressing that body on higher education. “Yes,” replied the minister, blandly, “always Germany. We all very well know why.” “It was not the schoolmaster that conquered at Sadowa,” said Renan, “but Ger¬ man science,” which is just as much as to say “the German universities.” The earliest direct tax for education was imposed for this Massachusetts college (1 peck of corn, or its equivalent, 12d.), paid by each family. So much for Massachusetts and her college, which all educated Americans regard as an Eng¬ lishman regards Oxford or a Frenchman regards the Sorbonne. The State of New York has shown in the management of all the higher educa¬ tional institutions within her borders a sense of the importance of their influence and of its own moral duty to supervise as well as to foster them which was mani¬ fested by no other State of the Union until recent years. Her method of treat¬ ment was quite original, being unlike that of the Universite de France, which came, indeed, shortly after it, and of the University of Oxford, which had preceded it many centuries. The French Revolutionary assemblies had early united the five great scientific bodies of France into a federal system called the Institut de France. This much being accomplished for literature and science, two projects were advanced about 1790, one for centralizing and one for federalizing the influ¬ ence of higher education in France. The abbe, politician, and subsequent prince, Talleyrand, advocated the first and would have l’institut enseignant (the teaching institute or university) centralized at Paris; but the federal system was advocated by the celebrated Condorcet, scientist and martyr. Mr. Condorcet remarked in the French Assembly, “We propose to establish in France nine colleges which will be lights shining from many points at the same time, and thus their effect will be more equally distributed among the citizens.” The projects fell through, until, in 1806, Napoleon created the Universite de France, originally intended as an examining body, with a grand master at Paris and committees or ‘ ; faculties ” in the provinces. Far different is the system at Oxford. There, as originally in France, the “university” is equally unreal as a teaching entity; nevertheless the University of Oxford has a definite habitat and is an idea founded on facts, which facts are the colleges and halls which have been from time to time established by private or royal benefactions as the dwelling place of instruction. Scatter the Oxford colleges over the State of New York and increase their number and you have made the initial step in conceiving the character of the institution called the University of the State of New York. It is an institution sadly needed in other States to go up and down testing the fitness x>f people to begin higher studies, and deciding upon the fitness of institutions to be incorporated, especially those who wish to be empowered to confer degrees. Pennsylvania has within a year adopted, though creating a different agency, this wise administrative measure. There is no more substantial monument to the respect paid to the character of Mr. Jefferson than the founding of the University of Virginia by that State. It was an institution conceived on university lines, in which the curriculum em¬ braced the world of science while preserving the unity of instruction known among the Germans as the Einheit der Lehre. It does not appear that there was any enthusiasm created among the Virginians for an institution with such an ideal. Private colleges were meeting the demands of the people, who were justi¬ fiably satisfied that the education given in those institutions was as good as any given elsewhere. Liberty, not science, was the object of their aspirations, and they preferred a village Hampden refusing ship money for the use of a tyrannical king to a Humboldt traveling about the globe collecting snakes and climbing vol- FEDERAL AND STATE AID TO HIGHER EDUCATION. 1149 canoes. Yet these gentlemen, bred np on Plutarch, Tacitus, and Livy, had the distinguished merit to found a modern American university in the year 1817. Having once established the university, it became a matter of honor to maintain it, but otherwise to leave it to its own resources.1 “The history of State higher education in Michigan,” says Professor Blackmar, “ centers around one institution, but that institution is the foremost university of the great West, and, indeed, the first model of a complete State university in America.” In 1817 the Catholepistemiad, or University Michigania, was a. mere paper concern. In 1825 an idea was conceived of having a university of Michigan composed of a hundred colleges, something on the order of the University of New York, but one to be for the higher education of women, another a normal, still another an agricultural department, all focusing in or at the “university,” whose ‘ ‘ regents ” were to help support them while the counties did the rest. ‘ ‘ The exten¬ sive plan early entertained for the branch schools of the University of Michigan,” says Mr. Blackmar, who prefers to ascribe this idea to the influence of the Ger¬ man gymnasia, as he does the Catholepistemiad, or University Michigania, to the University of Berlin of 1810, for instance, “resulted in nothing further than the establishment of an excellent system of high schools connected directly with the university curriculum, but entirely independent of the institution in their support and government.” In Michigan the secondary and higher education are knit together by mutual understanding; in New York they are connected by a “ univer¬ sity;” in Virginia the university is still a concentrated establishment, whose sphere of direct influence is confined to its own precincts; but none of these things can be affirmed of the Massachusetts university at Cambridge. Great as are the difficulties of making a thoroughly accurate statement concern¬ ing the endowment in the shape of lands given by the Federal Government to the several States, they are greatly inferior to those encountered in attempting to relate what the State has given. The legislatures of newly admitted States are not always the best informed persons as to the proper disposition of lands and money for higher education, and some unfortunate legislation undoubtedly has resulted; but it is to be remarked that, bearing in mind the vast quantities of cheap public lands still retained by the United States up to 1880, all statements of gross mis¬ management as “proved” by meager returns are to be carefully weighed before adoption. The first great difficulty with the university fund while it was still land was to sell it profitably at an early day; the second, when the land had been converted into money, was to invest the money at remunerative rates. Upon these rocks of educational land financiering perhaps several legislatures wrecked the hopes of an endowment for a State university; and then, in a mood of contri¬ tion for\he evil which had followed from their acts, assumed the loss as a debt, the interest on which was thereafter to be paid by public taxation. It is judicious, therefore, to leave the subject of the management of these funds to the historian 1 Extract from the report of the committee of schools and colleges of the legislature of Vir¬ ginia, against the expediency of withdrawing the $15,000 annually from the University of Vir¬ ginia, 1845, Document No. 41: “* * * It would, on some accounts, certainly he desirable were our university, like Har¬ vard and several others, sustained entirely or in great part by funds derived from the munifi¬ cence of individuals. But it should not be forgotten that, while by this means the public would be relieved from the annual contribution now required, the general interests of the community as affected by the operations of the institution would be either wholly neglected or but par¬ tially secured. The entire government and organization devolving upon self -elective boards of trustees irresponsible to the State would of necessity be exposed to the narrowing influences springing from the predilections and prejudices of religious sects and classes of society, and the university, by an easy transition, losing the liberal features of a school suited equally to all, would become the property and the spoiled favorite of a particular denomination or rank.” (Report drawn for committee by W. B. Rogers, chairman of the faculty of the university, and apparently presented as the report of the committee.) Life and Letters of William B. Rogers, first president of the Massachusetts Institute of Technology, Appendix A to Vol. I. 1150 EDUCATION REPORT, 1896-97. of each State, who can award the praise or blame that a thorough investigation of the circumstances warrants. The thirteen original Stafes were saved the vexa¬ tions attending the management of public land grants for higher education. At the present day the connection of the State and higher education seems to be becoming in certain parts of the United States an explicit arrangement between higher education and the people. The money received into the State treasury as “ taxes ” is too nearly the sum actually required for the specific purpose for which each tax was levied to allow of legislative munificence in appropriating •' ‘ any money in the State treasury not otherwise appropriated,” even though the appro¬ priation would have so laudable an object as higher education. This difficulty is felt more keenly in the younger and less wealthy States, as it was in the colonial days of the States of the Atlantic Coast. In those early days a ferry toll, a tax of a i>eck of corn, 1 a tax on exported tobacco 2 and on imported liquors, negroes, and Irish servants 3 were crude forms of an expedient that the inland States are now finding it convenient to adopt. Formerly the mania for lotteries was used to provide funds for establishing institutions of higher education, but at the present day public morality can not be so hoodwinked by the show of higher education for a dummy as to be seduced into an effort to legalize this once popular device. The method now coming into vogue is to levy directly a specifically named tax upon the taxable property in the State for the support of a State university or, in the case of Colorado, for the university, the agricultural college, and the school of mines — for each institution one-sixth of a mill. But this is not the only form in which this expedient is resorted to. The State of South Carolina has assumed the examination of fertilizers and the guaranty of their contents. This work of guaranteeing the value for agricultural purposes of artificial manures is the work in part of the State experiment station, and the $60,000 that is thus obtained is given for the support of the State agricultural college. It is thought that no other experiment station produces results more obviously valuable than those of the South Carolina station. The endowment is commensurate with the Federal sub¬ sidy and the munificence of Mr. Clemson. A list of the States taxing the people directly for higher education is given below: States in which the people tax themselves specifically for higher education. ( Does not include technical colleges unless same are colleges of the university. ) California ( University of California) . — Tax of 1 per cent on $100 ; in 1898, 2 per cent. Colorado (University of Colorado). — Tax of one-fifth of a mill. (Also taxes itself to the same amount for its agricultural college and its school of mines.) G-eorgia (University of Georgia). — Annual appropriation for eleven years of $6,000, or $66,000. Idaho (University of Idaho). — Annual appropriation for 1892, 1898, 1894, and 1895 of three-fourths of a mill on assessed value of property in State. In 1893 this yielded $22,307. Indiana (University of Indiana). — Tax for twelve years, 1883-1895, of 5 mills on $100; estimated to yield $700,000. Kentucky (Agricultural and Mechanical College of Kentucky). — Tax of 5 mills on $100. Maine (University of Maine). — In 1897 an annual appropriation for ten years of $20,000, or $200,000. Maryland. — The appropriation to St. John’s College. Michigan (University of Michigan). — Tax of one- twentieth of a mill on $1, 1873-1894 (capitalized at 4 per cent=$375,000) ; of one-sixth of a mill in 1894. Grant of $6,000 annually for support of medical school. Minnesota (University of Minnesota). — In 1897 the legislature increased the tax ( of ffiy of a mill to xso3F, a net increase of $40,000. Missouri (University of Missouri). — Refund of direct tax by Federal Govern¬ ment, given by State, $656,000; also, three-tenths of 1 per cent of State revenue. Nebraska (University of Nebraska).— Tax on property of 1 mill, 1869-1873; tax 1 Massachusetts. 2 Virginia. 3 Maryland. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1151 on property of three- eighths of a mill, 1873-1897. This yielded but $32,000 in 1873; in 1887, $170,000; in 1897, $70,000. Ohio (State University) . — Tax by State of one-twentieth of a mill (capitalized at 4 per cent=$2,250,000), 1891-1895; in 1898, one-tenth of a mill. Oregon (University of Oregon). — Tax by State of one-tenth of a mill, 1882-1887; tax by State of one-seventh of a mill, 1887-1892; granted by State since 1893, $30,000 annually. Virginia (University of Virginia). — Annual appropriation, 1818-1876, $15,000; annual appropriation, 1877-1884, $30,000; annual appropriation, 1885-1894, $40,000; annual appropriation, 1895-1897, $50,000. Wisconsin (University of Wisconsin). — Tax in 1883, one-eighth of a mill; in 1891, one-tenth of a mill. Also (laws 1893), for two years an additional State tax of one-fifth of a mill for each dollar of assessed value of taxable property for increased administrative expenditures. In 1896 these taxes yielded $75,434, $60,347, and $120,695. The other great purpose for which taxes have been laid by the States to estab¬ lish higher education is a very costly one — the construction of adequate buildings. The most conclusive way of arriving at the amount of this species of State taxation would be to sum up the value of the grounds and buildings were it not very frequently the case that private benefactors have built and presented one or more of the buildings or the grounds upon which the university is placed. Despite this defect, however, such a method is here adopted; for we are dealing on this occasion with the aid furnished by the Federal and State governments to establish universities; and had there been no such action on the part of the G-overnment there would have been no occasion to present lands to them for sites or to provide and furnish science halls and dormitories to facilitate their instruction or accom¬ modate their students. It is thought that such benefactions would not probably have gone to other institutions, in the first place, because they are largely given by an alumnus in grateful memory of his alma mater, and, in the second, are due to a patriotic feeling for the renown of the State. The value of the property in the form of grounds, buildings, and apparatus of the institutions named under each State, as hereafter given, is $41,000,000. On a subsequent occasion it is hoped that it will be possible to present a state¬ ment of the total amount given by the several States to maintain higher educa¬ tion. In this chapter it is impossible to do more than to give the total amount of productive funds reported by the institutions which are named in the summary with which the chapter now closes. The amount of these productive funds, including the quasi State universities of Harvard, Yale, Columbia, and Cornell, is $51,673,233, of which about $30,000,000 belongs to the four universities named. It thus appears that institutions that have been materially aided by Federal and State governments possess about $92,000,000 v/orth of property either as real estate and apparatus or as “ productive funds.” Summary of Federal and State aid given to establish higher education in— State. Acres. Value. ALABAMA. University of Alabama: .Lands (Federal) granted on admission to Union . . . Lands (Federal) granted in addition (1884) . . . . . . Gifts by the State, including $36,000 back interest . Gifts by the State to medical department at Mobile . Appropriation by State in 1895-96 . 46,080 46,080 1 $368, 740 2 460, 000 88, 000 50,000 0 253,000 575,000 218,718 Agricultural and mechanical colleges: Act of 1852 (Federal) . . . . 240,000 Act of 1890 (Federal) capitalizing subsidy (1897) at 4 per cent (acts of legislative bodies) . . . Fertilizer tax for 1896, capitalized at 4 per cent (acts of legislative bodies) . . . ^$144,239 estimated as lost (Histy . Ed. in Ala. , Clark, p. 45) and fund fixed at $250,000 by State in 2 Estimated. 1152 EDUCATION REPORT, 1896-97. Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. Alabama— continued . Fixed property not subject to annual grant: §559,400 553,500 1,112,900 ARKANSAS. Lands granted by Federal Government for higher education are said to have been divided among counties for common -school purposes in 1848-49 . . . . 46,080 150,000 1 276, 000 135,000 575, 000 26,161 Arkansas Industrial University: Act of 1890 (Federal), capitalized as for Alabama . . Appropriation by State in 1896-97 for current expenses . Fixed property, not subject to annual grant: 255,000 130, 000 385,000 Value of productive oropertv . . . . CALIFORNIA. University of California: 46, 080 6,400 150,000 1,873,325 } 100,000 771, 687 2 811. 500 575, 000 300, 000 S4, 800 1, 914, 500 179,000 Lands (Federal) granted by act 1862 for Agricultural and Mechanical College . . . . . . . . . JLands (Federal) granted as swamp lands to State, and by it to uni- Act (Federal) of 1890, capitalized as for Alabama . . . . . State appropriation in 1872 for building. . . . . . . State appropriation in 1873 for building. . . . . . . . . State tax of 1 per cent (in 1898 2 per cent) on §100 property, capital¬ ized at 4 per cent in 1888 when passed. • . . . . . State appropriation 1896-97 ($50,000 for building) . Fixed property not subject to annual grant: V alue of property . . . . . . . 1, 190,000 2, 745,000 3,935,000 Value of property, productive . , . . __ . . Total fixed property . . . COLORADO. University of Colorado: Lands (Federal) granted on admission to Union _ _ _ _ 46,080 State tax of one-fifth of a mill on all property which capitalized at the date of passage (1881) at 4 ner cent . . . . . 3 500, 000 30,000 37,000 4 270, 000 575,000 3 500, 000 37,000 3 500,000 37, 000 State (half by “government,” half by “people”) in 1875 . State appropriation in 1896, one-fifth of a mill tax . State Agricultural College: Act of 1832 (Federal) _ ~ . . . . . . 90,000 Act of 1890 (Federal) capitalized at 4 per cent, as for Alabama _ State tax of one-fifth of a mill, capitalized in 1881 at 4 per cent, as above _ . . . . . . . . . . State appropriation in 1896, one-fifth of a mill tax . State School of* Mines: State tax of one-fifth of a mill, capitalized at date of 1881 . . State appropriation in 1896, one-fifth of a mill tax . . Fixed property not subject to annual grant: Value of property . . - 600,000 230,000 Value of productive property . . . . . . . Total fixed property . . .• . 830,000 CONNECTICUT. Yale University: Colonial subsidy, 1701-1741, £120 or £100 a year, capitalized at 4 per cent (actual value of £1) . . 10,000 Colonial lands (a township brought from $3,300 to §18.000 in those days) . . . 1,500 State gifts up to 1823 and grant of 1831 (legislative committee report 80,000 135,000 Sheffield Scientific School: Act of 1862 (Federal), from 1864 to 1893 .. 180,000 Act of 1890 (Federal), from 1890 to 1893. (See Storrs below.) x Estimated at §6 an acre, the minimum price in 1840. 2 At least the swamp lands were to realize §1,000,000. 3 At present (1897) this would be about §986,400 at 4 per cent capitalization. The Agricultural College at first received one-tenth of a mill (1877-1881). This was used for buildings. 4 Estimated ; much unsold. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1153 Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. V alue. Connecticut— continued. Storrs Agricultural School: $15,000 200,000 1 67,000 575,000 Fixed property not subject to annual grant: 5,610,000 4, 114,762 9, 724, 763 DELAWARE. Delaware College: 90,000 83,000 575,000 Act of 1890 (Federal) , capitalized at 4 per cent (,$17,600 in 1896 for whites) The State also contributed to the support of the State College for Colored Students in 1896-97, $4,000, which receives one-fifth of the Federal subsidy of 1890. Fixed property not subject to annual grant: 156,541 83,000 239,541 FLORIDA. East and West Florida seminaries: 92,160 90,000 2 130, 000 110,000 575,000 State Agricultural College: Act of 1862 (Federal) _ _ _ _ _ _ _ Act of 1890 (Federal), capitalized at 4 per cent, one-half income for whites. _ _ _ _ _ _ _ _ _ - _ State aid has been given from time to time for building, etc., a few thousand at a time. Fixed property not subject to annual grant: Value of property _ _ _ _ _ _ _ _ 113, 175 283, 000 Value of productive funds _ _ _ _ _ Total fixed property _ 395,175 University of Georgia: Georgia. Lands, State warrant for $100,000, on which State pays 8 per cent . (Note. — The grant was 40,000 acres State lands, but 5, 000 were on South Carolina soil. State gave warrant for two-thirds of sales of land.) Annual appropriation by State for eleven years, $6, 000 _ _ _ 35,000 166,000 66,000 49,000 242,202 575,000 80,000 10,000 25,000 20,000 Gifts (or loans?) by State at various times for various purposes. . Georgia State Agricultural College: Act of 1862 (Federal) . . . 270,000 Act of 1890 (Federal), capitalized at 4 per cent, one-half income for whites . . - . . . . . . . Act of 1871, donating old United States mint, Dahlonega, and its 10 acres (1875) . . . . . . Medical college, since 1873 a part of the university: Cash in 1833, by State . . . . . . . . .. Premium on stock in Bank of Augusta by State _ Georgia School of Technology: Last appropriation by State . . . . . . . . . . Fixed property not subject to annual grant: V alue of property . . . . . . 822,000 342,000 Value of productive funds, including $100,000 State warrant . Total fixed property . . . . . . . . . . 1,164,000 ILLINOIS. Lands (Federal) granted on admission . . 46,080 60,000 118, 790 319,494 575,000 500,000 One-half of 1 per cent of the sale of public land (Federal) . . . (The income of this fund is divided between the two State normal uni¬ versities.) University of Illinois: Act of 1862 (Federal) . 480,000 Act of 1890 (Federal), capitalized at 4 per cent. . . . Various appropriations for buildings . 1This does not include an appropriation in 1895 (to take an example) of $25,000 for current expenses yoted by the State before the litigation respecting the Federal subsidy of 1890 was settled. 2 Estimated by State superintendent in 1874 in this way, to wit: 47,000 acres actual sales, $97,204; 38,000 unsold, estimated, $76,000. The East Florida Seminary does not report endowment funds, but the West Florida reports $65,000. ED 97 - 73 1154 EDUCATION REPORT, 1896-97. Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. Illinois— continued. Fixed property not subject to annual grant: Value of property . - . . . . . . $380,000 458, 500 1,338,500 INDIANA. Indiana University: Lands (Federal) granted on admission and for losses by litigation-.. Tax for twelve years (1883-1895) of 5 mills on each $100 property, esti- 73,663 231,331 700,000 30,000 80,000 213,239 575, 000 100, 000 58,563 Purdue University: Act of 1863 (Federal) . . . 390,000 Fixed property not subject to annual grant: 895,000 940, 000 1, 835, 000 IOWA. University of Iowa: 46,080 4, 600 } 1300,000 280,000 40, 000 76, 000 649, 000 575. 000 io; ooo 14,000 111, 000 Lands, (one-tenth Federal) granted to State as “saline” . Old State capitol and 10 acres and $10,000 for new building in 1858. . Appropriation for buildings in 1864-1866 _ Last annual appropriation... . . . . . . . State Agricultural College : Lands (Federal), act of 1863 _ _ _ _ _ _ 340,000 Act of 1890, canitalized at 4 per cent _ _ _ _ Gift by State to purchase 640 acres and build in 1858 . . . Gift by State of 5 square miles given by Federal Government upon which to build a capitol . . . . Gift by State for building in 1864 . . . 3,300 Fixed property not subject to annual grant: Value of property . . . . 559, 848 1,249,400 1,809,248 Value of uroductive funds . . . . . . . . Total fixed property . . . KANSAS. State University of Kansas: Lands (Federal! granted on admission . .. _ _ _ 46, 080 2 135, 000 100,000 100,800 3 502, 344 575, 000 200,000 18, 100 Appropriations by State for buildings, $50,000 . . . . Last State appropriation . Kansas State Agricultural College : Act of 1863 (Federal) . 90,000 Act of 1890 (Federal), capitalized at 4 per cent . . . . Grants by State for buildings at various times, about . . Last State appronriation ($4,150 for building) . . . Fixed property not subject to annual grant: V alue of property . . . . . . . 1,700,900 637, 346 Value of productive funds. . I Total fixed property . . . . . . . . . 2,337,346 KENTUCKY. Lands (State) to various individual institutions.. _ _ _ _ 3 40, 000 (?) 330,000 (?) (?) 4 165, 000 575,000 810, 725 Lands (State) to each countv for anacademv . Agricultural and Mechanical College of Kentucky: A ct of 1863 (Federal) . . . . . . Act of 1890 (Federal), capitalized at 4 per cent _ State tax of 5 mills on $100 property, $33,439, capitalized at 4 per cent. Fixed property not subject to annual grant: Value of property . 179,000 165, 000 Value oi productive property.. Total fixed property.. . 344, 000 1 6,000 acres unsold, estimated at $8 an acre and included. 2 Present endowment (productive) fund. 3 To this should be added various taxes and profits of two banks, amount unknown, for the Transyiyania University, subsequently the Agricultural and Mechanical College. 4 This is the portion left after the purchase of “ some realty.” FEDERAL AND STATE AID TO HIGHER EDUCATION. 1155 Summary of Federal and State aid given to establish higher education in— Cont’d. State. Acres. Value. LOUISIANA. University of Louisiana (Tulane) : 46,080 $25,000 15,000 50,000 327,000 575,000 200,000 State University and Agricultural and Mechanical College: 210,000 Fixed property not subject to annual grant (excluding Tulane Uni¬ versity): MAINE. 46,080 115,200 60,000 39,000 116,359 575, 000 38,000 20,000 University of Maine: Act of 1862 . . - . . 210,000 Fixed property, not subject to annual grant: 244,566 219,912 464, 478 MARYLAND. (Taxes were imposed by the colony on imported negroes, Irish serv¬ ants, and imported food and goods, for county schools. In 1782 an annual grant of £1,253 was given, to Washington College, and in 1784 to St. John’s College to the amount of £1,750. The grant to the last college, though “ granted annually forever,” was refused in 1806. In 1811 $1,000 was given to St. John’s College; in 1832, $3,000.) St. John’s College: Grant from 1784 to 1897, capitalized at 4 per cent . . . 75,000 9, 000 1 34, 000 112,504 575, 000 Tia.pt appropriation , incln fling the resrnla.r $3,000 Maryland Agricultural College: The State assumption of the debts in 1866. _ _ _ _ Act 1862 (Federal) . . . . 210,000 Act 1890 (Federal), capitalized at 4 per cent . . . . . . Fixed property not subject to annual grant: V alue of property . . . . . . . _ . 288,000 115,943 V alue of productive property . _ . . . _ . Total fixed property. . . . 403,943 MASSACHUSETTS. (In the case of this State we are again confronted with the delicate ques¬ tion as to the character of the relations of a State-aided university and the State. Were the occasion and place proper to attempt to answer this question by going into a sociological inquiry as to the political ideas of the people who founded the colony of Massachu¬ setts Bay, it is not improbable that it would be found that those ideas were (at that date) an extraordinary mixture of federalism and local self-government. Be this as it may, Harvard College was established by the colony in 1640, and the relations of the State were not closed with Harvard University at the date of 1863, when Gov¬ ernor Andrews, in advocating the endowment of the university with the funds given by the Federal act of 1862 to Massachusetts, "made these remarks: “That we should continue to build on the foundation our fathers laid, endeavoring to make actual in the life of our so¬ ciety their ideal, I religiously believe. Two- thirds of an amount equal to the sum we annually and wisely expend in public and pri¬ vate instruction would found professorships and furnish the fund which would give to Massachusetts a university worthy the dream of the fathers, the history of the State, and the capacity of her people.”) Harvard University: Colonial grant of £400 . 1,500 The proceeds from Charlestown Ferry, £50 to £100, from 1640-1777, when college was relieved of control of ferry and £200 given for forty years, which, and £300 more, was taken out of the new bridge company’s receipts, both going to college . 1 The State assumed $45,000 debts, but reimbursed itself to the extent of $11,250 from the sale of Federal lands, the 1863 act allowing $11,250 for buildings (i. e., 10 per cent). 1156 EDUCATION REPORT, 1896-97. Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. Massachusetts— continued. Harvard University— Continued. 46,000 $100,000 30,000 235,000 350,000 Massachusetts, Hollis, and rebuilding Harvard Halls (£10,300) . . . Massachusetts Institute of Technology: One-third of income from agricultural and mechanical grant (see Massachusetts Agricultural College: 360,000 1236,307 141,575 575,000 37,000 Act of legislature (State) to increase above fund, one-third income Act of 1890 (Federal) capitalized at 4 per cent "(one-third going as Fixed property not subject to annual grant: 5,998,000 10,123,275 16, 121,275 MICHIGAN. University of Michigan: 46,080 575,000 375, 000 (?) 150,000 197,000 56,320 42,397 547, 279 575,000 13, 000 185,000 40.000 Tax of one-twentieth of a mill on §1, capitalized in 1873 and running up to 1893 _ . . . . . . . . . Tax of one-sixth of a mill on$l, capitalized in 1894 and now in operation. Grant of $6,000 annually, support of homeopathic medical school since 1875, capitalized at 4 per cent _ _ _ - _ - Last annual appropriation, including annuities above _ State Agricultural College: State grant of Salt Spring (Federal) lands . . . _ . 14,080 6,961 240,000 State grant of swamp land (Federal) . . . . . . . Act of 1862 . . . . . . Act of 1890, capitalized at 4 per cent . . . . . . . Last annual appropriation (for building) _ _ _ State Mining School: State grants for buildings _ _ __ _ Last annual appropriation . . . Fixed property not subject to annual grant: V alue of property . . _ . _ _ _ _ _ 2,751,323 1,116,000 Value of productive property . . . . . . MINNESOTA. University of Minnesota: Lands (Federal) granted on admission to the Union . 46,080 120,000 3,867,323 2 800, 000 526,838 575,000 196, 191 Lands (Federal) granted by act 1863 for agricultural and mechanical colleges. . . . . . . (“All endowment funds ” are reported to this Bureau in 1897 as given below, but lands are sold on very long time, thirty years.) Act of 1890, for Agricultural and Mechanical College, capitalized at 4 per cent . . . . . Last State appropriation . .... ' ... . . (In 1897 the legislature increased the tax of of a mill to of a mill, a net increase of $40,000. ) Fixed property not subject to annual grant: Value of property.. . . . . 1, 609, 500 1,201,238 Value of productive funds . . . . . . . Total fixed property . 2,810,738 MISSISSIPPI. University of Mississippi: Lands (Federal) granted to State on admission . . 23,040 (Other section was obtained by an institution now extinct. In 1856 Governor McRae claimed that the State owed the university $1,077,790.07, or, deducting appropriations, $874,324.49. After this this an appropriation of $20,000 was made annually.) Last appropriation . . . 5,000 188,028 575,000 30,300 Agricultural and mechanical colleges : Act 1863 (Federal) . . . . 210,000 Act 1890 (Federal), capitalized at 4 per cent .. Last appropriation to colleges for both races . . . 1 Of which $29,778 was used to purchase a farm. 2 lu 1890, as far as sold. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1157 Summary of Federal and State aid given to establish higher education in — Cont’d. T State. Acres. Value. Mississippi— continued. Fixed property not subject to annual grant: $543,646 728, 028 1,271,674 MISSOURI. University of Missouri: Lands (Federal) granted on admission . . . . 46,080 108, 700 1332,000 1332,000 575, 000 656,000 66, 318 0.3 per cent of State revenue . . . . . . . . Act of 1863 (Federal) . . . __ .. _ _ _ 330,000 Act of 1890 (Federal) capitalized at 4 per cent. . . . . Refund of direct tax by Federal Government and given by State. . Last State approirriati on _ .. . .. _ _ _ _ _ Fixed property not subject to annual grant: V alue of property _ _ _ _ _ _ _ 365, 600 1,229,839 Value of productive funds . . . . . . . . . . Total fixed property _ _ „ _ _ _ _ _ _ 1,595,439 NEBRASKA. University of Nebraska: Lands (Federal) granted on ad.mission . . . 46,0801 90,009/ \ ; 2i, ooo, ooo 800,000 123,572 Lands (Federal) granted for Agricultural and Mechanical College _ Tax on property of 1 mill, 1869-1873 -.\Capitalized at 4 per cent (atdate Tax on property of f mill, 1873-1897.-/ 1873). 3 Last annual appropriation . . . . / Fixed property not subject to annual grant: Value of property . . . 650,000 1,000,000 Value of productive property (eventually) . . . . Total fixed property NEVADA. University of Nevada: Lands (Federal) granted on admission . . Act 1883 (Federal) . . . Last appropriation by State ($38,764 for building) 46,080 90,000 Fixed property not subject to annual grant: Value of property . . Value of productive property (eventually) Total fixed property NEW HAMPSHIRE. 1,650,000 38,000 95,000 39,389 196,000 4 178, 000 374,000 Dartmouth College: Lands by the State of Vermont in 1785, one “township ” . Lands by the State of Massachusetts, 36 square miles in Maine Lands by the State of New Hampshire . . Act of 1863 (Federal), up to 1890 (see below) Grants for buildings in 1773 and 1809 (medical). . . Agricultural and Mechanical College: Act of 1863 (Federal), since 1891 . . . Act of 1890 (Federal), capitalized at 4 per cent.. . . Grant for buildings . . . . . . . Last appropriation ($3,100 for building) . Fixed property not subject to annual grant: Value of property . . Value of productive property (potential) . , . Total fixed property . NEW JERSEY. Rutgers College: Act 1863 (Federal) . Act 1890 (Federal), capitalized at 4 per cent, revocable. 67, ’666" 150,000 210,000 15,000 80.000 575, 000 135,000 8,600 251,381 800,000 1,051,381 116,000 575,000 Fixed property not subject to annual grant: V alue of property . . . . . Value of productive property . . 335,235 116,000 Total fixed property. 451,235 1 60,000 acres unsold. 2 Estimating the 136,000 aeres yet unsold at the price ($7) fixed by constitution. 3 This yielded but $32,000 in 1873, in 1896, $70,000, in 1887, $170,000. 4 This is estimating the unsold land. The actual is $37, (WO for the seminary fund, and about $75,000 for the act of 1863 fund. 1158 EDUCATION REPORT, 1896-97. Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. NEW YORK. G-rants to several colleges in lands selling for. . . . $100,000 Columbia University, formerly King’s College: Tax on liouors (Colonial 1. . ... . _ ... _ __ Grants ofTand (Colonial) . .... _ __ __ _ 83, 647 25, 000 83, 647 473,403 575,000 Grants of money by State in early part of century . . Grants of land by State in early part of century . . . . Cornell University:' Agricultural and Mechanical College : Act 1883 (Federal) . . . . . 990,000 Act 1890 (Federal), capitalized at 4 per cent . . . . . Establishment of veterinary school by State. . (The manner in which Cornell University has procured a large en¬ dowment — and how it owes its establishment to the wise handling of the 990,000 acres of lands granted by the act of 1863— is told in a former part of this inquiry. The lands sold by the State yielded about 50 cents an acre; those sold by Mr. Cornell and Mr. Sage yielded about $8.73 an acre. Comparatively few acres had been sold when Mr. Cornell got hold of the fund by a contract with the State whereby he gave 60 cents an acre for the remainder.) The regents of the University of the State of New York: 260, 000 Fixed property not subject to annual grant: 2,511,498 16,150,378 Total fixed property _ _ 18,661,874 NORTH CAROLINA. University of North Carolina: Act 1863 (Federal) ._ . . . . 270,000 125,000 575,000 17,500 Act 1890 (Federal), capitalized at 4 per cent (two thirds, about, to this school) _ _ _ _ _ _ Grant by State for buildings and grounds — Last appropriation 1895 _ .... Fixed property not subject to annual grant : V alue of property _ _ _ _ _ 91, 524 125, 000 Value of productive funds _ _ _ _ _ Total fixed property . . . . . 216,524 OHIO. Ohio University: Lands (Federal) given on admission . . . 46,080 23,040 1,060, 000 (These lands were leased for 90 years on a capitalization of 6 per cent of their value in 1802. They were to be revalued every 30 years, but in 1805 a law was passed allowing a lease of 99 years. When the supreme court sustained the trustees in their effort to value the land in 1835 the legislature passed an act explaining the meaning of the act of 1805. This practically gives the 44,000 acres to the holders forever, subject to a rent of 6 per cent on their value of 1805; i.e., $70,000, yielding an income of $4,200. For 82 years these lands paid no taxes to State, but in 1875 the university took advantage of the clause of the act of 1805 allowing it (the uni¬ versity) to add the value of the tax the State relinquished for the benefit of the university to the 6 per cent lease. This was un- availingly resisted by the lessees, and the university now receives about $7,500 annually from the 44,000 acres.) Miami University: Lands (Federal). (The township set-off in the John Symrnes purchase) . (The same difficulties are here met with in regard to the act of leasing the lands forever on a valuation of $2 an acre, as explained under the Ohio University. The value of lands in 1809 was $93,000, which, at 6 per cent, yields $5,580 annual. The university closed its doors in 1873, but in 1885 the legislature gave $20,000 to repair buildings, and has since given other sums. The land is situated in Butler County a few miles above Cincinnati.) Last anpropriation . . . . . 17,000 1340,906 575,000 2,250,000 State University of Ohio: Act of 1863 (Federal). . . . 630,000 Act of 1890 (Federal), capitalized at 4 per cent Tax by State, one-twentieth of a mill on property, capitalized in 1891 at 4 per cent . . . . . . . . . Tax by State, one-tenth of a mill on property capitalized in 1891 at 4 per cent . . . . Lands granted by State (Virginia military lands) received from Fed¬ eral Government . . 12,000 1 By management this now is $541,000. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1159 Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. . OHIO— continued. Fixed property not subject to annual grant: $2,235,000 549, 370 2,784,370 OREGON. University of Oregon: 46,080 1 80, 000 Tax by State of one-tenth of 1 mill (1882-188-7) on property, capitalized Tax by State of one-seventh of 1 mill (1888-1892) on property, capitalized 750, 000 2 93, 985 575,000 Agricultural and Mechanical College : 90,000 Fixed property not subject to annual grant: 281, 712 257, 985 539, 697 PENNSYLVANIA. 25,000 427,000 67,000 200,000 125, 000 100,000 439, 186 61, 000 17,000 575, 000 51,128 University of Pennsylvania: Hospital in 1871 . 4ppropriation in 1896-97 . State College : Grant by State to found . . _ __ _ _ _ . _ _ Act of 1863 (Federal) . . . . 780,000 Granted by State to supplement act of 1863 _ _ Granted by State, proceeds of experimental farm . . Act of 1890 ( Federal), capitalized at 4 per cent - . Last appropriation (partly for buildine') ... . . Fixed property not subject to annual grant: Value of property . .. . . . . . . 4,368,978 2, 390, 043 Value of productive funds . . . Total fixed property . . . _ . . . . 6,759,021 RHODE ISLAND. Brown University: (The 1863 land grant was intrusted to this institution until 1892.) Ehode Island Agricultural and Mechanical College : Actpf 1863 (Federal).. . . . . . . . . 120,000 50, 000 575,000 55, 000 Act of 1890 (Federal), capitalized at 4 per cent: . . . Last appropriation ($45,000 for building) _ _ _ Fixed property not subject to annual grant: Value of property . . . . 248, 000 50,000 Value of productive fund.s. . - . . Total fixed property . . . 298,000 SOUTH CAROLINA. South Carolina College : For buildings, by State, in 1801 . 50,000 28, 000 191, 800 575, 000 60,000 Last appropriation, 1896-97 . . . Clemson Agricultural College (Agricultural and Mechanical College for whites): Act of 1863 (Federal) . 180,000 Act of 1890 (Federal), (one-half income to white college) . . Tax arising from examination of fertilizers (in 1897) . . . Fixed property not subject to annual grant: V alue of property . . . 600,000 266, 000 Value of productive funds.. . Total fixed property . . . 866, 000 1 The minimum price fixed by State. 2 In 1890. 1160 EDUCATION REPORT, 1896-97. Summary of Federal and State aid given to establish higher education in — Cont’d. State. Acres. Value. TENNESSEE. University of Nashville: Grant of lands (Federal) on admission . . . 50,000 11,520 $40,000 20,000 Last appropriation, 1896-97 . . . . . University of Tennessee: 50,000 300, 000 Act of 1863 (Federal) . . . . 425,000 575, 000 Act of 1890 (Federal), capitalized at 4 per cent . . . Fixed property not subject to annual grant: 986,500 428,800 1,415,300 TEXAS. University of Texas: 1 378, 550 3 2, 000, 000 (1 2 3 4 5) 22.500 4 156, 000 575, 000 187, 000 58.500 Agricultural and Mechanical College: Act of 1863 (Federal) . . . . _ 180,000 Fixed property not subject to annual grant: Value of property. . 787,000 993, 888 Value of productive funds . _ . . . Total fixed property . _ . . . 1,780,888 VERMONT. University of Vermont and State Agricultural College: Lands (State) on admission to Union.. . . . 29,000 150, 000 5 45, 000 122, 626 575, 000 6,000 Act of 1863 (Federal) for agricultural and mechanical arts.. . Act of 1890 (Federal), capitalized at 4 per cent . . . . . Last appropriation . . Fixed property not subject to annual grant: Value of property . . . . 563, 000 167, 626 V alue of productive funds . . . . . . . . . . Total fixed property . . . .. _ _ _ _ 730, 626 VIRGINIA. The College of William and Mary: Quitrents granted by the English Parliament, about . . 12,000 (6) 3, 000 82, 000 40, 0-90 375. 000 750,000 1,000.000 1,250,000 235,000 575,000 15, 000 Lands . . 20,000 Tax of 1 penny a pound of tobacco exported from Virginia and Maryland . . . . All profits arising from the office of surveyor-general Duties laid on exports on liquors by Virginia legislature . Right to have a representative in the general assembly. . . . . Lands granted by legislature. . . . . 8,000 A lump appropriation, say. . University of Virginia: For buildings and furnishing in 1823, by State . For buildings and furnishing in 1884, by State . . . Annual appropriation of $15,000, 1818-1876, capitalized at 4 per cent Annual appropriation of $30,000, 1876-1884, capitalized at 4 per cent. .. Annual appronria.tirvn of $40 000 1 885-1894 Annual appropriation of $50,000, 1895-1897. . Virginia Agricultural and Mechanical College: Act of 1863 (Federal), two- thirds for this institution . . 300,000 Act of 1890 (Federal), two-thirds for this institution, capitalized at 4 per cent . . . Last appropriation ($12,000 for buildings) . 1 Three square leagues. A Spanish league was 8,000 yards, and a Spanish yard is (or was) 2 feet 3i inches, about. Spain has now th<3" metric system. The income from leases of all lands equals $50,000 in 1897. 2 Very small portion sold. 3 Much is grazing land. 4 Now $209,000. 5 Capitalized rents paid by lessees, etc., at 6 per cent. 6 Value unknown. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1161 Summary of Federal and. State aid given to establish higher education in — Cont’d. State. Acres. Value. Virginia— continued. Fixed property not subject to annual grant: $802,000 969,900 1,771,900 WEST VIRGINIA. University of West Virginia: Act of 1863 (Federal) . 150,000 90,000 575,000 20,000 38,060 Act of 1899 (Federal), capitalized at 4 per cent- . . . State increase of amount derived from act of 1868 _ _ Last appropriation ($33,560 for building) _ _ _ Fixed property not subject to annual grant: Value of property . _ _ _ _ _ _ 265,000 115, 000 Value of productive funds . Total fixed property . _ . - . . . - . . 380,000 WISCONSIN. University of Wisconsin: Lands (Federal) granted before and on admission . . 92, 160 333, 778 1,436,000 363,000 575, 000 80,000 180,000 (Of this about $104,339 was used to erect buildings.) Tax, one-eighth of a mill (at first one-tenth) on property by State _ Act of 1863 (Federal) for agriculture and mechanics . 240,000 Act of 1890 (Federal), capitalized at 4 per cent - _ _ Grant by State to build a science hall . . . - . . . . Last appropriation ($60,000 for buildings) . - . Fixed property not subject to annual grant: Value of property . - . . . 1,175,000 532,500 Value of productive funds . Total fixed property . . . 1,707,500 1162 © p © ° 05 > c3 © cS ce m lOffitsog ihnoco jOOOCO :P?nsjnop,S«n iSS38 "’■p C'* U T““l 'W <**•> P— P 838g§38§S&S3§SS oow^ocooc - - t-owco; CO 0? 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O CO O Ol O CO ^ O O O nooncj; go^^co; OMO J'5io So o fc-"eo oT SSSfi^c cooo cj P?: o'cso^'eS' <3* "P c£ -2 § NO • • • • c3 O.cg jg ta ^3 ^ d P rd O « 1 c« o 5,m •S ©7? P-S1© •h d '>|*o fl gl s sis 2 'P o ■ d d . : § js ^ oQ |^og '3 © rd e3 S3 d © 6q£ pp 2 o o © ’d £?.P bC'x 03 'Htofl® p £ g’gs $? sJ&g H C ri-l O O ^ K. K. K. iCl 1 “Ex farms.” 4 Funds of East Tennessee College, parent institution. 7 Profits of investment. u State Agricultural Society. 2 Morrill Act. 5 Hatch Act. 8 Set aside from genei*al income. 10 Freedmen’s Bureau. 3 Students’ fees. 6 Tax on fertilizers. FEDERAL AND STATE AID TO HIGHER EDUCATION. 1163 NOTE A. It may entertain those students of sociology who prefer an array of facts to an array of titles of unread boohs, called a bibliography, to follow the spread of this Massachusetts doctrine, which says that liberty is based on wisdom and knowl¬ edge, or perhaps on wisdom through knowledge; for “wisdom and knowledge, far from being one, have ofttimes no connection: knowledge dwells in heads replete with thoughts of other men, wisdom in minds attentive to their own.” Rhode Island, it will be remarked, omitted the word “ wisdom ” in her constitution of 1812. Pennsylvania (1776). — All useful learning shall be duly encouraged and pro¬ moted in one or more universities. Laws for the encouragement of virtue and the prevention of vice and [other] immorality shall be made and constantly kept in force, and provision shall be made for their due execution, and all religious socie¬ ties or bodies of men heretofore united or incorporated shall be encouraged and protected in the enjoyment of the privileges, immunities, and estates which they were accustomed to enjoy under the former constitution. North Carolina (December, 1776). — All useful learning shall be duly encouraged and promoted in one or more universities. See also at close of this note. Vermont, 1777, followed Pennsylvania as above. New Hampshire (1784), the first State after Massachusetts to adopt a new con¬ stitution. — Knowledge and learning generally diffused through a community being essential to the preservation of a free government, and spreading the advan¬ tages of education through the various parts of the country, being highly conducive to promote this end, etc. Ordinance (Continental) of 1787. — Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged (in the States formed from the “Western Territory.”) Ohio (1803), the first State made from the “Western Territory. '—Religion, mor¬ ality, and knowledge being essentially necessary to the good government and the happiness of mankind, schools and the means of instruction shall forever be encouraged by legislative provision not inconsistent with the rights of conscience. In putting this last clause in, the makers of the constitution of Ohio innovated upon the language used by the Continental Congress at the urgent solicitation, it is said, of the Rev. Dr. Cutler, the pastor settled at Ipswich, in Massachusetts, who was lobbying the ordinance through so as to purchase some 4,000,000 or 5,000,000 acres of Ohio lands. His own company's (the Ohio) and the Symmes’ purchase were the only instances of the twenty-ninth section of each township being reserved for religion. The idea did not take at all like the common-school idea. The makers of the constitution express themselves in their bill of rights thus: “ Religion, mor¬ ality, and knowledge, however, being essential to good government, it shall be the duj;y of the general assembly to pass suitable laws to protect every religious denomination in the peaceful enjoyment of its own mode for public worship, and to encourage schools and means of instruction.” Indiana (1816), the second State of the Northwest. — Knowledge and learning generally diffused through a community being essential to the preservation of a free government, and so on, like the New Hampshire constitution of 1784. Mississippi (1817). — Religion, morality, and knowledge, and so on, like the ordinance of 1787. Alabama (1819). — Schools and the means of education shall be forever encour¬ aged in this State. Maine (1820). — A general diffusion of the advantages of education being essential to the promotion of the rights and liberties of the people, therefore, etc. Missouri (1821). — Similar to the Alabama, but see below in 1865. Tennessee (1835). — Knowledge, learning, and virtue being essential to the pres¬ ervation of republican institutions, and then on like the New Hampshire instrument of 1784. Arkansas (1836). — Repeating the provisions of New Hampshire exactly; but see below, 1868. Rhode Island (1842) . — The diffusion of knowledge as well as of virtue among the people being essential to the preservation of their rights and liberties, etc. Texas (1845). — A general diffusion of knowledge being essential to the preserva¬ tion of the rights and liberties of the people, etc. , seemingly after Maine (q. v. ,1820) . Minnesota (1858). — The stability of a republican form of government depending mainly upon the intelligence of the people, it shall be the duty of the legisla¬ ture, etc. 1164 EDUCATION REPORT, 1896-97. Missouri (1865). — A general diffusion of knowledge and intelligence, and then apparently copies Maine constitution (q. v., 1820, above). Nebraska (1867). — Copied Ohio constitution of 1851, which was practically the same as the preamble of the constitution of 1803. Arkansas (1868).— A general diffusion of knowledge and intelligence, etc. (Of Missouri, above.) Mississippi (1868). — Same as Minnesota, adding “virtue” to “intelligence.” Arkansas (1874).— Intelligence and virtue being the safeguards of liberty and the bulwark of a free and good government, the State, etc. North Carolina (1876). — Follows ordinance of 1787. California (1879). — Similar to Missouri constitution of 1865. South Dakota (1889).— Follows Minnesota constitution of 1858. North Dakota (1889). — A high degree of intelligence, patriotism, integrity, and morality on the part of every voter in a government by the people being necessary in order to insure the continuance of that government and the prosperity and hap¬ piness of the people, the legislature shall, etc. Idaho (1890). — Copies Minnesota constitution of 1858. The declaration of Maryland inl884 is unique: “ The legislature oughtto encour¬ age the diffusion of knowledge and virtue, the extension of a judicious system of general education, and the promotion of literature, the arts, science, agriculture, commerce, and manufactures, and the general melioration of the condition of the people.” The declaration of the North Carolina constitution of 1868 is still more remark¬ able: “ The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right.” CHAPTER XXIV. THE FIRST COMMON SCHOOLS OF NEW ENGLAND.1 By George Gary Bush, Ph. D. “ The education of the people ought to be the first concern of a State. ’ ’ — Macaulay. New England was most fortunate in the character of her colonists. Doubtless the first projects of emigration to the New World had their origin in commercial adventure and the expectation of a higher political liberty, yet nothing can be clearer than that the actual settlers, who fled hither from the ecclesiastical and political tyranny of Europe, were filled with thoughts of establishing a Common¬ wealth based upon religion and learning. In their adventurous spirit they might perhaps be compared to the Greeks who colonized the lands bordering the Medi¬ terranean, but they differed widely from them in most respects, and especially in the measure of their religious faith, and in the intellectuality of the objects which they sought to attain. According to the testimony they have left us, they had become weary of the corruptions in the church in which they had been born and nurtured, and went out to the new England “ to practice the positive part of the church reformation, and to propagate the gospel in America.” But this determi¬ nation to seek a new land was aided much by the great reform movement which was then agitating all Europe, and quickening the desires and ambitions of men for new fields of activity, wealth, and honor. To the Puritans, accordingly, America seemed to offer a proper theater for the development of that ‘ 1 master principle,” a religious reformation. Exiles from , the country they loved, they asked only that, “ in quiet insignificance,” they might lay the foundations of civil andvreligious liberty. But these men of such strong convictions who, for princi¬ ple, were willing to pay the price of banishment, were alike worthy of honor for the nobility of their lineage and for their high intellectual acquirements. A New England writer says that they ‘ ‘ were the most highly educated men that ever led colonies.” 2 We shall not then be surprised to find that they devoted themselves with such earnestness to the cause of education, being fully aware that without the schoolmaster and the sehoolhouse nothing could save them from sinking into barbarism.3 Such was their conviction on this point, that scarcely a lustrum was allowed to pass before they placed the sehoolhouse beside the church, determined that upon these two — education and religion — they would lay the foundation of 1 From the New Englander, No. VIII, March and May, 1885. 2 G. B. Emerson, Education in Massachusetts, p. 17 (Lowell Institute Lectures for 1869), who also says that of the ministers of the first fifteen or sixteen towns in Massachusetts, the greater part had been educated at Oxford or Cambridge, many of them being men of eloquence and famous preachers. Had it not been so, they would scarcely have been persecuted and driven from England. 3 “ Educational Progress” in the First Century of the Republic, p. 279.— The spirit of these early times is well expressed in the prayer of the Apostle Eliot, “ Lord, for schools everywhere among us! That our schools may flourish! * * * That before we die we may be so happy as to see a good school encouraged in every plantation of the country.” (Mather’s Magnalia, Vol. I, book 3, p. 498; ed. 1820.) 1165 1166 EDUCATION REPORT, 1896-97. the new government. This was before they had any body of laws, and when the people, living in a few score log huts, were only numbered by hundreds. Natu¬ rally the first thought of the founders was to so educate the young that they might be able to maintain and strengthen the Christian Commonwealth which they had established. As often happens, they builded better than they knew. They came to establish a theocracy; they established it. They came to establish free schools; they established them, but in doing so they laid the corner stones of a great Republic. They sowed the fruitful seeds of liberty, in whose abundant harvest we are all sharers. The Pilgrims, the earliest settlers on the Massachusetts coast, after many vicis¬ situdes and much poverty and suffering, made for themselves a home, and estab¬ lished the first civic community in New England. The idea of this community was not an outgrowth of their circumstances or necessities, but it was the Old World idea of a community of interests based upon land; and this was “older than Saxon England, older than the primitive church, and older than the classic states of antiquity.”1 Though the Pilgrims have received and justly hold a high place in our early history, still they ought not to be honored as the progenitors of the dominant New England race. This honor belongs rather to our Puritan ancestry, to “those men illustrious forever in history”2 — who first in 1680 in the Arabella sailed from England, and in the next ten years were followed by 300 ships and over 20,000 people. These landed at the mouth of the Charles River, and settling on its banks or in the vicinity, soon formed themselves into separate town¬ ships which they named Charlestown, Boston, Newtown (afterwards Cambridge), Watertown, Roxbury, and Dorchester. In 1633 a happy accession was made to the little colony in the person of the Rev. John Cotton. After the coming of Governor Winthrop and his associates with the first charter, in 1-630, probably the arrival of no other person caused so great felicitation, or had a more important bearing upon the future welfare of the new colony. One has said that “in all its generations of ’worth and refine¬ ment, Boston has never seen an assembly more illustrious for generous qualities * * * than when the magistrates of the young colony welcomed Cotton and his fellow-voyagers at Winthrop ’s table.”3 These were men and women who were indeed “fit to be concerned in the founding of a State.”4 To Mr. Cotton,5 who was chosen pastor of the First Church, the praise has been given (justly as it would seem) of establishing the first school in Boston. Certain it is that in April, 1635, one year and five months after his landing, the free Latin school was opened on the north side of School street, 6 on the southeasterly portion of ground 1 The Germanic Origin of New England Towns, p. 24. By H. B. Adams, Ph. D., Baltimore, 1882. 2 Macaulay’s Speeches. 3 Palfrey’s History of New England, Vol. I, p. 367. 4 Ibid. Many of them brought their libraries, consisting of standard theological and classical works, such as still hold an honored place in our schools and universities. (Emerson’s Educa¬ tion in Massachusetts, p. 18.) 5 Cotton came from Boston in Lincolnshire, England, where, as rector of the “most stately parish church ” in the land, he had taken great interest in education. It is known that in the English Boston school, Latin and Greek were taught, and it is probable that the American school was formed, as far as circumstances would permit,. after the English model. Though we have no positive knowledge that Mr. Cotton was the founder of the Latin school (see R. C. Waterston on Boston Schools, etc., Mass. Hist. Soc. Proc., February, 1873), it would seem natural to a man of his ardent temperament, to surround himself with institutions and observances, reminding him of his English home; and besides, we do know that the famous Thursday Lectures and accompanying Market Day originated with him, and that these had their counterparts in the English Boston. 6The record that assures us of the existence of this Boston school, dated “13th of ye 2nd month,” says “it was generally agreed upon that our brother Philemon Permont shall be entreated to become schoolmaster.” (Mass. Rec. as quoted by R. C. Waterston, Ibid. ) There is no notice of a school among the regular entries of Boston records until 1642. But on the last leaf of the first volume is a list, dated 1636, of subscribers and their donations towards a FIRST COMMON SCHOOLS OF NEW ENGLAND. 1167 now covered by King’s Chapel. Probably from the beginning the elementary branches were taught, yet it is not a little remarkable, that as designed by the founder, it was to be a high school; that is, principally for the study of Latin and Greek. This design was happily carried out, for it became the principal classical school not only of the Massachusetts Bay, but, according to the Rev. Dr. Prince, “of the British colonies, if not of all America.” For its support it depended partly upon the donations of liberal friends of education and partly upon the income of a tract of land. Barnard, in his life of Ezekiel Cheever,* 1 says that a tract of 30 acres at Muddy Brook, now a part of Brookline, was given in 1635 to the first teacher, Mr. Permont; and that, besides donations and legacies, the income from Deer Island 2 was received for the maintenance of the Boston school. For two centuries and a half this school has enrolled among its members many who were destined to occupy high places in the State and nation. Such during the first century and a half were President Leverett, of Harvard College, Dr. Cotton Mather, Judge Hutchinson, Benjamin Franklin, Samuel Adams, and others whose eminent public services form no unimportant part of New England history. ( As one small meetinghouse sufficed for many years for all Boston, so one school met all the needs of public instruction until 1682, when other schools for writing and arithmetic were established. Whether it was thought an unusual thing to estab¬ lish a free school or a school of any kind, and whether the leading men of the colony were interested in the first Boston school, we have no certain knowledge. Gov¬ ernor Winthrop’s journal, which gives minute accounts of nearly every circum¬ stance affecting the welfare of the colony, makes no allusion to it, nor do we find from the same authority any reference to free-school education until some years later. At first, both in the Massachusetts and Plymouth colonies, the children were doubtless educated at their homes in the elementary branches, while a few of the brighter bo}rs were sent to the village pastor to receive from him instruction in Latin and Greek. In studying the origin of the first American schools a very interesting question arises, namely, whether in essentials they originated in America or were largely modeled after the schools which had long existed in England. The author of The Germanic Origin of New England Towns,3 tells us that one of the most curious and suggestive phenomena of American history is the reproduction under colonial conditions of the town and parish systems of Old England. These little communes “ were the germs of our State and national life. They gave the colonies all the strength which they ever enjoyed. It was the towns, parishes, and counties that furnished lifeblood for church and state, for school and college, for war and peace. In New England especially, towns were the primordial cells of the body politic.” “The town and village life of New England is as truly the reproduction of old English types as those again are reproductions of the village community system of the ancient Germans.” “In the customs of the court leet and of the old English parish meeting, which is but the ecclesiastical outcome of the old school of this kind. Had this leaf been lost “Boston -would have been deprived of its best evi¬ dence to prove the honor of having preceded every settlement of the colony in so honorable an enterprise.” (Felt’s Annals of Salem, Vol. I, p. 4-29.) In the Ninth Annual Report of the New Hampshire Board of Education, page 15, I find this reference: “The nest year [1636] they attempted to maintain a free school, Mr. Daniel Maud being now also chosen thereunto as teacher. He was to receive a salary of £40, of which Governor Yane subscribed £10. They also assigned a ‘garden plot to Mr. Daniel Maud, schoolmaster, upon the condition of building thereon, if need be.’ ” In 1838 Permont settled in Exeter, N. H., and in 1642 Maud came from his duties as schoolmaster in Boston to Dover, N. H., both being settled as pastors. 1 American Journal of Education, 1855, p. 301. 2 This was in 1641. In 1649 they began to give the rents also from Long Island and Spectacle Island to the school. 3 Prof. H. B. Adorns, pp. 5, 8, 21. 1168 EDUCATION REPORT, 1896-97. Saxon self-governing assemblies, is to be found the prototype of the New England town meeting.” 1 Now, if this be true of the town systems, may not the same be said of the New England school system? We are told 2 that “the idea of popular instruction was brought to the New World by our ancestors in the seventeenth century, and has here found its appropriate home. ” A free school — that is, a school for gratuitous instruction of poor children (and in that sense alone were the early schools in this country free) 3 can be traced back to the early ages of the Christian Church. The monasteries were originally seats of learning, as well as places of religious retirement, and their cloister schools, which were free, were “the hearth¬ stones of classical education in every country of Europe, and were the germs of the great universities.”4 In the cathedrals a master was appointed whose duty it was to give free instruction both to clerks and poor scholars. Admitting that the first Latin school was modeled after the English, it is rea¬ sonable tp suppose that the other early schools of New England were formed in a similar way, though whatever model was followed it should be remembered that the common schools of America originated among the people, and did not, as in Germany and elsewhere, owe their establishment to the forethought and liberal¬ ity of some princely ruler. We know that in a few years they were established in each town about Boston and in New Haven and Hartford — the latter place having been settled by Massachusetts colonists.5 These schools varied in effi¬ ciency according to the sums appropriated for their support, the competency of the instructors, and the measure of public interest they awakened. The idea of these schools was compulsory education, and the liberality with which they were generally sustained shows that we have no reason to claim for ourselves a deeper interest in educational matters than was taken by our ancestors. This liberality found expression in grants of land, in gifts and bequests of individuals, and by payments of tuition or rates by parents, or in allowances made out of the com¬ mon stock of the town, which were designed especially for instruction in Latin 1 Baylies, in his History of Plymouth, Vol. I, p. 241, a3 quoted by Richard Frothingham, says that “the origin of town governments in JSTew England is involved in some obscurity. The sys¬ tem does not prevail in England. Nothing analogous to it is known in the Southern States.” Frothingham further says that “ Baylies traces their origin to the independent churches,” and that “ the nearest precedents for the New England towns were those little independent nations, the free cities of the twelfth century, or the towns of the Anglo-Saxons, where every office was elective. Webster, in his Plymouth oration of 1820, says that it was the division of lands that “fixed the future frame and form of this Government.” 2 Educational Progress in the First Century of the Republic, p. 279. 3 Originally in England the term free school meant not a school in which instruction was to be given without fee or reward, but a public school free from the jurisdiction of any superior insti¬ tution, open to the public of the realm, and in some instances a school of liberal education. So at first here in New England, as appears by the records of the towns and of the general court, both in Connecticut and Massachusetts, and also in the early acts of Virginia and other States, the term was used much as in England, “ to characterize a grammar school, unrestricted as to a class of children or scholars specified in the instruments by which it was founded, and so sup¬ ported as not to depend on the fluctuating attendance and tuition of scholars for the mainte¬ nance of a master.” (Barnard’s “Ezekiel Cheever ” in Amer. Jour, of Educ., 1855.) It had then not only no reference to a charity school, but meant something quite different from “the com¬ mon or public school as afterwards developed, particularly in Massachusetts, supported by tax and free of all charge to all scholars, rich and poor.” (Ibid.) The term “ public school ” also had a different meaning in those days from what prevails now. The endowed schools of Eaton and Harrow and Rugby, in England, were public schools, but this term was never intended to convey the idea that the parent patronizing it was exempt from paying tuition. It is absolutely necessary, in order to a proper understanding of the schools of the early colonial days, to rec¬ ognize the exact meaning of these terms. (Dr. Yi. A. Mowry, at the Dorchester celebration, June 22, 1889.) 4 Barnard’s National Education in Europe. 5 New Haven was settled by a party of the most wealthy colonists, who came to New England during these early years. But JEartf ord, Windsor, Wethersfield, and Springfield were settled respectively by parties which went out in 1685 from Cambridge, Dorchester, Watertown, and Roxbury.— Mather’s Magnalia, Book I, p. 75, ed. 1820. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1169 and Greek. Thus gradually was developed a system upon which the later schools have been established, namely, “that the property of all, without distinc¬ tion, shall be applied to the education of all,”1 the successful operation of which has undoubtedly contributed more than all other causes to bring happiness and prosperity to the people of New England. SCHOOLS IN THE MASSACHUSETTS COLONY. To Boston apparently belongs the honor of establishing the first school in New England, though there seems to be no sure evidence that it received the support of the town till 1641. 2 It was, like all the schools of that period, a boys’ school, and the studies were principally the ancient languages, as the chief object in view was to train up a learned ministry. Besides the annual allowance of £50 to the master and £30 to the usher — who was to teach the children to read, write, and cipher — an excellent custom was introduced of attaching a house to the school, with a few acres of land for a garden, orchard, and for feeding a cow. This cus¬ tom became general in the early history of New England, and had a most salu¬ tary influence, as it tended to make the schoolmaster’s tenure of office permanent. Under the lead of the Apostle Eliot divers free schools were erected, as at Rox- bury, for the maintenance of which “every inhabitant bound some house or land for a yearly allowance forever. ” 3 The Indian children were to have free tuition, the expense to be defrayed by a yearly contribution, voluntary or by rate if any refused, and the order was confirmed by the general court.4 Besides the income from some of the islands, Thomas Bell, one of the early settlers of Roxbury, left by will, in 1671, lands and other property for the maintenance of a “free school.” This property, under the able management of a board of trustees (who, by act of incorporation, were never to number more than 13 nor less than 9), became of great value. With the large income derived from it the best teachers were employed, so that this school early acquired a foremost position among the schools of New England. Cotton Mather says, “ that Roxbury has afforded more schol¬ ars, first for the college and then for the public, than any town of its bigness, or, if I mistake not, of twice its bigness, in all New England.”5 Of the appearance of the Roxbury schoolroom we are told that it was fitted up with “benches and formes for the scholars to rite” on, and that in 1652 “ a desk to put- the dictionary on ” was provided. The grammar school6 at Cambridge, in which young men were fitted for college by the famous Master Corlett “ seems to have been nearly coeval with the town, and to have been an object of great care and attention.” 7 The precise date when 1 J. G. Carter, Letters on the Free Schools of New England, p. 48. 2 The first free school in America was founded in 1621, through subscriptions raised by Rev. Patrick Copeland, and located in Charles City, Ya. In 1633 a school was opened in New York by Adam Roelandsen, the schoolmaster, and the school which he taught, it is claimed, is still in existence in connection with the Dutch Reformed Church. 3 Winthrop’s Journal, under date of 1645. All who refused to bind themselves, as above stated, were not to “have any further benefit thereby than other strangers shall have who are not inhabitants.” 4 Efforts were also made by the Apostle Eliot to plant schools among the converted Indians, and some of their brightest lads he sent to the English schools to learn not only English, but also Latin and Greek. 5 Mather’s Magnalia, Vol. I., book 3, p. 498, ed. 1820. 6 “And by the side of the college a f aire grammar school * * * that still, as they are judged ripe, they may be received into the college; of this school Master Corlett is the Mr. who has been well approved himself for his abilities,” etc. (New England First Fruits.) The expression “ grammar school ” was common also in England. By it was “ meant a school f oFthe study of the Latin and Greek language and literature. It was so called because grammatica (the study of language and linguistic literature) formed the leading feature of the course of all liberal study.” (American Jour, of Educ., 1857, p. 581.) ' 7 Holmes’ History of Cambridge, as quoted in Pierce’s History of Harvard University, p. 6. ED 97 - -74 1170 EDUCATION REPORT, 1896-97. this school was established is not known, but it must have been some years pre¬ vious to 1643, as Corlett had then acquired a wide reputation as a skillful and wise teacher. It was not made a free school until 1737, 1 and even after this date the scholars were not wholly exempted from the payment of tuition. One-fourth the income derived from the Edward Hopkins Fund2 was given to the master of the grammar school at Cambridge, the condition in the will being that he should instruct five boys in the studies of the school, the boys to be nominated by the president and fellows of Harvard College and the minister at Cambridge. This was apparently the first beneficiary fund in America for the education of boys. Among other sources of income was the rent from Thompsons Island, which, as early as 1639, was appropriated for the benefit of this school. There has been pre¬ served a contract, made in 1655 by President Dunster, of the college, and a certain Edward G-offe, with some builders of Cambrige, for a schoolhouse to be built at the expense, as it would seem, of the former two, or at least upon their assuming the responsibility. The school in Charlestown must have been opened at about the same time, or, at least, not long subsequent to the school in Boston, for in June, 1636, a certain Mr. Witherell “was agreed with to keep a school for a twelvemonth, to begin the eighth of August, and to have £40 this year.” This is evidence that a public school, and, judging from the agreement as to salary, a free school for at least a year, was thus early established, being based upon the principle of voluntary taxa¬ tion, though the whole number of inhabitants who had wives and children was only seventy-two.3 This was eleven years before the enactment of the Massachu¬ setts law compelling towns to maintain schools. Lovells Island, which had been granted to the town by the general court of 1636, “provided they employ it for fishing,” etc., was rented, and after a short time the income therefrom was regu¬ larly applied to the support of the school. This school continued to be maintained, though there is no mention of a schoolhouse until 1648, when one was ordered to be built on “Windmill Hill” and paid for by a “ general rate.” Oldmixon in his history calls Charlestown the mother of Boston. We have no account of any school in Salem until after the arrival of the Rev. John Fiske in 1637, who, distinguished alike for wealth and learning, continued to teach until January, 1640. Among the pupils he prepared for Harvard College was the afterwards famous Sir George Downing, who was in high favor both with Cromwell and Charles II. In March, 1641, a town meeting was called to see about establishing “a free school,” and this, according to the historian of Salem,4 was ‘ ‘ the first written intimation that we have of instruction without price 5 among our 1 Paige’s History of Cambridge, p. 379. 2 Edward Hopkins, who had been governor of the Connecticut colony, dying in 1657, bequeathed a large sum for the furtherance of education in the colonies of Massachusetts, Connecticut, and New Haven. (See again under “ Education in Connecticut.”) 3 Frothingham's History of Charlestown, p. 77. Dr. Mowry (in the address already referred to) takes the ground that the agreement with Mr. Witherell is not conclusive evidence that the school was opened in that year. He says that “so far as I know there is no evidence that the town supported the school by taxation till long after 1640.” 4 Felt’s Annals of Salem, Vol. I, p. 426. 5 In the History of Dorchester, published in 1859 by the Dorchester Antiquarian and Histor¬ ical Society, it is claimed (p. 420) that the first public provision “for a free school in the world by a direct tax or assessment on the inhabitants” was made in that town on the 30th of May, 1339. “ On the 4th of March, 1635, the general court of the Massachusetts colony granted to the inhab¬ itants of the town of Dorchester Thompson’s Island ‘ to enjoy to them, their heirs and succes¬ sors wch shall inhabite there forever,’ on condition that they pay to the treasury 12d. yearly as rent. In May, 1639, at the date above named, the town voted to lay a tax on the proprietors of said island for ‘the maintenance of a school in Dorchester.’ The writer of the History of Dorchester has the following explanation of the word ‘ proprietors : ’ ‘ It is supposed that under the term ‘ proprietors,’ in this connection, was included the principal part of the adult male inhabitants of the town.’ This explanation is further confirmed by the wording of a subse- FIRST COMMON SCHOOLS OF NEW ENGLAND. 1171 settlers.” For more than a hundred years from its establishment this school was presided oyer by graduates of Harvard College. In 1677 the income from Bakers Island, the two Misery Islands, and from the Beverly Ferry was applied toward the support of a grammar school in Salem, and in the years 1680 and 1682 we find it recorded that the master was allowed a salary of £15. In 1699 the children who attended the grammar school, then numbering only twenty, were required to pay each an annual tuition of 12 shillings. Soon after this a writing school was pro¬ vided, and a few years later a master was employed to teach mathematics. Dur¬ ing the first half of the eighteenth century many donations were made to the grammar and writing schools, and one of “£60 to a woman’s school.” Not the least among the innovations of the time was a bell which in 1728 was sent from England. In connection with the story of this bell we learn the length of the school day, for it is said that the bell rang at 7 in the morning and 5 in the after¬ noon from March to November, and at 8 and 4 from November to March, “ the school to begin and end accordingly; ” and the afternoon session was ordered to begin “ at 1 o’clock all the year round. ” It is worthy of notice that the school com¬ mittee was not chosen as a board separate from the selectmen until 1753. In the history of Salem we find an illustration of the difference of meaning in the expres¬ sion “free school ” as applied to the earlier and later schools. The earlier idea is expressed by an order of 1644, that such as have children to be kept at school, “bring in their names and what they will give for one whole year, and also that if any poor body hath children or a child to be put to school and not able to pay for their schooling that the town will pay it by a rate ; ” and the later one by the enactment of 1768, 1 that the teachers be “ entirely paid by a town tax where no funds existed, and not as before, partly by a tax and partly by the pupils. 2 The town of Newbury, in 1639, granted 10 acres of land to Anthony Somerby “ for his encouragement to keep school one year;” but the first notice of the town’s intention to build a schoolhouse and support a teacher at their expense was in 1652. In 1653 it was ordered “ that the town should pay £24 by the year to main¬ tain a free school at the meetinghouse,” against which vote seventeen persons “ desired to have their dissents recorded.” Duxbury established a school in 1655. In the records of Ipswich we find, under date of 1636, this item: “A grammar school is set up but does not succeed.” Some years later the historian Hubbard, who was pastor of the church at Ipswich, founded and endowed the first public school , but its period of prosperity did not begin until 1650, when he introduced as its master the patriarch of New England teachers, Ezekiel Cheever. In 1651 a grant of land was made by the town to the school, and in the January following quent vote concerning this rental: 1 Whereas the inhabitants of Dorchester have formally- ordered, Consented and agreed that a Rente of Twentie pounds pr ann. shall issue & be payd by the sayd Inhabitants & their heires from & out of a Certaine porcon of land in Dorchester called Thomson’s Hand for & towards the maintenance of the schoole in Dorchester aforesayd,’ etc. It appears certain from this wording that this tax upon Thompson’s Island was in reality a town tax or a tax upon the town. The probability would seem to be that when the island was made over by the general court to the town of Dorchester the land was apportioned among the principal inhabitants, or ‘ freemen ’, of the town residentupon the mainland. At all events, this was a tax levied by the town as a direct provision for the school.” (Address by William A. Mowry, Ph. D., at the Dorchester celebration. ) But the newly created proprietors did not evidently relish the imposed tax, and they there¬ fore soon after made a conveyance of the island to the town for the special Support and estab¬ lishment of a free school. Francis Adams, in The Free School System of the United States, p. 46, says that Hartford, Conn., appears to be the first town which established a free school, but there can be little doubt that Massachusetts was the first State to make laws providing for a regular system of free schools. 1 Previous to 1768 the laws of Massachusetts required that schools should be sustained by the inhabitants, but they were left free as to the manner in which tuition should be paid. 2 Felt’s Annals of Salem, Yol. I, p. 429. 1172 EDUCATION REPORT, 1896-97. a committee was chosen ‘ ‘ to receive all such sums of money as have and shall he given toward the building and maintaining of a grammar school and school¬ master, and to disburse and dispose such sums as are given to provide a school- house and schoolmaster’s house,” etc. They were also to receive such sums of money, parcels of land, rents, or annunities as are or shall be given toward the maintenance of a schoolmaster, and to regulate all matters pertaining to the master and the scholars. In the following years grants of land were made either by private citizens or by the town at a general town meeting, with the stipulation that the income from it should be devoted to the support of the school. The towns we have thus named were among the first in the Massachusetts colony to establish prosperous “free schools.” Many others were also active in the estab¬ lishment of schools, and are therefore deserving of equal recognition for their services in the cause of education during the seventeenth century. 1 NOTE.'2 An important fact connected with the history of the school at Dorchester was the appointment of a special school committee, whose members were charged with the entire oversight of the school. This committee, consisting of three men, who were termed ‘ ‘ wardens or overseers of the schoole, ” was established at the ‘ ‘ March meeting” in 1645, and is believed to have been “the first school committee appointed by any municipality in this country.” The article required that they should be residents of Dorchester and hold their office for life, though the town reserved the right to displace any one of them for “ weighty reasons.” “ Here was the beginning of the public management of schools by the municipal¬ ity , and here is the essential beginning of the American public-school system , ” which “ is unquestionably the most distinctively American institution which this coun¬ try has produced.” “ Here the example was set, which is to-day followed by all America, of the local citizens, qualified by law to vote in local affairs, selecting men to have the control and ordering of all matters pertaining to the local public schools. We have now all over this country a system of public schools, estab¬ lished and controlled by law and under the management of school committees or directors of the local towns or cities, city school boards, or county school boards, or officers of equivalent power, whatever their local appellation may be.” At the outset our system of schools had a gradual growth, and it is yet but a few years since this great system became absolutely free. To this we have added in Mas¬ sachusetts ‘ ‘ a compulsory law to oblige all the children to attend either these or other schools.” “ Till the free text-book law went into effect, in 1885, there had always been something for the parent to pay. At first there was a ‘ rate bill; ’ then the teacher ‘boarded round;’ the wood was sometimes contributed. by the parents sending the children, and in proportion to the number of children sent. Even after these customs were abolished, and all these things were paid for out of the public money, it still remained that the books were furnished only at the expense of the parent. How, however, the schools of the Old Bay State are absolutely free, and she was the first of all the States to make them so. ” At the time of creating the school “ wardens” the inhabitants of Dorchester at their March meeting established * ‘ rules and orders concerning the school. ” These were for the guidance of the wardens, and among them may be found the follow¬ ing, which would not wholly meet with public favor to-day: 1 In August, 1640, Newport, R. I., voted “ that 100 acres should he laid forth and appropriated ” for the establishment of a “ public school.” As appears from subsequent entries in the town records this was a “ Latin school ” or “ grammar school,” in the English sense of the term. 2 The following facts and excerpts are taken from Dr. Mowry’s address at the Dorchester celebration, June 22, 1889. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1178 “21y. That from the begining of the first moneth vntill the end of the 7th, hee [the master] shall eury day beginn to teach at seaven of the Clock in the morning and dismisse his scholle1’3 at fyne in the afternoone. And for the other fyue months, that is, from the beginn^ of the 8th month vntill the end of the 12th month he shall eury day beginn at 8 of the clock in the morning, & [end] at 4 in the afternoon. “31y. Enry day in the yeere the vsuall tyme of dismissing at noone shalbe at 11, and to beginn agayne at one, except that “ 41y. Eury second day in the weeke he shall call his schollers togeither betweene 12 & one of the Clock to examin them what they haue learned on the saboath day preding, at wctl tyme also he shall take notice of any misdemeano1’ or outrage that any of his Scholle1-3 shall haue Committed on the saboath, to the end that at some convenient tyme due Admonition and Correction may bee administered by him according as the nature and qualitie of the offence shall require, at weh sayd exam¬ ination any of the Elders or othe1’ Inhabitants that please may bee present, to behold his religious care herein, and to giue there Countenance and approbation of the same. ” The fifth article very emphatically hints at that democratic principle which tol¬ erated no caste, or class, or social distinction which should abridge the legal and political rights of any. It provided that the schoolmaster should receive “ equally and impartially such as shall be presented and committed to him for that end, whether theer parents bee poore or rich, not refusing any who have right or inter¬ est in the schoole.” The sixth is also an article of interest to us at this day: “Such as shall be Committed to him he shall diligently instruct, as they shalbe able to learne, both in humane learning and good litterature, & likewyse in poynt of good manners and dutifull behauviou1’ towards all, specially there supio1’3 as they shall haue occasion to bee in there presence, whithe1’ by meeting them in the streets or otherwyse.” Among the ‘ ‘ rules and orders ” then put in operation is one requiring the war¬ dens ‘ ‘ from tyme to tyme to see that the schoole house be kept in good and suffi¬ cient repaire,” and if necessary to “ repayre to the 7 men of the towne for the tyme being, who shall have power to tax the towne with such some or sommes as shall be requested for the repayering of the schoole house as aforesayed.” Another provision was “that every year at or before the end of the 9th month there bee brought to the schoole house 12 sufficient cart or wayne loads of wood for fewell * * * the cost and charge of which sayd wood to bee borne by the schollers for the tyme being who shalbe taxed for the purpose at the discretion of the sayd wardens. ” The placing of the public school in the hands of three prominent citizens was certainly a wise provision, and proved in the years to come a most helpful aid to the development of our free-school system. It had in mind simply the proper nur¬ turing of their own children, but it resulted in laying the foundations “ on which future ages should build a temple at once large and grand and beautiful, for here was established the principle of representation. ” Horace Mann says: ‘ ‘As an inno¬ vation upon all preexisting policy and usages, the establishment of free schools was the boldest ever promulgated since the commencement of the Christian era. As a theory it could have been refuted and silenced by a more formidable array of arguments and experience than was ever marshaled against any other opinion of human origin. But time has ratified its soundness. Two centuries now proclaim it to be as wise as it was courageous, as beneficent as it was disinterested. It was one of those grand mental and moral experiments whose effect can not be determined in a single generation. But now, according to the manner in which human life is computed, we are the sixth generation from its founders; and have we not reason to be grateful, both to G-od and man, for its numberless blessings? 1174 EDUCATION REPORT, 1896-97. The sincerity of our gratitude must be tested by our efforts to perpetuate and improve what they established. The gratitude of lips only is an unholy offering.”1 The three following propositions described the broad and everenduring founda¬ tion on which the common-school system of Massachusetts reposes: The successive generations of men, taken collectively, constitute one great Com¬ monwealth. The property of this Commonwealth is pledged for the education of all its youth up to such a point as will save them from poverty and vice, and prepare them for the adequate performance of their social and civil duties. The successive holders of this property are trustees, bound to the faithful execu¬ tion of their trust by the most sacred obligations; because embezzlement and pil¬ lage from children and descendants are as criminal as the same offenses when perpetrated against contemporaries. Recognizing these eternal principles of national ethics, the constitution of Mas¬ sachusetts — the fundamental law of the State — after declaring (among other things), in the preamble to the first section of the fifth chapter, that “ the encour¬ agement of arts and sciences and all good literature tends to the honor of God, the advantage of the Christian religion, and the great benefit of this and the other United States of America,” proceeds in the second section of the same chapter to set forth the duties of all future legislatures and magistrates, in the following noble and impressive language: “ Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties, and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates, in all future periods of this Common¬ wealth, to cherish the interests of literature and the sciences, and all seminaries of them, especially the University of Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections and generous sentiments among the people.”2 EDUCATION IN PLYMOUTH COLONY. As the first settlers in New England, the people of Plymouth deserve special mention, though their struggles in reclaiming the wilderness, their sufferings from the Indians, their losses by disease and other causes prevented them for many years from making any public provision for the education of their children. In the records of Plymouth colony the first notice with reference to schools occurs under “court proceedings” of the year 1663, as follows: “It is proposed by the court unto the several townships in this jurisdiction, as a thing that they ought to take into their serious consideration, that some course may be taken, that in every town there may be a schoolmaster set up to train up children to reading and writing.”3 It would be fair, then, to assume that previous to this date there were no public schools in the colony, though as many as twelve towns had already been incorporated. A generation and more had, therefore, grown up without the advantages of public schools, though instruction was evidently given at home, in private schools, and by the parish minister.4 In 1667 it was enacted that in every 1 Tenth report of the secretary of the Massachusetts board of education. 2 Horace Mann. 3 History of Free Schools in Plymouth Colony, in Mass. Hist. Soc. Coll., Vol XIY, p. 79. 4 Public opinion throughout New England “ generally assigned to the ministry of religion” the duty of preparing young men for college. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1175 town of fifty families £12 be raised by tax for the support of grammar schools. But this act, as well as that of 1663, seems to have been disregarded, for no defi¬ nite action was taken to establish schools until public support was promised to them. Accordingly, in 1670, the ‘‘general court of his majesty, holden at New Plymouth, did freely give and grant ” such profits as might annually accrue to the colony from fishing at Cape Cod, etc., “to be improved for and toward a free school in some town of this jurisdiction for the training up of youth in literature for the good and benefit of posterity.”1 In addition to this grant by the general court, the town of Plymouth, in 1672, voted to give the profits that might arise from the improvement of a certain tract of land toward the maintenance of a school. About this time a schoolhouse was built by subscription, several of the citizens of Plymouth, “ out of their good affection,” giving “of their own estate” for this purpose. In 1671, the building having been finished, the first public teacher of Plymouth, “Mr, John Morton,” opened the school. His duties were stated to be: To teach the children and youth to read the Bible, to write, and to cast accounts. But it would seem that the school was not permanently main¬ tained, for Mr. Josiah Cotton, who was born there in 1679 and began to teach the Plymouth school in 1698, says, “ I do not recollect that I ever went to any town school.” The giving of public lands in perpetuity, the income of which should be devoted to the schools, was inaugurated at the very beginning of the free schools of Plymouth, and resulted most favorably for the cause of education. In 1705 sun¬ dry inhabitants bound themselves to pay £20 annually for seven years, with the understanding that all children that did not belong to the subscribers of the fund should pay a certain rate per week, and that the rate of those living more than a mile away should be only half that required of those living nearer. Thus it will be seen that in Plymouth colony, as in the Massachusetts, care was taken that the benefits of education should be enjoyed by all.2 3 Barry, in his History of Massa¬ chusetts, says that “instances of neglect were exceedingly rare. Poverty pre¬ vented many from giving their children the highest advantages, but compara¬ tively few could be found whose instruction had been wholly overlooked. * * * A preparation for the duties of practical life was sought by the most; the ambition of some soared higher.”^ EDUCATION IN CONNECTICUT.4 The colonies of Connecticut and New Haven zealously emulated those of Massa¬ chusetts and Plymouth in their liberal policy in the establishment of free schools. So deep was the interest taken that, even before there was any legislative action, the ministers and magistrates were found pleading for an allowance out of the common treasury for the support of public schools, and entreating parents of all classes to send their children to them. Foremost among these early promoters of learning were the Bev. Mr. Davenport and Governor Eaton, both of the New Haven colony, whose plan contemplated: First, common town schools where all their sons might “learn to read and write and cast up accounts and make some entrance into the Latin tongue;” second, a common or colony school with a school¬ master qualified to teach Latin, Greek, and Hebrew, “so far as shall be neces¬ sary” to prepare the youth for college; third, a town or county library; fourth, a college for the colony ‘ ‘ for the education of the youth in good literature to fit them for public service in church and commonwealth.”5 The effect of such an enlightened policy was most fortunate, laying, as it did thus early, the founda- 1 History of Free Schools in Plymouth Colony, Mass. Hist. Soc. Coll., Yol. XIY, p. 80-1. 2 See Mass. Rec., II, p. 203, and Plymouth Col. Laws of 1671, p. 39. 3 Barry’s History of Mass., p. 313. 4 See American Journal of Education for 1857, Yol. IY, pp. 657-709 5 Barnard in American Journal of Education for 1855, p. 298. 1176 EDUCATION REPORT, 1896-97. tion for the great prosperity which has since followed. Besides adopting largely the school laws of Massachusetts, it was thought best “ that grammar school¬ masters should be approved by the selectmen of the town and the minister of the same or a neighboring town. ” The first school in the New Haven colony of which we have any record was opened in New Haven in 1639, and here Ezekiel Cheever, at the age of 25, began his long career as a teacher. It was not at first a free school, for the general court held at New Haven in the early part of 1641 “ordered that a free school be set up in this town.” For its maintenance the pastor and magistrates were to consider “what yearly allowance is meet to be given to it out of the common stock of the town,” and also what rules should be observed “in and about the same.” The early records of New Haven are full of entries referring to moneys appropriated to teachers and to reports of committees on the subject of schools. These committees always included among their number the governor, minister, and magistrates*or deputies. In 1642, seven years after the first house was built, a school was established in Hartford, in the Connecticut colony, and an appropria¬ tion of £30 was settled upon it. The master was to receive a salary of £16 a year, and those parents or guardians who were willing to send their children to school and could bear the expense should pay “ 20 shillings the year;” others should have their children instructed “at the town's charge/’ In general in both colonies the mode of supporting the schools was made partly a charge on the general funds or property of the town and partly a rate bill or tuition, paid by the parents or guardians of the children attending school, “paying alike to the head.” But this did not apply to the poor, who were sent free of charge. The tax for this purpose was levied in every town with the annual State tax and payable proportionately only to those towns which should establish schools according to law. Trumbull says 1 that for the permanent support of the schools “large tracts of land were given and appropriated by the legislature.”2 The public school was one of the earliest subjects of municipal legislation, as much, for example, as the roads and bridges, the support of public worship, and protection against the Indians, these four being the principal objects of care and attention. The code of 1650, the first that was drawn up by the Connecticut colony, provided for the “family instruction of children and the maintenance of schools by towns,” and was the same as that of Massachusetts. It remained on the statute books, with only slight modifications, for more than a century and a half. The school system embraced every family and town, all classes of children and youth, and all the then recognized grades of schools. In this way the State laid the basis “not only for universal education, but for a practical and social equality which has never been surpassed in the history of any other community/’3 Governor Eaton in 1655 drew up a code of laws for the government of the New Haven colony, then numbering six plantations, in which he laid special stress upon the duty of parents and masters to educate their children and apprentices, and imposed fines in case of neglect. He also ordered, as in the Connecticut code of 1650, that as a last resort children and apprentices should be placed with others “who shall better educate and govern them,” both for their own and the public good. 1 Trumbull’s History of Connecticut, Vol. I, p; 303. 2 At a later date (in 1795, but not incorporated into the State constitution until 1818) the legis¬ lature of Connecticut established a permanent irreducible fund, the income of which shall be applied to the support of common or public schools. This fund was obtained by the sale of lands in New Connecticut, or the so-called Western Reserve in the northeastern part of Ohio, and the income from it, as stated in the North American Review for April, 1823, amounted in 1822 to more than $60,000. This was apportioned among the school districts according to the number of pupils in each. See Letters on the Free Schools of New England, pp. 20, 21, by J. G-. Carter. 3 National Department of Education, September and October, 1867, in Education in the United States. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1177 Very early in the history of the Connecticut colonies an appeal came from Har¬ vard College to all the people to contribute toward the maintenance of poor scholars at the college. In response to this the general court of the New Haven colony “ordered that two men shall be appointed in every town within this juris¬ diction who shall demand what every family will give, and the same to be gathered and brought into some room in March; and this to continue yearly,1 2 as it shall be considered by the commissioners.” It was determined that about a “peck of wheat,” or the value of it, 12 pence, should be contributed by every family that was willing, and in 1644 one of the commissioners “reported that he had sent 40 bushels of wheat, the gift of New Haven to the college ” at Cambridge. Soon after, that is, as early as 1647, they were seriously considering the expediency of having a college of their own, to “ be set up as soon as their ability will reach thereunto.” But at a general court, held at Guilford June 28, 1652, it was voted that “the matter about a college at New Haven was thought to be too great a charge for us of this jurisdiction to undergo alone.”-2 The earliest legislation in Connecticut respecting the education of the Indians is found in the code of 1650, wherein the court orders that the teaching elders shall go among the Indians and endeavor to give them religious instruction. Schools were also established among them, the most successful one being at Farmington. This was taught from 1648 to 1697 by the minister of the parish, and as late as 1736 notices of this school are found in the colonial records, which show that it was still in existence. Some very promising boys were educated at this school, and among them one Samson Occum, who afterwards became quite famous. In 1665 the colony of New Haven formed the union with the Connecticut under the charter of Charles II. In 1671 county grammar schools were established and the former town grammar schools discontinued. These new schools were accord¬ ingly located at Hartford, New Haven, New London, and Fairfield, there being at the time but four counties in Connecticut. To aid in endowing these schools the general court appropriated 600 acres of land to each of the four county towns forever, the same to be improved in the best manner and the income applied for the benefit of the grammar schools. Of these schools two, namely, those of Hart¬ ford and New Haven, the court decreed should be of a higher grade and also free. The^ were to teach ‘ ‘ reading (but pupils before entering must be able to read distinctly the psalter) , writing, arithmetic, the Latin and English languages,” and were to have “the more extensive and special enjoyment” of the income derived from the legacy left by Governor Hopkins.3 From that time they — mostly as free and always as public schools — have provided facilities for prepar¬ ing young men for college. The one at New Haven, called the Hopkins Grammar School, has, however, kept the more nearly up to the high ideal of its early patrons. The Hartford school, having in time lost its character of a public grammar or Latin school, became “the main reliance of the town for the education of all its children,” and so continued until 1798, when the general assembly restored it to a grammar school, in accordance with “the original intent of the donor.” The 1 This gift to the college at Cambridge continued to be annually made until 1671. 2 Quoted in President Dwight’s Travels in New England, p. 200. 3 The will of Mr. Hopkins was made in 1657, shortly before his death. In 1664 the two sur¬ viving trustees signed an instrument allotting £400 to Hartford for the support of a grammar school and appointing that the rest of the estate “ be all of it equally divided between the towns of New Haven and Hadley, to be managed and improved for the erecting and maintaining a school in each of the said towns.” President Dwight, in Travels in New England, p. 206, says, in regard to the distribution of this legacy, that about £2,000 intended by Hopkins for Yale College “fell through a series of accidents partly into the hands of her sister seminary [H. C.] and partly into the hands of trustees of three grammar schools— one at New Haven, one at Hartford, and one at Hadley, in Massachusetts.” 1178 EDUCATION REPORT, 1896-97. grammar school established at Hadley by the allotment from the Hopkins fund was assisted by donations from individuals or the town, and has ever since been continued either under the name of grammar school or academy. Soon after the union of the colonies other public s'chools were “ set up ” and efficiently supported, as also a few private schools to fit young men for college or carry them forward in the higher branches of an English education. From the testimony of men who were educated in the common schools prior to 1800, it appears that the course of instruction was limited to spelling, reading, writing, and the elements of arithmetic. These studies, however, were attended to by all the children, so that it was rare to find a native of Connecticut “who could not read the holy word of God and the good laws of the State.”1 The supervision of the schools was shared alike by the selectmen, who considered it a part of their town office, and by the clergy, who had come to look upon it. “as a regular id art of their parochial duty.” By such men and measures were common schools established in all the New England colonies, thus gradually forming a system of public education such as at that time had no ‘ ‘ parallel in any part of the world. ” EARLY LEGISLATION WITH REFERENCE TO SCHOOLS. Lord Macaulay says'- of the Puritans that they believed “the State should take upon itself the charge of .the education of the people;” and another 3 declares, “ It has always been a characteristic of New England that she adopted and maintained the principle that it is the right and duty of government to provide for the sup¬ port of free schools; that every man should be taxed therefor, whether he have children or not.” The first legislative act with reference to schools was passed by the general court of the Massachusetts colony in 1642, and enjoined the universal education of children, but it neither made the schools free nor attached any pen¬ alty for neglecting to establish them. November 11, 1647, another act was passed making the support of the schools compulsory. In this act, then, we have the origin of the free schools of New England. It reads as follows: “ It is therefore ordered that every township in this jurisdiction, after the Lord hath increased them to 50 householders, shall then forthwith appoint one -within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general by way of supply, as the major part of those that order the prudentials of the town shall appoint, provided those that send their children be not oppressed by paying much more than they can have them taught for in other towns.”2 It was further ordered that, when any town increased to the number of a hundred families or householders, a grammar school should be established, and a master employed who could ‘ : instruct the youth so far as they may be fitted for the uni¬ versity;” 2 “if any town neglect the performance hereof above one year, that every such town shall pay £5 to the next school till they shall perform this order.”4 In 1688 the court ordered “ that whenever a town has 500 families it shall support two grammar schools and two writing schools.” By the law of 1642 parents and masters were to look to the profitable employment of their children, and it was made a “ barbarism” not to teach or have others teach their children or appren¬ tices not only reading, but also a knowledge of the laws, and a penalty of 20 shillings was attached for the neglect to do so.5 1 Mr. Barnard says (American Journal of Education, 1855, p. 302) that “Connecticut solved the problem of universal education, so that in 1800 neither a family nor an individual could be met with who was not sufficiently instructed to read the English tongue. ” 2 Macaulay’s Speeches, vol. ii., pp. 331, 335, ed. 1853. 3 C. K. Dillaway in the Memorial History of Boston, vol. iv., p. 236. 4 Massachusetts Records, vol. ii., p. 203. 5 See Colony Laws, chap. 22, sec. 1. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1179 In the Connecticut code of 1650 the provision for the care and instruction of children was, as already stated, like that of Massachusetts. In this it was made the duty of selectmen to watch over the children and apprentices and see that they were taught to read and also well instructed in the capital laws of the colony. For every neglect therein a fine of 20 shillings was laid, and masters of families were required to “ catechise their children and servants in the grounds and prin¬ ciples of religion,” and also bring them up to “honest, lawful calling, labor, or employment. ” In case of failure to comply with the law in any of these particu¬ lars, the selectmen, with the help of the magistrates, were required to take such children away and place them with masters who should agree to instruct them in conformity with the law. In 1677 it was ordered that “if any county town shall neglect to keep a Latin school according to order,1 there shall be paid a fine of £10 by the said county towns to the next town in that county that will engage and keep a Latin school in it,” and this fine was to be paid annually until they should comply with the law.2 In 1701, after a full revision of the school laws of Connecticut, we have the following legal provisions for the education of children:3 First. An obligation on the part of every parent and guardian to teach children to read, and, besides, “bring them up to some lawful calling or employment,” under a penalty for each offense. Second. A tax of 40 shillings on every £1,000 on the lists of estates, to be col¬ lected in every town with the annual State tax and payable proportionately only to those towns which should keep their schools according to law. If, however, this levy proved insufficient to maintain a suitable schoolmaster, the inhabitants were to pay half and the parents or masters of the children the other half, “ unless any town agree otherwise. ” Third. A common school in every town having over 70 4 families to be kept for eleven months of the year, and in towns of less than 70 families to be kept for at least half the year. Fourth. A grammar school in each of the four head county towns to fit youth for college, two of which grammar schools must be free. Fifth. A collegiate school, toward which the general court shall make an annual appropriation of £120. ^ixth. “Provision for the religious instruction of the Indians.” We see, then, that in the early legislation, more especially of the New Haven, Connecticut, and Massachusetts colonies, provision was made for the “honorable employment” of children as well as for their intellectual training. This was a most wise provision, and had it continued in force, the criminal and pauper record of New England would have been radically different from what it is to-day. If we look closely into these laws, aiid especially into the provisions for the protection of children and apprentices from the cupidity of parents and masters, we shall doubtless see the first manifestation of that republican sentiment which after¬ wards spread through the land and proclaimed it free. THE EARLY SCHOOLMASTERS. We can scarcely place too high an estimate upon the service rendered to New England by her early teachers. Among these wTe must include many of her best educated clergymen who, in towns where there were no free or grammar schools, “fitted young men of piety and talent for college and for higher usefulness in 1 This refers to the revised laws 1671, creating county grammar schools in place of grammar schools for every town having 100 families. 2 American Journal of Education, 1857, vol. iv., p. 667. 3 Ibid., p. 695. 4 Originally 50fainilies, but in 1678 a law had been passed that every town of 30 families should maintain a school and teach the children to read and write. 1180 EDUCATION REPORT, 1896-97. church and state.”1 They were chiefly instrumental in keeping alive “ the fires of classical learning brought here from the public schools and universiries of England.” Even with all their sympathy and help and the faithful labors of the pioneer teachers, the second, third, and fourth generations of the New England colonists, where schools were not specially encouraged, “ seemed destined to fall into barbarism.”2 Among the most noted of these early schoolmasters were Ezekiel Cheever and Elijah Corlett,3 of whom Cotton Mather wrote: “ ’Tis Corlett’s pains and Cheever’s we must own. That thou, New England, art not Scythia grown/’ Master Corlett died February 25, 1686-7, at the age of 78, after having been for nearly half a century a notable figure in Cambridge. He was, to quote Dr. Mather again, “that memorable old schoolmaster in Cambridge from whose education our college and country have received so many of its worthy men that he is him¬ self worthy to have his name celebrated * * * in our church history.”4 Still, though he was able to teach both the English and Indian children, his school seems never to have been large —numbering in 1680 but nine pupils— nor were the fees he received for tuition at all adequate to his support. To enable him to gain a bare subsistence occasional special grants were made by the town and colony, and an annual appropriation of about £7 10s. from the Hopkins charity fund. For a century or more following his time, his successers at Cambridge fared, it is said, but little better. Ezekiel Cheever gained a much wider and more enduring reputation. Born in England in 1614 and landing at Boston in 1637, he was for the long period of seventy years schoolmaster without an equal at New Haven, Ipswich, Charlestown, and Boston. He is described as “a scholar, learned, accurate, judicious, a severe and unsparing master, tall, dignified, and stern.”5 Dr. Mather says of him, “we generally concur in acknowledging that New England has never known a better teacher. I am sure I have as much reason to appear for him as ever Crito for his master Socrates.” 6 7 The early excellence of the Latin school at Boston, over which he presided for thirty-eight years, was due to his care. He was evidently a master whom the pupils “delighted to honor,” for he is spoken of by them with great affection, though one of them, the Rev. John Barnard,1 of Marblehead, tells us that he did not spare the rod, and cites his own experience, how, on one occasion, the old master said to him, “You, Barnard, I know that you can do well enough if you will; but you are so full of play that you hinder your classmates from get¬ ting their lessons, and, therefore, if any of them can not perform their duty I shall correct you for it.” One of his classmates, he adds, taking advantage of this, con¬ tinued for some days to fail in his recitations, until he, Barnard, concluded that there was no way to escape from his daily punishment except by flogging his tor¬ mentor. Mr. Cheever was the author of the Accidence, “A short introduction to the Latin tongue,” which passed through more than twenty editions, and continued for over a century and a half the text-book of most of the Latin scholars of New 1 American Journal of Education, 1855, p. 296. 2 Ibid., p. 296. 3 Also Richard Norris, of Salem, 1640 to 1670 ; and later Noah Clap, of Dorchester, who “ taught the school at various times between 1735 and 1769, eighteen or twenty years in all.” 4 Mather’s Magnalia, vol. i., book 3, p. 318. 6 First Century of the Republic, p. 280. 6 Quoted from Dillaway ’s History of the Grammar School in Roxbury, p. 177. 7 In his autobiography Mr. Barnard throws some light upon the conduct of schools at that early day — one noteworthy fact being that in his sixth year the schoolmistress made him an usher or monitor, and appointed him to teach children both older and younger than himself. This was more than a hundred years before Bell or Lancaster introduced their newly discovered monitorial system. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1181 England. Dr. Samuel Bentley, of Salem, an antiquarian and collector of school¬ books, says of this Accidence, that it was “the wonder of the age.” Eminent teachers during the present century, and among them President Quincy, of Har¬ vard College, have highly commended Cheever’s Accidence, and expressed the hope that it might be restored to its former place in the schools. Besides several Latin dissertations and poems, he was also the author of a small treatise upon “Scripture prophecies explained,” in three short essays. This patriarch of New England schoolmasters continued his work with almost youthful vigor up to the time of his death, which occurred in Boston in August, 1708.1 From the very first, the founders of the young commonwealth thought it neces¬ sary to guard most jealously against the employment of unworthy teachers. In the records of the court, May 8, 1654, we find that it was made the special care of the officers of Harvard College and the selectmen of the several towns not to suffer any to instruct the youth or children who “have manifested themselves unsound in the faith or scandalous in their lives.” Much in every way was expected of the grammar-school teachers, and the can¬ didate for this office must be a man of cultivation and refinement, which, as it was then supposed, could only be obtained by an acquaintance with the learned languages. The schoolmaster was an important personage in the eyes of the community, being treated with the respect that was accorded to the minister and magistrates. As an illustration of this, it is recorded that “his wife was to be accommodated with a pew next the wives of the magistrates.”2 In the eighteenth century there seems to have been a lack of teachers who were capable of fitting young men for college, and thus the necessity arose of establish¬ ing what were afterwards called academies. Governor Dummer, who died in 1761, having founded a flourishing academy at Byfield, Mass., was the pioneer in this enterprise. His example stimulated the Phillipses — uncle and nephew — to found the two noble academies at Andover and Exeter, which still bear their names. SCHOOLBOOKS. In those early days there were no spelling books nor English grammars. The letters were learned from the Bible, and this book and the Testament and Psalter werp the only reading books. The catechism, as in the parochial schools of the present time, which they resembled, received great attention. Besides this, read¬ ing, writing, and arithmetic were the chief, if not the only branches taught. For a century still there were no printed copy books and no slates in use, the ciphering and writing being done on paper. In 1691 there appears in the Boston Almanac an interesting notice of the New England Primer, the second edition being then in press. This new and enlarged edition had fuller directions for spelling, also the Prayer of Edward VI, and the verses said to have been written by the mar¬ tyred John Rogers. This primer contained the catechism of John Cotton, printed in 1656, and also that of the Westminster Assembly. It probably resembled the primer of Great Britain which existed before the Puritans came to America. Locke, the philosopher, mentions a book of this name, and in 1759 one called the Royal Primer was common in New England. This, or one similar to it, continued in use until about the beginning of the present century.3 There was a little book called the “Horn-book” (named from the horn covers), which seems to have been of simpler plan than the Primer, and of which Shakes¬ peare speaks as “ the teacher of boys ” in his day. It was so used also in Massachu¬ setts at the first, and even up to a century ago, and out of its supposed indispensa- 1 For further particulars of the life of Ezekiel Chee ver, see J ournal of Education for Decem¬ ber, 1883, pp. 391, 405-6. 2 Emerson, Education in Massachusetts, p. 33. 3 See Felt’s Annals of Salem, p. 436. 1182 EDUCATION REPORT, 1896-97. bleness grew the expression, “He does not know his horn-book,” which we have since changed to “He doesn’t know his letters.” Another important book was The English Schoole Master, the fifteenth edition of which was printed in Lon¬ don in 1624. “Its main object,'’ as stated in the preface, “was to teach correct reading.” The New England Psalter 1 was used in a similar way. Among the earliest arithmetics was that of James Hodder, which in 1719 reached its twenty-eighth London edition. The most popular of the early geographies appear to have been Meriton’s, which was printed in London in 1679, and Laurence Eachard’s, of nearly the same date. Of the dictionaries used in New England, Coles's, published in London in 1692, and Bollocker’s, the ninth edition of which was printed in 1695, were, at the close of the seventeenth century, the standards. In Latin, before the publication of Cheever’s Accidence, Brinsley’s, first issued in 1611-12, was in use; also another printed in London in 1639, called Directions for Young Latinists. A still later one was Hoole’s Accidence, published in 1681. In Greek there was the Westminster Grammar of 1671, and in Hebrew the grammar of Schickard, issued in 1623, and Buxtorf's, which was printed before 1629.2 The books we have named give some idea of the studies pursued in the common, grammar, and private schools of New England during the seventeenth and early part of the eighteenth century, or during the first century of colonial life. The choice of books appears to have been made as 4 4 convenience and preference dic¬ tated.” With the exception of those for reading, spelling,3 and ciphering, none of the earlier ones was retained as late as 1813. During the eighteenth century schoolbooks of all kinds multiplied rapidly. These included works upon arithmetic, bookkeeping, navigation, geography, Eng¬ lish and Latin grammars and dictionaries, Greek grammars and lexicons, books upon belles-lettres, and many others which are named in Felt’s Annals of Salem, and in Barnard's Catalogue of American Text-books. In reviewing the history of this early period one becomes more and more impressed with a sense of the obligation we are under to the Puritans and Pilgrim Fathers for the interest they took in education. Unfortunately their descendants of the third and fourth generations did not follow their example. So greatly did the interest in education decline that during a large part of the eighteenth cen¬ tury prior to the Revolutionary war it is said to have been true of men and women of respectability and influence that they could not so much as write their names, and that this state of things applied not only to New England, but to the whole country. Previous to 1769 girls were taught only by schoolmistresses; and to learn to read and sew 44 was for the most part the height of their ambition.” But near the close of the century public and private schools accumulated rapidly, and much atten¬ tion was given to female instruction.4 Still it was some time after the beginning of the nineteenth century before arithmetic was studied to any extent by girls, though as early as 1789 it was ordered that both sexes should be taught writing and arithmetic, so as to include vulgar and decimal fractions. Not until 1784 were they permitted to attend a grammar school, and not before 1828, when they were placed on an equal footing with the boys, could they be admitted to any pub¬ lic schools for more than half the year, namely, from April to October. In short, as Mr. W aterston 5 says, a hundred and fifty years elapsed from the opening of the first public school before any girls were admitted; a hundred and ninety- three years before they enjoyed equal privileges with the boys. 1 This, in the edition of 1784, “has the Psalms of David, the Proverbs of Solomon, the Sermon of Christ on the Mount, and the Nicene Creed.” 2 See Felt’s Annals of Salem, pp. 437, 438. 3 Of the spelling books, Dilworth’s, which was in use in 1750, continued to be a favorite until after 1800. A rival in popular favor was Dyche’s. 4 See Dr. Win. Bentley, A Descriptive History of Salem, Mass. Hist. Coll., vol. vi., pp. 239-241. 6 Mass. Hist. Soc. Proceedings, February, 1873, p. 387. FIRST COMMON SCHOOLS OF NEW ENGLAND. 1183 It may then be said that “ with various modifications as to details, but with the same objects steadily in view, viz, the exclusion of barbarism from every family,” the Puritans were able to carry to a successful issue their nobly-conceived idea of “ maintaining an elementary school in every neighborhood where there were chil¬ dren enough to constitute a school, and of a Latin school in every large town, and a college for higher culture for the whole colony; ” and, moreover, that this sys¬ tem which they established has continued to expand with the growth and devel¬ opment of the country until it has become the basis for school systems in nearly all the States of the Union, besides having had great influence upon education in other countries. THE HEW ENGLAND ACADEMY. By President S. C. Bartlett, D. D., LL. D., of Dartmouth College. The grammar school, somewhat modified, was brought by our fathers from England, established by law in Massachusetts in 1647, and maintained by taxation. It spread thence through the other New England States, and did good service for the cause of general education. But after a century or more there arose a desire for institutions of a higher and more specialized character, pointing more directly in the line of a liberal education. It gradually enlisted the most intelligent and enterprising men of the various communities and embodied aims and aspirations which were indicated by the name they chose for the institution. The name “ academy ” was an ambitious name. Not to speak of its early classic application, after the revival of learning it designated an association of learned men, authors, or artists for the promotion of science, literature, or art. Hundreds of these organ¬ izations, greater or smaller, were formed in Europe, each with its own specific field, of study or culture. It showed the high ideal of our forefathers and the spirit that prompted them when they chose this name to designate their institution for the instruction of youth. The New England academy was an incorporated institution, founded and main¬ tained by private beneficence, and managed by a selected board of trustees. It w^s, with few exceptions, open to both sexes. The oldest of these institutions was the Dummer Academy, at By field, Mass. In 1761 Lieutenant-Governor Dummer bequeathed his mansion and his farm of 330 acres for this purpose; and in two years it was opened under the famous Master Moody, though not incorporated till 1782. The character and working of the system disclosed itself in this its earliest specimen. The roll of trustees of Dummer Academy has included four or five presidents of Plarvard College, Judges Parsons and Wilde, Edward Everett, Jared Sparks, Professor Felton, Timothy Pickering, Elijah Parish, Leonard Withington, numerous Members of Congress, and a long list of other men of mark. Its privi¬ leges attracted and before the end of the century sent forth such men as Rufus King, Chief Justices Parsons and Samuel Sewall, Professors Webber and Tappan, of Harvard; Smith, of Dartmouth; Cleveland, of Bowdoin, a dozen Members of Congress, and more than 200 candidates for college. This institution was the germ of the whole movement. Samuel Phillips had fitted for college at this academy, and apparently had boarded in the family of Master Moody. In 1780 he founded Phillips Andover Academy, endowing it at first with $20,000, although at his death his property was inventoried at but $15,000. In so doing he recorded the hope “ that its usefulness might be made so manifest as to lead other establishments on the same prin¬ ciples.” The hope began to be realized the next year, when his uncle, John Phil¬ lips, founded the Exeter Academy, first- endowing it with $50,000, and at his death with two-thirds of his estate. The impulse was soon communicated to nearly all 1184 EDUCATION REPORT, 1896-97. New England. It is not to be overlooked, however, that the unaided enterprise of individual teachers was already pushing in the same direction. Twelve years before the foundation of the Andover Academy one Simon Williams opened, and for twenty years maintained, a noted school in Windham, N. H., drawing pupils from Boston, Salem, and other large towns, and numbering among his pupils not a few who afterwards became distinguished. The establishment of the two Phillips academies was soon followed by the incor¬ poration of numerous others. Thus, in the year 1791, the Berwick Academy in Maine and five in New Hampshire were incorporated; and in the latter State alone during the earlier part of the present century some 50 academies are said to have been established before the system of high schools maintained by taxation created a competition and a check upon the movement. There were at least 10 in the single county of Merrimack. Most of these, being provided only with a building, and little, if any, productive funds, and sustained by very moderate tuition fees, at length yielded to the unequal competition with institutions supported by taxation, and faded away many years ago, but not until they had done an admirable work for the towns of their location, leaving a void which has never been filled. Places could be mentioned which, during the existence of the academy, furnished an unbroken succession of students for college, but which now scarcely send one in a decade, if at all. But not a few of these institutions, better endowed, and receiving additional endowments in later years, still continue their noble and indispensable work. They are the recognized feeders of our colleges and the most powerful allies of the cause of higher education. Without attempting an enumeration, I may men¬ tion as specimens, in Massachusetts, the famous Phillips Academy at Andover, Williston at Easthampton, Monson Academy, Worcester Academy, Cushing Academy at Ashburnham, Lawrence at Groton; in Vermont, Barre, Peacham, and Saxtons River academies, and the well-known one at St. Johnsbury ; in Maine, Berwick, Limington, and Fryeburg academies; in New Hampshire, the renowned Phillips at Exeter, Pinkerton at Derry, Appleton at New Ipswich, Kimball Union at Meriden, Pembroke, and others; all of which have made a splendid record. Many others, now extinct or decayed, have done equally faithful work toward the same end. It is the want of such institutions as these fitting schools which has been found, outside of New England and especially at the West, a great obstacle in the way of the best liberal education, and a chief reason why colleges in those regions can not easily compete in quality with the New England colleges. They have not the proper feeders, and attention is beginning to be wisely directed to the establishment of academies on the New England model, for the New England academy has shown itself in several respects not unworthy its somewhat ambitious name. In each community it organized and concentrated the best minds in promoting the best culture. The founders and guardians of these widely scattered and once numerous institutions have invariably included the best element, lay and clerical, in the surrounding region — intelligent, sagacious, forceful. The splendid roll of trustees of Dimmer Academy has been already men¬ tioned. A similar showing, in kind, if not in extent, could be made of the trus¬ tees of the Phillips academies — Pinkerton, Kimball Union, Monson — and doubtless of many others. They have enlisted the men wakeful and watchful for the high¬ est culture of the young. They have also selected and attracted the best teaching talent of the times. Commonly, if practicable, there has been a permanent prin¬ cipal, a man strong, well-balanced, and devoted to his work; such men as Moody, of Dummer; Adams and Taylor, of Andover; Abbott, of Exeter; Richards, of Kimball Union; Hammond, of Monson, and others of like quality, who made both their reputation and that of the school. Around these central figures have been gathered successively as assistants a great company of the ablest young graduates of our colleges, pausing on their way to their several professions, to throw for a FIRST COMMON SCHOOLS OF NEW ENGLAND. 1185 time their early force, enthusiasm, and culture into the minds of other young men. No one who has not pondered the subject can understand the magnifi¬ cent ability that in its young strength has been educating the New England of the past as well as of the present. It would show a noble list of names afterwards prominent in professional and public life. You strike their track as well in the smaller as in the larger schools. Thus in the little town of Peacham, Vt., we find among the former teachers in the academy one of the ablest of the secretaries of the American Board, one of the ablest lawyers of New Hampshire, the president of a distinguished college, two college tutors, a brilliant medical professor, and other men of power and note. Among the assistants at Pinkerton Academy are the names of Chief Justice Bell, Prof. E. D. Sanborn, the brilliant Leonard Swain, cut down in his earliest prime, and the equally brilliant Jarvis Gregg, still earlier called away. Thaddeus Stevens and Daniel Webster were academy teachers. So was the late Roswell D. Hitchcock, in a little town of 1,200 inhabitants. So, it may be added, was Dr. R. S. Storrs, at Monson. Many a witness yet living can testify what stirring influ¬ ences were these models and vitalizing spirits. They were a revelation and an inspiration. Seeds of learning and of thought have thus been scattered over the hills and valleys, in the towns and villages of New England by its future jurists, statesmen, divines, and educators, destined in due time to bring forth a harvest after their kind and to fill the country with their fruitage. For these institutions have not only organized, but they have diffused the best culture. They first concentrated and then radiated. Widely diffused as they once were, they brought home the thought and often the purpose of the higher education to every fireside. In this respect they have fulfilled a function not accomplished by the later high school. For, though open to all, they were designed rather for special privilege than for universal range, and classical train¬ ing was more a primary aim than an incidental and subordinate and scarcely tol¬ erated use. They first suggested to a multitude of young men the purpose of a liberal education, and enabled them to accomplish it. They drew, as a magnet, the true steel. In many towns where the once flourishing academy has gone down for want of funds the contrast between the former constant supply and the later dearth of college candidates is a sad one. The registers of the two Phillips academies are dazzlingly bright with names of men foremost in all the walks of life, many of whom would doubtless have found their way elsewhere and many of whom would not. But it is not alone, nor perhaps chiefly, the public and professional men to whom these influences have been most valuable, but the far larger body of clear-headed business men and active workers, sound thinkers and pillars of society in every station of life. Here they pursued the studies they elected, often inclusive of the classics. Here they perceived the impetus of the same earnest teachers and imbibed the whole tone, spirit, and power of the institution. They came invigo¬ rated by the morning walk, often of the longest, and perhaps by their home “chores” before and after school. They came, young men and maidens, with their tidy apparel, their morning greetings, their sympathetic glances and recog¬ nitions, sometimes, it may be, a stolen word or note, and joining in the homeward walk, all and always under the guidance of native chivalry on the one side and native modesty on the other, and the benign influence of home life and surround¬ ings. And when they went thence on their several ways of life, many and bright were the memories that clustered round that luminous spot. At South Berwick on the 1st of July it was a pleasant and impressive thing to see the thousand men and women of standing and character, most of them former pupils, who came to celebrate the centennial of Berwick Academy. One other function of the academy is not to be forgotten, and that by no means ED 97 — —75 1186 EDUCATION REPORT, 1898-87. the least important. It gave a thoroughly Christian education. These institu¬ tions v/ere quite as often the offspring of religious -zeal as of literary enthusiasm. For the most part they were founded and conducted in the interest of pure religion and high morality. It was part of the system and often of the written code to require the reading of the Scriptures and the morning or evening prayer, as well as attendance at church, and to prohibit Sabbath breaking and irreverence and every form of vice and immorality. Not seldom have these institutions been the scenes of deep religions interest and revival. The infidel, the demagogue, and the sectarian banish these influences from the high school, the grammar school, and the primary school; but from the academy they can not dislodge them. That institution remains and may remain the stronghold of a Christian education. For this function, as well as the others, we may thank God and warmly cherish the New England academy. CHAPTER XXV. THE LEARNED PROFESSIONS' AND SOCIAL CONTROL.1 The qualifications demanded by the States of the Union for admission to the practice of medicine or of law— The preparations of the French professor for his vocation as a member of a faculty of medicine or law — The institutions in which medical and other scientific instruction is given in Germany, together with their staff and pay of instructors — The interest of society in and its interference with the admission to practice medicine or law. The existence in a community of a group of individuals devoted to the office of protection and culture may bo regarded as an evidence of an advanced stage of civil¬ ization. The profession of the law is devoted to the protection of property; the jwofession of medicine to the protection of the body; the profession of divinity exclusively to the culture of the people. Some of the phases of social life have their analogues in the life of animals, but no animals so far as known have any special groups of individuals corresponding to those that fill the professions in human society. Such professions in fact, as we find them in civilized nations, prove the inheritance of their civilization from the Greeks, who were the intellectual ances¬ tors that first investigated the laws of mind, and from tho Romans, who formulated the law^s that govern advanced social organizations. This ancestry has been appealed to for intelligent direction after the terrible epoch of the year 1,000 in the name of bodily safety, during the period called the Renaissance in the name of intellectual freedom, and at the outbreak of the English Revolution of 1688, and of the French Revolution of 1789, iu the name of personal equality before the law. Each of these social revolutions has been marked — possibly a mere coincidence — by a predilection for a certain line of study. During the Middle Ages theology held sway, during the Renaissance law, and later its offspring, culture, was the favorite study, and during the period of which the present forms a part the study of medicine predominates. The close of the Middle Ages is usually placed at 1453, the year of the taking of Constantinople by the Turks. In 1400, at the celebrated University of Cologne, in the domains of the ecclesiastical monarch called the Archbishop of Cologne, the study of jurisprudence, probably in the form of church or “ canon law/7 was already gaining decidedly on tho study of theology proper. Rot quite 71 per cent of the students of the three faculties of the university were studying law, 27 per cent were studying theology, and but 2 per cent were studying medicine. Sixty-five years later the law students had increased to 86 per cent, the theological students had fallen to 12 per cent, and the medical students were still 2 per cent of the whole body of students of law, theolog3r, and medicine of the University of Cologne. But a new business had in the meantime arisen — the business of studying for the sake of enlightenment; and it is fair to say that, though this effort was the result of the study of Creek literature, the way for the comprehension of that literature had been paved by the study of jurisprudence. The study of law, says Burke, is one of the first of human sciences, worth, in hiy opinion, all the others put together for quickening and invigorating the intellect, but is nofc so well adapted for opening and enlarging it. In 1400 there were 126 students in the University of Cologne, just 1 By Mr. “Wellford Addis, specialist in tlio Bureau. 1187 1188 EDUCATION REPORT, 1896-97. half of whom were in the faculty of liberal arts, such as it was then. In 1476 there were 607 students in the same university, 81 per cent or more of whom were in the faculty of liberal arts, such as it had become. In the same interval theology had fallen from 11 per cent of the whole attendance at the university to 1.8 per cent, la w from 28 to 12.5 per cent, and medicine was nowhere. In 1476, however, the University of Cologne had lived nearly a century; it per¬ haps had become antiquated and had “traditions but the University of Halle, founded in 1693, represented new ideas in Germany even after the crushing and blinding effect of the religious wars and excitement of that and the preceding cen¬ tury. This is shown by statistics of 1693-1700 in the following table : Students at the University of Halle. Period. Theology. Jurispru¬ dence. Medicine. Philosophy. 1693-1700 . Per cent. 27 Per cent. 57 Per cent. 4. 7 Per cent. 11. 4 1741-1750 . 57.6 30 8.1 4.3 1771-1780 . 60. 3 35.3 4.5 1891-1893 . 40.9 11. 6 | 17.2 30.8 It is evident, therefore, that, while in England and France what is represented by the German faculty of philosophy was drawing the brightest minds away from the¬ ology in Germany during the eighteenth century, the faculty of theology seems to have obliterated the faculties of philosophy and medicine and dwarfed that of juris¬ prudence. It must be remembered that church and state were very intimately con¬ nected in Prussia (as has been remarked by Professor Paulsen in his Die Deutsche Universitaten) until the present century, the first decade of rvhich saw the libera¬ tion of the serfs and the right of others than noblemen to hold public office. Passing now to the eighth decade of the present century, the inqmrtance which the study of medicine is assuming is at once noticed by glancing at the following diagrams (pp. 1189 and 1190) ; and medicine is the embodiment of science, as juris¬ prudence is of ethics and theology of metaphysics or the immaterial part of the world.1 It is hoped that the intimate relation between the learned professions and the susceptibility of an age to favor a certain class of practitioners has been shown. In the sequel an attempt is made to show what is being done at home and abroad to prepare physicians for their responsibilities in the age of medical science. I. — The Preparation for the Study of the Learned Professions. As the student of the history of medical instruction in the United States runs over the discussions of that question since 1850, the date at which an interest in the subject began to be awakened, he is impressed by the value which medical practi¬ tioners place upon a “college training,” and their distrust of mere mother wit and tne practical instinct of the Anglo-Saxon. As early as 1847 Drs. Ware, Bigelow, and Holmes, all teachers of medicine, declare that the only means known to them of elevating the profession of medicine is either to require that the applicant for admission to a medical school be a graduate of a college or that the course of study in the medical school be made to cover a longer period. Though it is evident that the second alternative presented by the committee of Harvard professors in the report above quoted was adopted when a change was made, about the beginning of this decade, yet it is to be borne in mind that in the catalogue of Harvard Univer¬ sity for 1897-88 the following announcement is made : Beginning with the year 1901, candidates for admission to regular standing must present a college, scientific, or medical degree, or must satisfy the faculty of their having equivalent qualifications for membership in the school. 1 Considering a true science of anthropology to he something apart and above zoology and yet not invention, the characteristic of an “age of machinery.” STATE AND THE PROFESSIONS. 1189 In 1878 so important Fad this question of the collegiate education of the intending- medical student become that an association of medical practitioners was formed for the purpose of carrying on the propaganda. Those who thus advocated the neces¬ sity of a college course do not appear to have desired the student to study the sci¬ ences such as is taught in the schools the Germans call ee real,” when using that term THE LEARNED PROFESSIONS IN GERMANY AND FRANCE. Population of German Empire (1888) Population of French Republic (1888) Diagram 1. — Showing movement of the enroll- Diagram 2.— Showing movement of the enrollment mentin the faculties of law, medicine , and the- in the state faculties of law , medicine , and the¬ ology, in twenty-two German universities dur- ology in France during eight years, ing thirteen year*. [Compiled by same hand from the Report of [Compiled by writer for Report of 1888-89, vol. French Department of Higher Education 1888, 2, pp. 837-913.] issued once in ten years.] 49, 421, 084 37, 930, 759 in the compound word “real-schulen,” for the classical or literary training seems to be preferred to the merely scientific. But the point to be remarked is that these practitioners draw a sharp distinction between the general development of the under¬ standing and the training for a special pursuit. Nevertheless, the alternative of a longer term of study, indicated by Drs. Ware, Bigelow, and Holmes, as a substitute for a course in the humanities seems to be the direction along which the American professional schools are moving. 1190 EDUCATION REPOST, 1896-97. The intellectual equipment possessed by the majority of the attendance at pro¬ fessional schools of the United States, about the year 1880 was succintly character¬ ized as u fresh from the high school, academy, the farm, or the backwoods.” 1 2 Dr. Pepper, in making this statement, had in mind the attendance at the medical schools, but an evidence of the supreme reliance in America on mother wit in the THE PROFESSION OF MEDICINE IN THE UNITED STATES. Diagram 3.— Showing fluctuation of attendance at the schools of Diagram 4.— Showing increase of each of the three medical sects in the United States during the medical and Iciiu students during period of 18S0-80. Iasi five years. [Compiled by A. E. Miller, M. D., [Compiled by writer for 1889-90 Report, U3ing the complete sta- specialist in professional educa- tistics of Illinois State Board of Health.] tion in the Bureau for Report 1894-95, pp. 1223, et seq.j learned profession or law is given in the constitution of Indiana. By that instru¬ ment “ every voter is entitled to practice law in the courts of the State.”3 On the other hand, we find Harvard University refusing to admit into its celebrated law department those who are not graduates of a college, and State after State is now 1 Higher Medical Education the True Interest of the Public and of the Profession, by William Pepper, A. M., M. D., professor of clinical medicine in the University of Pennsylvania, p. 12. 2 Constitution. STATE AND THE PROFESSIONS, 1191 requiring an apprenticeship in an office or graduation from a law school, very little consideration being given to the potentialities of mother wit unrefined.1 The repeated and explicit denunciation by the great national medical and law associations of the short cuts into the practice of medicine and law leave no room for referring to the matter in veiled language. Foreign Governments are tailing cognizance of the facts and are inclined to regard American licenses and diplomas as of uncertain value. The profession of medicine has pushed up the standard of the schools of that profession from “two years” to four years; but the profession of law has not succeeded nearly so well. This appears to be natural when it is considered that the advance made by the medical profession is due to the creation and use of a new police power or body by the several States, generally called a State board of health or examiners. Nothing of this hind has been done to any great extent in the case of law. Frequently, indeed, it is the supreme court of a State that makes the arrangements for admitting members, its own officers, “to the bar;” but in other instances — the case of Pennsylvania, for example — it is the local court that has com¬ plete jurisdiction. But wise precautions Eire being made against this unevenness of tests even within the same State. West Virginia, during 1897, determined to send all applicants for admission to the bar to the faculty of the law department of her State University, though leaving full power in the hands of the supreme court, while New York, Connecticut, New Jersey, Michigan, Minnesota, Massachusetts, and Wisconsin have a “State board of examiners” or a permanent “standing committee.” It is believed that the Supreme Court of the United States has taken no steps to fix the qualifications of those who are to be admitted to practice in the Federal courts, which are, it is believed, subject to the Federal Government in matters of organization.2 To show the scope of the inquiry, and to testify to the uniform courtesy which the interrogations of the Bureau received at the hands of the attorneys-general and the presidents of the State hoards of health or of examiners, the reply from Massachu¬ setts is given as a fit introduction to the tabulation which follows. Others equally 1 In Chapter TI of second volume of Commissioner’s Report for 1889-80 there is a compilation of the opinions given hoth at Harvard and other universities, and also a statement of the action taken at Columbia in regard to shortening the college curriculum for intending medical students. 2 The duty of ascertaining tho fitness of applicants for admission to practice at the bar of this Territory, says Mr. John W. Shartel, to whom the attorney-general of Oklahoma courteously referred the Commissioner’s inquiry, rosts with the district courts. There is no specific requirement as to the mode of discharge of this duty. The qualifications of the applicants depend largely upon the indi¬ vidual judgment of each court, and I believe it is the uniform practice of the courts of tho Territory at the present time, when a motion is made for admission of a person to tho bar, to appoint a committee of members of the bar, who conduct the examination of the applicant in open court and ply him with questions, and the committee then makes its recommendation; and in view of such recommendation, and in view of the court’s observations of tho answers of the applicant, the court then determines for itself whether the applicant shall he admitted. There being no restriction on the power of the court in respect to the admission of attorneys to practice law, tho way is open for a very low standard of professional qualifications, though from my own personal observation for the last four or five years I believe the courts have generally required at least a fair exhibition of merit on the part of the appli¬ cant before admitting him. (Extract from letter to Commissioner of Education by reference from Hon. C. A. Calbreatb, attorney- general for Oklahoma, in response to the following letter:) Department op the Interior, Bureau op Education, Washington , Z>. (7., August SO, 1S97. Hon. - - , Attorney -General (or President Board of Health). Dear Sir: Permit me to ask your attention to the inquiries made herewith. I am in receipt of many letters from abroad which ask for the conditions under which graduates of foreign faculties of law are admitted to practice in the United States. As each State has its own regulations respecting such matters, I find it necessary to ask for certain information from you regarding the rules now governing the admission to the bar [to practice medicine] in your State. Such other information as your convenience may allow you to favor this Bureau with will promote, I am sure, the object the inquiries have in view. A franked envelope is inclosed, which will carry your reply free of postage. 1192 EDUCATION REPOET, 1896-97. interesting are at hand, and the difficulty is to make a selection; but it will be noticed that Mr. Fox speaks from intimate experience. Boston, Mass., August 23, 1897. Dear Sir: The attorney-general bas referred to me, probably because of my experience as bar examiner, your letter of August 12, making certain inquiries con¬ cerning admission to tbe bar in this State, and I take pleasure in answering your questions in their order. 1. Application for admission to the bar is made by petition to the supreme judicial court or to the superior court. The applicant embodies in his petition the statutory requirements, i. e., that he is a citizen of this Commonwealth, or an alien who has made primary declaration of his intention to become a citizen of the United States, and that he is of the age of 21 years, and prays that he may be admitted to practice as an attorney if found to be qualified. By rule of court the petition for admission must be accompanied by the recommendation of a member of the bar, and the clerk with whom the petition is filed gives public notice of the petition by advertisement in the papers. The petition is then referred to the bar examiners, who hold, as a rule, two examinations in each county in each year. 2. As to the effect of a diploma : All candidates, whether graduates of a law- school or not, are required to pass an examination. As a matter of practice the examiners are accustomed to ask the preliminary question whether the applicant is a graduate of any law school, and that fact is treated by them as of some weight. That it is not of controlling weight is shown by the fact that quite a number of law- school graduates are rejected at every examination. 3. I can not say that knowledge of the civil law would be regarded as of any weight with the examiners. I am quite sure that no questions of civil law, except as incorporated in the common law, are ever put. 4. A member of the bar of another State files his petition for admission to this bar like any other applicant, stating, however, the fact that he has been admitted to practice in some other State, and his petition is referred to the bar examiners ; but he is not subjected to a new examination unless his admission to the bar has been so recent as to excite suspicion. The statute upon this question is this: Public Statutes, chapter 159, section 38: “A person admitted as an attorney or counsellor of the highest judicial court of any other State of which he was an inhab¬ itant, and who afterwards becomes an inhabitant of this State, may be admitted to practice here upon satisfactory evidence of his good moral character and his professional qualifications.” 5. The applicant must be an inhabitant of the State and a citizen, or an alien who has made the primary declaration, and he must be a person of good moral char¬ acter. The recommendation of a member of the bar is accepted as evidence of this last qualification unless objection is made. 6. 1 do not think it is the practice of the examiners to inquire as to the general education of the applicant as distinguished from his professional education. Undoubtedly the applicant’s command of English, as shown by his examination paper, is of weight. 7. There is no positive requirement as to the term of professional study, and no preference is shown as between law school and office. The result depends for the most part upon the examination, which is intended to be thorough. The bar examiners have generally felt that a legal education could hardly be acquired in less than three years, the length of the course in each of our law schools ; and we have intended to make it pretty hard for an applicant to pass a satisfactory examination who showed less than three years’ study. 8. Until the present year tiie bar examiners have been appointed by the supreme judicial and superior courts for each county in the State; but by the act of 1897, chapter 508, the justices of the supreme judicial court are to appoint hereafter five bar examiners, who are to examine all applicants for admission to the bar through¬ out the State. Upon their favorable report the applicant is admitted “ unless the court shall otherwise determine.” 9. The supreme judicial court and the superior court are alone authorized to grant petitions for admission to the bar. Very truly, yours, Jabez Fox. The Commissioner of Education, Department of the Interior, Washington, D. C. ANSWERS TO INQUIRIES AS TO CITIZENSHIP, EDUCATION, AND PROFESSIONAL ATTAINMENTS REQUIRED BY THE SEVERAL STATES FROM THOSE WHO ARE LICENSED TO PRACTICE MEDICINE OR LAW. 1194 EDUCATION REPOET, 1896-97. MEDICINE. What qualifications as to citizenship, personal character, and liberal education are required from the applicant ? What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must he supplemented hy “study with a physician? ” Alabama . Arkansas . . . Arizona . . . . . California: None . No qualifications are specified except that the in¬ dividual must he a graduate of a “recognized ” college ; that is, one recognized hy the Associa¬ tion of American Medical Colleges. Colorado: None . Diploma of recognized reputable school, or ten years’ practice ol medicine as a business. An¬ atomy, chemistry, physiology, pathology, sur¬ gery, practice of medicine, and obstetrics and diseases of women. Connecticut: None. He may he a common drunkard, a notorious libertine, or a criminal abortionist as far as the letter of the law dis¬ qualifies him. Anatomy, physiology, medical chemistry, obstet¬ rics, surgery, pathology, diagnosis, and thera¬ peutics, including practice and materia medica. No attention paid to college diplomas. Delaware: Must furnish proof of good moral character and good common school education. Must have studied medicine at least four years, including three regular courses of lectures in different years in some legally incorporated col¬ lege or colleges, prior to his having received a diploma. Florida: None.. . Diploma of a college recognized (hy the Ameri¬ can Medical Association) ; but any holder of a diploma of a medical college may demand an examination, which all must pass. Georgia : None . . . . . Three courses in a regular medical college and successful passage of examination before board. STATE AND THE PROFESSIONS, 1195 LAW. What qualifications as to citizenship, personal character, and liberal education are required from the applicant? What qualifications are required in the way of a professional study of law* and must such study he done in a law office or he supplemented by study in such an office? Actual, bona fide citizenship. High moral char¬ acter as testified to by a member of the profes¬ sion. Education judged from examination. Mast be a citizen of the State and of good moral character. The liberal-education feature is left to court which examines. A declaration of citizenship and proof of good moral character are required, but there is no distinction between liberal and professional education. A declaration of citizenship and certificate from two attorneys of court to which applicant has applied for admission that applicant possesses the character and attainments that entitle him to admission. Must declare intention to become a citizen three . months before applying ; must have certificate of good moral character, but no special atten¬ tion paid to liberal-education feature. If the study period is passed in a law office, then the judges of the supreme court must make written examination, except those graduating from Alabama University. The circuit and supreme courts are the only bodies authorized to grant license to practice law. Ap¬ plicant must stand satisfactory examination in open court by the supreme court, and by a com¬ mittee of three lawyers appointed by circuit court when applicant is examined by that court. The only thing necessary to become admitted to the practice here, if not armed either with a di¬ ploma or license from another jurisdiction, is to stand the examination in open court, and by that show such familiarity with the law as wiil sat¬ isfy tho court that the applicant is qualified to take care of a practice. Examination in open court after filing certificate from two attorneys. If not a member of the bar of another State must pass an examination before supreme court or a committee appointed by it in each judicial dis¬ trict. Must he a citizen of the United States, 21 years old, and he of good moral character, and must have graduated from a college or secondary school or had been admitted to a college or preparatory school, or passed an examination before committee, for which last he must pay a fee of $5. \ Must be a resident of the State and of “fair” character, and must have a general knowledge of English and American history, mathemat¬ ics, English grammar, and Latin. Must satisfy judge that he is 21 years of age, and of good moral character. Must be a citizen of the circuit wherein he makes application and of good moral charac¬ ter, as shown by a certificate of two attorneys . known to court. Must have studied law after arriving at the ag9 of 18 for two years, if a college of law-school graduate; otherwise, for three years in a law school or under competent professional instruc¬ tion in the office of a practising attorney or with a judge of the superior court or both, of which period one year, at least, must he sx>ent in this State. Applicants shall he required to pass a satisfactory examination, before a standing committee of fifteen, upon the law of pleading, practice and evidence, constitutional law, tho law of real and personal property, contracts, torts, equity, criminal law, wills, and adminis¬ tration, corporations, partnership, negotiable paper, agency, bailments, domestic relations, and such additional subjects as committee shall deem advisable. A legal course in a law office is not necessary. All applicants for admission except practising lawyers of other States are required to study three years under direction of lawyer or judge of the State. Examination is made by a com¬ mittee of the bar. Shall be examined by the judge to whom appli¬ cant applies or a committee of two appointed by judge. Must undergo examination before committee ap¬ pointed by court on common law, pleading and evidence, equity and equity pleading and prac¬ tice, Code of Georgia, United States and State Constitutions, and the rules of court. Diplomas of certain law schools in Georgia will obviate necessity of examining candidate. 1196 EDUCATION REPORT, 1896-97. MHDXCXIUE— -Continued. What qualifications ' as to citizenship, personal character, and liberal education are required from the applicant? What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must be supplemented by “study with a physician?” Idaho : Citizen of United States or has declared intention of becoming such, and evidence of good moral character. But said hoard may also refuse a license for unprofessional con¬ duct, etc. The words “unprofessional con¬ duct, etc.,” is declared to mean — First. The procuring or aiding or abetting in procuring a criminal abortion. Second. The employment of what are popularly known as “cappers” or “steerers” in procuring practice. Third. The obtaining a fee on the assurance that a manifestly incurable disease can be permanently cured. Fourth. The will¬ ful betrayal of a professional secret to the det¬ riment of a patient. Fifth. All advertise¬ ments of medical business in which untruth¬ ful and improbable statements are made. Sixth. All advertisements of any medicine or means whereby the monthly periods of women can be regulated or the menses can be reestab¬ lished if repressed. Seventh. Conviction of any offense involving moral turpitude. Eighth. Habitual intemperance in the use of ardent spirits, narcotics, or stimulants. Illinois : Good moral character. A diploma or certification of graduation from a high school or evidence of having passed the matriculation examination to a recognized literary or scien¬ tific college, or a certificate of successful ex¬ amination by the faculty of any reputable university or college, or by the State superin¬ tendent of public instruction in the following branches: English grammar, arithmetic, ele¬ mentary physics, United States history, geog¬ raphy, Batin (equivalent to one year in a high school). One year is allowed in which to cure defects in Batin, but the student must be pro¬ vided with a certificate of proficiency in this branch of learning from the designated au¬ thorities before he can be accepted as a second- course student. — (Medical practice act.) Diploma of a reputable medical college and an examination. Diplomas of colleges recognized by the State lioard of health as being in “good standing.” Diplomas from conditioned colleges are recog¬ nized, but must be supplemented by an exami¬ nation in medicine, surgery, gynecology, and obstetrics, a percentage of 80 being required. Graduates of colleges in the United States that are not recognized by the board are required to pass an examination in all the branches of medicine. Graduates of Canadian colleges and foreign colleges and universities are required to supplement their diplomas with an examina¬ tion in practice, surgery, gynecology, and ob¬ stetrics, unless they present evidence of their right to practice medicine and surgery in the province and country in which the college is located from which they received their diplo- Indiana : Must reside within tho State and pos¬ sess agood moral character, attested by two free¬ holders under oath. After July 1, 1899, no med¬ ical college will be recognized as in good standing which does not require the entrance qualifica¬ tions prescribed by the Association of American Medical Colleges as a prerequisite for matricu¬ lation. (Same as Illinois.) IOWA : Certificate refused to one who is incompe¬ tent, convicted of felony, grossly immoral, or is a habitual drunkard. Good character must be certified to by two physicians of the State. Bit¬ erary qualifications same as those of Illinois. mas. After 1899, July 1, no diploma will be recognized if given by a college possessing an inadequate equipment for teaching medicine, which has not clinical and hospital facilities, and which does not have an active and competent faculty, em¬ bracing the departments of anatomy, physiol¬ ogy, chemistry, materia medica, therapeutics, medicine, surgery, obstetrics, histology, pa¬ thology, bacteriology, opthalmology, otology, gynecology, laryngology, dermatology, hygiene, j and State medicine, and which dock not enjoin j attendance upon 80 per cent of four regular courses of instruction of not less than twenty- six weeks each in four different years, and which does not exact an average grade of 75 per cent on an examination as a condition of graduation. Diploma of recognized medical college teaching in a four or more years’ course anatomy, physiology and hygiene, chemistry, materia medica and therapeutics, theory anil practice of medicine, pathology and pathological anatomy, surgery, obstetrics and gynecology, bacteriology and microscopy, and medical jurisprudence. Each course shall continue for twenty- six weeks. Kansas : Good moral character is required. A diploma of a recognized law school. STATE AND THE PROFESSIONS. 1197 jLAW — Continued. "What qualifications as to citizenship, personal character, and liberal education are required from the applicant ? What qualifications are required in the way of a professional study of law, and must such study be done in a law office or be supplemented by study in such an office ? 1 Must be a citizen of the United States ; nothing required in the way of liberal education. He must have a knowledge of the law ; it is im¬ material how he gets it. A committee appoint¬ ed by court ascertains fitness. Must make affidavit that he is of age, a citizen of the State, and a certified transcript from a court of record in this State showing that he is a man of good moral character. Nothing as to liberal education. Every applicant to practice law, except those who apply for admission upon a license granted in another State, or upon a diploma issued by a law school in the State, shall present to one of the appellate courts proof that he has studied law two years the same studies prescribed by the regularly established law schools in the State, or a course equivalent thereto, naming the books studied, under the direction and su¬ Every person of good moral character, being a voter, shall be entitled to admission to practice law in all courts of justice. (Constitution Art. YII, sec. 21.) pervision of one or more licensed lawyers or firms of lawyers, and that the applicant has submitted to satisfactory examinations by such lawyer or lawyers at convenient intervals dur¬ ing such period of study, covering progressively the entire course studied, such proof to consist of the affidavit of the applicant and also of the certificate or certificates of the lawyer. Exam¬ ination is held in open court. From the letter of the attorney-general, Hon. William A. Ketchum: The words, “being a vo¬ ter” has been held by the courts to have no limitation in excluding those who are not voters, and women are admitted to practice. The only substantial requirement is that the applicant shall be of good mo; al character, and at times this may not be very rigidly insisted upon. It seems to be the theory that it is not very impor¬ tant who is admitted to practice law, as after he has been admitted to practice, if he does not know enough to justify his admission, he will not get any practice anyhow.” Must be a citizen [of the State] and of good moral character. There is no provision regarding a liberal education, but the want of it is consid¬ ered in determining the applicant’s qualifica¬ tions. Must pursue a regular course in the study of law for at least two years in the office of a practicing attorney of this State, or a course of two years of thirty-six weeks each in some reputable law school in the United States. Examination is conducted by three members of the bar, one of whom must be the attorney-general. The written questions are prepared tjy the supreme court; the oral examination is conducted in open court. 1198 EDUCATION REPORT, 1898-97. MEDICINE —Continued. Wliat qualifications as to citizenship, personal character, and liberal education are required from the applicant ? What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must he supplemented by “"study with a physician?" Louisiana: Good moral character, average edu¬ cation, as shown by technical examination be¬ fore board. Must have diploma from medical college in good repute, having three courses of six months each in different years. An examination be¬ fore the board on all the branches of medicine. Maine: Certificate of good moral character, only so far as the hoard may take it upon itself to decide. Maryland: Testimonials to moral character. The candidate should at least possess a high- sehool education. Massachusetts: Good moral character and 21 years old. Michigan: None All must pass an examination on anatomy, physi¬ ology, pathology, materia medica, therapeutics, surgery, the principles and practice of medi¬ cine, obstetrics, or such branches thereof as tho board may deem necessary that the appli¬ cant should possess. Must he a graduate of some reputable medical school having a three years’ course, hut an ef¬ fort is being mado to extend the course to four years. Non graduates of a college of medicine ' are examined in practice, surgery, anatomy, materia medica, therapeutics, physiology, chemistry, jurisprudence, obstetrics, gyne¬ cology, hygiene, and pathology. All applicants are required to pass a satisfactory examination in surgery, physiology, pathology, obstetrics, and practice of medicine. College diplomas not a factor in testing an applicant’s qualifications for practice. Every graduate of any legally authorized medi¬ cal college in the State, or in any one of the United States, or in any other country, shall he deemed qualified to practice medicine and sur¬ gery in all its departments after having reg¬ istered. Minnesota : Good moral character. Evidence of ignorance in ordinary spelling and writing count against a candidate, at option of examiner. The applicant for license must present evidence of having attended upon three separate courses of medical study at a college having not less than six months duration each. Study with physician not necessary. [Other] applicants are required to pas3 an examination on anatomy, physiology, histology, pathology, chemistry, medical jurisprudence, preventive medicine, obstetrics, practice, surgery, diseases of women and children materia medica, eye and ear dis¬ eases, toxicology. STATS AND THE PROFESSIONS. 1199 Xi A W — Continued. What qualifications as to citizenship, personal character, and liberal education are required from the applicant ? What qualifications aro required in the way of a professional study of law, and must such study he done in a law office or he supplemented by study in such an office? Must be citizen of State; present certificate of good moral character. Must present certificate that two years have been spent in study of law. The court will not be satisfied with ’the qualifications of a candidate in point of legal learning unless it shall appear that he is well read in the following course of studies at least: Constitution (Story), Law of Nations (Yattel or Wheaton), History of the civil law in Louisiana, Louisiana Civil Code, Code of Practice, G-eneral Statutes, Institutes of Jus¬ tinian, Domsts's Civil Law, Pothier on Obliga¬ tions, Blackstone’s Commentaries (fourth hook), Kent’s Commentaries, Mercantile Law (Smith), Insurance (Wood), Negotiable Paper (Story, or Parsons and Daniel), Evidence (Greenleaf, Starkie or Phillips), Crimes (Russell), Criminal Procedure (Bishop), and the Jurisprudence of Louisiana. [Nothing in the way of citizenship or liberal education, but character must be satisfactory to justice presiding at time of examination. Must have studied law two years in a lawyer’s office or law school, and must be vouched for by the member of bar with whom the student lias read. The examining committee is composed of three members of the bar in each county. Must have been a citizen two years (of State) and be of good moral character. No liberal education required by law. Must have been a student of law for the two years immediately preceding his application, and must he examined by court if not a graduate of a law school in State. The court selects the examin¬ ing committee. Must be a citizen of the State, or declared his intention to become such, and must bo of good moral character. Undoubtedly, applicant’s command of English, as shown in examina¬ tion papers, is of weight. Must be a resident in the State, a citizen of the United States, and of good moral character (affidavit of at least two members of the bar of the State in good standing and on prescribed forms) . The board of examiners will regard applicants who have received bachelors’ de¬ grees from any reputable college or university as having prima facie the requisite general educational qualifications for admission to the bar. So also as to graduates of Michigan normal or high schools, or other reputable in¬ stitutions of similar character. [Recent first- grado teachers’ certificate will alsobe accepted . Otherwise applicant must pass examination, especially arithmetic, grammar, elementary algebra, general American and English his¬ tory, civil government composition and rhet¬ oric, and [English literature. If the profes¬ sional examination papers of a college or other graduate show deficiencies in education the writer will be subject to examination. Must present his affidavit that he is of age and is a citizen of the United States, or has de¬ clared his intention to become such. Also affidavits from two practicing attorneys that he i s a person of good moral character. Board shall examine applicants in such branches of general education as it may deem expedient. Must pass a thorough examination. See letter of Mr. Eox (p. 11S2), answer to seventh question. Graduates from law department of Michigan University or Detroit College of Law, both hav¬ ing a three years’ course, are admitted to bar on their diploma. Others must have studied law for three years previous to applying for admis¬ sion, which shall be conditioned on the applicant’s answering correct 70 per cent of tho questions asked him in a written and oral examination on the administration of estates, agency, bailment and carriers, hills and notes, common law, con¬ tracts, constitutional law, public and private corporations, criminal law and procedure, dam¬ ages, domestic relations, equity jurisprudence and procedure, evidence, insurance, mortgages, partnership, pleading and practice (common and Michigan law), personal and real property, torts, legal ethics. State statute law, interna¬ tional law, suretyship, frauds, United States courts. There is a State hoard of law examiners. Must he examined by State hoard of examiners in law of real property, conveyances and trusts, equity, jurisprudence, pleading and practice, common law, statute law, code pleading and practice, constitutional law, international law, criminal law, contracts, sales, bailments and ne¬ gotiable instruments, landlord and tenant, in¬ surance, partnership, agency, suretyship, frauds, damages and liens, torts, domestic relations, ex¬ ecutors, administrators, and wills. Attorneys of five years’ standing from any other State or territory of the United States or District of Co¬ lumbia may, in the discretion of the board, be admitted without examination. 1200 EDUCATION REPORT, 1896-97. MEDICINE— Continued. What qualifications as to citizenship, personal character and liberal education are required from the applicant? What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must be supplemented by “study with a physician? ” Missouri : The law prescribes no qualifications ; | but in regard to personal character and citizen¬ ship the board has made a rule, which has not been questioned, according to which an appli¬ cant must present two letters of recommen¬ dation from physicians as to his moral and professional character, and he must be a resi¬ dent of the State unless he makes affidavit that he resides in a county of another State, which county lies upon the border of Missouri. Montana: None; but board may refuse to grant license on moral grounds. Nebraska I Under a recent decision of the supreme court it is necessary only to be the possessor of a di¬ ploma from a legally chartered medical school in good standing to be admitted to registration . The good standing of the school to be deter¬ mined, like the reputation of an individual, by testimony. The court decided that the law did not authorize the board to set up a standard. Applicants must posses a diploma from a repu¬ table school of medicine whose professors and teachers are graduates of a school of that kind, and which after July 1, 1898, requires attend¬ ance upon four courses of lectures of at least six months each, no two terms in one year. No credit for practice of or study with a physician is given. Nevada: None A medical education and a diploma from some reg¬ ularly chartered medical school, said school to have a bona fide existence at the time when said diploma was granted. New Hampshire : Good moral character and 21 years of age. Must have graduated from a reg¬ istered college or satisfactorily completed a full course in a registered academy or high school, or had a preliminary education consid¬ ered and accepted by the regent (State super¬ intendent of education) as fully equivalent. New Jersey: Nothing as to citizenship, but at least two physicians, one of New Jersey, must vouch for personal character. Candidates must be graduates from an accredited literary or scientific college, or have completed satisfacto¬ rily not less than a three years’ course in an accredited high school or" academy, or have received a preparatory education covering the following branches, viz, orthography, arithme¬ tic, English grammar and composition, geogra¬ phy, history of the United States, algebra, and physics, or what this board, of examiners may consider their equivalent. New Mexico: Two certificates well accredited as to personal character and professional stand¬ ing. Our board disproves of medical schools doing their own examination of candidates for matriculation. It requires that each candidate for admission to a medical school shall furnish as a minimum a high school certificate — prefer¬ ably a college degree. Our State pays now (1897) no attention to medi¬ cal college diplomas except from Dartmouth. After 1893 Dartmouth graduates will have to stand examination. Applicant must have studied medicine not less than four full school years of at least nine months each, including four satisfactory courses of at least six months each, in four diflerentcalendar years, in amedical college registered as maintaining at the time a satisfactory standard. The regent shall accept as the equivalent for any part of these require¬ ments or those concerning a literary education, evidence of five or more years of reputable prac¬ tice provided that such substitution be specified in the license, or has either received the degree of bachelor or doctor of medicine from some registered medical school, or a cl iploma or license conferring full right to practice medicine in some foreign country. (Recent law.) Candidates must have received a diploma confer¬ ring the degree of doctor of medicine from some legally incorporated medical college (which in the opinion of the board was in good standing at the time of issuing said diploma) in the United States or a diploma or license confer¬ ring the full right to practice all the branches of medicine and surgery in some foreign coun¬ try, and have also studied medicine four years, including three courses of lectures in different years in some legally incorporated American or foreign medical college or colleges prior to the granting of said diploma or foreign license; pro¬ vided, however, that two courses of medical lectures, both of which shall be either begun or completed within the same calendar year, shall not be considered as satisfying the above re¬ quirements . All examinations shall be written in the English language and the questions shall be, except in materia medica and therapeutics, such as can be answered in common by all schools of practice. No study with a physician required. As to pro¬ fessional study our board has not specified at length its requirements except as to time (four years) and terms of lectures [courses] (four) and conditions for matriculation. [A diploma of a legally chartered medical institution in good standing will admit to practice— law.] STATE AND THE PROFESSIONS. 1201 LAW — Continued. What qualifications as to citizenship, personal character, and liberal education are required from the applicant? "What qualifications are required in the way of a professional study of law, and must such study be done in a law office or be supplemented by- study in such an office ? Must he an actual resident and of good char¬ acter. !N o particular qualification as to liberal education. * Graduates of the St. Louis, Kansas City, and; Columbia law schools are exempted from exam¬ ination. Others are required to pass an exam¬ ination in open court. Must bo a resident of the United States or -who has made a bona fide declaration of his inten¬ tion to become a citizen and that he is of age, must have testimonials of good moral char¬ acter, and must have studied law for two years, as certified to by two reputable counsel¬ ors at law. The examination is conducted in open court. Must be a resident, of age, of good repute, and have studied law for two years. Must at least have a good common-school education, which is judged from his composition and spelling at examination. Resident of the State and of good moral charac¬ ter. A general education only required. Graduates of the College of Law of the University of Nebraska shall be admitted, as far as profes¬ sional learning is .concerned, without examin¬ ation. Others are examined by court. Pamiliarity with the various branches and general: practice of the law required, and to this end study in law office is desirable, although not- required. The examination is by court or com¬ mittee. \ Must take the oath of allegiance, be of age, of good moral character. Must have served a clerkship of four years with some practicing attorney of the State unless he is a graduate from some college or university in the United States, when his clerkship maybe acquitted in three years. During the clerkship he must not have been engaged in any other business incompatible with the full and fair bona fide service of his clerkship. No person shall be recommended for licenso as a. counselor at law in this State unless lie first submit himself to examination and give satis¬ factory evidence of his knowledge of the prin¬ ciples and doctrines of the law and of his abilities- as a pleader, nor shall any be admitted to such examination until he shall have practiced as am attorney for three years fit least. The examina¬ tion for attorneys and counselors shall be both written and oral. The examining committee is- composed of six counselors, two going out each year. Must be a citizen of the United States or de¬ clared intention to become such, of good moral character, and bona fide resident of New Mexico. Must undergo an examination in open court. ed 97 - 76 1202 EDUCATION REPORT, 1896-97. MEDICINE— Continued. "What qualifications as to citizenship, personal character, an d liberal education, are required from the applicant ? New Yoke: Certificate of good moral character from not fewer than two physicians in good standing; also evidence that applicant has the general education required preliminary to re¬ ceiving the degree of bachelor or doctor of medi¬ cine in this State (medical student certificate), or graduation from a registered college, or satis¬ factory completion of a full course in a registered academy or high school, or had a preliminary education considered and accepted by the re¬ gents of the University of the State of New York as equivalent to such high-school course. North Carolina: Certificate of good moral char¬ acter from someone known to the board. Edu¬ cation decided by character of papers handed in on examination. North Dakota . What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must be supplemented by ‘ ‘ study with a physician ? ” Evidence that applicant has studied medicine not less than four full years of at least nine months each, including satisfactory courses of at least six months each, in four different calendar years in a medical school registered as maintaining at the time a satisfactory standard. The appli¬ cant for license to practice medicine in New York State [not a graduate?] must pass exami¬ nations in anatomy, physiology, hygiene, chem- . istry, surgery, obstetrics, pathology and diag¬ nosis, therapeutics, practice, and materia medica. (See also p. 1234.) No attention paid to diplomas. Satisfactory ex¬ amination in all branches of medicine. No study with physician required. Examinations are comprehensive but aro liberal; 80 per cent is necessary to pass, however. Ohio: Good moral character from two registered ' All medical colleges of the United States requir- physicians of the State. | ing a minim unTof three years of study of medi¬ cine and two courses of lectures for graduation I prior to 1886, and possessing proper facilities for teaching and a faculty embracing the chairs of anatomy, physiology, chemistry, materia medica, therapeutics, medicine, surgery, and obstetrics shall be recognized as in good stand¬ ing, and diplomas issued by the same "and properly verified shall entitle the holders thereof to register as graduates in medicine. For the ten years ending in February, 1896, all medical col¬ leges exacting the foregoing requirements and possessing facilities and a faculty as specified above shall, by virtue of such facts, be recognized as in good standing to and including the year 1892, but that no medical college shall be recognized as in good standing which has not since 1892 pos¬ sessed the foregoing facilities and faculty, and in addition has not exacted an entrance qualifica¬ tion and attendance upon three regular courses of lectures as a condition of graduation. On and after July 1, 1899, no medical college will be recognized as in good standing which does not require the entrance qualification prescribed by the Association of American Medical Colleges as a pre¬ requisite for matriculation, which does not possess an adequate equipment for teaching medicine, which has not clinical and hospital facilities based upon a minimum municipal population of 50,060, and which does not have an active faculty embracing the departments of anatomy, physiology, chemistry, materia medica and therapeutics, medicine, surgery, obstetrics, histology, pathology, bacteriology, ophtalmology and otology, gynaecology, laryngology, hygiene, and State medicine, and Avliicli does" not enjoin attendance upon iBOper cent of four regular courses of instruction of not less than twenty-six weeks each, in four different years, and which does not exact an average grade of 75 per cent on an examination as a condition t>f graduation, providing that the rule rela¬ tive to population as a basis for clinical and hospital facilities shall not apply to institutions under State control and which by virtue of such control receives gratuitously patients from all parts of the State in which such colleges are located. None, if a graduate from a medical college in good standing; if not a graduate, applicant must have been a practicing physician for five years and pass an examination before the board on the several branches of medicine. No attention paid to college diplomas. All must stand an examination before State medical board on anatomy, physiology, etc Four years study of medicine, including three years in some legally incorporated medical college of the United States, or a diploma or license con- ferrin g the full right to practice all the branches of medicine and surgery in some foreign coun- I try. Others must stand an examination before board. Examination on eleven branches of medicine required. Applicant [for examination] must have obtained diploma from a school having a four-years1 course in medicine during the year of graduation. One year at a veterinary or dental school will not pass for a year of study in medicine. School must have a course of twenty-six weeks, teach all main and supple¬ mentary branches. Study with physician not required nor is it accepted as a part of the four years. Diplomas of schools located in cities of lewer than 50,000 people not accepted. Oklahoma: Certificate of good moral character and that holder is not an habitual drunkard. Oregon : Good moral character required Pennsylvania: Applicant must he 21 years of age, of good moral character, and have a com¬ petent common-school education. Rhode Island : Citizenship is a new question and has never occurred to us before but will now receive attention. Personal character has not been required. It is diflicnlt to establish [true] character of applicant, but we do not is¬ sue certificate until applicant has been in prac¬ tice for three months in this State and if he turn out an advertising, charlatanic person we refuse to grant certificate. A high-school or academic education is required of all colleges in “good standing.” STATE AND THE PROFESSIONS. 1203 LAW— Continued. What qualifications as to citizenship, personal character, and liberal education are required from, the applicant ? Hint qualifications are required, in the way of a professional study of law, and must such study be done in a law office or be supplemented by study in such an office? Must he a citizen and present certificate of good moral character. Liberal education is required. One year residence in the State required, as also a certificate of good moral character, signed by two members of the bar. Must be a resident, of good moral character . Must be a citizen of the United States or have declared intention, have resided one year in State, and be a person of good moral charater. Nothing in the way of a liberal education. For college graduates two years’ study of law is required (for others, three years) either in law school or in office. There is a State board of law examiners. All must undergo an examination and must have read law in a law office or in a law school for twelve months at least. Supreme court con¬ ducts examination. All are examined, but applicants must have read law in an office or studied in some reputable law school for two years (thirty-six weeks of session being taken as a year). Supreme court exam¬ ines applicants. All must pass an examination, to which those only arc admitted who have studied law three years either in an office or in a law school. Su¬ preme Court appoints a committee of nine mem¬ bers to examine-applicants. \ Must possess a good moral character . Must have acquired the requisite learning. This fact is ascertained by examination by the court. Applicant is examined in open court by com¬ mittee. He must be a citizen of the United States and of j a good moral character as certified to by two { persons. He must have a good English educa- j tion and a knowledge of the elements of Latin as evidenced by examination. In most counties the rules of court require a two or three years’ course of study (prior to final ex¬ amination by a committee) in the office of a mem¬ ber of the local bar and require at least one year's actual work in an office, even for students of regular law schools. EDUCATION REPORT, 1896-97. T204 MEDICINE— Continued. Wliat qualifications as to citizenship, personal character, and liberal education are required from the applicant ? What qualifications are required in the way of a professional study of medicine, specifying, in addition to the branches of medicine and sur¬ gery, and practice thereof required, the dura¬ tion of such study, and whether it must be supplemented by study with a physician ? ” South Carolina: None . 1 None but graduates of a medical school entitled to an examination ; and the Stato board exam¬ ines on all the branches of medicine. South Dakota : Good moral character, and must not be an habitual drunkard. Anyone who is a graduate of a lawful medical college, who has attended three full courses of medical lectures of six months each. No two Tennessee : Must be a bona fide resident of the State and located at some designated place. We haAro no law allowing us to examine into personal character. Applicant must have a fair education, of which the board may be the judge. Texas: Must have an education equal to that given in a high school. full courses to be taken within the samo year. Law pays no attention to diplomas, but requires all applicants to stand an examination on anatomy, physiology, etc. A diploma, no matter from what college or univer¬ sity it may come, is held by the higher courts as equal to a certificate from one of the district examining boards. Utah: None . No special requirements other than a diploma from a reputable medical college; and pass an examination in all the branches of medicine Vermont: None . and surgery usually required. Diploma from a reputable and recognized school [apjiears to be sufficient] . Virginia . Washington: Board has large powers of discre¬ tion as to estimating moral character. The Stato medical examining board does not regard a diploma [of a school] of any State as sufficient to entitle holder of same to practice in this State, but will consider such diploma in connection with the examination of the holder West Virginia: Good moral character and Eng¬ lish education. of the same for a license. All applicants are examined in nervous diseases, obstetric dis¬ eases of women and children, anatomy, prac¬ tice, histology, surgery, physiology, medical jurisprudence, materia "inedica, chemistry, dis¬ eases of the eye and ear, preventive medicine. Diplomas are not recognized. All must pass examination by State board. Wisconsin: Must not have been convicted of crime in course of professional business. All are examined save those who possess a di¬ ploma from a medical college having three or more courses of lectuies of six months each, and after the year 1904 at least four courses of not Wyoming-. None . less than six months each, no two courses to be taken during the same year. No person shall be allowed to practice medicine, surgery, or obstetrics who has not received a medical education and a diploma from some regularly chartered medical school, said school to have a bona fide existence at the time when said diploma was granted. STATE AND THE PROFESSIONS. ms LAW — Contin ued . What qualifications as to citizenship, personal character, and liberal education arc required from the applicant ? What qualifications are required in the way of a professional study of law, and must such study be done in a law office, or be supplemented by study in such office ? Citizenship required. Must he of age and of a good moral character. Graduates at t lie law school of the State Univer¬ sity are admitted without examination ; others must undergo the examination upon the course of study prescribed by supreme court. Must he a resident of the State, of age, and of good moral character. Ail are required to pass an examination in open court. Must he of age, and of good moral character. No other requirement. The professional attainments of the applicant are ascertained by any two judges. Six months’ residence iu the State required. Applicant must he of age, and have a good reputation. Graduates from the University of Texas are admitted without examination. Others are examined by a committee on Blackstone’s Com¬ mentaries, Kent’s Commentaries, Stephens on Pleading, Story’s Equity Pleading, first volume of Greenleaf, Story on Notes, Story on Partner¬ ship, Story’s Equity Jurisprudence, or books of like character. He is expected to have some knowledge of the constitution and statutes ot Texas and the practice of her courts. Citizen of United States or one having declared intention to become a citizen. Must be of age, and good moral character. Must have resided in Vermont six months, ho of age, and of good moral character. All applicants are strictly examined in open court. All are examined in open court by a. committee of the bar; but applicant must have studied three years in the office of a practicing attorney, though not more than two of these years may be spent in attendance at a law school chartered by any State of the United States. Must have resided in State six months, be of age, and a person of honest demeanor. It appears that all are subj ect to examination by the sufireme court of appeals on common law, equity, commercial law and practice, and the code of Virginia, but the diploma of a law school duly incorporated by one of the United States “is considered.” Alust be a citizen of the United States, have resided in State one year, have a good moral character [and 21 years of age]. The supreme court by two of its judges satisfies itself that the applicant has sufficient general learning [but an attorney ot the State must cer¬ tify that applicant has studied law for two years previous to his application and that he believes him to be a person of sufficient legal knowledge and ability to discharge the duties of an attor¬ ney and counselor at law, laws 1897]. Must be a citizen, one year a resident of the county, have a good moral character. All applicants are now (1897) examined by the law faculty of the University of West Virginia for the supreme court. Must he a resident of the State and be of good moral character. Graduates of the law department of the Univer¬ sity of Wisconsin are admitted on their diplo¬ mas ; others are examined by State board of examiners, if they have studied law at least two years prior to the examination. Must be a citizen, of age, of good moral char¬ acter, and learned in the law, all of which must he passed upon by the standing com¬ mittee on admission of each court. An exam¬ ination is made into the private character and unprofessional literary attainments of appli¬ cant. (See preceding column.) 1206 EDUCATION REPORT, 1896-97. II. — The Preparation of the Professor. Those who t-each in schools of medicine and law may he divided into two classes. One class, experts in the thing, sell their knowledge and endeavor to impart their skill; another class, expert in imparting the knowledge of the thing and in placing the students in the way of acquiring skill, sell their own expertness in approaching the untutored mind and devote themselves to teaching and practical study. Pos¬ sibly the latter class is not very largo in America,, nor in Great Britain, nor in Paris. But the universities of Edinburg and the faculty of medicine of Paris have long since lost their supremacy as centers of medical education, and the Inns of Court at London and the Sorbonno at Paris arc not now regarded as the great central influence for the common law of England or the civil law of Rome. The legal lights of Bentham, Austin, Pollock, Anson, Holland, of Oxford or Cambridge, and of Holmes of Massachusetts have supplanted those of Coke, Blackstone, and the Yearbooks, and those of Savigny, Hiring, and Puchta, those of Pothier. Thus medicine and law arc not now generally regarded as necessarily mere trades, and “ sharp lawyers ” aro no more liked by the legal profession than long bills are liked by the physician’s patient. With insuperable perseverance the national associations of law and medicine have been laboring to shake their respective professions free of disreputable or unde¬ sirable elements which would not be found therein were Justinian’s legal precepts more carefully observed : Honestevivere, alterum non laedere, suum cuiquc tribuere. While the great professional bodies in America are slowly making the learned pro¬ fessions learned by arousing public interest in the matter and overcoming popular prejudice against the formation of a class of highly respectable if not highly skilled physicians and judges drawn from among the people themselves, the democracy of France, through its organ, the Government of that Republic, has been very solicitous to introduce the best methods of professional instruction in its higher education, and it is from the German university that the cue has been taken. One of the most valuable and distinctive features of the German university is the “privat-docent,” whose function in a university is to recommend himself by teach¬ ing some special branch that is too new and untested to be regularly introduced into official university instruction, but may be too important to be ignored by the con¬ servatism of the regular official body of instructors. Thus as the common law is supposed to be a body of never-changing dicta, though in practice it is ever chang¬ ing by the interpretation of the judges whose ideas are colored by those of the times, so the management of the German universities has premeditatedly introduced an agency that, by insidiously supplanting the contents of the encyclopedia of the truth taught at any given time, never allows the university to grow antiquated. As the privat docent is assured of nothing but what the value of his instruction and his energy can secure, he is less conservative than the fellow of the English university, who is at least assured of his fellowship and the emoluments therefrom arising. By the act of November 5, 1877, this “ privat docentism ” was introduced into France under the name of ‘*'maitre de conferences,” with this difference, however, the master of conferences is an official appointee, paid by the Government, which the privat docent is not ; the maitre is a part of the university hierarchy, while the docent is a free lance, tolerated, even patronized and subsidized, but still on sufferance.1 The ideas of those who made this great change in higher education in France are recounted in the circular letter of advice of the French minister of public instruc¬ tion, March 18, 1878, a part of which is here translated : Mr. Rector :2 Article 1 of the 5tli of November, 1877, established two distinct groups of maitres de conferences. You are aware, Mr. Rector, each of our faculties — in spite of the late great increase in 1 L’ education nouvelle, p. 31 et seq., Monsieur Breal, in liis Excursions Pedagogiques, does not think that the State ought to pay the large number of maitres de conferences that are required in order to leave no lacunae in the university programme. He would nationalize for France the real docent as found in Germany, merely changing his name into French, “ docteur libre;” that is, in English, “independent professor or teacher,” doctor in its old university sense meaning “a teacher.” 2 France is a university divided into seventeen academies. Over each academy is a rector who has charge of educational interests within that academy. It must be understood that “TJniversite de France” covers all French territory, and that academies are educational counties in this educational State or the TJniversite de France. STATE AND THE PROFESSIONS. 1207 the personnel — has chairs “whose duties are too large to be performed by one professor, however great his diligence and his talent;. Moreover, it happens sometimes that a professor lias preferences for particu¬ lar parts of his subject and is inclined to dwell on certain topics of his course to the detriment of the others, thus leaving the student on some occasions without other assistance than his books. It is to overcome this inconvenience that maitres do conferences have been attached to chairs. They are to develop the matters that the professor has merely touched upon (n’aura fait qu‘ indiquer) or to repeat difficult parts, using the best texts when the matter is literary (dans les lettres), or in conducting experiments calculated to show results and their' causes when the matter is in the domain of science. The second group of inaitro de conferences ha3 quite another character. The personnel of the facul¬ ties of sciences and letters was created in 3808, it seems, especially in view of the necessities of exam, inations, and not long ago there were faculties with only four professors. Even now many are represented by five members, a ridiculously inadequate number, especially if one considers the variety of routes that new methods of criticism and experimentation have opened up during the last fifty years. Without pretending to afford the profusion of courses that are offered in other countries, the Government desires to enlarge the too narrow field of work to which our faculties have been confined and to permit the student to move more freely in the way his individual aptitudes propel him— indeed, to fortify those aptitudes by offering means of more extended research and comparisons. Viewing the question from this standpoint, the Chamber of Deputies and tho Senate have placed at my disposal the necessary sum to provide for 70 maitres de conferences, which are to be placed by the side of the regular chairs, being, as it were, probationary chairs (chaires en experience). ... They are not dependent upon a professor ; their teaching belongs to themselves ; but they are connected with the other chairs by an obligation upon which I insist, which is to adapt their lessons to the special work of the faculty and to the advancement of the student. The maitres, whose functions are thus described, are appointed for the faculties of letters and sciences. In the faculties of law, medicine, and pharmacy those who perform the duties of the maitres are called “ agreges” and are appointed on the result of a competitive examination,1 and hold the place for nine years if not pre¬ viously permanently appointed as a professor. Tho old system of “suppleaiits” to the chairs has been suppressed, the place of the supplementary professor being tilled by the ngrege [as a charge de cours], who may ho transferred from one faculty to another at the will of the minister of public instruction. The supplement was appointed for life and was a permanent fixture in the faculty to which he was attached. But all this is laid down in full detail in the laws which follow; in Note A several differences between the American and French university in executive mat¬ ters are discussed. THE POSITION OF THE PROFESSOR. \ Before entering upon the regulations governing the appointment of the agr£g<5s and the examination of candidates for degrees in each faculty, it is convenient to give title 5 of the decree of December 28, 1885, relative to the organization of the faculties of tho schools of superior instruction. This title refers entirely to the professors who occupy chairs — “professeurs titulaires” : Art. 32. Instruction is given in the faculties and in the higher schools of pharmacy by titular professors, assistant professors (adjoint), charges de cours, and maitres de conferences [the titular professors being permanently located, the others not]. Art. 33. The titular professors are appointed according to the form prescribed hv the decrees of March 9, 1852, August 22, 1854, and February 27, 1880. [They are appointed by the minister.] The request for a transfer from one chair to another in the same faculty is submitted to the consideration of the council of the faculty and to the permanent section of the higher council of public instruction. Thus, also, is tlie request for transference from one faculty to another submitted to the councils of the faculties interested and to the permanent section of the higher council of public instruction. The appointment to new chairs is made directly by the minister. Art. 34. No titular professor shall be displaced from office for an equivalent position unless con¬ sented to by the permanent section of the higher council of public instruction after he has been heard. Art. 35. The titular professors may obtain leave of absence, renewable for five consecutive years at the mpst, on account of sickness or a temporary public mission foreign to public instruction. Tbey receive, in the first case, half of their pay, and in the second case, when the service in which they are employed does not lead to a pension, 100 francs, the pay for inactivity [traitement d’inactivite] . The titular professors may, with the consent of the council of the faculty or school, he excused from the duty of examination, losing, however, a fourth of their pay. This privilege may only he granted when the work of the faculty will not suffer, hut may it not he granted to a number that are more than one- sixtli of the titular professors. 1 Statistiqucs de l’enseiguement superi6ur, 1878-88, p. 95 1208 EDUCATION REPORT, 1896-97. Art. 36. The suppleances are suppressed. When the leave granted to the titular professors requires it a course or conference is provided, renewable each year, to fill the lacuna. [Formerly the “sup- pleant” took the chair of the absentee.] Art. 37. Whenever a chair becomes vacant by death, expulsion, retirement on a pension, or by revocation, until the appointment of a new titular professor the lacuna in the instruction is filled by means of a course or conference renewable each year. Art. 38. The claims of the applicants for charge de cours and of maitre de conferences are sub¬ mitted to the consideration of the consulting committee of public instruction [ministry of public instruction at Paris, first section]. In the faculties of law and medicine the courses and conferences arc confided to the agreges. Art. 39. The titular professors are not required to retire on a pension until they are 70 years of age, except they ask it or are unable to perform their duties. They ma3T remain in service beyond their seventieth year detached (hors cadre) with the consent of the permanent section of the higher council of public instruction. . . . SALARY OF THE PROFESSOR. Previous to 1876 the professors were paid a regular salary of from $800 to $1,200, which was increased by their fees as examiners. By the decree of January 11, 1876, these examination fees to the profit of the professor were abolished and a fixed salary paid instead — $1,200 to $2,200 for the professors in the faculties of law and letters, of $1,200 to $2,000 in the faculties of medicine and sciences. The professors were classed as professors at Paris, and professors-outside-of-Paris. The practical working of the new order of things was unsatisfactory, for it only “ sowed division among colleagues who had passed the same examinations, lowered the dignity of the pro¬ fessors, and introduced into the faculties habits of solicitation deeply to be regretted.” In 1881 a new classification was made, the professors of the several faculties of the country outside of Paris were placed in one of four classes, called first, second, third, and fourth class respectively, and the professors of the Paris faculties placed in one of Two classes, called first and second class respectively. The following table will show the change in salary made by the law of 1881 and the variation in the number of titular professors. It will also bring out the difference, so far as the absolute amount received is concerned, of being a professor at Paris and a Government pro¬ fessor in another part of France : 1876. 1881. 1889. Faculties of — Paris classes. Department classes. Chairs (no change in salary). Paris. Depart¬ ment. A 3 co o r-i o 1 te O s* o u U c h El 3 ■- o 1 xn •rt © Ph | xn H O £ <£ q P ~ Medicine: Salary . Chairs . $2, 600 29; $1, 200-$2, 000 35 $3, 000 $2, 400 25 6 $2, 500 $2, 000 3i 4 $1, 600 18 $1. 200 11 f 25 (1st) \ 7 (2d) 5 (1st) 6 (2d) 23 (3d) 18 (4th) 11 (1st) 11 (2d) 55 (3d) 33 (4th) Law: Salary . $3, 000 19i $1, 200-$2, 200 91 $3, 000 $2, 400 17 4 $2, 500 $2, 000 8 10 $1, 600 50 $1. 200 30 f 19 (1st) 1 4 (2d) Chairs . j::::::::: Catholic theol¬ ogy : Salary . $1, 100-$1, 300 $700-$l, 100 22 $1, 300 $1, 100 5 2 $1, 100 $900 4 10 $700 8 Chairs . 7 0 o; 0 Protestant the¬ ology : Salary . $900-$l, 300 13 $1, 600 $1, 300 5 1 $1,300 $1,100 2 3 $900 2 ( 5 (1st) 2 (1st) Chairs . o 0 1 (2d) 3 (2d) ( . 2 (3d) 11 (1st) 11 (2d) 53 (3d) 32 (4th) 9 (1st) 11 (2d) 47 (3d) 29 (4th) 2 (1st) 5 (2d) Sciences : Salary . $2. 600 $1. 200-$2, 000 85 $3, 000 $2, 400 15 4 $2, 500 $2, 000 ! 10! ill $1, 600 50 $1, 200; 30 ( 15 (1st) J 5 (2d) 1 - . Chairs . 19; Letters : Salary . Chairs . $3,000 12 $1, 200-$2, 200 73 $3, 000 $2, 400 13 1 3 $2, 500 $2, 000 $1,600 43: $1, 200 f 15 (1st) J 5 (2d) 81 9| Pharmacy : a $1, 600-$2, 000 9 $1, 200-$l, 600 10 $2, 200 .$1, 800 7 2 $1, 700 $1, 500 2 5 $1, 300 3 f . . Salary — ... Chairs . < 7 (1st) { 4 (2d) 3 (3d) a These salaries are for the “ Superior schools of pharmacy.’’ STATE AND THE PROFESSIONS. 1209 APPOINTMENT OF JUNIOR MEDICAL PROFESSORS ( “aGREGES ”). In repealing tlie third section of the statute of November 16, 1874, governing the character of the examination of the junior medical professors, the following reasons were given for the change, in the report presented to the higher council of public instruction by the commission of the council, to whom the question had been re¬ ferred1. It was found that the old law governing the examination was better calcu¬ lated to ascertain the erudition of the candidate than his personal scientific ability. Medicine has changed, says the commission, since 1842, when the original law was drawn. Physiology and pathological histology have extended their domain and experimental pathology and microbiology have been born. In our day the greatest problems of medicine present themselves and are solved in the laboratory. Yet such is the present organization of the examination of assistant professors that a “young worker,” bright and provided with a good memory, is able to pass without having put foot within a laboratory, without having made an effort to testify concerning his own personality. Success is for the candidate who has retained the most and who has been exercised the most in the art of speaking well on any subject whatso¬ ever. When this supreme end is attained and the candidate is appointed agrege he is 35 or 36 years of age, and it is too late then to turn to the laboratory. He has for¬ gotten the technique that he learned when a student and is ignorant of what has been done since his pupilage. Now, in the faculties of medicine, the agreg6 has a very important rule to fill in the direction of the course. He takes part in the assembly of the faculty 2 and in the examinations; he fills the chairs of professors; he takes part, under the title of “charge de conferences” or of “ cours complementaires,” in the instruction given by the school. It is necessary that the influence which he exercises over the students should be conformable to the scientific tendencies of the day; it is necessary that he should know how to utilize the laboratories for the benefit of the student. Guided by these general ideas, the commission endeavored to frame a substitute to the third title of the 1874 law*, which would not only bring out the erudition of the candidate, but also his “professional aptitudes, his scientific aptitudes, and the amount of practical instruction ho had received.” This substitute was issued as an “arrete” July 30, 1887, and reads as follows: Art. 37. In the faculties of medicine and in the mixed faculties of medicine and pharmacy the agreges hold their position for nine years; one-third being reap¬ pointed every three years. [They have become titular professors in the meantime, if capable.] Art. 38. There are four sections of agreges: The first, for anatomical and physiological sciences, comprehends anatomy, physi¬ ology, and natural history. The second, for physical sciences, comprehends physics, chemistry, pharmacy, and toxicology. The third for medicine, properly so called, and medical jurisprudence. The fourth for surgery and accouchements. Art. 39. The preparatory examination consists of — (1) An oral lesson of forty-five minutes, had after three hours of preparation in a guarded room upon a question concerning the subject on which the candidate is being examined. The surveillance shall be provided for by the jury of examination. The candidate shall have the aid of such books as the jury may allow. (2) A public exhibition by the candidate of his personal work. [“During thirty minutes the candidate shall say what progress, great or small, he has made in science, what problems he has attacked, what obstacles he has encountered, what solution he has found. If some candidate gives way to the temptation to exaggerate the value of his work, he will thus give to a competent jury the measure of his tact.3”] (3) For candidates for the subjects of physics, chemistry, and natural history a 1 Recueil des lois etreglements sur l’enseignement superieur, tome 4, p. 347 et seq. 2 Each faculty has two deliberative bodies or “council of the faculty,” made up wholly of titular professors, and an “ assembly of the faculty,” of which the agr6ges form a part. 3 Rapport par M. Brouardel pour la commission. 1210 EDUCATION REPORT, 1896-97. composition on anatomy and physiology. Five hours are given for this composition, which is to take place in a closed room, under the supervision of a member of the jury. The composers are not allowed the aid of any ^minted or manuscript work. Art. 40. The linal examination consists — (1) Of an oral lesson of an hour after forty-eight hours of independent preparation. (2) A series of practical evidences: (a) For medicine: Aclinic lesson upon one or two patients chosen by the jury, examined Avitli all the resources of the laboratory; exercises in pathological anatomy. (fc) For surgery and accouchements : Same practical proofs as for medicine, and, in addition, an operation upon the cadaver for surgery. (c) For anatomy: A lesson upon a subject of descriptive anatomy; practical exercises in histology. ( d ) For physiology : A lesson upon a subject of histology; practical exercises in experimental physiology. (e) For physics: A lesson upon an experiment in physics; practical exercises in physics. (/) For chemistry : A lesson upon a chemical experiment; practical exercise in chemistry. (reparatory or eliminating tests Avere to be (1) a composition upon a ques¬ tion of French law ; (2) two [trial] lessons, one given after four hours of independent preparation upon a subject of French civil law, the other after twenty-four hours of preparation upon a subject of Roman law. The definite tests Avere to be (1) a composition in Latin upon a question of Roman lav ; (2) two lessons, each ghren after twenty-four hours of independent preparation, the first upon a question of French civil law and the second upon a question selected by the judges from another branch of French law; (3) two arguments, one upon a title of J ustinian’s Digest, the other upon a question from the French civil law. This examination was found to require too much time and to be an unnecessary multipli¬ cation of tests, and it was changed in 1880. STATE AND THE PROFESSIONS. 1211 By the regulation of December 27, 1880, the composition in Latin on the Roman law was taken out of the definite or second examination and put in the first or eliminating examination, “for it is necessary,” says the committee of the superior council of public instruction, to which the matter had been referred, “that the can¬ didate should have a certain habitude of using the Latin language ; ” but one exhibi¬ tion of teaching power was dropped from tho eliminating examination. The com¬ mittee found themselves, however, unable to drop either of the two lessons required in the definite examination, as they were both calculated to show the ability of the candidates in different subjects of the laAv, and hence the completeness of his knowledge. They deemed it equally out of tho question to drop the argument upon a title of Justinian’s Digest, also required in the second examination, as it is “a very probing test, which assumed that those who passed through it successfully had extended knowledge and two indispensable qualities for teaching — that is to say, promptness of mind and command of language;” but the argument on a question of French law was thrown out as an unnecessary test. But this remaniement — this rehandling of the competitive examination of the aspirant for a junior professorship — was not entirely satisfactory. Candidates showed that they were, in spite of the requirements, less and less familiar with the Latin language, and to cause them to use a medium of expression with which they were not familiar paralyzed or altered their ideas. Again, what was the value of the argumentation in point of spontaneity if the contesting parties compared notes before the mere" exhibition came off? But these reforms, says the commission of 1890, are of secondary importance. We wish to go very much farther in this matter,1 for it appears to us that the competitive examination (concours) as organized by the statute of December 27, 1880, is very justly criticised in several particulars which we enumerate: (1) The duration of the examination is too long. This causes a rather consider¬ able outlay of money by those candidates who are noo living with their family, but for all it is a long drawn out cause of feverish excitation injurious to health. (2) The preliminary proofs are too chanceful. A lesson prepared in the short space of four hours and two compositions, both upon a special question! are these satisfactory criteria upon which to judge of the merits of a candidate? Can an examiner flatter liifiiself that be knows anything about the admissibility or inadmissibility on such contrivances? Men 30 to 35 well instructed and of brains may have tho luck to be pitted against subjects with which they are unfamiliar or which to them are distaste¬ ful, are trivial, or far fetched, and thus they are thrown out, eliminated, to the advantage of the other candidates who have not been superior but more lucky than they. (3) The tests do not correspond to the curricninn in the faculty. These tests are exclusively confined to Roman and the French law and do not permit certainty in diagnosing the special aptitudes of each candidate, nor do they interrogate those who are to treat the history of law, public law, and political economy. The committee having thus reported, the minister immediately (1890) notified the fourteen faculties of law that the tests were no more in relation with the curriculum of the faculties and asked their assistance in framing a new scheme of examination. It is rather interesting to compare the position of the important faculty of law of Paris at the date of 1890 and 1895, when a new curriculum had been promulgated on each occasion. 1 Concours d’agregation dans les facultes de droit. Enquetes et documents relatifs a l’enseignement superieur, Paris 1890, p. 2. 1212 EDUCATION REPORT, 1896-97. Recommendations of the facility of law of Paris in — 1590. Preparatory tests. 1. Tho previous work of tlie candidate. 2. Two compositions, both in French — (а) On French civil law. (б) On Korean law. 3. Two lessons of forty -five minutes each — (a) On French civil law. (b) On Homan law. Given after a preparation of twenty-four hours. Definite test. Three lessons — the first, one hour, upon tho French civil law; the second, forty-five minutes, upon administrative constitutional law; the third, forty-five minutes, cither upon tho history of law or upon political economy or upon criminal law, at option of candidate. Made after a prep¬ aration of twenty-four hours. 1895. FIRST SECTION: PRIVATE AND CRIMINAL LAW. 1. A composition upon a subject of civil law, chosen from among the matters indicated by the examining board (jury) of the preceding examination . 2. A lesson on civil law. 3 . A lesson on commercial and maritime law. 4. A lesson on criminal law. 5. A lesson on private international law or on civil procedure, according to the designation made by lot. SECOND SECTION: PUBLIC LAW. 1. A composition upon a subject of constitutional or public international law selected from among the matters indicated by tho preceding “jury.” 2. A lesson on constitutional law. 3. A lesson on administrative law. 4. A lesson on financial legislation. 5. A lesson ou public international law. THIRD SECTION: HISTORY OF LAW. 1. A written composition on French law, etc. 2. A lesson on Roman law. 3. A lesson on the history of French private law. 4. A lesson on the history of public law. 5. An explanation of a Latin text (thirty minutes). FOURTH SECTION : ECONOMIC SCIENCES. 1. A composition upon a subj ect of political econ¬ omy. 2. A lesson on general political economy. 3. A lesson on the history of economical doctrines 4. A lesson on financial science. 5. A lesson on industrial economy and legislation, or rural economy and legislation, or colonial, as determined by lot. The plan of 1895, say the Parisian faculty of law, is, from a scientific stand¬ point, good, hut from a practical standpoint it has disadvantages. The candidates will devote themselves to the study of one of the sections and will become narrow specialists, so as not to be of use when they become professors and are called upon to take a university view of affairs. To obviate this the candidate must take two doctors’ degrees — one the degree juridique, the other politique — so as to assure the indispensable all around legal culture. III.— The Housing of the Instruction. Before passing to the relation of the professions of medicine and law to the State it is necessary to speak of the laboratory, the hospital, and the library. The hos¬ pital may be sufficient to make the practitioner, but the laboratory and the library are indispensable to make the savant. It has been remarked before that the American and English schools are in charge of practitioners, while those of Germany — and now of France — are directed by a pedagogical class of professors. Of nothing con¬ nected with their higher instruction in 1870 were the French more ashamed than their laboratories. Two reports upon improvements to be made in that respect were presented by Professor Wurtz, and they are both used freely here to illustrate the necessary accessories to medical instruction. STATE AND THE PROFESSIONS. 1213 In tlio physical and natural sciences, says M. Wurtz in his report, to the minister of public instruction in France, the demonstration of the facts is the basis of all solid progress. Observe how science is cultivated in a modern laboratory. It is no more an isolated cflort — it is work in common. When knowledge was a mystery and the art of experimentation a secret, an operator might be seen bending over his furnaces attended by one or two adepts. But now that the importance of the sci¬ ences is increasing as they are being called in to aid civilization, it has become neces¬ sary to diffuse scientific truths. In fact, it is a company of workers who group themselves about a master. Each profits by his maker’s teaching and example, and by the work of his colleagues. In such an environment the noblest emulation exists _ that is to say, energy and inspiration are born as the inclination develops, and are perpetuated in the great centers where flourish the arts. Thus a laboratory is not only a refuge for science, it is a center of propaganda; it is a school. This panegyric on the value of the laboratory is conclusive evidence of its indis¬ pensableness, coming from so high an authority as M. Wurtz, who rises to the dignity of his mission which is to remodel the methods of teaching the physical and natural sciences in the faculties of sciences and of medicine in France. But there is another sido to the question, which has been expressed by Dr. Lc Fort in these terms : “The place to study medicine is in the hospital, and only in the hospital. Some medical savants devote themselves to laboratory study. Nothing can be better. But for the physician, who should above all things learn to care for and, if he can, cure Lis patients, the only school is the hospital. There may be courses in hygiene and medical jurisprudence, but there can bo no theoretical course in medicine, none in surgery; there is only a course of clinics, and the professor at the same moment teaches the students the theory (of which they have obtained the principal notions from the books) and the practice.” Let ns now inquire what M. Wurtz found in Germany in the way of “Practical high studies. Ho found four kinds of institutions : Chemical laboratories, physio- logical laboratories, anatomical laboratories, and laboratories of pathological research in anatomy and “experimental medicine.” \ THE LABORATORIES OF CHEMISTRY. The chemical laboratory, according to M. Wurtz, is the result of the work of Liebig (under whom M. Wurtz studied at Giessen). Liebig’s example was not lost. During the next twenty years many laboratories were constructed, and brought together a Fig. 1. — Front view of Chemical Laboratory of the University of Bonn. great number of practical students. It will suffice to mention the names of only the more important : Carlsruhe, Heidelberg, Gottingen, Greifswald, Munich, and Zurich, which in some sort mark the transition from the old establishments of this nature to the pretentious structures which subsequently appeared at Bonn, Berlin, and 1214 EDUCATION REPORT, 1896-97. Leipzig. It will To observed that these laboratories are special colleges attached to the university, not outhouses or pretty little architectural studies by talented artists. It must also be observed that the establishments about to be described were built twenty-five years ago. It is nothing that still smells of varnish that is being hero pictured, but the installation of science, which has caused so many Americans to study in Germany. Fig. 3. - Longitudinal section of Chemical Laboratory of University of Bonn. Fig. 4 — Longitudinal section of Chemical Laboratory of University of Bonn. Explanation to figu re 5, page 1215. Explanation: A, entrance; E, E, and G, rooms for operations upon a large scale; HR, colonnade for work in open air ; I, auditorium : X, room for making preparations; L, waiting room : M, storeroom for apparatus; N, museum; O O, rooms for the First Preparator; P P, same for Second Preparator; Q, same for Third Preparator; E, S, T, U, Y, W, X, Y, and Z, private rooms of the Director. Upon the second floor above a is the preparation room for the first and second laboratories, which are abovo the spaces marked E and F and D and C. Above the rooms, one of which is marked X, is the large laboratory for research, and to the left a room for organic analysis. Above P and Q is the laboratorv for the analysis of gas, and above O and O aro the private laboratory of the Director and a privato room for organic analysis for his use, and across the corridor is a chamber for measurements, also for the private use of the Director. Above X, Y, and Z are the Director’s “cabinet” and his library. Above L is the private open-air room for experiments by the Director, and abovo M is a similar room for one of the laboratories on the second floor. Abovo E, S, T, U, Y, and W are the private apartments of the professor. In the basement are the apartments of the janitor and storerooms for chemicals and apparatus, a laboratory for conducting research connected with medical jurisprudence, another for physiological chemistry, a hospital for animals under experiment, a room for large operations, etc. STATE AND THE PROFESSIONS. 1215 1216 EDUCATION DEPORT, 1896-97. LABORATORIES OF PHYSIOLOGY. Physiology is the daughter of anatomy, says M. Wurtz, and there was a time when the knowledge of the organs of the human body and the ideas which dissec¬ tions gave were the points of departure and the only methods for research, or rather inductions in physiology. We forced ourselves to divine a function by studying its look and form and its place in the system, and we tried to catch in some way its living action by experiments on living animals. This method has led to great dis¬ coveries. By it Harvey discovered the circulation of the blood, and Haller during the eighteenth century gave such an impetus to physiology. But it eras only good because it was fruitful, not because it was sufficient, for it went little beyond external appearances of the facts, and for the most part left the investigator in ignorance of the true nature of the connection of the facts. Thus, what uncertainty as to tlio facts ! How many hypotheses in interpreting them ! What a:i uncertain basis for medicine is a physiology full of conjectures ! A new era opened at the end of the eighteenth century. Respiration is a slow combustion, and as such is the source of animal heat. The part played by physics in the progress of physiology is not less great since the discovery of the source of animal heat. Galvani’s discovery gave birth to the thought that the nervous agency of the body had been found. Undoubtedly the hope was premature, but if the nervous agency is unknown, we can measure its rate of propagation along the nerves. But questions of this kind are only to be attacked by the aid of the most advanced methods and the most deli¬ cate instruments of modern physics. To these methods and instruments experi¬ mental physiology appeals. Formerly the scalpel and the bistoury were the principal instruments employed in experimental physiology; to-day it claims all the resources of a combined laboratory of chemistry and physics. But this is not all. The very science itself is pushing ahead with immense strides. It not only describes the exterior form and the relations of the human organs, but it also penetrates into the intimate structure. The anatomy of the tissues inaugurated by our Bichat, enlarged and transformed by microscopical rosearch, has become, under the name of histology, an important branch of human knowledge. The microscope has made known the framework of the tissues, the morphological constitution of the humors, and the struc¬ ture and evolution of the organs-. But is this all, merely to give minute description of the form and structure of anatomic destructions in aid of classification? By no means. The conquests of histology have acquired great repute in furnishing light to normal and pathological physiology. Ought not the study of the secretions of the glands bo based upon the previous study of their texture? It is evident that a STATE AND THE PROFESSIONS. 1217 0 ' 20 20 metres. Fig. 7. — Ground plan of tlie Laboratory of Physiology of the University of Leipzig. Explanation: A A A A are laboratories for vivisection and experiments in physical and biological chemistry; B, room for experiments requiring the use of mercury; C. spectroscope room; E E, large- laboratory for physiological chemistry; F, library ; G G, microscope laboratories; G1 room of the> professor of microscopy; H, auditorium; I, place for keeping rabbits; K, stable; L, room for operat¬ ing upon horses. The aviary and the aquarium are upon the right and left of the stables I K L. ED 97— — 77 “ 1218 EDUCATION REPORT, 1896-97. laboratory of physiology, if fitted up for the purpose of instruction, must offer the most varied resources in instruments, apparatus, reagents, and specimens (products), as "well as places for experimentation upon animals, micrograpliie research, and the operations of biologic physics and chemistry. At St. Petersburg, Utrecht, Florence, and at Amsterdam such establishments exist, also at Heidelberg, Berlin, Vienna, Leipzig, Tubingen, Munich, and Gotten gen-. LABORATORIES OF ANATOMY. What was, and perhaps in many cases still is, the dissecting room of the American college is shown on a somewhat extended scale in the following sketch and plan. FIG. 8.— Front on the Anatomical Institute at Berlin. Fig. 9. Transverse view of Anatomical Institute of the University of Berlin On the fiftieth anniversary of the founding of the University of Berlin (1860) this building was resolved on, and was completed in a short time. STATE AND THE PROFESSIONS. 1219 ■ : Ji '■ : ; i0S®0l HE® • ' I :!( ■ SBgpl Ife JS®8® SMfenSjiiSM ,c * c:A:§:^ ® [50 j. ‘ :.,I „ , ... .. .i !Fig. 10.— Plan of the basement and first and second stories of the Anatomical Institute of the University of Berlin. Explanation: The lowest plan represents tho basement (sous-sol), the middle plan the first floor, and the uppermost the second story. The basement: A A, B B, rooms for receiving and preserving the cadavers, and A*“ A' rooms for cleansing them; C C, ice vaults (glacier©).; D, elevator; E, apparatus- for heating water; H U, room for injections and large anatomical preparations; KEEK, dissecting rooms; SlfM, apartments of janitor. Eir&t story: A A A A' A, dissecting rooms; B B, hall for anatomical work ; C C C C, halls for examination; D D 1) D D, microscopic laboratories ; EE, hall for demonstrations in operative medicine; E E E, hall for the use of the students of the Academy of Beanx-arts. Second story : A, A, A, museum for dried specimens ; B, auditorium : CCCC, labora¬ tories of chemistry; I) D, room for physical operations (cabinet do physique) ; E E E E, ball so arranged that a low temperature may be maintained in order to preserve work not capable of immediate comple¬ tion ; E E, room of the director ; G G, laboratory, and H H, room of the professor of anatomy ; I, library ; Iv K Iv, ajjartments of the first jirosector, and L E of second prosector. 1220 EDUCATION REPORT, 1896-97. LABORATORIES OF PATHOLOGICAL ANATOMY. The pathological anatomy that Laennec, Cruveilliier, Eokitanski, and others had elevated to the rank of a science, has taken a considerable development since the microscope has been applied to the study of organic alterations. This new way has been opened and entered upon with great <5clat by tho celebrated author of Cellular Pathology, Professor Virchow, and by many other eminent workers. Their dis¬ coveries bring to medicine unceasingly a rich harvest of useful material. The micro¬ scopic examination of the organs is indispensable as a complement to chemical study. In the French hospitals it is the physician who has attended the defunct patient that performs the autopsy. The autopsy is differently made in Germany. It is neither the professor of the clinic nor his assistants that makes the autopsy; it is made by the professor of pathological anatomy, and he performs his duty in the xiresence of the students with the confidence and the authority of an expert and of one filling a high position. The organs affected by disease are placed aside for examination by tho students, who note their exterior appearance. Subsequently, in another place, micro¬ scopic examinations are made. But it is necessary not to confound these demonstra¬ tions with the methodic course of pathological anatomy, which is independent and during which the professor exhibits matters furnished by the daily autopsies. The Pathological Institute of Vienna will serve to illustrate the fourth form of the insti¬ tute of the German University, which had no like in America until long after tho idea had become commonxilace in Europe. Perhaps in America even to-day such an institute would be called a college, if not a “university.” But Professor Virchow himself has spoken uj)on tho topic of pathological anatomy for the World's Fair exhibit of the German universities at Chicago. The history of pathological anatomy, he says, was until a very recent date, closely connected with that of anatomy. Indeed the pathological anatomy of the domestic animals served as a model upon which to build that of man. But it was long before the retarding grip of tradition could be loosened so the worth of the autopsy might be recognized. “I had the especial good fortune,” ho says, “to be tho first to teach officially this science. In 1849 I occupied the first professorial chair in xmthological anatomy in Germany. From Wurzburg I was called to Berlin, and there it happened that pathological anatomy was first separated from the chair of anatomy proper and became an independent branch of investigation, and then throughout Germany. But let us briefly examine,” he continues, “the character and extent of the practical principles that must guide us in this science.” 1. The autoiisy must become a regular part of the law of the land (Kranken- dienst). The law of every country must not xiermit, as far as possible, tho body of a person dying in a hospital to be taken away from science. To make a beginning in this line will be very difficult, but with patience and perseverance it will be eventu¬ ally recognized by the people that the autopsy is necessary to enable the physician to conquer disease. It must become a prejudice (Sitte) that a corpse shall bo dis¬ sected like the Egyptians had the custom of disemboweling their dead and draining the brain out through the nose to preserve it as a mummy. When again it shall become customary, as of old, to cremate the body, then the custom (sitte) to have the body dissected will easily become general. 2. The pathological dissection must be done according to exact rules. It is self- evident that the dissection must make clear its peculiarities as far as they are recog¬ nizable, and that it should be adopted to show the purpose (Gang) of the section and the relations to other parts of the body, as more particularly set forth in The Technique of the Section as Conducted in the Morgue of the Charity Hospital, Virchow, 1893, fourth edition. 3. J ust as the technique of pathological anatomy is different from tho technique of the “ anatomical theater,” so are different instruments required, especially to the end of quicker completion of the section. For instance, larger knives are required. 4. The next consideration is the making of good accounts (Protokolle) of the trails- STATE AND THE PROFESSIONS. 1221 Fig. 11. — Flans of the basement and first and second stories of the Laboratory of Pathological Anatomy of the University of Vienna. Explanation : Basement (sotis-sol) : III, room for the cadavers ; IV, ice vaults ; VI VI, vaults for anatomy; VII, vaults for animals under experiments; IX IX, laboratories for the secondary physi¬ cians; X, laboratory for the assistants; XI, hearse room. First story: L, hall of autopsies for chem¬ ical instruction ; M, for medical jurisprudential autopsies ; O, reception room for cadavers ; P, morgue for coroner cases; P', cabinet of the corouer; P2 hall for the witnesses; Q, hall for exhibiting tho bodies, and It, for cleaning them for the autopsy; T, hall for exhibiting bodies to be viewed jurid¬ ically; U, hall for the primary physicians; I' I' I' I', laboratories for the use of the clinical pro¬ fessors; V, hall for the course, of pathological chemistry ; W, laboratories for large chemical operations; X, room of the professor of chemistry; "Z, laboratory for work in pathological anatomy. 1222 EDUCATION REPORT, 1896-97. actions and their collection in a library provided for them in the building. A good protocol is a circumstantial and time-consuming ‘work, and it happens in consequence, even in well-conducted institutions that they are not made. Nevertheless the exist¬ ence of these archives is the basis for a sure utilization of the results of the autopsy in medical science. 5. To this library of records should be joined a museum of pathological specimens. No institution should be without this. It has the double end to provide the required material for objective study in a logical order and at the same time to preserve an evidence of important facts. But this matter is not capable of being expressed in a general way. THE NEW “ EXPERIMENTAL PSYCHOLOGY ” AND ITS INSTALLATION. Professor Wurtz’s work has mainly been used in the foregoing descriptions. He saw what he describes, and studied calmly what he saw. His account, though not “up to date,” as the saying is, is accurate, and therefore contains all the essentials for some time to come. But in the meantime the physiological investigations concern¬ ing the “nervous agency,” which he mentions, have given rise to a new form of insti¬ tute or laboratory, called the Laboratory of Psychology. In 1878 Professor Wundt opened the first laboratory of this kind at Leipzig. As we shall follow Professor Binet in noticing this new creation, it will be a French institution — the one of which M. Binet himself is associate director — that will be introduced. There exist two kinds of psychology — that called experimental and that called morbid. The last studies hypnotism, hysteria, mental diseases, and the various troubles of tho sensory and motor nerves. The latter kind does not enter into the work of the Paris laboratory of experimental psychology, which deals with healthy individuals. The laboratory in Paris was created in 1889, and attached to the Ecole Pratique des Hautes Etudes, or rather to the section of the natural sciences of that university, and a director and four other professors were appointed. It is now installed at the new Sorbonne, occupying four rooms : (1) a large room for demonstrations in common; (2) an office for the director, where are stored the apparatus, etc., of a delicate character; the room also serves for special research; (3) a room which con¬ tains the library, a glass case for the glassware, etc. ; the room is used for macro¬ scopic and microscopic research on the nervous system; (4) the fourth room is exclusively reserved for tho use of the master of conferences ; but a small room opening into this room is used for a dark chamber in experiments upon vision. There are also two other small rooms for chemical work, etc. “In America laboratories of this kind are extremely numerous,” says M. Binet, “but we lack details concerning their organization. Those of which we positively know tho existence are situated in New York, Philadelphia, Worcester, New Haven, Providence, Ithaca, Medissina ( ?), Chompen ( ?), Harvard (Cambridge), Chicago, Toronto. In Europe the following cities possess laboratories : Leipzig, Gottingen, Bonn, Berlin, Copenhagen, Gronengen (Holland), Geneva, Liege, Brussells, Stockholm, Oxford, and Cambridge.” As there are so many of these institutions in America, more than half of the whole number, it may be of interest to state just what M. Binet thinks the “psychologic method” is as compared with physiological psychology. It will be observed that M. Binet is a keen logician, and is rather incredulous as to the recording of ideas about a mind without a mind. As the following matter is taken from his “Introduction a la psychologie expffiimentale,” there can be no impropriety in introducing the Baconian aphorism that the mind requires instruments and aids in investigating nature, since M. Binet points out that the instruments and aids aro not mind. There has been some disagreement as to the lines of demarkation between psychol¬ ogy and its neighbor — between, in fact, psychology, properly so-called, and the physiology of the nervous system. But our studies have a characteristic which, if understood, will prevent confusion. Everybody knows what the word introspection means. Its synonyms are self-consciousness, consciousness (sens intime, sens interne, STATE AND THE PROFESSIONS. 1223 conscience, etc.). It is the act "by which we perceive directly that which is going on within ns: — our thoughts, memories, and emotions. This introspection, it is possible to say, is the base of psychology, and it characterizes psychology so precisely that every study which is made by introspection must be called psychological, and every study which is made by any other method belongs to another science. We (MM. Binet, Philippe, Courtier, and Henri, the professors of the Paris Laboratory) beg to insist upon this point, for the late studies in physiological psychology have sometimes lost sight of the fact. It is proper to explain, continues M. Binet and his colleagues, that we are taking, the word, introspection in the largest sense. Frequently it is used in the sense of with¬ drawing within one’s self for the purpose of reflecting and analyzing the contents of the mind or, as Berkeley puts it in plain English, ef the thing I call myself. Bui this is only one of many eases-,. and not the best, where introspection may be used. When many persons are asked to observe an indicated object; when many persons are interrogated upon the impressions made upon their consciousness, and these answers are collated; when these persons are submitted to regulated tests, and then relate the impressions they received ; finally, when, without letting them know of the fact, their gestures,, play of facial expression, their words, judgments, and conduct arc observed, and the emotions and passions which are ruling them are inferred from these outward signs — in all these cases, and many others which we- could add to the list, we arrive either directly or indirectly, with certainty or with chances of error, to read the mental state of a person and to represent them to ourselves as if wo had ourselves experienced them. Yet, to study phenomena in this way is to use intro¬ spection and consequently psychology.. M. Charles Riehet, director of the Revue Scientific, has put forth a statement which may he cf interest in this connection. Under the rather vague name of “fonction cerebrale,” he speaks of the mind as having a “earactere psyeholo*- gique.” He says the other organic apparatuses, such as the liver, the heart, ovaries, and muscles, have functions which are material and reducible to exterior-hke phenomena, whether chemical, dynamic, or morphological; but the brain apparatus (lie eerveau) has a function which certainly does not exist in the tissues, for it is the seat of consciousness and intelligence (il a la conscience et Tintelligence). This conscience and this intelligence widely separates (creent un fosse profond) the psychology of the brain and that of the other organs. So wide is this separation that the knowledge (la eonnaissanee) of the soul, of the me, is the object of a seienee — the science of psychology — that it is frequently attempted to separate from physiology properly so called. But, notwithstanding every effort of the pyscho- log.ues, psychology is mixed up with the physiology of the brain apparatus (eerveau), although the methods of psychology differ In many respects from the methods of physiology. But, although the brain (eerveau) is the seat of the con¬ sciousness, it possesses also other apparatuses which have simple physiological func¬ tions through which, like the other organs, it produces chemical and dynamical phenomena. INSTITUTES FOR THE STUDY OE MICROBES CALLED BACTERIA. When Leeuwenhoeck saw that the growth called tartar contained a “great num¬ ber of little animalcuhe which acted in a remarkable manner,” he contented him¬ self with- naming their different forms A, B, C, etc.1 Since then many efforts have been made to classify these “little animals,” hut the syllogism in natural seienee is a very uncertain friend in classification unless fortified by a thorough knowledge of properties rather than a collection of names. “By their works shall ye know them” is- particularly appropriate to the microbe. 1 Stated on the authority of Dr. H. Dubief, Etudes microbologiqu.es. In this section the compila¬ tions of Drs-. Trouessart, Arloing, and Dubief have been mostly used,, also the works- of M. Duelaux, chief of the Pasteur Institute at Paris. 1224 EDUCATION REPORT, 1896-97. Opinion seems unanimous in deeming the microbe called bacterium (fiaxrrjpiov , a stick) a vegetable, but the greatest bewilderment reigns as to its place in tlie botanical kingdom. The general tendency is to approximate it to the algae and the mushrooms; that is to say, to plants having chlorophyll and plants not having chlorophyll. Thus they may bo provisionally located in Sack’s “ subkingdom,” or embranchment, as the French call it, of Tkallophytes, in which the class algos and the class mushrooms regard each other, so to speak, from two botanically opposite poles of nutrition. Some of these bacteria arc dangerous, some are harmless. The one known as the bacillus of tuberculosis (consumption) is' undoubtedly dangerous, but Professor Koch announces that in some minutes, or, if the “culture” is thick, in some hours, an exposure to the sunlight will kill it dead. “ Entirely different (tout autre) is the action of light upon the lower mushrooms,” says Dr. Arloing. But then the “composition of the atmosphere” of the culture and the pressure to which that atmosphere is submitted “profoundly modify the vegetation of microbes,” and we have certain of this gentry that will flourish only in a vacuum or in an atmos¬ phere of carbonic acid, while others only work well in an oxygenated atmosphere like that we breathe. The bacillus antliracis, originally named bacteridie, is usu¬ ally taken as a type of the bacterium that works well in the air. On trial, it will kill a steer in an hour and a half. In man, the autopsy shows black blood, intestinal hemorrhages, and the gall bladder gorged with blood. The bacillus antliracis is therefore an aerobe. The bacillus septicus, more popularly known as “gangrene,” is usually taken as a typo of the microbe that does not work well in the air, though always lying in wait in hospitals for an amputation not performed under cover of a spray of disinfectant, as practiced by the English physician Lister during the sixties. This septicemia-producing microbe is a human infliction, and picks out the enfeebled — women giving birth to children, men losing arms or legs by the surgeon’s knife. The autopsy shows that the muscles have been most violently inflamed, the body bloated; in short, the living being has died putrefying. It is now not the blood that is robbed of its oxygen, but the impure atmosphere surrounding dead flesh or dried blood calls the aerobe into life, and having once started in the way of fermentation, it pulls apart the tissues of the body, propagating in the atmosphere it thus produces.1 2 There is a bacterium, says M. Trouessart, Avhich is excessively common, which is called bacterium termo, or microbe of impure water. It is perfectly harmless, and is found in the human mouth. These three kinds of microbes have been spoken of as though they were large, but they have a very small appearance under the highest powers of the microscope, and only the initiated can separate them. Hence the necessity of an institute or place where the investigations of the professor are assisted by the presence and the cooperation of those who are themselves about to profess the study of med¬ icine. “If wo are spared that customary portion of this lecture,” says Professor De Bary, “which shows the importance of a subject, because the educated pub¬ lic knows that a large part of all health and disease in the world is dependent on bacteria, it becomes the more necessary to give prominence to the reverse side of the question and to call attention to the fact that the problem can only be solved by quiet scientitic examination from every possible point of view of those objects. If there are plants which can attack the weakened li ving body and come out vic¬ torious in the struggle against the natural recuperatory energies of the human sys¬ tem, appropriating its elements as a mushroom does those of a fermenting dung heap, and if there are others which are essential to the digestivo processes of the human body, it would appear that physiology takes on a new face and becomes a 1 Dr. Arloing thinks that it is absolutely necessary for every microbe to have oxygen in order to live and grow. 2 Lectures on Bacteria, p. 1, by A. De Bary, second edition, Clarendon PreiS, translation of Garnsey and Balfour. STATE AND TIIS PROFESSIONS. 1225 question as to what microscopic plants live in beneficial communion or “ sym¬ biosis ” with the living human organism, and what plants, “ symbiotically,” are destructive to it. In 1888 the Pasteur Institute was opened. The orator of the day, the professor of protection against hydrophobia, called it an antirabies institute (l’institut anti- rabique). M. Pasteur, however, in his remarks on that occasion, characterized it somewhat differently. “ For myself, ” he said, “if I have had the happiness, gen¬ tlemen, during the course of my investigations to ascertain some principles that time has confirmed and rendered fruitful it is because nothing has been refused to me by my country or my friends in my efforts to reduce the effects of microbic poisons upon men not only in applying the prophylactic method against hydrophobia, but also the study of virulent and contagious diseases. The professor of the prevention of hydrophobia will be M. Granchda (the orator of the day), assisted by three physi¬ cians, while the minister of public instruction has authorized my oldest pupil and coworker to give here the instruction in biologic chemistry with which he is now charged in the fac¬ ulty of sciences at the Sorbonne. M. Chamber- land will be charged with the relations of microbes and hygienic precautions, and Dr. Roux1 will teach the relations of microbes and the practice of medi¬ cine. Two learned Rus¬ sian physicians, Metchni- koff and Gamaleia, have volunteered their assist¬ ance, and arc charged - with the form of the infe¬ rior organisms and com¬ parative microbiology.” AGRICULTURAL INSTI¬ TUTES. While the animal branch of biology is thus giving light to medicine by being organized into schools where study is research under direction, the other branch, the branch of vegetable biology, is being organized in the same way. Some attention has been given in another part of this report to the researches of Messrs. Lawes and Gilbert, of Saussure, Boussingan.lt, and Liebig, of Pasteur, Wilfarth, aud Hellriegel, Schloesing and Muntz, and of Darwin. But the laboratory of Sachs, at Wurzburg University, is probably the earliest typical institute for the purpose of investigating the nature of vegetable life.2 In America each State has a station known as experimental, for which Congress annually appropriates $15,000, a large sum as compared with the amounts given to the institutes of Germany, though it must be remembered that a dollar in Europe will purchase much more than iu the eastern United States, and very much more than on the Pacific coast. These American experiment stations are not seemingly “institutes,” but are a hybrid between the Fia. 12. — Pasteur Institute, Paris. 1 Several years ago mentioned in connection with the discovery of the microbe of diphtheria. 2In embryology or fecundation of flowers and the growth of the embryo the names of Strasshurger, of the University of Bonn, and of Guignaud, of the laboratory of the Museum of Natural History, are preeminent. fic/e cte Varbalete. me EDUCATION REPOET, 1896-97. A. Janitor. B. Clerks. C. Watchmen. C'. Messengers. EE. Study rooms, F. Inspector of studies. G. Examination room. H. Museum of physics. I. Museum of machines; J. Waiting room, j. Vestibule. Iv. Amphitheater. L. Amphitheater. 11. Professors’rooms. a. Court. Sleeping' rooms. Laboratory of MM Miinis and Girard. Kb. Laboratory of assistants. Ke. Laboratory of students, thir d year. Kd. Laboratory of students second year. Ke. Laboratory of first year. Kf. Messengers. Oa. Stable. Ob. Amphitheater. Oc. Laboratory. PP. Experiments with seeds. Q. Mechanical laboratory. B Sa. Laboratory ~a c tation. Sb. ? tudents, of fermen- Rue Claude Bernard. Fig. 13. — General plan of the Institut National Agronomique. On the second floor, above GHI L, are the museums of agriculture, geology, and zoology; above the chambers E are the rooms a or the first- year students ; on the third floor, above A and A and B and E, is the library ; above the chambers Jh are tiie botanical laboratories ; above j is the laboratory of comparative agriculture. STATE AND THE PROFESSIONS. 1227 Rothamsted Experimental Station and tlie establishment known as the Institut National Agronomique at Paris, France. The work of the Rothamsted Station is given on page 955. Here we are concerned with the National Agricultural Institute at Paris.1 2 Tho outburst in 1848 for popular government and the dissemination of intelligence which created the second French Republic, established at the magnificent suburban resort of the French kings called Versailles an institution named an agricultural institute. The coup d’e’tat that founded the second Napoleonic empire in the course of two or three years ousted this school from the outbuildings and the park of this palace, and the school was no more heard of. The third French Republic of 1875, however, established an institute agronomique whose function was declared to be “ to study and to teach the sciences in their relations with agriculture.” The school was joined to the School of Arts and Trades (Conservatoire des Arts et Metiers) at Paris. There was a question as to the advisability of locating an agri cultural institute in a city. This fact decided that question, “The great city of Paris alone possessed the savants who are the keystone of the vault of higher edu¬ cation, and the libraries, museums, and all the auxiliary riches of the same nature which are indispensable to thorough scientific studies (aux fortes etudes scien- tifiqnes).”3 M. Roussingault was put in general charge of the laboratories, M. Sclvloesing was appointed professor of chemistry applied to agriculture, and his col¬ league in the discovery of the mierobous ferment in the soil, M. Muntz, had charge of the practical course in chemical manipulations. But in the course of twenty years the instruction has been very greatly changed, though the general plan is the same. In the iirst place, in 1882 the school was removed from the Conservatoire des Arts et Metiers and installed at the corner of Claude Bernard and ArbaRte streets, quite near to the Sorbonne, and “two steps from the Jardin des Plantes.” Each “salle deludes” is capable of holding ten students. They are in rows occupying the front along Claude Bernard street. The library contains 16,000 volumes, and is particularly rich in the literature of agriculture, both French and foreign. Tho micrographie or botanical dissecting hall will hold forty students, and is fitted up with light tables. The laboratories are numerous and large. In one eighty students may work at the same time. The professor director has a labora¬ tory, so has the professor of chemical analysis and demonstrations, the demonstrators, preparatory, etc. There is also a “laboratory of fermentations,” of mechanical and hydraulic agriculture, of zooteelmy. Then there are the museums on the third floor. In all making a very imposing display and offering every inducement to the inhabitants to do something worthy of their opportunities. THE TRADE INSTITUTE OR MUSEUM. Tho conservatism of the French Conservatoire des Arts et Metiers has been pic¬ tured by the late Viollet le Due in his How to Make a Draftsman, a hook which should be constantly in the hands of those who are ambitious to direct “industrial education” in America. M. Viollet takes his young draftsman hither and thither in the world, hut the Germans, like the English in their South Kensington Museum, collect the productions or imitation thereof of foreign nations past or present in a ge’.verhe, that is to say a trade, institute, which is not an exchange or place for sell¬ ing things, but a place for showing how other people make better things than the Germeais do, and therefore conquer them in competition. In the next report of this Bureau it is hoped to lay this movement before those interested in the development of industry and competition in the world’s markets. It will suffice on tho occasion to show the outside appearance of the most recently erected of these institutions. 1 Following G-. Wery in Journal v- Chate kong'aroa Knee iian Chato ko'aT Knife Chow'wik Knife, woman’s Oo loo'ra Knife, pocket Pinu'tok Knife, pocket Pinyuktow'ro Knife, pocket Pinek'ta Knife, pocket Tob a ta'too Knife, pocket Tapik topto'a Knife, skinning Kavingaro'a Knife cut Chow wik'tuk Knock Tik'loo Knot Kal luk'in 'Knot 0 , , 11 ik'a Knot in tree Ah k well 'a Knot iri tice j Ek'aro Know ,11 eech c nmg'egah Know not Hel a ru'a Know not yHef a’ sve'ga Knuckle He gi ti'di boy Labrets Toy.Toks 1250 EDUCATION REPORT, 1896-97. ANGLO-ESKIMO VOCABULARY— Continued. Ladder Meu how'te Ladle Kok'are Ladle Kog a ruru'ma Lagoon Tasli'uk Lake Kazra'vok Lake, large Ka'peck Lame Ship shi'lok Lamenting Ke a ro'a Lamp Kan'uk Lamp chimney Kow look'in Lance Ke ta tnk'too. Land Koon'a Land otter Pum ma uk'tuk Lap Kok to kok'e Lard Ook'a ruk Large Ong a zro'ak Largo Ong a zru'rixm Larvie Ow ya'rek Lashings Ke ming'a Latex- Mimt ne'a go Laugh Ig'a lok Laughing Ig'a lok' to Lazy E ka cliook'toong a Lead, v. Tak sew'wa Lead, n. Kok a ru'rok Lead O'whok Leaf Ma loo'ga tuk Leaf fat Kown'ah Leaf tobacco Koo ver a'cho Leaf tobacco, long Shu rok a ro'me Leaf tobacco, Russian To oak a pe'a Leak Oo wim'a gow Lean person Pun now'ro Leaning Ki yo'ro Leap Kish e gok'tuk Leather Ah koh'a le grok Leave An ning Leer E ret keet'ka Left Kim nez're se Leg Kuke Lend Ah tuk'to a Let go E pe gown Let go E pung'a Level Mum ok' to Lever Ka pe'go an Lever E pook'ta Lick A1 look to'a Lie Chuk'loo Lie, I Ckuk lu ru'ne Lie, you Chuk lu'rutin Lie, not Chuk loo'ne cho Lie down In ok' to Lie down to sleep Sin ik shok'to Lift Ke wik'a Lift me Ke win mo gak'me Light Ik ne a' to Light weight 0 ka cku'ruk Light, very Woit tuk Light, very "Wait tu row'nek Light, very Ka na ak se ruk Lightning Ik'nek Limb Ah a yate Limber Tik sow'min e luk Limp Shu sliog ip pok'to Line rope Ok lu'nah Living- 11 u pah ung'a Lip Kok a lo'a Listen Ah tut'a Little Min ig zrum'ik Little Mik a zru'rum Live In yo'rok Live An uk'toot Live Yoko'a lu Liver Tin'ook Lock Ah yoke'kwoik Lofty King ik'took Loins Pe'kwali Lonesome 11 e ali'rook Long Tuk'a zrool*' % * Loom, of an object Qo'weet . - * Loon Kok«o'it * *, ' * Loon Kok a*ro'it - Loon king .Tioo'lik’. * Lost * Tam wk to'a Lost * -pohclie ang'a Lost, not tIkit kon e'cho Loud Louse Love, I Love, you Lump Lung Lustful maa Mad Maggot Magnifying glass Maid Make Male Male Mammoth ? Mastodon > Mastodon ivory Man, native Man, white Man, white Man, white Man, negro Man, old Man, native, plural Marline spike Marmot Marrow Marrow of bone Marry Marry Marten Mask Mast Mat Matches Match safe Mate Mate Mattress Me, mine Measure Meat Melt Men Menses Menses, excessive Menses, excessive Meteor Meteor Mica Midnight sun Mineral, red Mink Mirage Mirage Mirage Mirror Mislaid Miss Mitten Mitten Mitten Mole, lemming Mole, pimple Monkey wrench Month l Moon > Moon, new Moon, first quarter Moon, full Moon, last quarter Moon, old Moon, 1st phase Moon, 2d phase Moon, 3d phase ■ Mt>on, 4th phase 1 Mqpsew „ »Mc>re » ♦ r . 'Meaning- „ Mornihgjstas** Morsel * Mosquito .* Mosquito, long. „• Moss, sea Kip'pe Koo'maik Ka ko og'a ra Ka ko ag a gin Ok lum'ok Poo'waih Pal ig er ak tow'tin Nu to'ya Kin miug'a ro a Kun ook'too Koo maik Kin u gah'ro Nu le ak che'a Sa valt'to Ong'oon A'yoon Ke lig'a buk Ke lig kom nok se go'a In' nke Ka lah'mute Tan'ik Kob loo'na Tawk ta loo'rum Ong a yo kog'nek In'weet E zre'gown Seek'sreek Pot'ka Pot ka tol'nok Pig'a Nu le owlc'kel owk to Kap we to'ak Ke'nowk Kapak'tit Tep kal'nate E koo'tit E koo to'ra E ga'lu Ki pung'a E kib'ora Oo wung'a Oo rali'ali Kek'a Ow'ka In'weet Og lek to'ak Ong eg a ro'a Oz re ke ru'vuk E ga'tali E ga'nek Al'e go Ke pe leak'shek TTe'cliok To re ak'puk Oo weet che'a In ip koh'ah Ke upe kok'to Tali ok to'a Sha nit'to Ke la 'to Ot kot'ek a Ite kot e ka Ite'kun A win'yate Oup'tuk Ore'yowk Tat keh Ku boil'a ne Kow ak'tuk Im ug o lilc tik'toa Ke mook'to Tat ke lang'nc ak cho Oo'me ang oo'te Ah a tok'pa Oo leet'took Oo me a-h lok'te Too to'kwok Shu 'lay Ah koh'go Og'a ro Chu In pe'to ak Kik to'ate Ku e yok'a rook Kuy a ra ke ESKIMO VOCABULARIES. 1251 ANGLO-ESKIMO VOCABULARY— Continued. Moss, fuel Moss, reindeer Moss, reindeer Moss, berry Moth Mother Mother Mother-in-law Motion Mountain Mountain Mountain sheep Mountain sheep Mouse, brown Mouse, brindle Mouse, gray Mouth Move Move off Multitude Mushroom Mushroom Music Music Mus. instrument Mus. instrument Musk ox Muskrat Muslin Mussel Mussel Mustache Mustache Muzzle My place Myxine Nail Naked Name Name Narrow Naval Near Near Neck Neck Need Needle Needle Needle-glovers Needle-glovers, fine Needle-glovers, large Needle, round, fine Needle, round, large Needle-case Needle-case Needle-cushion Negative Neglect Nephrite Nerve Net Nettle-rash New Night Night Nights Nine Nipple Nit No No, will not No more Nod Nodding Noise None None None North North Noso Nose, big Nostril Not anything Not desired Mon'eak Oo me' chat Ne'kaht So'whot Mai u'ge uk Ah'ka Ah kah'ga Ong ung'uk Ow la tin E'het Oo'men Imp na'ok Too too imp'ni Poo kcok'tit Ke Ion niu'tik Oo gru'nok Kal oo'kin 01 la'ro Ow lum'e In u ba ook'took Ah yo'ok Ah re gah'on yok Yaw hoo'te Ah tut e gal nit Ah tuk'atong Ah tuktoo'ra Oo mung'raong Kep gal'lupe Naz ra'vok Ah ve'ok Ab'ayok Oo muktin'e Oo ne'nek Oo brow tit Oo waptiu'la No pal'uk Ke ka'ik Ting ung'a Ot'kuh In'a le Oktoo'reet Kol'eeho Konik'to Non atu'ra Kong ashe'nek Kong ik she veeng'a gah Pe shook kel awk'to Mit'koon Mitkoot'agana Pnn el'uk An mik cho'a She lik to'a Ko og'rulik Ko og zreet'ton ik E ya me'ga Oo zkum/ok Too'loo Ne gung'a Much amok'to Echig'nok Oto'uko Ko'bra Pin u roo'a Nu'tok Oong nah'puk Oong'nah Oo noo'nek Ko ling- otali'a Ne loong'a Ik'kik Nah'ga Pe'clruk Pi luk'tuk Na y ung'a Na yung okto Ah yo'many Pete pa la'rnk Pete pi'ruk Pe ne'latin Ne'ga Ne'jak King ok'a Moong a kok'to ro a Natut kwo'a Pete pe yak'to Pe chung'e cho Not enough Not enough Not good Not here Notch Now Now Now here Nozzle Nurse Oar Ocean Ocean Of Off Off Oil Oil Oil stove Old thing Old man Old woman On On One One of them Onion Onion Only Open Open Open Opera glass Opera glass Opposite Orca (killer) Orphan Ostracise Other Ours Out Out of the light Outside Outside of house Outside of house Over Overcloak Owl, white Owl, young Owl, brown Owl, brown Owl, long ears Owl, small brown Paddle Paddle Paddle Paddle Pain Paint Pair Pale Palm Pan Pantaloons Pantaloons Pantaloons, short Pantaloons, woman’s Paper Paper Parsnip, wild Pass (in mountains) Past ages Pastime Path Pearl Pelvis Pencil Pencil Peninsula, Alaskan Pepper Perched Periwinkle Phalarope Phalarope Phalarope Pick (tool) Ne kip eak'to Mok lu'it Pe'lu Po'luk Ke pil a gang'a Puk mum'my Puk'mah Mun'e Koo'vwa Tig a mu ah'ga E poo'ta Oo na'ne Toy o'ne A'go Pah'ne An Ook a rook Ook'sruk Ko lip cheh'a wik Oo too'kok Ong a yo kog'ara Ok a u og'a rook E'to In ini ne'a A tow'shek A tow'ske me Now yate Too pit too'u it Ke ske'me Oo moo ey'kluk Oo me uk'kuk E ta'ko E reh'a ro Kin u ok'tuk MutteToo Ah 'a lute II e ah 'a rook Enmero'a Ot'la Oo wung'a loo On'e ru Pe yik'in Kong ing'a Seel'a mon Seel ya tan 'a Ko ling' a ok Kap'e tok Ook'peek Ook pe'gi lo Ik na sa'ik Ik na sa a hoy'ik Too ta'u let Ah'tolc An oo'tit Ok'o Ak'kcon Ong a wok'to An nu'tok Na'noon Tak er o'a Me chest che'uk Oo too'muk Pin'u loo Kum'a Nel a kow'ruk Kok'le She'ra leag Mop'po gite Og a la nok Mush'o Im ate'kon Hi pah'ne Hi pah 'go Too'mit Im aik'to ak Hing'i Og la'nah Og'lown Im ah'ok Ken yak'roon Me'tiih Ha goo'na Ok vil a tiun'ik Chav 'ok Owg ro'a Se klokt 1252 EDUCATION REPORT, 1896-97. ANGLO-ESKIMO VOCABULARY— Continued. Pick up Pickle Picture Piece Pieces Pike (fisk) Pike (fish) Piling up Piling Pill Pillow Pimple Pincers Pinch Pinch Pin feather Pipe Pipe Pipe, fancy Pipe cleaner Pitch or toss Plait Plane Plane Planing knife Planing knife Platform Play Plenty Plenty Plover Plover Plover, black belly Pocket Pocket Pocket Point, n Point, v Poise Poke (air bag) Poke (air bag) Poke (airbag, wbale) Puke (air bag) Polo Poor person Poor person Poor flesh Popgun Porcupine Porcupine Porcupine Possession Pet Pot Pot Potato Potato Potato Pouch Pour Pour Pour clown Pour out Poverty stricken Powder Powder flask Present Press Pretty Prickly Primers Ptarmigan Ptarmigan Ptarmigan, hooded Puberty Puffin ' Pull Pull Punch (rivet) Punk Pup Pup Purple Pursuers Push Put Tig a sliu'rok Kong'a look Og'a late Ow e'ka Ap woak'to She She'oak E roo voo'uk E be'ruk II u'oon Ah'kin Kig'lik Koin e gown Pe u'ka Hoo moo ok'to ak Maw'na Cha'nok Che na'ya Ko in'yok Clm ba la'ta Kali lu'kate Pil gi'rok E'koon E luk too'ak •Mik'lik ivy u'ta E'keh'gcet A1 lay. ebook' toong a Am a lok'tulc Am a li'tuk A a shat to ol'ik E rez'go vraik Elak tel'ik Ek'a we Eag a we'e kin Kaw ma we'it Tig a rah 'ah Ong a na'nok Pe took kah'took Tog a ro'pok Ab a tok'puk Ah wuk tok'puk Pook'sruk Az u tok'to II eak'puk II eak'chuk Pan uk too'tin Shoo poo'wa E lah'ka sook King ok'a look E lup kwo'tok Pe'gah Ko lip'so Oot koo'chik Lub lub'lah Oot'kwe Put'kweet Sha'ro Til om ni u'te Koo ve'ga Kco'va Chuk choo'lu roa Koo vim E kung a ro'a Ok a rum'ik Ok a ruk'chute Pig'a ren Kat kut'ka Ah re'ga Ip kol nok'to Ik na grum'ik Kali'way 0 koz're gaik pe ah 'rook Ok oz re gew'ik Wing ik to'ak Ke lung'ok Kook a ta'ya Che ung'a roo Ke ka gown Ap pi'to King me ah 'rook Ke moo'good Tung uk'to ak O nik'kik Shoo poo loo'a Slium'na Pyrite Ik' nek Quack Ka toak'kook Quick Kel a man'ik Quill Te talc zro'gak Quit At/a Radish, wild Kwik'nek Raft Koo a whok'tit Rain She la'loolc Rainbow Too loo'muk Rainbow Oov wan'ulc Rainbow Chaw'ne Raining She la look 'to Raise Mi ulce'to Ramrod Pow la'yo Kel u ro'ak Rapid Rapids Tap ka'nito Raven Too loo'a Raw Ah ook'chook to a Razor Pik cho'in Read Cliah ok'tuk Ready Ah min 'oft Recently Ikth'vok Receptacle Poag'ra Red Ka rclc cho'ak Reflection Ta kung'a Reflection Tok'ha Reloading tools Clia vow' te Reloading tools Kok a retik Reloading tools Too'tik Remaining Ong ayaug'ik pe Eu'het Remember Remove (take off) Pe a le'go Return Oo tik'toolc Returned Oo tektin'e Reverse Ee'rek Revolver Ik lo per'o Rib Too loo'rne Rice Savalcor'a Rich Oo ma'la Rilling Ko og'aru Right Ah kun'alo Right side Oo wliil yig'a Rim Ah me'ciuike Ring Katuk alum 'a Ring As ka me'tuk Ringworm Ke goo'u Rise up Ok ah'put River Kook Rivet Ke ka ik'ok Rivulet Koog ru'rolc Road Ap kwot'c Al'o Road Road Ap'kon Rock Oo yaw'olc Rock Oo yaw'hile Rocks Oo yaw'tuk Rock tower Oo lcee'ok Roe Chu'wa Roof Ki'lulc Roll, n. E moo'gAvah Roll, v. Ok sulc'to Rooster Ayoon sel'a Root Root, substitute for Ku'ma food Ah'vwa Rope Oklu'nah Rope, pass mo Ok lunok'noot'me Rope is off Ok low'rok Rotten Te'pe Round Ke ep'lcolc Rub Aliik'chu Rub Telaif'rigin Rudder Ah lco'ta Rug Ky o ko'tik Rule Leet teh'uk Run Ok pok'to Ma liksolc'tuk Run behind Running water Shokawok'tit Rust Kal'ik Rusty Kaliksemer'ulc Sack Kal uk'tali Sad Echo mal'otoo Saddle, venison Oo kwet'a Said Oo kwok'ton Sail Ting a la'tok Salmon Ah kal oo'rok ESKIMO VOCABULARIES. 1253 ANGLO-ESKIMO VOCABULARY— Continued. Salmon Oo kwad lu'okpuk Salmon, humpback Amok'tit Salmon-trout Ah kal oo pik'pye Salmon-berries So'wliat Salt Toy 'ok e Salt water Toy'oke Salt meat Too to'a lo Same Ty nmn 'a Same as that Ty muwah'sing Sand Kahve'a Sand-paper Kal a'o Sand-bar Tap'kok Sand-stone ball Eluk'tuk Sat Akoopukaloo'ra Saw, n. Oo loo'oktoon Saw, v. Oo look 'a Scab Ah me'a Scales (to weigh) 0 ko in a etah'ga Scallop (shell) Now' yaki'ya Scalp Ootoog'wa Scar Ka la'ok Scar Kilya gow'a Scare Hali ne'tah Scissors Chal'lekt Schooner Mai o gow'rume Schooner Malo te gow'tuk Scoop out Ky u'te gau Score (20) Ke'pe ak Scrape E kook'tookin Scraped E kung'agoa Scraper E'koo Scratch Kitcho'a Scratch Cha uke chu ahchu'na Screw Na katow'gota Scruff Cho a mc'ma Sculpin Koneyo'ok Sea Oo na'ne Sea urchin Ik pe ak'ru noy Sea quail Ok pol'uk Sea quails Ok pala'ret Seal, banded Esho'wuk Seal, banded Ky roll'ik Seal, common Seal, thick skin Seal, leopard Nat'cliik Oog'a rook Kat'clie gai'k Seal, sinew Naloo'a Seal, blow hole Od lu'it Seal, baptism of dead Nat chum'ok Seam Kelo'a Seasons past Nipali'ne Seated, be Okavoo'tin See Kin ya go See Tow'took Sell Ahke'chuk Send Ah wukt echah'tin Servant Kape'gali Setting hen Evaro'ok Seven Tal'ema-malro'nik Seven stars Sheroop'satulc Seven stars Se kup'chaluk Sew Kilayok'to Sew Kil louk'to Sew Meg a ruk'toa Sew, double seam Mal'okillu'it Sew, palm and needle Seat'mon Sewed Killa yung'aroa Sewing Kle ya noktu'na Shad Seolook'toolc Shadow Kok'etate Shadow Tali ah oak Shadow Toh'na Shake Ow let'ka Sharp E op'ke lup Sharp knife Chow wep'kelup Sharpen Ken uk shuk'tuk Sharpen Sharpen Ke pektol'ago E pik chol'ago Shave Oo ma'ya Shavings She E va goo'tit Ok an 'ole Sheath Ke na le'tok Shell Oo wil'u Shell, flat Ma lu gwitnk Shell fish Im an'o Shin Kin ah'zrook Shin Kin ah'ga Ship Oo meak'puk Shipwreck Oomcak'puk-shuk'ametuk Shiver Ka ip'ka Shiver Oo lik'to'a Shoot Shoo pootil'ago Shoot Pe tik'to Short Ni'chuk Short Ni shoo'ra Shot, n. Kok a roy'ah Shot Kog ru'ek Shoulder Too'e gah Shoulder-blade Ka ati'ga Shoulder-strap Kuh yoo'ta Shove Pe kok'tin Shove in Ko lie'wik Shovel Noo'ah Shovel Pict'roon Shovel Pig'ezoot Show Tow'took Shrimp Ig le'a Shrimp Ig ne'ek Shrimp Now liin'ok Shroud Poong'a Shrubbery Ok peek Shut Oo niig'le ta Shut door Oo mig'lc pe Shut up E ek'tut Sick An'a nali Side Kat'che Side Shan'o kok Sideway Ik a vuk'to Sigh An uhta puk'to Silly Ook wok to ro'a Silver O'whok Sinew Ewal'oo Sinew E ya'lu Sing At toil'co Sink Ke veru'a Sister Ni'ya Sister Ni'yung Sister Nook'a Sit In eek'te nek Sit Ok o we'tin Six Ok vin'i le Six Ah cheg'a ret Six of them Ok vin le'no Skates Ky ya yar'til leet Skeleton Too noo'ok Skin, human Oo win'ok Skin, animal Ah'nie Sky Kob lu'it Sky Ke'luk Slap Ek'a r ok Slate On nok Slate Tan nal'ook Sled Oo ne'et Sled, low Kom mo'te Sled, one man Oon a zrook'tuk Sled-track Tu mon'eat Sleep Sin'ik Sleeping Sin ik'to Sleet Me shu'look Sleeve I sha'a Slice Tir'a lu Slide Ki ya to'ak Slide Clie che'ru Sling E'klook Slippers Pin u'ra Slop- bucket Koo va'yo Slough Tash'uk Slung-sliot Ow'ya Small Mik'ero Smell Ko ne ah'wa Smile Ig low up chuk'cho ak Smoke E'clie Snail, sea Scha look'a yok Snake Na mug'aik Snare Ne'yok Snare Toak a look'shok Sneeze Tog a yuk'puk Snipe Noo'a luk Snipe I vuh'ulc Snipe Tal ig'o wait Snore Ko moi'zuk Snow, fallen A'poon Snow, fallen Ah no ah 'poon 1254 EDUCATION REPORT, 1896-97. ANGLO-ESKIMO VOCABULARY — Continued. Snow, falling Eon eek'cho a Snow house An'e yok Snow house Annu'yok Snow house An a we'chok Snow house Ap'e.yok Snow-blind E galook'to Snow-bird A moud'luk Snow-bird A mow tok'puk Snow-bird Ooke uk tow'ra Snow-bird Ah what tal e gow'ro Snow-shoes Tag'e look Snow-storm Eon eeh puk'to Snow-drift Eap'e gah Snowing Eon eck'a rah So Munt'na Soap Yekok'koon Soap Me al'o Soft Owek'to Soft soil Ook a ru'a Soften Ee roop to'ak Sole At tung'a Some Oo'va Song- At to'a lu Sons Ek ayang'a Soot Powia Sore Eil'ye Sorrel, wild Eon g'a look Sorry- Eot tung'a go ra Sound, or gulf E'lu Sound (noise) Ah tuk'kwoi Soup Im'a kok Soup A1 loo'ra South Oong'a luh South Oomnd'luk Span At lik'a chan Speak Ean'ulc Speak Ab'a bah Spear, bird Moo e yat'ing Spear, seal Muk set'uh Spear, seal Too'ka Spear, seal Toak'pe Spear, whale Eow'a Ink Speckled Eo kood'look Speckled Og lek to'ak Spectacles E rek'a rah Spectacles E zre'gak Split Eoo ve'ro Split Oo lek'shuk Spoilt Te'pe ke'zrook Spoon Allo'tok Spoon A1 lu'tok Spots on moon In une op kwo'tah Spotted Eat ek to a tik Spout of whale Oo nung'ne rah Spread Man o che'nok Spring (season) Pun noog'a rook Spring (season) Oo pun ruk shuk Spring of water Eal on 'ok Spy-glass Toak'a lo Square (tool) Ook'toon Squat Ok vil'a to Stab Men'uk Stain Ini u'na Staircase Ee le'a luk Stake 0 yah'i Stale Ow rel'a Stamp Eeet'mc tuk Stand Euk koo'vuk Star Oo blu'a ok Star -fish Ah re ga'luk Star-fish Og ra o'it Start Ma lik’pa le Stay Ein na nok'to Steal Tig a lik Steam Poo'yuk Steam launch Ik nel a gow'ruk Stern (vessel) Ah ko'a Stick, v. Eo pe'to Stiff Oo ma'rok Stiff Tik a ya'rok Stiff Tik sow'mer uk Stiff Eok'o ru Stiff Ee took'a cho ak Stink Eo ne ok'to Stir Ow la'yo Stir Ah kup'ka Stocking At toad'lok Stocking A1 tik a lo'ne Stocking Pin u kun'ik Stocking A1 lik'se Stocking Pin'u hok Stomach Ear 'a kwok Stomach-ache Eok'a e'lun Stoop Pol uk'tuk Stop Ah'kun Stopped up Ong ne'a Stove Ik nek'a wik Stove pipe Poo cy yek'a wik Strait Mai o tik'lona Strap Eat mow tund'a Strap Ean ma'tah Straw Eok'rate Strike Shuk a mit'ka String, twine Min ok'took String, leather E'chook Strip Eoo pe ge lce'ga Che vol'geet Stripe Strong Shung'e rook Stubborn Ah gung a ro'a Arn ne ah'ru tit Succession Suck Eok to me ok'to gah Sugar Eap se'tak Summer Oo pun'rok Summer Oo pun yug'a ra Summer Oo pun'rah Summer fur Shog'ok Shi kin'ya Sun Sun Mer'suk Sunrise Eoo'a rok Sun dog Eo ge uk'tuk Suspenders E ka re'chek Suspenders Swallow, or similar Eo ak a la o'ta bird Toy u'nek Swallow Eel'a wo Swallowed Eel a ok'pe Swan Eoog ru'it Swan Eoog'rook Sweat Oo nok'ja ka me Sweat Eiz zc oak' tuk Sweat dance Eiz re guk'tuk Sweep Til a oon'a Swelling Po wit'to a Swelling 11 goke chik'cho ah Swim Poo grat'to it Swing Table Ow la'rok Eek'a wik Table Ee koo'wik Tag (a game) On oo ke'ga Oo lap kit'ke a Tag (a game) Tail, bird Tail, animal Pup'ke Pum my oo'ga Tainted Tip'late Take Tig'goo Take Tig a ak tu'a Tako Tik a we'a Take down E nok ot'tu a Tako from Aht e'ga Take up Te u me uk'tuk Take away Ah vnng'a Talk Oo kwok'to Tallow Pood nan'uk Tan Eet kil ak'a rook Tassel Eig er'ah Tattoo Tab la o' tit Tea Eeuk'kwuk Tea Chy Teapot Eeuk ko'mo Tear (rend) A lik'tali Tears Te'ya Tease Eil yo'ro Teeth Ee rn'te Teeth Te kru'tit Telescopic glass Tob ro'a Telescopic glass Tob lo'a Temple ' E go we're Ten Eo'leet Ten of them Eo lin'ik Tent Too'pik Tent Balap'kar Tent flap E tik to'a Termigant Ah gnng'a ro a ESKIMO VOCABULARIES. 1255 AN GLO-E SKIMO VOCABULARY— Continued. Tern Tern Tetter Thank Thank 3 ou That That That is it That one Than The Them There These They Thick Thick Thick weather Thief Thigh Thigh Thimble Thimble Thin Thin Thin Things This This side of Thong Those Those Thread Thread Thread, intestine Three Throat Throbbing Through Throw Throw Thumb Thunder Thus Tickle Tide water Tired Tired Titulate Tobacco Tobacco, ping Tobacco, Russian Tobacco, Russian Tobacco, chew Tobacco, chew Tobacco leaf Tobacco sack Toboggan Toboggan To-day Toes, big Toes, little Toggle Tomcod Tomorrow Tongue Tongue Tools Top Top-sail Torn Torn Tossing balls (hands) Tossing balls (hands) Tossing balls (feet) To there Tough Towel Towel 'Tower Town Track Tracks Trade Trade Transparent To ret ko'yak Mit ko ti'luk Re koo'yah Ko yan'o Ko yan ot tu'a Tum'na Oo'kwali Ta muz'ra Tab room'a Owk so rner'uk Im ne'a Tap'kwo Oo woo'ne Tap'kwo Oo'kwali Muk too'ruk lb bru'ra Mun ok 'to Tig a lik to'a In u o'muk Ki u'e Tig'a Tig'aga Shat tu'ruk Shat'tu Muk too'ka chuk Ot lum'ok Oo'va Ne slia'ne Ah'lik Tap'kwo Oo'kwali Oo wal'oo E ya'lu Yogowtik'sok Ping'isliute Toopt u'ra ken Toak tuk to'ak Pah wun'e Pe yttk'suk Oote'ka Koob'loo Ke lo ok'ru it Muut'na Ko in uk tu'ma Toak'kook Cheh a ak'chuk Minook'took Ah kal ook chok to ak Topam'a Kowk'ta To pain ik pe'a Kot'leet-topam'a Oo'elah O komay'a Shu roka ro'me Til om ni u'te Che cho ok to'a She to wliok'tif Oo blu'pulc Pootoo'go Kocb'loo In im'une Aus le ok'puk Oo blak'o Oo'kolc Oo'wa Cha vowte Nato'a Ko le'ra A1 ik'to Te let'ko E ga'lu-a sha'ga E ga’lu-ke cho'na Nuk pung'a E sho'ne Te upe'tuk Im a'yo Ek'nnne Oo kee'ok Too pukeru'it Too'may Too'mon Tawk'se Ah ke'chuk Kit ko ate'kon Trap Travail Travail, difficult Tree Tree climbing Tree creeper Trout Truly Truth Truth Tub Tumble Tumor Turbot Turbot Turbot Turf- Turn Turn around Turn back Turn forward Turn over Turn from Turn from Turn my Turn upward Turn your Twine Twist Two Two ugly Ulcer Unbalanced Uncertain Uncle Under Undo Unfit Unroll Unseen Untie Untie Unwell Unwind Up Upright Upright Upside down Up to there Urine Us Valley Vanish Vapor Vein Venereal Venereal sores Vestibule View Village Violin Violin Vise Vise Vise Vise Visit Volcano Volcano Vomit Waist Wait Wait a little Wake up Walk W alked Walking Walrus Walrus tusk Walrus tusk Wand A\7ant Wanted Warbler Warbler Kan na'reok Nib la a ro'ak Im nachokto'a Na pak'took An a nolc toak Ty'u Oo kwad lu'puk Chuk loo ne'cho Chuk lu le'luk Chuk lu'rok Oo vok'to Oo ling'le lok Ob'arah Natak'took Natan g'nok Ik kah'nalook Mun'o it Toom'ago Puwa'neruk Toom'atin Ki neshali'tin Ok chelok'to Mow ne show tin Mu me ek'to Tn'room Ki ya'ta Tu Valin Kwip'shok Kle pik'chin'ia Hi'pah Mal'ho Nok e week'shu Ko he'wik Nu ok'sha rook Kan o rne'ke Kang a yang'me a Ko wek'to alt An uk'cho II u'a lok Oo shoo gwit'ka Tow toong'ik pe Ung a wil'kin Un ob'ro gi An'a nah Ne lep'toon Mi yo'lo Nuk pult'too Nnk per'o Ee'relt Me cliok'to tin Kwi'ro Oo wug'oot Kut ko nel'o ot At a sheet'she Poo o yowk'to Tali'ok Nok'e rook Ke lik'she Pah Ite Ig'a lute Kil'ow A lo'ta King'muh Kik kaig'gow ro Ow'a rok Kig'e tik An uk'ta Ik ne sliek'a rook Ik neshoog'a rook Malt ik'cho Ka te'rah Nan alt'o Un ak'kun E tug'a shaw Pe shu'ru Pe chu nok'to ak Pe shu ok'to I' wok Too'wa Too war'uk Ke liz'rook Pe shook'took Pe gow’tin E rit kan'e zuk Oo pin row lik 1256 ANGLO-ESKIMO VOCABULARY— Continued. Warm Warrior Wart Was Wash Washbasin W ater Waterfall Waterfall, slight Waterfall, medium W aterfall, grand Water, none Wave Waves Way We Weak Weak Weather W e are going Weave Wedge Well Well Went Were AVest AVest Wet AV et soil Whale AVhale, large Whale, small Whale, smallof Whale, hack AVhale belly Whale ear AVhale eye AVhale fin AVhale fin AVhale head AVhale jaw AVhale meat Whale spout Whale spout-hole Whale tail Whale tail AVhale vent AVlialebone What AVhat Wheel AVhcei When Where Where AVliere Whetstone AVlietstono AVhetstone Whetstone Which Which one AVhich one Which way Whip Whip Whisky Whisky Whisper Whistle AVhistle (tin) White White fish Oo nok'to Ong a ya'kite Oot'mok In el'o Ir a vik'to Moo se an'a Im'ulc Ere'to-im'uk Shok a wok'to Man ik'to Shok a wall ik'took Itn a'cho Ow lit'ga Im uk tok'took Al'o Oo wung'a loo To ya'cho Te cha'cho Seel'ya .Ah rung ne ok' to Loo ioo'luk Kali koo na An e' vah Ke rah ak'puk Ah uke'to Shnm'na Ka'tek Eik'ik I lok'to Mok'luk noon' Ok'a wuk Oo cliing no'al In u'to Pub'o greet Tim ung'a Shag'a Oo gung'a E ring'a Ak lik'o mt Talik'hu it Che og ua Mop'lo gok Muk'tuk Ah nung'ne rah King'ah Chok'peek O wnz'rok Oo zliug'ok Sho'kok Chu Shu'ma Ok shuk'to Og a ra lu'it Shu'pen blah Kali 'me Kan'ne Moo ho'ya Seet'Iee Seed'le Ah yell 'ok Sho Ke'tuk Ke'slio Kut'mon Paw liah'ta Ko ke ah'hi ta Tong'ong Im'uk slired'na Ish u ba nuk' tuk Oo in yo ok 'to Kal loak'ta Ka tek'to ak Too'poop Whittle AVlio Wick Wide Widgeon Widgeon AVidgeon AVife AVife Wife, my Wife, my Willow AV ill Win Win Wind (to ball) Wind Wind, east Wind, north AV ind, north Wind, south Wind, south Wind, west AVind, west Window Windpipe Wing- Wing Winter Winter Winter darkness Winter darkness AVipe Wire Wish bone Wish-bone Wolf Wolf AVolk, dark W olverine Woman Women Wood Wood AVood (limbs) Wood, drift Work AV orm Wound W reath Wring Wrinkle Wrist Writing Writing Yawn Year Year (next) Y ellow Yes Yesterday Yesterday You You (familiar) You are You have You will Young boys Young girl Young girls Young man Young men Yours Chow wei'a roy Kiu'ya E pir'alc Ku le'eat Kru'kulr II' wok To'yok Kule'a Koo ne'a Ok a ru'ra Kawk Chu'ret Ko'ko Tok she'ro Goo re lok'tu il Im u'ga An o'wa Ke lung'a Ke ge'a Ke'yalc Oong'a lull Oo miul'luk Kik'ek Kong ung'nung E go lali'to Toopt'u E Shok ku'a E chu'ka Oo ke'puk Oo ke'ok Kop lo'tok Shi kin 'ye Ink Pe'yok Cha'wik-al o'ra Mit ko'a Pot' a mak A moh'oak A mow'o E goli'a lik Kaji'wc Ok an'ok Okan'ite Kc ru'it Ke'rook Ke ru'mik Tak ig er'ic-ke'rook Sa vak'to Too let'chnk E ke'na Ke pit cliing'a ro a Kit'look E mon ik'ten Ty u no'ka Og luk'to Min u ok tok'to Ow chow 'to Oo ke'ok J pah go E chook'to ak Ong ek'to Oo hoo'mon Ik pug rah'puk II' we Oo'ma E lip'cho Ill ini'ne E lip'tin Eu gat pe gi lo Ku ge uk'suk Ku ge uk sow'ro Ku gat pe'a Ku gat pe ah'ro E lip'che ESKIMO-EVGLISH VOCABULARY. Ab a ball Ab a iauha'ta Ab'a rok Ab a rotal'ik Ab'ayolc Ag a ak'tua A'go A'go e'tite Talk Eish-pole Summer festival Cub bear Mussel File Of Of them Ah'a lute Ah a rouk Ah'a yate Ah'che Ahche'a Ah cheat'chy Ah ckok'to Ah click 'tun Whale killer Loon Limb Get Perries A plant Lend Lend ESKIMO VOCABULARIES. 1257 ESKIMO-ENGLISH VOCABULARY— Continued. All drah'ne Ancient All geh'ok Grindstone, whetstone All gung'a ro a Stubborn Ah hol'ik Old squaw duck All ik'cliu Kub Ah'ka Mother All kali'ga Mother Ah kal'look Fish Ah kal'lu.i Fishes All kalook'pe Little brother Ah kaloo'rok Salmon All ke'a Buy Ali keche'na Eelative All ke'chuk Buy, trade, sell Ah ki'chung Whale’s tail All kim nok'toak Full of life Ah'kin Pillow All ko'a Stern of a boat Ah koh'a le grok Black tanned leather Ah koh'go In the morning Ah koli'puk This morning Ah'kok Bitter Ah kooey'tuk Short cloak A li koolc'a look Sleigh hell Ah kook a lung'a Dinner bell Ah kook a lu'ok Ship’s bell Ah koon Paddle Ah koo'ta Batter Ah ko'ta Eudder Ah'kun Stop Ah kun'alo To the right Ah kup'ta Stir Ah'kut A plant Ah kuz'rait Canvas-back duck Ah kweh'a Knot in a tree Ah laug neak'to We are going Ali'lik Thong Ah lok'egy Are they gone Ah lok she na'luk Will not go Ah lok'to Gone Ah me Skin All me'a Scab Ah me'cliuke Eim Ah mik cho'a Fine glover’s needle Ah min cok'te goot Put on canoe-cover Ah min o'it Eeady All moo' tin Keep" time Ah ne ah'poon Snow on ground Ah nu na clio'ak Genial Ah nung ne ak'te go Going home Ah on'yok Old squaw duck All ook ckook'to ak Eaw Ali'pah Father Ah pak'lu Don’t Ah'pi Distant Ah re'gay Beautiful Ah re gay'luk Starfish, clubs in cards Ah re'gy Glove, hand Ah rok'to Kick Aht'e ga Take from Ah to mez'rc gook Even Ah tik'a lo ne Stocking Ah' tok Small owl Ah tuk'kwoi Sound Ah tuk tow'ra Musical instrument Ah tnt'a Listen All uke'to Went Ah upe'kot Box Ah vu ga'wah Divide Ah vnn a pum'a From now All Yung'a Take from Ah wan'e From All wik to'ak Departed Ah wuk tok'puk A poke Ah wun'mute Chum Ah'ya Staif Ah yeh'ok File Ah yo'a Cancer Ah yck'te Go Ah yo'ok Mushroom Ah yung'ne ak to We are going Ah zhu'ak Bruise Ah zre'ga Let Ah zre'vuk Worm Ah ka'ruk Medium box Ah ke le'ga Decoy A koo pe'ta Chair A koop te tet'in Long boots A koop tik'ta Long deer boots A koo'puk Evening A koo pule a loo'ra Sat Al'a pah Cold A1 a pak'took Very cold A1 a pah yak'took A1 e ga'ret Intense cold- Small oogarook seal A1 e geet'ke ta Border Al'ego Mica A l'eh Kipped A1 ep'e ta Back and forth A1 geet'clio A1 gong'a Could not Birth A lek'tah Tear, tattered A lik'to Full of holes A1 lay cliook'toonga Play A1 le'gro Feldspar A1 lo'ke gy Have they gone A1 look'to a Lick A1 loo'ra Soup Dock weed A1 lu'e kut A1 lupe'to ak Ice-cream A1 lu reuk chum'na Put on coal A1 lu' tok Spoon Alo Crooked Alo'a Coal A1 ok'egah Wet A1 o kle'on Doormat A1 on'yok Horizon A loot'koo che no Alone A1 o'ra Bent A1 o'tok Spoon A lo'ta Violin A maga rok'to Sew Am a li'tuk Plenty Am a lok'tuk Much", plenty Am e ok'tu a Few Am n ga Joint Am ne a ru'tit In succession A moli 'ook Wolf A mok'tit Humpback salmon Am o'kwoi Front A moo rok'to ak Doctor frothing A moud'luk Snow-bird A mowl'geet Eider-duck A mow'lek Eider-duck A mow'o Wolf An Off An'a nah Sick An a nok'tu Headache An a ve'a Brown duck An a yang'ik pe Kemaining An e'vali Well Ang a chuk a chuk' choa Flirt Ang'yow Companion An'ing Leave An ing a ak'pe W e are leaving An in' wile Old marmot An in'yok Old marmot An nun ne ak'to Not coming An nu'tok Pain An nu'yok Snow house An o liok'to ak Climbing Anokachook'toon ga Wish to get to a closet An ok'a wik Closet An ok'kuk House fly An ok'la House fly An o'kla Air An o ko'luke Ship’s block An o lo rok'to Kill An'oot Dog harness An oo'tit Paddle An o'wa Wind An o'wa kali Gale An ow ok'loon Axe An ow ti'luk Hotchkiss rifle An ow tok'puk Kind of bird An ow to la too'tek Hotchkiss bullet moulds An uk'cho Undo An uk'ta Visit An uk ta puk'too Sigh An uk ter va'luk Breathe An uk tok'to I will go, too 1258 EDUCATION REPORT, 1896-87. ESKIMO-ENGLISH VOCABULARY— Continued. A nung'ne rah Ap'kon Ap kwot'e A'poon Ap wouk'to Ar'rah A se'ret A shu'na A shu'rok A shu pi ak'to As ke me'tuk At'a At'a go At ak'en e At a sheet'she At clia kin'ga At'chu A tig'a At il'a go At lik'a chaw A tow'shek A tow slie'me Attan'e At tik'alone-ig'aloo At ti'loo At toad'lok At to'a la At toil'oo At took'to a At tun'e-wit'o At tung'a At tut'a A. tuk a tong'iner uk Aus le ok'puk A ve'ok A TWO A wad'luk A what tal e gow'ro A win'yate A wuk te chah/tin A yo'many A yoon A'yoon-sell' a Az'e gown Az re gow'a Az u tok'to Balapkar Bonelek'to Chah ah lin'a tuk Chah ok'tuk Chak'a ana Chal a o'tat Chal'e gah Chal lek'che Chal'nolt Chal nok'cho Cha lupe'took Cham'e rah Chan'ik Cha nok Chap poo'te Chate ko'a Chate kong'a roa Chavo'a Chav'ok Cha vow'te Cha wik;a lo ra Cha wil'a ro me Cha wil'ik Cha wililt'puk Cha wil'rok Cha wing'mon Chaw'ne Cho ho a Che cha'ru Che gok a look'to ak Cheh a ak'ckuk Cheh'a lo ne Che na'ya Che og'u a Che'ra Che to ok'toa Che ung'a ra Che vc ali'ga Che vol'geet "Whale’s spout Boad Hoad Erost, or snow Piece Acher hurt Berries What Bad Very had Eioger ring Desist, quit Notice Weak Get out Who is he Don’t know Cloak, coat, shirt Put on cloak Span One One of them Beyond, after Pair of stockings Grandmother Stocking Song Sing Lend Out of reach Sole Backbone Musical instrument Tomeod Mussel Boot, substitute for tobacco Bather-in-law Snow-bird Lemming Vou will send Noise Male Booster Ice scratcher Let it he Pole Tent Leader Butterfly Bead Breast of deer Wolf and wolverine trim¬ mings blended Scissor cut Scissors Bone Take out hone Morsel Apron Deer hair Pipe Bird’s nest Knee Kneel Divorced Divorced Tools Wire Whittle .44 Winchester rifle .45 Winchester rifle Brass Iron Bainhow Bottom of sole Slide Brittle Tired Cache Pipe Whale’s head What now Toboggan Pull Hip Large white stripe Che zrel'geet Chik'a ro Chim o'ra Chit'kwo Cho a me'ma Chok'peelc Choo loo ine'a Choop loo'ro Cho plok'to wah Chowrio Chow wep'ke lup Chow we'ruk Chow we tuk Cliow'wik Chow wik'tuk Chu ha'la ta Chu blu'ok to Chu'clia Cliug'a ren Chuk a mik'a tok Chuklco Chuk loo'le rok Clink loo'ne chin Chuk loo'ne cho Chuk loo'ne luk Clmk loo ru'ne Chuk loo ru'ten Chuk loo'ok Chum o rek'to Cliung'ho Chung ne ug'gah Chung na yek'to Chung mug'gah Chun uk too roo'ok Chu'ret Chu'u Chu uke chu ak'chu Chu'wa Chy Chy'elke Chy yoong'a ro a Dak to'a Do'hra Eag a we'e kin Eag ru'ga Eat'pik E boo ro'ak E boo roo'ak E'clie E che a E cheh'a wik E cheh'in E che mal'o E che mal'o too E chig'a nok E'cho E cho'hin E'chook E cliook'to a E chook'to ak E choop cha'look to E chow'ta E chu'ga E cliug'e ra E chu'ka E chuk'a leun a E chuk' alik a go E chuk'a rook E chuk'a tin E chuk la'ago E chum'a E cliung'mek E cliung ok'olek E cliu'roa E ek'tut Eek'kik Eel a ok'pe Eel'yat Eet kil ak'a rook E'gah E gah ta gow'ro E gah ta ro'a E ga lali'to E ga la moak'tuk E ga'look E ga look'to Small white stripe Wink Bind Blipper Scarf Whale’s tail Bowstring Gun nipple Dust Gap Sharp Steel blade Knife cut Iron, steel, knife Cut with knife Pipe cleaner Blow breath Ace Answer Butterfly A lie Not a lie You don’t lie Not lying I don’t lie Hie You lie Cache Heavy cloak Dorsal fin Chest Jealous Breast Harlot Willow Tea ■ Scratch Boe Tea Cache Empty-headed fool Kidney Sufficient Pocket Testicles Small dock weed Earthquake Ice pressure Smoke Chimney Hood fringe Enter Think, believe Sad Adze or nephrite stone End Win- End Bade Yellow Hiccough Adam’s apple Drink Seven Wing May I enter Come in Go out Come in I go in Enter Parasite gall Parasite gall Stagnation of blood Shut up Hard, pliable wood To swallow Hers Tanned Kitchen The cook The cook Window Moonshine Enough Snowblind ESKIMO VOCABULARIES, 1259 ESKIMO-ENGLISH VOCABULARY— Continued. E ga'la Mate, or one of a pair E ga la a sha'ga Tossing balls with, both bands E ga luk'cho Can not see out E ga lu'-ke cho'na Tossing balls with feet E ga me'ga Keedie case E ga'nek Meteor E ga ro'a Cooked done E ga'tali Meteor E geTe'kret Edge E goli'alik Black wolf E go slie'to Ashamed E gow'e re Temple E'liet Mountain Eh'lock Sling Eh'uk Yes E kachook toong'a Lazy E ka la'ga Mute E ka ma ro'a Smouldering Ek rai yang'a Sons E ka re'cliek Suspenders Ek a ro'a Knot in a tree Ek'a rok Slap E ka ru'la Deer pen Ek'a wc Pocket Ek clie'ak Eeared Ekckero'a Afraid Ek cbe'ro a Ghost E ke elie'cet Edge of shore ice E keli'gafc Elevated cache E ke mealik P.im-fire Winchester rifle E ke'na Wound E kib'era Mattress E kit'ka Guns Ek'nime Towel E'koo Scraper E koo che'a Elbow E koo che gall Elbow E kook'too tin You scrape E'koon Plane E kco'ta Matches E koo'te ra- Match box E koo'tet Matches E ku ku'kuma Blister E knng'a ro a Poverty stricken E kung'ne West E kutli luk'suk Black-tanned leather Ek woil'a ro Bonfire E la'ebu Plat E la'go Him E'lab He, she, it E lab in ik'to When did he E lali ka'sook Porcupine E la liov'ha yet Crab E kak'tel ik Snipe E la'ie Blag E'lan They are E las'ret Cross fox E'lato That, it E la tuin'ne Plattened E la n'tet Comb E le'tok You do it E lik se mer'uk Burned black E lim'ne You have (singular) E lip'cho Yours E li p 'cbo You have (plural) E lip'tin You will E lip'tik You E lito He is E'lu Sound or gulf E lnk'a Ink Back of hand E lup'kwo Ink E luk'tuk Porcupine Sandstone ball E lnng'a Enough E mon ik'ten Wrinkle E moo'gali E moo'gwah EoH Coil, or roll up E mun'e ak Seashell En me ro'a Ostracise E numg'ne ak Alder dye E op'ke lap Sharp E pe'a Cup handle E pe'gonn Let go E pe tung'a EishYine E pile chowl'a go E pik'cbonn Sharpen Sharpener E pik'tah Dull E pir'ak Wick E pir ak'a ve a Plame E poo cho'a Put a handle on E poo'ta Oar E pung'a Let go E ra'ge Exclamation of fear E re gak Eyeglasses E re ge'me I "saw E re'gik Saw E reh'aro Opera glass E rek'che ro a Screen over the dead E re lake ho 'ak Blizzard E ren'ik Cave E re tek'pe go Worn out E re'to-im'uk Waterfall E rez'go vraik Plover E rik'a gah Goggles E ring'ru rok Dizzy E rit Eye E rit'kane zuk Warbler E rit keet'ko Leer E rit shnk'a moo nek Eyes. shut E ro kok'lua Take down E rok'se lung a I cut up E rok'se lu tin You cut up E roo voo ok Piling up E se voo'wuk Gun spring E sha'ne To them E shaw os'til ook Gun caps E shok'ku a Wing E sho'wuk Banded seal E shuh'a wik Chimney E'shuk Leather"string E tako' Open E te'gite Beet E tig'a rok Hearts, of cards E tik to'a Tent door E tip chung'a Depth E tip til ang'a Deep E tit'kook Little finger E'to On E to ok'to Snap off E tug'a shaw Wake up E tuk'too ak Plane E u ti'let Gone out E va goo 'tit Shavings E va'lo Clam E va'roak Setting hen E'vu Blister E vuk'che roa Medicine rites E wal'o Thread or sinew E yah'zra rung na Drowsy E ve'weet Kind of grass . E yar'ok Black bear E ying'ye ok Wish to eat E zre gok'to a Chased E zre gown Marline spike E zre ko'ak Prost-bitten Poch i yung'or Baby dear Goo re lok'too it Win Hah Yes Hah ne'ta Scared Hi' What (exclamation) Hing'i Pelvis Hi'pah Two Hi pah'go Kecent past Hi pah'ne In the past Hi pung'a Mate, or second person Hi upe'kaw tuk Small box Hi upe'kot Large box Ib'low Unborn seal I bru'ra Thick I chel'o e guy Shall I give I ehe'me Give me Ig'a lok Laugh Ig a lok'to Laughing Ig'a lu House Ig a lu'puk Trader's house Ig'a lute Town Ig la to ro'a Giggle Ig le'a Shrimp Ig lo per'o Bevolver Ig low up chak'choak : Smile Ig lu'pea One side Ig ne'ek Shrimp 1260 EDUCATION ESKIMO-ENGLISH VOCABULARY— Continued. Ik a vulc'to Ik kate'cku ru a Ik'kik Ik na sa'ik Ik ii a sa ahey'ik Ik ne'a Ik no a' to Ik ne grum'ik Ik'nek Ik nok a tik'sok Ik nek'a wik Ik nek o ti luk Ik nel a gow'ruk Ik ne shek'a rook Ik ne shoog'a rook Ik pa krak Ik j»e ak'ru noy lk pe er'o Ik pe krali'pnk Ik pug rak'puk Ikpug'rak Sideway Lazy Nit Brown owl Brown owl Lire Alight Primers Lightning or pyrite Primers Stove or fireplace Not a steamship Steam launch Volcano Volcano Near future Sea urchin Sewing hag Near past Yesterday Recently Know He ah'pulc Destitute person 11 e ak'chuk Destitute person 11 c ah'rook Orphaned, lonesome 11 goke'ckik cho ak Swelling 11 gow'e Entrails’ 11 ik'a Knot 11 il'e gah Child 11 il e yarg'uk Boys 11 im'no You have I lok'to Wet. Hu' a iok Unfit ll'n hun All 11 u hut'in All, everything 11 u pah ung'a Lining Il'u park Undershirt 11 up nah'tak All ll'u von Pill Il'u weet You llu weet so'a Do you understand 11 yo'ne Inside Irn'a cho No water, empty Im ah'ok Peninsular Im a ik to ak Pearl 1 m a kok Soup Im an'e Shellfish Im ate'kon Pass Im a'yo Towel Im na chok'to a Travail Im ne'a Will you Im o'ga Dipper Im o'ro Pipe of tobacco Imp na'ak Mountain sheep Imp'ni Cliff Imp'not Cliff Im u'ga To wind or ball Im u ga lik'tik to ak Full moon Im u gow'ro Cup Im u'grch Cup Im'uk Water Im uk a'zrook Bay or harbor liu uk sred'na Whisky Im uk tok'to ak Waves Im uk'too Drink Im uk'tuk Bathe Im ulu'ra Joints Im u'na Stain Im un'a Is mine Im un'auk'tung'a I am drunk Im n op'kwo tah Bridge In a'le It I ne ak'to In cck'tc neck In eli'a wik Ing'in In ik'tin In im'une In ip koli'ok In ok 'to In u ha ook'took In'uke In unc op'kwo tab. In une'wok In upo'a In u'took Go hack Sit down Guillemot (winter plumage) Apartment Are you through Toggle Mirage Lio down A crowd Man Spots on moon Doll Strangers Little In u vok'ut ting a In'weet ln'yo ln'yok In yo'roke In'yuk I pah 'go Ip kuh na'luk Ip kel nok' to Ip koon'ik cho Ip pe ah'ro Ir a wik a-a til'a go I'ro Ir up kah'ah Ir up kwok'to Ir up kowk'tit Ir za rup'kah I sha'a Ish ik'toot Ish u ha nuk'tuk Ite It kil ah'ro It kon ok'took I'took I vuh'uk I' wok Ka a tig'a Ka cheng ne uk'to ak Ka u'rook Kab loont Kah'clia Kali ek'tok Kali kak'took Kah ko rah'ah Kali mun'e Kah ok tuk'too it Kah tu'a Kah'tuk Kali ve'a Kah vun'a Kali' way Kah 'way Ka ing'nea Ka ip'kah Ka kek'tah Ka lcek'tit Kal a gow'ro Kal a'o Ka la'olc Kal en'ok Kal'ik Kal ik'se mega Ka lim'neret Kal le'ket Kal le'tot Kal loak'ta Kal lo'a wah Kal lu 'at Kal'luk Kal luk'in Kal o'at Kal o'mo Cal oo'chuk Kal oog'a rah Kal oo'kin Kal uk'luk Ka na ak'se ruk Kang a yang 'me a Kan'e look Kang'oot Kan ik'to Kan ik'to tin Kan o'mo Kan o me'ke Kan'uk Kan uk'a Ka o ' to Kap a lang'a Kape'gali Kap'c gah Kap'c goan Kap oot'luk Kap oot'ok Kap'seet Dwarf Native men Cut Beetle Live Bug Next year Turbot Turbot Scrape Jelly-fish Wash clothes Bring Drop Dropped Cavern Carry Sleeve Deer boots Whisper View Dance of death or exhaus¬ tion Let me have the things Give Snipe W alrus Shoulder blade Winter festival Cry Gun caps Hungry Brain Called in Call In there Beach Hungry Whale meat Sand or gra vel Out or up there Bird Ptarmigan Bile Sk iver Island Island Cup Sandpaper Scar Spring of water Rust Eusty Cliain Book Name given to 15, 13, 14 puz¬ zle Whistle Cloudy Frost fish Cloud Knot Frost fish Bird nest Cloudless Codfish Mouth Sack Light weight Uncle Mouth of a river White geese Near Near you Don’t know Uncertain Speak out Confirm Call Stab one’s self Servant Snowdrift Lever Foam Awl How much ESKIMO VOCABULARIES. Kap'se tak Kap sin'ik Kap 'wo Kap we to'ak Ka ra'o Ka rek'clio Ka rek'pul uk to Ka rek'to ak Ka ret'kolc Ka roo'luk Kar'tox Kat'clxa Kat'che Kat che ga'ok Kat chug'a Ka'te Ka'tek Ka tek'a lilt Ka te'rali Ka took'kook Kat pug'a Ka tuk a lum'a Ka tuk'to it Ka ving'a roa Ka wek'su ruk Kawk Kaw'kut Kaw'ma wo it Ke'ali Ke a ro'a Ke'chet Keek'te mer o Keen mi'ru Ke en rok'tu ra Kc ep'kolc Ke ep'lad Keet'me ret Keh' Ke ka'ik Ke ka ik'ok Ke ka ok'tet Ke'lali Kel'a male Kel a man'ik Kel a mo tow'te Kel a tuk'too Ke le'a tuk Ke le'pru Kel gak'a yah Kel go 'a yo Ke lig'a buk Keligkom'nokse Ke lik'shu Ke li'look Ke lo'a Ke 1 ok' tuk Ke lon'rnu tik Kel on'wa to Ke'loo Ke loo'ckuk Kel ook'ru it Kel'ret Ke-lung'a Ke me ke'ta Ke moo'good Ke mook'to Ke mug'luit Ke na le'chok Ke'nowk Ke now'na Ke nung'a roa Ke nung ok'to Ken yali roon Ke po'ak Ke peet'kego Ke pek tol'ago Ke pig're tab Ke pil a gong'a Ke pit ching'a ro Kep Ink' to Ke'rek Ker e n nk'to Ke ret'ta Ko ret te ah Ke'rook Ke ru'a ESKIMO-ENGLISH VOCABULARY— Continued. Sugar How many AY olverine Marten Cry Ked Blush Ked Took under Gun hammer Cards Arm Side Harbor seal Exhort Chalk, or white rock West Middle finger AVaist Quack of a loon Hip Finger ring White Skinning knife Brown My wife Dock weed Pocket Do it Lamenting Plant To harden Capsize kyak Blue fox Bound Store-lid lifter Capsize sled Go ahead Kail llivet A bolt Sky Quick Quickly Bone-ball missile Lance Stairway Fresh Aurora Aurora Mastodon a Mastodon ivory Venereal sores Aurora Seam Sinking in Brindle mouse Hurry with it Inferior Key, or bolt Thunder Sled East wind Kiss Pup Last-quarter moon A plant Sheath Face or mask What name Crazy Foolish Pepper or spices Score (twenty) Count Sharpen Shroud-lashings Notching AY reath Bright To fiute boot-soles Black fox Frost-bite Frost-bite Wood G un-stock Ke ru'it Ke ru'rnik Ke ru'peak Ke sha'ne Ke she'me Ke'slio Ke'sliok Ke sholc-polawk Ko shok'iuk Ke took ka clio'ak Ke toop'to ak Ke'tnk Ke uk ton'ra Ke u ru'ak Ko ye ru'a Ke vung'nuk Ke wek'kah Ke wil u wit ket'ka Ke win me gah'me Ke ya'ek Ki ali'rook Ki en'rak Ki en rak'toak Kig'etik Ivig'lo Kig le to'ak Kig'lik Kig look'to ak Kig me ah'rook Kig mok Ki iva Kile kaig gow'ro Kik to'ate Kil a yok'to Ki le ang'a Ki le'nek Kil la'luk Kil lawk'to Kil la yung'a ro a Kil'le Kil le yuk'a ruk Kil lil'le ruk Kil low'tit Kil'ow Kil 'own Kil'own Kil'reh Kil'ruk Ki'luk Ki luk'tuk Kil'yo Kil yo'ro Kil yow rolc'to a Kim me'a Kim me go'tel Kim 'ub Ki no ak'to Ki ne'cho Ki ne shah'tin King'a King'a King ali'zrook King'a lik King ik'to ak King mik'a King mok'tet King'muh King'ok King ok'a King ok'alcok Kingsh'ga Kin na nuk'to Kin u'gah Kin u gah'ro Kin'u go Kin u ok'tuk Kin'ya Kin yoak'a lo Ki'ro Kitcho'a Kit ko ate'kon Kit le'ok Kit'look Ki tok'lek Ki u'e Ki wunt'nuk AV'ord Brushwood Fir This side Only AVhich one Anchor Is anchored AVill anchor Stiff Soften Which Fringes Cold chill Sink East wind Lift Scrapings Lift me Chisel Capsize kyak Cross fox Blue fox A'iso Flint, scraper Flint scraper Pimple Cranky person Pup Dog Como A7isc Mosquito Sew They are coming Drift iyory Cloudy Sew Sew Giant Big and fat King (cards) Shuttle Violin Doctor’s drum Measure of mesh in nets Marmot hawk Marmot hawk Voof, clear sky Breakers Seven-year itch, sores Tease Doctoring Boot-heel Eyelid Constellation of stars Coming home or back Not coming Turn forward Weather Boot upper Shin Large eider-duck Lofty Heel Bite Vise Air-hole Nose Porcupine Shin Stay Spy- glass Magnifying- glass See it Spy-glass AVho AVant to see Coming Scratch Transparent Curtain AVring Second toe Thigh East 1262 EDUCATION REPORT, 1896-97. ESKIMO-ENGLISH VOCABULARY— Continued. Ki ya'ta Turn Ki ya to'ak Slide Ki yaw'ro Pall Kiz re gok'to ak Sweat dance Kiz rc gow'we rik Butterfly Ki'zret Tbey are coming Kiz ze oak'took Sweat Kle ga tok'tuk To ball Kle pe tek'chin ia Twist Kle ya nok'tu ma Sewing Kolb a l)ak'rook Claw-hammer Kob'a roon Beak Kob lo'tok-kin'ya Winter darkness Kob lov'ek Eel Koblu'it Eyebrow, sky, gun caps Koblu'na White man Kob ro'a Crown Kob row ote'nok Bull-bead fish Kog'a oot Buckle Kog a rab'yab Shot Kog a rab yok'toon Shot-gun Kog a ru'ik Shot (large) Kog a ru'ma Ladle Kog la oo'tin Beard Kog ok'to Leaking Koh'e cbok Brain Ko he'wik Running sore Ko liy'at Catch Ko in uk'too ma Tickle Ko in'u rook Eat Kok a la luk'a Old pantaloons Kok a lek'a Kew pantaloons Kok a lo'a Lip Kok 'a re Ladle Kok'a retik Dividers Kok 'a rook Cartridge Kok'a root Arrow Kok a ru'rok Lead Kok a zru'uk Hook Ko ko a lii'ta Whip Kok'o lab Hard bread Kok'e tate Shadow Kok'e zrit Eork Kok ik'cbo Blow nose Kok'ilc leak Hang up Kolc ik ko'ne I have Ko kit Ice gali'tin Breezing Ko kit kok'sea Have not Kok kook Crab Kok'leo Knee-breeches Kok me la'ya Hortli-east Alaska Kok mol 'let Horth-east Alaska Kok'o Hard bread Ko kood'look Speckled Ko ko voo'ro When will Kok'rato Straw Kok're tik Bullet moulds Kok'ru a Bullet Kok so'it Loon Kok sook'to Jade (stone) Kok'tit Have Kok' to Person’s lap Kok to me ok'to gab Suck Kok uk'tung a Blow nose Ko'kut Grooved Ko'kweet Einger nails Ko la'to Abovo Kol e'ebo Haval Ko'leet Ten Ko le'pe at Ten Ko le'ro Topsail Ko ling a ok Over Ko ling o tal'i a Hine Ko lip cheh'aw ik Oil stove Ko lip'so Pot, kettle Ko liv a ra Chain Kol'le Dipper Kol lek'to Boil Kol'let Dipper Kol'lu Basket Kol 1 ung'a ro a Austere Kol uk cbu'uke Eish hawk Kol n'na Give back Kom'e gown Pincers Kom'e ro Make dark Korn mam'mik Mixture of snow, berries, and deer fat Kom mi clio'a Little dark- Kom mit'kon Darkened Kom 'mo ke Grave Kom. mo'te Low sled Kom'muk-ip pwo'- Long boots shek Kom oi'zuk Snore Ko mo le'gy A plant Ko mor'ra Bean Kom un'e In here ; in there Ko ne ah'wa Stink Kon oeli'a rah Snowing fast Kon eeh'cho Snowing Kon eeli puk'to Snowstorm Ko ne ok'to Smell Kon'e zruk Outside Kong'a look Wild sorrel Kong a yo'kok Cormorant Kong'een Eork of a creek Kong ik'she veeng'- Heck a gab Kong ing'a Outside Kong'o Happy hunting ground Kong'o Game Kong'ok Heaven Kong'o vok Rounding up deer Kong'ung nung West wind Kon in ik'ke gah Kon me gah'ro Hot extinguished Cup Kon 'n ah A i-oot Kon ne'ag Tame reindeer Kon 'no ah Crack Kon neek'to ak Children Kon oo'yok Gold, or copper Kon o yo'ok Sculpin Kon yik'a ro Mad Koo a whok'tit Raft Koob a rok'puk Eish-net float Koob'lu Little toe ; thumb Koob'ra Het Koo clioo'le gah Icicle Koo'chuk Dripping Koog'am Rifling Koo gar'o Big stream Ko og a ru'la Round needle Koog ru'it Swan Koog ru'lik Glover’s needle Koog ru'rok Creek Ko og zreet'to on ik Glover’s needle Koo ik chu Cough Koo in'yok Eancy pipe Kook River Kook'a ru Blackhead gull Kook'o Claw Kook'puk Big river Kook'shook Blint Ko ok'te tuk Eog horn Koo le an 'a Appropriated Koo le ok'a ru ne Appropriated Koo lun'ok Puffin Koom'muk A grave Koo'muk Louse, or maggot Koo ne'a Wife Koo ne'e ag Winter, white deer Koo pe ge'ke ga Strip Koo pe ge'on Undress Koop gai'upo Koo puk'tuk Muskrat A charm Koo re'geet Hills Koo roo'ok Land duck Koo row'nok Small, speckled fish Koosh'kok White fox Koot'chook Pellet Koo ve'ga Pour Koo ve'ro Spill Koo' vim Empty Koo vin Bullet mold Koo'vu a Hozzlo Koo'vuk Big river Koo wuk'srnk Elint Koo ya goo'ta Intercourse Koo ya ro'ak Congratulate Koo yel goo'che tin Glad Koo yook'to Ko'pak Ko pal'uk Ko pel'o clie Kop'poon Kop zka'rook Ko re'gah Kot'ka Kot'la pak Kot'la pow'ruk Kot me yung'oit Kot tel'loo Kot tow'ro Kot tung'a go Koo'va Koo va'yo Ko va'yok Ko wek'to ak Kowkt Kowk'ta Kow loo'kon Kow mowk'took Kow mun'e Kown'ah Kow ung'a Kow woo'te Ko yan'o Ko yan ot'tua Koz're geet Kuk koo'ra tuk Kuk yoo'tak Kuk kung'a a lit tb Kul loo'kee ut Knm'a Kum'a roa Kum'nek Kung'ea Kun iiez'ro Te Kun'no Kun uok'to ak Kun ook'too Kun u cko ok'too Kun u le'rok Kun u naro'a Kusli el'ook Ku sbug'na Kusk'uk Kut ko nel'e oto Kuz'rute Kuz ru'tok Kwawk Kwik'mek Kwip'stok Kwi'ro Ky Ky'ak Ky'le Ky o kot'ik Ky roll'ik Kyu ka'ok Ky u'look Ky u'ta Ky u'te gan Ky ya yar'til leet Ky yo'ro Lak low tig'a ton La lu gik'puk Leet teli'uk Le'rek Lik lin now'ro Loo'loot Loo loo'tuk Lu'ket Luk lu'ik Luk u ey ak a'rook Ma goo'ruk Mah'cka Mak mung'in ya Ma koz'ru it Ma ik'cko Ma lik'pa le Ma lik sok'to uk Mal'o Mai o gow'rnm e Mai o kit'lu it ESKIMO VOCABULARIES. 1263 ESKIMO-ENGLISH VOCABULARY— Continued. Intercourse Half Myxine Crab Spades (cards) Ill tempered White fox Bird’s breast Axe Hatchet, boy’s axe Bud Bark of tree Bucket Sorry Pour Slop bucket Bed sunset Under Hammer Plug tobacco Lamp chimney Burning out Broken up Leaf fat Brow Hammer Thank you Thank you Council house Wedge Shoulder strap To lie down Bunch of fish Boots Courageous Boots and pantaloons com¬ bined Aside To the left What will you do Heartburn Mad Ashamed Prown Angry Bark of a tree Outer shirt Elastic Talley Hammer Hammer Erozen Edible grass root Twine Urinate Come Closed boat Come Bug Banded seal Elour Black skin fish. Small dipper Scoop out Skates Leaning Gun sight Elower A rule Be verse Black goose Web Making web Bemember Brant Goose Howl A plant Gum on whalebone Anointing V omit Start Start to run Two Schooner Double seam Ma loo'gatuk Leaf Mai o te gow'ruk Schooner Mai o tok'klona Straight Mai ro'nik Two of them Ma lu'ge uk Moth Ma lu gi'a sok Bee Ma lu gwi'tuk Elat shell Man Hero Man'a Here Man'ik Egg Man ik'to Shallow Man'nek Here Mant'na Another Mant'nea go Another time Ma too'ret Close Mat tu'gah Blindfold Maw'na Pinfeather Meal'o Soap Me cheet'che rek Pale Me chok'to tin Up to them Me'chu Sack Me'ckuh Cask Mede'lik Planing knife Me lig'a rok Gun wad Me'look Breast Me lu kut'a Elower Men'ich Stab Mer'suk Sun Me shu'lak Sleet Me'tik Eider duck Met to'a Cover Me'tuh Alight Me u'it Grindstone Mik'a Hoof Mik a zru'rum Little Mik e look Third finger Mik e like Third toe Mik'e ro Little Mik'lik Planing knife Mik o ok'to a Glass Min ig zrum'ik Little Min ok'took String Min ook'to Tired Min'une Graphite Min u ok'tukto Writing Min u tok'to Jump Misli a vak'to Bottle Mite'pah Old bread Mit ko'a Wish-bone Mit jco'a lo ret Butte Mit'koon Animal hair, needle Mit koon'ik Leather Mit koot'a chana Heedle Mit ko ti'lak Tern Mit te'roo Turn inside out Mi u how'te Ladder Mi u la'cho Hot up Mi ute' veit Come up Mi yo'lo Upon Mi yuk'to Baisc Mi yuk'to ik Climb Mok'lego Put here Mok lu'it Not enough Mok'luk Damp Mok'luk noon'a Damp ground Mo'kwah That Mon'eak Euel moss Mon oche'nek Spread Mon'o rook Euel moss Mon ya la rek'toon Shotgun Moo ey yatting Bird spear Mooho'ya Whetstone Moom wa'a Drumstick Moo so an'a Wash basin Mop'lo gok Whale jaw Moppo'gah Book Moppo'gite Papers Mowneshow'tin Turn from Much a muk'to Neglect, don’t understand Mug'a roo Bark of a dog Mug'wa Board Muk'e la Get up Muk'e tin Stand up Muk'look Kneo Muk o cha'na High Muk set'uk Seal spear 1264 EDUCATION REPORT, 1896-97. ESKIMO-ENGLISH VOCABULARY— Continued. Muk'too ka clink Muk tco'ruk Muk tow 'go ton Muk'tuk Mnl e kul'c ro Mul'le keet Mu meck'to Mum ok'to a Mun'e Munek'chuk Mung e clmk'to Mung ok'to Mun'oit Munt'na Munt ne a'go Mun'uk Mun uk'to a Muppo wa'ga Mnr'she Mush'o Mntkoo'a Mutteroo' Mu y tinging Mu/'ra Muz ra go'a Muz'rake Muz rel'ago Na ak'a mo Na goo'na Na got shung'not Nali7 Nali che'nok Nah'crane Nali'ga Nali kot'cliu Nah lu'kate Nab'rna Nali'me Nak a ro'it Nak a tow go'ta Na ko og'a gin Na ko og'a ra Na kco'nok Na koo pc yak'to Na koo'ra Na le'gali Na le goo'buk Nal lo'it Na long'mute Nal oo'ali Na lu'ge ret Na luke'e gall Nan ak'a mo Nan alc'o Nan'a pah Is an a re ok Nan'e Nan m uk'to a Nan'ook Na noon Nan'uk Na pak'tet Na, pak'too it Na poy'oko Na pwe'ha ta Nar a chok'to Nar a cliook too'ma Nar'n ltwok Nar a yok'to Na rook'a Nash a ok'to Nash a to'cha Na shat'to ol'ek Nash i'chuk Nash'oon Nash ow'a tuk Na tah'ga Na tak'ko ok Na tak'toolc Na tang'nolc Nat clian'a bur o Nat'clieet Nat'chik Nat chum'ok Not thick Thick Hint! sight Whale skin Distemper American Turn over Level N owhere Elute with a needla To curve Thick weather T urf Thus, so, this Later Fish pole Black Gluttony Fisii gill Wild parsnip Feather Other side Ice bailer There is, here is It was Here now Is more Teapot Periwinkle Calf of leg When Beggar Wooden fork No Bladder Pitch or toss When No Cotton grass Screw You love I love Snail Excellent Good A dart A root Crooked White men Seal sinew Small fly Block and tackle Awhile Wait, by and by Where Trap When Carry by a strap White bear Paint, liniment Lamp Mast, tree Fir Flagstaff A band Enciento I want to eat Stomach You eat Contents of a deer’s stomach Hooded Hat Plover Bareheaded Hood Cap Bottom Gristlo Turbot Turbot A gull Floor Common seal Ceremony of offering water to a dead seal Nat'kah Bottom Nat kat'ka Press Nat lcoh'a lek Down Nat ma'at Family Nat moo'ta Gizzard Nat mow'tung a Strap Top Na to'a Na tuk 'k wo Nostril Na Wliik'ka Break Na wliik tu'it Broken Na wik'kung a Groin Na wing'a wy Bench Na wing'i chuk Not bend Na yung'a Nod Na yung ok'to Nodding Naz'ra vok Lake, sheet, muslin Naz'ruk Abdomen Ne ah'zrook Eat Ne ak'a mo Teapot Ne ak ko'ko Head Ne ak'kwuk Tea: broth Ne av a cliook too ma I am hungry Neg'a lek Brant Ne ge'a North Ne geb'li boy Knuckle Ne ge uk'tuk Sun dog Ne goo'u Ringworm Ne gung'a Negative Ne'balit Reindeer moss Nek 'a we Leg of meat Nek'a wik Dining table Nek a yok'to You eat Nek'eh Meat, flesh Nek eh ak che'ro ak Plenty of meat Ne kip e ak'to Not enough Ne koo'wik Table Ne koo'yan Tetter Ne kwe'ckuk Not good Nel'a kok Thigh Nel a kow'ruk Pantaloons Nel'a ru Don’t know Nel a ru'it I don’t know Ne la'to Miss Nel a we'ga Unknown Ne lep'toon Unwind Ne ling'ne Leg sinew Ne loong'a Nipple Ne ming'a Lashings Ne pe le ak'shek Midnight sun Ne pe'to Stick together No put' e ro it Gossip Ne rah ak'puk Well Ne slia'ne This side of Nete chok'te ne Seal liver Ne u ge uk che gah Big girl cha ok Ne u ge uk pe ah che Little girl ak Ne u ge uk'suk Young girl Non ge uk’sow ro Young girls Ne uke Leg Ne uk'toon Drill Ne upo kok'to Mirage Nev'a ya Scaly-skin disease Ne wing nok'to Hang Ne'yak North Ne'yok Snare Nib au buk Blue-bottle fly Nib la ro'ak In labor Ni choAv'el o Strike me again Ni chuh' uk Carbine Ni' chuk Short Nig a rok' puk Crab Nig a ru' too Nig er'ah Small tassels Tassel Nig er ah teet'ka Fringes Nik'ik West Nik'shik Fishhook Nin'cha Aunt Ning'e rook Pull down Nin'vok Cottonwood Nip'ko Nip'pe Dried Loud Nip ter'uk Burrow' | Nip ti'luk Thick weather I Nip tok'took Good weather ESKIMO VOCABULARIES, ESKIMO-ENGLISH VOC A.BULARY— Continued. Kish egok'tuk Hi shoo'ra Leaping Short Hi tu'ruk Short one Ki'ya Sister Ho ak ala o'ta Suspenders Kob a lute'ka Knee Kog'a rook Horn Hok'a e'lun Colic Noka week'shu Rgiy Hok'e rook Venereal disease Hok'e ru Stiff Ko koo'nok Barnacle Hok'sru Drill brace Hok tero'a Hang up Kok to ak'we it Buttonhole Hok tok to'a Crossing Hok to' ret Long horns Kona yoi'hut Edible bush Kong neh'sret A pool of water Kon ma'ta Strap Koo'ah Shovel Koo'a Ink Snipe Kook 'a Brother, or sister Koo'kah'ah Elour Kook a ta'ya Pull Koon'a World, earth, land Earthquake Koon'a koop er'uk Koonare'a Abandoned Koon'a sin'ik Dead; sleeping on ground Koong a kok'to ro a Big nose Koo noo ok'to ak Pinch Koo woo'jek Snow clouds Koo woot'ka End; consumed Koo'ya Hair of head Kow a ak'tuk Moon, first quarter Kow 'a luk Whale spear K ow a yak'to Eat How'cheet Wild onion Ko'whok Young deer K o why yo'ok Embryo deer Kow lau'uk Shrimp Kow'ro Grow Kow 'yak Large, gray gull Kow yak'a ya Scalloped shell Kow yang a ok'to pe i Don’t want to eat it Kow'yate Onion Kow ye'ok Fishing Kow ye rok'tuk Hopping Kow yok'to Eat Ku boil'a ru Kew moon Ku'chat Hair of the head Ku e gi'lu Friend Ku e yok'a rook Long mosquito Kug a hok'to ak Gasp Ku gal lo'a All right Ku gat cbe'a Brother Ku gat che'a Sister Ku gat pe'a Young man Ku gat pe ah'ro Young men Ku gat pe gi'lo Boys Ku kah'in tapt che Married to two sisters ro'a Kuk koo'vuk Stand Kuk'pah Ball Kuk pah'ali Fastened upright Kuk per'uk Upright piece of a cross Kuk pung'a Tossing up a ball with feet Kuk to'o lik Avocet, or plover Ku le'a Wife Ku le ak'clie a Maid Ku le a ko'la cho Can’t keep a wife Ku le e'ah Wide Ku leet gut'chuk Bachelor K u le owk'kel owk to i Many ak Ku le whok'klo Help Ku'ma Root K u mer'o Consumed Kum'nek Evening star Ku mung'aik Snake Kun'e took Sick Ku o go ty'che Fasten Ku ok'sha rook Unbalanced Hut'mon Which one ; what one Ku'tok Kew Nu to'ya Lynx ED 97 80 Ku uk'kwuk Tea, or beverage Ku ve ro it To haze Ku'whuk Cold; coughing Ku'ya Hair of head Ku'ya rote Sea moss Oak peen'ik Young duck Oak sung'ok Fissure 0 ak'to to Spit Tumor Ob'a rah Od lu 'it Seal hole Og a la now'ra Coil Og a la'rok Papers Og'a late Write, or draw Og a la'to Writing- Og a la tu'tin Are you writing Og'a lok Brown bear Og a ra lu'it Wheel Og'a ro Morning star Og'e wik Anvil Og la'nah Pencil Og lan a ok'to Gun Og lan i'tuk Continue Og lek'to ak Menses Og'lo un Pencil Og luk'to Writing Og na zrek'to ak Evil-minded Og ra o'it Starfish Ok ah'put Rise up Ok a le'ga mah Grow Ok an a sel'a Hen Ok an a shu'rok Bitch Ok an'ite Women Ok an 'ok Woman; female Ok an'ot Women Ok an ow'rok Girl Ok a og'a rok Old woman Ok'a ruk Football Ok a ruk'chute Gun nipple Ok a ru luk chuk'to Fat of a stag ak Ok a rum'ik Powder Ok a ru'ro My wife Ok a ve' Ashes Olcavu'tin Be seated 01c a yoke'ya Hasten Ok ctiel okto Turn over Ok'e ruk Ashes Ok'a wuk Bow-head whale Okke kwik'tuk Agate Okke'oak Appetite Okke oak ke'chook Ko appetite Okke oak'ke ro a Big appetite Olc'ko Paddle Okkoo'ra Lower border of dress Okkuk'kah Cease Oklum'ok Emit, Oklu'na Rope Ok lu nok Rope Okok che ra ko'a Deserted Oko ma e tah'ga Scales, to weigh Oko mi chuk Heavy Oko we'chin Sit down Ok oz re gaik pe ah' Ptarmigan rook Ok oz re gew'ik Hooded ptarmigan Ok pa la'ret Sea quail Ok'peek Bushes Ok'peek al lu'it Currants Ok pole' to a Run Ok pok zroak'tuk Run fast Ok pol'uk Sea quail Ok shuk'to uk Wheel Ok'srak Sweet oil Oksuk'to Roll Ok suk'tuk Rolling Ok to'it Half Ok too mer'uk Blizzard Oktoo'ret Long Okfow'rok Rope is off Ok vil'ato Squat Ok vil'a turnik Phalarope Ok vin'i le Six Ok vin i le'ne Six of them Ok woak'suk Old woman Ole ma go w 'ruk Hatchet Ole'mah Adz 1266 EDUCATION REPORT, 1896-97, ESK1MO-ENGLISH VOCABULARY— Continued. 01 la'ro OlOTOiv On'o rook On e'ru On o zrook Oug a na'yok Ong'a rn Ong a yak'ito Ong'a yo Ong a yo kog'ara Ong a yo kog'nek Ong a yo kong'ek Ong a zhu'a Ong a zru'it Ong a zru'rum Ong eg a ro'a Ong o goo'tin Ong ek'to Ong'e zroak Ong'mok Ong ne'a Ong'nek Ong'nuk Ong'oon Ong o wok'to Ong nng'ek Ongus'rite Ong'you On tis'ruk Ong ik'kik Oug nito Ong'wah On'nok On oo ke'ga On n a we tok'to Oobau'buk Ooblak'o Ooblow'ret Oob'luke Oo bltike tok'eto Oo bln'puk Oobrow'tit Oo cuing'no ak Oo'eLnk Oo o al'ego Oo'e lab Oogal'ik Oog'a rook Oo gin uk'tuk Oogru'nok Oogung'a Oo in yo ok'to Ookal'ilr Ook'arook Ook a ru'a Ooke'o ok Ooke'ok Ooke ok'to Ooke ok'tuk Ooke u a zrook'took Ooke uktow'ruk Ooke n'lik Oo'kolc Ooko me'a Ookpe gi'lo Ook'i>eek Ook put'ik Ook'srnk Ook'toon Oo kwad luok'puk Oo kwad lu'puk Oo'kwali Oo kweawk'eo Oo kweet'a Oo kwil'awk Oo kwok'to Ookwok'ton Ook wok to ro'a Oolapkit'ke Oo'leli Oolek'sbuk Oole'kret Oo lo la'go Oole'nia Oo le'te Ooi ge'lik Move Oolig'rua Blanket Fall over Oo lik'to a Shiver Birth Ooling'le lok Tumble Out Oolook'ali Sawdust Out Oo'loon A saw, or woman’s knife To point Ooloo ok'toon A saw Big Oo loo'ra Woman’s knife Enemy Ooloo'raken Cheek Elder brother Ooloora'me Cut with woman's knife Old animal Oolu'gah Crush Old man Oomagib'o Get out Father-in-law Oo'mah My husband Age Ooma'la Bieh man Y ery large Ooma'lik Chief or head man Yery large Ooma'rok Stiff Excessive Ooma'ya Shave You consent Ooma'ya Chief or head man I consent Oo'me ak An open boat Big Oomeak'puk Qomeak'tuk Ship Agate Ship Stopped up Oome'chat Beindeer moss Elder sister Oomechook'too Hate Darkness of night Oo me lok'to Making faces Male Oo'men Mountain To paddle Oo me'ret Capsize boat Mother-in-law Oo meshuk'tuk Dislike Currant Oo me ug auk'to ak Boat festival Comrade Oomeuk'kuk Open it Currants Oomig a rok'toak Close Pursuers Oomig'lape Shut Deer excrescence Oomik'tin'e Mustache Talisman Oomoit gum'e Oomud'iuk Heavy Slate South wiud Gamo of tag Oo'muh Magnetic compass Jump up and down Oo'muh Oh, you? Blue-bottle by Oomuk'shuk Aim To-moirow, future Oomuk'tin'e Mustache Cottonweed Oo m uk'tuk Aim Daylight Oo'mun Heart February moon Oomung'mong Musk-ox Day (from morn to eve) Oomutah Heart Dog muzzle Oon'a It Large whale Oo'nali Whale and walrus spear Spruce gum Oon'aloo For Gargle Oona'ne Sea Chew of tobacco Oonashed'neruk Cross Have- Oon a zrok'tuk One-man sled Sea lion Oo neah'ah Drag Sled Completed Oo ne'et Gray mouse Oon el'o It is from Whale’s ear Oone'nek Mustache Whistle Oong'a lull South, south wind Haro Oong'a ye owhik Battle Oil Oong nah'puk Eight Soft Oong no'ak Eight Bock tower Oon moo'lik Muzzle-loading gun Year, winter Oonok'ja ka ma Sweat Autumn Oonok'set Fir Autumn Oo nok'to Hot December moon Oo nok tu it Hot Snow bird Oo noo'mon Yesterday Winter game Oo noo noh'e ret Four deerskins Tongue Oo jiin'ok Summer Chew of tobacco Oo pin row'lik Warbler Young owl Oo pin yug'a ra Summer Snowy owl Oo pow’took'too Chastise Lower part of back Oo pub u'rook Post Oil, fat, or lard Oo pun'rah Summer Square (a tool) Salmon Oo pun'rok In summer Oo pun ruk'shuk Spring Trout Oo rah' ah Measure Those Oo re ge'lik Birch Around here Oo'shook Male gender organ Saddle of venison Oo shug wit'ka Enroll Calico, cloth Oot'chook Female organ Talk Oot clioo'rel a Sharp’s rife Said Oo te'kah Throw Silly Oo tek'tine Bet urn A game of tag Oo to mer'o Oo tet tin'a te. Bare spot Burn Split Oo tik'too Away Erase Oo tik'took Return Open out, turn inside out Oo ting'a roa Oot'kah Bare Ax Cooked done Back sinew Oot koo che To cook Blanket Oot koo'chik Pot ESKIMO VOCABULARIES. ESKIMO-ENGLISH VOCABULARY— Continued. Oot koo je'tin Yon cooked Oot'kwe Potato Oot'mok Wart Oo toog'wa Scalp Oo too'kok Old, abandoned Oo too'muk Palm Oo to' like Nerve Oo tuk' too Burn Oo tnk'toone Burn person Oo'va This, now Oo va'kee See this Oo va'lo This one Oo ving'a lo Hist Oo vok'to Tub Oo vun'e Down there (distant) Oo'vwah This Oo vwan'uk Bainbow Oo wap ting le My country Oo'weet Perspective Oo weet'chea Mirage Oo we'ga Husliand Oo whii'yig a Bight side up Oo wil'u Shell Oo wing'a Op winfik Husband Human skin Oo wok'to Crumble Oo woon'a Oo wug'oot Oo wul'uk Over there We, ns Warbler Oo wung'a- I, me, mine Oo wung a loo Ours Oo yaw bite Bock Oo yaw'ok Bock Oo ye go'a ya To dress Oo yow'tuk Bocks Oo zliug'ok Tent Oo zhum'a ga Needle case Oo'zrok Smooth-tanned seal-skin Op kwa a nok This side Op'kwo Op pol loil'luk O'rak-im'uk Trump A species of small bird Fire-clay Qre'yowk Monkey-wrench 0 rok'sa kon Black lead Ot kok'to Bag of oil Ot kot'e ka Mittens Ot'kuh Name of a thing Ot'la Other Ot'pah Crow-bill duck Oup'tuk •Pimple Ow'a rok Vise Ow chow 'to Yawn Ow e'ka Pieces Ow ek'to Soft Owg ro'a Phalarope O'whok Lead, silver 0 wim'a gow Leaking Owk Blood Ow'ka Melt Owk chel'a go Melt it Owk e'to Bleed Owk se'lah Get out Owk se mer'uk Thaw Ow la'rok Swing Ow la'ta Engine Ow la' tin Motion Ow la'yo Ow ler'o Stir Hash mixer, head cook Ow let'ka Stake Ow lit'ga Wave Ow lum'e Move off Ow'mah Charcoal Owng'a Bruise, clotted blood Own'e cho Not bloody Own'yok Abscess 0 wok'che ga Damp Ow rel'a Summer game Ow'tin Deal Ow'tong A ball Ow'ya Slung-shot Ow ya ok'to ak String puzzle Ow ya pal op in Stir 0 w zre'uk 0 yah'i Pupae Stake Oz re ke ru'vuk Excessive menses Pah Yestibule Pah. chik'che tan Pah ckok'e kwo Pah chok'to Pah haw'ta Pah'hine Pah ket'ke gah Pah kow'e cho Pah look 'to Pah muk'too Pah mung'nah Pah'no Pah ret'a Pah wun'e Pal ig er ak'tow tik Pal lo tuk Pal uk'tel Pan'e Pan ek'ta Pan nang'ne ak to Pan'ning Pa room'a Pat chu ang'a Pat koo lak'took Paw wun'e Pa'ya Pe ah'a rook Pe a'le go Pe che kok'tung Pe che knk'tuk too Pe chik che lek'to ak Pe'chnk Pe chung'e cho Pe chu nok'rok to ak Pe chu ru'ik Pe o ga lu'tin Peg'a Pe'gah Pe'gown Pe gow'tin Pe ke te ov'ak Pe kok'tin Pe koo'le gah Pe knn'e Pe'kwah Pel'ege Pe lek'ta Pe'lu Pe'luk Pe ne la' tin Pe nik'srait Pe nik sra'ne Pe now'gan Pe rik'a Pe rik tok'to tin Pe shik'she rok Pe shik'she Pe shik'she rok Pe shook'a'wah Pe shook kel awk'1 Pe shook'kok Pe shook'took Pe shn ok'toa Pe shu'rn Pete pe la'ruk Pete'pe rak Pete pi yak'to Pe tik'te Pe took kah'took Pe too whok'to Pe n'ka Pe nk'pah Pe uk to ak Pe yek'in Pe yek'pun Pe yek'tin Pe'yok Pe yowk tin Pe yuk'suk Pig'a Pig'a ren Pig'e zoot Pik a ret'ka Pik a rum nik Pik cho'in Pil gi'rok Pi'lot-a shu'ra Prying-pan A game of cards To pass (cards) "Whip Come (to a child) Find Not found Beaver Crawl East Off Crook Through Lustful Kind of moss Bam Hoisted Dried Back inland Daughter Kite Not find Fan Through Hatch Killed Take off Strike against Bump Pry Will not Not wanted Walked Walk Intercourse Take off Has They want You are wanted Kick Shove Loin; back On there Loins Bring Cut out Intercourse Not here None Grass On the grass Pile Bent Around the bend Drill handle A bow A gun spring What do you wish Need White fox Wish Walking Walk None None Not anything Shoot Poise Boil over Pinch Failed Pail Get away Is gone Begone Clean out You are wanted Throw Many Present Shovel Present me Give me food Eazor Plait Too slow 1267 1268 EDUCATION REPORT, 1896-97. ESKIMO-ENGLISH VOCABULARY— Continued, Pi luk'tuk Pin ek'toa Ping'i skute Ping'i shu'nek Ping'i shu-olcvin ile Pin'uhok Pin'ukuk Pin n kun'ik Pin u'loo Pin u'ra Pin u roo'a Pin u'tok Pin ya ago'ra Pin'yok Pin yow'a Pin yowk'toonga Pin yuk'ta Pin yuk'towr'a Poa'la ra Pogatow'ro Pok chagah'yah Poke'ary Pok nor'a ok Polahro'a Pola'ruk Pol uk'tuk Pood nan' uk Poo ey'tuk Poo e'yuk Poo ey yowk tuk Poog'ra Poo grat'to it Pook'ke Pook chak'tuk Pook'shook Pook tow'te Poong'a Poon'ik Poo'to Poo to'a Poo to gwok'so ak o yik Poo too'go Poo took'e to Poo'waik Poo'we Poo ye'ga Poo yok'a wik Poo'yuk Pot'ka Pot ka tol'nok Pot tow'rah a lo Po tu'mak Pow a lik'to Po wit'to a Pow kas'a Pow'lah Pow la'yo Po woke'to Pow'ske Po'yoke-po la'ret Po yrok'tet Pub'o greet Puk la ya'ok Puk'ma Puk mum my Puk to'ak Pum mung'na Pum my oo'ga Pum my uk'tuk Pum my ung'a Pun'a Pun el'ik to Pung'a Pung'uek Pun ne'a Pun'ne Pun noo'ga rook Pun now'roa Pun uk'ske ruk Pun uk'ske yek Pun uk'to mik Pun uk'tu tin Pup'ke Put kweet Pu wa'ne rok No more Pocket knife Tkree Tkree of tkem Eight Stocking Skort deer-boots Stocking Bread-pan Slippers Nettle-rash Pocketknife Pile Grass to put in boots Pile Piling Pocketknife Pocketknife Dance Disk, plate, pan Will meet Receptacle Ice window Eclipse Doing Stoop Tallow Blister Craw Vapor Receptacle Swim Wkite kair on deer’s belly Excrement A seal bag Buoy Skroud Bread Earring Hole Glowworm Big toe Stumble Lung Blister Craw Stovepipe Steam Marrow Marrowbone Clapping of kands Wishbone Gnarled Swollen Wide-awake Soot Ramrod Porget Gup Porgot about it Forgot Whale’s small Plea At present Now Meet East Animal’s tail Land otter Animal’s tail Daughter Deer, running Gun muzzle Stag Daughter A staff Spring (season) Lean person Dried up To dry To dry Withered Bird’s tail Potato Turn around Pu wat'ing Help Sat koo'lik Crossbow Sava ak ckung toong a W ont work Sav a ko'ra Rice Sa vak'to Work, make Sa vak'to eke Working Sa vak'ton Made Saz're gait Wild celery Seat'mon Sew with palm and needle Se ek ru it'tu it Flapping Seek'sreek Marmot Seek sruk puk Badger Seel 'a mon Outside Seel a wit'to Full Seel gav'a ok Work outside Seel ook'took Shad Seel'ya Weather Seet'lee Whetstone Se'klokt A pick, clubs (cards) Se'klokt A constellation of stars Se klokt'oa Dig with pick Se'ku Ice Se ku e'ber uk Ice pressure Se ku i Ink No ice Se ku mer'uk Frozen Se kup'chek lup Seven stars Se lan'a Choke Se'lu Carcass Se lung'ok Black-tanned leather Se na toak'too na Dream Se ne'a Bootlace Se nung'koot Ankle Se rook'ta at a Take it Se sam an'ik Four of them Se sam'at Four Se tang'e rook Handsome Se ta yo'ruk Herring Se'tik Ear Se ti'luk No ear Se uke'tat Ear of an animal Se uk'se tik Bird snare Se uk sow'se tek Ensnare Shag'a Whale s stomach Sha hi'uke-a tig'a Open cloak Shah tu'ruk Very thin Sha nit'to Mislaid Skan'o kok Side Sha to ak'a yuk Periwinkle Shal'tu Thin She Pike (4ish) Ske'la look Rain She la look'lu Raining She lik'to a Large glover’s needle She'lute Bundle up Ske'oak Pike (tish) She og'a ruk Rising water She ra'le ag Woman’s pantaloons Sha roop'sa tuk Seven stars She sho'ak White grampus She to a'kak White grampus She'wa Bow of vessel Shi kin'ya Sun Shi kin'yekt Short days Shi kin'ye luk No sun Ship shi'lok Lame Sho Which Sho ak'e ro Killed Shog'ok Summer skin Shog ok'to Summer fur Shok a wah ik'tok Torrent, waterfall Shok a wok'to Current, tide Shok a wok'tit Running water Sho 'kok Baleen, or whalebone Shoo'loo Arrow guides Shoong'ah Gall Shoo poo til'a go Shoot Shoop ru'a Gun barrel Shu'a What Shuk a mit'ka Strike, or cuff Shuk i sho'a rone Fast Shu ki shape'ru ne Slow Shu'la More, additional Shu'ma What Shu ma'go What is it Shum'na Put Shu'mon What is it ESKIMO VOCABULARIES, ESKIMO-ENGLISH VOCABULARY— Continued. Shu mon no'a Wbat do you wisb Shum un'e Down in Shu na ok'pe What are your intentions Shuug'e cho Indifferent Shung'e rule Strong, difficult Shung ok'to ak Green Shung ow'ro Beads Shuu nek'took Ridge Shun ne ok'tuk Brush Shu oop'to ak Curlew Shu'pen When Shup kar'uk Water wheel Shup kwer'uk Hurry Shu poo'loa Shove Shu poo'wa Popgun Shu rok'a ro me Leaf tobacco Shu shog ip pok'to Limp Shu'to kwe Why did you come Sidle Whetstone Sik'ek Deer boot-bottom Sing'a re poo'wik Pur border on boots Sin'ik Sleep, immovable Sin ik'a wik Bedroom Sin ik lek'to ak Dreamed Sin ik'shok'to Lie down to sleep Sin ik'to Sleeping Sin ik'to ka Asleep Sin ik'utin You will sleep So lin'yat Bald Soo'loon Coffin Soo'loon Box Sos'kle mit Fourth toe So'whot Mossberry Sow'yok Drum Sow yok'to it Concert Sow yung'a Drum Sung’wah Gall Su'ret Dockweed Tah la o'tit Tattoo on woman’s chin Ta hlo'a Chin Tab room'a That one Tag a yuk'puk Sneeze Tag' e look Snowshoes Tah ah'ook Shadow Tah e ah'ret Bracelet Tah ik liu'it Whale’s fin Tah muz'ra That’s it Tah'ok Vein Tah ok'te a Mirror Tab tiz'a rok Crane Tali Tun'o In there Tak a luk'a sab Butterfly Talc er o' a A pair (cards) Tak ig'e rie-ke'rook Driftwood Ta koot'ka Kill Tak so mer'uk Changing Tak se u'wab Lead, or guide Tak ti'rok Loose Ta kun'a Down here Takung'a Reflection in water Tal ea lse'pe gab Amputate Tal e gow'ruk Wire bracelet Tale ma Five Tal e mgn'ik Five of them Tal ig'o wait Snipe Tal ing'na rab Endway Tal la'lu e Shake hands Tal loke'ne nek Enemy Tal lu'yeb Chute Tal'nok Darken Tal uk'sa tuk Bashful Ta man'a Here, at this place Tam'na That Tam mon'e That one there Tam ok ot'cbe a Chew Tam uk to'a Lost Ta mun'e At this place Tam ut'che Hand me Tam ut'kwo All of that kind Ta muz'ra Is here Tan al'look Slate Tang'oug Intoxicating liquor Tan'ik White man Tap'cbe Belt Tap ete tuk Double Tap ik top'to a Pocketknife Tap ka'nite Rapids Tap'kok Sand bar Tap'kwo These Tap pe'choke Feel Tap pe'ko Blind Tap pe look'to ak Kearsighted Tap su'a why It is foggy Tap su ru'tin You lost Tap tik'too Fog Tap took'tuk Fog Tash'ulc Lagoon Tas seoak'took Together Tat'ka Moon Tat ka ne'cho K o moon Tat kom'e Above here Tat pat wun'e In ; back there Tat pi'na Up there Tat'too Frozen mist Ta vun'a Back there Tawk rek'toak Blue Tawa'se Trade Tawk ta lu'ruin Kegro Tawk ta lu'ret Black one Tawk to'ak Biack, dark Tawk to ak'puk Very dark Tawk too'tin Darkened Ta va'cho Weak Ta yah'chate Bead bracelet Ta yah'ret Bracelets Ta'yuk Bracelets Ta yung now'te ka Wrist Te ek'to ak Hard Teep'scret Drift Te gov'te Teeth Te ke luk chuk'too Hot here yet Te kik'took Arrived Te lcol'let Out Te lcru'tet Teeth Te ku me ve'a Handle Te la if'rig in Rub Te lek'to ak Scrub Te let'ko Tattered Te'pe Rotten Te pe ke'zrook Spoilt Tep kal'nait Meat Te're ak Ermine Tere ak'puk Mink Te re ak pirk e zru'it Small can of powder Te re in'de a White fox Ter'e va Finished Te shi'ro Hear, understand Te tak'zro gah Quill Te upe'tuk Tough Te'va Tears Tig'a Thimble Tig a ak'tu a Take Tig'a ga Thimble Tig'a lilc Steal Tig a lek'to a Thief Tig a lo'a Fight Tig a look'a Hit Tig a mu ah'ga nurse Tig a rah'ah Point of land Tig a shu'ruk Pick up Tig go'et Foot Tig lu rok'to ak Beat Tig'oo Take Tig u'ga Hold Tig u ong'a Adopt Tik a we' a Take Tik a ya'rok Stiff Tik'ek First finger Tik lo'a Knock Tik sow 'me ruk Stiff Til a hut'che Broom, brush, duster Til a oon'a Sweep up Til om'ni ute A pouch Tim ung'a Whale’s back Ting'a cha too Fly away Ting a lo'tok Sail Ting'a ro To fly Ting'e Hair on body Ting me'a Bird Ting me ak'puk Golden eagle Ting me 'ret Birds Ting'ook Liver 1270 EDUCATION REPORT, 1888-97. ESKIMO-ENGLISH VOCABULARY— Continued. Tin'oop Black or silver fox Tir'a lu Slice Tit ki'ok Tit ki'yo Crazy Foolish Toag Toak'a lo Toalc'a lo mat-au'na Ice pike Spyglass Foster mother Toak a look'shok Snare Toak'kook Tidewater Toak'o ro Dead Toak'pe Toak'tome Seal spear Killed Toak'too Job Toak tuk'to ak To a vwek Throbbing, clock Small bat-like bird Toh a la'tatoo Small penknife Tog'o ro kok Seal bag Toh' ha Shadow Toh ki'tin Bottle Tok a la u tow'ruk Bottle Tok'ha Shadow Tok'o yo Flag Tok o ro nio'tok Graphite Tok o ro now'tuk Graphite Tok slie'ro Win Tok shu ru tin You win Tol'lu Cub, brown bear Tom o whot'ik Jaw Tong o yok'tutin Hatred Too'arecht Constellation of stars Too a tow'ruk Button Toobroom'a Follow Too'e Shoulder Too e'gah Shoulder Toog a ling'a Too imne'a Braid of hair Last Took'a Seal spear Too koad'rook Hell Too let'ckuk Worm Too'lik King loon Too'lik Golden plover Too loo Needlecase Too loo'a Raven Too loo'ane Back Too loo'muk Rainbow Too lu'me Rib Tool' w ah Long cloak Too'ma Toom'a go Toom'a tin Track Go ahead ; lead off Turn back Too'mit Path Too'mon Tracks Too ruon'eat Sled tracks Too mook'took Pale Too'ne Diamonds (cards) Too noo'ok Skeleton Too noo'riok Ghost Toon'rok Devil Too pal nik'toot in Desire to sleep Too'pik Tent, summer house Too ping'a Too pit too'uit Too'poop Toopt'u Delicacy Onion White fish Windoioe Throat Toop tu'ra ken Too puk'e rook Two houses Too puk er u'it Many houses Too puk'zrook One house Too tau'let Eared owl Too ti lu'a Grandfather Too to'alo Salt meat Too'tok Chin labrets Too to'kwok Moose Too tong'ik pi No deer Too'too Too'too-imn'ni Too'wa Too war'uk Too we'ke Too'wit To par tok'tit To ret ko'yak Tos luk'tuk Tow'toolc Tow toong ik pe Tow'yok-sing oo na To wy'ya To'yok Toy'oke Toy o'ne Toy u'rok Tu'bweet Tuk e'zrook Tuk kow rum'e Reindeer Mountain sheep Walrus tusk Walrus tusk Hunters Also Battle Term Deaf Show it; see N ot see Malediction Butt Old sauaw duck Salt Seaward, ocean Sea swallow My turn Long Circle Tum'e ra Following Tung uk'to ak Purple Tu'pen When Tu pit'kwe Amulet Tu ra tin Your turn Tu rek'toong Your turn Tu'room Your turn Tuz'ra That will do, did Tuz'ra ik'pe Not done Tuz'rava Finished Ty nom'a Same Tv num'ah sing Same a3 that Ty'u Tree creeper Ty u ne'ka Wrist Ty ung'ok A small sea bird Ty yaw'kut U*ki shook'tua Hoop Lazy Uni mung'mo Clam Un'a lcun Wait. little while Hn a kut'e a Cousin Hug'a lung South wind Hng a hu luk'tet Doctor’s house Hug a wit'kin Untie Ung'mah Un gob'rogi Hng ui'koo a Uni'moke Flint scraper Untie Doctor’s house Acorn Un ut koo'ya Small, canvas-back duck Un ut'koot Doctor, magician U po'a Ax handle U poo'zruk Ushluk Knife handle Birch U'wok Widgeon Wah 'ok Dirty W am it 'in To dress Warn it'in To gesticulate Wan ec ho'ak Not dirty W e at ok'to Bethrotbed We'chok Red lead We'it Sent Wo la'ruk Gnash Wing ar ok'to ak Dance in honor of fiance Wing ik'to ak Puberty Woi'tik Light weight Woi'tuk Light weight Woi tu row'nek Yery light Wo ne to'ak Jaw Yaw hoo'tet Music Ye kik'a Hug Ye o'het Hill Yo ak'al u Live Yoke Live Yor'a yok A kind of fish 1 A Tow'sliek 2 Hi'pah, or mal'ho 3 Ping i sliute 4 So sam'at 5 Tal'e ma 6 E chug 'e ret, or ok vinile 7 Tal'e ma-mal ro'nik (5+2) 8 Tale ma-ping i shu'nik (5+3) 9 Ko ling'o tal ia (10 — 1) 10 Ko'leet 11 Ko leet a tow'sliek (10+1) NUMERALS. 15 E ke'me ak 18 E ke'me ak a tow'shek 19 E nu'o nok o tal'ia (20 — 1) 20 E nu'e nok 30 E am'e nok ko lin'ik (20+10) 40 Mal'ko ke'pe ak (2X20) 50 Mah'ho-ke'po ak-kol'mik che pah ak to (2X20+10) 60 Ping'i shu-ke'pe ak (3X2C) 100 Take ma-ke'pe ak (5X20) 400 E nu'e nok ke pe ak (20 x 20) ESKIMO VOCABULARIES, 1271 E SKIMO-EN GLISH VOCABULARY— Continued. GEOGRAPHICAL. Hersehel Island Return Reef Barter Island Colville River Meade River St. Clair River River west of Colville Point Barrow Cape Smyth Coast Point Barrow to Pearl Bay- Pearl Bay Branklin Point Point Belcher Point Collie W ainwright Inlet River Village south of Wain wright’s Icy Cape Point Lay Village and River River 30 miles east of Cape Lisburne Cape Lisburne Point Hope Point Hope River Imp'na rok Oo lik'to me Hoo boo'a Heg'a leh Hoi u gvn'a Koo gar'o Ik pek'pung Hoo'wooli Oot ke av'ic Im'nowk Ping i shu'gu mute At ten ok 'mute Se zar'o Koog mute Kook Ke la man tow'ruk Oo too'kok Kook pow rook Pet meg e'a We'vok Eig a rok Kook'puk Cape Thompson Cape Seppings Cape Blossom Kotzebue Sound Cape Spanberg Cape Lowenstern Schism areff Inlet CapePrince of W ales Eairway Rock Krusenstern Island Ratmanoff Islands East Cape Coast northwest of East Capo Coast southwest of East Cape Kings Islands Sledge Islands Cape Douglas Port Clarence Great Lake east of Port Clarence Point Spenser Water Place Port Clarence St. Michaels Imp nah'puk Ke che mud luk Kik ik tow ruk E'lu To go'tet Ke pud'luk Oo pe sbuk'a ru it Kin e'gan Oo ke'e ok Im ok'leot In el'leet Ho'whok Kot leet Az re go'a Ov ke'vok Ah ya'ak Ong ne'ak Hook Im ak'a zrook Pe rod'l it Oka veen ok Tash'uk In tlie abovo vocabulary the words are spelled phonetically, letters being given their natural English sounds ; k is substituted for c, except in ch, and k takes the place of q. Where g occurs it has the hard sound, as in “gas.” — . (N) is for Point Hope and North Coast; — . . . (B), Point Barrow; . . — (D),Diomedes and Cape Prince of Wales ; — . — (K), Point region back of Port Clarence ; — . — . . . . — (Key), rivers between Novatok and Point Hope; — . — 1111 (KP), Point Lay. The vocabulary is the result of four years’ study and practice, one year with natives alone, when no English word was heard.- It has been rewritten and corrected every four months. Jomsr W. Kelly, 1885-1889. ESKIMOS IH SIBERIA, PROM CAPE BEHRIHG TO EAST CAPE. ANGLO -ESKIMO VOCABULARY. In this vocabulary y is always hard. Symbols — East Cape . . . (e. c.) St. Lawrence Bay Inland Beerinen — . . - Anchor Oo u're Arm Tas'lnk Aurora Ka yo a yok Ax Ka ka le'ma Baby Tai no'whok Bad Suk'a luk Bad man Suk a lu'uke Badger Hue'to Badger Hue'to Badger Ke u'ye Badger He tong'ook Band Ok now'oot Bay Snuh'ok Bead Sluing ow'ro Bead Ow ga'be Bear, white Room'ka Bear, white Haw o'a Bear, white Haw'ook Bear, brown Pab kin'ok Bear, black Ka ing'a Bed, go to Mun ra'mok Bell Wun'ye Belt Tap'che Big- He main'kin Big Ong'a re Bird Kali wag'a nin Black Tak nil'er gie Black skin Mun'tuk Blood Owk Boat, open TJng'yet Boat, closed » Ky'ak Boots Pe lek'it Sy mbo Is— C ontinued. Plover Bay . (p.) Cape Tchaplin ... — (c. t.) St. Lawrence Island ... — (c.t-) Cape Behring — ... . (b. e.) Boots, fancy Ko lip'se kan Boots, water Ko ve'u ke Boots, deer Bo'ne ye kok Box Se u'suk Boy Muk gil'go Bracelet Tol yo'a Brant Luk'luk Breasts Mum mu'ha Breasts Mam'ma Breeze Kow o'a rok Brother Yo'ope Button Huk to'wha Button Too to'kwok By-and-by Ki'wa Calm Kap'sc nok Cartridge Ya pis'ka Certainly Whing ya'e Clam Poo'noon Clear Ah vak'luk Cliff Lmp'net Cloudy Kil la'luk Coat E rin Coat At' kook Codfish Toongoo'u Cold Ho tang'a Comb Soo'nek Come Tug'a Consumed A bang'eta Cord Im'who Cotton Koo we'a Crab Kang ko'lo Crab Kang'kok 1272 EDUCATION REPORT, 1896-97. ESKIMOS IK SIBERIA, FROM CAPE BEHRING TO EAST CAPE— Continued A v GLO-ESKIMO VOCABULARY — continued. Crab Ne ot'ke Crane Sho'kwa Crazy Okt nek'to Crazy Na sho'kwok Curlew Na to'chet Curlew Do'chet Dance Kan ka'ro Day Ka vok'tuk Dead To'kok Deaf Tus luk'tuk Deer Toom'too Deer Toom'ta Deer Ko rong'a Deer 11 wil'loo Devil To'nok Dog Kig'mok Dog At'ki ne Dog Kig meen'rook Door Kot'pok Drawers Ne'pa Dream Ka va n ok' too ma Drum Sow woo'guk Duck, eider Kwal'la Duck, eider Kwad'la Duck, eider Too'nuh Duck, eider To'brok Duck (loon) U wy'n wa Duck (diver) Ka ing'ik Duck, widgeon Kong' wok Duck, crow-bill Ot'pah Duck, old squaw Sang sek'a hoy ik Duck, (puffin) Chu kwil'puk Eagle Ka wag'puk Eagle Wed'le Ear Se'guh Ear-iing Kwo pow'yet Eat Nin gum'e ta Eat Neg'a Egg Man'eak Enough As in'o Ermine Ah me ta'too Ermine To wy'ka Ermine Ah me 'klu ke Eye E'ye Face Ke noak'a Father Ah tok'a Fathom Yok'tuh Feet E'te yet Fight Kwu'te File E tam'nok Finger, first Tig'eh Finger, second Ah kle'uke Finger, third Ah lunk'to Finger, fourth E tel'ko Finger, thumb Koom'luk Finger nail Stoke Finished Too plit'ko Fire Ook'took Fly Ma ning'la Fly Rok'wa Fog Ka go'took Foreigners Tan'u tan Fox, red Il'wah Fox, red Kah vin'ok Fox, white Tre'gu Fox, white Doo'loo Fox, white Kot le'a Fox, white Tah'o wok Glove E'het Go Ow e tok'to Good U pin uk'took Goose, black Luk luk'puk Grass Wook Grindstone Te chin'na Gull D a'ya Gull, tern Koh'u ma Gum (of whale) Sok'o ro Gun Too'wuk Hair, human Noo'yok Hair, human Noo'ya Hair, human Kit swe'a Hair, animal Nees'kwo’ Hammer Yup'pa Hand E'net Hare Oo kwa'jek Hare Oo kaw'che Hare Oo kaw'chuk Hare Na lu'a tot Harpoon A'yo ukt Hatchet Ki'u Hawk Tok'luk Hawk Che a kaw'ret Heart Ka sha'hok Herin aphrodite On ah'shuk Herring Kob loo'ra Hill Ni'ret Hit Ti gu'ok Hole Oot ke me'kluk House Mung to'ha House, underground Mung luh How many Kap seen 'a Hungry Nin gum'e ta Husband Oo wing a Ice Se'ku Iron Pil win' tin Ivory (walrus) Too koh'a Ivory (walrus) Too'wang Ivory balls Up klut'e tit Jaw Ow'e look Jelly fish To ret'kok Jelly-fish To ret kot'ka Jelly-fish King'oo Killer (orca) Ne gan'e Killer Shnng'sho Kiss Sing nah'a look Knife Wot le'a Knife Chow'wik Knife, pocket Om kwot'wa Know Ne she'muk Lake Na'peek Lamp O'rak Lance Kal loo yok Land otter Nan 'net Leg Ir'ag o Line, whale Pa rekt Line, large Ta'p' k wok Lip Kun'yuk Louse Koo muk Lynx Ta pah 'let Man, native Yoke Man, native Kol'loun Man, negro Tow'il ery-yoke Man, white Kot'il ery-yoke Man, white La lute'wa len Marmot Seek'eek Marmot An uk'keo Marmot E'li Mast Na poah'yak Matches Nak'set Me Oo wung'a Medicine At ha'ga Mine Pung'a Mine Hum'neen Mittens La'leet Mittens Ah ya poich chung' Moon Ten'kuh Moose Oap'ka Mother Nag'a Mother, my Oo wung'a nag Mountain Ni'rek Mountain sheep Ken 'nek Mountain sheep Te pal'et Mouth Kan'ka Mustache A mow'ah Nail To ko'a Naked Me tom 'el kook Near Kun a tco'rok Needle Se'kuh Needle Se'koon New Nu tow'ok No A bung'e to No Wiug'a No; will not Wing a wing Nose Ke'nowk Now E'ute Oar Ya bo'kwa Oil Me se'ak Oil skin Kal 'Ink ESKIMO VOCABULARIES. 1273 ESKIMOS IN' SIBERIA, EROM CAPE BEHRINGr TO EAST CAPE— Continued. anglo-eskimo VOCABULARY — continued . Oil skin Ke tig'a Old Oo too'kwo Open water, big Mok'look Owl, snowy Tok'a lo Owl, snowy Ha ne'pa Paddle An ow'ok Paint Ung a oo'shok Pantaloons Ke lie'ik Pantaloons Ka now 'tin Pantaloons, deer Ip pe ha'ha wa Pick, or mattock Seet'look Plenty Nim ka keen Plenty Ab a e lok'tuk Poke, seal bag A wot'kuh wuk Pot Koo ka'ne Pot Moo'ha Ptarmigan Tal'et Puffin Koob ro'a Puffin Pe ni'a Quick Shu kwil'nuk Quick, very Shu ki loog'tin Rain Nip'chook Raven Kwil'wit Raven Mnt tuk'look Ring, finger Eong ko'hoit River Ni'wuk Rum, drink of A kwim'yeak Sable E la'yet Sack Cho klo'wok Sail Ting a lan uk ok Salmon Kwad lu'pe Salmon Too in'a Salmon trout Ah'cho Sand Kun'uk Saw Til he gew'na Scissors Poo jook'tat Screw Tap'pe tok Sculpin Ki na'ga Sculpin Oo'rok Seal, common A1 mu'chuke Seal, common Nat'chok Seal, common Mam'lelc Seal, common Nat'suk Seal rope Tap'kwa Sexual 0 yo kwot'e ka Sexual Oo u look'in Ship Ung ye ok'puk Shirt Loo'luk Shovel Poo'goodt Shrimp Kung'a ra Shrimp King'yak Shrimp Ok shuk'se ruk Shut (door) Ted li pat'ka Shut (door) Ma kot'u Sing La lug'era Sink Ki lu goo'ta Sister Ni yig Sit down Ko a ko'a Sit down Ok'o noke Skin Ah me we jek Sled Kom mi'a Sled Kom me ke Sled O'ro-go'ro Sleep Ka'vek Small Pi lo'kin Smell Nab 'h ah Smoke Poo'yok Snow on ground An tie yak'a poon Snowing Kong'ek Snowshoe Wool wuh'yak Spear, whale Oo'a nok Spear, seal Too'kwa Stand up Muk koo'vuh Star E la lu'ke tab Starfish Tas'ki ville Starfish As'ka vo che Stocking Pum'ya Stone tool Wil um'ok Stoop Groak'tah Summer Keek Sun Sbi kin'ya Teeth Koo 'tit Thimble Tig'eh Thread Kle'puk Tobacco Cba lu'pa To-morrow Oo got'tek Tongue Oo'leh Turbot Col su gu am Turbot A1 scrag a'nek Vise Pum chu'wuk W alrus I' wok Walrus Chit'chu Walrus skin Mini goo'na Iin'uii Water Water, drink of Ne kwe'sheak We Oo mung'ham Whale, bowhead Ok'kuli \vuk Whale, bowhead Bo zruk Whale, gray Ung to'hok Te po'hok Whale, finback Whale, humpback Tung wo'hok Whale, narwal Poo'jak Whalebone Ook lung'a Whalebone Sho'kok Whale flukes Kom'is tok What do you wish Cha lu'ga la What do you wish Pe ra kot'ka Wife A lik'ha Wind An o'ka Winter Sho'ka Wish A lu'ga nu Wolf Sun la'ga Wolf Oo koo'a Wolverine Kap'se Woman Ok'an ok Woman Now'skat Woodcock (golden Too'lik plover) W restle Too'a waik Fou Shu'pa You Hun Yours Hun'yun ESKIMO-ENGLISH VOCABULARY. A bang'e ta Ab e lok'tuk Ab'e look A bung'e to A gah'tik Ali'cho -Ah ha'ga Ah kle'uke Ah me klu ke Ah me'ta Ah me we've jek Ah tok'a Ah vak'leok Ah ya poich'chung na A kwin'yeak A1 mu'chuke A1 scrag'a nek Consumed Plenty Arctic Ocean No To-morrow Salmon trout Medicine Second finger Ermine Ermine Skin Father Clear Mittens Drink of rum Seal Turbot A lu'ga me A lunk'to A mow'at A ne'yok-a'poon An o'ka A now 'ok An uk'e a As in'o As'ka voche At'kine At'kook Awot'kuh wuk Ayouwkt Bo ne ve'kok Bo'zruk Cha lu'ga la Cha lu'pa Chit'chu Want Third finger Mustache Snow on ground Wind Paddle Marmot Enough Starfish Dog Coat Seal poke Harpoon Deer boots Bowhead whale What do you wish Tobacco Walrus 1274 EDUCATION REPORT, 1896-97. ESKIMOS IK SIBERIA, FROM CAPE BEHRIKG TO EAST CAPE-Continned. ESKIMO -ENGLISH VOCABULARY — continued. Clio klo'wok Sack Choro'nok Deer liorns Chow'wik Knifo Do'chet Curlew Doo'loo White fox E'het Hand; glove E la lu ke ta Star E la'yet Sable E'li Marmot E'ren Coat E tam'i) ok File E'te get E tel'ko Feet Fourth linger E'ye Eye E'yute Kow Gcak'ta Stoop Ha ne'pa White owl Ho tang'a Cold Hue'to Badger Hun Hun yun 11 Avail You Yours Red fox 11 wil'lco Reindeer Imp'net Im'uk Cliff Water Im'who . Cord Ip po lia'ka wa Pantaloons Ir'ago Leg I'wok Walrus Ka go'ay ok Aurora Kali vin'ok Red fox Kali wag'd nin Bird Kaing'a Black bear Ka kale'ma Ax Kal loo'yok Lance Xang'kok Crab Kang ko'le Crab Kan'ka Mouth Kan'ka re Dance Ka now'tin Pantaloons Kap 'so Wolverine Kap seen'a How much Kap se'nok Calm Ka slia'hok Heart Ka va nok'too ma Dream Ka'vok Sleep Ka wag'puk Ke he'ik Eagle Pantaloons Ken'nek Mountain sheep Ko noak'a Face Ko tig'a Oil skin Keu'ye Badger Kig meen'rook Pot Kig'mok Kil la'luk Dog Cloudy Ki lu goo'too Sink Kin'a ga Sculpin King'ik Diver King'oo Jellv-fish Hing'yuk Shrimp Kit swea Human hair Ki'u Hatchet Kle'pulc Thread Ko a ko'a Sit down Xob loo'ra Herring Kob ro'a Puffin Koli'u ma Tern Kol ip'se kan Fancy boots Kol'loun W oman Kol su'gwam Turbot Kom'is tolc Whale flukes Kom'mo a Sled Kom'ine ke Sled Kong' wok Kon'ik Widgeon Snowing Koo ka'ne Pot Koom'luk Thumb Koo'muk Louse Koo' tit Teeth Koo we'a Cotton Ko rong'a Deer Kot'il e ry yoke White man Kot'lea White fox Kot pok'u Kow'o a rok Door Breeze Ko ve uke Water boots Kuh'ya Lip Kun at oo'rok Kear Kung'ara Kunla'ga Shrimp Wolf Kun uk Sand Kwal'lu Eider duck Kwil'wit Raven Kwute Fight Ky'ak Covered canoe La'leet La lug'a ra La lute'walen Mittens Sing White man Long ko ho'it Loo'luk Finger ring Overshirt Lulc'luk Lukluk'pvk Ma kot'u Mam'lek Mam'ina Man'eak Ma ra ning'ta Brant Goose Shut door Seal Breasts if Me mlek Seal Mes'kwok Animal hair Me tom 'el kook Kaked Mok'luk Big, open water Moo'ha Pot Muk gil'ge Boy Mum ma'ka Breasts Mun goon'a Walrus skin Mungt o'ha House Mun ra'mok Go to bed Mun'tuk Whale meat Mut tuk'look Raven Kag'e Mother Kah'huh Smell Kak'set Matches Ka lu'e tat Hare Kan'net Land otter Kan o'a White bear Kan'ook White bear Ka'pesk Lake Ka poah'yak Mast Ka sho'kwok Crazy Kat'chok Seal Ka to'chet Kat'suk Keg'a Ke gan'ne Ke kwe'she ok C urlew Seal Eat Whale killer Drink of water Ke mam kin Big- Ke ot'ka Crab Ke'pa Drawers Ke she'mok Know Ke toong'ook Badger Kim ka'keen Plenty Kin gum 'e ta Hungry Kip'chok Rain Ki rek Mountain Ki ret Hill Ki'wuk River Ki'yig K oo'ya Sister Human hair Koo'yok Kow'skat Human hair Woman Kue'to Kug a luk'pe Kulc koo vuk Badger Go to bed Stand Kuk to'wha Button Kung'luh Under ground house Ku tow'ok Kew Ok an'ok Woman Ok'aw ak Bow-head whale Ok mine'ok Big duck Olcnek'to Crazy Ok'o noke Sit down Ok'pah Crow-bill duck On ah'shuk Hermaphrodite Ong'aro Oo'an ok Big Whale spear Oo kaw'che Hare ESKIMO VOCABULARIES, 1275 ESKIMOS IN SIBERIA, EROM CAPE BEHRING TO EAST CAPE— Continued. eskimo-ENGLISH vocabulary — continued. Oo ke'mek luk Hole Tap'che Belt Oo klung'a "Whalebone Tap'kwok Cable Oo koo'a "Wolf Tap pe'tok Screw Ook'took Fire Tas'luk Arm Ook wad lu'pe Salmon Te chim'na Grindstone Ook wa'yek Hare Ted li pat'ka Shut door Oo'lah Tongue Ten keh Moon Oo loo'kwo Old Te pal'et Mountain sheep Oo mung'hum We Te po'hok Fin-back whale Oop'ka Moose Tig'eh Forefinger : thimble Oo u look'in Intercourse Tig u'ok Hit Oo u're Anchor Til he gew'na Ting a lan uk'ok A saw Oo wing'a Husband Sail O'rak Lamp Tis ke ville Starfish Q'ro-go'ro Sled To a waik Wrestle Ow o tok'o Go To'brok Eider duck Owk Blood Tok 'a lo Small owl 0 yok wot'eka Intercourse Tok'a uke Sick Pah kin ok Brown bear Tok look Hawk Pa'recht Whale line To ko'a Nail Po lek'it Boots To'kok Bead Pe lo'kin Small To'nok Bevil Pe ni'a Puffin Too 'in a Salmon Pe rak ot'ku What do you want Too kah'a Walrus tusk Pil'wint in Iron Too'kwa Seal spear Poo'goodt Shovel Toolik Golden plover Pco'jak Narwal Toom'ta Beer Poo j ook'tat Scissors Too'muh Eider duck Poo'noon Clam Toon goo'u Codfish Poo'yok Smoke Toon'too Beer Pam chu'wuk Yise Too plit'ko Finished Pum'ye Stocking Too to'kwok Button Pung'a Mine Too'wang Walrus tusk Rok'ua Fly Too'v/uk Gun Room'ka White bear To ret'kok Jelly-fish Sang sek'a hoy ik Buck To ret kot'ka Jelly-fish Seek'eek Marmot Tow il'er y uke Negro Seet'look Mattock Tu'ga White fox Se'guh Ear Tug'a Crane Se'koon Needle Tung wo'hok Hump back whale Se'ku Lee Tung yo'a Bracelet Se'knh Needle Tub luk’tuk Beafi Se u'suk Box U'a yeh Gull Sha- lig a not What do you wish TJk shuk'se ruk Shrimp Shi kin'ya Sun U lik'a W ife Sho'ke Winter Ting a oo'shok Paint Sho'kok Whalebone Ung to'hok Gray whale Sho'kwa Crane TJng ye ok'puk Ship Shu ki leog'tin Yery quick Hng'yet II pin uk'tuk Boat Shu kwil'nut Quick Good Shung ow'ro Bead Up kut'e tet Ball; missile Shung sho Whale killer U wy'u wa Loon Shu'pa You Wed'le Eagle Sing noh'a luk Kiss Whing'yo Certainly Snuh'ok Boy Wil um'ok Stone tool So ko'ra Whale gum Wing'a No Soo'nek Comb Wing'a wing Will not Sow woo'yuk Brum Woolwukyuk . Snowshoe Stoke Finger nail Wot le'a Knife Suk aia'yuke Suk'aluk Bad man Ya bo'kwa Our Bad Yapis'ka Cartridge Tah'o wok White fox Yoke Man Tak nil'er ge Black Yok'tuh Fathom Tablet Ptarmigan Yo'o pe Brother Tal no'whoh Ta pallet Baby Lynx Yup pa Summer CHAPTER XXVII. EDUCATIONAL MATTERS OF INTEREST STATES. IN VARIOUS ARIZONA. Report for 1895-96, Hon. T. E. Dalton, superintendent of public instruction. The census of children has increased since the year 1895 to 16,936, being 1,027 more than in that year. Of this number 76 per cent attended the public schools some time during the year. The attendance at private schools added would raise to 82 per cent. The average of actual daily attendance, however, was only 45 per cent, a fact which, in the opinion of the superintendent, shows the need of an effective compulsory educational law. The increase in the number of school districts during the year 1895 was 4, making the number now 223. Increase in number of teachers is 3, the whole number now being 224. Some reduction in wages has taken place. Duration of school term was 6.34 months, an increase of about one-third of a month. The number of new school- houses built in the biennium is 20. Table of receipts and expenditures is added. At one of the meetings of the Territorial board of education (June 20, 1896), among the instructions given to teachers was the following interesting one regarding corporal punishment : “Any teacher, before inflicting corporal punishment upon a pupil, must first notify the parents or guardian and one member of the board of trustees of his or her inten¬ tion at least one day before such punishment is to be inflicted, stating the day and hour at which the punishment will be inflicted, and extending an invitation to such parent or guardian and one trustee to be present. The punishment must not be inflicted in the presence of the school.'7 The report urgently recommends a uniform course of studies in the entire Territory. The report comments upon the fact that, notwithstanding the severe responsibili¬ ties of the superintendent of public instruction, his position is dependent upon one appointing power, which subtracts from its dignity. He contends that, as in other States and Territories, he should have control over county superintendents, trustees, and teachers, and be allowed an adequate salary. The matter is argued at some length. So it is with the provision of the school law which makes the county probate judges ex officio county school superintendents, whether or not they have had expe¬ rience in teaching. Recommendation is made of some provision of law whereby the standards in grading in county schools by county board examiners may be brought at least to some nearer approximation to conformity. The report, indeed, advances the opinion that these boards should be abolished and their duties assigned to the county superintendent. The new law for apportionment of school funds, although liable to some objec¬ tions, has proven to be in the main satisfactory. Some carelessness in the too rapid increase in the number of school districts is complained of, as well as the inefficiency of the existing compulsory school law which the attorney-general has decided to be “inoperative and void.77 ARKANSAS. Report for 1895-96, Superintendent Junius Jordan. While the value of property in general has dwindled, taxes for school purposes have been maintained. The work of the county normal schools has served to increase greatly competency among teachers and bring about a better system of grading. There has been a notable improvement in schoolhouses, apparatus, and other school appointments. Appeal is made for greater force in the superintendent’s office, because of the increased number and burthen of its duties. Notwithstanding the urgent calls from every county in the State in that behalf, the superintendent 1277 1278 EDUCATION KEPORT, 1896-97. was enabled to visit only about one-fourth. Change is earnestly asked in the matter of school directors, many of whom are wholly incompetent, some using the office mainly for the purpose of putting in favorites, and many of whom neglect even the nominal work of making official rules required by law at their hands. It is claimed that present conditions make change from the districts to the town system indispensable. The report asks for abolition of* the office of county examiners and creation of that of county superintendent, with liberal salary. If the former is to remain it is recommended that it be elective, in order to remove it from the influence of politics, candidates being required to stand examination before the State superintendent. The country schools, although yet far behind what it is desirable they should become, have improved under the influence of the county normal schools. The report recommends advance in the programme of all common schools. By an act of the general assembly of 1895 a normal school was required to be established for every county in the State, to continue in session for one month. This has been a notable success. Among many things said by the report upon this sub¬ ject is the following: “I feel authorized in saying that the money appropriated by the normal for the two years past lias done more good for the public schools of Arkansas than all other movements of like nature that have been set on foot. Nor can we afford to stop where we are. The two years were experimental years, but the results show such gratifying success that I feel it my duty to urge on the legislature a continuation of the appropriation for two years more. At the end of that time tho State will be able and the necessity apparent for the establishment of one or two permanent normals. ” The reports of county examiners, in the opinion of tho superintendent, show more and more the inefficiency of the system of directors. The money received from the Peabody fund, which was $2,750 in 1893 and in 1894 $3,300, has been 1 ‘utilized iu normal work, supplementing the State appropriation in those counties when the attendance was so large and important as to require one or more teachers and in extending, in some instances, the session of one month allowed by the State to live or six weeks, as the case demanded.” Normal schools were held for three months in five towns — Jonesboro, Prescott, Hope, Normal, and Forest City, the last two of negro faculties. The question of uniformity of text-books which prevails in some States is discussed at some length, the superintendent's views being adverse to it beyond the schools that are under the control of their own special boards of control. In view of the great differences in teachers as to culture, habits of thought, and methods of teaching, it would seem impracticable to attempt to carry it throughout the State. On the whole, what has been done in the matter of education iu the State since the beginning of the public system is to be highly commended and is auspicious of happy consequences. It requires much time for a people, however unembarrassed by public, social, domestic, and individual constraints, to become familiar with a policy of great universal importance which has been newly introduced into their life. Such familiarity was nocessarily prolonged during the throes of political reconstruction after a disastrous war and the financial struggles, which ever since its passing have been continuous. It is most noteworthy that the people have cheerfully submitted to the taxation necessary for the prosecution of a purpose whose value has year after year been more clearly recognized. CALIFORNIA. GREAT PUBLIC LIBRARIES IN THE UNITED STATES. By Edward S. Holden.1 The present decade has witnessed the foundation of several great libraries and the reorganization of others. The movement has not come too soon. Library organiza¬ tion iu the United States lias been studied with success, and wo have a school of librarians whose intelligence and fitness is beyond praise. By their congresses and by their printed papers the main principles, and more especially the details, of their work have received a thorough examination. It might seem that there was little left to be said on matters of organization and policy. But a great library has to meet the wants of a very varied constituency, and it may not be impertinent for one of the outsiders and tax payers to present a few considerations, from the non¬ technical point of view, which relate rather to principles than to details. I recollect a sight-seer at the Naval Observatory of Washington who asked to bo furnished with a volume which had cost the Government $8 to print. He was highly indig¬ nant when his request was denied. He was a tax payer, he said, and demanded 1 Reprinted from Overland Monthly, August, 1897. CALIFORNIA. 1279 the volume as his right. Admiral Rodgers made a short calculation on his "blotting pad and came to the conclusion that, as one of 50,000,000, his visitor’s share vas less than 5 cents, and thereupon tendered that coin in payment. There are 75,000,000 of us now, and the share of each is small. But each one has a right to he heard at least. The 75,000,000 people do not all want nor need the same thing. There are 14,000,000 school children, for instance, with special needs. It is vital to our continuance as a nation that they shall he taught to comprehend the fundamental principle of all government — liberty with order — hut it is not necessary, nor prac¬ ticable, nor desirable, that they should all he instructed in the higher walks of literature or science. The gates are open to all ; but only a few will enter — can enter. The school child absorbs. He does not add to knowledge, though he may do so. This chance must be kept in mind and he must be considered as a possible creator. The first duty of 9ome libraries is to reach everybody in the community, beginning with the lowest minds and going as high as may be. This is precisely in keeping with American ideas at present, and the duty is not likely to be forgotten. The scores of libraries (of which the Boston Public Library, with its 575,000 volumes, is perhaps the best known type) that provide every possible convenience for their constituents make it certain that the library will soon be brought to every door. The humblest has only to ask. The college library regards the wants of a different class, and, in general, provides for them admirably. The libraries of Harvard (474,000 volumes), Chicago (280,000), Yale (215,000), Columbia (160,000), are excellent examples. A large and increasing proportion of the men who are to shape the fate of the Republic in the next century wrill be furnished by the colleges. Fine scholarship, balanced character, originality, open and flexible intelligence, directive power, are fostered 4in academic shades. Enlightened public opinion is essential in the Republic. This will always be formed by ideas originated by a very small number of thinkers and subsequently adopted by millions of citizens. It is indes- pen sable to educate the wrhole mass of voters intelligently to select and receive their standards of action, but it is vital to encourage by every practicable means the creation of such standards by the comparatively few. In every great city — Washington, New York, Chicago, San Frau cisco — at least one great library should be maintained whose first duty is to meet the wants of the very highest class of students, and to create and foster insight and distinction of character. Just as we maintain the public school as a great conservative force — a reservoir of intelligent citizens — so we should, in a proper proportion, cherish all influences which tend to the production of the very highest type. And a great library is a mighty influence of this sort. It is ta.ken for grantee! in this place that both ideals can not he perfectly subserved by a single organization ; that it is funda¬ mental to determine at the outset what the ideal is to he; whether to begin at tbe highest and work down, or at the bottom and work upward. If the assumption is doubted, I ask any teacher of experience to say whether it is or is not essential to grade our children in the public schools into classes of like accomplishments; whether it is not advantageous to dissociate the older from the younger students in college; whether a mixture of very different elements is not likely to degrade the higher proportionally more than it will raise the lower; whether learning has not a more intense spirit in the upper levels. The readers in a library are, of course, not brought into close association like the students of a school. But it is of the highest importance which ideal is held up by the fundamental organization. An example will illustrate this. It has been proposed, first, to make the National Library at Washington strictly a library of reference — primarily for scholars ; and second, to make it a lending library for Congress and for city readers. Is it indif¬ ferent which plan is adopted? Will the library be the same institution a century hence in the two cases? Will it have had the same effect upon the life of the country? It is a matter that can he debated which of the two plans is better. The present point is that they will lead to very different results in the end, and that the right plan must he chosen at the outset. The main argument of this paper is that there is pressing need for influences which will create and preserve the highest scholarship and culture, and a irrespec¬ tive danger unless our coming leaders are trained; that it is not sufficient to train the followers; and finally, that a few libraries, one in each great city, should he organized in the interest of scholars, primarily, sacrificing whatever must be sacri¬ ficed to attain this end. One of the strangest phenomena of onr democracy is its rage for uniformity and conformity. Variety, originality, and independence must ho deliberately fostered, as well as prized. The effect in this regard of the old Astor Library in New York, with its dignified hospitality to serious students— making their higher interests its own — has been simply incalculable. Taking a single instance, ifc is impossible for me to remember without gratitude the weeks I spent as a lad, a generation ago, in its alcoves where the whole resources of its magnificent 1280 EDUCATION REPORT, 1896-97. collections were freely opened. I had been introduced as a student, and no further recommendation was needed. Not long since I had occasion to make a short research in a large library in the East conducted in a different spirit. There were telephones, branches, a microscopic shelf classification, pneumatic deliveries, and everything “modern.” The reader was taken charge of, and every part of the “business” was done like the manual of arms, but finally it was business and not scholarship. It was a surprise to escape from the automatic mill without a pink ticket containing au abstract (by the library assistant) of the books I had consulted. In its way it was all admirable, but the high spirit was absent. Of course “business methods” are essential and these were intended to encourage, not to deter. The only just criti¬ cism is that the assistant (and the reader) was obsessed by them. This result need not follow, but it points to a danger in the “newest” methods; which is to fail to see the forest by virtue of looking too intently at the trees. The difference in these two libraries arose simply from a difference in ideal — in fundamental plan. Under its new direction the Astor Library, one of the constituent parts of the New York Public Library (which comprises the Astor, Tiiden, and Lenox founda¬ tions), is still to be faithful to its old traditions. Its relations to scholars will remain as before, and it will leave to other departments of the public library the care for the general interest. If the argument of this paper is correct it will be necessary to draw the lines of demarcation sharply. These problems have hardly yet arisen on the Pacific coast, but they will arise, for they are fundamental. The direction of our future development will depend in no unimportant degree on the solution that we adopt in the Sutro Library and other great foundations of the sort. There is a widespread fallacy with regard to the use of libraries which is “mod¬ ern,” and all the more dangerous because it is partly true. It is assumed that any and every library is doing its best service when its books have the maximum circulation. Elaborate statistical tables are printed to show how many volumes have been drawn this year as against last year, etc. The more drawn, the more fully is the library performing its function. This is not always so. Take the special case of a public-school library, for example. Is it better for the community that a high-school lad should read a dozen volumes of Jules Verne’s in a six-month, or that he should spend the same time over a single volume of Plutarch or Froissart? The statistical tables try to cover such cases by dividing the books issued into classes (history, fic¬ tion, philosophy, etc.). But even here the point is missed. The usefulness of the library depends solely on the benefit the readers derive from the books they draw. This may Avell be greater when few books are drawn than when twice the number are issued. Reading is no virtue in itself; and if it were, the value of reading is certainly not proportional to the number of pages read. The trivial attitude of mind which is fostered by the multitude and cheapness of modern newspapers, mag¬ azines, and books has impressed everyone. A trivial-minded child makes a trivial- minded citizen. The library must not measure its usefulness by the multitude of its issues. All these points are obvious enough - even trite— but a caution against such fallacies, bolstered by statistics, may not be wasted. Many librarians, and more boards of trustees, are still disposed to accept mere movement for advance. Another popular fallacy relates to the kind of knowledge which makes a compe¬ tent librarian. Roughly speaking, he is supposed to know everything. The last man who knew everything was Dante. Since his time all living scholars have had to specialize. They should know at least one thing supremely well, which will insure their power to learn other things for themselves, and their ability to put students in general on any desired track. It is nothing short of absurd to expect a scholar to-day — either in science or literature — to be a master in more than one or two departments. All that can be asked is a thorough knowledge of one part, a thorough acquaintance with its relation to other parts, and a minute familiarity with the bibliographic aids by which books are sifted and compelled to yield what they con¬ tain, the whole of this informed, with the scholar’s enthusiasm, method, and desire to communicate. Living among books gives an astonishing acquaintance with small details which may serve to impress the inquirer or the library trustee; but caring for them and using them gives the spirit of research which is the sole important matter. It is not a little remarkable that so few of our librarians are themselves authors. It would seem, as the materials for authorship lie all about them, and as their atten¬ tion is daily called to books which are needed and not yet written, that they would be inwardly compelled to supply the lacks they see. The explanation of this aridity of a learned profession in the United States (it is not so in foreign countries) is that our librarians are overworked. They tend to become, not scholars, but clerks of high degree. If this is a correct explanation of an undoubted fact the matter calls for a remedy. A library is an immense cyclopedia of all knowledge. The librarians should be specialists, and if they have proper support will become authors. The last edition CALIFORNIA. 1281 of the Encyclopaedia Britannica contains contributions from nineteen scholars of the staff of the British Museum on the widest range of subjects. This is precisely as it should be. Our own National Library in Washington should be reorganized with such a staff of specialists, each presiding over his own department. Every impor¬ tant book in each department of knowledge will be recommended for purchase by a competent judge. The bibliography of each special subject can be kept up to (late* The whereabouts of rare books which the National Library does not own will be known. No such book can be offered for sale without the knowledge of the Librarian* Questions from any citizen in the whole country on any conceivable subject can be referred to the persons best qualified to reply to them, or at least to set the inquirer on the proper track. Such an organization as this can serve the whole country, not- merely a group of citizens, and will make the library veritably national, not simply local. A great library, to be ideally complete, should contain every book that may be called for by any student. But practically there is no such collection on earth, nor will there ever be. A library must content itself with the possible, and use its resources in seeking after the most useful. This principle has an immediate applica¬ tion and a very striking one in the case of the National Library at Washington, wffiicli has just moved into its splendid home. If any collection in the country should be complete this should be. But all around it are the special libraries of the different Government Departments, each one of which has been most carefully sup¬ plied with the very best special books, chosen by experts. There are more than a score of such Department libraries in Washington (Light-House Bureau, Surgeon- General’s Office, Patent Office, etc.), and they contain in the aggregate nearly 400,000' volumes (many duplicates). It seems clear that what is required is not a reduplica¬ tion of such volumes in the National Library, but rather a complete catalogue of these 400,000 departmental books always on hand in the central library. The mak¬ ing of such a catalogue might well be undertaken by the National Library for ita own use, and its buying of new books controlled by the knowdedge that such a cat¬ alogue would give. Every book that can be obtained should be available in the capital, but of two books not in the National Library that one should be purchased which is not to be found in one of the Departments. This very simple policy can not be carried out until such a catalogue as is described has been made, and the time is ripe to provide it. One of these Department libraries — that of the Surgeon-General’s Office (104,000) — has taken the problem into its own hands and carried it to the extreme limit of perfection. Under the leadership of Dr. Billings the library has been treated as if it were a vast book — a single work — and indexed as such, page by page. The sub¬ ject index is printed in 16 large quartos. Such an elaborate index is a magnificent contribution to pure science, but it is not needed in most cases. A simple list of the books would be sufficient. We have aright to expect bibliographic contributions of the sort from the staffs of the great libraries of the country. Though much has been done the lacks are very far from being supplied. Just as special libraries, like those of the Washington Departments, are of immense value when they surround the general collection, so it is important that the general librarian should be himself surrounded by specialists. This necessity is recognized abroad, as has been said. At the British Museum or in the national libra¬ ries of Berlin and Paris an inquirer can have, at the shortest notice, an expert opinion on a point in numismatics, Arabian history, art, science, mediaeval meta¬ physics, the economics of the Roman Empire, or last year’s movement of commerce in the Manchester ship canal. Where can we point in America to such a staff? Our scholars are dispersed throughout the faculties of our colleges. There is no central institution of the sort; nor are our library staffs organized so as to attract specialists. Many scholars are indeed to be found in our libraries, but they are generally overworked and underpaid. Our tendency has been to use the library income in perfecting the details of a system, and to proportionately neglect the one important matter, which is to encourage scholarship. In the matter of copyright books a small change in our system — one often pro¬ posed — would produce a great benefit. At present the Government gives its protec¬ tion to authors in return for two copies of each work printed. Both of these copies are deposited in the National Library. In England five copies are called for, which are placed in five different libraries (London, Oxford, Cambridge, Edinburgh, Dub¬ lin). If the United States required three copies instead of two (not a very heavy tax when wre consider what is given in return), one of these might be deposited in Washington, one in Chicago, one in San Francisco, with manifest advantage to the author, to learning, and to the public. It would be thereafter certain that the risks of fire and public enemies wrould not endanger all three examples of a printed book. The present system makes everything depend on a single repository. We shall soon be in a position to defy public enemies at the national capital: but the risk of fire and accident always remains. ED 97 - 81 1282 EDUCATION REPORT, 1896-97. Whether, ancl how far, the great library should extend its scope to include great collections of paintings and the like is a question too large to be considered here. It is not a little remarkable that we have in the country, as yet, no systematic and orderly collection of fine copies of the great paintings of the world. The originals we can not have. The Nevada millionaire found to his surprise that it was impos¬ sible to compete in this respect with “those kings.” Fine and faithful conies we can have, and at no extravagant expense. Such a collection intelligently made would be an immense educator and a source of permanent pleasure. The other extremity of policy should be considered also, namely, the direct encouragement of originality in our own artists, rather than the education of their pupils and of the public. The artist-popes of Italy — Raphael’s and Angelo’s popes — were perpetually seeking new works; and thus perpetually contriving new opportunities. Room was made for Raphael’s frescos by sweeping away those of Perugino and Cortona. Wall space to spare there must be in all great buildings. Let the architect provide suit¬ able light, and perhaps the pictures may be forthcoming, either by private gift or by public appropriation. To pass through a hall of noble statues is no bad intro¬ duction to a working day among great books. There are many other points of interest and of prime importance which suggest themselves in connection with the era of library reorganization which has now set in all over the country. Perhaps the foregoing are the chief ones. If we are to be blessed with many great libraries in this country let us resolutely devote a few of them to the interest of the scholar and of the specialist, making this our first con¬ cern, and being willing to sacrifice all lesser interests. It is to them that wo must look for the creation of new ideas, of new plans, of new applications of old concep¬ tions. So far as it is practicable to provide for the interests of those who absorb knowledge, and of those who create it, by a single plan, this should be done. The fundamental matter is to realize that both ideals can not be followed in all cases, and to make up our minds that the interests of the scholar shall bo safeguarded in at least a few of the greater establishments. We may safely leave to the smaller ones their no less important duty. CALIFORNIA SCHOOL REPORT. Report for 1895 and 1896, Hon. Samuel T. Black, superintendent of public instruction. The report declares that within the last five years has been a greatly enhanced interest in education throughout the State. A notable impulse was given by the establishment of the Leland Stanford University. The number of students there and in the State University is more than four times that formerly in the latter. To each has been attached a department of pedagogy, to which a far larger number of students than was expected resorts. The schools enumerated in the public system are primary and grammar schools, evening schools, normal schools, and technical schools as may bo established by the legislature, or by municipal or district authority. The report says: “Evening schools have been established in nearly all the cities of the State, and are doing a noble work. While little has been done in the way of technical schools proper, departments of manual training have been established in many of our cities and larger towns. Two of the normal schools are provided with manual training depart¬ ments and are doing good work.” High schools have been raised to the dignity that their students, having completed the course, are prepared to enter the university. The normal schools, being designed purely for the education of teachers, are mainly technical. Graduates from grammar schools being admissible therein, the academic studies necessary to be further pursued have led to fixing the course at four years. If the law were such that high-school preparation were required for admission into the normal schools, the course in the latter might safely be reduced to two years. By this means they, as they ought, might be made professional schools, as are those in other professions. To this end thoughtful minds generally are striving. Some quite pointed observations are quoted from the report of the committee of fifteen. One of the paragraphs is hero inserted: “It is a widely prevalent doctrine, to which the customs of our best schools con¬ form, that teachers of elementary schools should have a secondary or high-school education, and that teachers of high schools should have a college education. Your committee believe that these are the minimum acquirements that can generally be accepted; that the scholarship, culture, and power gained by four years of study in advance of the pupils are not too much to be rightfully demanded; and that, as a rule, no one ought to become a teacher who has not the age and attainments pre- supposecl in the possession of a high-school diploma. There are differences in high schools, it is true, and a hign-school diploma is not a fixed standard of attainment, but in these United States it is one of the most definite and uniform standards that COLORADO. 1283 we possess, and varies less than college degrees vary or than elementary and local standards of culture vary.” Yet the committee maintain that high-school graduation must he of unexception¬ able reputation and completeness, else applicants be subjected to close examination. Considering that the high schools get no aid from the State, it seems s^^^prising the number that have been established by private initiative. At the writing of this report there were as many as 98, with 381 teachers, whose average salary was over $1,000. Their buildings are not far from $2,000,000 in cost. The average of daily attendance is 78 per cent of the number enrolled, thus being in excess of that in thee elementary schools, which is 71 percent. This liberal support voluntarily extended augurs strongly that this secondary system will in good time receive from the State the aid which has been plainly shown to be merited. The university has shown appreciation of their importance, as seen by the following language in this report: “The State University has adopted a system of accrediting high schools, whereby, on account of the high order of work done, their graduates will bo admitted to the university, on the recommendation of the principal, without examination. During the last year as many as 67 were thus complimented. In the list, however, were several private academies.” Besides the three normal schools supported by the State, there is one which is fos¬ tered by the city of San Francisco. The course is one year, in which only the theory and art of teaching are taught. Although there was not time to visit the various orphan asylums of the State, those which were visited showed good, humane management. The normal schools from time to time have raised the standard of admission, and gratifying increase of applications come not only from high schools but even from those holding only primary and grammar graded certificates. These institutions, besides their set curricula, are doing much of what the report styles “seminary work” among teachers, through teachers’ circulars and other agencies. COLORADO. Report for 1895-96, Mrs. A. J. Peavey, superintendent of public instruction. Mrs. Peavey begins with candidly admitting that the system of public schools suffers from serious defects. “ The laws have been changed from time to time, and lack not only harmony hut are confusing and difficult of interpretation, and should he thoroughly revised. The rights of superintendents are circumscribed, and those of the school directors are too unrestricted.” Yet it is said that improvement has gone along the educational lines, especially in what the superintendent calls 11 ethical culture.” Quite a number of voluntary associations have been formed, including parents, with teachers and other officials. These have resulted in creating considerable inspiration in several localities. A serious movement has been contemplated for some time to modify the office of directors. It was recommended that the school system have two departments of administration, one for supervising instruction and the other for managing the business. Tho report says that this change is very much needed in the State. “ With all deference to the faithful and consecrated ones, in many instances the school fund is being wantonly and unrighteously wasted; men and women who have made a failure of their own lives and enterprises are to-day occupying these posi¬ tions, and they arc not only engendering factional differences, hut are evading the law in every possible way in order to loot the treasury and rob tho children of their rights. . . . Let the directors give our schools the same permanent equipment as is given to all other professions, unvexed by the murky minds of politics, tho unrighteousness of favoritism, or the fear of sectionalism. . . . The standard of teaching would be elevated just as soon as it was understood that a man or woman was to bo employed, not to pay a political debt, but to serve tbe public ; not to occupy a certain position and draw so much pay a month, hut to find it, and earn by honest work the money that is paid out.” In general the superintendents are reported as doing honest work; hut there are a few exceptions in those who have been devoted mainly to furthering political schemes. A notable change bas lately taken place in the make-up of superintendents, of whom women have increased during tho present administration from one to twenty-six ; and the new appointees, it is declared, have done faithful, efficient work. There has been considerable improvement in schoolhouses. It is recommended that all instructors and directors applying to teach in normal institutes, of which there are thirteen in the State, should have testimonials of fit¬ ness from the State hoard of examiners. Ten of these institutes were held during tho year 1896, with notably good results. 1284 EDUCATION REPORT, 1896-97. Compulsory education lias been much more effectually enforced. The falling off in Arapahoe County has been far less, being only 4^ per cent of those in attendance upon public schools. This would be diminished considerably further if that in private schools were counted. The State board of examiners held nine sessions. The conditions of getting diplomas are very stringent, and they are gradually raising the standard of the teaching force. A very large number of decisions are printed in the report, that were given by the superintendent upon questions submitted by her subordinates upon several subjects. Among those seeming particularly noteworthy is the following touching use of the Bible in schools : “Neither the constitution of the State nor the statutes touch directly the reading of the Bible or prayer, or any other form of religious or devotional exercises, except to forbid that observance or participation shall be compulsory. The spirit of the constitution permits religious exercises in school if nothing sectarian is introduced and the trustees do not object.” DENVER SCHOOL REPORT. Report for 1896; Aaron Gove, superintendent. The report dwells at some length on the various studies in the school course, as German, music, physical culture, and drawing. The department of sloyd was intro¬ duced six months ago, and has been studied by quite a number of pupils in the eighth, seventh, and part of the sixth grade. Kindergartens have become notable favorites, their number having been doubled during the year. The superintendent, under instruction of the board, opened 20. Much attention lias been paid to cooking and sewing. It is a boast of the superintendent that school funds are the more easily raised aud bear less heavily upon the people because of the fact that there are no outstanding- bonds of the city on which interest is to be paid. On the subject of clubs among students of the high school, the principal, Prof. William H. Smily, has to say the following: “With the exception of the lyceum and attic society, the cadets, and the athletic associations, the school gives no countenance to societies, but invites the coopera¬ tion of the home in checking the formation of small clubs and the holding of socials.” The report discusses, under the head The Public Library, the question of the quan¬ tity of books on fiction it is proper to have there. The decision is to cut down gradually the present list until it includes only what is “distinctively standard.” Appended is the charter for the support aud regulation of the schools of Denver, approved February 13, 1874, as amended February 2, 1876. It appears to be a care¬ fully prepared paper and intended to provide for all contingencies in school life. Among them we note the following salutary provision : “62. Any child coming to school without proper attention having been given the cleanliness of his person or dress, and whose clothes need repairing, shall be sent home to be properly prepared for the schoolroom.” And this : “63. Text-books are furnished to pupils by the board ; but books can not be taken from the school building except by special permission of the principal.” Teachers’ certificates are valid during only one year after their issuance. The following serves to show that extreme care is taken in the matter of obtaining and retaining teachers : “The teachers are elected by the board of education, but first must be present at an examination and receive a legal certificate to teach. The examination is both oral and written, occupies three days, and embraces reading, spelling, English grammar, physical and descriptive geography, arithmetic, elements of algebra, United States history, English literature, elements of vocal music, methods and theory of teaching and drawing.” Those in kindergartens, besides these, must hold State certificates for kindergar¬ tens, issued only by the constituted kindergarten authorities. CONNECTICUT. Report for 1895 and 1896, from the State hoard of education to the governor, and from the secretary, Hon. Charles D. Hine, to the hoard. Attention is directed first to the law forbidding child labor in factories, passed in 1886, amended by that of 1887, by which appointed agents could compel school attendance. These agents are reported to have done their work with diligence and with excellent results. In this respect the last year, 1896, was notable. Increase in CONNECTICUT. 1285 attendance within the five years last past has gone beyond increase in enumeration, notwithstanding quite a number of withdrawals to private schools. Not that the evil has been entirely abated ; for, despite all attempts thereto, it yet exists to an unhappy extent, and is regarded as the very greatest impediment to educational success. Serious complaiut is made of the incertitude and partial inefficiency of the rules regarding teachers’ examinations. On this head the report thus speaks : ‘‘The object of these examinations is to secure trustworthy evidence of fitness to teach. While there is a law requiring local examinations, these examinations do not raise the standard of teaching, nor keep out the inefficient and untrained. Whether disregarded willfully or negligently, the administration of the law relating to examinations is lax, and is an open door to the unqualified and disqualified.7’ To the law of 1888 establishing evening schools, an amendment was subjoined in 1893, enjoining the board of education to compel attendance of the illiterate between 14 and 16, and although considerable good has been achieved, yet inspection of fac¬ tories shows that a considerable number of these unfortunates avoid the search of those charged especially with the. care of their cases. The State has three normal schools, with capacity for 700 students. The report calls special attention, which it urges at considerable length, to an extended report of the secretary on the subject of high schools. Among the influ¬ ences supposed to be operating to their hurt are the colleges. We give an extract from the discussion of this point : “Only about one in fifteen of those who enter the high schools of this State after¬ wards go to college. If any of the fourteen are badly educated, the fact is not demonstrated through any accepted test. If, however, the one rvho takes the college examination does not pass this examination, his school is thought to be tried and found wanting. It is therefore natural that the best teachers should be set by the principals to teach the small college classes. This, of itself, would be bearable. The existing evils result largely from the fault that college examinations are adopted to test the amount of memorizing that has been done, rather than the intellectual power that has been acquired. The college classes have to be got ready for an examination — not educated. They can best be prepared, as things now are, by securing the memorizing of lessons through the tests of the oral recitation, and by a skillful mechanical drill. We can not justly criticise the purposes or methods of those who are engaged in preparing boys and girls for college. Their work is laid out for them by the college authorities. It is, however, unfortunate that most high school principals and most of the best teachers should be, perforce, accustomed to narrow ideas of education. From this it results that the thousands of scholars who are not going to college are also set to memorizing lessons instead of being wisely educated.77 This question, referring the while to the overmuch time spent with Latin and Greek (which, in the board’s opinion, ought not to be taught to those who are not to go to college) is elaborately discussed. The report of the secretary in general appeals for a more modern and workable system of education, for better preparation for teaching, and for extension of higher education to all the children. A table is added giving reports of the agents to whom is intrusted the duty of enforcing the law appertaining to child labor. A part of its violation is due to manu¬ facturers who employ children within the law’s provision, relying for protection upon parents’ certificates. To remedy this, one of the agents recommends that certificates of age, instead of coming from parents, should be gotten from the bureau of vital statistics in the counties and towns where they were born. There are some interesting things in the reports made to the secretary by the teachers. One of them speaks of what he regards serious evils. Among other things he says : “The foregoing statistics suggest : “1. The inadequate pay to many teachers. “2. The great difference between the wages of women and men ($42 to $84). “3. The great number of persons allowed to begin without preparation — a mon¬ strous abuse of children. . . . Half of the teachers in the State do not receive more than $8 per week, or $288 a year. Out of this grows a crop of evils. The well qualified are justly uneasy, and seek better pay and permanent tenure. The poorer districts are depleted for the benefit of the richer, and the children bear the burden of incompetency and change.” The State still holds to the twofold system of school administration. “One, the original town system, is distinguished,” says the report, “by a single board of officers, and a direct, efficient, and reasonable method of doing business. The other, the district system, is distinguished by two independent sets of officers, the one hiring and paying teachers and caring for schoolhouses, and the other examining teachers and supervising the schools.” 1286 EDUCATION REPORT, 1896-97. DISTRICT OF COLUMBIA. Iteport for 1895-06, Hon, J. W. "Whelpley, president of the hoard of trustees. The attendance "both at day schools and night schools has increased over the last year, due, perhaps to some degree, to the system of providing free text-hooks. It is surprising, the hoard contends, that "with appropriations hardly adequate, so much of good work has been done in education. They earnestly maintain that the aver¬ age salaries of teachers are too low, being sensibly below those paid in most of the other cities. They reiterate the appeal for an assistant superintendent and for a conveyance for the distribution of text-books and other supplies to the various schools. Notwithstanding the recent construction of new buildings the schools are yet overcrowded, and many pupils are limited to half-day’s tuition. Especial need in this respect is for the manual training schools. Attention of the Commissioners to kindergartens is again besought. Observation lias satisfactorily established their utility in preparing very young children for the primary schools. They also request of Congress a more effective law than those now existing for compulsory attendance at school, and they earnestly represent the need of a general system of * frequent medical inspection. Not alone the capacity of children in regard to hearing and seeing, and the means of correcting individual safety should be inquired into, but their seats, desks, supplies of light, study rooms, cloak rooms, play grounds, with unceasing watchfulness for appearance of serious contagious diseases. The report of the superintendent, Hon. W. B. Powell, shows a considerable increase in enrollment of pupils, and he gives elaborate statistics of all subjects under his supervision. He urgently repeats the request for a delivery wagon and man for conveyance of books and general school supplies, a matter which has grown too large to avoid giving much inconvenience to the present force of employees. Sani¬ tary considerations in connection with these supplies seem to become more and more important with the accumulation of worn-out books. The superintendent, after much observation in this regard, expresses the opinion that ‘ ‘ the only consistent system or rule of furnishing books is to give the child the book, when he enters school, to hold him responsible until it is worn out, but to let no other person use it. The plan would be in the interest of cleanliness and good health, and therefore to be commended aside from considerations of contagion. The superintendent with much earnestness repeats the crying need of more build¬ ings to remove the unhappy pressure into half-day schools, of which there are more than 250 in the city. The work in tho normal school is much commended, and promises yet better results to come from the extension of the course from one to two years, which will go into operation the coming year. He argues that the board of education should restrict the work done in this school to learning more definitely what, and how intelligently to teach what is known as tho common school branches. In regard to sanitation the superintendent, regarding it of increasingly exigent importance, suggests to the Commissioners to apply to Congress for a medical com¬ mission, directed to examine at frequent brief intervals the sanitary condition of all school buildings, and at stated intervals to examine pupils and direct teachers in the disposition of cases of sickness or other physical infirmities. It is claimed that advance has been made in tho attempts to give a greater amount of individual teaching. Experimentation has led to more intelligent groupings of those pupils of similar capacity, development, and receptivity. The report of Superintendent Cook, of the colored schools, contains some interest¬ ing matter. The habit of corporal punishment, although not get entirely dispensed with, is gradually becoming extinct, suspension and other things being substituted. Similar opinions with the rest are held by him about kindergartens, and the need of more school accommodation. The high school, among others, has outgrown the enrollment of its pupils. All tho reports furnish detailed statements of all items composing the educational endeavors of the District. It is gratifying to note the excellent repute in which the teachers are held. High praise of their culture, disciplinary capacity, and fidelity is generously bestowed by those whose office is to inspect their work. FLORIDA. Keport for 1896, Hon. W. H. Slieais, superintendent. Much apprehension was felt for the schools as well as for all other business enter¬ prises in the State by the appalling disaster wrought by the memorable freezes in the State, the first in December, 1894, and the last on February 8, 1895. The mag- FLORIDA. 1287 nitude of that disaster people outside have perhaps never justly conceived. The report says of it several things, of which the following is a portion : “ Those living outside of the State and not engaged in the cultivation of tropical fruits and vegetables have but slight appreciation of what is meant by a ‘ .freeze/ which impoverishes the rich and takes away the visible means of subsistence from tens of thousands of industrious citizens in one night. Groves which had given employment to thousands of laborers, yielded large incomes, had required many years and much capital to grow, were worth the bare land the next morning. The effect upon the State was the same as if every manufactory in New England without insurance had been burned to the ground in one night.” In view of the universal distress the county commissioners, by request of the governor and the executive council, withheld collection of taxes until the fall of the year. Yet the public schools had won so much favor from the people that reduc¬ tion of the school tax was not made. Indeed this could not have been done, because assessment for education had been made mandatory by the constitution. The result was that beyond some lowering of salaries, shortening of terms, and delay in estab¬ lishing schools which were expected to be started, educational interests underwent little suffering. The rebuke of the delay and negligence of county school officials administered in the foregoing report seems to have had intended good results, as the showings made by them are in the main satisfactory in the matter of clearness and accuracy. The statistics show a very slight falling off of the several items since the freeze. With the exception of the year 1895 there has been a constant increase in the num¬ ber of pupils enrolled and in daily attendance. The decrease in the number of teachers has been mainly among those of lower grades and by the union of some small schools, in which better if fewer teachers were employed. Counting the whites alone in the enrollment, it is claimed that the percentage of school population is greater than the average for all the United States, greater than the New England, and only a little lower than the North Central, and it is a grati¬ fying fact that, whenever enrolled, white children and colored attend with like punctuality. In this respect Florida, it is claimed, leads every Southern State, as it does in the number of school days. There is great difference among the counties in the length of the school term, the longest for both races being 157 and the shortest 72 days, 8 below the number required by law. The disparity is peculiar to neither race, in several counties the colored schools being in this respect ahead of the white. It is suggested that the maximum limit of the school levy should be abolished, and it is asserted with confidence that such action would be ratified by the people. The law passed, in accordance with the recommendation of the superintendent, for the uniform examination of teachers met at first with much opposition and from sources whence it was expected, a class on whom the report pours some ridicule, and it congratulates that such opposition has subsided almost entirely before the evident benefits resulting from its operation. In the matter of framing questions for such examinations the superintendent, in view of the delicacy and other things attend¬ ing them, asks for the appointment of a commission of two or more special experts to perform the work, arguing that the small cost incurred would be far remunerated by the value of the service rendered, part of which would be prevention of the jealousies on the part of such as for political or other special reasons seek the position and indulge in unreasonable complainings when disappointed in that behalf. It is noteworthy that whereas it is made by the State constitution optional among the counties to levy a school tax anywhere between 3 and 5 mills, the number is constantly increasing of those which come up to the maximum. Even after the great freeze thero was falling off in only two counties. Every one of them, with exception of three, levies at least 4 mills, and not one went as low as the minimum. It is claimed by the report that with the exception of Texas the average of teachers7 salaries is above that in any other Southern State. Regarding that delicate, difficult problem, the education of the colored race, we give the following extract : “The race is receiving all the educational advantages they are capable of appre¬ ciating. Their schools are as closely supervised as any others, the very best teachers are secured that can be had, and they are paid better salaries than the same grade of teachers are paid in any other part of the country, North or South. And further than that, every possible encouragement and help is given them to prepare for a better grade of work. Besides a well-equipped State Normal College, equal advantages are offered their teachers in summer schools and institutes. It is my opinion that the race needs, more than anything else, to be let alone by their overzealous friends, and given time, to work out their own destiny. . . . The race is manifesting, as a whole, as commendable ambition to improve its condition as any race in like intel¬ lectual, social, and financial conditions under the sun. . . . The people of the State 1288 EDUCATION REPORT, 1896-97. are willing to be taxed for their education, and to extend to them every assistance except to lower their own social status, that they may elevate by a mite the negro's. . . . Any assistance rendered from abroad in the attempt to better the condition of these people by the charitably disposed will be most heartily welcomed unless it is attended with the insult to the public sentiment of the State in trying to educate white and black side by side in the same schools.” GEORGIA. Report for 1895, Hon. G. R. Glenn, State school commissioner. The present system of public school education in the State is “ totally and radically inadequate,” and the legislature is urged to come to its help. The commissioner had already visited the schools in every county in the State except ten, and would visit these before the meeting of the legislature. This observation has convinced him of the sore needs of very many rural districts whose meager facilities of getting educa¬ tion for the children has been one of the principal causes of that constantly growing exodus from the country into the towns, which, in his opinion, tends to hurt the general well-being of the State. Investigation of criminal statistics in many of the counties shows that far larger amounts have been expended in the prosecution of criminals than toward education. From this fact the commissioner argues that, the greater number of crimes being committed by illiterate persons, saving would be made by making more efficient provision for education of the people, and he cites the great diminution of crimes in England, which are plainly shown to be attributed to the increase of intelligence. Commendation is made of the results of establishing teachers’ institutes. These have been held in conformity to law, experts being hired to conduct the meetings. This expert is most inadequately paid for his services, the wages, $25, often being exhausted by expenses, leaving nothing for his work. For the purpose of providing better payment for such valuable work, the commissioner combined several counties in the last year. A large space is given to the evidently rapid increase of education among the negroes. It is maintained that on the whole they have made good use of their opportunities, and the commissioner trusts that in good time they are to become of much increased value to the State. He says : aEy nature the negro is impulsive, by nature he is sympathetic, by nature he is emotional and easily excited ; he is instinctively loyal and generous. If the good qualities of his head and heart are wisely directed by proper educational processes, he can become, and I believe will become, a most potential factor in aiding the Southern people to work out their industrial problem. It is a great mistake to sup¬ pose that education hurts the colored man and unfits him for service. A little false education and misdirected education may do this, but the natural and normal devel¬ opment of the life and character of the negro, as has been shown already in so many notable instances, will make him a most valuable aid to us as a people. I find, wher¬ ever I have gone in the State, a growing disposition on the part of the intelligent colored men to show their sense of gratification for the aid that the white people of Georgia are giving the race by cultivating the kindliest and most helpful relations between themselves and their white neighbors and friends.” The commissioner calculates that 250,000 children of school age do not attend school. The greater part of the latter are in rural districts, where a majority of the children labor on the farm. Besides, as he says, ‘‘ the schoolhouses in the country are so uncomfortable that the schools must be held in the spring and summer.” Some improvement has been made in the matter of reading circles through the praiseworthy instigation of the county school commissioners, a fact promising good results in the growing professional spirit generally among teachers, leading them to increased habits of becoming acquainted, through reading, with general literature outside of text-books. Much congratulation is indulged on the entire success of the normal school at Athens, which is now under the management of Mr. S. D. Bradwell, former State school commissioner. Pupils from at least eighty counties are in attendance, and interest amounting to enthusiasm prevails among them and the professors. Much praise is bestowed upon the Georgia Normal and Industrial College at Mil- ledgeville, founded upon the highly satisfactory report of President Chappell. The rush to this institution has been noteworthy. At the opening, which took place only a few days before the issuing of this report, more than one hundred applicants had to be rejected, notwithstanding the fact that a largo building had been recently erected which furnished accommodations for 135 additional students. The Georgia Agricultural College at Dahlonega, getting an allowance of only $2,000 from the State, far overpays, it is claimed, in returns. GEORGIA - ILLINOIS - INDIANA. 1289 The Georgia School of Technology at Atlanta, under the management of Lyman Hall, president, is fulfilling the expectation of those who were foremost in suggest¬ ing its foundation. The Georgia State Industrial College, intended for colored youths, situate at Col¬ lege, a suburb of Savannah, designed to give instruction in mechanical and indus¬ trial arts, is reported to be doing well. IX/LIXOLS. CHICAGO SCHOOL REPORT. Report for 1896, Daniel R. Cameron, president of the hoard of education, Albert G. Lane, superin¬ tendent of schools. It is a gratifying fact that the new sittings provided during the year were fully up to increased enrollment. The latter has gone to 215,784, an increase over last year of 14,404. Increase of sittings have been equivalent to sixteen twenty-room buildings. It seems a misfortune that the financial resources had to be reduced. Under the head of “Need of more responsible management” many well-considered observations are made. Want of entire certitude in the educational laws makes inevitable occasional conflict of claims among some school officials, and it is inti¬ mated that a more certain and strong authority should be intrusted to the governing head in the system. The report says : “A clear, well-balanced mind is seldom at conflict with itself, henco the wisdom of making selection of one respectable head of affairs, to whom may be committed the management of the same, but who is empowered to work out his own plans with an eye single to an accountability that is commensurate with his trusted powers. ... It is my belief that a competent man of affairs, with large executive powers, conversant with men and values, ... if chosen in the capacity of, let me suggest, a business director of all its business affairs, subject always to review by the board, at a liberal salary, would, by the introduction of business methods into the adminis¬ tration of our aii'airs, so effect a saving in our expenditures as would compensate for his salary many times over and bring about a more rational system of procedure in all our business relations.” The board has accepted from the board of commissioners what was known as the Cook County Normal School. Suggestions are made regarding vacation schools for the children who can not leave the city during July and August and regarding the introduction into the high schools of a course upon commercial interests for the purpose of having men trained for foreign service and correspondence. Organization has been effected under the law of the last legislature providing a pension and retirement fund for disabled teachers. The pension board consists of the board of education, the superintendent of schools, and two members to be annually elected by teachers and employers. INDIANA. Report for 1895 and 1896, Hon. David M. Geeting, State superintendent. The report appeals to the general assembly for additional school legislation. One is that high-school accommodations bo furnished free to common-school graduates; another that teachers’ liceuses should be given by the State superintendent, thereby making them valid throughout the State; another that a law be enacted providing for qualification of county and city superintendents ; another for a district library system ; another for authority in the State board of education to recognize certificates from other States. The report discusses and clearly defines the word “uniformity” in the law, show¬ ing that it means that actual advantages of every kind must be distributed equably. It says : “ While the boys and girls of the cities and towns have access to the privilege of high schools free, the children of the rural districts have been shut off from these privileges, except in some of the best counties and townships. . . . The school laws of the State not only grant to township trustees the privilege of establishing higher departments of learning for the children in the country districts, but I believe "they compel these officers to furnish these advantages to all who are sufficiently advanced.” Yet, so the report says, the law is so framed that the trustees, if they see fit to do so, n>ay refuse. Enrollment is shown to be much larger in townships wherein State advantages may be had than elsewhere. The following are among the concluding words of the superintendent on this subject: “I believe that if every township in Indiana would support a good high school, so 1290 EDUCATION REPORT, 1896-97. that every child would have advantage of the same free, it would ho only a few years until we would have as large a voluntary attendance in the public schools in the rural districts as a compulsory law would give.” The report urges a change in the license law so that examination papers may bo graded by the State superintendent and become a State instead of a county license. As it i3 there are now as many as ninety-two different standards, the result of which is that in some localities there are excellent, in others very poor, teachers. The change proposed would equalize school advantages, equalize ways, do away with personal partisan influences, and allow to county superintendents time to plan their proper work. Complaint is repeated in the matter of incapacity of many county superintendents, the law unfortunately prescribing no educational qualification. Quite a large space is given to this subject, which has been much discussed among county superintend¬ ents, the views of many of whom are against those presented in this report. Again the report calls attention to the fact that the State delays to recognize teachers’ certificates granted in other States. This operates to the hurt of teachers going into other States and having their certificates ignored, because, as it says, “many of the States, particularly in the West, are authorized to extend such courte¬ sies only to such States as reciprocate the favor.” The State manual and uniform course of study is reviewed at considerable length. The Teachers’ Reading Circle and the Young People’s Reading Circle advance in development. There are two grades for State licenses — one for a period of eight years, termed a professional license, the other for life, called life State license. The eight years license is obtained after having gotten consecutively two of thirty- six months, but holders must pass examination before the county superintendent prescribed by the State board of education, whose approval must accompany the license. The report gives with some minuteness an account of the various school funds. The Congressional township fund, beginning with the grant of land by Congress in 1816, which, by permission of that body, was sold in 1827, and the proceeds became a trust fund. Another is the State’s share of tho surplus revenue of the United States distributed in 1836. This is called the surplus revenue fund. Another is the bank-tax fund, raised upon the State’s interest in the State bank established in 1834. Another is the saline fund, dating back to an act of Congress in 1816 regarding the salt springs within the then Territory. Another is the sinking fund created in 1834. Another is what is known as the seminary fund, created in 1816. County institutes have advanced much in importance. Some needed improvements are recommended. One is that the State board of education “or other educational body” bo empowered to certify to the fitness of teachers; another that in township institutes attendance should be made compulsory, and another for the more liberal compensation for instruction. The institution needs more compact and intelligent organization. This would do away with the want of money, much of 'which is dis- sipated by lack of such organization as is recommended. The report gives a history of the Indiana University. This is accompanied by excellent photogravures of several of its buildings. Increase in students becomes constantly larger, those in the summer courses of 1896 being more than in the entire year ten years back. The question whether the State should adopt compulsory education is discussed at much length, various “factors” mentioned and enlarged upon, one of these being that while school enumeration in 1896 was 798,917, enrollment 529,345, attend- ance was only 392,015. KANSAS. Report for 18S5 and 1896, Hon. Edmund Stanley, State superintendent of public instruction. The want of normal training schools for preparing teachers is much regretted. The work of the normal institutes has been of great volume. Institutes have been held in every county during periods extending from four to ten weeks, and the com¬ petent instructors in them have brought about much improvement in the teaching force. It is desirable and so recommended that these institutes bo made professional schools in order, among other things, to secure entirely satisfactory persons to pre¬ side over them. At present they are under control of county superintendents, although the conductors and instructors are selected by tho board of education, and the evidences of their qualifications of every sort must be made clear under a series of requirements notably exalting. Under the title “Management and supervision of the common schools” there are many well-considered observations. The report argues for the State’s assuming entire supervision and control over all that is employed for organizing and conduct- KANSAS— KENTUCKY. 1291 ing the schools, to which end the first essential is high-grade teachers. It is unfor¬ tunate that no larger per cent of the teachers can he supplied by the normal school, and that choice must often be made among those of inadequate preparation beyond mere academic work. In view of this condition the report earnestly recommends the creation of at least two additional normal schools. Commendation is bestowed upon the work done in private and denominational schools. Regarding the latter the report says : “Competition with the public-school system causes these schools to be less dog¬ matic and sectarian in their work, wrhile at the same time their existence and influ¬ ence tend to emphasize the importance of moral and spiritual development as a part of the education the child should receive in private, denominational, and public schools alike.” There are several striking observations under the head “legislation.” It is con¬ tended that under the district system, as now existing, the schools are local rather than purely public. Every district determines the length of its school terms, with little exception the tax to be levied for its support, and under certain conditions may discontinue them altogether. In existing conditions of property disposition, some districts are very far behind others in educational advantages, as to competent teachers and duration of school terms, although subjected to higher educational taxa¬ tion. It appears that no district can bo disorganized as long as it has more than two qualified voters, nor where there are any debts upon it. Women as well as men being qualified electors, it is not seldom that a single family can control the organ¬ ization, a fact which sometimes results in gross abuses. It seems most strange that under a show of educating one or two children a maximum levy of tax is imposed which, under one and another pretext, accrues to a single person, who is said, with apparently entire aptness, to be “owner of a school district.” The report makes the following recommendation: “That in all districts having less than five legal electors the county superintend¬ ent be given the power to appoint the members of the district board, select the teacher, make the levy for school purposes, and determine whether a school shall bo maintained in the district or provision be made for the education of tho children in other schools and at the expense of the district.” Admitting the difficulty of putting forth any definite legislation regarding the tenure of teachers, it is a sore evil — the too frequent changes among them and other school officials. At present both teachers and superintendents, in some cases by the time they have become well used to their positions and familiar with their duties, are required to give place to new. The term of superintendent is two years. Such changes in supervision are less frequent in tho city. Tho report argues that teachers’ certificates should be made for a longer period, and that high grades in examinations should be made permanent credits with their holders. Teachers’ examinations, it is contended, should be held about the time for opening the schools. The present superintendent dissents from the views of his predecessor touching uniformity of text-books in all the schools of the State. In his opinion, those suited to pupils resident in cities are not always suited to those in villages and rural schools. Uniformity in this regard leads to sameness, which is hurtful both to train¬ ing and development. Tho objection applies to every kind of school, graded and ungraded. There seems to be point in the following language: “ State publication is unsafe as well as expensive. Should this plan be attempted, the chances are wo should get a poor grade of books, and when the cost of copyright, plant for manufacturing and work in handling are taken into account (for all these must be paid for by the people), we must expect the same results that others have experienced — an expenditure of more money for inferior books than the best would cost in the open market.” The report cites the States of California and Indiana in support of his argument; and further, that books thus published by the State are of inferior quality, and liable to become worn in comparatively brief time. The superintendent urges that the standard for admission to high schools should be uniform, th at gradation is a necessity in all schools, and he strenuously insists, like his predecessor, upon such legislation as will make provision for what is termed “the gap” between the common school and the college. KENTUCKY. LOUISVILLE SCHOOL REPORT. The report for 1896 is from E. H. Mark, esq., superintendent, and is preceded by an address from Albert A. Stoll, president of the school board, and reports of the several committees. The following is taken from the president’s address : “lean not refrain from calling attention to the fact that in many respects it is 1292 EDUCATION REPORT, 1896-97. believed the course of study now in use in the schools is too heavy. In my hum¬ ble opinion too much time is taken up with studies of little or no value, to the detriment of many cardinal branches of practical education, and it is to be hoped that steps willsoou be taken to remedy this objection. Too much can not be said of the importance of an increase in the school revenue. It is highly important that the revenue of the public schools should be increased yearly, yet the past year shows a decrease.” The address urges especially the pressing need of erecting an entirely new building for the girls’ high school, suggesting that the one now used be given up to the boys. The fund needed can be raised only by direct taxation, but it is asserted that the people would submit to it cheerfully. The committee on salaries and supplies recommended increase in the salaries of several of the teachers in advanced positions, and that the schedule of salaries in general be based on the principle that all should be according to the rank and meri¬ toriousness of services, instead of averaging them, as at present, between the highest and the lowest salaries paid. All teachers should have set before them the sure prospect of rising wages according to increase in their professional experience and value. The continued increase of school children makes necessary frequent rents of rooms, as well for colored children as white. A historical sketch is given of the earliest attempts to found a manual-training high school since its induction into the country at the Centennial Exposition at Philadelphia. The hostility of trade and labor unions long obstructed these attempts, but persistence was at last rewarded and the school was founded in May, 1892. The plan of instruction followed in the manual-training high school, says the report, “is such as will fit boys of ability who are mechanically or scientifically inclined, and who may have neither the time nor means to continue at our school after they become 17 or 18 years of age, for positions of usefulness in the various productive and construction pursuits. It also prepares students who desire to con¬ tinue their education in technological branches for the best engineering and scientific schools in this country.” Attendance on the evening schools had decreased from last year, owing mainly, as the report believes, to the hard times. Out of 1,150 whites enrolled, the average attendance was 639.1. It was 861 among colored pupils in an enrollment of 1,867. Corresponding falling off for the same reason was in the high schools. The total number of pupils enrolled during the year in the day schools was 24,860, of whom 5,071 were colored. The average daily attendance among whites was 15,311; among colored, 3,258. MAINE. Report for 1895, W. W. Stetson, State superintendent of common schools. The legislature, in compliance with the suggestion of Mr. Luce, late superintend- ent, repealed the law of biennial reports. The new superintendent cordially indorses the change, which brings the superintendent in more frequent and close communication with subordinate superintendents, teachers, and other school officials. The decrease in the whole number of different pupils attending school at any time during the year is accounted for by the law raising the school age from 4 to 5 years. The increase in the average length of the time during which the schools were open is said to be owing to the fact that the town system, while reducing the number of schools, increased their length. There has been some increase in the amounts ijaid for text-books and other school appointments, and it is a gratifying fact that such things cost only about one-third of what was paid under the old system. The superior value of the town system over the old is quite notable in the decrease in the number of ungraded and increase in that of graded schools. There has been abandonment of many of the schoolhouses whose condition was poor, which led to the erection of an increased number of those well suited for all purposes. The superintendent visited two hundred of the rural schools, with a view to becom¬ ing acquainted as accurately as possible, by personal inspection, with their condition and needs. Among these were several in the extreme portions and most sparsely settled. Of these, in the elaborate investigations had by him, 6 per cent were ranked as “excellent,” 21 per cent as “good,” 32 per cent as “fair,” and 41 per cent as “poor,” or “very poor.” The circumstance is noted that inferior schools are not peculiar to sections uncul¬ tivated and remote from educational centers, but are scattered throughout the State. Some of the best are to be found in the former, and a few of the very foremost are in towns most advanced. Even among teachers, there are some who, claiming 1o be graduates of institutions of respectable standing, yet are among the poorest, appar- MAINE. 1293 ently little cultured in text-books and woefully devoid of knowledge outside of them. Some of them are extremely young, in one case only 15 years old. Another matter was made manifest iu the examination of the rural schools. This was an occasional glaring advertisement of tradesmen’s wares on the walls. One of these was of a highly exalted brand of tobacco. It speaks not well for these districts that so many of the children quit school at a too early age. Eighty-seven per cent in them were under 13 years, and, as far as could be ascertained, those who had left had not gone to higher schools. Unfortu¬ nately, this tendency has been increasing for some time past, notwithstanding the law, which requires every child between 5 and 15 years to attend school for at least sixteen weeks in every year. The average of attendance iu the schools attended was 21, average length of term ten weeks, and the average age of pupils between 8 and 9 years. The weak point in them, as appears from these figures, was not so much in the small attendance as in the early age at which pupils are withdrawn. A very small number of the rural schools were supplied with books and other appurtenances for supplementary work in studies. None had what might be called libraries. About 90 per cent were supplied with maps, but the majority of these were old and of little worth. About 50 per cent were supplied with some sorts of charts. Bookkeeping, civics, music, drawing, instruction about plants, minerals, and animals hardly obtain at all. The superintendent urges the creation of a State board of examiners for deciding upon the applications of teachers. The liberal sum (over $500,000) appropriated by the legislature demands that its distribution should be in the hands of capable experts. The report for the normal school refers to the fact that the trustees at their meet¬ ing in March arranged for a three years’ course of study. This gives facilities to students who desire to do advanced work. It commends the great benefit to education of the law providing for the State certification of teachers. Applications have been made for them by a much larger number of teachers than was anticipated. The last legislature provided for holding at least three summer schools. A yet larger number was held, and although such institutions are new among the people the attendance was good, being more than double that of a year ago. 1896. The report for the year 1896 is from the same superintendent, W. W. Stetson. An increased interest iji schools is quite apparent among the people at large. The old typified and stereotyped reports “ that everything in the line was going on quietly and satisfactorily” served to hinder investigation and inquiry, and people were about settled in the notion that the schools were doing reasonably well, at least as well as could be expected under the circumstances. But close personal investigations by an expert superintendent showed numerous defects. These, as he could not honorably fail to do, he laid bare, and called public attention to them. The statistics of school superintendents exhibited some rather curious things. There could hardly be greater variety in a like number of officials in other positions. They are of many vocations. Thirty-five per cent (the greatest) are farmers; the rest "are teachers, physicians, housekeepers, merchants, lawyers, clergymen, car¬ penters, lumbermen, laborers, druggists, journalists, fishermen, postmasters, en¬ gineers, painters, stonecutters, blacksmiths, and one each of express agents, book¬ keepers, guides, saw filers, surveyors, ferrymen, barbers, printers, manufacturers, haberdashers, railroad postal clerks, dairymen, and spinsters. Four per cent devote all their time to this business. The rest devote such time as they are willing to take from their personal affairs. This shows that selections are made indiffer¬ ently among those who are not expected to have much fitness for their positions or busy themselves much in looking after its responsibilities. The report shows a large portion of the schoolhouses in poor condition, with yards of insufficient, some even of undefined, areas. Seventy-one per cent of the teachers are residents of the towns in which they teach, 12 per cent are of kin to some of the superintending school committees, and 5 per cent by marriage or business association. Some very interesting things are said under the head of “ Statistical curiosities;” more so under that of “ Waste,” in which the greatest item is the wages paid to teachers, who, in every quality desirable for the work for which they are employed (intellectually and in respect of personality), are woefully deficient. The employ¬ ment of such teachers is what the report styles being “economical to the point of the most reckless extravagance.” 1294 EDUCATION FvEPORT, 1896-97. MABYI/AKD. Report for 189G, Hon. E. B. Prettyman, secretary State board of education. Tlio subreports coming in from county examiners and the principals of State acade¬ mies and schools receiving donations from the State all show gratifying improvement in education. It appears that hostility to the public system, although contiuuing, is constantly diminishing, and is directed rather to individual things than to the whole. Attempts were made at the last legislature to have school commissioners elected by the people, instead of receiving their appointment from the governor. It is hardly probable that, if such a law had been passed, it would have failed to be speedily shown imprudent and impracticable and been repealed. In the meantime, however, much harm might have been done, which it would have taken several years to cure. As it is, the average among such examiners is acknowledged to bo high. Among them are the most prudent, thoughtful men, who study the school problem with sincercst intent for whatever is best for the conduct and operation of the schools. If elections were held by the people, such men or a majority of them would refuse to run for offices, elections to which are to depend upon partisan machinations, with which they would shrink from entangling themselves, and they would be sought by a class whose eagerness to obtain them would be the more fiery according to their incapacity to the discharge of their functions. Much felicitation is indulged on the passage of the free text-book law. It is claimed* to have largely increased attendance and elevated the standard of education generally. Among the many recommendations for the consideration of the committee on programme for the next session are the following : Sufficient State funds to pay all teachers’ salaries. Salaries of all teachers throughout the State to be arranged between the State board of education and the city and county school boards. County funds to pay strictly local expenses of schoolhouses, furnituro, fuel, etc.; county supervision by school board. Separation of the offices of State superintendent and principal of the normal school. Separation of the offices of county examiner and secretary and treasurer of the county boards. Obligatory annual sessions of teachers’ institutes and associations in all the coun¬ ties of the State. The consolidation of rural schools and the transportation of distant pupils at the public expense. A number of well-considered suggestions occur in the last page of Mr. Prettyman’s report in behalf of the State board, of which he is secretary, and at the same time ex officio State superintendent. Ho was one of the most earnest among the supporters of the free text-book system. He claims that the annual appropriation fixed by the last legislature of $150,000 has served already to increase attendance from 10 to 30 per cent. He urges, among other things, provisions for additional and higher grade of teachers’ certificates; that is, high-school certificates. The appeal regarding the essential need of separating the two highly responsible positions, at present united in himself, is in the following words : “It has been repeatedly urged that there should bo a separation of the duties of the x>rincipal of the State normal school from those of tho State superintendent of public instruction. It is manifest, in tho present condition of the public-school system of the State, after the experience of thirty years, and considering its gradual .but steady development, that one person can not perform the duties pertaining to the two positions named. . . . It is impossible for the normal school principal to give it proper attention and also attend a teachers’ institute in each county in the State, visit the high schools, conduct tho voluminous correspondence of the education depart¬ ment, prepare the annual State report, and perform the other duties now required by law. He is obliged continually to elect between conflicting duties. This is the only State in which such manifold duties are united in one office.” MASSACHUSETTS. Report for 1894-95, Hon. Frank A. Hill, secretary cf State board of education. Comment is made in the beginning on the gradual assumption by the State of active control over the subject of State education. This has been done thus far gradually, because of the indisposition of many towns to part from the exercise of what they have been deeming vested rights. Yet the obvious advantage of having MASSACHUSETTS. 1295 superintendents who liave "been specially trained for their service has tended to over¬ come this reluctance. The hoard recommend that supervision he extended on geo¬ graphical lines. For the formation of districts hy town meetings they would substitute school committees; who are in position to he better acquainted with the subject. They argue, further, that since the establishment of the system of district super¬ intendents they, the board, should be invested with the power of examining and issuing certificates, and that provision by law should bo made for the additional force which such increased responsibility would make necessary. The State has now ten normal schools, whose results have been highly valuable to general education. This is so apparent that the board insist that hereafter candi¬ dates who have not passed through those schools should be required at least to give evidence of proficiency corresponding with that of those who have. The normal schools are declared to be advancing satisfactorily, each with its own peculiar distinctive features, which are owing to different individualities among teachers, individualities with which the board wisely deem it improper to interfere. All of them except two are coeducational, Framingham and Salem being for girls only. In each are declared to be teachers of much ability. This fact, as well as the constantly enhancing value of high-school education, is considered by the board as lessoning the preference for private schools, yet shown by many parents. The board intimate an intention to move for a compulsory law regarding desks, chairs, and other furniture. In the matter of the normal art school the standard was raised in 1895, requiring candidates for entrance to have a high-school diploma or its equivalent. The diffi¬ culties arising from lack of opportunity for those fitting to be teachers to observe the drawing work done in the schools of Boston have been removed by permission received from the latter to observe and teach there. It has become a matter of serious consideration as to whether those susceptible of considerable improvement in schools for defectives ought to be sent back home after attaining the degree of improvement possible or kept within the institutions. It has been found that in many cases such return is not desirable on the score of what is best for the invalid, and they have been retained. But this course has served to overcrowd the schools and hinder tho taking in of many to whom there is a crying- need of being received. In view of the difficulty in drawing sharp lines between the most gifted of the feeble-minded and those least so among the normal, much pains¬ taking and even much delicacy in dealing with the subject will be required. The board commends it to the legislature as one deserving of careful consideration and liberal expenditure of moneys in providing for whatever is decided to be practicable. School attendance for tho year shows a large increase, 11,984 larger than that in the enrollment of children between 5 and 15. This increase is attributed to the large numbers outside of these ages who attend schools and to the growth of kinder¬ gartens and high schools. In the matter of the comparative numbers of men and women teachers, the pre¬ ponderance keeps with the latter. The men, however, are gaining somewhat, the present ratio being about 1 to 10. The secretary admits that the teaching force must be made up cf women mostly, but contends that their preponderance has been too great. ' Referring to the year 1886, ho s.ays “ while the number of men is 14 less than in that year, that of women is 2,371 greater.” The disparity between the wages of men and women is yet great. Yet the secre¬ tary regards it not as unreasonably so asTt appears, and for this reason : “ It should not bo forgotten, when wo comment unfavorably upon this disparity, that tho men almost invariably hold positions of directorship, or of superior respon¬ sibility, and that when women are put in any of these higher positions, as they sometimes are, their imy is not much, if at all, inferior to that of men. It is cer¬ tainly far above tho averago paid to women. This is conspicuously true in those cases in which women servo as superintendents of schools, their pay being the same usually as that of men holding corresponding positions. On the other hand, if there is a class of positions that are commonly filled by women and that grade alike in pay, the salary of the man who is occasionally appointed to serve in this class is likely to follow that of tho women in it. Hero we have, as it were, exchange of posi¬ tions — women taking their place afnong men and men taking their place among women — in which it appears that compensation rests more upon the popular esti¬ mate of tho magnitude of the position filled than upon considerations of sex. The secretary makes some very judicious remarks upon the tendency of methods which have been constantly improved upon to teach pupils other things besides knowledge of text-books, such as development of taste, exaltation of character, more just views of tho purposes of life — in short, cultivation of all elements needed in the making of manhood and womanhood. 1296 EDUCATION REPORT, 1896-97. 1895-96. The constant advance in education and in the development of the State system in Massachusetts is very notable. Interesting is the following extract from the article headed 11 Schools and teachers” in the report for this year : “ It appears from the school returns of 1895-96 that there were in the State 9,153 public schools, taught by 12,275 teachers. Of this number, 4,540 received some training in the State normal schools, and 3,903 have completed the prescribed course of normal instruction. ... As the schools of a country are inevitably what the teachers make them to be, reason, experience, and even public sentiment seem now in favor of limiting their selection and employment to those who by natural and acquired qualifications are specially prepared for their work. The State will soon be provided with normal schools, thoroughly organized, sufficient iu number and conveniently located for the instruction of teachers required for the public schools. ... In the opinion of many i>rominent educators the time has come when school boards should be required to employ no other persons as instructors of their public schools than graduates of normal schools or those who have had an equivalent for teaching. If necessary, the small towns should receive special aid from the State to enable them to comply with this requirement.” In addition to the six already existing four others are in rapid process of estab¬ lishment. In connection with these institutions it is intended to create what are termed practice schools, by which those expecting to become teachers may acquire some experience in that line before entering upon it. A part of the educational system is a board of agents who, although without control over the management of schools, visit them, observing the condition of build¬ ings, text-books, etc., state of school attendance, courses of studies, and afterwards report on these to higher officials. They also conduct teachers’ institutes, and have been notably efficient in aid and encouragement of smaller towns to form themselves into districts for the employment of union school superintendents. Detailed reports of their work are appended. Much stress is laid upon the value of school supervision and its extent in the State. The report says : u Supervision has, by the voluntary action of the towns and cities, steadily won its way into public favor, until 259 towns, embracing 93 per cent of all the school children in the State, have their schools under the care of intelligent superintendents. “ There are now 94 towns not under supervision ” says the report. u These are mostly small country towns, many of them heavily burdened with taxation for the support of schools and other town purposes, but especially needing the benefits which flow from skilled supervision. Some of these towns have voted in favor of uniting in a district for the employment of a superintendent, bnt are unable to effect such union by reason of their relations to other towns and cities. They may be nearly or quite surrounded by towns of too high a valuation to unite in a district- entitled to State aid, or by towns now under supervision, or by those indifferent or averse to the plan.” Recommendation is made of such changes in the law as to render such supervision universal. The number of high schools has grown to 257, being 5 greater for the year. Education therein is provided for children from towns where high schools are not required by law. An act of the legislature provided for reimbursement of tuition to towns of less than $500,000 valuation. This will serve to bring secondary education within attainment of every child in the State. The advantages in manual training, as the law makes no distinction in that respect between boys and girls, are now favorable to the former, some of the things taught being practicable for both, while others are not so, such as foundry, machine, and other such work. An important feature in the system of education is the maintenance of evening schools, that are located mainly in manufacturing towns wherein children, because of employment, can not attend in the day. As many as 30,000 of these attend near 700 schools. Since 1886 every town of 50,000 inhabitants is bound to maintain an evening high school. The chief difficulty is irregularity of attendance, due mainly to being voluntary. It is not believed to be well to extend the compulsory law in tbe case. Some remedy it is hoped will come from reuderiug schoolrooms more attractive and placing the schools under the charge of especially skillful teachers. As many as 4,000 teachers attend teachers’ institutes, seventeen of which were held in 1895, conducted by the secretary and State agents. They are regarded as insti¬ tutes of great value. Regarding provision for the blind, deaf, and feeble-minded, the following is somo of the language of the report: “ Massachusetts makes provision at her own expense for the care and education MASSACHUSETTS. 1297 of all her deaf mutes and deaf children without any limitation as to the age of such beneficiaries, and without regard to the wealth or poverty of their parents or guar¬ dians. All such pupils are sent to the American School at Hartford, Conn., the Ciarke School at Northampton, or the Horace Mann School at Boston. The State also makes ample provision for the education and support of the blind at the Perkins Institution and Massachusetts School for the Blind at South Boston.” This business is intrusted by the board to a committee of its own members, associated with whom is its secretary. The subject of truancy, under direction of the legislature of 1895, has been under investigation of an expert examiner, and further amendments to the law in case are being considered. The concluding words of the president of the State board are so thoughtful and pointed that we shall give them in full : “In the judgment of experienced observers the public schools are in danger of being overcrowded with work. The number and character of the studies now introduced into courses of public instruction are such as to prevent the best work being done in any of them. Some of these studies heretofore supposed to be impor¬ tant, such as the language we speak and write, are in danger of being greatly neg¬ lected. It would be well for the public schools of the Commonwealth if a new State course of instruction, founded on recognized principles of education, could be made in accordance with the concurrent opinion of the ablest and most experienced educators. Such a course should be simple in requirements, and adapted to the nature of the growing child as he passes through the different stages of his natural development.” The secretary in his report discusses the fact that in many of the smaller towns the teachers are all women. Benign and indispensable as is the influence of women, yet it is regarded a misfortune when pupils at no stage come within that of men, and thus fail of acquiring certain degrees of robustness that only men are capable of imparting. This report, after giving statement of the extremely liberal provision made by the State, discusses the much mooted question of the relations between State and local taxation. We give the following brief extract. Alluding to the former it says : “These measures have all proved helpful to the small towns, materially reducing great inequalities of school burdens, and making it possible for them to improve their schools. They have left untouched, however, many other excessive inequalities ; nay, they have served to increase those inequalities somewhat, as when a town heavily burdened to support its own schools is not aided by the State, but never¬ theless contributes its own share toward aiding other towns.” The report closes with this summary of recommendations : (1) Universal and permanent supervision of the public schools; (2) professional training either in a normal school or in some equivalent way for all new teachers; (3) partial State participation in the support of all the public schools. Other rec¬ ommendations are on truancy, more satisfactory definition of high schools, system of sabbatical years and summer scholarship for the refreshment and inspiration of normal school teachers, and additional general expert service. BOSTON SCHOOL REPORT. Report for 1893-94, Edwin P. Seaver, superintendent of public schools. The tables show that the number of pupils belonging to the day schools have increased to 65,588, an average increase for the last five years of more than 1,000. The report, outside of the usual statistics, is .occupied mainly with a discussion, extended, elaborate, and very acute, on secondary school studies, founded upon the “Report of the committee on secondary school studies appointed at a meeting of the National Educational Association, July 9, 1892, with the reports of the conferences arranged by this committee and held December 28-30, 1892.” Regarding this report Superintendent Seaver says : “Public high schools in particular have been distracted., and their courses of study have been wrecked by their striving to fulfill two separate purposes at the same time, namely, to give preparatory training for college, and to crown elementary education with a brief finishing course for practical life. • The committee of ten have made recommendations which, if generally adopted, will unite these divergent purposes into one, and so give to the work of secondary schools throughout the country a desirable unity now wanting as well as enhanced strength and. virtue. The deplor¬ able gap which ha3 long existed between the public high schools and colleges, in so far at least as the great majority of high-school pupils is "concerned, will be closed up.” The report, arguing that mental habits may begin to be formed anterior to 14 years, contend that elements of various studies heretofore reserved for high schools may well begin in lower. ed 97—82 1298 EDUCATION REPORT, 1896-97. The committee; with becoming reserve; do not ask assent to their entire report; recognizing that several of its findings may well be considered debatable. Yet it is with much confidence that a change of relative duration in the high schools and those below is recommended. The rule in Boston is that 9 of the years from 6 to 18 be given to primary and grammar schools, and the remaining three to the high schools. What is recommended is that the former be reduced to eight years and the latter raised to four. This change would not apply to the two public Latin schools whose courses extend already to 6 years. Into these schools, moreover, none are admitted except those with declared intention of getting a pinch of college education. Yet for many children such intentions can not be formed so early, and it is a hardship upon others in whom has not been developed fitness for the college course until after long stay in the high school. To remedy both these evils it is needful to open not only a direct road from the high school to the college, and in the words of the secre¬ tary, “not one road only, but two, three or four roads.” It is regarded a highly important step toward the end sought by the committee of ten when Harvard College decided to accept substitutes for Greek among the requisites for admission. The four courses recommended by the committee are the classical, the Latin-scien¬ tific, the modern language, and the English. How a fourth year can be added to the present three years’ course is discussed, and suggestions offered, as that Latin and German or French and concrete geometry be begun in the fifth year, that algebra bo studied in the last year of the grammar-school course, that spelling be learned incidentally from any subject studied and not from a spelling book, and others. Uniformity, that leading idea of graded-school systems, is handled with much acute¬ ness, and shown, in some respects, to be unreasonable and hurtful. In order to make the changes practicable it will be necessary to make revision, recastings, and transfers in schools and classes, the importance of which the secretary admits, pro¬ vided satisfactory adjustment of other questions is had, a matter which to him does not seem very difficult. These would be dealt with by the board of supervisors, if the school committee should decide to adopt the changes proposed or any portion of them. Another important matter is the view that was taken by the leading prin¬ cipals of schools who for some time past have had the subject under consideration. 1894-S5. Number of pupils belonging to the day schools, 67,487, an increaso of about 2,000. The report deals mainly with the grammar schools, and discusses the questions how many more pupils take more and how much more, and how many take less and how much less than the course, which theoretically is six years. Minute calculations are made and considerations are taken of absence, differences of dates of entrance, etc. ; added to these varying conditions of health, mental and moral weakness, domestic circumstances, which affect all schools. Yet much of the delay, it is argued, comes from inefficient teaching and indiscreet management of promotions. Says the report : “To the unequal operation of one or the other or both of these causes may be attributed the very considerable differences observable among the schools. . . . There must bo great difference in the management of promotions when we find a full half of the pupils in some schools taking six and a half or more years of actual attend¬ ance to finish the course (as in several schools herein mentioned), while in others only five and one-half years or less time was required by a majority of the pupils to finish the same course.” The report contends that in some cases certain tendencies of all graded schools have greater influence upon teachers than is just, such as excessive drillings and reviewings in order to bring classes to a satisfactory average, a habit which tends to concentrate attention upon pupils of medium capacity and industry, to the neglect both of those that are particularly bright, who can dispense with it, and those who are so dull or indocile whose timely elevation is hopeless. It is recommended, and it is contended to be practicable, to make several divisions even of the same grade. Such divisions, instead of being delayed to the end of a session or of a term, should be made in their midst whenever found to be desirable, even when change of room is not to be had. Some teachers who are especially judicious do this now, as there is no inhibition against a teacher beginning the next year’s work before the end of this, whenever the pupils are prepared for the rise. The report also recommends that the time spent on the grammar-school course could, be shortened to the four years’ course, which, though containing the same matters, are divided into four grades instead of six. This offers opportunities for shortening the course in the grammar schools both in the beginning, and in the beginning of the second half; and, it is argued, the same methods of advancement ought to be practiced in primary schools, which are in greater need of increased effectiveness of teaching than the grammar schools. These are over¬ crowded, the old quota of 49 having been raised to 56, and this, the report contends, from motives of economy erroneous and hurtfu . MASSACHUSETTS— MICHIGAN. 1299 An exhibit of the number of divisions in each grade shows the tendency to organ¬ ize with the smaller divisions in the upper and the larger ones in the lower grades, an unreasonable inequality it is believed. A considerable space is devoted to what is styled “ enrichment ” of the grammar- school course by the introduction therein of Latin, French, algebra, geometry, and physics, according to recomendations of the superintendent, and good results are confidently expected from what, it is hoped, will be voluntary action in its behalf on the £>art of masters. In this connection further remarks are made against strict uniformity, and the necessity of greater individuality in work according to varying degrees of health and mental ability. Praise is bestowed upon the working of the evening high school, attendance in which during the last year was 73.5 per cent, a little less in the Charlestown and East Boston branches. For the normal school an annex of a “ practice school” is warmly pressed, a mat¬ ter easily done in a city numbering 55 grammar schools. Considerable space is given to discussion of the parental school under the control of the school committee, and against certain ideas concerning which, being a penal institution, remonstrance is solemnly urged, the intent herein being not punishment for crimes but reformation of the wayward by inculcating intelligent self-control. The report is supplemented by other reports from the several supervisors. 1895—96. Number of day pupils, 69,315. Excellent work has been done in manual training, including kindergartens and the primary schools, and recommendation is offered for courses in clay modeling for both the grammar grades and for high schools. Remarks are made upon the exten¬ sion of mechanical drawing, wood working, and while paste-board construction within moderate limits is commended, it is complained that in some schools it has been carried to needless excess. Some space is devoted to work done in the mechanic arts high school, the free evening drawing schools, and to the cooking now taught in fifteen public school kitchens. In accordance with the recommendations of the committee of ten, the course of study of some of the grammar schools has been “ enriched,” and it is debated whether or not foreign languages and other high-school subjects should be introduced into the schools below. The matter is made voluntary with grammar-school masters, who will be guided by their own judgments as to its practicability in individual cases. This will need some modifications of existing courses. The superintendent recommends changes in the suburban high schools by which also students, both boys and girls, could be prepared for college. Regarding the introduction of advanced industrial instruction in existing high schools for girls, as many persons advocate, the report, apprehending this to be inexpedient, suggests creation of another institution specially for that purpose. MICHIGAN. UNIVERSITY OE MICHIGAN — QUARTER-CENTENNIAL CELEBRATION OF THE PRESIDENCY OF JAMES BURRELL ANGELL, LL. D., JUNE 24, 1896. Regent Cocker’s Address. While the university is greatly indebted to the State for its generous aid and sup¬ port, the State is indebted to the university for its direct and Avholesome influence on the educational system of the State, and for the able men it has trained to pro¬ mote the varied interests of the Commonwealth and to honor its name in State and national affairs. It is, therefore, fitting, on this the twenty-fifth anniversary of Dr. Angelfis inauguration as president, that grateful acknowledgment should be made in behalf of the State of its indebtedness to the distinguished teacher who for so many years has devoted himself to its educational interests. It is greatly to the credit of the early settlers of Michigan that they took care that “good learning should not perish among us.” They were brave enough to face every danger and wise enough to found a university. While Michigan was still a Territory, and its population numbered only 6,000 or 7, 000 persons, an act was passed creating a university. Our first lawgivers were not willing that knowledge should be dependent on the chance charity of generous men of wealth. They estab¬ lished for all time, as far as this State is concerned, the great principle that “the education of the people is a public duty,” and that the appropriation of public money for this end is a legitimate public expenditure. They did not propose that learning should be buried in the graves of their forefathers. 1300 EDUCATION REPORT, 1896-97. Tlio relation between the State and the university is so close, and the influence of the university on the general welfare of the State is so great, that to shape and give proper direction to the work of the university is a grave responsibility. Few can appreciate the difficulties that the president of a State university has to meet. There are so many and so conflicting views as to the relation of the State to higher educa¬ tion, so many changes in the governing board, so many local prejudices, and so much ur certainty regarding State appropriations, that an institution iike our own encoun¬ ters greater dangers and requires greater wisdom in administration than do other institutions of learning whose policy is largely fixed by tradition, and whose inter¬ ests are conserved by a rich and powerful body of alumni. To place the university in the front rank of the great schools of learning with their rich endowments, to make the State known and respected abroad through its university, and in spite of opposing influences to make it the crowning glory of the State, require the highest wisdom and the rarest skill. All friends of the university gratefully recognize the indebtedness of this institution of learning to the distinguished scholar and teacher who now presides so ably over its interests. Not alone as a college president has Dr. Angell won distinction. He is a recognized authority on international law, and his writings and public addresses on the impor¬ tant questions of the hour have justly commanded general attention. The National Government, recognizing his exceptional fitness, sent him as minister plenipotentiary to China to negotiate a revision of an important treaty, and twice he has been selected by the Government of the United States to serve on important commissions. Whether as a representative of the university or of the State or of the National Government, he has worthily performed the duties intrusted to his care. The uni¬ versity rejoices in his well-earned distinctions and the State is justly proud of his achievements. Some one has said that “the worth of a college, whether Eastern or Western, of the Old World or the New, consists not in its history or its material equipment, but in the men who compose its teaching force.” This is especially true of this university. Its buildings are unpretentious, its endowments meager, its gifts few in number, and its life free from imposing ceremonies or impressive distinctions. From humble beginnings and without the associations of a venerable past it has rapidly grown and developed. Men of broad views and rich scholarship have served in its faculties and given breadth and character to learning. The university has been richly endowed with great teachers, if not with ample revenues. Its presidents have been gifted and scholarly men, who with rare skill have shaped its policy. During the twenty-five years of Dr. Augell’s administration the university has grown wonder¬ fully in the number of its students and in the breadth and character of its work. While it has carefully preserved what is of value in the methods and traditions of the older schools of learning, it has kept pace with the pressing demands of modern life. The fact has been duly recognized that a systematic and thorough training in the practical problems of the times in which we live is the prime func¬ tion of a university. The idea has been rapidly gaining ground that the universities throughout the land should be the great centers for the solution of the increasing number of economic questions that are crowding upon the attention of the people. Unless proper direction is given to the discussion of these perplexing questions there is danger of rash and hasty conclusions that may involve the country in need¬ less embarrassments or in hopeless confusion. While the study of the classics will always be sought for special lines of work and for the broad and generous culture which they bring, it is becoming more and more apparent that the student must also be made familiar with those practical problems that enter into the general life and future welfare of the nation. Modern research has revealed so many new and unex¬ pected sources of knowledge and suggested so many different lines of investigation that the character and whole plan of college training has been undergoing a change. President Elliot in a recent address eloquently said that universities are no longer “merely students of the past, meditative observers of the present, or critics at a 6afe distance of the actual struggles and strifes of the working world; they are active participants in all the fundamental, progressive work of modern society.” But it is not for me to describe the changes that have taken place in the courses of study or to enumerate the additions that have been made to the departments of the university during the administration of Dr. Angell. His associates in the uni¬ versity senate will fittingly refer to these. To me, Dr. Angell, has been given the pleasant duty of offering the congratula¬ tions of the board of regents to you, its presiding officer, and of bearing willing testimony to the respect and esteem in which you are held by the several members of the board. Of your loyal affection for the university and of your zeal in pro¬ moting its varied interests we have had repeated and abundant proofs. To you the university is largely indebted for its present efficiency and for the honorable posi¬ tion it now maintains among the great schools of learning. I know of no greater distinction than wisely to have shaped the destinies of a young and vigorous iusti- MICHIGAN. 1301 tution of learning, and of no greater honor than worthily to have earned the con¬ fidence of a great body of students. I can wish nothing better for the university than that you, its honored president, may long be spared to direct its affairs and to honor the State with your public services. Address of the university senate. Mr. President: The senate of the university brings to you on this auspicious day, which commemorates the completion of your quarter centennial of service, its tribute of grateful recognition and personal esteem. We congratulate you and the university on the brilliant record of the past, and express to you our heartiest and best wishes for the future. As we turn back to the day of your inauguration we recall with deep emotion the glowing words of wel¬ come spoken to you by Dr. Frieze when you were inducted into the presidency. Cc To this work of high promise,77 said he, "we have called you; leader in this grand educational enterprise we have made you. We sought one to take the helm who possessed at once the vigor and enthusiasm of youth and the calm prudence and patient waiting of riper years. We sought one of kindly heart and resolute will, of disciplined mind and cultured taste, equally at home in the seclusion of the study and in the public assembly, familiar with the institutions of foreign lands as well as our own, holding loyally to all that is good in the past, yet generously accepting all that is good in the present, and crowning all these gifts and attainments with the faith and the life of an earnest Christian. We pledge you our fraternal sym¬ pathy, our devoted friendship, and our unwavering support.77 Looking back over the years that have since intervened, we mark these words as a prophecy of what we believe has been proved true, and we rejoice to-day at the ful¬ fillment of these bright hopes. You came to the university at a critical time, when she stood at the parting of the ways. The days of her infancy were ended. The plans of her great founder, Pres¬ ident Tappan, were waiting for more complete development. President Haven and President Frieze had guarded well the traditions already established, and sought to incorporate new ideas with her life. But the true university ideal was still but little more than an ideal, toward the realization of which we have been working all these years under your wise and inspiring leadership. During this period of twenty-five years the growth of the university has been truly remarkable. Its resources have been trebled ; its students have increased from 1,200 to 3,000; its staff of instruction has grown more than four times as large, while the scope of its work has been extended by the addition of four new departments — the schools of dentistry, of pharmacy, of homeopathy, and of engineering. Within the department of literature, science, and the arts have been created several impor¬ tant chairs, while numerous facilities in the way of laboratories and seminaries and lectureships and apparatus have given added strength and value to all courses of instruction. But, as you have often taken occasion to remark, Mr. President, bigness is not greatness, and we find the most satisfactory and convincing proofs of the suc¬ cess of your administration in those less palpable but more valuable improvements and advances that are more spiritual than material, and that constitute most clearly the essential elements of a true university. As such elements we would, name, first, the closer articulation of the university with the organic system of State education, of which it is the head. Under your fostering care this relation, which was instituted just before you came to us, has been made more vital, and has become increasingly fruitful of good both to secondary education and to the university. Another element of university progress is the development of the elective system, and the opportunity it affords for advanced work and scientific investigation. Of the beneficial results of this S37stem, in the way of promoting scholarship and of giving to the life of the university a more mature and earnest spirit, there can be no doubt. This catholicity of purpose, this breaking down of the traditional class distinc¬ tions, and this wide Lehrfreiheit have not been purchased at the price of solidity and discipline; and this happy result we owe in no small degree to your wise con¬ servatism and broad outlook over the whole field of education. Closely related to this movement for wider choice of studies and greater independence of a routim*. curriculum is the effort to foster graduate study, and to build up that higher side of the university that in the end must measure its real character and influence. Twenty-five years ago no graduate work, properly so called, was attempted. At present we have graduate courses of study in all departments of the university. To no one subject have your reports called more urgent attention than to the impor¬ tance of building up the most distinctive part of a true university. Closely allied to this forward movement is the constant advance made by our pro¬ fessional schools in their methods and standards of instruction. In looking over the record of these past years the conviction is gained that the university has in no 1302 EDUCATION REPORT, 1896-97. other direction made greater strides than in this. Twenty-five years ago there was no examination for admission to any one of our professional schools; to-day prelim¬ inary training that covers the equivalent of a good high-school course is required hy ail our professional departments. Then the term of both the law and the medical schools was six months for two years, and the instruction was given chiefly hy lectures. Now our medical schools require a registration of four terms of nine months each, and set a standard for graduation that is as high as that of any medical school in this country, while the law school has lengthened its course to three years of nine months each, and has signally raised its standard of graduation. In all these departments the.old style of instruction has been materially modified or superseded by modern methods, in which laboratory practice and scientific research hold the most prominent place. The year before your induction into the presidency the doors of the university were first thrown open to the admission of women. What was for a time a bold experiment has become an established success, and hundreds of young women who have worthily enjoyed the full privileges and advantages of the university on abso¬ lutely equal terms with young men are glad to bring you their tribute of gratitude for your just and wise administration, by which the interests of women in this uni¬ versity have been made secure. The entire life and spirit of the university during this period which we pass in review have been marked by a steady growth in good order and decorum, in friendly relations between pupils and teachers, and in all that makes for a wholesome intel¬ lectual and moral atmosphere. That amid much and necessary diversity of interest there has been so much har¬ mony and unity in our councils as a senate and in the different faculties is due in no small measure to your impartial conduct of affairs, your broad and generous views, your charitable spirit, and your gracious courtesy. That the university has safely passed through many crises, has gained respect and influence throughout our State and the entire land, is to be attributed in large degree to your skillful management, your experience in educational work, and to your high character as a citizen and as a man. We congratulate the university, Mr. President, upon the reputation you have justly earned for her — a reputation not bounded by the seas, but cherished also in the fair Orient and in the centers of European learning as well as at home. We recall with feelings of highest pride how our own National Government has thrice summoned you to high service in diplomacy and council. We are glad also to remember that in the discussion of the great educational problems of our day your words are ever welcomed as those of one who has authority to speak. But most of all, we vTko have been associated with you these many years admire and esteem you for what you have been to us and to this beloved university. The cheerful and serene temper in which you have borne the heavy burden of your duties, the kind and gracious manner in which you have helped us to fulfill cur tasks, the spirit of hopefulness for the future of this institution with which you have inspired us, the numberless tokens of personal kindness you have shown to us all — it is these daily ministrations of your life — if you will pardon what Plato would call too much downrightness of speech — that endear you to us all. Our memories, thrill to-day with sacred recollections of the past, and we fancy we hear mingling with our words of greeting voices from the silent laud of those beloved colleagues who twenty-five years ago stood hero to bid you welcome to this post of honor, but who are with us now only in memory and in spirit, to join with us in these expres¬ sions of our esteem and praise. In closing these congratulations, Mr. President, the members of the senate are cheered by the hope that the same bond which has united us all these many years in common work and interest may be cemented still more firmly by future years of companionship in the great work in which we are engaged. May that divine Provi¬ dence that has blessed you so abundantly in the past still attend you and prolong your days of fruitful service to this university, to which so much of your life has been given, and may the blessing of heaven be vouchsafed to her who during all this time has devoutly stood at your side to aid you, and who by her deeds of kindness and helpfulness has made herself the friend of all our university community. Whatever be the future of this university, your work in its behalf shall be an abiding possession of good influence and power, and shall constitute one of the chief elements of its greatness and renown for all time. Resolutions of the State Teachers’ Association. Whereas this year completes the twenty-fifth anniversary of President AngelPs connection with the University of Michigan; Whereas during that time the growth of the university has been marked not only by a large increase in the number of its students, but by the wisdom and enlightenment of a most liberal educational policy; MICHIGAN. 1303 Whereas the high schools of the State, and through them the common schools, have felt the inspiration and uplift of a close connection with the university, hundreds of young men and women of hut moderate means having thus beeu led to set their faces ambitiously in the direction of university life and culture; and Whereas in this respect no university in the country can be said to have exerted so widespread and salutary an influence upon popular education — an influence due in no small degree to the ripe scholar and able executive who has the management of the university in charge : Resolved, That we, the teachers of Michigan, do hereby most gratefully express our appreciation of his eminent services to the cause of popular education in our Commonwealth ; Resolved, That while we congratulate him upon the distinguished success of his administration in the past, we do also express the hope that his genial presence may be spared to the State yet many a year to carry forward the interests so dear to his heart. President AngelVs response. Gentlemen of the Board of Regents, of the University Senate, and of the State Teachers’ Association : I beg to return my sincere thanks to you for the kind words with which you greet me on this the twenty-fifth anniversary of my inauguration. But my gratitude is mingled with a sense of humility as I consider how far, in my opinion, your estimate of the value of my services exceeds their real worth. The partiality of your friendship has ascribed to me merit far beyond my deserts. But the friendship is most dear to me, and this touching manifestation of it from those with whom it has been my rare good fortune to labor for so many years almost obliterates from my memory for the moment my failures and shortcomings and disappointments, which have sometimes oppressed me in my work. Your words embolden me to believe that those who know me best are persuaded that however I may have fallen below their ideals and below my own, yet with devotion to the interests of the university and of the State, and with the consecration of whatever powers God has bestowed on me, I have striven to do my whole duty. No higher reward could I hope or wish in return for my years of toil, with all their fatigues and anxieties, than the assurance from you, who best of all men know the difficulties that have been encountered and the results that have been accomplished, that my work has not been altogether fruitless. But I should fail to do justice at once to the truth and to my own feelings if I did not hasten to say that all my efforts would have been in vain if I had not been counseled and assisted by so true and faithful men on the board of regents and in the faculties. The fidelity with which regents who had large business interests or engrossing professional duties havo given time and thought and labor to the uni¬ versity has been an indispensable element in its success. I know of no university which has been better cared for by its official guardians. I am glad of this oppor¬ tunity to thank the present members of the board and their predecessors for their unvarying kindness and helpfulness to me. I remember with tender interest that nine who have served on the board with me have died. What university has had a more choice collection of men in its faculties during the last quarter of a century than this ? It is they who preeminently have made the university what it is. In my service and companionship with them is found one of the dearest memories of my life. Alas ! that in so many cases the companionship has already been severed by death. Out of the one hundred and seventy teachers now here, only seven were here when I came. You have quoted from the hearty greeting which my old teacher and life-long friend, Dr. Frieze, gave me on the day of my inauguration. How valuable were his counsels ; how dear was his friendship to me to the day of his death; how in our long walks wo used to dream dreams of the coming greatness and power and beneficence of this university. Many of these dreams, thanks in large part to his labors and influence, have already been realized in fact. Besides him death has snatched away how many noble and distinguished men, who had long served the university: Williams — good old Dr. Williams, as we always love to call him — Douglas, Sager, Cocker, Morris, Gluey, Winckell, Campbell, Walker, Wells, Watson, Palmer, Crosby, Lyster, Ford, Dunster, the brothers Cheever, Elisha Jones, and, last of all, the venerable Felch. One has only to call this roll of illus¬ trious names to understand why students from all parts of the Union and from the nations beyond the seas have flocked to these halls. They have been drawn hither to sit at the feet of these great teachers, and of others like them, who, thank God, are still spared to us. I can claim no merit save that of having heartily cooperated with these learned and wise instructors. Large as is our body of teachers, we have habitually followed one rule, which, in my opinion, has been of inestimable service, both in promoting the proverbial harmony and friendliness among us and in securing wise legislation 1304 EDUCATION REPORT. 1896-97. and successful administration. That rule is, never to make any important innovation on the vote of a hare majority, hut to wait until we are substantially agreed on the wisdom of a change before introducing it. So we have wrought together with one heart and one mind, and in the enjoyment of the most delightful social relations. If I have accomplished anything here, it is mainly because my colleagues, from the oldest to the youngest, have so heartily stood by me, have been so patient with my shortcomings, have so promptly responded to every request, nay, to every suggestion, which I have made. Never was a president surrounded by more helpful and loyal associates. My heart runs out with gratitude to them for the innumerable acts by which they have lightened my burdens and made my tasks a pleasure. Nor would I forget to-day how helpful have been the relations which the students have chosen to maintain with me. Several thousand have come and gone during these twenty-five years. My heart is bound by the tenderest ties to the great com¬ pany of students whom I have seen going from these halls year after year. Nothing gives me keener joy or more pride in the university than to see theuCworthily occu¬ pying positions of influence and usefulness. No more pleasant experience comes to me than to receive their cordial greetings wherever I go. Their affection for their alma mater is an endowment more precious than untold treasures of silver and gold. Because we are sure of their devotion to her, we are full of hope for the future. I beg to assure my friends of the State Teachers’ Association that I appreciate most highly their words of welcome to-day. Nothing have I had more at heart during all these years than the cultivation of the closest relations between the uni¬ versity and the schools. Nothing has been more helpful to the university than the cordiality with which the schools have responded to our approaches to them. I believe that thus the schools and the university have been able to render most valu¬ able aid to each other, and so to make the Michigan system of public education worthy of the high commendation which it has so often elicited from competent observers. Nothing could give me higher satisfaction than to know that my sincere efforts to cooperate with the teachers in this valuable work have in their op inion been of any service. May I express my great gratification that you have invited representatives from our sister universities to be present with us to-day, and that so many of them have been kind enough to honor us with their presence. I have only fulfilled your desire in seeking by every means in my power to cultivate the most cordial relations with other colleges and universities. You have often heard me announce my belief that no good college or university hurts another good one. It is only the unworthy insti¬ tution that cherishes envy of another. We have always tried to learn all that was profitable to us from every other university. We hope that by some wise and brave experiments we too have thrown light, which other institutions have been glad to gain, on certain problems of higher education. There is work enough for us all to do. Great has been the revolution in college methods and administration within my recollection. We gladly send our salutations to all the sisterhood of colleges and universities, and express our ardent desire to cooperate with them in all efforts to enhance the value of the higher education for this and the coming generations. And now, my friends, I hope it is not inappropriate for me to return my thanks to all who have evinced an interest, so unexpected to me, in the celebration of this day; to my two friends whose lofty verse and stately music are so happily married in the ode we are about to hear ; to this concourse of my neighbors from this city, my beloved home; to the many citizens gathered here from all parts of this State; to the alumni from all sections of the country ; to numerous college presidents who have sent me kindly messages; to the public press of many cities and towns. I willingly believe that the interest in the celebration is mainly interest in the university. I greatly prefer that it should be so, but for the many gracious words and acts that I am com¬ pelled to interpret as words and acts of personal kindness to me I am most humbly and profoundly grateful. I am deeply touched by the delicate but positive recognition in the address of the services of my wife to the university; for aid in unnumbered ways through all the vicissitudes of these years, especially in the social responsibilities which fall hero upon the president’s house, she is entitled to share with me to the .full whatever honor this day can bring to me. In her name and in my own I beg to thank you. In the course of nature the day is not remote when some other man must take the official responsibility which has for a quarter of a century rested on me and which has so greatly increased since I assumed it. I pray that he may be a stronger and wiser man than I have been. I am sure that the kind consideration which regents and faculties and students and the public have shown to me make a strong and wise man more willing than he might otherwise be to accept the high and sacred trust. If such shall prove to be the fact, the celebration of this day will have amply justi¬ fied itself. Meanwhile, for myself, allow me to make my closing like my opening words — thanks, thanks, my heartiest thanks. MICHIGAN —MINNESOTA. 1305 DETROIT SCHOOL REPORT. Report for 1896, William E. Robinson, superintendent of schools. The report suggests that the doings of the hoard, except the appointment of teachers and such other business as should he conducted in executive session, should he more often and clearly before the sight of the people in general, and that less use of committees he made in matters which might he and should be determined in full meeting of the hoard, sessions of which should he weekly instead of bimonthly, as heretofore. It suggests that no matter involving expenditure of money (except when of inconsiderable amounts) should he determined at the session into which it is introduced. The report admits some want of carefulness in the selection of sites for school buildings. It offers felicitations on the approach of completion of the new firmly equipped high school, yet it suggests that there is danger of overestimating educa¬ tion as at present conducted there, and that it should he made more practical. The following are some of the words upon the subject: “Why not establish a course eliminating the classics and polite languages, and in its stead supply shorthand, typewriting, commercial bookkeeping, hanking, and matters of everyday business. Out of the 30,000 children at present in our schools, our experience has shown us that less than 2,000 will ever enter the high school and less than 150 ever graduate* and. it seems to me that even bofore the high school is reached this matter of practical everyday education should be attempted.’7 Other changes are suggested in other schools, as for introduction of bookkeeping into the eighth grade of the grammar schools. A school for the deaf and dumb has lately been created, but as yet there is no report. The report apprehends that moral suasion in school discipline is being carried to excess. The following will be more or less interesting according to readers’ views upon the subject : “Is it not possible that the increasing number of incorrigibles may bear • ome relation to this sentimentality? I know that I am terribly heterodox in even sug¬ gesting that a good sound thrashing occasionally would be of more benefit to a capricious, spunky youngster than all the goody-goody talks so correctly advocated. We are getting too many mama’s pets and Lord Fauntleroys, and I fear our system has a tendency to perpetuate it. Give us more good, healthy, moral discipline; more Sanfords and Mertons and Tom Browns.” Some other very plain things are said upon the unreasonableness and injustice of exacting of teachers, by use solely of suasion, to reform and refine boys upon whom discipline at home has had no such influence. The superintendent appeals earnestly for such added appropriations as will sup¬ ply the great want of sufficient school accommodations for pupils, whose annual increase in numbers is 2,500. The high schools are specially lacking in this respect. The report admits that the expenses in running the night schools have been fol¬ lowed by only meager results, and it recommends that “a few schools judiciously located, with a course of study involving some of the features of a higher education, be opened for the coming year.” The report contends that a kindergarten department should be attached to every school, arguing that in that case the great length of time justly complained of being spent at school would be materially shortened. Enrollment of pupils for 1895-96 was 34,756; an increase from last year of 1,919. MINNESOTA. Report for 1895-96, Hon. W. W. Pendergast, State superintendent. The teachers’ reading circles have increased to the degree that they are now in nearly every county in the State, reaching even to several far outlying districts. The system of issuing certificates for work done therein has served to stimulate emulation. The growth of school libraries has been notable, the volumes of 185,400 in 1894 having increased in 1896 to 336,806. This increase, though most striking in wealthy communities, has yet been going on constantly in almost every county, and efforts are made to extend it to remotest and least favored sections. The free text-book system has increased greatly in favor and production of good results. “Within two years after the passage of the law nearly one-half the districts throughout the State have fallen into line, while at the present time not less than 60 per cent of all districts are loaning t.ext-books to pupils free of charge, and always with the most marked satisfaction. In fact, it appears to be a matter of only a short 1306 EDUCATION REPORT, 1896-97. time when all of our districts will have abandoned the custom of soiling at cost and he enjoying the benefits that follow the adoption of the free text-book plan.” Under the system of local option it seems impracticable to establish uniformity of these text-books, as is so earnestly desired by superintendents generally. Teachers7 institutes, after having accomplished much good, have been gradually giving way during the last three years to those more energetic institutions — the summer schools. The latter tend far to supplement the normal schools, whose accom¬ modations are for numbers far below those in need of them. They bring to every county competent educators, who give judicious courses of study that are adapted to the various individual and sectional conditions. These schools have become of so serious importance, that many superintendents have seen fit to limit to 16 years the age of attendants. Despite several inequalities attending the operations thus far, the judgment in their favor has become general with county superintendents, boards of education, boards of trustees, and teachers. The rural schools are reported to have made much progress during the two years last past. The report says : 1 1 The stronger educational spirit pervading the rural portions of the State is another unmistakable evidence of progress. This appears in better buildings, greater attention to sanitary conditions, tree planting and otherwise beautifying the school grounds, improved appliances, free libraries and text-books, appreciation of and demand for professional teachers.77 A notable increase in libraries also has gone on within this period and in books. These now average 60 volumes in 1,853 libraries. The report suggests that the labors of the county superintendent in many cases are disproportionately onerous. In some counties they have over seventy schools, visi¬ tations to which require much time and considerable sacrifice. Benefits are already manifest in the operation of the law empowering the high- school board to extend aid, under prescribed conditions, to village and town graded schools below that rank. The prevalence of many small schools, it is suggested, can be remedied only by adoption of the township system. As the legislature does not yet decide for this, it is recommended to “ stop dividing districts which have no more pupils than can be advantageously taught in one school, and to unite very small contiguous ones where it can bo done without great inconvenience to the most distant pupils. It is fre¬ quently the case that those who live farthest off can be conveyed to and from school in the winter at much less expense than that of maintaining a separate school.77 Regarding the charge made by some that the high schools under the present system are mere stepping stoues to the university, it is suggested that a change in their curricula be made and they do different work from that specially designed to fit for the university. Vfork in the normal schools constantly grows more important. Their enrollment has greatly increased, and they are counted upon to do far more than any other class of institutions to lift the primary schools to a proper plane. They are counseled, however, not to make their instruction conform to that of the high school, the aims of both being entirely different. Normal schools, when rightly conducted, enable teachers to make effective the drill which will fit pupils for the high schools. An act of the legislature of 1895 providing for normal instruction in high schools has been disappointing to its advocates, only five having adopted it. It is claimed, however, that in these results have been satisfactory. There seems to be some defects for which the report suggests a number of changes, as that those who intend to teach without going through the university shall devote the third and fourth years of the high schools to more training in common branches than that given in tho grammar schools and that a year’s work in teaching take the place of one of the preparatory high schools. The university grows with noted rapidity, numbering 2,467 students, with 241 professors. Notwithstanding the praise bestowed by the report on the continually improving condition of free education it disavows entire satisfaction, admitting that in many respects there is essential need of amendment, as in a more proper preparation of teachers, in improved methods of school supervision, in so ordering that teachers who are found to be competent in all points are so treated and paid that their services can be longer retained. Thoughtful suggestions are made upon meetings of teachers and superintendents. ST. PAUL SCHOOL REPORT. Report for 1894-95, 0. B. Gilbert, superintendent to tlie board of school inspectors. It is unfortunate that, owing to tho reduction in the budget by the city council, teachers7 salaries had to be somewhat lowered. Notwithstanding this, however, it is claimed for them that their work has been done with undiminished earnestness and efficiency. MINNESOTA. - 1307 At some length, is argued the necessity that teachers should he continually looked after and instructed in the art of teaching. The superintendent contends it is a mistake that school finances are not entirely controlled by the board of inspectors, but are liable to supervision and revision of another board who are elected for another purpose and are not acquainted with educational systems. The report has some observations upon correlation, in which, admitting its impor¬ tance to a degree, it stops short of the extent to which it is carried by some of "the disciples of Herbart. It also discusses the two tendencies in kindergartens— one toward formalism and the other toward freedom — and warns against too close adherence to unimportant details. In the schools here, as in several other States and cities, a very decided trend toward vertical penmanship is noticeable. The work of the Mechanic Arts High School and the Teachers’ Training School is much commended, but serious remonstrance is made against too many subjects being studied daily in the high schools, which leave little time to students for use of library or counseling with teachers. Much regret is expressed for the fact that financial conditions hinder furnishing free text-books. The following extract tells of a plan devised during emergency : “The plan that was authorized by this board, and carried out for a short time during the last year, of allowing the children to make a fixed contribution of money to be spent for books, which books belong to the school, was an excellent one. In some schools it worked marvelous changes. The enthusiasm of the children over the abundance of new reading matter was great. In one building, where the chil¬ dren had heretofore been starved upon a single reader, the various classes read dif¬ ferent books, varying from 6 to 15 in number. Ho better commentary is possible. The complaints were few, and came mainly from those people who never buy any books and from certain publishers whose books were not bought as much as hereto¬ fore. This plan, however, the board thought best to do away with, and another is now being considered. Some additions have been made to existing school buildings, and one new one has been erected. The supply, however, is far below pressing needs, which, under present laws regulating appropriations, have little promise of being fully met. The number of pupils enrolled is 21,276, who are taught by 502 teachers. Besides tables of statistics in the work of the whole system, the report contains a copy of the act abolishing the board of education and creating the board of school inspectors. 1895-90. The report to July 1, 1898, is from the same superintendent, C. B. Gilbert, esq. The report makes complaint of the great lack of material. These are some of its words : “We greatly need more material for our work. Our course of study is broad, and, if properly administered by good teachers, means such an education for children as shall fit them for complete living, but in order that the greatest benefit may be derived from it a considerable amount of material of various sorts must be supplied. We especially need more books ; good literature for children. This need is imperative. We get a little each year from the State, but it is not enough.” The board have decided to promise free text-books, in trust that necessary funds will be supplied. Another decision is regarding supervision. It is that in buildings with not more than nine rooms principals bo relieved of supervision, for which a separate supervisor is appointed. Manual training is doing so well that it is recommended fo2 the primary grades. We copy the following extract under the head “High schools:” “The most noteworthy features of the high-school department of our system this year have been the development of the minor schools and the creation and growth of the Mechanic Arts School. The Cleveland and Humboldt have each completed the junior year and in 1897 will graduate their first classes. . . . The Mechanic Arts School has had a fine year and graduated its first class in June.” Work in elementary English needs modification, better preparation being desirable for their entrance into high schools. Some enlargement of plan has taken place in the Teachers’ Training School, in the matters of more practical surroundings and more systematic child study. Graduates have no difficulty in finding emi>loyment, such is the constant demand for them. Whilo the lack of sufficient school accommodations has been partially relieved, there is still much more needed. The number of teachers grew to 528, and of pupils enrolled in day schools to 22,329. 1308 EDUCATION REPORT, 1896-97, MINNEAPOLIS SCHOOL REPORT. The report for the year 1895 is from Charles M. Jordan, superintendent of schools, and it is preceded hy an address to the hoard of education by M. Falk Gjertsen, its president. In the latter claim is made that the system of high schools is better and their enrollment greater than those in any other city in the Union of similar size, the four now existing containing over 2,200 pupils. For want of adequate funds for new buildings the schools have been crowded to a degree that is regarded a municipal calamity. Whatever was possible to bo done for the overflow of pupils was accomplished by building annexes, and also by renting. The board were unable to obtain but 3 mills for the 4 mills tax to which it claims to have been entitled, and in vain sought issuance of bonds with which to meet emergencies. The president refers with becoming pride to the enhanced care and adornment of late bestowed upon school grounds, the excellent orderly discipline by which prin¬ cipals control and conduct their classes, even in the evening schools. The superintendent, after giving a statement of the various shifts made for obtain- raent of adequate room, by additions, etc,, makes an urgent appeal for greater accommodations. He says : “During the latter part of the year just closed at least 1,400 pupils were unable to attend school more than half of each day, on account of the lack of accommo¬ dations. Some pupils, to my personal knowledge, have not had a full day at school since they first entered in September, 1893. Others have spent all their school days thus far in annexes. There are some basement rooms yet remaining which will be suitable for school purposes. While they were not intended for schoolrooms, and are not in all respects fitted for the purpose, they are nevertheless much better than the ordinary annex which the board is now using. One thing is evident, that new school buildings are imperatively needed, and that they must be had in some way if the best work is done in the schools. ” The pupils in day schools for the year numbered 29,623, an increase of 1,537. The increase of attendance was gratifying, being 97 per cent. Cordial satisfaction is expressed at the operation of the rule abolishing written examinations as the sole tests for promotion. As cordial is that for the change requiring the teaching of vertical penmanship, which, it is confidently claimed, has been shown to be the best. Much good has resulted from the Teachers’ Library, toward whose support in the last year $300 was contributed. The superintendent earnestly recommends that steps be early taken to furnish to all of the schools reference libraries. The fund for the support of high schools has indeed been such as to allow diversion of a por¬ tion in that way, but it has not been possible to do the like for the graded schools. Evening schools have been kept during sixty-seven weeks, with an enrollment of 1,326. 1S96. The report for 1896 is from the same officials as last year. The report of the president offers felicitations on the universally popular interest in the schools. We give the following extract: ‘•'There are few if any cities outside of Minneapolis that can show an enrollment of 37,340 children in the schools to a population of 200,000, and it is a noticeable and encouraging fact that the business stringency, with its hardships for laboring classes, has in no way diminished their interest in the schools.” Most marked advancement has been in the industrial branches. The sloyd system has been advanced until it is now employed in tlie eighth grade, so that there is a continual course from the fourth through to the high school While several new buildings have been constructed, there is yet a deplorable lack of sufficient accommodations in the south and southwest, where large num¬ bers of children are put in basements on double sessions, while the schools are much overcrowded. In the report of the superintendent, this crowded condition, increasing constantly on account of increase of pupils, is dwelt upon at length and in detail. This increase for the last year has been confined to the second, third, fourth, sixth, seventh, and eighth grades, whereas decrease has been in the first and fifth grades and in the high school. Notwithstanding the unusual prevalence of sickness among children, attend¬ ance has been 97 per cent, the same as last year. Sewing is now taught in the fourth, fifth, and sixth grades, and there is a continu¬ ous course from the fourth to the eighth grades, inclusive, for girls in domestic econ¬ omy, and in the seventh and eighth for cooking, for which last there are three schools attached — the Adams, Blaine, aud Winthrop. MINNESOTA— MISSOURI. 1309 Appeal is made for larger libraries for schools. The Teachers’ Library, with over 6,000 volumes, is doing much good. Time serves to strengthen the favor with which free text-books are regarded. For trial of the two systems of penmanship, the vertical and the slanting, six schools were assigned to the former and the remainder to the latter. The decision is heartily in favor of the vertical. Evening schools are increasing in favor and attendance, as from year to year they are coming to reach children of school age, a very decided preponderance of attend¬ ance heretofore being of sthose over 21 years of age. MISSOURI. Report for 1895, Hon. John R. Kirk, superintendent of public schools. It opens with an urgent appeal for more care in the construction of schoolhouses and laying off school grounds with a view to sanitation, convenience, and taste. Already city schools have recognized the importance of employing skilled archi¬ tects to plan and oversee such work, and, besides the construction of new buildings, have gotten their services in the remodeling of such of the old as were susceptible of it. The case is unfortunately different in rural schoolhouses, which have been constructed mainly by cheap rural carpenters who have never even seen such a building that was constructed after modern methods. The superintendent visited as many as two hundred of these houses widely scattered, from the borders of Iowa to those of Arkansas, and he thus writes of them : “With these evidences of existing conditions the conclusion is unavoidable that the children of the State are suffering enormous loss as to bodily health, strength, and vigor because of the unsanitary condition of our rural schoolhouses.” It is no comfort, the report argues, that the condition in Missouri in that respect is no worse than in many other States or that it is better than in some of them. This is not due to parsimoniousness in the people, but to want of intelligence in the investment of the liberal appropriations granted for the purpose. Any well-built schoolhouse ean be sufficiently ventilated at a small cost, and only carefulness and some knowledge of the means are needed to make it so. It is a matter of congratulation that the prominence taken by education in the mind of the public has wrought vast good, and in this special respect, that it is impossible for any one or more leaders of opinion to spring a system upon the people with expectation of its being adopted until they, who are to be responsible for it and affected by it, have had time and leisure to consider it. The report points with pride to the State University, the State normal school, to county teachers’ institutes, to the multiplication of private schools and colleges, and the already 400 towns in the State that are aiming to establish high schools. “How,” says the report, “to correlate, unify, and strengthen these institutions is a problem vast enough.” The first suggestion as to needed legislation made by the report is a system of more careful inspection and supervision of all rural schools. The superintendent, after making himself acquainted thoroughly with the conditions and methods of many of these, particularly in the southwestern section of the State, cites one county especially in order to show how schools could be bettered by the use of proper care. This county is Jasper, the condition of whose schools is incomparably superior to that of those in the adjacent counties, and this is the cause of the difference : “There is in that county an enthusiasm, a professional spirit, a standard of scholar¬ ship, an effectiveness of work done with which the schools of adjoining counties can not compare. But Jasper County has a man in the field every year. For two years or more she has done this. The county superintendents have been energetic, enthusiastic, professional teachers, ambitious young men who got out of town and worked. The schools of Jasper County are a monument to the intelligence of her superintendents and teachers, and to the'progressive spirit of the people.” The report urges action on the part of the legislature for the efficient care of the feeble-minded children of the State, whose number is calculated to be about 3,000. The report highly praises the efforts of the university to secure “articulation” with the secondary schools. Last year the legislature appropriated $4,000 for the University Summer School of Science, and great good has resulted in the importa¬ tion of instruction to the high-school teachers. This instruction is given both by the university professors and by skilled specialists in high-school work. Harm has been done, the report says, by confused conception of high-school work as distinct from the work of colleges, and it is contended that there are sixty or seventy insti¬ tutions in the State called colleges whose names ought to be those of academies or private high schools. While admitting that the work in the normal schools has been of great benefit, there are some things yet the report considers needed. It says, “Every normal 1310 EDUCATION REPORT, 1896-97. school should, have a pedagogical laboratory. By this is meant a laboratory in the form of a model graded school of fifteen or twenty children in each grade, begin¬ ning, of course, with the kindergarten.” 1896. The report for the year 1896 is from the same superintendent. It begins with an earnest, thoughtful argument in favor of industrial education, answering the objec¬ tions of those who are wont to style schools for that purpose as “ shop schools,” “trade schools,” and “cooking schools.” It cites the fact that prejudices have been so far overcome that work on a liberal scale has already been begun in the State University, and in Kansas City and other places. “Manual training has the indorsement of our State University, as shown by pro- visions for certain classes of its students; the second largest city of the State puts about $200,000 into a manual training high school. The manual training school of Washington University has long been well and favorably known; the "industrial department of Lincoln University has cordial and general indorsement.” Attention is directed to the greater progress in form of such education that has been made in several other States when it has been established in institutions below high schools, beginning with the kindergarten. It is admitted that in rural schools such training has neither the same purpose nor the same necessity, yet there are things in which it would be found of much importance to the children of farmers, such a3 elementary principles that relate to the source, character, and reproduction of soils, and rotation of crops. They might easily have what ought to bo known of the plant¬ ing of trees, vegetables and flowers, the grafting of fruit trees, the care needed in their raising, the habits of noxious insects and the means of arresting their incursions. Then it is recommended that more instruction be given in the geography, fauna, and flora, not only of the State, but of other States and foreign countries. These would have, besides the valuable knowledge obtained, much greater influence than many suppose on mental development. An interesting report is given of the Kansas City Manual Training School. In that occur the following words, taken from a recent United States Government report, by Dr. C. M. Woodward : “Manual training aa an educational factor owes its existence to a widespread con¬ viction that the education of the school has been dealing too exclusively -with the abstract and remote, and not enough with the concrete and present,” and there is given this statement regarding the aim of that institution, which is declared to bo ‘ 1 to prepare students of both sexes for the practical duties of life ; to furnish a, train¬ ing of head and hand, useful alike to all classes, regardless of future occupation, and fit for entrance into modern courses of the best universities. It is not a trade school.” The report deals with much plainness of the vastly unsatisfactory condition of rural schools. The following are some of the statements in this behalf : “Missouri has over 9,000 one-room schoolhouses, each one under control of three directors — more than 9,000 separate independent school districts with more than 27,000 school directors, and these directors too often elected without regard to the fitness for position.” It may well be supposed that the argument against such a state of things is to the point. On the subject of county institutes, the report declares that they are becoming slowly more useful as their importance becomes as slowly studied and appreciated. After setting down what are and what are not their purposes, it emphasizes the fact that these are wholly pedagogical, and until this truth becomes settled in men’s opinions not very much of benefit is to be expected from the work done at their sessions. The report is equally plain in discussing colleges so styled, and urgently asks that those which have much of the work of the mere academy should work for separation from it. In its opinion no college can exist, except in name, which is dependent upon tuition fees alone, and which has not an income-producing endowment of at least $100,000. The report, however, speaks with pride of the five State institutions which are well organized and well equipped. The State University, the three State normal schools, and the Lincoln Institute for colored people. The first, during the last five years particularly, has been growing with great rapidity. The creation of the office of high-school examiners is looked upon as of much importance, promising to con¬ tribute to bring the high schools into more definite relation with the university and with others above them. Gratifying accounts come from Lincoln Institute and the three normal schools. Of that at Warrensburg the report says: “The board of regents last June established a chair of pedagogy. . . . This will enable us to concentrate the work of the course under one management, instead of farming it out among the teachers of other departments.” MISSOURI. 1311 KANSAS CITY SCHOOL REPORT. The report for the year 1896 opened with an address to the people of the district by R. L. Yeager, president of the board of education, followed by a report from J. M. Greenwood, superintendent, to which is appended returns of subordinate officials. The address says that the amount raised by taxation for school purposes has not been adequate for the rapidly increasing needs of accommodations. During tho year as many as forty-six additional rooms have been employed, and at the time of "sub¬ mitting the superintendent’s report the schoolrooms were yet as crowded as ever. It is earnestly desired to begin with manual training ; the ground has been secured for the purpose, and it is hoped that the buildings will be ready for occupation by the end of 1897. The same is the case with the coming library building. The following extract is from the observations concerning politics on school boards : “It is a fact that in many places movements are being made toward non, or bipartisan and nonsectarian boards of education, while in quite a number of places such school boards have already been organized. This is as it should be, as by no other methods can school work be so well performed. The death knell has been sounded, we believe, to political boards.” The first movement toward kindergartens wras not a success ; yet the feeling in its favor has become so general that the board has decided to make another trial^ which if successful will lead to general establishment of such schools throughout the city. The Central High School, with its 1,800 pupils, is greatly overcrowded, but some relief is expected from the opening of the manual training school next year. Much praise is bestowed upon the Lincoln High School for colored people. It was hampered for several years by the difficulty of obtaining competent colored teachers. This has at last been overcome, and the instruction is rapidly advancing in satisfac¬ tory, benign work. The report indulges ad much length in observations on many subjects, as the school and citizenship, the principal and the teacher, suggestions to principals on manage¬ ment, etc. It admits that more rapid improvement is needed in many schools. The following paragraph concerning enrollment, attendance, etc., we give : “The total enrollment for the year is 20,008, a gain of 819 over last year’s total enrollment. The average number belonging is 15,286, also a gain of 667 over last year, and the average daily attendance is 14,535, a gain of 770 over last year, while the teaching force remained practically the same.” School children are allowed very generous privileges in the public library. What is called a children’s room has been set apart for several years for advanced pupils. These facilities are to be larger in the coming new library, and that special depart¬ ment is to be presided over by a librarian who has become thoroughly acquainted with all varieties of child literature. ST. LOUIS SCHOOL REPORT. The report ending in June, 1895, is made by F. W. Brockman, president of the school board organization, followed by one from F. Louis Sold an, superintendent. Very large expenditures of school funds were made during the year, owing to peculiar circumstances. There has been a notable shifting of population toward the west, northwest, and southwest, so rapid as to be quite in advance of the means accruing for tho provision of school facilities. As current revenues were not at ail sufficient, it was decided to sell a part of what is known as the permanent fund property, rather than submit the citizens to additional tax during a period of unusual financial exigency. Enrollment of school children in day schools during the year was 70,428, with average of attendance of 51,014 and seating capacity of 59,668 seats. As many as eight night schools were held from October to March, two of which were for colored pupils, whose attendance was over 2,000. The showing for kindergartens is good, being connected with fifty-four of the schools. We subjoin the following under the head “ Teachers’ relief fund : ” “At the biennial session of the legislature of this State, held this year, the act creating the fund for the relief of the sick and superannuated teachers was passed. . . . The Teachers’ Aid Association has labored many years in this noble work, and by the act of the legislature its hopes have been crowned with success. ... It is to be regretted that the law could not be made so as to require a specific tax for the purpose, but under the circumstances all was done that could possibly be accom¬ plished.” Notable attention is given to sanitation in the schools of St. Louis, the regulations as to which require much circumspection on the part of teachers both in school time and during the hours of recreation. 1312 EDUCATION REPORT, 1896-97. Regarding promotions of teachers, a change has been made from the old system, by which ranking positions are filled in the schools wherein the vacancy occurs and not by transfer to others. These take place twice a year, in October and February. There are also two examinations a year for principals, or those applying for positions in the high school, the latter of which has the threefold end of finishing the educa¬ tion begun in the primary schools, fitting for entrance into college, though the num¬ ber is but a small fraction of the whole, and giving professional training to women intending to teach. At present the normal school is embodied in the high school, and will so remain until 1897, when the last class will have graduated. Considerable space is given to courses of study and discipline in all the schools, to the school for the deaf, and the colored schools, notably the Sumner High School and manual training. A new course of study has been introduced, the features of which, in the words of the superintendent’s report, are : “ Conversational lessons on conduct and general ethical subjects, the selection of specific topics for instruction in natural science, the reference by book and page to supplementary reading in geography, and the selection of ‘ memory gems’ for each quarter and grade.” MONTANA. Report for 1895-96, Hon. E. A. Steere, State superintendent. The report remarks upon the excellent results of the new school law, on which cheerful hopes had been set by those who prepared it. Some teachers, it is true, have dropped off, but they were such as were expected and desired to do so from inability to cope with the new requirements for certificates. The advances in many respects have been constant. Yet the fact still remains, to the regret of all, that there is a large number of children in the State who do not attend schools of any sort. The report is pronounced in its recommendation of means to lessen this misfortune. It says, among many other things : “I seriously recommend that a law be created to prevent any child under 14 years of age from being employed in any mill, factory, business house, messenger, or in any business whatever that would employ them during school. In fact, I would like to see children under 14 prevented from being employed as messengers at any time. This business necessarily leads them into all resorts of vice and thus makes them familiar with crime at an early age. . . . Just so long as we allow child labor, we shall have an uneducated class, and thus unprincipled men and women.” Other earnest pointed things on the subject are in the report. Appeal for free text-books is again earnestly put forth. It has been hindered thus far by consideration of expense ; but it is contended that after the first outlay this would be reduced within limits easy to be borne. The normal school has not yet been completed. It is to be a very imposing building and the report trusts that it will be provided with funds adequate for its various needs. In the lack of such an institution, teachers’ institutes have been doing what they could in the matter of assisting young teachers in preparation for their work in schools. But the short time during which they are held and the great number of subjects dis¬ cussed keep such assistance from being of very considerable value. Slight as has been the change in the new law — raising the sessions from three days to five — even that has been attended with manifestly "enhanced benefit. The principal lack here¬ tofore has been of capable instructors. County superintendents, generally without much experience, rely upon the State superintendent, with whom it is not always possible to spend five days at everyone of these gatherings, twenty-three in number. It is recommended that all oounty superintendents, wherever it is possible, be required to hold institutes or summer normal schools of two weeks in the summer vacation, and it is suggested that several others be held at notable places, beginning with the university, which has already taken steps toward that end. A favorable account is given of the State School of Mines. The University of Montana was opened in September, 1895. Attendance, 135 for the first year, made satisfactory increase in 1896. Excellent results, it is claimed, have followed the action of the State board of education last year in establisting several accredited high schools. NEBRASKA. Report for 1895-96, Hon. H. R. Corbett, State superintendent. High praise is bestowed upon the law passed since the last report, providing for free attendance at public high schools, completing the system of free education in the common and high schools and the university. Pupils may attend high schools NEBRASKA. 1313 in a county not their own when more convenient, the tuition of 50 cents a week to he paid by the latter. The ambition of some principals and school boards unfortunately leads to the undertaking of more high-school work than their districts could afford. The new law discourages such action, by fixing within definite limits the high-school work tor every school; a plan which was approved by the university authorities. The law provided by special examination for entrance into high schools of those without certificates from lower institutions. The consequence of all has been a largely increased attendance. The general operation will be made more easy by the forth¬ coming course of study for*country and village schools by the State superintendent with help of a committee of county superintendents named by the teachers’ association. The report claims that Nebraska has two laws which are in no other State. One providing for “district ownership of text-books’’ and the “free attendance of non¬ resident pupils at public high schools.” Specification of the former particularly are given in sufficient detail. Both laws were submitted by the superintendent in cir¬ culars to the people resident in the several districts, and the answers are that a decided majority favor them. The report recognizes that the new law will serve to “bridge the last gap ” in the school system, by securing to children in rural districts the same facilities of education in high schools as are enjoyed by those in cities and towns. The report appeals strongly for the increase of salaries in the teaching force. Economy in this should be put behind that in almost every other department of the public service. Liberality serves not only to secure competent officials, but renders their work both more efficient and more cheerful, by imparting consciousness of receiving reasonable compensation for faithful service and rendering the occupation more nearly permanent. Comment is made upon the teachers’ institutes. Their financial condition is good, from the liberal allowances in their favor, yet there seem to be serious defects, grow¬ ing out of the manner in which their prominent officials are appointed. The county superintendent acts as conductor, selects the instructors, and undertakes the whole management. Herein® are occasionally, fortunately not often, to be seen evidences of action “determined by personal friendship and political obligation.” Then his acquaintance among teachers, except in his own county, is often very limited, a matter which disqualifies for intelligent selection. It is recommended that institute instructors should obtain certificates from a State board of examiners. Summer schools have increased greatly in favor and attendance. Confidence in their value has served to bring on establishment of several by private initiative. A large list is appended. In particular, that of the university is highly praised, both on account of the efficiency of the work done and of the fact that, no provision hav¬ ing been made for expenses, such work is done with little or no compensation. The superintendent, with much seriousness, urges again, under the head “Normal training,” the crying need of greater competency among teachers, which can be gotten, if not only, at least mainly, in training institutions. Of the 8,843 teachers attending institutes in 1895 only 2,051 had attended normal schools of some kind, while what training was received by the others was gotten at institutes. The State Normal School has advanced at all points. The unfortunate dissensions some time back, which grew mainly out of political complications, have been healed to a degree through the influence of the State board of education acting in harmony with the governor. The faculty work more in harmony, and attendance is constantly increased. In this bettered condition it will become incumbent upon the legislature to make necessary appropriation. Mention is made of State examinations and certificates, State and normal diplomas, county superintendents’ meetings (for whose time and expenses compensation should be made), meetings by districts, the common-school course of study, temperance instruction, the free high-school attendance law, and the high-school system, in which, within the last two years, has been developed a more systematic relation among those constituting it to the State department and to the university, all this being due to the new school law of 1895. The report maintains that the number of high schools which prepare fully for the university should be small, but that these students who have completed the course in smaller schools should have free access to them when desirous of preparing themselves for the university. If it be allowed to graded high schools to give such preparation, the university must suffer from doing much of high-school work, and the communities in which they are situate be overburdened by the support of a school course unnecessarily prolonged. OMAHA SCHOOL REPORT. The report for the year 1896 begins with an address before the board of education bv Ira O. Rhoades, its president, followed by the report of Carroll G. Pearse, super¬ intendent of instruction, to which is appended those from lower officials. ED 97 - 83 1314 EDUCATION REPORT, 1896-97. In the president’s address allusion is made to the large increase in enrollment and attendance and the large decrease in resources. In the year 1891-92 the average of attendance of pupils was 10,370 and the resources of the hoard were $459,598.62, of which $249,000 was derived from saloon licenses. These figures have been changing during the period until now, when the average attendance of pupils is 12,630 and the revenues $355,945.55, of which $195,000 came from saloon licenses. The complaint made by some that too high salaries are paid to teachers is flatly denied by the pres¬ ident. Cheap salaries obtain inefficient teachers; yet these are lower here than the average in other cities. It says : ‘•'Without quoting statistics which are a matter of record, I need only refer you to the salaries paid in cities of our size which proves that we are not only paying lower salaries, but that we are even far below the average. Especially is this so with regard to the salaries paid for supervision. Cities like Kansas City "are paying principals of sixteen-room buildings $1,800 per year, while we pay but $1,400.” The normal training school is reported to be doing great good, but it seems hard that its graduates “ under the rules,” as expressed in the address, get smaller salaries than are paid to teachers employed from other cities. The report recommends that arrangements should be made for daily visits by superintendents to the manual training department. Even as it is it has been doing excellently well. The kindergartens have met considerable opposition. Says the report: “They have been called fads, nurseries, etc., and the school board accused of sup¬ plying amusements for babies under school age. The kindergarten system is no longer an experiment, and it never was a fad. No children are admitted until they have reached the school age. If kindergartens were not provided for them, we would be obliged to open new first grades, employing higher paid teachers, fitting rooms with desks, etc. , all of which would make an additional cost over the kindergarten.” Yet the address thinks that it was a mistake to open so large a number in the beginning. Hereafter care should be taken that the work in them be such that will assist the pupil in the work of the lowest grades, and be made part of them instead of kept separate as in this city. The address recommends adoption by the board of civil-service rules regarding teachers who have had satisfactory experience, instead of having them subjected as now to the chances of re-election every year. In view of increase of pupils and diminution of incomes, an earnest appeal is made to the city council to raise the levy of taxation in order to provide for this ever¬ growing need of greater resources. As it is, kindergartens and the lowest school grades do not enjoy full day sessions. It is admitted, however, that a mistake in economy was made in erecting so many small schoolhouses instead of a few large ones in the beginning. Some natural pride is indulged by an action of the board in 1894 whereby "an insurance fund was created whose income has been invested in interest -paying warrants. Experiment with vertical penmanship seems to have proven its decisive superiority. NEVADA. Report for 1895 and 1896, Hon. H. C. Cutting, superintendent of public instruction. It proceeds in the beginning with announcement of the general inefficiency of the laws regulating the State educational system: “ The laws governing our schools are very defective, unintelligible, and weak. There are many good points in them, as every legislature since the first has amended them, but there is no system to our school laws and none to our schools. Many of our laws are unconstitutional, others are obsolete, and there is hardly one on the statute hook that can he enforced.” The present superintendent prepared a system of laws upon the subject to be sub¬ mitted to the legislature of 1897. At a teachers’ institute held at Elko in December last the law, with certain changes substituted by the members, was agreed to be submitted, and good hopes were indulged of its passage. This law provides that the four district superintendents he added to the State board of education, making that board consist of seven members. It provides for two grades of educational and life diplomas, grammar and liigh school. The most important article in the proposed enactment is that regarding district superintendents, who now are the same persons with the district attorneys, the businesses in the twofold offices being wholly incompatible with each other. The plan is to divide the State into four educational districts coextensive with the judicial districts, and, after allowing good salaries, to exact faithful work of the superintendents. Such a change, the report contends, would systematize school NEVADA - NEW JERSEY. 1315 work greatly and serve to overcome the frequent meddleing with school affairs to the great hindrance of their efficient conduct. The report says : “ There are many districts in this State where a teacher with fifteen or twenty pupils is compelled to have from thirty-five to forty classes, as they do not dare to grade the school properly for fear of losing their position by offending some of the parents.” The present method of apportionment of funds on the number of children between 6 and 18 is characterized as an “ absolute bid for dishonesty” and has given occasion to much dissatisfaction and strife, whereas apportionment according to school attendance would place a bounty on punctuality in that respect. Regarding care of school property the report says: “No care whatever is taken of school property, especially in county districts, and the destruction and waste is something appalling. . . . Destruction of property is bad enough, but the careless and slovenly habit which such negligence fosters and breeds is ten times worse.” As in the preceding, earnest appeal is made in behalf of teachers’ institutes. By act of the last legislature every county in the State was allowed to erect a high school, to be maintained at its own expense. Elko is the one county availing itself of this provision. Some remarks are made and recommendation offered on the subject of cheaper text-books. The report concludes with commendation of the progress of the State University, education for the deaf, dumb, blind, and feeble-minded. Noteworthy is the diminishing number of school children. From 10,592 in 1880, the year in which it was greatest, it descended in 1896 to 9,089. OT1W JERSEY. THE SESQUICENTENNIAL OF PRINCETON. One of the most important events of the year in scholastic circles was the celebra¬ tion by Princeton University of the one hundred and fiftieth anniversary of the signing of the original charter issued in the name of the College of New Jersey (October 22, 1746). The special significance of the anniversary which occupied three days, October 20-22 inclusive, lies in the fact that it was the chosen time for the for¬ mal assumption of the title of university, a name fitly expressing what had become the actual scope of the work even before Dr. MeCosh resigned the presidency of the college. The committee of arrangements 1 which had been for two years elaborating their plans kept two points in view, namely, the exposition of past achievements and the presentation of the distinctive lines of university life for which the college had prepared the way. These conditions were set forth in the addresses of the president and members of the faculty, which thus formed the central feature of the three days’ celebration.'2 3 * * * * * * * 11 The accompanying exercises of music, the interchange of greet¬ ings with other universities, the honors to invited delegates, etc., added greatly to the interest and impressiveness of the occasion. As a preliminary to the sesquicentennial exercises and a recognition of the inter¬ national unity of scholastic pursuits, the week preceding the ceremony was made the occasion for several series of lectures by foreign specialists. With the exception of the course on the French Revolution and English litera¬ ture, by Prof. Edward Dowden, of Trinity College, Dublin, these lectures were I The efficient chairman of this committee was Prof. Andrew F. West, Ph. D. 2 General Programme of the Princeton Sesquicentennial Celebration. An asterisk (*) indicates occasions on which academic costnme will he nsed. Events indicated in brackets [J, though not part of the academic programme, are given for the sake of convenience. First day, Tuesday, October 20 — Reception day. 10.30 a. m. *Academic procession forms at Marquand Chapel. II a. m. * Religious service in Alexander Kail. 3 p.m. * Reception of delegates in Alexander Kali. 4.30 p. m. * Presentation of delegates in the Chancellor Green Library. 9 p. m. Orchestral concert in Alexander Hall. Second day, Wednesday, October 21— Alumni and student day. 10.30 a. m. ^Academic procession forms at Marqnand Chapel. 11 a. m. * The poem and oration in Alexander Hall. 2.30 p. m. [The undergraduate football teams of the University of Yirginia and Princeton Univer¬ sity will play on the University Athletic Field.] 8.30 p. m. Torchlight procession and illumination of campus. The procession will he reviewed by the President of the United States. Third day, Thursday, October 22 — The sesquicentennial anniversary day. 10.30 a. m. * Academic procession forms at Marquand Chapel. 11 a. m. * The sesquicentennial celebration at Alexander Hall. 3 to 5 p. m. Reception to the President and Mrs. Cleveland at Prospect. 3 p. m. [Glee club concert in Alexander Hall.] 1316 EDUCATION REPORT, 1896-97. addressed to specialists, and brought together a body of men distinguished in the respective lines.1 The sesquicentennial exercises were held in Alexander Hall, a beautiful building in the French Romanesque style, one of the most impressive of the new buildings, which illustrate on the material side the recent university ideal. The body of the hall was reserved for invited delegates, including the presidents of the leading sister universities in our own country and the distinguished repre¬ sentatives of foreign universities. The delegates, numbering from 500 to 700, wore their academic robes, which gave a brilliant effect to the scene. The principal exercises, in addition to the addresses by President Patton and Prof. Woodrow Wilson, here given in full, were the reception to delegates on the afternoon of the first day and the exercises attending the formal announcement of the university title on the morning of the third day. On the former of these occasions Dr. Ploward Duffield, of New York City, a son of Princeton, welcomed the delegates in an eloquent address. Responses were made by President Eliot, of Harvard University, on behalf of American universities and learned societies, and by Prof. Joseph John Thompson, of Cambridge University, England, on behalf of European universities and learned societies. On the morning of October 22, exactly one hundred and fifty years from the date of the original charter of the College of New Jersey, Dr. Patton announced that the college a shall be known hereafter and forevermore as Princeton University.” This announcement, which elicited an outburst of applause, was followed by a statement as to the endowments that had been secured in anticipation of this event. The com¬ pleted list was not ready, so that full details were impossible at the moment, but a total of $1,353,291 was reported, with the work of the committee still in continuance. When the enthusiasm excited by this showing had subsided the university pro¬ ceeded with its first official act, which was the conferring of the doctor’s degree upon a number of men eminent in letters, arts, and science.2 jList of Lecturers and Lectures delivered at Princeton University, October 12-19, 1896. I. Four lectures by Joseph John Thomson Cavendish, professor of physics in the University of Cam¬ bridge, England. ‘Subject: The Discharge of .Electricity in Oases. Four lectures by Felix Klein, professor of mathematics in the University of Gottingen, Germany. Subject: The Mathematical Theory of the Top. III. Six lectures by Edward Dowden, professor of English literature and rhetoric in Trinity College, Dublin. Subject: The French Devolution and English Literature. IF. Two lectures by Andrew Seth, professor of logic and metaphysics in the University of Edinburgh, Scotland. Subject: Theism. Y. One lecture by Karl Brugmann, professor of Indogermanic philology in the University of Leipzig, Germany. Subject: The Nature and Origin of the Noun Genders in the Indogermanic Languages (Ueber Wesen and Ursprung der Geschlechtsunterscheidung bei den Nomina der indogermanischen Sprache). This lecture will be delivered in German in the English room, Dickinson Hall, at 10.30 o’clock, Monday morning, October 19. VI. One lecture by A. A. W. Hubreeht, professor of zoology in the University of Utrecht, Holland. Subject: The Descent of the Primates. 2 Doctor’s degrees were conferred upon fifty-seven distinguished representatives of sister universities or men eminent for their contributions to science and art. The foreigners thus honored were: Karl Brugman, professor of Indogermanic philology in the University of Leipzig, Germany. J ohannes Conrad, professor of political economy in the University of Halle, Halle, Germany. Wilhelm Dorpfeld, first secretary of the German Archaeological Institute, Athens, Greece. Edward Dowden, professor of rhetoric and English literature in Trinity College, Dublin, Ireland. A. A. W. Hubreeht, professor of zoology in the University of Utrecht, Utrecht, Holland. Felix Klein, professor of mathematics in the University of Gottingen, Gottingen, Germany. Henri Mcissan, professor of chemistry in the University of Paris and member of the French Acad¬ emy of Science, Paris. Edward Baynall Poulton, Hope professor of zoology in the University of Oxford, Oxford, England. Andrew Seth, professor of logic and metaphysics in the University of Edingburgh, Scotland. Goldwin Smith, fellow of Oriel College, Oxford, and formerly regius professor of modern history in the University of Oxford, Toronto, Canada. Joseph John Thompson, Cavendish professor of physics in the University of Cambridge, Cambridge, England. dames Loudon, president of the University of Toronto, Canada. The honorary degree of doctor of laws was conferred in absentia upon two persons : Lord Kelvin, professor of natural philosophy in the University of Glasgow, Scotland, and Otto Struve, formerly director of the Observatory of Pnlkowa, Bussia. NEW JERSEY. 1317 The exercises were closed by an address by President Cleveland, which was followed with absorbed interest and elicited unbounded applause. This address is here repro¬ duced in full. The singing of the national anthem and the benediction by Bishop Satterlee closed the scholastic exercises of one of the most memorable celebrations ever held in the United States. , RELIGION AND THE UNIVERSITY. A sermon preached in Alexander Hall on the occasion of the sesquicentennial cele¬ bration, October 20, 1896, by Fraucis L. Patton, president of the College of New Jersey. (I Corinthians m, 11. For other foundation can no man lay than that is laid, which is Jesus Christ.) The first charter of the College of New Jersey was signed by John Hamilton, president of His Majesty’s council, on the 22d day of October, 1746. A second char¬ ter, still more liberal in its provisions, was obtained from Governor Belcher in 1748. It was surely the day of small things when a little company of Presbyterians in the city of New York and its vicinity interested themselves in establishing a seat of learning in the Province of New Jersey as a means of providing a liberal educa¬ tion for young men intending to enter the ministry. The ineffectual efforts which they had previously made and their ultimate success bear striking testimony to the religions intolerance of the times, the more enlightened policy of President Hamilton and Governor Belcher, and the liberal spirit of the founders of the new institution, who, though Presbyterians by conviction and actuated in the main by zeal for the religious necessities of their own church, accepted without scruple a charter which gave no advantage to any denomination, and beyond a scheme for liberal culture made no siiecific provisions for the needs of any profession. The spirit of the founders has been kept alive in their successors. The interests of the college have always been in the hands of religious men, and of men, I may say, belonging as a rule to a particular branch of Protestant Christendom, but it has never been under ecclesiastical control. It has served the church and it has served the state without in any sense being under the authority of either. The founders of the College of New Jersey did not establish a theological school with a perparatory department in arts ; they established a faculty of arts with an embryonic department of theology. There is a great difference between the two methods, and this difference has determined the course of Princeton’s subsequent development. The establishment at a later date in Princeton of a theological school under ecclesi¬ astical control made it unnecessary and unwise to continue theological instruction in the college, and from that time until now the teaching force of the College of New Jersey has consisted of a single university faculty of arts. Thanks to the lib¬ eral policy of her founders, thanks also to the wise Christian spirit of those who have guided her course, Princeton College, though ever hospitable to new ideas and ever ready to recognize new truth, has^ throughout her history, been true to the spirit of those who founded her, and has never had reason to feel that in any instance she has violated her charter, or been unfaithful to the moral obligations imposed by the labors and benefactions of the Christian men who have been inter¬ ested in her welfare. Considered in respect to nations and periods that are characterized by immobility, the lapse of a hundred and fifty years is not a matter that need call for special com¬ memoration. But in this country the beginning of such a period antedates the national life. Princeton shares with her older sisters, Harvard and Yale, the dis¬ tinction of a life coeval with our national independence, and she claims for herself a distinction, shared in equal degree by no other institution, of being a large factor in the making of the nation. Of the part that Princeton played in the revolutionary struggle; of President Witherspoon, who signed the Declaration of Independence; of the Princeton men, and particularly of Madison and Patterson and Oliver Ells¬ worth, who helped to make the Constitution of* the United States; of the meeting of the Continental Congress in this place and under the roof of Nassau Hall, you will in all probability be told by another speaker on a later occasion. It is enough for me, having mentioned these names in connection with the political history of the country, to add to them the names of Henry and.Guyot in science; of Jonathan Edwards and James McCosh in philosophy; of "the Alexanders and Hodges in theol¬ ogy, and then to ask if I am making an empty boast when I say that Princeton has won for herself a conspicuous place in the intellectual history of America. It has been the aim of those who have governed this institution to make and keep it a Christian college. The men who have contributed to its endowment and admin¬ istered its affairs and taught in its class rooms have been Christian men. They have been men of deep conviction regarding God and his government, and they have 1318 EDUCATION REPORT, 1896-97. had high ideas respecting their responsibility for the use of time and money. There is in the history of the college, in what she has done and in what she has been saved from doing, in what she 1ms achieved and in what she has escaped, abundant reason for profound gratitude. Filled, then, with these thoughts of the past, and standing upon the threshold of a new period in the history of this institution, let us give thanks to God for the good that has been done in His name by the men who have served it and the men who have gone out from it ; and let us pray that to us upon whom devolves the responsibility of opening a new era in the educational policy of Princeton there may be granted that wisdom which shall save U3 from mistakes, and that grace which shall enable us to use for God’s glory the power and influence that are given to us by reason of our place in the organic life of a great institution. Our history, as I can not help believing, is also a prophecy. There has been ample time in that history for the line of tendency along which we are likely to develop to reveal itself, for there is an analogy between the history of an institu¬ tion and the growth of an organism, and growth is recalcitrant to interference from without. You may shape your block of marble as you will, but you must be con¬ tent to see the process of self-realization go on in the organism according to the logic of its inner life. There are universities that are made in obedience to the wills of their founders and with no tradition to conserve. They are free to shape their policy in unhampered independence of the past. But it is not so with us. We have como to be what we are through the slow growth of a hundred and fifty years. We have our own ideas of education, which are in part the result of our experience and in part perhaps an expression of our conservatism. We give large place in our curriculum to contemporaneous knowledge, but we are unwilling to part with our heritage of Hellenic culture. We believe in specialization, but we also believe that the student makes a mistake when in his haste to win his spurs in some narrow field of inquiry he foregoes the advantage of a broad general education. Intellectual disci¬ pline is good, but it is not so important as high manhood ; and eager though we may be to turn out from year to year a few men of high intellectual attainment, we deem it far more important that the great body of our graduates should be men of moral courage and religious convictions, public spirited, patriotic, and possessed of clear, balanced, and discriminating judgment in regard to public questions. Princeton has a great work to do in science, philosophy, and literature. I have no doubt that she will do it well. I hope she will continue to do it in Christian rubrics without any loss of moral initiative or religious faith. I confess that I am not without my anxieties when I think of the future of our American institutions in relation to their religion. I see no reason why I should not feel anxiety in regard to Princeton, for we can not hope to escape altogether from the operation of the forces that are potent elsewhere. I feel inclined to-day, speaking not to Princeton men alone, nor in regard to Princeton specifically, to employ the time allotted to mo in considering the relation of religion to the university. I do not know of any subject that could more prop¬ erly be considered in a sermon addressed to an academic audience, nor do I know of a time when this theme could be more seasonably treated than that which is given me in connection with these religious services with which we begin our sesqui- centennial celebration that is designed to commemorate the history of the College of New Jersey and to inaugurate Princeton University. I. I cannot better begin what I have to say on this subject than by reminding you of the fact that religion, and by that I mean, of course, the Christian religion, is the genetic antecedent of the university. It is true that we cannot impute a distinctively religions origin to the universities of Salerno and Bologna, and if we are looking for an explanation that will apply equally to all the mediaeval universities, we must pay for our comprehensiveness by being correspondingly vague ; and then we can do no better than say with Mr. Rashdall that the rise of the university is due to the spirit of association that spread over Europe during the middle ages, and that the universities were simply guilds of learning. Even then, however, it might be worth while to ask. whether these guilds as illustrating the fellowship of kindred minds, did not receive a new impetus from Christianity, which itself was an expansion of the idea of higher kinship as expounded by the Saviour when he said, u Whosoever doeth the will of my Father in Heaven, the same is my mother and sister and brother.” But whatever be the origin of the Southern universities, those of the North (and they are the prototypes of our American colleges and universities) were undoubtedly the outgrowth of Christianity. The religion of Christ gave man new ideals. It turned them from the quest of pleasure and the love of plunder to a life of contem- plation and the pursuit of knowledge. It made them thoughtful, serious and reverent. Thinking is also religion, I believe Hegel somewhere says, and whether he is right or not, it is certain that the man who takes a serious view of life and has NEW JERSEY. 1319 learned to appreciate the deep mystery of being is not far from the place of com¬ munion with God. Christianity popularized philosophy. For the Christian’s creed was a metaphysic; and the man who had been taught to believe in creation, tho Incar¬ nation, the Trinity, sin and atonement, was obliged in the nature of the case to have a very considerable theory of the universe. Many of us, I dare say, remember that we took our first lessons in philosophy in the pew, and that we got our first impulse to think through the sermon. I believe it is Stevenson who says that there is “a hum of metaphysical divinity about the cradle of every Scot.” There can be little doubt, I think, that the religious training of the Scottish people has had much to do in making them the metaphysical people that they are. Christianity has done for the world what a particular type of it has done in a more marked way for Scotland. It has forced men to think. It has made learning a necessity for all who wish to be intelligently informed in regard to religion, and a particular necessity' for those who were the official expounders of Christianity. The mediaeval universities were, for tho most part, in the hands of the clergy, because they had most need of them and could make best use of them; for it must never be forgotten that if to-day there are other professions that require quite as much learning as the clerical, there was a time when it was the only profession that required any. If now, in addition to what has been said, it be remembered that Christianity inculcated philanthropy and high ideas respecting the duties of citizenship, we shall see how largely, even when it is not con¬ fessed to be such, it enters as a constitutive element in the making of the modern university. The stages of university history can be roughly indicated, though we must not press the idea of chronological sequence too far. First came the democratic guild of scholars and masters devoting themselves to the study of law as in Bologna, or to scholastic divinity as in Paris, and living without endowments or even fixed places of abode. Then came the period of endowed foundations — and perhaps it would be as well to take William of Wyckeham as a typical example of the great patrons of learning, for he, says Mr. Rushdall, “may be allowed the credit of having been the first college founder who required his scholars to say their prayers morning and evening and go to chapel daily.” Then, in the New World, came the colleges like those in New England, like Prince¬ ton, like Lafayette, like a multitude besides in the Middle and Western States, which were the direct outgrowth of Christian philanthropy, and which were established with the avowed purpose of giving a liberal education from the Christian point of view. Then came the State universities, and, last of all, the triumph of Christian philan¬ thropy in the lavish use of wealth on the part of men like John C. Green, Johns Hop¬ kins, Ezra Cornell, and John D. Rockefeller for the more complete equipment of existing institutions or the establishment of new universities. Now, though the circumstances attending the establishment of colleges and universities are different in different cases, and though the religious motive in the establishment of some of the more recent universities by private beneficence, and particularly in the estab¬ lishment of universities under control of the State, is not so manifest as in the estab¬ lishment of those which are more directly identified with the religious interests of a particular denomination of Christians, I am disposed to give Christianity credit for them all. I have not yet known of a State university where the profession of atheism was regarded as a desirable quality in a professor, and I happen to know of more than one State university where a sympathetic attitude toward revealed religion is regarded as an essential qualification for a teacher of philosophy. I am glad to have Princeton in that goodly fellowship of American colleges that have been established by Christian men and have been built upon Christian foundations. I believe that these colleges have done and are still doing a work of priceless value for the Church and for the State. And yet I sometimes wonder whether more use might not be wisely made of the State universities; whether a wise economy of resources, as in the newer States, might not suggest such an affiliation of various educational inter¬ ests as would serve to throw around young men a distinctly Christian influence and at the same time open to them the opportunities of a wide range of study which only a large institution can afford to offer. I recognize very distinctly the fact that the ranks of the ministry have been recruited very largely from the smaller denom¬ inational colleges, and I must not for a moment be understood as in any sense detract¬ ing from the immense services which those colleges have rendered and have yet to render, or as implying that they deserve any but the most liberal support of the denominations to which they naturally appeal, when I say that at the present day it is a matter of some importance that a very considerable number of those who enter the sacred calling should be very intelligently informed in respect to the questions now involved in science and philosophy before they enter upon the professional study of theology; and that it would be a misfortune if the time should ever come when it would be the strong men of the weak colleges and the weak men of the strong colleges upon whom we should mainly rely to fill up the rank of the Christian ministry. I do not wish, however, to ignore the fact that true though it may be that the uni¬ versities are in a general way the offspring of Christianity, there are universities 1320 EDUCATION REPORT, 1896-97. (and Princeton is one of them) that maybe regarded as distinctly Christian institu¬ tions, yet they are Christian rather in the conditions of their origin than in the contents of their curricula. Their object is not so much to teach religion as to teach science in a religious spirit. It is more in the way they teach than in what they teach that they deserve to be called Christian schools. Hence a Christian col¬ lege is not to be judged by the amount of religion that it teaches, or the place it assigns to the Scriptures in its curriculum. In the colleges and universities of which I speak, Christianity underlies, informs, unifies, and is the unexpressed postulate of all instruction. And this Christian spirit that practically affects teaching without announcing itself, which presupposes Christianity without any irritating self- assertion, is on the whole the most effective. Not that it is to be expected that a Christian university should be reticent in regard to the truths of religion. Indeed, as I shall at present be at pains to show, it can not be. And so it has come to pass that the university has had its share of religious controversy. Very naturally; for when religion plants a seat of learning and installs the faculty it clearly says that religion is ready to be tried by rational tests. The child of the Christian conscious¬ ness, the university by and by becomes its critic. Born of Christianity, the time comes when it attains its majority and refuses to remain in ecclesiastical leading strings. This may seem ungrateful, but it can not bo helped. The necessary con¬ sequence of the alliance between religion and the university is the rationalizing of religion. It is easy to see that the extremes of tendency are superstition on the ono band and infidelity on the other. Ecclesiasticism pure and simple may easily run to the one extreme ; intellectualism pure and simple may as easily run to the other. How to be saved from either may be difficult ; but we may be sure that the religion which in the last analysis will not bear examination must go down. “ Credo quia impossibile ” is not the basis of a sound apologetic, and whether it be Tertullian or Mr. Kidd who would have us think so, it can never be rational to believe in an irrational religion. The rationalizing process may go wrong, but that is no reason why men should stop thinking; and a university is a very dead place if the men in it do -not think. When, therefore, the masters of the University of Paris told the Pope that on a cer¬ tain matter of dogmatic theology they were more competent to speak than he was, they were doing exactly what they might have been expected to do, and in doing this were the precursors of that movement which put so many of the universities of northern Europe on the side of Protestanism and made them the embodiments of the spirit of religious independence. When I say that the criticism of religion in the university is inevitable, I am not saying that it is the essence of the university that its teachings should be absolutely free. I have nothing to say here by way of objection to those universities where absolute freedom of teaching is the rule. There are universities I know where that absolute freedom would not be allowed. So far as Princeton is concerned, I find myself in very agreeable harmony with what one of my younger colleagues has said in a recent periodical. “Princeton,” says Professor Daniels, “is definitely and irrevocably committed to Christian ideals. It has therefore, with reference to certain primary problems, already taken a definite position. It stands for a theistic metaphysic. Nor does it claim or desire any repu¬ tation for impartiality or open-mindedness which is to be purchased by a sacrifice of this, its traditional philosophic attitude.” Princeton then, as we are told, “stands for a theistic metaphysic.” The critic might say, if he were so disposed, that with equal reason it might be made to stand for something less; or might be mado to stand for something more; and that there is something arbitrary about the boundary line that separates the kingdom of fixed belief from that of free discus¬ sion. Now, I venture to say that the weight of the sentence that I have thought sufficiently significant to quote lies not so much in what Priueeton is said to stand for as in the fact that she is said to stand for something; and I can easily believe that the exact quantum of belief for which Princeton stands may be something about which individuals may now differ and may vary from age to age. What Princeton stands for really depends upon those who govern her. No matter what our origin was; what was believed 150 years ago; what Christian symbol or legend we put on the university seal; what moral obligations are imposed by gifts of gen¬ erous benefactors, the exact amount of religious belief that this university will stand for can be determined only by the amount of belief that the trustees have the moral courage to enunciate in the form of a resolution. That will depend upon the state of public opinion; the degree of sensitiveness to public opinion on the part of men who hold the places of responsibility, and the amount of strong conviction ready for expression at any given time by the governing body. This only shows how solemn the responsibility is which rests upon the twenty- seven men who control Princeton University. They have power to vote in the election of their colleagues, but no power to direct their votes after they take office. We have received this institution from a past generation and we hold it with abso¬ lute power of tradition to the next. We can not bind our successors. We may NEW JERSEY. 1321 install them with due solemnity of precatory phrase, but we can not predict or con¬ trol their action. The sacred interests of Princeton are in our keeping. We have hut a simple duty respecting their transfer to the next generation. St. Paul has expressed that duty in his own words to Timothy: “The things which thou hast heard of me, the same commit thou to the faithful men, who shall be able to teach others also.” II. There is another phase of the subject with which we are dealing. It concerns the inquiry as to the extent to which religion, and particularly the Christian religion, should enter into the curriculum of the university. There are two extreme positions sometimes taken by those who express themselves upon this question. There are some who seem to suppose that it is proper and possible to exclude all reference to religion and confine the work of university instruction to strictly secular themes. Others, again, seem not to realize the changed conditions of university life and sup¬ pose that it is easy to carry on through the entire undergraduate curriculum a scheme of enforced religious instruction based upon an accepted type of thought in respect to the Bible and revealed religion. I am confident that a more careful study will show that both of these positions are wrong, and that nothing requires more wisdom, tact, and knowledge of the actual conditions of thought in the learned world than the problem of religion in the university. It is a very large subject, and I ques¬ tion whether it can be adequately dealt with by anyone who is not in actual contact with undergraduate life, and who is not aware of the ins and outs of thought in it, and who, moreover, is not by reason of professional study brought into close relations with the religious problems of the present day. For myself, I believe that in the early years of undergraduate life a course of elementary biblical instruction adapted to the needs of young men who are no longer school¬ boys, on the one hand, and are not yet students of philosophy, on the other, is a most important part of the curriculum; but I would not carry biblical instruction into the upper years of the curriculum, unless in point of scientific thoroughness it could compare favorably with the work done in other departments ; and then, of course, I would not make it compulsory, though I firmly believe that advanced students in philosophy and literature should have the opportunity of seeing how the problems of literature and philosophy bear upon the Bible and Christianity. For if secular themes are to be discussed in a Christian university in a religious spirit and under Christian conceptions, it is no less true that religious themes must be discussed in a scientific spirit and acccordiug to scientific principles. It is impos¬ sible for a university to discharge its functions without declaring itself upon the great question of religion. The subject no longer lies within the easy possibilities of definition which existed half a century ago. Then the student of Reid or Dugald Stewart debated the question of mediate or immediate perception, or accepted the easy account of the mental powers as they were mapped out for him in the psychology of introspection, and seldom went any deeper. His religious faith was buttressed by a course of lectures on the evidences which treated as postulates what have since become some of the most serious problems of our times. There were religious difficulties to be dealt with, but they lay for the most part in a remote corner of the field of inquiry, and concerned questions like the days of Genesis and the extent of the Deluge. It is otherwise now, for the doctrine of evolution has made a great change in regard to the place of religion in the studies of the universities. Every subject is considered from the historical point of view and according to the genetic method. And whether we approve it or not, the relig¬ ious problem is forced into prominence. A man can not study genetic psychology and metaphysics and the theory of knowledge at the present day without facing the problem of a separate and enduring selfhood and without asking whether the world is to be construed according to a theistic or a pantheistic metaphysic. It is idle for the theologians to attempt, as the Ritschlians do, to exclude metaphysics from theology ; but it is just as idle for the philosopher to talk of excluding theology from metaphysics ; theology is philosophy and philosophy is theology, so far as the question of the relation of God to the world is concerned. All problems in philos- ophy go back to two questions: whether God exists separate from the world and whether we exist separate from God. The fate of religion lies in the answer to these questions. When, therefore, the student is wrestling with the problems of meta¬ physics, he is putting his religious faith on trial. It is easy then to see the vital relations which the chair of philosophy sustains to practical Christianity, and the responsibility that one assumes when he undertakes to be guide, philosopher, and friend to the young man who finds himself obliged to seek for himself a fresh orien¬ tation in reference to his religious belief. Now, if one-half of our religion, or what is commonly called natural religion, is necessarily involved in the study of philos¬ ophy, the other half, or what is known as revealed religion, is as necessarily involved in the study of history. We should hardly think of excluding the history of civil- 1322 EDUCATION REPORT, 1896-97. izalion from the studies of the university, yet it would he difficult, I imagine, to treat the history of institutions without reference to Christianity, or trace the his¬ tory of ethical ideas without mentioning the New Testament, or the history of opinion in respect to social morality without regard to the Sermon on the Mount and the Pauline literature. These writings may doubtless he referred to without raising the question of their authority; hut that question must he raised sooner or later, because the question respecting authority is involved in that of origin, and the ques¬ tion respecting the origin of the sacred hooks is involved in the question respecting the place of Christianity in the history of the world, and this again is part of the broader question respecting the meaning and the history of religion. Any theory that undertakes to explain human history must he adequate to give a rational expla¬ nation of religion. It is not merely because of its practical importance, hut also because of its persistent universality that it has become the object of so much interest to the philosopher. Hence it happens that the most earnest students of the phenomena of religion are not always religious men, but men often who are anxious to show that their theories which destroy the value of religion are abundantly ade¬ quate to explain it. Now, when one enters upon the study of the history of religion, I do not see how he can content himself with the simple recognition of Christianity as one of the forms in which the religious consciousness has been manifested, or how he can avoid assuming some attitude in respect to exceptional claims that Chris¬ tianity makes in its own behalf. He knows what attitude some of the philosophers are taking. They are becoming constructive theologians. They are lecturing on Jesus and St. Paul, and expounding the ethics and metaphysics of the New Testa¬ ment in the interests of naturalism. What shall we do? Shall the agnostic be free to deny the claims of Christianity, and we be hindered from defending it? Now, I venture to say that the philosophical construction of the facts of Christianity is forced upon us by the conditions of thought under which we live and that there is no subject wider in its sweep, more imperative in its claim, and more momentous in the issues with which it deals, than the philosophy of religion. Into the making of it go one’s psychology, one’s ethic, one’s metaphysic, one’s history, one’s literary criticism ; and on it depends in greater or less degree one’s social science, one’s poli¬ tics, one’s jurisprudence, one’s theology, one’s religion. The day has passed when religion was regarded as something very important but not very interesting. There are too many, I fear, who do not regard it as important; but among philosophers it is generally conceded to be interesting. No well-appointed university can refrain from dealing with its problems. For us there can be but one of two positions. We must be silent and hand over the discussion to the skeptic, or we must show our¬ selves worthy of the high place we have already won in the department of religious philosophy and take a strong position on the side of historic Christianity. There is little doubt among us, I think, respecting the attitude that Princeton should ever hold. Leaving to the theological schools and to the appropriate ecclesiastical tri¬ bunals the discussion of questions in divinity on which the churches are divided, and standing aloof from sectarian controversy, it is our duty to hold ourselves ready for the defense of those fundamental truths in philosophy and in religion in the maintenance of which Christians of every name have a common interest. I hope that Princeton will always stand for belief in the living God, the immortal self, an imperative morality, and the Divine Christ. On this broad platform all the true friends of Princeton can meet, and here we must stand if we would be true to the spirit of our history and continue to deserve the confidence of Christian men. III. I trust that I have made it clear that I fully recognize the fact that however true it may be that Christian ideas have been the moving causes in the endowment of universities, and particularly of this, and however much it may be proper and even inevitable that the great fundamental truths of Christianity should have place in university teaching, the particular end for which the university exists is not pri¬ marily the promotion of religion. The university should not be expected to do the work of the church. It has ends of its own, and these are not distinctively religious. And yet we can not keep religion altogether out of our minds when we consider these ends. Religion is indeed, as a little reflection will show, necessary to tho full and satisfactory realization of the ends for which the university exists, and it is in this light that I now wish to regard it. It is not necessary to lay stress upon the mediaeval distinction between the uni¬ versity of masters and the university of scholars for the purpdse of settling ques¬ tions of precedence or of determining the relations they sustain to each other. It would hardly be denied on the one hand that the professor’s business is to teach, and it would be pretty generally conceded on the other that more is expected of him than the discharge of his pedagogic functions. But the distinction 1 have referred to will serve a good purpose if it reminds us that the x>rofessors of a uni- NEW JERSEY. 1323 versity sustain a relation to tlie general public apart from the relation they sustain to the students who listen to their instruction. They constitute the priesthood of learning and are set apart for the service of Truth. Besides training young men for the active duties of life, it may he fairly expected of them that they should enlarge the borders of knowledge and contribute substantially to the formation of a sound public opinion. These, indeed, I take it, are the three great functions of the uni¬ versity. The institution that is not doing something in each of these directions is not accomplishing the work it was intended to do ; and for the successful accom¬ plishment of this work a reverent attitude toward religion and a certain amount of religious faith would seem to be a logical necessity. I lay stress upon that side of the professor’s life which relates him to the general public, for the nonacademic consciousness does not always properly apprehend it. The professor would not think that his calling were possessed of so much inberent dignity if he regarded himself simply as the means of imparting to a body of mediocre and often very idle young men the modest amount of knowledge that they acquire during a college course, and ho would particularly resent the crude Philis¬ tinism that regards him simply in the light of an employee. The dignity of the professor’s calling can be maintained only by regarding the incumbent of this office as holding a commission as an independent seeker after truth. There is something fascinating in such a life. In its line scope of material things, in its dignified and independent simplicity, there is surely something to admire. We can not help feeling, it is true, that intellectual labor is sometimes wasted on very unimportant matters and that much of what wTas never known before is not worth knowing, and that original research so often means only infinite pains for the gathering of facts that involve no theory and help no generalization and apparently serve no other purpose than to verify the statement that of making many books there is no end and that much study is a weariness of the flesh. Then, too, we find it hard sometimes to hear the great man’s arrogance and conceit, and it disappoints us to see him enter the world’s market and sell his rash judgments and crude novelties for such poor price of place or fame as the world will give. But, after all, the marvel is that the appetite for learning and the zest with which men engage in intellectual toil should be so enduring. "l particularly wonder at the intellectual earnestness of men who have discarded all religious belief. They seem to be so inconsistent and illogical ; they especially impress me so when they employ their energies in seeking to destroy the world’s faith in God; for they seem to be undermining their own career and leaving it without a reason. For on the supposition that the world is a system of thought relations, there is something natural in man’s persistent effort to explain his habitat and give an account of himself. For whether God be our unreached goal of endeavor, the ideal Good, the infinite Knower in front of us, above, and beyond; or whether it be that the inspiration of the Almighty giVes man understanding, so that he is the light of all our seeing, in either case there is a religious element in all inquiry ; there is something that partakes almost of a religious act in every serious effort to understand the world ; there is something almost sacramental in the apprehension of a great idea which at the same moment interprets the world and brings the mind into fellowship with God. I believe that the indwelling spirit of God is the source of our curiosity; that our restless seeking after the right understanding of the world is one of the ways in which God reveals himself; that the religious nature of man is the key to his intellectual activity and the basis of even his irreligious zeal ; that if there were no God and no fellowship between God and man, if all that is were explicable in the terms of matter and motion, there could be no ideals and no intellectual ambition; that if man should lose his faith in God he would lose his love of truth, and that the death of religion would be the death of intellectual endeavor. There is another work which the university ought to perform. It should con¬ tribute toward the forming of a sound public opinion. In a broad and far-reaching sense, it should teach patriotism. There is, I grant, a great deal to justify the con¬ fidence with which we rest in the sober second thought of the nation, and the opti¬ mism which makes us feel that the common sense of the American people is equal to any emergency. The essential morality of the people of our land, as it finds exj)res- sion in the pulpit and the press, is a great source of comfort in a time of national peril. And yet when fundamental morality is assailed; when revolutionary views of government are publicly expounded; when socialistic theories find plausible advocates, it will not do to rely altogether upon popular sentiment or the naive common sense of the American people. We must do something to keep this common sense from being corrupted, and this must consist of something more than popular harangue and the florid iteration of the commonplaces of morality. There must be deep plutosophieal discussion of great public questions by men of acknowledged authority in political, social, and economic science. This work can be done better in the universities than anywhere else. This is what I mean when I say that the university should be a school of patriotism. Of a certain type of patriotism there 1324 EDUCATION REPORT, 1896-97. is no lack. We may trust the instincts of our people, without any help from aca¬ demic sources, to resist foreign interference and defend national honor. We under¬ stand, without being reminded of it, that this land is our heritage and this Western civilization is our problem. But the day is past when national pride and patriotic devotion can show itself only by awakening the memories of international antago¬ nism. We are in no danger of invasion. Our foes are those of our own household. Our difficulties are those which we share with other nations. They are evils incident to the struggle for the democratization of government, or that are consequent in its rapid development; that follow as a consequence of the congested life of great cities, or grow out of the complicated machinery of industrialism. We who believe in the stability of government as an ordinance of God should stand by each other in all civilized lands on account of the dangers common to all. I believe that the universities have something to do toward helx>ing on the cause of good feeling between the nations, and particularly between those two nations that are so closely bound to each other by the ties of blood, the bonds of a common speech, a common law, and a common religion. Part of the history that we commemorate, and of which we are proud, is the place that Princeton took in the struggle for independ¬ ence against the motherland. And now I trust that Princeton, as she enters upon a new era in her history, will do her part toward the formation of a public sentiment that shall make it impossible for the clash of arms ever to be heard again between the great nations of the English-spea.king world. I hope that she will do something to stimulate the development of the international conscience, to widen the range of international law, and to hasten the day when international disputes shall be settled by arbitration. International law rests on a basis of morality. It is essentially a university study, and I should like to see Princeton take a high place in connection with its development. But, as I have already implied, the questions which give us most cause for anxiety are national and not international. The question with us is whether the popular will is still on the side of constitutional government; whether the public conscience will stand by the financial integrity of the nation; whether great cities can have good government; and whether the ten commandments shall continue to regulate social behavior. It is true that a campaign of education is needed. But it is an education beyond that which the statistician and the collector of facts can give us. It is an education beyond that which appeals to our selfish greed. It must be an education which goes to the roots of our moral life. For purposes of convenience you may intrust the science of ethics to one man, and of politics to another, and of jurisprudence to a third. The economist may study the laws of industrial activity, and the student of social science deal with the pathological conditions of society — the poverty, the moral pollution, the crime; but vrhen we come to ask whether the remedy is to be found in laissez faire, or the interference of the State, or in moral measures, we shall find that no department is isolated aud distinct; that our meta¬ physics, our 6thics, our jurisprudence, our economics, our politics, our social science all overlap each other; that all are comprehended in the one idea that all end in a moral universe. I do not like the phrase Christian socialism, and I certainly do not agree with the opinion entertained by those who use it most. But if Christianity is true we can not afford to ignore what it has to say, and there can be no sound public opinion upon these great ethical problems which does not make acknowledg¬ ment of the binding obligations of the laws of the Kingdom of God. But there is another work which the university is expected to do, and this, though it does not so completely tit the imagination of the ambitious professor who dreams of fame, is nevertheless the greatest work which it can do. It is the province of the university to train men, by means of a liberal education, for the active duties of life. It is given only to a few to add to the world’s stock of knowledge. It is only at rare intervals that we shall succeed in turning out a great thinker who will make his mark upon his age. But our colleges and universities are contributing every year to the moral and intellectual forces of the world a body of young men whose aggre¬ gate influence is enormous. It would be a mistake if we should ever come to under¬ value this work in Princeton, or assign it a second place. There may easily be too many men engaged in the special work of the scholar; there are only limited oppor¬ tunities for a career in science, but there is an unlimited demand for men who can bring to the discharge of the ordinary duties of citizenship the advantages of a liberal education. The best work of Princeton is represented to-day in her 3,916 living gradu ates. They are our letters of commendation . It is, of course, not to be expected of the average graduate that he should be a technical scholar. But we have done something if we have opened the eyes of his understanding that he may know what the world of thought and learning means. Wo have done something if we liagm helped him so to widen the area of his selfhood and adjust it to the world he lives in that he can enter into appreciative relationship with the true, the beautiful, and good. We have done something if we have so impressed his moral nature that he is able to have worthy ideals in regard to his own life aud a comprehensive sense of the NEW JERSEY. 1325 duties of citizenship. We have rendered no small service to the world if, as the result of our work, the men who go out from our halls are so appreciative of whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are of good report, that they may think on these things. It needs no argument to show that the complete man is he whose culture culminates in religion. The utilitarian view of education, which regards it as a means to an end, is not to he despised. I should not he so unpractical as to overlook the fact that education helps a man to make a place in the world; to win fortune, fame, and power. But a large place must he given to religion in the profit and loss account of life, for what shall it profit a man if he gain the whole world and lose Jiis own soul? University men are in an ever-increasing degree to he the influential men in this nation. These are the men to whom we must look to he the standard- hearers of a high morality; to set an example of unselfish living for worthy ends; and that their influence may be good in the ratio that it is great, it is necessary that their moral and religious natures shall he trained as well as their intellectual powers. We might well feel discouraged if the educated men of this laud should cease to he religious. And if the graduates of our universities should turn their hacks upon the religion of their fathers we might well exclaim, “ If the light that is in thee he dark¬ ness, how great is that darkness.” IY. This leads me to say, in a closing word, that the religious thought of the univer¬ sity must inevitably affect the popular religion. University men set the intellectual fashion of the day in religion, as in other things. I do not mean by this, of course, that religion will hold its own by the grace of university authorities any more than I believe that God depends on the good will of the philosophers for the popular recognition of His authority. Believing as I do in revealed religion, I do not believe that it will he destroyed by the labors of a few professors of historical and literary criticism. But there may he, as there have been, times of religious declension and relative loss of faith. And it is a matter of great moment to religion whether the intellectual atmosphere in the university is favorable to serious religious thought. I should like to see a less absorbing interest in sport and a more serious intellectual tone. I would not cut off social pleasure from university life, hut I would not have a university career degenerate into a period ..of indolent enjoyment. I would not take life too seriously, hut I would not make it a jest. There is reason to fear that men may become skeptics, hut there is more reason to fear that they will lapse into indifference. There is a one-sided culture that may prove itself the enemy of all that is deepest and best in our nature. There is a type of Hellenism that ends in a Pagan rehabilitation of the -flesh, where the sensuous love of beauty slides easily into sensual disregard of morals. There is a scientific devotion to material facts which may end in the atrophy of the finer elements of our spiritual nature, which involve our poetry, our sentiment, our hope, our trust in the Father in heaven. There are tendencies in university life that awaken anxiety in thoughtful minds. And yet I do not think that the religious influence of the university is only or even chiefly negative. From the time of Wickliffe, in Oxford, and Huss, in Prague, until the present day, the universitives have been centers of religious movements. We have had Puritanism and Rationalism and Sacramentarianism. Christianity has been attacked and it has been defended by university men. There have been periods of. negative theology and periods of apologetic. And with the thought of the day on all questions centering in and involving religious problems, one can not help believing that the university will soon be the center of another religious move¬ ment. It will not be patristic, aud it will not be Puritan in form, but it must be constructive. It will attempt the synthesis of modern thought in history, philoso¬ phy, and criticism in reference to the problem of Christianity. The process may not go on as we could wish, and there may not go into it all that we could desire, but the work will proceed upon the basis of the written Word and the Word made flesh. The Logos will be the key to our metaphysic, our history, our social philoso¬ phy, our theory of life. The men who engage in this work will rebuild the edifice of faith upon the foundation of the apostles and prophets, Jesus Christ himself being the chief corner stone. I do not know what part Princeton will have in this religious movement, and which — dare I prophesy it — may open the twentieth century. It would be strange if she should have none. The fathers of this institution have laid the foundations deep and strong. It is ours to build thereon. Let us take heed how we build there¬ upon. Let us especially be careful not to undo the work already done, for other foundation can no man lay than that that is laid, which is Jesus Christ. But what¬ ever be our place in the sphere of religious ecclesiasticism, let us hope and pray that in the sphere of practical religious life Princeton may keep the place she has always held. 1326 EDUCATION REPORT, 1896-97. No part of our work is more important than that which addresses itself to the devotional side of our nature and that centers in our chapel services. There have been in past days great seasons of religious awakening in this college. I pray God that times of refreshing may come again. There has always been here a body of earnest, spiritually minded men. There were never more than there are to-day. Christianity, as we understand it, is more than a series of precepts. It is a way of salvation. We preach Christ Jesus and Him crucified. We believe that He is the propitiation for our sins and that we have redemption through His blood. Through all the hundred and fifty years of the history of the college of New Jer¬ sey this message has been faithfully proclaimed in her pulpit, and it is the earnest prayer of all who love her best and have served her most that the day may never come when it can be said of those who hold high place in Princeton University that they are ashamed of the gospel of Christ. PRINCETON IN THE NATION^ SERVICE. Oration by Prof. Woodrow Wilson. Princeton was founded upon the very eve of the stirring changes which put the Revolutionary drama on the stage — not to breed politicians, but to give young men such training as, it might be hoped, would fit them handsomely for the pulpit and for the grave duties of citizens and neighbors. A small group of Presbyterian min¬ isters took the initiative in its foundation. They acted without ecclesiastical author¬ ity, as if under obligation to society rather than to the church. They had no more vision of what was to come upon the country than their fellow-colonists had; they knew only that the pulpits of the middle and southern colonies lacked properly equipped men and all the youth in those parts ready means of access to the kighor sort of schooling. They thought the discipline at Yale a little less than liberal, and the training offered as a substitute in some quarters a good deal less than thorough. They wanted a “ seminary of true religion and good literature,” which should be after their own model and among their own people. It was not a sectarian school they wished. They were acting as citizens, not as clergymen, and the charter they obtained said never a word about creed or doctrine ; but they gave religion the first place in their programme, which belonged to it of right, and confided the formation of their college to the Rev. Jonathan Dickinson, one of their own number, and a man of such mastery as they could trust. It was by that time the year 1768; Mr. Dickinson had drawn that little group of students about him under the first charter only twenty-one years ago ; the college had been firmly seated in Princeton only those twelve years in which it had seen Burr and Edwards and Davies and Finley die, and had found it not a little hard to live so long in the face of its losses and the uneasy movements of the time. It had been brought to Princeton in the very midst of the French and Indian war, when the country was in doubt who should possess the continent. The deep excitement of the stamp act had come, with all its sinister threats of embroilment and disaffection, while yet it was in its infancy and first effort to live. It was impossible it should obtain proper endowment or right and equitable development in such a season. It ought by every ordinary rule of life to have been quite snuffed out in the thick and troubled air of the time. New Jersey did not, like Virginia and Massachusetts, easily form her purpose in that day of anxious doubt. She was mixed of many war¬ ring elements, as New York also was, and suffered a turbulence of spirit that did not very kindly breed true religion and good literature. But your thorough Presbyterian is not subject to the ordinary laws of life, is of too stubborn a fiber, too unrelaxing a purpose, to suffer mere inconvenience to bring defeat. Difficulty bred effort, rather, and Dr. Witherspoon found an institution ready to his hand that had come already in that quickening time to a sort of crude maturity. It was no small proof of its self-possession and self-knowledge that those who watched over it had chosen that very time of crisis to put a man like John Witherspoon at the head of its administration, a man so compounded of statesman and scholar, Calvinist Scotsman and orator, that it must ever be a sore puzzle where to place or rank him, whether among great divines, great teachers, or great states¬ men. He seems to be all these, and to defy classification, so big is he, so various, so prodigal of gifts. His vitality entered like a tonic into the college, kept it alive in that time of peril — made it as individual and inextinguishable a force as ho himself was, alike in scholarship and in public affairs. It has never been natural, it has seldom been possible, in this country for learning to seek a place apart and hold aloof from affairs. It is only when society is old, long settled to its ways, confident in habit, and without self-questionings upon any vital point of conduct, that study can effect seclusion and despise the passing interests of the day. America has never yet had a season of leisure quiet in which students NEW JERSEY. 1327 could seek a life apart without sharp rigors of conscience, or college instructors easily forget that they were training citizens as well as drilling pupils; and Prince¬ ton is not likely to forget that sharp schooling of her youth, when she first learned the lesson of public service. She shall not easily get John Witherspoon out of her constitution. It was apiece of providential good fortune that brought such a man to Princeton at such a time. He was a man of the sort other men follow and take counsel of gladly, and as if they found in him the full expression of what is best in themselves — not because he was always wise, but because he showed always so fine an ardor for whatever was worth while and of the better part of man’s spirit; because he uttered his thought with an inevitable glow of eloquence; because of his irresistible charm and individual power. The lively wit of the man, besides, struck always upon the matter of his thought like a ray of light, compelling men te receive what ho said or else seem themselves opaque and laughable. A certain straightforward vigor in his way of saying things gave his style an almost irresistible power of entering into men’s convictions. A hearty honesty showed itself in all that he did and won men’s allegiance upon the instant. They loved him even when they had the hardihood to disagree with him. He came to the college in 1768, and ruled it till he died, in 1794. In the very mid¬ dle of his term, as head of the college, the Revolution came, to draw men’s minds imperatively off from everything but war and politics, and he turned with all the force and frankness of his nature to the public tasks of the great struggle, assisted in the making of a now constitution for the State, became her spokesman in the Con¬ tinental Congress ; would have pressed her on, if he could, to utter a declaration of independence of her own before the Congress had acted; voted for and signed the great Declaration with hearty good will when it came; acted for the country in mat¬ ters alike of war and of finance ; stood forth in the sight of all the people a great advocate and orator, deeming himself forward in the service of God when most engaged in the service of men and of liberty. There were unbroken sessions of the college meanwhile. Each army in its turn drove out the little group of students who clung to the place. The college building became now a military hospital and again a barracks for the troops; for a little while, upon a memorable day in 1777, a sort of stronghold. New Jersey’s open counties became for a time the Revolutionary battle¬ ground and field of maneuver. Swept through from end to end by the rush of armies, the State seemed tho chief seat of the war, and Princeton a central point of strategy. The dramatic winter of 1776-77 no Princeton man can ever forget, lived he never so long — that winter which saw a year of despair turned suddenly into a year of hope. In July there had been bonfires and boisterous rejoicings in the college yard and the village street at the news of the Declaration of Independence — for, though tho rest of the country might doubt hnd stand timid for a little while to see the bold thing done, Dr. Witherspoon’s pupils were in spirits to know the fight wras to be fought to a finish. Then suddenly tho cud had seemed to come. Before the year was out Washington was in the place, beaten and in full retreat, only three thousand men at his back, abandoned by his generals, deserted by his troops, hardly daring to stop till he had put the unbridged Delaware between himself and his enemy. The British came close at his heels, and the town was theirs until Washington came back again, the third day of the new year, early in the morning, and gave his view halloo yonder upon the hill, as if he were in the hunting field again. Then there was fighting in the very streets, and cannon planted against the walls of Old North herself. ’Twas not likely any Princeton man would forget those days, when the whole face of the war was changed and New Jersey was shaken of the burden of the fighting. There was almost always something doing at the place when the soldiers were out, for the strenuous Scotsman who had the college at his heart never left it for long at a time, for all ho was so intent upon the public business. It was haphazard and piecemeal work, no doubt, but there was the spirit and the resolution of the Revolution itself in what was done — the spirit of Witherspoon. It was not as if someone else had been master. Dr. Witherspoon could have pupils at will. He was so much else besides schoolmaster and preceptor, was so great a figure in the people’s eye, went about so like an accepted leader, generously lending a great character to a great cause, that he could bid men act and know that they would heed him. The time, as well as his own genius, enabled him to put a distinctive stamp upon his pupils. There was close contact between master and pupils in that day of begin¬ nings. He lectured upon taste and style, as well as upon abstract questions of phi¬ losophy, and upon politics as a science of government, and of public duty as little to be forgotten as religion itself in any well-considered plan of life. He had found the college ready to servo such purpose when he came, because of tho stamp Burr and Davies and Finley had put upon it. They had, one and all, consciously set them¬ selves to make tho college a place where young men’s minds should be rendered fit for affairs, for the public ministry of the bench and senate, as well as of the pulpit. It was in Finley’s day, but just now gone by, that the college had sent out such men 1328 EDUCATION REPORT, 1896-97. as William Paterson, Luther Martin, and Oliver Ellsworth. Witherspoon hut gave quickened life to the old spirit and method of the place where there had been drill from the first in public speech and public spirit. And the Revolution, when it came, seemed but an object lesson in his scheme of life. It was not simply fighting that was done at Princeton. The little town became for a season the center of politics, too ; once and again the legislature of the State sat in the college hall, and its Revolutionary Council of Safety. Soldiers and public men whose names the war was making known to every man frequented the quiet little place, and racy talk ran high in the jolly little tavern where hung the sign of Hudibras. Finally the Federal Congress itself sought the place and filled the college hall with a new scene, sitting a whole season there to do its business — its President a trustee of the college. A commencement day came which saw both Washington and Witherspoon on the platform together — the two men, it was said, who could not be matched for striking presence in all the country — and the young salutatorian turned to the country’s leader to say what it was in the hearts of all to utter. The sum of the town’s excitement was made up when, upon that notable last day of Octo¬ ber in the year 1783, news of peace came to that secluded hall to add a crowning touch of gladness to the gay and brilliant company met to receive with formal wel¬ come the minister plenipotentiary but just come from the Netherlands, Washington moving among them the hero whom the news enthroned. It was no single stamp or character that the college gave its pupils. James Madison, Philip Freneau, Aaron Burr, and Harry Lee had come from it almost at a single birth, between 1771 and 1773 — James Madison, the philosophical statesman, subtly compounded of learning and practical sagacity; Philip Freneau, the careless poet and reckless pamphleteer of a party: Aaron Burr, with genius enough to have made him immortal and unschooled passion enough to have made him infamous; “ Lighthorse Harry” Lee, a Rupert in battle, a boy in counsel, highstrung, audacious, willful, lovable, a figure for romance. These men were types of the spirit of which the college was full — the spirit of free individual development which found its perfect expression in the President himself. Princeton sent upon the public stage an extraordinary number of men of notable quality in those days ; became herself for a time in some visible sort the academic center of the Revolution; fitted, among the rest, the man in whom the country was one day to recognize the chief author of the Federal Constitution. Princetonians are never tired of telling how many public men graduated from Princoton in With- spoon’s time — 20 Senators, 23 Representatives, 13 Governors, 3 judges of the Supreme Court of theUnion, 1 Vice President, and a President ; all within a space of twenty years, and from a college which seldom had more than 100 students. Nine Princeton men sat in the Constitutional Convention of 1787 ; and, though but 6 of them were With¬ erspoon’s pupils, there was no other college that had there so many as 6, and the redoubtable doctor might have claimed all 9 as his in spirit and capacity. Madison guided the convention through the critical stages of its anxious work with a tact, a gentle quietness, an art of leading without insisting, ruling without commanding, an authority, not of tone or emphasis, but of apt suggestion — such as Dr. Witherspoon could never have exercised. Princeton men fathered both the Virginia plan, which was adopted, and the New Jersey plan, which was rejected; and Princeton men advocated the compromises without which no plan could have won acceptance. The strenuous Scotsman’s earnest desire and prayer to God to see a government set over the nation that should last was realized as even he might not have been bold enough to hope. No man had ever better right to rejoice in his pupils. It would be absurd to pretend that wo can distinguish Princeton’s touch and method in the Revolution or her distinctive handiwork in the Constitution of the Union. We can show nothing more of historical fact than that her own president took a great place of leadership in that time of change and became one of the first figures of the age; that the college which he led and to which he gave his spirit contributed more than her share of public men to the making of the nation, outranked her elder rivals in the roll-call of the Constitutional Convention, and seemed for a little a seminary of statesmen rather than a quiet seat of academic learning. What takes our admi¬ ration and engages our fancy in looking back to that time is the generous union then established in the college between the life of philosophy and the life of the State. It moves her sons very deeply to find Princeton to have been from the first what they know her to have been in their own day — a school of duty. The Revolutionary days are gone, and you shall not find upon her rolls another group of names given to public life that can equal her muster in the days of the Revolution and the forma¬ tion of the Government. But her rolls read since the old days, if you know but a little of the quiet life of scattered neighborhoods, like a roster of trustees, a list of the silent men who carry the honorable burdens of business and of social obligation, of such names as keep credit and confidence in heart. They suggest a soil full of the old seed, and ready, should the air of the time move shrewdly upon it as in the old days, to spring once more into the old harvest. The various, boisterous strength NEW JERSEY. 1329 of tlie young men of affairs who went out with Witherspoon’s touch upon them is obviously not of the average breed of any place, but the special fruitage of an excep¬ tional time. Later generations inevitably reverted to the elder type of Paterson and Ellsworth, the type of sound learning and stout character, without bold impulse added or any uneasy hope to change the world. It has been Princeton’s work, in all ordinary seasons, not to change but to strengthen society, to give, not yeast, but bread for the raising. No one who looks into the life of the institution shall find it easy to say what gave it its spirit and kept it in its character the generations through, but some things lie obvious to the view in Princeton’s case. She had always been a school of religion, and no one of her sons, who has really lived her life, has escaped that steadying touch which has made her a school of duty. Religion, conceive it but liberally enough, is the true salt wherewith to keep both duty and learning sweet against the taint of time and change, and it is a noble thing to have conceived it thus liberally, as Princeton’s founders did. Duty with them was a practical thing, concerned with righteousness in this world, as well as with salvation in the next. There is nothing that gives such pith to public service as religion. A God of truth is no mean prompter to the enlightened service of mankind; and character formed, as if in His eye, has always a fiber and sanction such as you shall not obtain for the ordinary man from the mild promptings of philosophy. It is noteworthy how often God-fearing men have been forward in those revolutions which have vindicated rights, and how seldom in those which have wrought a work of destruction. There was a spirit of practical piety in the revolutionary doctrines which Dr. Witherspoon taught. No man, particularly a young man, who heard him could doubt a cause, a righteous cause, or deem religion aught but a prompter in it. Revolution was not to be distinguished from duty in Princeton. Duty becomes the more noble when thus conceived the “ stern daughter of the voice of God, ” and that voice must ever seem near and in the midst of life if it be made to sound dominant from the first in all thought of men in the world. It has not been by accident, there- lore, that Princeton men have been inclined to public life. A strong sense of duty is a fretful thing in confinement, and will not easily consent to be kept at home clapped up within a narrow round. The university in our day is no longer inclined to stand aloof from the practical world, and, surely, it ought never to have had the disposition to do so. It is the business of a university to impart to the rank and file of the men whom it trains the right thought of the world, the thought which it has tested and established, the principles which have stood through the seasons and become at length a part of the immemorial wisdom of the race. The object of educa¬ tion is not merely to draw out the powers of the individual minds; it is rather its object to draw all minds to a proper adjustment to the physical and social world in which they are to have their life and their development; to enlighten, strengthen, and make fit. The business of the world is not individual success, but its own bet¬ terment, strengthening, and growth in spiritual insight. u So teach us to number our days that we may apply our hearts unto wisdom” is the right prayer and aspiration. It was not a work of destruction which Princeton helped forward even in that day of storm which came at the Revolution, but work of preservation. The American Revolution wrought a radical change in the world; it created a new nation and a new polity; but it was a work of conservation after all, as fundamentally conserva¬ tive as the revolution of 1688 or the extortion of Magna Charta. A change of alle¬ giance and the erection of a new nation in the West were its inevitable results but not its objects. Its object was the preservation of the body of liberties, to keep the natural course of English development in America clear of impediment. It was meant, not in rebellion, but in self-defense. If it brought change, it was the change of maturity, the fulfillment of destiny, the appropriate fruitage of wholesale and steady growth. It was part of English liberty that America should be free. The thought of our Revolution was as quick and vital in the minds of Chatham and of Burke as in the minds of Otis and Henry and Washington. There is nothing so con¬ servative of life as growth; when that stops, decay sets in and the end comes on apace. Progress is life, for the body politic as for the body natural. To stand still is to court death. Here, then, if you will but look, you have the law of conservatism disclosed; it is a law of progress. But not all change is progress, not all growth is the manifesta¬ tion of life. Let one part of the body be in haste to outgrow the rest and you have malignant disease, the threat of death. The growth that is a manifestation of life is equitable, draws its springs gently out of the old fountains of strength, builds upon old tissue, covets the old airs that have blown upon it time out of mind in the past. Colleges ought surely to be the best nurseries of such life, the best schools of the progress which conserves. Unschooled men have only their habits to remind them of the past, only their desires and their instinctive j udgments of what is right to guide them into the future ; the college should serve the State as its organ of ED 97 - 84 1330 EDUCATION REPORT, 1896-97. recollection, its seat of vital memory. It sliould give the country men who know the probabilities of failure and success, who can separate the tendencies which are permanent from the tendencies which are of the moment merely, who can distin¬ guish promises from threats, knowing the life men have lived, the hopes they have tested, and the principles they have proved. This college gave the country at least a handful of such men in its infancy, and its president for leader. The blood of John Knox ran in Witherspoon’s veins. The great drift and movement of English liberty, from Magna Charta down, was in all his teachings; his pupils knew as well as Burke did that to argue the Americans out of their liberties would be to falsify their pedigree. “ In order to prove that the Americans have no right to their liberties,” Burke cried, “we are everyday endeav¬ oring to subvert the maxims which preserve the whole spirit of our own;” the very antiquarians of the law stood ready with their proof that the colonies could not be taxed by Parliament. This Revolution, at any rate, was a keeping of faith with the past. To stand for it was to be like Hampden, a champion of law though he with¬ stood the king. It was to emulate the example of the very men who had founded the Government, then for a little while grown so tyrannous and forgetful of its great traditions. This was the compulsion of life, not of passion, and college halls were a better school of revolution than colonial assemblies. Provided, of course, they Avere guided by such a spirit as Witherspoon’s, nothing is easier than to falsify the past; lifeless instruction will do it. If you rob it of vitality, stiffen it with pedantry, sophisticate it with argument, chill it with unsym¬ pathetic comment, you render it as dead as any academic exercise. The safest way in all ordinary seasons is to let it speak for itself; resort to its records, listen to its poets and to its masters in the humbler art of prose. Your real and proper object, after all, is not to expound, but to realize it, consort with it, and make your spirit kin with it, so that you may never shake the sense of obligation off. In short, I believe that the catholic study of the world’s literature as a record spirit is the right preparation for leadership in the world’s affairs, if you undertake it like a man and not like a pedant. Age is marked in the case of every people, just as it is marked in the case of every work of art, into which enters the example of the masters, the taste of long genera¬ tions of men, the thought that has matured, the achievement that has come Avith assurance. The child’s crude drawing shares the primitive youth of the first hiero¬ glyphics; but a little reading, a few lessons from some modern master, a little time in the old world’s galleries set the lad forward a thousand years and more, make his drawing as old as art itself. The art of thinking is as old, and it is the university’s functions to impart it in all its length; the stiff and difficult stuffs of fact and expe¬ rience of prejudice and affection, in which the hard art is to work its will, and the long and tedious combinations of cause and effect out of which it is to build up its results. How else Avill you avoid a ceaseless round of error? The world’s memory must be kept alive, or we shall never see an end of its old mistakes. We are in dan¬ ger to lose our identity and become infantile in every generation. That is the real menace under which we cower everywhere in this age of change. The old world trembles to see its proletariat in the saddle ; we stand dismayed to find ourselves growing no older, always as young as the information of our most numerous voters. The danger does not lie in the fact that the masses whom we have enfranchised seek to work any iniquity upon us, for their aim, take it in the large, is to make a right¬ eous polity. The peril lies in this, that the past is discredited among them, because they played no choosing part in it. It was their enemy, they say, and they will not learn of it. They wish to break with it forever ; its lessons are tainted to their taste. In America, especially, we run perpetually this risk of newness. Righteously enough, it is in part a consequence of boasting. To enhance our credit for origi¬ nality we boasted for long that our institutions were one and all our own inventions, and the pleasing error was so got into the air by persistent discharges of oratory that every man’s atmosphere became surcharged with it, and it seems now quite too late to dislodge it. Three thousand miles of sea, moreover, roll between ns and the elder past of the world. We are isolated here. We can not see other nations in detail, and looked at in the large they do not seem like ourselves. Our problems, we say, are our own, and we will take our own way of solving them. Nothing seems audacious among us, for our case seems to us to stand singular and without parallel. We run in a tree field, without recollection of failure, without heed of example. It is plain that it is the duty of an institution of learning set in the midst of a free population and amidst signs of social change, not merely to implant a sense of duty, but to illuminate duty by every lesson that can be drawn out of the past. It is not a dogmatic process. I know of no book in which the lessons of the past are set down. I do not know of any man whom the world could trust to write such a book. But it somehow comes about that the man who has traveled in the realms of thought brings lessons home Avith him which make him grave and wise beyond his fellows, and thoughtful with the thoughtfulness of a true man of the world. NEW JERSEY. 1331 This, it seems to me, is the real, the prevalent argument for holding every man ure can to the intimate study of the ancient classics. All literature that has lasted has this claim upon us ; that it is not dead ; hut we can not he quite so sure of any as we are of the ancient literature that still lives, because none has lived so long. It holds a sort of leadership in the aristocracy of natural selection. Read it, moreover, and you will find another proof of vitality in it, more signifi¬ cant still. You shall recognize its thoughts, and even its fancies, as your long-time familiars — shall recognize them as the thoughts that have begotten a vast deal of your own literature. It is the general air of the world a man gets when he reads the classics, the thinking which depends upon no time, hut only upon human nature, which seems full of the voices of the human spirit, quick with the power which moves ever upon the face of affairs. “What Plato has thought he may think ; what a saint has felt he may feel; what at any time has befallen any man he can under¬ stand.7’ I believe, of course, that there is another way of preparing young men to be wise. I need not tell you that I believe in the full, explicit instruction in history anti in politics, in the experiences of peoples and the fortunes of governments, in the whole story of what men have attempted and what they have accomplished through all the changes, both of form and purpose, in their organization of their common life. Many minds will receive and heed this systematic instruction which have no ears for the voice that is the printed page of literature. It used to be taken for granted — did it not? — that colleges would be found always on the conservative side of politics (except on the question of free trade), but in this latter day a great deal has taken place which goes far toward discrediting the presumption. The college in our day lives very near indeed to the affairs of the world. It is a place of the latest experiments; its laboratories are brisk with the spirit of discovery; its lecture rooms resound with the discussion of new theories of life and novel programmes of reform. There is no radical like the learned radical, bred in the schools, and thoughts of revolution have in our time been harbored in universities as naturally as they were once nourished among the encyclopedists. It is the scientific spirit of the age that has wrought the change. I stand with my hat off at every mention of the great men who have made our age an age of knowledge. No man more heartily admires, more gladly welcomes, more approvingly reckons the gain and the enlightenment that have come to the world through the extraordinary advances in physical science which this age has witnessed. He would be a bar¬ barian and a lover of darkness who should grudge that great study any part of its triumph. But I am a student of society and should deem myself unworthy of the comradeship of great men of science should I not speak the plain truth with regard to what I see happening under my own eyes. I have no laboratory but the world of books and men in which I live; but I am much mistaken if the scientific spirit of the age is not doing us a certain great disservice, working in us a certain great degeneracy. Science has bred in us a spirit of experiment and a contempt for the past. It has made us credulous of quick improvement, hopeful of discovering pan¬ aceas, confident of success in every new thing. Let me say this is not the fault of the scientist. He has done his work with an intelligence and success which can not be too much admired. It is the work of the noxious, intoxicating gas which has somehow got into the lungs of the rest of us from out the crevices of his workshop — a gas, it would seem, which forms only in the outer air, and where men do not know the right use of their lungs. I should tremble to see social reform led by men who had breathed it; I should fear nothing better than utter destruction from a revolution conceived and led in a scientific spirit. Do you wonder, then, that I ask for the old drill, the old memory of times gone by, the old schooling in precedent and tradition, the old keeping of faith with the past, as a preparation for leadership in the days of social change? We have not given science too big a place in our education ; but wo have made a perilous mistake in giving it too great a preponderance in method and in every other branch of study. We must make the humanities human again; must recall what manner of men we are, must turn back once more to the region of practical ideals. Of course, when all is said, it is not learning but the spirit of service that will give a college place in the public annals of the nation. It is indispensable, it seems to me, if it is to do its right service, that the air of affairs should be admitted to all its class rooms. I do not mean the air of party politics, but the air of the world’s transaction, the consciousness of solidarity of the race, the sense of the duty of man toward man, of the presence of men in every problem, of the significance of truth, for guidance as well as for knowledge, of the potency of ideas, of the promise and the hope that shine in the face of all knowledge. There is laid upon us the compulsion of the national life. We dare not keep aloof and closet ourselves while a nation comes to its maturity. The days of wide expansion are gone, our life grows tense and diffi¬ cult; our resources for the future lie in careful thought, providence, and a wise 1332 EDUCATION REPORT, 1896-97. economy; and the school must be of the nation. I have had sight of the perfect place of learning in my thought; a free place, and a various, where no man could he and not know with how great a destiny knowledge had come into the world — itself a little world ; but not perplexed, living with a singleness of aim not known without; the home of sagacious men, hardheaded and with a will to know, debaters of the world’s questions every day and used to the rough ways of democracy ; and yet a place removed — calm, silence seated there, recluse, ascetic, like a nun, not knowing that the world passes, not caring if the truth but come in answer to her prayer; and literature, walking within her open doors in q^uiet chambers with men of olden time, storied walls about her, and calm voices infinitely sweet ; here “ magic casements, opening on the foam of perilous seas, in fairy lands forlorn/’ to which you may withdraw and use your youth for pleasure; there windows open straight upon the street, where many stand and talk, intent upon the world of men and business. A place where ideals are kept in heart in an atmosphere that they can breathe; but no fool’s paradise. A place to hear the truth about the past and hold debate about the affairs of the present, with knowledge and without passion ; like the world in hav¬ ing all men’s life at heart; a place for men and all that concerns them; but unlike the world in its self-possession, its thorough way of talk, its care to know more than the moment it brings to light ; slow to take excitement, its air pure and wholesome with a breath of faith ; every eye within it bright in the clear day and quick to look toward heaven for the confirmation of its hope. Who shall show us the way to this place? PRESIDENT CLEVELAND’S SPEECH ON THE SESQUICKNTENNIAL DAY. Mr. President and Ladies and Gentlemen: As those in different occupations and with different training each see most plainly in the same landscape view those features which are the most nearly related to their several habitual environments, so, in our contemplation of an event or an occasion, each individual especially observes and appreciates, in the light his mode of thought supplies, such of its features and incidents as are most in harmony with his mental situation. To-day, while all of us warmly share the general enthusiasm and felicitation which pervade this assemblage, I am sure its various suggestions and meanings assume a prominence in our respective fields of mental vision, dependent upon their relation to our experience and condition. Those charged with the management and direction of the educational advantages of this noble institution most plainly see, with well-earned satisfaction, proofs of its growth and usefulness and its enhanced opportunities for doing good. The graduate of Princeton sees first the evidence of a greater glory and prestige than have come to his alma mater, and the added honor thence reflected upon himself, while those still within her student halls see most prominently the promise of an increased dignity which awaits their graduation from Princeton University. But there are others here, not of the family of Princeton, who see, with an inter¬ est not to be outdone, the signs of her triumph on the fields of higher education, and the part she has taken during her long and glorious career in the elevation and bet¬ terment of a great people. Among these I take an humble place, and as I yield to the influences of this occa¬ sion, I can not resist the train of thought which especially reminds me of the promise of national safety and the guaranty of the permanence of our free institutions, which may and ought to radiate from the universities and colleges scattered throughout our land. Obviously a government resting upon the will and universal suffrage of the people has no anchorage except in the people’s intelligence. While the advantages of a collegiate education are by no means necessary to good citizenship, yet the college graduate, found everywhere, can not smother his opportunities to teach his fellow- countrymen, and influence them for good, nor hide his talents in a napkin, without recreancy to a trust. In a nation like ours, charged with the care of numerous and widely varied inter¬ ests, a spirit of conservatism and toleration is absolutely essential. A collegiate training, the study of principles unvexed by distracting and misleading influences, and a correct apprehension of the theories upon which our Republic is established, ought to constitute the college graduate a constant monitor, warning against popu¬ lar rashness and excess. The character of our institutions and our national self-interest require that a feel¬ ing of sincere brotherhood and a disposition to unite in mutual endeavor should per¬ vade our people. Our scheme of government in its beginning was based upon this sentiment, and its interruption has never failed and can never fail to grievously menace our national health. Who can better caution against passion and bitterness than those who know by thought and study their baneful consequences, and who are themselves within. the noble brotherhood of higher education? NEW JERSEY. 1333 There are natural laws and economic truths which command implicit obedience, and which should unalterably fix the bounds of wholesome popular discussion, aud the limits of political strife. The knowledge gained in our universities aud colleges would be sadly deficient if its beneficiaries were unable to recognize and point out to their fellow-citizens these truths and natural laws, and to teach the mischievous futility of their nonobservance or attempted violation. The activity of our people and their restless desire to gather to themselves especial benefits and advantages lead to the growth of an unconfessed tendency to regard their Government as the giver of private gifts, and to look upon the agencies for its administration as the distributors of official places and preferment. Those who in university or college have had an opportunity to study the mission of our institu¬ tions, and who, in the light of history, have learned the danger to a people of their neglect of the patriotic care they owe the national life intrusted to their keeping, should be well fitted to constantly admonish their fellow citizens that the usefulness and beneficence of their plan of "government can only be preserved through their unselfish and loving support, and their contented willingness to accept in full return the peace, protection, and opportunity which it impartially bestows. Not more surely do the rules of honesty and good faith fix the standard of indi¬ vidual character in a community than do these same rules determine the character and standing of a nation in the world of civilization. Neither the glitter of its power, nor the tinsel of its commercial prosperity, nor the gaudy show of its people’s wealth, can conceal the cankering rust of national dishonesty, and cover the mean¬ ness of national bad faith. A constant stream of thoughtful, educated men should come from our universities and colleges preaching national honor and integrity, and teaching that a belief in the necessity of national obedience to the laws of God is not born of superstition. I do not forget the practical necessity of political parties, nor do I deny their desirability. I recognize wholesome differences of opinion touching legitimate governmental policies, and would by no means control or limit the utmost freedom in their discussion. I have only attempted to suggest the important patriotic serv¬ ice which our institutions of higher education and their graduates are fitted to render to our people, in the enforcement of those immutable truths and fundamental principles which are related to our national condition, but should never be dragged nto the field of political strife nor impressed into the service of partisan contention. When the excitement of party warfare presses dangerously near our national safe¬ guards, I would have the intelligent conservatism of our universities and colleges warn the contestants in impressive tones against the perils of a breach impossible to repair. When popular discontent and passion are stimulated by the arts of designing par¬ tisans to a pitch perilously near to class hatred or sectional anger, I would have our universities and colleges sound the alarm in the name of American brotherhood and fraternal dependence. When the attempt is made to delude the people into the belief that their suffrages can change the operation of natural laws, I would have our universities and colleges proclaim that those laws are inexorable and far removed from political control. When selfish interest seeks undue private benefit through governmental aid and public places are claimed as rewards of party service, I would have our universities and colleges persuade the people to a relinquishment of the demand for party spoils and exhort them to a disinterested and patriotic love of their Government for its own sake, and because in its true adjustment and unperverted operation it secures to every citizen his just share of the safety and prosperity it holds in store for all. When a design is apj>arent to lure the people from their honest thoughts and to blind their eyes to the sad plight of national dishonor and bad faith, I would have Princeton University, panoplied in her patriotic traditions and glorious memories, and, joined by all the other universities and colleges of our land, cry out against the infliction of this treacherous and fatal wound. I would have the influence of these institutions on the side of religion and moral¬ ity. I would have those they send out among the people not ashamed to acknowledge God and to proclaim His interposition in the affairs of men, enjoining such obe¬ dience to His laws as makes manifest the path of national perpetuity and prosperity. I hasten to concede the good already accomplished by our educated men in puri¬ fying and steadying political sentiment; but I hope I may be allowed to intimate my belief that their work in these directions would be easier and more useful if it were less spasmodic and occasional. The disposition of our people is such that while they may be inclined to distrust those who only on rare occasions come among them from an exclusiveness savoring of assumed superiority, they readily listen to those who exhibit a real fellowship and a friendly and habitual interest in all that con¬ cerns the common welfare. Such a condition of intimacy would, I believe, not only improve the general political atmosphere, but would vastly increase the influence of our universities and colleges in their efforts to prevent popular delusions, or correct them before they reach an acute and dangerous stage. 1334 EDUCATION REPORT, 1896-97. I am certain, therefore, that a more constant and active participation in political affairs on the part of our men of education would he of the greatest possible value to our country. It is exceedingly unfortunate that politics should be regarded in any quarter as an unclean thing, to be avoided by those claiming to be educated or respectable. It would be strange indeed if anything related to the administration of our Govern¬ ment or the welfare of our nation should be essentially degrading. I believe it is not a superstitious sentiment that leads to the conviction that God has watched over our national life from its beginning. Who will say that the things worthy of God’s regard and fostering care are unworthy of the touch of the wisest and best of men? I would have those sent out by our universities and colleges not only the counsel¬ lors of their fellow-countrymen, but the tribunes of the people — fully appreciating every condition that presses upon their daily life, sympathetic in every untoward situation, quick and earnest in every effort to advance their happiness and welfare, and prompt and sturdy in the defense of all their rights. I have but imperfectly expressed the thoughts to which I have not been able to deny utterance on any occasion so full of glad significance and so pervaded by the atmosphere of patriotic aspiration. Born of these surroundings, the hope can not be vain that the time is at hand when all our countrymen will more deeply appreciate the blessings of American citizenship, when their disinterested love of their Govern¬ ment will be quickened, when fanaticism and passion shall be banished from the field of politics, and when all our people, discarding every difference of condition or opportunity, will be seen under the banner of American brotherhood, marching steadily and unfalteringly on toward the bright heights of our national destiny. NEW JERSEY SCHOOL REPORT. Report for 1895, Hon. A. B. Poland, State superintendent. The adoption of the township system reduced the number of school districts from 1,403 in 1894 to 374 in 1895. The weaker districts have in many instances been joined to stronger, by which the greater part of the inequality of taxation and population has disappeared. The report is outspoken upon the beneficial results of the laws adopted by the legislature in 1894 and 1895. Among proofs of great progress are mentioned the fol¬ lowing : Larger expenditures than ever before for new buildings ; larger expenditures for repairs and permanent improvements of all kinds; free supply of text-books; increased salaries of teachers; greater demand for trained and successful teachers; unusual progress in grading schools ; appointment of supervising principals in town¬ ships ; better attended and more enthusiastic school meetings in nearly every district in the State. Some fears had been indulged that the strong districts would he crippled by con¬ solidation with the weak, hut experience has proved that these fears were without good foundation. The whole have been strengthened by being placed under the same supervision and management. So also were the apprehensions that the village schools might he to a degree handicapped by the rural. Improvement in school buildings has been more notable than in any previous year, as many as 95 new ones having been erected and nearly as many more enlarged, refur¬ nished, and remodeled, the amount of money in that behalf expended being near by three-quarters of a million. The legislature of 1894, unwisely, it is thought, allowed small boroughs of only a few hundred of population to constitute separate school districts. The legislature limited the privilege to those containing 400 and over. Even as it is, however, some of the evils of the old district system must remain, the calculation being that a school district, to he capable of being properly graded and taught, must contain a number of 500 to 1,000 school children. Noteworthy, says the report, is the constant decrease of men teachers. These are paid as well as ever; hut other avocations have become more attractive to men of requisite competency, and those without this can no longer give employment under late advanced methods. To some degree this falling off is to he regretted, as tending to disturb what is believed to he desired and even needed — a just equil ibrium between the sexes. The report, among other things on this head, says : “Women, as a rule, possess more sympathy, delicacy, and tact, hence for small children are better adapted than men; hut the sterner, the more vigorous, and force¬ ful qualities of a man are needed to develop fully the character of pupils and engage successfully in the struggle of life.” The report argues the necessity of employing (as in cities) superintendents to townships comprising several schools, though widely scattered, the additional cost being made up by appointing a leading teacher to the office. Then cooperative supervision, as in the State of Massachusetts, might he agreed upon by two or more NEW JERSEY. 1335 districts. Regret is expressed that the State is so notably far behind many others in the matter of high schools, and earnest appeal is made for their increase, as well as for the establishment of other normal schools. The counties of Essex, Passaic, and Hudson are centers of population even greater than Mercer, where is situate the one overcrowded institution of the kind. It seems a hardship that in several popu¬ lous centers, resort for want of normal has to be had to special training schools. In view of the fact that the public schools are required to be open during at least nine months in the year (a longer term than in any other .State), every facility pos¬ sible should be afforded toward compliance, practical and efficient. 1896. Improvements, according to the State report of 1898, have been made all along the line of education. The new rule requiring a uniform course of study for the respective counties is cordially indorsed. Among other things said in its favor are the following: “Under its provisions the old go-as-you-please methods of the rural schools will become a thing of the past. The teacher will feel the stimulus of specific require¬ ments within definite periods of time, and systematic and substantial progress will result. Another certain effect of this measure will be to place the rural schools in the same line of progress as the well-graded schools of our larger towns and cities and contribute to the advantage of both.” Another rule is much approved, which provides for county pedagogical libraries. This has been met with much favor everywhere, and it is predicted that it will be one of the most benign provisions ever made in behalf of free education. The report also praises the rule authorizing the issuance of county diplomas to pupils who shall successfully complete the p rescribed course of study, and to those teachers who shall intelligently complete the course of professional reading adapted to their respective, grades and further the granting of special certificates. The conditions on which these may be obtained must be getting not less than 80 on any one branch and a general average not less than 90 proofs of exceptional skill in organization and management of a school. The tables show large increase in amounts expended in teachers’ salaries, in build¬ ings, in text-books, and apparatus, improvement in the grading of schools, steadily increasing demand for trained teachers, more intelligent interest on the part of local school boards, increase in number of teachers with high-grade certificates, and revival of interest in teachers’ institutes. In the new buildings attention is shown, not only to general comfort and fitness, but to tasteful ornamentation. Manual training, comparatively new in the State, is receiving enhanced attention, and recommendation is offered that the annual appropriation, thus far limited to $25,000, may be increased. The report earnestly urges increase in kindergarten instruction. Some of its lan¬ guage wo quote : “ This not only prepares the way for manual training, but also lays the best foun¬ dation for all subsequent school work. It has met the supreme test of experience, and proved itself worthy of introduction in some modified form into every public school. • • * In the majority of our large towns and cities the crying need of our schools is more seating capacity, more room. This should be speedily remedied, the legal school age reduced to 4 years, and all of this age included in the apportionment of school moneys. The practical value of the kindergarten as an educational value force having become established, it should receive from the State such recognition and encouragement as is due. The State department is improving every opportunity to emphasize the value and importance of this form of instruction and to give it a larger place in public interest.” The report makes an equally urgent appeal for increase of secondary (high) schools. “Anyone,” it says, “interested in educational affairs can not have failed to observe that in every town or village where a high school has been established it has resulted in the betterment of its entire school system. In employing a competent teacher for such a school they also secured supervision that systemized and improved all the lower grades. • • • The tendency of the college is toward the rounding out and elevation of the high school, and that of the high school toward the betterment of all the grades below it; thus, in the educational as in the material world, light comes from above.” Again an urgent appeal is made for additional normal schools, the need of which is so great that the superintendent confidently predicts their inevitable speedy estab¬ lishment. Notwithstanding this pressing want, the number of inexperienced teachers is annually decreasing, that for the last year being only 20 in an accession of 236 to the list. 1336 EDUCATION REPORT, 1896-97. NEWARK SCHOOL REPORT. Report for 1895, William N. Barringer, city superintendent. The report makes extended observations of the pressing needs of greater school accommodations, needs which naturally increase from year to year because of the constant growth of population. The three kindergarten schools already established have been doing satisfactory work, and there are numbers of first-year classes doing the work introductory to the primary. The high school gains continually in favor, and urgent appeal is made for erecting a building suited to all its important ends, about the location of which care in selec¬ tion is recommended. Complaint is made of insufficiency in the number of normal schools in the State. In this behalf the report says: “We cannot, in any satisfactory degree, supply the schools of the State with pro¬ fessionally trained teachers with our present normal resources. We should have at least three of those institutions in the State — one in the southern part of the State, another in the northern — to cooperate with our excellent central normal school at Trenton.” It is claimed that Newark yet stands practically alone in the creation of summer schools. During the ten years of their existence the benefits resulting have been* eminently satisfactory. Work in the evening schools has been far from satisfactory. They seem to be not well understood by the public, many of whom severely criticise it. Then the session (one hour and forty-five minutes), the report argues, is too short. Another difficulty is the employment of inexperienced teachers. This last is, perhaps, the most seri¬ ous among the hindrances that obstruct their success. This year their management Avas placed in control of the evening school committee, whose first action was decid¬ ing to employ none as teachers who have not had some experience. The result is that conditions have become much more satisfactory. The evening high school does good work, but this is embarrassed by slight attendance from the same causes as in the district schools. The truant department is claimed to be doing better than ever before, because of increased cooperation of parents and others. There was decrease in number of cases reported. Greater vigilance is claimed also on the part of looking after the health of children in all the schools, the number of deaths being 62 in an enrollment of 30,000. Manual training has not yet been introduced, but the report recommends its intro¬ duction, placing it under control of the committee on text-books, course of study, and examination. The report makes several considerate observations on class-room work. It concludes with a review of the work done by the board of education within the last nineteen years, from 1877 to 1896. Among the improA’ements made Avere devising of means for obtaining more and more competent teachers through professional train¬ ing, as by the daily normal school ; another, reduction of classes, which used to range from 60 to 120; in providing better methods for ventilation ; sanitation is another; diminishing the number of formal examinations; another, establishment of summer schools ; and others, as methods of honorary promotion and graduation, establishment of evening schools, kindergartens, etc. Total enrollment of pupils was 33,505 ; average enrollment, 23,363 ; average attend¬ ance, 20,727.1. NEW MEXICO. Report for 1896, Amado Chaves, Territorial superintendent. Congratulation is made for the recent completion of the fine normal school build¬ ing at Silver City, for the notable improvement in school buildings in many of the towns, and for the high average in ability and faithfulness in the teaching force. Home institutions are turning out graduates who, it is claimed, are the full equals of those Avho come with diplomas from the States, and the report warmly urges their more frequent relations to positions in the educational system. The report, considering the well-nigh impossibility of collecting the poll tax, argues that it be abolished altogether, and its collection, as all other taxes are, be deArolved upon the county collector. It complains also that school superintendents are hampered by the limits set by the law upon their powers, which operate neither upon teachers nor directors whose abuses the superintendents are without any authority to suppress. It is contended that proAdsion should be made whereby NEW MEXICO - NEW YORK. 1337 no contract shall he valid without approval by the superintendents, whose only power, as the law now stands, is to sign warrants for teachers’ salaries, whereas directors employ teachers, fix their salaries, and buy all supplies. Required by law to visit school districts annually, much of the superintendent’s salary is thus expended. The report recommends that some limit be fixed to the duration of teachers’ cer¬ tificates. Attention is again called to the inequable apportionment among the districts, and the claims of the Spanish language among those children whose vernacular it is. Some of the language in this appeal is even pathetic, and it certainly makes clear that in some of the districts acquaintance with that tongue is absolutely essential to teachers. The university, having abolished the subpreparatory classes, is doing reasonably well considering the lack of increase in its appropriations. So with the College of Agricultural and Mechanical Arts, the School of Mines, and the Institute for the Deaf, Dumb, and Blind. NK¥ YORK. Eeport for 1895, Hon. Charles E. Skinner, State superintendent. While claiming steady advance in public education, the report admits that school supervision is lacking much in completeness and efficiency. The variously extensive functions of the commissioners render it difficult among so vast a number of appli¬ cants to avoid occasional mistakes in selecting. A bill was prepared and submitted to the present legislature providing for additional qualifications in candidates for commissioners, and increasing their salary; but the opposition of the commissioners themselves kept it in the senate committee. The report, with much earnestness, commends the subject to the next legislature, and will recommend that at least the standard of their education be raised and that experience alone, however long, be not regarded sufficient; and it recommended further that salaries of commissioners be not increased, without such rise in qualification being made obligatory. The report calls attention to the large number of weak rural districts, and the pressing need of consolidation. The following extract gives some noteworthy facts : “ There are 2,751 school districts in the State where the total resident population of school age is less than 20, and there are 502 districts in the State where the total resident school population is less than 10. There were 7,529 school districts in this State where the average attendance upon instruction in the public schools during the last school year varied from 1 to 20 pupils, while there were 2,893 where the average daily attendance was less than 10. . . . In 1860, the school population of the State, outside of its cities, was 894,432. Atthe close of the school year of 1895 the school population of the State, outside of its cities and villages, containing upward of 10,000 people, was 609,146 — a decrease of 285,286, or upward of 31 per cent, while the number of school districts in 1860 was 11,358. While the number of school children has decreased during that time nearly one-third, there has been substan¬ tially no decrease in the number of rural districts, etc.” Then the report proceeds to argue that the township, or some unit larger than the present, is indispensable. Meanwhile, these small districts should be consolidated with larger, and transportation furnished to those pupils residing at inconvenient distance from the schoolhouses. Several changes are recommended for a more effective operation of the compulsory school law, among them that attendance officers be appointed by town boards, and their jurisdiction extend over all the school districts in the town not provided with such officers, and the compensation be a town charge, and that any persons commit¬ ting a truant have power, when seeming advisable, to parole him The report argues that it is as important that examinations and licenses of teach¬ ers for city public schools be under State supervision as those in rural districts. While there is no general law fixing a standard of qualification, the evident need of it has led to its voluntary adoption in quite a number of the cities. The report maintains that out of the nearly $13,000,000 paid annually to teachers, not a dollar should be paid to one who does “not hold a certificate of some form, issued under the regulations of the State department of public instruction ; ” and it adds : “ Dur¬ ing the school year ending July 31, 1895, 12, 530 teachers were employed some portion of the school year in the public schools of the cities of this State, and the State had nothing to say in determining the qualifications of 10,966 of these teachers.” Much benefit is claimed to have resulted from the uniform system of examination of teachers, but some modifications in the issuance of licenses are suggested as advisable, as well as that uniformity should be in the time of expiration of certificates. An important movement was in the establishment of a School of Pedagogy in con¬ nection with Cornell University. 1338 EDUCATION REPORT, 1896-97. A large number of decisions in appeal cases is subjoined and elaborate reports of operations in all departments. 1896. The report for 1896 is from the same superintendent, Hon. Charles R. Skinner. It speaks in high praise of last year’s operations, claiming that ‘‘the outlook for the future was never brighter.” Yet there has been inevitable and expected decline in rural schools owing to continuance of influences hereinbefore mentioned. The dis¬ trict system has been condemned about unanimously by superintendents for many years, and in several other States it has given away to the township. The average of attendance in more than 3,500 of these districts is not over 10 pupils. The law pro¬ vides for the consolidation of many of these, but is hindered by local sentiment, which is satisfied to cling to the past with all of its clumsiness. This sentiment seems almost obdurate in such a case as the following : “One of the officials of this department reports visiting a country school in com¬ pany with the school commissoner of the district, and finding there a teacher at work on a piece of embroidery, but with no pupils in attendance. Inquiry elicited the information that the school had been in session three weeks without any pupils, and that there were only two children of school age in the entire district, both of whom were expected to attend the school later on.” The normal schools are represented as doing finely, between 9,000 and 10,000 being enrolled in all departments. So the training schools. The report says that with existing abundant facilities for training teachers, there is no present demand for additional normals. With the growing sentiment that commissioners should have teaching experience, a largo majority of those elected in the preceding November were thus qualified. Among the most efficient in this force are several women whose work has been done with entire satisfaction. There is a growing general demand that the salaries of these officials be raised to a degree that will attract attention from those whose qualifications are well known to be entirely adequate. By a law of 1895 the minimum course of study in the high schools has been made three years, and the report makes suggestion of several matters that should be put in the minimum of requirement for entrance. The same legislature put the minimum of age among teachers at 18 years. There are a few of what are called “exempt districts,” wherein local authorities claim the right to examine and license teachers. These districts, fifteen in number, have given considerable annoyance to the department of superintendence which insists that the power of licensing should be uniform and be vested in the State department of public instruction. It is plainly said that the weakest feature in the school system is the different standards employed in different cities. Out of the thirty-four cities in the State as many as twenty-four have adopted uniformity voluntarily. The compulsory-education law is said to be productive of much good, and some suggestions are made of matters wherein it is in need of additional enactments. Libraries, under generous appropriations, are growing with much rapidity and dispensing great benefits. BROOKLYN SCHOOL REPORT. Report for 1895, William H. Maxwell, superintendent. The number of pupils instructed was 145,998, a gain of 9,497. Per cent of attend¬ ance rose to 71.1, while the average number of pupils to a teacher is yet exorbitantly high (being 70 in the lowest primary grade), yet it is considerably lower than a year ago, when in that grade it was 77. The following is sufficiently plain language about the glut in a certain class of officials : “Within the schools there is now a supervisor-principal, or head of department, who is not responsible for the work of a class, to about every ten class teachers. As I have separately pointed out, this system is extremely expensive. Supervision within the schools now costs more in Brooklyn than in any other city in the country, with the exception, perhaps, of New York. The expense of this system, however, is only one of the arguments against it. The multiplication of supervisors has with¬ drawn many of our best class teachers from the active work of teaching to the great detriment of our schools, and without adequate compensatory benefit. Further¬ more, it has been the fruitful parent of unseemly wire-pulling for place, bickering, and jealousies that interfere seriously with the work of many schools. There would be decided gain in efficiency, and a decided saving in cost, if one-half of the heads of departments were set to 'work teaching classes.” NEW YORK. 1339 It is regarded a salutary law of 1895 that the course of study in the Girls’ High School shall be approved by the State superintendent, so as to make their graduate! able to enter the training school for teachers. This has served to raise to four years the course heretofore limited to three. Girls are now admitted to the manual training high school which the report believes should have been coeducational from the beginning. Earnest appeal is made for additional high schools, the superintendent contending that there should be at least six for the support of which provision is entirely prac¬ ticable. There are some interesting things in the report about principals’ certificates, in the various grades. Congratulation is indulged in for increased school attendance, which is due partly to increased school accommodations and partly to the enforce¬ ment of the compulsory law. The truant school, under careful management, is proving a blessing. The report argues for manual training in elementary schools, and concludes thus: “The tasks that lie immediately before us comprise the building of new school- houses, to the end that every child of school age in this city, may, with proper sur¬ roundings, and under proper conditions, have the opportunities for education that modern life demands, the establishment of kindergartens for children between 5 and 6 years of age; the extension of our high-school system, the provision for manual training — sewing and cooking for girls and sloyd work for boys — in the grammar- schools, and the weeding out of inefficient teachers.” BUFFALO SCHOOL REPORT. Report for 1895, Henry P. Emerson, superintendent of education. The registry of children in the public schools shows 46,685, a gain over last year of 1,959. The frequent assertion that there are as many as from 10,000 to 20,000 children in the city who do not attend schools of any sort, the superintendent denies, arguing that many children are not sent to school until 7 years old and past. “ It may be stated with confidence,” he says, “that there are not more than 1,000 within the meaning of the compulsory law.” Regarding this law the superintendent contends that great caution should be used in its enforcement. Unexceptional vigor some¬ times puts a hardship upon families for Avhose support the work of its children are indispensable. He contends that the city ought to create and maintain a distinct institution for detention of incorrigible truants and their reformation. It is believed that such an institution would prevent the incipiency of truancy in very many cases, as boys, foreseeing imprisonment therein, would avoid it by resorting to the schools as a choice of evils. In the interest of economy, the grades have been reduced from ten to nine, some unnecessary positions in schools abolished, and other such work been done. It has been necessary, however, to construct eight new buildings and put annexes to sev¬ eral others; five other new buildings have been ordered, yet there is need of more because of the continual rapid increase of school population. Free text-books, within the two years of operation, have proved a great benefit, shown in increased attendance, more speedy organization, holding pupils longer in schools, and preventing dwindling in the upper grades. Besides, books are better preserved and. their cost greatly diminished. Under a law of the last legislature, all applicants for teachers’ positioDS after Jan¬ uary 1, 1897, must have had at least three years’ successful experience in teaching, or have graduated from a high school, academy, or other equally ranking institu¬ tion, and had at least one year of professional training. The act also provides for the maintenance in cities of one or more classes for such professional instruction. The superintendent intends to ask also for the establishment of a teachers’ training class in connection with the high school, the sessions, if appearing necessary, to be held in afternoons. He contends that it is in the high school chiefly that “the young,” to use his own words, “become imbued with that civic pride, that public spirit, so essential in the preparation of city teachers.” The report makes an earnest appeal for the creation of a teachers’ retirement fund, not only in behalf of humanity, but for the sake of more easily obtained relief from continuance in the profession of teachers who have become superannuated, and who, with the infirmity of mind common in far advanced age, are unconscious of decay and regard it a hardship when asked or forced to retire. The report speaks of the defects inherent in the graded system, of promotions which necessarily take insufficient note of the numerous inequalities in pupils’ understandings and development, and gives some changes which it was believed important to make in the matter. Doubts concerning the value of manual training in schools have heretofore hin¬ dered any general demand for it. Yet, a small beginning was made during the year, 1340 EDUCATION REPORT, 1896-97. the results of which thus far are too indefinite to he noted in the report. Yet it is believed important to introduce sewing into the schools, and steps to that end are being taken. Night schools show that registration and attendance are uniformly greatest dur¬ ing the first term. For this reason the opening is now postponed to October. Appended are full reports of school examiners, directors, subordinate superintend¬ ents, etc., and elaborate tables of statistics. NEW YORK CITY SCHOOL REPORT. Report for 1895, John Jasper, city superintendent. The whole number of pupils taught during the year was 355,623. This is ascer¬ tained by counting the admissions to the several schools, every pupil counted as often as admitted. The average attendance was 188, >•75, an increase over the last year of 5,907, decrease being only in the evening and corporate schools. Besides the 4,989 regular teachers, including principals, 129 were employed for the special teach¬ ing of drawing, music, German, French, sewing, cooking, physical exercise, and phonography. For several years past principals, except in very small schools, have been exempt from teaching and do only supervisory work. They are made responsible for all matters in pedagogy and administration, the subordinate teachers being guided by them exclusively. Violations of duty on the part of the teachers are reported to the committee on instruction. No unfavorable action is taken on such reports with¬ out giving a hearing to the teacher accused. The rule allows also the city super¬ intendent on his own motion to report any case of dereliction coining within his personal observation. The law forbids corporal punishment in every form in the public schools, substi¬ tuting suspension in cases incorrigible by moral suasion. Every principal has the right to suspend a pupil, and must give immediate notice of such action to the parent or guardian, reporting to the city superintendent and the chairman of the board of trustees of the ward. A right of appeal to those trustees within ten days is allowed, and their decision is reported to the city superintendent, whose duty, in case of no appeal or its dismissal, it is to notify the principal of every other school for the same sex, of the name of the pupil thus suspended. Readmission is allowed upon proof of amendment satisfactory to.the superintendent. We quote the following under the head “School accommodations ” : “For a number’of years the steady development of business in certain localities, the demolition of dwellings, and the consequent transfer of the residents to other parts of the city enable the school authorities to judge with accuracy the probable necessity for the erection of additional school buildings. Of late years the varied immigration, combined with a decided tendency to 1 colonize’ a special part of the city, has led to the removal of old dwelling houses and the erection of large tenements intended to house many more persons. As a result some of the lower wards had shown an abnormal increase in the school population — schools which, but five years ago, were fully adequate to the wants of the neighborhood have been filled to their utmost capacity and have refused many applicants for admission. In this connection it is important to note the fact that, although but 35 per cent of the attendance is in the schools below Fourteenth street, more than 47 per cent of the nonadmissions through lack of room were found in those schools. The whole number of such non¬ admissions in the city during the year 1895 was 24,000, of which more than 11,000 were in the down-town wards. ” The growth has been great, especially in the Eleventh, Twelfth, Seventh, Tenth, Nineteenth, Twenty-second, and Twenty-third wards. During the year manual training was established in two additional schools. It is pursued now in eighteen grammar schools and twenty-five primary schools. Sewing is taught in all the female departments of the manual training schools, and to the girls in the first, second, and third primary grades in all primary schools for at least one hour in the week. Praise is bestowed upon the results of the introduction of cookery. The superintendent recommends the introduction of new appliances and of charts showing the cuts of meats and specimens of the several food products. Three additional kindergartens were established within the past year, the whole number now being ten. The register of pupils in the evening schools was 25,922, average attendance at which was 35 per cent. Formerly the evening high schools were under the control of the committee on evening schools, but during the last year they were put under the city superintendent. Under his direction several changes in regulations have been made and the standard of scholarship elevated. The number of students registered was 6,977, average attendance 2,571. The evening is divided into two sessions, each an hour long. Each pupil has one, but may not have over two studies which he elects. NEW YORK. 1341 Generous provisions have been made for teachers placed upon the -retired list. On a recommendation of the city superintendent, and a two-thirds vote of the board, those women who have taught thirty years, and those men who have taught thirty- five, receive an annuity of half their salaries, provided they do not exceed $1,000. They are empowered, however, when appearing proper, to reduce the annuities, the reduction being required to he at the same rate per annum. A considerable number of institutions styled corporate schools, as they participate in the school revenues, are under the general superintendence of the hoard of educa¬ tion. The report says of these: ‘ ‘ The instruction and the discipline in the schools of these institutions and societies were, as a rule, quite satisfactory, and the State law prohibiting sectarian instruc¬ tion and the use of sectarian text-books appeared to have been complied with.” Among the recommendations in the report is that on completion of the highest primary schools fitness of pupils for the grammar schools should be determined by the principals of the former; first, because such mode of promotion is that used from grade to grade in any department, and because it would prevent competitive exami¬ nations for schools which have insufficient accommodations. Another recommenda¬ tion is for semiannual examinations in the grammar schools, from the fact that every grade, except the first grammar, is completed at the end of each half year. ROCHESTER SCHOOL REPORT. Report for 1896, Milton Noyes, superintendent of instruction. It claims a larger number of school organizations than ever before, and increased daily attendance of pupils. A noteworthy fact it is that during the year, in the intermediate grades, pupils have been encouraged to submit to the superintendent short stories written by them¬ selves upon subjects presented to them. The development of originality by such exercises has been very apparent. An additional fact of importance is the habit of taking pupils in the ninth grade to visit industrial and manufacturing establish¬ ments in the city. V/hile the report does not undervalue industrial training — sewing, stenography, and the like — yet it doubts the necessity of introducing them into the public schools, particularly as the Mechanics Institute is in every way adapted for instructing in them. The following extract is from the remarks made by the report on the relative increase of pupils and teachers: u During the time that the number of pupils has increased 100 per cent, the num¬ ber of teachers has increased 300 per cent. The average number of pupils to teachers is too small. From a financial standpoint the increase is extravagant. . . . There is a correct average in these matters, which may be arrived at by reducing the whole of the teaching force, and asking all instructors to complete correcting work and necessary reviews after the dismissal of grades.” The report insists that, admitting the fact that in small classes instruction maybe better than in large, yet in this case the average could be enlarged without subtracting from the efficiency of instruction. It is a noteworthy fact that of the graduates of the university with honors 40 per cent were free academy students. The enrollment of registered pupils for the year showed 22,518, an increase of about 800 over the year previous. This does not include 1,705 enrolled in the evening schools. The school for truants was efficiently maintained, the pupils being constantly under the supervision of a male teacher and an attendant. None were received who had been convicted of any crime, great or small. A good exhibit of the work was made at the end of the year. Besides usual text-books pupils were furnished with reading matter and manual training imparted. Children between 7 and 16 years who are habitual truants may be sent either to a truant school or an orphans’ home under charge of those having the same religious faith as their parents. Four evening schools were maintained, but complaint is made of great irregularity of attendance. Out of 1,705 enrolled the average attendance being only 133. An additional kindergarten was started, being the eleventh. SYRACUSE SCHOOL REPORT. Report for 1895, A. B. Blodgett, superintendent. The suggestion of the preceding report regarding the taking of a more accurate census of school population was complied with, but in a very unsatisfactory way. Efforts are being made to introduce an efficient system of manual training, and a line of work has been begun supplemental to at least the work done in the High School. Attention is again called to the continual unsatisfactory condition of the High School building. 1342 EDUCATION REPORT, 1896-97. Evening schools como in again for higli praise, in -which the work done is equal to the best done elsewhere in the city. It is earnestly hoped that a larger number will seek the advantages of an institution in which so much good is being imparted. Kindergartens are growing apace, the Porter School, the Solvay Circle, and another newly started, having been adopted by the board of education. In the matter of compulsory education not much has been done thus far. Says the report : “A truant officer has been named, and in some measure has succeeded in awaken¬ ing the truants and the people to the fact that the law is present, and that another year will see it properly and fully enforced. A truant school, without which all effort will fail, will be provided, and then, but not till then, will this city see the value of this long desired legislation.” The report regrets the long continued delay in the matter of new furniture for the schools which has been clearly shown to bo solely needed. The whole number of registered pupils is 16,657, an increase of 581; average daily attendance, 12,578. NORTH CAROLINA. Report for 1895 and 1898, Eon. John C. Scarborough, State superintendent. The report begins with a candid appeal for greater State aid for the public schools. “I recommend,” says the superintendent, “as largo increase of school taxes direct by the legislature for the support of free schools as the legislature may find it pos¬ sible to levy, and leave a sufficient margin for the necessary expenses of the State and county governments.” Referring again to the fact that the constitution actually commands that one or more public schools in every school district shall be maintained at least four months in the year, and the further fact that they are maintained less than thirteen weeks. He shows by figures that 9.f cents on $100 in addition to the present rate of 18 cents as at present existing, making 27^ cents is indispensable for making practicable compliance with the requirements of the constitution. “Therefore,” it is said plainly, “every odd and end not necessary for State and county purposes with economical management ought to be cut off and placed to the free public school fund in order that good public schools may be placed in easy reach of every citizen’s home and means. We ought not to play any longer with this question of schools for our people.” And then the following is added: “After this shall be clone — and it must be done if we are to discharge our duty under the constitution — and every dollar possible turned into the school fund by school tax levied directly by the legislature, we will still need more money for the public schools — ‘the neighborhood schools’ — in reach of every citizen. Then a sys¬ tem of local taxes from schools must be made effective if we would lead our people to more interest in the education of the children for citizenship.” To this end it is recommended that certain sections under the laws of 1889, which included only particular localities, should be made applicable to all the counties, and elections ordered to be held in what are termed “oft’ years,” so as to remove them from the influence of the partisanism and general excitement of x>olitical campaigns. It is a subject of much regret that not more interest is taken by the people at large toward making school terms longer and the work done in them more efficient. Even private schools are “crippled,” sometimes destroyed altogether by poor public schools. Parents send their children what little time the schoolhouses are open and then content themselves with the thought that they are getting all that is to be had. These private schools, having only about 7 per cent of school children, are frequently closing for lack of adequate support, and the only safeguard against the present young generation growing up in ignorance is in the public schools, sadly in want as they are of more generous legislative aid. The spirit of the people has at length grown to be in sympathy with the public schools, and would hail with gratification whatever would tend to make them more efficient. The legislature of 1895 abolished the county sujmrintendency and the separate county boards of education. The superintendent considers this a mistake, and recommends their reestablishment as well as some sort of provision for more effec¬ tive and practical system of county teachers’ institutes. County commissioners, with no executive officer at their head, can not possibly manage all the multiform affairs in the system. Instead of the good results antici¬ pated by those through whose agencies these county boards gnd county superin¬ tendents and teachers’ institutes were abolished the report says: “On the other hand, the school interest has languished, the teachers have failed to make progress, the school districts, left to themselves, have multiplied neighborhood disputes, communities have been hopelessly divided, and confusion reigns in many NORTH CAROLINA— NORTH DAKOTA. 1343 places for tlie want of a wise executive officer to settle matters and to urge forward educational sentiment and work, and to put teachers on lines of study and improve¬ ment of their responsible work.” The report suggests that the State superintendent be directed to divide the State into sixteen institute districts, with six counties to each district, with a conductor at the head of each district, charged to hold once in the year one institute of a week’s length in each of the counties, conducted during the six consecutive weeks of the period, attendance on which institute should be made obligatory upon all teachers. It is estimated that the whole cost of such institutes would not exceed $3,000 or $3,500. Regarding the normal schools for colored teachers, the report suggests that instead of all the seven existing being consolidated into one they remain separate as they are. On this head it says : “These schools have been of immeasurable benefit to the village and country public schools for negro children by sux>plying those schools with teachers reason¬ ably well prepared for such work and in touch with the people whose children they are to teach. There are seven of these schools now, receiving annually the aggregate sum of $10,000. I recommend that these seven schools be given $2,000 each.” As it is, these schools have a pujulage of 1,000. If consolidated into one, this would reach hardly above 200. Usual reports are submitted by the board of directors, and the president of the Normal and Industrial School at Greensboro. Attendance of pupils keex>s on the increase, ninety-three of the counties being represented. Many ax)X>licants are denied admission for lack of accommodation. NORTH DAKOTA. Report for 1895 and 1896, Emma F. Bates, State superintendent of public instruction. Since Dakota became a State the number of school children has increased from 40,000 to 67,000. The only institution of higher learning there was the State Uni¬ versity. Besides this there are now two normal schools, the Agricultural College, and the Deaf and Dumb School. It is considered a mistake was made in changing the time for election of county superintendents, which, together with that of other school officials, theretofore was in the month of June. The change was made to the date of election of the general county officers, which takes j)lace in the fall of the year. Objection is stated in these words : “This has been universally regretted as a move backward for education, since it makes the county superintendent thus much more a part of x>&rtisan political machinery, and makes it less likely that a person of educational merit i3 chosen, and more impossible to separate educational matters from the influence of baser politi¬ cians who desire to ns© th© eclucational offices for partisan x>urposes.” It is added: “A few counties have too large territory and too many teachers to make x>ersonal supervision by the superintendent either possible or efficient. These should be divided into superintendents’ districts and have another superintendent, for the most effective work is in the personal inspection and supervision by a capable county superintendent.” In view of the great number of teachers in the State who from lack of training are inefficient for their work, the legislature at its session of 1895 passed a law in accordance with which the high school board formulated a system and a course of study. Of this board the State superintendent is a member, and she states that with only two exceptions the advanced schools are enrploying it in. endeavors to elevate their rank as high as possible. The value to the State from the uniformity destined to result from such action is twofold — “First, because the schools themselves are better; second, because, since many district schoolteachers have only a high-school xwexraration, the better the high school the better will be this class of teachers.” Liberal ax>i)ropriations, however, will be necessary to make the system satisfactorily efficient. The normal schools thus far have been crowded with grammar-grade students for academical prex>aration, instead of (what would be far better) with high-school gradu¬ ates and others holding second and third rate certificates, who resort there only for the purpose of being trained in the art of teaching. This latter would redound far better to the benefit of the rural schools which, it is claimed, should be the x>rincipal aim of the normal schools. While there has been marked improvement in rural schoolhouses newly constructed, yet the superintendent, like her xnedecessor, urges greater attention to sanitary con¬ ditions and cleanliness. A bill drafted by herself on this subject was passed by the legislature of 1895, known as the health and decency law. The following language is pointed and earnest : 1344 EDUCATION REPORT, 1896-97. “The operative effects of this law have been highly gratifying. Where a few dis¬ tricts fail to comply with its requirements the failure is due to the laxity on the part of county superintendents. It is simple and easily enforced. This is a field in which women are needed as self-appointed committees and as school directors to see that this law which touches the morals of their children is enforced. Directors may build according to law, but someone else must see to its enforcement as to the clear, chaste, and wholesome part. . . . ” Then she quotes these words of Horace Mann : “A want of decency enforced upon boys and girls will become physical and moral turpitude in men and women.” Another means of promoting the well-being of children in this behalf was devised by the superintendent in 1895. The following, after some preliminary argument of the matter, is what she says : “The coming together of parents, children, officers, and teachers in the schools on a given day, which shall be devoted to exercises in honor and praise of the home and family, and the inculcation of personal virtues, seems to me eminently fitting. With these thoughts in mind, I designated June 26 as Parents’ Day in the public schools of North Dakota for 1896. This day was well observed, with gratifying results.” Complaint is made, under the head of “Scientific temperance,” that the law touch¬ ing alcohol and narcotics, is not very often complied with except in the letter, while the spirit of it is not fulfilled. Regret is expressed for comparative futility of effort to secure the passage of a free and uniform text-book bill. A modified bill was passed, though compliance with it was left optional with the several districts. A few adopted it and results have been so evidently beneficial that it is hoped that in time it may become universal. Recommendation is made in the report that a law be enacted providing that a board of examiners be hereafter appointed by the department of public instruction, and another to make office of commissioner of university and school lands a position of trust in the department of State, and the occupant an elective official. OHIO. HISTORY OF PUBLIC EDUCATION IN OHIO FOR FIFTY YEARS.1 BY EMERSON E. WHITE, LL. D. It is said that the sketch of a man’s life should begin with his grandfather. Whatever may be true in biography, the history of an epoch necessarily includes the movements that led to it. For nearly a score of years after the admission of Ohio into the Union, the people were under the impression that the revenues to be derived from the immense area of school lands would be ample to support not only common schools but also needed higher institutions ; or, to use the expression of the time, to “ disseminate instruc¬ tion.” But unanticipated difficulties were experienced in leasing school lands, and so in 1821 the first law providing for a school tax in Ohio was passed. This pioneer school law also provided for the division of the townships into school districts, when approved by a vote of the electors, and the election of a committee of three by the householders in each district. This district committee was authorized, on agreement of two-thirds of the householders, to cause the building of a school- house, to employ a teacher (the committee being judge of his qualifications) and to make assessments for exx>enses. The option given by the law to the electors largely defeated its purpose. This pioneer law unfortunately recognized the school district, and not the town¬ ship, as the unit of school organization and control, and it took near seventy years to eliminate this serious defect from the school laws of Ohio. The law enacted in 1825, usually referred to as “the first school law of Ohio,” was mandatory in its provisions. It made it the duty of the trustees of every organized township to lay off the same into school districts, as a condition of receiv¬ ing any portion of the county tax provided for in the law, and this mandatory provision was reenacted five times in thirteen years. The act of 1825 also provided for the annual election of three school directors in each district; and made it their duty to build a schoolhouse, to employ a teacher, to manage and superintend the school, to make needed assessments, and to receive and expend all funds. A pen¬ alty vras affixed for a failure to employ a teacher. The law provided for county examiners to determine the qualifications of teachers. The school law of 1825 was prepared by Nathan Guilford, of Cincinnati, and, though much amended, it remained in force thirteen years. 1 A paper read at the semicentennial meeting of the Ohio Teachers’ Association, June 30, 1897. OHIO. 1345 ’ In 1837 the general assembly enacted a law creating the office of superintendent of common schools of Ohio, and four days later, with equally rare wisdom, elected Samuel Lewis, of Cincinnati, to the office thus created. It is an interesting coinci¬ dence that three months after Mr. Lewis’s election, Horace Mann was appointed secretary of the State board of education of Massachusetts. The impulse and direction which Mr. Mann gave to popular education in Massachusetts, Mr. Lewis paralleled for a time in Ohio, and with equal self-sacrifice and devotion. Though his salary was only $500 a year (not sufficient to pay traveling expenses), Mr. Lewis entered at once upon a field campaign. He traveled the first year over 1,500 miles, most of the distance on horseback, visited 300 schools, and 40 county seats, organizing associations of teachers, and everywhere awakening an increased popular interest in good schools. In the first year of his administration, he prepared and secured the enactment of the law of 1838, the most advanced school law then enacted in any State. It contin¬ ued the office of State superintendent of common schools, increasing the term of office to five years and the annual salary to $1,200. It made the township clerk superintendent of the schools of his township, with the duty of visiting each school at least once a year and examining all matters “ touching the situation, dis¬ cipline, mode of teaching, and improvement thereof ; ” also with the duty of making annually the estimates necessary for providing “at least six months of good school¬ ing.” The law also made the county auditor superintendent of schools with important duties. It not only provided for a more effective organization of the schools in the townships, with statistical reports, but it also provided for the organization of the schools in incorporated cities and towns not under special charters. Mr. Lewis’s three annual reports to the general assembly are remarkable docu¬ ments, advocating with intelligence and force most of the plans for the improve- ment-of schools since adopted. He edited for one year the Common School Director, a monthly journal published at the expense of the State. The same year in which Mr. Lewis entered upon his duties as State superintendent of schools Prof. Calvin E. Stowe, of Lane Seminary, presented to the general assembly his noted report on Elementary Education in Europe, special attention being given to methods of instruction in the elementary schools of Germany. A copy of this epoch-making report was sent to every school district in Ohio, and it was also republished and circulated by the legislatures of other States. Professor Stowe’s report and the three annual reports of Superintendent Lewis were fruit fill seed in a virgin soil, and, as will be shown later, the next decade garnered rich harvests of fruitage. Scores of school officers and teachers were thereby imbued with the spirit of progress and fired with zeal in their work. At the close of his third year Superintendent Lewis felt constrained to resign his office. The reactionists in school affairs were, unfortunately, in control of the general assembly, and an unwise effort was made to abolish the office. As a compromise measure the duties of the office were imposed upon the secretary of state. This backward step greatly discouraged the friends of free schools, and the next five years witnessed a marked decline in popular interest in school progress, though each succeeding secretary of state advocated one or more important measures of school reform. But the cities and more important towns were fully enlisted in the improvement of their schools. Cincinnati, acting under a special law, divided its schools into two grades or departments as early as 1836, and in 1840 a graded course of study with five grades was adopted — one of the first elementary courses of study in the United States. Cleveland, acting under a special law, divided its schools into two departments (“primary” and “senior”) in 1840 and in 1846 established a high school, with Andrew Freese principal — the first public high school in Ohio. The same year the schools were divided into five grades, designated as primary, second¬ ary, intermediate, grammar, and high. Dayton obtained a special charter in 1841 and under its provisions the schools were divided into four grades, designated as primary, secondary, junior, and senior. No high school was established until 1850. Columbus was made a separate district by a special law in 1845, and three school- houses were built the next year. Early in 1847 the board of education created the office of superintendent of public schools and, with commendable wisdom, elected Dr. A. D. Lord to the position. Dr. Lord entered upon his duties in May, 1847, being the first city superintendent of schools in Ohio and one of the first in the country. Portsmouth obtained a special law in 1839 and in 1840 its schools were divided into three departments, with A. L. Child principal. In 1844 the schools were divided into four grades, with Andrew J. Rickoff principal. Sandusky, Massil¬ lon, Norwalk, and other enterprising towns early obtained special laws and began earnestly the work of school improvement. In 1847 the citizens of Akron obtained a special law “for the support and better regulation of common schools in the town,” and the next year the general assembly ED 97- - 85 1346 EDUCATION REPORT, 3896-97, gave the council of any city or town authority to adopt tho Akron law on the peti¬ tion of two-thirds of its voters. In 1849 the general assembly passed “A general law for the schools in cities and towns. ” This advanced act, drawn by lion. S. T. Worcester, of Norwalk, gave boards of education power to establish high schools as well as lower grades and to determine the branches of study to be taught in tho schools. The “ Akron law” and the “law of 1849” gave a strong impetus to tho movement for the better organization of public schools in cities and towns. The year 1850 found over sixty cities and towns organized under their provisions, tho schools graded (usually into five grades) and fairly classified. The schools in nearly a score of dis¬ tricts were under the direction of a superintendent. Dr. A. D. Lord was in Colum¬ bus and M. D. Leggett in Akron in 1847; Lorin Andrews in Massillon and >1. F. Cowdery in Sandusky in 1848; John S. Whitwill in Lancaster in 1849, and D. F. DeWolf in Norwalk and Nathan Guilford in Cincinnati in 1850. Andrew J. RickofF was principal of the public schools of Portsmouth from 1844 to 1849, with the title of superintendent as early certainly as 1847. Two other important factors contributed to the great awakening in education which introduced the half century of progress now under view. In 1844 a man of untiring activity and intense enthusiasm was elected secretary of state. This man for the hour was Samuel Galloway, of Columbus. Mr. Galloway recognized clearly the need of an educational revival, and to accomplish this resuit he utilized fully his position as ex officio State superintendent of schools. He was ably seconded by Dr. A. D. Lord, then principal of the Western Reserve Teachers’ Seminary at Kirtland, one of the first normal schools in tho country, and by other influential men in different parts of the State, whose enthusiasm had been kindled by the secretary’s fiery zeal. In the first year of Mr. Galloway’s great rally (1845) a teachers’ institute was held in Sandusky1 — the first teachers’ institute held in the west and one of the first in the United States, and in October of the same year a second institute was held in Chardon. In 1846 nine teachers’ institutes were held in seven counties and the next year institutes were held in twelve counties. The number of institutes increased from year to year, and they did much to awaken popular interest in school improve¬ ment. Educational conventions and local teachers’ meetings were also held in different parts of the State. The question of organizing a State association of teachers was frequently dis¬ cussed in these gatherings of teachers, and the movement was earnestly supported by Mr. Galloway and also by the Ohio School Journal, edited by Dr. A. D. Lord. At the teachers’ institutes held in Akron, Ashland, and Chardon in 1847 a committee, with M. F. Cowdery chairman, was appointed to consider the propriety of forming a State teachers’ association. A majority of this committee met and issued a call for a convention to be held in Akron December 30 and 31, 1847. The convention met and the Ohio Teachers’ Association was organized in a burst of enthusiasm, with Samuel Galloway as president and Thomas W. Harvey as secretary. Mr. Galloway was reelected and served as president for three successive years. It falls to Dr. Findley to tell the history of the association in these opening years. It must suffice for me to say that the association held two meetings annually and that the tide of enthusiasm rose from year to year, reaching high tide in 1851. This was a memorable year in the history of tho association. The belief that the first general assembly under the new constitution would enact an efficient school law intensified the zeal of its lending members. At the semiannual meeting in June Lorin Andrews, who had resigned his position in Massillon to become a “common school missionary,” was unanimously pledged the support of the association, and for three years he was kept in the field as State agent, his salary being made good by members of the association — an action without precedent in the history of educational associations. At the annual meeting in December Mr. Lorin Andrews presented a report recom¬ mending the publication of a monthly educational journal. The report wa3 adopted, and for eight years the association published tho Ohio Journal of Education, the predecessor of tho Ohio Educational Monthly. In 1854 Mr. Lorin Andrews submitted a report recommending the establishment of a normal school under the auspices of the association, and at the annual meeting in December Mr. Cyrus McNeely offered to transfer to the association the building and grounds of his school at Ilopedale, valued at $10,000, for the purposes of a normal school. The gift was accepted at the semiannual meeting in June, 1855, and a vig¬ orous effort made to raise an endowment fund. Under the inspiring leadership of such enthusiastic leaders as Lorin Andrews, M. F. Cowdery, I. W. Andrews, 1 The first institute at Sandusky was conducted by Hon. Salem Town, of Ithaca, FT.-Y., assisted by Dr. A. D. Lord and M. F. Cowdery. .The second institute was conducted by Dr. A. D. Lord, M. F. Cowdery, and M. D. Leggett. OHIO, 1347 A. D. Lord, and M. D. Leggett the association would have undertaken almost any enterprise. The financial enterprises undertaken by the association with so much confidence and enthusiasm proved a heavy burden, and at the annual meeting in 1859 both the Journal of Education and the McNeely Normal School were wisely transferred to private control. The indebtedness of the association was not fully paid until 1862. The great educational awakening which began in 1845 and in its progress organ¬ ized the State Teachers’ Association, put Lorin Andrews in the field as a common school missionary, started the Ohio Journal of Education, and founded the McNeely Normal School, culminated in the enactment of the general school law of 1853. The law embodied several of the important measures which Mr. Andrews, Mr. Galloway, and others had advocated, and there was much rejoicing over its enactment. It is thus seen that the decade of 1845 to 1855 was a period of great importance in the history of public education in Ohio. No decade before or since has been charac¬ terized by such enthusiastic movement in the interest of public schools. It was a decade of zeal and action. The next decade (1855-1865) opened with the inauguration of the new school law. Every progressive feature was opposed in the general assembly, and it looked for a time as if the great measure would be destroyed by ill-considered amendments. The school directors in the subdistricts (formerly separate districts) did not take kindly to the sharing of the management of the schools with, the new township board of edu¬ cation. It kept the first commissioner’s pen busy in answering the questions arising under the pro visions of the law relating to townships, and he soon found it necessary to publish from month to month a series of 11 official opinions” — a practice continued for years. The law was fortunately protected from serious changes, the repeal of the school library section in 1860 excepted. The opening of tho civil war, with the sudden prostration of business, invited harmful legislation, but the most unfavor¬ able amendment was the reduction of the State school tax to 1.3 mills. The several amendments to the school law in 1864, all prepared by the school com¬ missioner, were designed to lessen friction in the administration of the law and otherwise increase its efficiency. The three new provisions which were added have exerted a wide and salutary influence upon tho schools. Tho first of these provided a fund for the support of teachers’ institutes, the second created a State board of examiners, and the third added a knowledge of the theory and practice of teaching to the requirements for a teacher’s ‘certificate. The fact that these several pro¬ visions, with slight modifications, are still in force is evidence of their practical value. No other agency prior to 1855 did as much for tho professional advancement of Ohio teachers as the teachers’ institute, and no other agency did more to awaken and direct popular interest in school progress. The two teachers’ institutes held in 1845 multiplied from year to year until 1855, when forty-one institutes were held, with an attendance of some 4,000 teachers. Until 1864 the expenses of tho insti¬ tutes held were, as a rule, paid by those in attendance. Since 1864 the county institute fund has been sufficient to permit the holding of an annual institute, with competent instructors, in four-fifths of the counties, and in the other counties only a small additional tuition fee is required. It seems unnecessary to refer more at length to what tho other two provisions have done for the improvement of teachers. The school legislation of 1864 was a long step forward in school progress. The next year the general assembly opened the way for the adoption of an adequate system of normal training for the teachers of the State, but owing to divided coun¬ sels in the profession in 1866 tho long-coveted opportunity was permitted to pass unimproved and it has never returned. The establishment of a normal department in the Ohio University at Athens, and recently in the Ohio State University at Co¬ lumbus, is a somewhat hopeful indication that the preparation of teachers for their great work may yet receive long-needed legislative action. The leading cities of the State have all established normal or training schools for the fitting of their teachers, more especially for the elementary grades, but the teachers in the country schools are still left to the professional crumbs afforded by the teachers’ institute and the inadequate normal advantages provided by private enterprise. Ohio is still a good way from the full recognition of tho fact that teaching is a pursuit that should be entered through the door of special training. The only important school legislation secured in the next decade (1865-1875) was the complete codification of school law in 1873. While this law did not contain very important new provisions it simplified the law of 1853, with its numerous amendments, and thus rendered the administration of school affairs more certain and effective. The divorcement of boards of education in cities of the first class from the municipal legislation of such cities was an important measure. The giv¬ ing of all boards of education, including township boards, permissive power to employ a superintendent of schools was an important amendment, but the town¬ ships, with very few exceptions, permitted it to remain a dead letter. During this decade repeated and earnest efforts were made to secure county super- 1348 EDUCATION REPORT, 1896-97. vision of schools and the adoption of the township system. But a strong opposition to these measures appeared in each general assembly, and the bills prepared by the successive commissioners and introduced were defeated. The commissioners in turn advocated the establishment of normal schools, but no well-digested bill was pre¬ pared or introduced into the general assembly, and no earnest effort was made to secure needed legislation. The centennial year found Ohio without a State normal school, without a system of supervision of the schools outside of its cities, and still blindly clinging to its complicated, inefficient township-subdistrict organization in all its counties. Instead of taking its place in the front rank of the States noted for progressive school legis¬ lation, where its early history had placed it, the educators of Ohio were humiliated by the fact that in such legislation their State was near the rear. The educational honor of the State was saved only by the splendid showing of the schools in its cities and towns. The next decade (1875-1885) brought a renewal of earnest efforts to secure ad¬ vanced school legislation, but without success. The most important amendments to the school law related to teachers’ certificates. Section 4066 was so amended in 1881 as to give the State board of examiners power to issue professional certificates of a second grade, valid for ten years — a provision of doubtful utility, which was soon repealed. By the same act section 4081 was so amended as to give boards of examiners in cities power to grant certificates for one, two, three, five, and ten years, those issued for five and ten years being renewable without reexamination, at the discretion of the board of examiners, a certificate of higher professional grade than the nonrenewable ten-year certificate issued by the State board of examiners-. The only general school legislation of special significance in the first five years of the next decade (1885-1895) was the so-called “ temperance law” of 1888, a law enjoining instruction on the nature and effects of alcoholic drinks and narcotics in all grades of schools. The most important amendment to the school law enacted in these five years related to teachers’ certificates. Commissioner Tappan secured, in 1888, a fuller recognition of teaching as a profession by placing a professional certificate within the easy reach of every well-qualified teacher in the State. The State board of examiners were authorized to issue three grades of life certificates (the authority to issue ten-year certificates being revoked), and all other boards of examiners (county and city) were authorized to issue, under specified conditions, certificates valid for five years, renew¬ able without reexamination at the discretion of the examiners. Thus provision was made for two classes of professional certificates — one valid for life, issued by the State board, and the other for five years, renewable without reexamination, issued by county and city boards. This five-year renewable certificate was intended to be a professional certificate, and it is to be regretted that it is not so designated in the law. Every teacher holding this certificate should be recognized as a teacher of professional standing, and should be honored as such. There ought to be a score or more of such teachers in every county. It is feared that many county and city examiners have not used wisely either the power or the discretion conferred by this law. There seems to be a suspicion in the minds of too many examiners, if not a belief, that the only way to secure progress among teachers is to humiliate them by repeated examinations in the elementary branches. The only sure way to awaken and sustain a professional spirit among teachers is to honor it both by law and in practice. The history of legislation in Ohio regulating the examination and certification of teachers is a dreary history, evidently “to be continued.” The beneficent laws so far enacted in this closing decade of the nineteenth cen¬ tury mark a greater advance in school legislation than the entire third of a century that preceded it. Among these important acts relating to schools enacted in and since 1890 are (1) the so-called “Workman law,” which makes xhe township, like the city and town, the unit in school administration — the most fruitful school legislation since 1853; (2) the “Boxwell law,” providing for the graduation of the pupils in rural schools and their admission to near city or town high schools; (3) the law “to compel the elementary education of children” as strengthened and perfected in 1893 ; (4) the law of 1894 giving women the right to vote and. be voted for at election of school officers; and (5) the schoolbook law, with its option of free text-books. These several laws are too recent to be treated intelligently as history. No one of them has met with such persistent and unreasonable opposition as the “Work¬ man law.” In each of the two general assemblies succeeding its enactment a vigor¬ ous effort was made to abolish the township system and restore the township-sub¬ district complication which had been the special weakness of the school system since 1853; but the failure of these efforts is an assurance that the new township system may be permitted to work out its beneficent results. Its repeal would be little less than a disaster to rural school improvement. Two cases of special legislation for cities in this last decade deserve mention. In OHIO. 1349 1887 the general assembly gave the superintendent of schools of Cincinnati the power to appoint all teachers by and with the consent of the board of education ; the power to dismiss teachers without the board’s action; and made the superintendent’s approval necessary to the adoption of text-books. It also enacted that the members of the board should not as individuals or as local committees exercise supervisory authority over the schools. This was an unprecedented recognition of the authority and function of supervision. In the reorganization of the public schools of Cleveland in 1892, the superintendent was authorized to appoint or remove teachers, and to exercise complete supervisory authority in all matters pertaining to instruction and discipline, the selection of text-books excepted. Many of the duties usually intrusted to the board of educa¬ tion, including the appointment of the superintendent, were devolved upon a school director, elected by the people. The limits of this paper forbid any attempt to review the progress made in school administration, instruction, and discipline in the fifty years since this association was organized. On the introduction of graded schools into the cities and towns the perfection of the system as a mechanism largely absorbed attention. The “system” assumed often the importance of an end, and it was too often- administered on the theory that the pupils existed for the system, not the system for the pupils. The absorbing fascination was uniformity — uniformity of studies, uniformity of progress, uniformity of results. Two resulting errors in the direction of mechanism possessed the schools. One of these was the fixed year interval between classes and the other the stated written examination to determine the promotion of pupils at the close of the year. These two features necessitated uniformity of progress not only by the individual pupils in every class, but by all the classes in each grade. This required uniform progress assumed that the several classes in a grade in city schools possess equal ability and are taught by teachers of equal skill — conditions that exist in no graded schools. It occurred often that classes that could have completed the course of study for the grade as early as April were kept “marking time” until the annual promotion in June. For years the year interval between classes and the stated promotion examinations held the graded schools of cities in their grasp. They narrowed and grooved the instruction, encouraged and rewarded mechanical and memoriter methods, and emphasized all the lumber of the text-books. This antagonism between the mechan¬ ism of the graded system and rational methods of teaching was early felt by intelli¬ gent and progressive teachers, and for twenty years past praiseworthy efforts have been made to free the schools from this procrustean bondage. The reforms of the past twelve years are a promise that this sacrifice of the opportunity of pupils on the altar of uniformity and system will soon find a practical remedy. The first hundred years of Ohio’s history as a State will be but three years short when the nineteenth century closes. Is this century of marvelous progress to close with no State normal school in Ohio, and with the great majority of its rural schools without supervision? The two imperative needs of the rural school are professional training for its teachers and intelligent and efficient supervision. Is it not possible to see these two great measures of school improvement happily inaugurated before the State celebrates its first centennial? OHIO SCHOOL REPORT. Report for 1895, Hon. Oscar T. Corson, State commissioner. The county schools on their new career of better organization and management are improving. It is admitted that there are many very poor schools in the sub¬ districts. Yet the increased public interest, evinced by investigation of the question of supervision promises betterment. Notwithstanding the opposition of many to the Workman law before referred to, among opponents are quite a number who favor supervision. Yet it is argued that this can be made practicable only by making the tovfnship the educational unit, and thus centering responsibility in the management of the system in one board of education. The existence of two such boards hereto¬ fore was always embarrassing from want of harmony and from divided responsi¬ bility. It is absolutey essential that both superintendent and teacher be elected by the same board. The argument, still persisted in, that the Workman law has reduced salaries is again answered and confuted by statistics. While the commissioner writes that in some localities demagogues use for selfish ends their single power bestowed under the law, he contends that such things may exist under any laws, and that they certainly did exist under the old law, and that the remedy is to be found neither in enactments nor repeals of laws as much as in enhanced development of educational sentiment among the people. It is already felt in the greater stability and uni¬ formity in the requirements made by the colleges upon the public schools, which 1350 EDUCATION REPORT, 18S8-97. serve to overcrowd them more and more with studies that do not properly belong to them. Many of the small towns and villages have one high school and one teacher to do its work. Such as this can not fail of being ineffective, and the commission recommends that either their four years’ course should be diminished or additional force assigned to the work. College authorities are those who can do most for remedy of such a state of things. The effects of the law of compulsory education have been of great benefit to many hundreds of children of both sexes. Very high praise is bestowed upon the Boys’ Industrial School (correctional, though not penal, an well as educational) which it is evident has been managed with much judiciousness. Great good has been done during the forty years of its existence. This would have been far greater but for the insufficiency of appropriations. The following from the last report of the board of trustees is interesting; indeed, somewhat touching: “We should like our schools as nearly uniform as possible with the public schools of the State, in order that pupils sent here for truancy might be continued in their regular classes, or that boys released from this school may enter the public schools in their regular classes. To do this properly would require the expenditure of money for the erection of a union school building and a large increase in the pay roll to enable us to employ experienced teachers. With a full knowledge of the State’s financial condition, we can not hope to secure the necessary appropriations this year, but in order that a start may be made in the right direction, we have asked that our appropriation for salaries be increased, so that a good superintendent of schools and other necessary officers be employed, with the view of making the best use of our present opportunities.” In default of legislative action upon the subject the State board of examiners drew up a plnn for a course in pedagogy, history of education, and science of edu¬ cation for the purpose of improving the quality of teachers, which, in its main features, has been adopted by a large number of the colleges, normal schools, and universities, and a course of pedagogy has been determined upon for the Ohio State University by its board of trustees. Ohio has no State system of normal schools; yet in a very large number of cities and towns training of teachers forms a part of the higher schools’ curricula. Much benefit has resulted from the new text-books law, which, it is claimed, is as near jmrfeet as could be made. What appears to be the greatest need to education is an enhanced sentiment among the people at large in its favor. This would lead to more rapid improvement of teachers. Good teachers would be encouraged and be multiplied but for so much apparent indifference regarding discrimination between them and those far their inferior. Then such enhancement would lead to greater concern in the matter of school buildings, many of which, even in cities and towns, are without adequate accommodations, while in many of the subdistricts they are lamentably deficient in heating, lighting, ventilation, and other matters important to be well regulated. 1896. The report for 1896 is also by Hon. Oscar T. Corson. Attention is called to several amendments in the school law made by the last session of the legislature. First, that in addition to the branches in which teachers were required to be examined for certificates, history of the United States, including civil government, shall be included. It is not meant to require teaching of civil govern¬ ment in the common schools, except in connection with the history of the United States. A special committee, after bestowing much study upon the subject, submitted a report containing an ‘•'outline of civics.” This carefully elaborated paper is copied into the commissioner’s report. Another enactment requires all boards of education in the State to have displayed the national Hag upon all schoolhouses under their con¬ trol during all day sessions in fair weather, and on the inside on all days. This law, while regarded by some as needlessly expensive, has generally been accepted with cordiality. Another change is the 11 eight-year certificate” allowed to be granted to appli¬ cants who, in addition to required qualifications, have held a certificate of five years, and been for three years next x>receding their application engaged in teaching, with eighteen months’ experience in one place, and undergone examination in botany, algebra, national philosophy, and English literature. The Boxwell law has been so amended as to authorize each board of county exam¬ iners to determine the time and place of holding the examination and county com¬ mencement. This change will make still more effective this excellent law which is doing so much to encourage the proper organization of the country schools. In counties where the schools close early in the year, the examinations can be held at an earlier date, while those counties which are so fortunate as to have nine or ten months of school can be accommodated with examinations held at a later date. OHIO — PENNSYLVANIA. 1351 “It will "be an. advantage to have tlie selection of the place for lidding the county commencement left to the county examiners. In some counties the county seat is not a suitable place to hold the commencement, and under the law as it now exists such a place can be selected as will accommodate the greatest number of persons interested, and at the same time bring about the best results in educating public sentiment for good schools.” The following summary of statistics shows the work accomplished by the law since it went into effect in 1892 : Year. Number of applicants. Number passed. 1892 . 2, 131 4, 018 3, 870 5,810 5, 739 1,341 2, 234 1, 964 2, 725 3, 077 1893 . 1894 . 1895 . 1896 . HPofnl 21, 568 11, 341 Attention is again drawn to tho bad management of funds by school boards. “In some instances the plainest provisions of the law have been violated, while in others contracts involving the expenditure of money have been entered into without any authority whatever.” One of the results of such criminally loose management must be either reductions in the salaries of teachers or shortening of school terms. The last legislature passed an act intended to prevent the evils here complained of. ! The county school problem becomes more and more important and difficult of solu¬ tion. In districts sparsely populated many schools have been disbanded and. children carried from their homes to the leading center school at the expense of the State. Thus far this plan has proved quite practicable. Regarding one school of this sort particularly, that at Kingsville, in the county of Ashtabula, the ret3ort says: “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 greatly improved.” PENNSYLVANIA. Report for 1896, Hon. Nathan C. Schaeffer, State superintendent. Quito an elaborate report is that for the year 1896, in which, besides usual official returns, are discussions upon several matters appertaining to education and its vari¬ ous accidents. The superintendent speaks with pride of the continual munificent appropriations made by the State, that for last year being $5,500,000. Under the head of “Compulsory education” the superintendent shows that very much good has been done by legislation for the relief of children from the injurious influences of too early and too burdensome wTork done in factories and mines. It was not until the year 1870 that under the census was ascertained the number thus employed in manufactures. This was 114,628, including both sexes, representing 5.58 per cent of all employees. This per cent decreased until 1890, when it became 2.57, the decrease being due mainly to legislative enactments. Tho superintendent represents tho occasional apparent clash of the law requiring compulsory attendance with that requiring production of certificates of vaccination. There are cases where parents are opposed to vaccination and others where physi¬ cians decide that (in particular instances) it is not only not necessary but liable to hurtful effects upon general health. Upon the child this conflict necessarily operates harmfully, whether in failing to secure him against an evil disease cr obstructing his education. Directors of schools are sometimes embarrassed by the question, Shall they prosecute for nonattendance in cases where the law itself forbids attendance? Another question arises, Shall vaccination be made compulsory? On the whole, while the consensus of the most thoughtful opinion is in favor of the efficacy of it, yet it is also against having recourse to it when heads of families for any reason with¬ hold their consent. Some very apt observations are made upon the importance of cultivating taste, not only in the construction and decoration of schoolhouses, but in beautifying the grounds. Under the head of “ Extravagance” the superintendent says much that is both thoughtful and piquant. It has been found that the immense sums appropriated by the legislature for school purposes, like those in other business enterprises, indi¬ vidual and corporate, have not only to be economized, but jealously watched and guarded. Quite instructing are the following words : “No sooner was our general school appropriation raised to five millions than the 1352 EDUCATION REPORT, 1896-97. sharks began to scent prey from afar. First came the agent with charts for teach¬ ing physiology, which were sold at high figures, so as to permit, when necessary, the payment of large commissions to subagents and liberal fees to directors’ sons for delivering the same in schoolhouses in the districts. Sometimes careless directors were enveigled into signing contracts which made them individually liable for the purchase if they failed to ratify the sale at the next meeting of the board or to lift the charge at the express office. Next came the block man, selling lumber at fancy prices in the shape of geometrical forms, which the skillful teacher constructs out of paper in so far as she needs them in the elementary school. Finally came the map man, selling relief maps at $100 a set. The consequences were soon visible. When school boards in rural districts invest from $30 to $100 per schoolhouse for maps and other apparatus, it means lower wages, inferior teachers, stinting of text¬ books and school supplies, and sometimes shortening of the school term.” The superintendent notes with approbation the increased attention given to the study of civil government, particularly that of the State. Careful training of pupils in the art of governing themselves has served to expel the rod from most of the schools. A unique government, perhaps the only one of its kind in the whole country or elsewhere, is that in a school attached to the University of Pennsylvania, named Houston Hall, after its founder, H. H. Houston. “Its purposes, briefly stated, are to provide for the students of the various departments a place where £11 may meet on common grounds and to furnish them with every available facility for passing their leisure hours in harmless recreation and amusement. The entire management has been left in the hands of a student organization which elects the officers and committees by which the hall is managed. It has a membership of 2,500, and is used by a daily average of over 1,200 students. The experiment has, beyond question, met the most ardent expectations of its most sanguine friends, and bids fair to solve some of the vexed questions of university discipline.” ALLEGHENY SCHOOL REPORT. Report for 1895, John Morrow, superintendent. Enrollment of day school was 14,793, an increase of 708 over the last year. The report of the superintendent expresses entire satisfaction as to the progress of work in the day schools, but far otherwise regarding night schools, which are deteriorating instead of advancing. Upon this subject his views are expressed with unusual plainness. He says : “At best their continuance from year to year under existing regulations has been a question of doubtful propriety. There ought to be much more encouraging returns than we now get for the expenditure of money and effort put upon them. I think I am not far from the truth when I say that about 30 per cent of those who attend night school go with the avowed intention of trying to break it up, and they aUvays meet with considerable success, because they discourage and drive out those who go with good intentions. After the decent portion of school has been banished they then drop out themselves. I have always been of the opinion that six schools, centrally located, under proper regulations, would do more good than the fifteen or more scattered all over the city as heretofore. They could be far better graded, with fewer pupils to a teacher, thus insuring more individual instruction. The mob ele¬ ment could be more easily kept out, all at a greatly reduced expenditure. . . . Already this term it has been necessary in several of the wards to call on the police to suppress the disorderly conduct of half-grown boys disturbing the night schools. It would not be a difficult thing to formulate rules that would bring these turbulent spirits to time.” The report praises the continual rapid advance of the luigh school. Answering the charge among some that this is only a rich man’s school, the occupations of the pupils’ parents are given to disprove it. PHILADELPHIA SCHOOL REPORT. The report for the year 1896 is to the board of public education by Simon Graty, its president, and is accompanied by others from heads of the several depart¬ ments. The report indulges in hearty congratulations on the great improvements in the work of the system that has taken place within a very few years. The measures referred to adopted within that time : The establishment of manual training schools; the introduction of sewing as a regular study in the schools for girls; the establishment of kindergartens; the adoption of supervising principalships ; the establishment of the school of indus¬ trial arts; the establishment of schools in which pupils of the girls’ grammar schools are taught cookery; the establishment of a new normal school for girls, PENNSYLVANIA. 1353 and of a separate high school for girls, the latter having distinct general, classical, and commercial courses of study ; the adoption of a higher standard of qualifiea- tion for teachers in the public kindergartens. The report recommends that hereafter applicants for teachers must have had at least a high-school education or its equivalent. Already a large majority of the young women teachers have gone through both high and the normal school. This is claimed to he far better than the system of public examinations. The standard in the girls’ high school has been raised by an addition of another year to the course. Yet many of these higher institutions, notably the Central High School and the Central Manual Training School, are much cramped in buildings and general accom¬ modations which, in the words of the former principal, “destroys the unity of school life.” A large number of buildings are rented; otherwise very many children would be debarred from all education. The report says : “How long this deplorable condition is to exist appears very uncertain. The councils of our city are fully informed on the subject, and admit the great need of the board for a large sum of money, running into millions, either to provide new buildings to keep pace with the growth of population or to replace such as are unfit for occupancy; but the financial problem stands ever in the way of the realization of our hopes. The comparatively small appropriations that councils are able to make from time to time for the purchase of ground and the erection of new buildings do little beyond making provision for the constant accessions to the ranks of our school population.” The report admits that little was done in attempts to enforce the school-compulsion act during the year. This was because of inability to obtain satisfactory data. These, it is hoped, will be gotten through the division lately appointed for that pur¬ pose. Yet the already existing lack of adequate school accommodations, the liberty of parents to elect the schools for the children, and the difficulties growing out of the fact that there is no compulsory vaccination law, must tend to make compliance to a degree inefficient. Complaint is made that the number of scholarships owned by the city in the University of Pennsylvania is much too small, and reasons are given for the need of increase. A small annual appropriation would suffice for this evident pressing need. The report speaks earnestly in behalf of means for the maintenance of superan¬ nuated and other teachers worn in the service. Legal and financial conditions being thus far in the way of public help, a Teachers’ Annuity and Aid Association has been formed, which would be a great blessing except for the paucity of its members. It is suggested that the sectional boards hereafter require every new elect teacher to join the association. Quite a number of reports are submitted by principals. Particularly noteworthy is that concerning the night schools, of which there are 79, with an enrollment of 25,549, ranging from childhood beyond middle age. Of these 75 per cent are native born, and 25 per cent foreign, an increase of 2 per cent among the latter over those of last year. The whole number of pupils in all the grades is 138,545. PITTSBURG SCHOOL REPORT. Report for 1896, George J. Lucky, superintendent. The school system of Pittsburg is peculiar. The 38 subschool districts have each its own board of directors, which elects a member of the central board of education. This latter, in the language of the report — “Is authorized to do certain specific things, viz, adopt and furnish text-books; build a'nd maintain a high school and a normal school; fix salaries and apportion teachers to the several districts; make a course of study; determine the amount of money to be appropriated for the high and normal schools and for teachers’ salaries; elect teachers for the high and normal schools and teachers of special subjects for the district schools.” Regarding the powers of the district boards, which the report claims to be an illustration of the doctrine of .State rights, it says : “All other powers are reserved and exercised by the subdistrict boards, viz, the locating, erecting, and furnishing of school buildings; the election and dismissal of teachers; the election of janitors; the levying of taxes in subdistricts for subordi¬ nate purposes, such as building, repairing, fuel, interest on subdistrict debts, pay¬ ment of debts, etc. The district boards have power to borrow money under certain restrictions. . . . The power and patronage being thus divided, positions on either of the boards are not generally sought by those whose only object is to profit by holding office; hence cases of malfeasance in office are not numerous. On the other hand, schools differ more widely in efficiency than they do in-other cities.” The report admits that under the system uniformity is impossible. Inequality of enrollment in some districts is striking, ranging from 50 to over 2,000. It is charged 1354 EDUCATION REPORT; 1896-97. that this is owing to the fact that subclistrict and ward boundaries coincide, the latter of which are made for purely political purposes. Besides the supervision of the thirty-eight principals and the principal of the high school, the central board of education assigns a teacher to each subdistrict for forty pupils each of average attendance, one-fourth of this number being classed as gram¬ mar teachers. There are nine kindergarten schools, which, with some assistance of the board of education, are managed and maintained by a company known as the Kindergarten Association. The board supports three school kitchens, and furnishes Sloyd schools to such subdistricts as ask for them. School age is from 6 to 21 years, the courses of study occupying seven and a half years. The central board furnish free test-books, while maps, charts, etc., are supplied by the subdistrict boards. In many of the schools corporal punishment is prohibited and gradually falling into disuse in the others. The report avows the opinion that it ought to cease entirely. The feeling is growing that too long time is spent in the primary and grammar schools, that much of arithmetic, grammar, geography, and history might be put out. The report suggests that the subject of ^modifying the course be referred to a committee of the best known educators to report a plan. The tables show that there are 41,497 pupils, taught by 838 teachers, in 72 buildings. RHODE ISLAND. 1896. One good result from the business exigencies of the year has been increased attend¬ ance, owing to the want of other occupation of many within school age. Very marked changes have been wanting, beyond the fact that the city, town, and village schools have been growing, while those in the rural localities have become smaller and poorer. Notwithstanding the increasing favor of the town over the district system, many of the rural communities persist in adhering to the old, and are thus not only kept from improvement, but fallen into continual decay. Says the report: “ These two features, better teachers and a systematic and progressive course of study, can only be had and maintained by means of organization which confers definite powers with corresponding liabilities.” The slow progress in industrial education makes more marked the necessity of the town system, and more clearly defined control of the State over the qualification and appointment of teachers. The evening schools, now numbering 62, are reported to be doing not as well as they ought. One difficulty is the allowing entrance to children who are too young. These come in freely at the opening, but soon dropping out begins and comparatively few remain. The development of the evening high school, however, has been quite satisfactory, particularly in the cities of Providence and Parvtucket. Appeal is made for better facilities both in ascertaining the number of feeble¬ minded children in the State and providing for the education possible to them. Some of these have been provided for at Waverly and BaldAvinville, Mass., and Elwyn, Pa. Some increase has been in enrollment in the College of Agriculture and Mechanic Arts, but it is yet too small. It is suggested that this be increased by the State’s creating a number of scholarships. Praise is bestowed upon the groAving utility of the State Home and School for Homeless and Abandoned Children, and appeal is made for greater facilities for their visitation and inspection. In the report of the commissioner it is shown that graded schools have continued to develop and ungraded to decline. Of the 82 new teachers added during the year 69 were women. Two high schools have been added, the number now being 18, containing 5 per cent of the total enrollment. SOUTH CAROLINA. Report for 1895, 'W. D. Mayfield, State superintendent. Complaint is made that the State and county authorities find it difficult to get accurate information concerning the special school districts. This lack of informa¬ tion makes it appear, Avhat is not a fact, that enrollment of pupils has fallen off. So it is regarding accurate estimate of the average of length in school sessions. On this head the report uses this language: “Under the rule for ascertaining the average timo the schools of a county have been in session during the year, the long-term schools, which are in the cities, and SOUTH CAROLINA. 1355 towns, and special districts, are placed with the short-termed country schools, and the general average for the county does not do justice to the long-term schools, while it indicates to the casual thinker that the short-term schools rail longer than thev really did. It would he well for those schools to he reported in separate classes, and the law should he so amended for this purpose. The special schools should he put under the school authorities at least to the extent of accounting for the public money received and expended, and reporting such other matters as will enable the school authorities to make complete reports of the condition of the schools of the State.” The report speaks heartily of general improvement in the teaching force. Summer schools and teachers’ institutes, both white and colored, were held in several counties in the State, with gratifying results. It is contended that the moneys appropriated for public education are not suffi¬ cient. School sessions are necessarily made shorter than they ought to be. Those in cities, towns, and special districts levying a special tax are of reasonable length. In these the general school fund is supplemented by an extra tax of from 2 to 5 mills, a burden which a majority of the school districts could not endure. It is sug¬ gested in view of this want to increase the levy on the property of the counties. It is recommended that “the county levy for school purposes be raised from 2 mills as a minimum to 3 mills as a maximum, and all male persons between 21 and 60 years of age who are able to perform ordinary manual labor be declared taxable polls. This fund shall remain a county school fund.” 1896. The report for 1896 is from the same superintendent, W. D, Mayfield, and rendered to the governor. It announces general satisfactory improvement in the condition of education. Gratifying increase iu enrollment, greater than during any previous year, is shown by the tables. With whites it has been 5,430; with colored, 3,886. This was unexpected, particularly for the fact that the scholastic year was only eight months, caused by the change in reckoning from July to June instead of the former period, from November to October. The change is cordially commended by the report, as it makes the collegiate and graded schools coterminal with the scho¬ lastic year, thus presenting divisions of their sessions. Although the average ses¬ sion was less than that of the previous year (being 3.95 months for white and 3.25 for colored) this is accounted for by the change aforementioned. Much pains have been taken to put all the expenditures of the schools on a cash basis. The effort has been partially successful. In some counties conditions are such that it has thus far seemed impracticable to employ any fixed compulsory law in the premises. It is suggested that some amendment of the school law be made giving wider discretion to school officials. The counties on a cash basis used only the tax formerly levied, namely, a poll tax and a 2-mill tax. In some of the counties not on such a basis it was the same, and nowhere was the 3-mill tax used. The report quotes in full the educational sections in the State constitution of 1895, and complains of the varying constructions to which it is liable, particularly the x>ro visions regarding the State dispensary. Adopting the prevailing interpreta¬ tion, which gives to the general expense account of the State the net profits upon liquors until those profits reach the sum of $193,816.57, it will not be until June, 1898, when anything will be realized by the schools from this source. A goodly number of schoolhouses were erected during the year for white and colored. Feeling has been roused in some minds by the character of some of the school histories ; but this regards private and graded schools over which the superintendent has no control. The State board of 1895 adopted its own series, action outside of which in the schools under their control is without authority of law. It augurs well for the general educational spirit among the people that in a large number of public schools the State funds for their support are supplemented by subscriptions of private individuals. This is the case with nearly all in some coun¬ ties. Of academies and high schools in operation there were 85. Attendance at these and the Stats colleges, male and female, was excellent. Denominational and other colleges not under State control complain of the free tuition in the others. Dependent to a great extent upon tuition fees, it seems to them unjust that a discrimination should be made which hurts if it does not endanger their security. It is recommended that a uniform law upon the subject be enacted, without intrenching upon special scholarships already created for nor¬ mal and other purposes. ERSKINE COLLEGE. (Quarter-centennial of Dr. Grier’s presidency.) This year (1897) marked the quarter-centennial of William Moffatt Grier as the president of Erskine College, an event of which advantage was taken to signify to him the high regard in which he is held in that State, both as a man and as an edu- 1356 EDUCATION REPORT, 1896-97. cator. The event was celebrated at the college commencement on the 15th of June. The State superintendent of education and representatives from the various colleges and educational institutions of the State were present and bore loving tribute to the worth and high character of Dr. Grier, whose life was declared to be a blessing to the State. The alumni of the college, present in large numbers, testified to the high appreciation and affectionate regard, each business or profession being represented by a spokesman who appeared in its behalf, as “Erskine and her lawyers,” “Erskine and her editors,” “Erskine and her preachers.” Homage was also rendered by the faculty and student body of the college. SOUTH DAKOTA. It e port for 1895 and 1896, Hon. Frank Crane, superintendent. The report opens with a historical sketch of the educational system of the State since its foundation in 1864. It claims that gradation in the rural schools has served to bring into service a large number of trained teachers. Following are some of the observations under this head : “The graded country school is in itself a detective agency that ferrets out and exposes the incompetent or indolent teacher. The teachers' reports inaugurated by this very excellent system compels the teacher to make a complete exhibit of his work and display it to patrons and superior officers.'’ Further on it said : “ Our system needs revision. . . . Much of the labor, therefore, has been the voluntary patriotic efforts of educators who have received no compen¬ sation other than pride in the success attending their efforts. The work of grading our rural schools to the high schools and the high schools to the State University is yet to be done.” The report declares that the work in the State department needs a much larger force for its effective performance. The law providing for text-books omitted to make provision for continuing the board of education with whom was the authority to adopt and purchase. That law, therefore, became inoperative in July, 1896. The books adopted five years back are still used in most of the counties. The report says on the subject of uniformity in this item : “County uniformity of text-books has been tried and proved satisfactory in South Dakota and many other States, while township and State uniformity has been abandoned in many States because the former unit was too small and the latter unit was too large.” The superintendent has no supervision over the normal department, although close and friendly relations obtain. At the State University the course in philosophy has been discontinued, the remaining academic courses required through the sophomore year, and art and violin departments added. The plan alluded to in the foregoing report of accrediting cer¬ tain schools has not proven as satisfactory as was expected; yet within two years those of Arlington and Vermilion have been added to the list. Uniformity in fitting students is hindered^ by the frequent changes in the teaching force of the lower insti¬ tutions. The president says : “The conditions are further complicated by the necessity of adopting high-school courses for the majority who will not go to college, with the omission of some sub¬ jects required for entrance to college, to make room for others in a very elementary form which are properly college studies.” Reports of county superintendents are given in due order. These are in general of a cheerful kind and interesting. Physiology is taught in many. The following is from Hamlin County : “The subject of physioiogj'- is being successfully taught, and the evil effects of tobacco and alcohol are so instilled in the young minds that nearly every pupil is ready to give a temperance lecture at a moment's warning.” Here follow reports of the city schools. The report contains a number of original articles by the superintendent, some of considerable length, and showing much study and reflection on various subjects, as changes occurring in educational practice, kindergartens, literature in the grades, nature study in the common schools, brains in teaching, and relative value of common-school studies. TEXAS. Report for 1895 and 1896, Hon. James M. Carlisle, State superintendent. After an extended discussion of the system and importance of public schools in general, the report pays a very high compliment to Governor Culberson for his influence in the disembarrassing of conditions into which the system in the State had been cast by the confused? nature and management of the school revenues. A falling TEXAS - UTAH. 1357 off in receipts of interest on school-land notes and school-land leases wrought a deficit which increased from year to year, until in 1895 a reduction in the per capita of school population occurred notwithstanding which that deficit at the end of the year was made $600,000. In this emergency the governor earnestly urged the raising of the school tax to 20 cents, the constitutional maximum. A hill to that effect passed the house almost unanimously, but, meeting with some opposition in the senate, by a compromise the tax was fixed at 18 cents. This being inadequate, further relief was granted at the session next ensuing. Pressing as is the question of financial supplies^as much so as is that of their disbursements — the condition of these in the State is told with much plainness : “The State raises the greater part of the school funds, but no provision has been made by which any State authority is empowered to take necessary steps to prevent the funds from being diverted from their legitimate use. The funds are simply sent out to county and city school treasurers to be expended by county and district and city authorities, and the State reserves no right to see that the $3,000,000 of school funds raised by the State for school purposes are devoted to school purposes.7’ Here follows an account of the clumsy way in which reports are made and the circuits through which they are passed along the line of 225 organized counties and the 200 independent city and town districts. “There is no subject,77 it is said, “of greater perplexity at the present moment than the simple inquiry, For what purposes may school funds be legally expended?77 After giving summaries of school expenditures during the period of 1891-92 and that of 1895-96, the report says : “ From the summaries it may be seen that the expenditures for all purposes other than teaching and supervision, excluding, however, amounts transferred, was for 1895-96 $166,175.58 less than for 1891-92, while the expenditures for teaching were $314,345.47 greater.77 The report speaks of the glaring disregard of the comman ds of the constitution requir¬ ing six months of schooling, when county schools get a little over four, while city schools get nine, and it calls for a law forbidding county trustees and superintendents from employing any teacher for less than six and providing that the State school fund be entirely relieved of payment of salaries to trustees and superintendents. In existing conditions very many heads of families are actually forced from the country into the towns for the sake of obtaining what can not be had at their homes — the educational advantages to which they are entitled — a misfortune and a wrong which earnestly claim consideration and redress. Regret is expressed for the necessary suspension of the department of pedagogy in the State University and that this institution, so full of excellent promise, should have to depend upon appropriations at each biennial session of the legislature for its support. The report appeals also for other normal schools for supplementing the incalculably great good now being done by Sam Houston Institute; also for enlarge¬ ment and increase of endowment for the Prairie View Normal, which has proved such a blessing to the colored race. The question of free text-books is again urgently advocated. UTAH. Report for 1894 and 1895, Hon. John B. Park, superintendent of public instruction. Attention is called to the general good and constantly improving condition of the schools, particularly in the cities, claiming that they compare favorably with those in any of the older States, notably in Salt Lake City and Ogden. Those in rural districts also would rank with the majority elsewhere. Just attention has been given to school buildings that have been constructed after improved methods regarding ventilation, health, comfort, and taste. Even several of the poorer counties, such as Tooele, Sevier, Juab, and others, in these respects and in the grading of schools have done notably well. Further legislation is needed in order to prescribe a course of study for the whole educational system. Improvement is shown particularly in the increased percentage of attendance and diminution of that of truancy. The report recommends the creation of a board of examiners for the State, whose examinations for teachers shall be uniform, superintendents without exception to adopt their examination questions. After successfully passing such examinations ; teachers having had five years7 experience should be allowed to receive from the board of examiners life certificates. It is further recommended that the law regarding certificates of normal graduates should be so changed as to relieve the latter from subjection to further examination, and that the law authorizing county superintendents to issue warrants to the county treasurer be made more definite on account of the disregard in some instances paid to them. While recommendation is made for the creation of a general fund for all school purposes, the report abstains from advocating increase of taxes which, if properly 1358 EDUCATION REPORT, 1896-97. handled, would "be sufficient. Several suggestions on this head are offered and reasons given for their adoption. Among these is one requiring in exhibits rendered by this office separate items regarding statistics of “Mormon” and “non-Mormon." The superintendent says: “I suggest that blank forms used for the purpose of obtaining information regarding schools and educational factors be so changed as to remove the above- quoted obnoxious words." At the period beginning July 1, 1894, the number of non-Mormon children was 7,589; of Mormon, 47,338. Of all these, 46,495 attended the public schools, 2,224 private, and 6,188 no schools of any sort. Extended tables are appended, giving detailed statements of all items pertaining to the school system in its operations in the several counties. According to this report, education in the State, taking into consideration the peculiarly embarrassing condition in which society was found upon its admission into the Union, and the prudent, delic managed in order to rapidity. licate care with which these required to be 1896. The first annual report, being that for the year ending June 30, 1896, is from the same superintendent, Hon. John R. Park. Quito an extended discussion is made upon the subject of the law regarding the school fund, taxes for whose support are threefold: “A State tax, which is levied at a uniform rate upon all the taxable property in the State; a county tax, similarly levied upon the taxable property of the county, and a district tax, levied upon the taxable property in each district." The report contends that the law is not sufficiently explicit regarding State and county funds; consequently there has been much confusion, in some instances pro¬ ducing direst violations of law and inflicting injury upon the districts where they have occurred in one and another item of educational interests. Under this obscure system a few of the counties receive from State and county funds more money than they paid to teachers, yet such misappropriation is not always ascertainable, because some districts pay mainly from the fund raised by local taxation, while others levy no such tax, or one inadequate for school needs. K the State and county fund were used legitimately and with uniformity, all the schools in the State, the report contends, could bo maintained for ten months, paying our average salary of $33.35. Much is said also on the subject of the law regarding supervision, which it is con¬ tended is alike indefinite, both in the State superintendent and those of counties, who have little of control that has much of certitude. Trustees also, in many cases, knowing little of the law, which they have never taken pains to study, pay high salaries to incompetent and low salaries to competent teachers, and expend money in the purchase of apparatus and other things needlessly expensive. To avoid this in part the report recommends that all the districts of a county be consolidated into one board and be composed of persons competent in culture and experience to regu¬ late all matters appertaining to the system. This substitution of county for district organization is argued at considerable length and with much earnestness. The following is taken from the pages devoted to the teaching force in the State : “Of 1,047 teachers employed in the public schools of twenty-four counties and four cities during the school year 1895-96, 300 are normal school graduates, 38 are graduates of colleges, 145 are graduates of high schools, and 564 have not been grad¬ uated from any school giving instruction higher than that offered in the grades. . . . The average monthly salary paid to teachers in the public schools, outside of cities of the first and second class, is $44.78, and the average number of months the teacher is employed during the year is less than six — that is, the average yearly income is $224. These figures speak for themselves. It must be evident that such a pittance is not enough to induce men and women of superior ability to remain in the profession of teaching. . . . Yet it often happens that there are more applicants than there are places, and often the successful candidate is not selected on account of his fitness, but because he is a resident of the district, town, or county in which he is employed. In many places the most intense feeling exists against employing foreigners, as those who come from a distance, even in the States, are styled. In view of these things and the frequent incapacity of trustees to make proper selec¬ tions, it is recommended to abolish all the small districts and place all the schools of each county under the supervision of one board of education. The Normal School is a part of the State University and has a large number of students, for whom there is constant, urgent demand as teachers. Connected with the university there is also a course of normal instruction in the collegiate classes. While the kindergarten is much desired, the report considers that for the present it would not be advisable to make legislative provision for them as for common schools, as, however important in towns of as many as 10,000 inhabitants, they are not needed in rural districts, where already the burden of maintaining even com¬ mon schools presses heavily. VERMONT. 1359 VERMONT. Eeport for 1895 and 1806, Hon. Mason S. Stone, State superintendent. The report notes a great awakening of the people to scliool interests witliin the last few years. In 1894 tlie law of free text-books came into being, and along with them “free academic advantages to pupils resident in towns in which secondary schools are situated, recognition of college and secondary school graduates by exempting such from examination for teachers’ certificates under certain conditions; State aid to summer schools for teachers.” Only one more enactment seems to be needed, namely, “'close expert supervision of the common schools.” Decrease in property valuation, a result of that in rural population, made burden¬ some school taxation, for the relief of which a 5 per cent tax law was enacted, the revenue of which was apportioned to the various towns to the number of legal schools maintained. It is claimed that in no other State can be found more prudent and benignant legislation toward maintaining the rural schools. The town system has become a fact, and is believed to secure comparative equality. The report says : “What the town system has done iu Vermont in the solution of the rural school problem through the equalization of school advantages may be inferred in part by the discussion of transportation, small schools, schoolhousea, repairs, supplies, teach¬ ers, and free text-books.” The question of transportation is not yet in satisfactory solution on account of hesitancy in some communities in adopting it. It is suggested that the law, in that case, should he made mandatory. Some diminution in the number of small schools has taken place, not as great as it should have been. It is contended that the State can better afford transportation in rural districts than allow such schools to he maintained. The three things that contribute to keep them small are such that increase is hardly probable. These are “the concentrating tendency of the people, diminution in the size of the New Eng¬ land family, and the completion of the common-school course at an earlier age than formerly.” The free text-hook law has come into almost universal favor. Change in text-hooks every five years, a custom which has obtained during the last twenty-five years, has been followed by far less than the expense formerly incurred by it. Competition among publishers has enabled officials to purchase at satisfactory prices, and to obtain books as satisfactorily gotten up. It is admitted that there is great need of a larger number of trained teachers, hut this need is constantly diminishing. The report says : “Teaching to-day is in a transition period, and is seeking a sound basis, through a larger and better conception of educational principles. The change exhibits itself in the improved methods which have been readily accepted and applied.” It is noteworthy that the number of teachers who remain longer than one term of school continues to show much increase. An earnest appeal is made for a law creating export school supervision. This, it is claimed, is the only thing needed to render the educational system all that its most thoughtful friends wish it to be. Further arguments are adduced from eminent sources in other States. The system was tried as far back as 1888, but was soon afterwards repealed. It did not meet with popular favor, partly because of partial failure on account of extent of terri¬ tory and partly because the expense was considered too great for the amount of benefit accomplished. Yet it is contended that this benefit was far greater than was generally believed, and the restoration of the law, which the present system would render entirely practicable, is earnestly recommended. The subject is discussed at considerable length and in forcible terms. In the average wages of teachers it is claimed that the State compares favorably with the others in New England. The manufacturing States, Massachusetts, Rhode Island, and Connecticut, are considerably higher, owing to greater expense in living and density of population. Wages of women have increased, while those of men have remained about the same. On this head the report says : “'This is due not to a change in the school administration of the State, nor to the superior system of examination established, hut rather to the multitude of occupa¬ tions open to women to-day offering greater compensation with less responsibility and unkind criticism. They have become the competitors of men in many of the trades and professions.” The State makes advance in the means of preparing teachers better for the several branches of school work; hut it is urged that this could be made much greater by additional legislative action. At present are the teachers’ meetings, reading circles, secondary schools, normal schools, institutes, and summer schools. Teach¬ ers’ meetings in some communities where the superintendents are thoroughly compe- 1360 EDUCATION REPORT, 1896-97. tent, do 'well, in others not. About four hundred teachers attended reading circles in 1895. In the matter of secondary schools, several of the high schools and acade¬ mies availed themselves of opportunities extended by the law of 1895, whereby graduates of approved secondary schools who had received as many as thirty weeks’ instruction in teaching may receive certificate of teaching without examination. Very much good has come forth in the operation of this law. Reports are made of the three normal schools, at Castleton, Randolph, and John¬ son. We quote from the extended observations made concerning them the following : “As nearly 90 per cent of the schools of Vermont are ungraded schools, the true function of the normal school is to train and equip teachers for the country ungraded schools. But the normal schools fail in the attainment of the object for which they were established unless they send out graduates better equipped than the graduates of the secondary schools. The chief aim should be to teach teachers how to teach rather than to teach subject matter to teachers — the one makes them professional schools, the other makes them common schools. The normal schools can never reach their highest degree of influence, power, and popularity until the State assumes absolute coitrol and support. The schools can not well exist unless there be adequate State aid ; and if the State furnishes the revenue of support, then ought it to have unrestricted management of the schools.” WASHINGTON. Report for 1893 and 1894, Hon. C. W. Bean, superintendent of public instruction. The report consists in great part of recommendations of changes in the school law, and of elaborate, thoughtful argumentation in their behalf. Among these is one for dispensing with the board of county examiners having less than 30 school districts and that the work done by them be assigned to county superintendents. Others are regarding teachers’ examinations for certificates, record books for school districts, the empowering school district boards to employ teachers for terms of two years, and devoting a portion of the school fund to the purchase of free text-books, for reference and general school libraries, for a specified minimum per capita of school fund, for arrangement of courses of study in all schools from the primary to the university, etc. The State University is represented to be advancing with great rapidity. The legislature two years back removed charges for tuition, since when enrollment has risen from 140 to 468. The Agricultural College and School of Science also is doing well. The General Government endowed the former with 90,000 acres of land, and the latter with 100,000, the value of which, although less than half has been selected and approved, is rated at over a million dollars. The report regards normal schools as the most important item in the whole educa¬ tional machinery, and the question is argued, at much length, and appeal made for the speedy creation of at least three of such institutions, and the abolishment of the normal appendage to the university, where, it is contended, it has no rightful place. The school at Vancouver for defective youth is in good hands and doing much of the good that was expected from it. The records show that there are not far below 200 in the State, about 100 of whom are in this institution. It is recom¬ mended, for several reasons given, that it be entirely separate from that for the deaf and blind. Good account is rendered of the State Reform School under the direction of Professor Western dorf. The three sources from which school revenues are derived are the permanent State school fund, taxes levied by county commissioners, and those special, levied by boards of school districts. The apportionment of these funds is a subject of fre¬ quent discussions among the people generally. These are given in the report, which contends that it should be based upon average daily attendance, which in that case would be greatly increased. 1S95-9 e. The report for 1895 and 1896 is from the same superintendent, C. W. Bean, esq. The number of school children in average daily attendance increased about 5,000, number of schoolhouses being now over 1,800, though there has been some decrease in the value of school property. Among the recommendations and changes in the school law are to make the dis¬ trict the unit for taxation, to make a prescribed minimum rate in district taxation, to levy a tax to reduce district inequalities, to require every district by local taxation to provide its own school buildings, and purchase its own text-books out of the list chosen by the board of education, who contend with publishers about uniform prices ; requiring higher educational qualifications in superintendents, abolish WASHINGTON— WEST VIRGINIA. 1361 county examining "boards in counties with less than thirty teachers, and prohibit creation of new districts containing less than some specified number of pupils. There has been some increase in average school duration and a slight decrease in teachers7 wages. Upon the whole, during the last two years as much retrenchment was made as was possible in avoiding infliction of too great injury, although the report considers the reduction of teachers as a misfortune. It is claimed that the State University is being brought in touch with the various preparatory schools. To the State Agricultural College have been added a school of pharmacy, one of dairying, and one of farming. Extremely popular is the winter course for farmers and fruit growers, when lectures are attended by more than 200. The two normal schools at Ellensburg and Cheney are earnestly recommended for more liberal support by the State. As far as practicable, a course of study for ungraded schools has obtained. An extended, earnest argument in favor of free text-books is made by the super¬ intendent, citing many States that have adopted it and found it a great benefit; another yet more elaborate on the many various means that have been devised for the raising of school revenues. The subject is admitted to have many difficulties in its striving toward accurate, satisfactory solution. WEST VIRGINIA. Report for 1895 and 1896, Hon. Yirgil A. Lewis, State superintendent. It is claimed that in providing for free schools the greater portion of the State’s revenue is devoted to this end. After a minute tabulation of statistics of the two years, showing increases and decreases in the various items, attention is called to what are termed “units of school administration,” of which there are two “minor,” that is, “two units of school government, and upon the administration in these depends almost entirely the success of the State’s educational work.” The first is the “magisterial district.” Says the report : “In it the administration of all school law is in the hands of a board of educa¬ tion elected by the people, and a board of trustees in each subdistrict, appointed by the board of education. The powers and duties of each are defined by the gen¬ eral school law of the State. These magisterial districts owe their existence to the provisions of the general State law. By the provisions of section 1 of Article VII of the first constitution it was declared ‘ every county shall be divided into not less than three nor more than ten townships, laid off compactly as practicable with ref¬ erence to natural boundaries.7 In compliance with this constitutional provision the legislature passed an act on the 31st day of July, 1863, containing a schedule in which were named prominent men in each county whose duty it was made to divide the several counties as required by the constitution. By an act of the legislature December 10, 1863, these townships were declared to be school districts,” etc. This provision was incorporated into the present constitution founded in 1872. The superintendent urges that the schools under this provision be made graded by the board of education. The second unit is named “The independent school district;” these, not being under the provision of general law, are under those of special statutes, and are con¬ trolled by a board of education, who act also as trustees. The superintendent insists that in each of these independent school districts should be established a high or graded school with a complete course of study, and claim that when these recommendations are adopted the foundation of the State’s educational work will be complete. This is followed by an extended account of State certificates and the State board of education, a circular of information for school officials, publishers of schoolbooks and their prices, and general reports of free schools with various programmes of daily exercises. Attention is called to the resolutions of the West Virginia Educational Associa¬ tion in favor of a “ uniform course of instruction for the first two years of all high schools throughout the State subject to extension by the several boards of educa¬ tion.” The preamble reads thus : “ Whereas there is need of unifying the educational forces of the State so as to bring about harmony between the courses of study of the common schools, the graded schools, the high schools, the normal schools, and admission to the academic courses of the university: Therefore, resolved,” etc., and hope is expressed that the legislature will pass a bill in pursuance of these ideas. Cordial acknowledgments are rendered for the aid received from the Peabody fund, which was expended in compliance with the terms of bestowment, 'which were limited to the training of teachers; that is, to the normal schools and teachers7 institutes. ED 97 - 86 1362 EDUCATION REPORT, 1896-97. WISCONSIN. Report for 1895 and 1896, Hon. J. Q. Emery, State superintendent. The considerable increase in the amount paid to teachers is claimed to indicate better instructors and longer terms of schools. On the whole, this superintendent insists that these have improved every way within the last ten or fifteen years in teaching force, in building, and other items in the system. Very few are without teachers who have had advantages above district ungraded schools. Very great good has resulted from the increase of teachers7 institutes. Improvement is claimed also for ungraded schools, because of the advanced sentiments in general growing out of such institutes and other associations, and more intelligent, vigilant super¬ vision of county superintendents, leading to better-systemized instruction. The following is a summary of the superintendent’s observations on this head: “ To summarize, these are a few lines along which we may mark the progress which is being made, viz: The attendance of pupils, the interest of patrons and citizens in the material equipment of public schools, demand for more thoroughly trained teachers, the increase of a more intelligent use of a course of study, and the growing appreciation of the value of good books for general reading as an adjunct of the school in promoting general intelligence and good citizenship.77 The report has some very interesting observations regarding urban and country schools. The former, although with well-trained and experienced teachers, are trammeled partly by the too early leaving school on the part of considerable num¬ bers, and partly by the greater indulgences allowed to children in villages than in rural districts. Yet the superiority of these schools works injury to the rural by the frequent drafts upon their classes, and greatly diminishing the number of their pupils. The report makes several recommendations tending to better the condition of things in these country schools. One is the consolidation of small and sparsely populated school districts and the transportation of pupils to and from the schooi- houses when they live too far to walk the distance; another is to provide for better inspection; another is a different method in distributing school funds, with view of bringing about as great equalization of cost as possible. The report also opposes tho district as the only or the principal unit of taxation because of its smallness, variableness, and liability to be controlled by narrow, selfish considerations. It recommends also greater encouragement of kindergartens. Other changes are commended. What now is particularly needed is that teachers make themselves familiar with the books in the library, so as to help pupils in making selections. Much praise is bestowed upon the marked advance of the froc high schools, of which there are now 197, as many as 8 being added within the last two years. Most of these are in towns and viliages. Towns, as such, have thus far taken little advantage of tho law. The following is taken from observations under the head, “ Manual-training departments : 77 “By chapter 358, laws of 1895, tho legislature authorized any board of education in the State having charge of a high school to establish and maintain a department of manual training in connection with tho schools under its control and management, and further enacted that the expense of maintaining such department be provided for in the same manner as expenses for maintaining high schools are provided for.77 The superintendent is to advise and assist in the organization, and the work has made substantial progress. The State has been liberal in care of the deaf, with whom both the sign and oral methods arc employed. At the beginning of the year 1895 there were four of these schools. At tho time when this report was made there were nine. A long space is devoted to physical training in normal schools. It includes photographs of pupils at various stages of development, and is in all respects highly interesting. The seventh of these normal schools was established in 1885. The State University continues to make great strides. Students have gone from 443 in 1885-86 to 1,598 in 1895-96. The largest number is in tbe College of Letters and Science, which includes also the schools of economics, political science, and his¬ tory. In this (the College of Letters and Science) there has been*a great increase of women students, greater, indeed, than that of men. The proportion of the former to the latter in 1886-87 was 116 to 221; in 1896-97 it was 327 to 491. The following extract shows some facts that are highly interesting and significant: “It can not bo said that the problem of coeducation presents many difficulties. The old query as to whether tho health of young women would bear the strain of a university course has been swept away by tho energetic hand of experience ; so, also, has the doubt as to whether scholarship would not suffer from the presence of women in the classes. It is settled, not only here but elsewhere, that -the general health of young women is better at tho time of graduation than at the time of entrance, and that the average scholarship of young women is higher than that of young men.77 WISCONSIN - WYOMING. 1363 There are some difficulties, however, tlie report admits, one being the “tendency to excessive recreation.” It is suggested that an official ho appointed to he styled “dean of the woman's department.” At present the university has no control over the deportment of the large majority, who live in clubs and hoarding houses. Yet the superintendent says, “It is a pleasure to add that in general none is needed.” WYOMING. Report for 1805 and 1890, Miss Estelle Reel, superintendent of public instruction. Complaint is made of the lack of sufficient facilities for obtaining correct and reliable statements of school statistics, subordinate officials being slow and often inexpert in rendering accounts to county superintendents. The difficulty lies partly in objections to the provisions which district treasurers and clerks are required to observe, which to some of them seem needlessly exacting and onerous. The law requires these officials to report to the voters of the district at the annual district meeting on the first Monday in May, and afterwards on the first Monday of Sep¬ tember to report to the county superintendent. This added burden is much com¬ plained of, and delay and laxity are the consequences. Yet increments are reported in several lines. The number of schools in 1894, 379, increased to 425 in 18S6, of teachers from 407 to 465, and of pupils 1,272. Attendance of children is better than ever before. School buildings have gone from 257 to 306. But the average of wages has decreased; also the cost of tuition to some extent. Under operation of the act of 1895 for reduction in the number of school districts, they have been brought down to 182. Notwithstanding reduction in the salaries of county superintendents, high praise is bestowed upon their diligence and efficiency. The report argues strongly for the adoption of a uniform course of study for the whole State. It has already been adopted in several of the counties with signal benefit. Much praise is bestowed upon the county institutes. The good results from regu¬ lar reading of educational magazines and like publications lead the superintendent to urge every teacher in the State to subscribe for them. The superintendent is earnest, like her predecessor, in the matter of free text-books, and commends the following arguments made by the latter in one of his reports. After carefully studying the question, noting the experiences in other States where the system prevails, the following summary of benefits is given : “First. A gain of from 25 to 40 per cent on first cost. “Second. A gain of at least 33 per cent in the time the book will be in proper condition to use. “Third. Considering first cost and time of use, thero is a gain of about 50 per cent in cost to the community. “Fourth. The classes are uniformly sup polled at the proper time and with the proper text-books. “Fifth. The very unpleasant distinction between rich and poor is avoided. “Sixth. Increased attendance. “Seventh. Schools are more successfully graded. “'Eighth. A State or county system is more easily carried out. “Ninth. A very great and unnecessary expense to teachers is avoided ” Inasmuch as adoption of the system in general will be, in all probability, delayed by consideration of the great expmnse which the first outlay must necessarily incur, the report recommends for the present that tho matter be left to the voluntary action of the several districts. Attenl ion is called to tho extremely onerous duties of the State superintendent's department. This official, in addition to being school superintendent, is ex officio a member of the board of trustees of the State University, secretary of the State board of charities and reform, and secretary and register of the State board of land commissioners. Without seriously compdaining, the superintendent uses the following sufficiently pertinent language; “ The law authorizes a contingent which allows the heads of other departments to approint such clerks for their office as they deem advisable, and it is not easy to discern tho wisdom of the restrictions placed upon the clerical assistance afforded to this department.” The university is reported to be advancing. The trustees this year did away with what was styled tho “ subpreparatory class.” The standard has been considerably raised, and somo valuable accessions have been made to the faculty. Much benefit is claimed to have come already from the State Teachers’ Association, which was formed in tho year 1891. Quite a liberal grant of land was lately made to the State Agricultural College. To guard against the hindrances probably attaching to judicious disposal of land in large quantities, it was provided that selections be made of tracts not less than 160 acres, nor more than 640. CHAPTER XXVIII. FOREIGN UNIVERSITIES. I. Arranged according to date of founding. II. Arranged according to number of students. III. Arranged alphabetically. IV. Arranged according to countries. V. List of poly technica. VI. List of agricultural, forestry, and mining schools. INTRODUCTION. The authors of “Minerva, Jahrbuch der 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 W estern 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 valuable source of information. Since this Report of the Bureau of Education contains 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 K. Triibner.] I. Arranged according to age. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. 988 Tenth century. Kairo, Egypt. 1303 Fourteenth century Rome, Italy. Twelfth century. 1339 1343 Grenoble, France. Pisa, Italy. 1119 Bologna, Italy. 1346 1348 Valladolid, Spain. Prague, Bohemia, Austria. 1181 Montpellier, France. 1349 Florence, Italy. 1200 Paris, France. 1361 Pavia, Italy. 1200 Oxford, England. 1364 Krakaw, Galicia, Austria. Thirteenth century. 1365 1367 Vienna, Austria. Fiinfkirchen, Hungary. 1209 Valencia, Spain. 1386 1391 Heidelberg, Baden, Germany. Ferrara, Italy. 1222 1221 Padua, Italy. Naples, Italy. Fifteenth century. 1233 1243 Toulouse, France. Salamanca, Spain. Cambridge, England. 1402 Wurzburg, Bavaria, Germany. 1257 1409 Leipzig, Saxony, Germany. 1266 Perugia, Italy. 1409 Aix, France. 1288 Coimbra, Portugal. 1411 St. Andrews, Scotland. 1365 1366 EDUCATION REPORT, 1896-97. Foreign Universities— Continued. I. Arranged according to age — Continued. Date of foun¬ dation. i Locality. [Date of foun¬ dation. 1 Locality. 1413 Fifteenth century — Continued. Turin, Italy. 1737 Eighteenth century— Continued. Gottingen, Prussia, Germany. Erlau, Hungary. 1419 Rostock, Mecklenburg, Germany. 1740 1422 Parma, Italy. 1743 Erlangen, Bavaria, Germany. 1422 Besangon, T rance. 1743 Santiago, Chile. 1426 Louvain, Belgium. 1748 Cadiz, Spain. 1431 Poitiers, France. ! 1755 Moscow, Russia. 1437 Caen, France. | 1771 Munster, Prussia, Germany. 1444 Catania, Sicily, Italv. 1 1772 Klansenburg, Hungary. 1450 Barcelona, Spain. 1 1777 Siena, Italy. 1451 Glasgow, Scotland. Greifswald, Prussia, Germany. 1 1779 Palermo, Sicily, Italy. 1456 j 1784 Lemberg, Galicia, Austria. 1457 Freiburg, Baden, Germany. 1785 Pressburg, Hungary. 1460 Basel, Switzerland. j 1788 Grosswardein, Hungary. 1463 1465 Nantes, France. Budapest, Hungary. Nineteenth century. 1472 1472 Bordeaux, France (1441). Munich, Bavaria, Germany. 1804 Kasan, Russia. 1474 Saragossa, Spain. 1804 Charkow, Russia. 1477 Upsala, Sweden. 1 1S05 Yaroslavl, Russia. 1477 Tubingen, Wiirtemberg, Germany. 1808 Clermont, France. 1478 Copenhagen, Denmark. 1808 Lille. France. 1494 Aberdeen, Scotland. 1808 Lyons, France. Sixteenth century. 1803 18-39 Rennes, France. Berlin, Prussia, Germany. 1501 Valencia, Spain. 1811 1812 Christiana, Norway. Genoa, Italy. 1502 Halle- W ittenberg, Prussia, Germany. ! 1818 Ghent, Belgium. 1502 Sevilla, Spain. ] 1818 Warsaw, Poland, Russia. 1504 Santiago, Spain. Breslau, Prussia, Germany. 1817 Liege (Liittich), Belgium. 1500 1818 Bonn, Prussia, Germany. 1508 Madrid, Spain. 1819 'Petersburg, Russia. 1527 Marburg, Prussia., Germany. 1821 Montreal, Canada. 1.531 Granada, Spain. - 1826 London (University College), Eng¬ 1531 Sarospatak, Hungary. land. 1537 Lausanne, Switzerland. 1827 Toronto, Canada. Sheffield (Medical College), England. 1540 Macerata, Italy. 1827 1544 Konigsberg, Prussia, Germany. 18.28 Lampeter (St. David’s College), Wales. 1548 Messina, Sicily, Italy. Sassari, Italy. 1832 Durham, England. 1556 1832 Zurich, Switzerland. 1558 Jena, Thuringia, Germany. 1834 Brussels, Belgium. 1559 Geneva, Switzerland. 1834 Berne, Switzerland. 1566 Olmiitz, Moravia, Austria. 1836 London (University), England. 1567 Strasburg, Alsace, Germany. I 1837 Athens, Greece. Messina, Italy. 1568 Braunsberg, Prussia, Germany. 1838 1572 Nancy, France. 1845 Cork, Ireland. 1575 Leiden, Holland. 1845 Belfast, Ireland. 1580 Oviedo, Spain. 1845 Galway, Ireland. 1533 Edinburgh, Scotland. 1849 Algiers, Algeria. 1586 Graz, Styria, Austria. 1850 Sydney, Australia. 1588 Kiew (Kieff), Russia. 1851 Manchester (Victoria University), 1591 Dublin, Ireland. England. 1596 Cagliari, Italy. 1851 Newcastle, England. 1853 Melbourne, Victoria, Australia. Seventeenth century. 1857 Calcutta, India. 1605 Manila, Philippine Islands. 1857 1857 Madras, Jndia. Bombay, India. 1607 1 Giessen, Hessia, Germany. 1880 Jassy, Roumania. 1614 Groningen, Holland. 1862 Kecskemet, Hungary. 1632 Salzburg, Austria. Amsterdam, Holland. 1864 Bucharest, Roumania. 1632 1885 Odessa, Russia. 1632 Dorpat (Jurjev), Russia. 1868 Neuchatel, Switzerland. 1636 Utrecht, Holland. 1868 Tokyo, Japan. 1610 Helsingfors, Finland, Russia. 1870 New Zealand, New Zealand. 1657 Kaschau, Hungary. 1872 Aberystwith, Wales. 1665 Kiel, Prussia, Germany. 1872 Adelaide, Australia. 1666 Lund, Sweden. 1S73 Cape City, South Africa. 1671 Urbino, Italy. 1874 Agram, Croatia, Hungary. 1673 lnnspruek, Tyrol, Austria. 1875 Angers, France. 1676 Eperies, Hungary. 1875 Lille (Faculte Libre), France. 1683 Modena, Italy. 1875 Lyons (Faculte Libre), France. Eighteenth century. 1875 1875 Czernowitz, Bukowina, Austria. Birmingham, England. 1710 Bar Dados (Codringdon College), West 1878 1877 Bristol, England. Leeds, England. Indies. 1877 Liverpool, England. 1722 Dijon, France. 1878 Stockholm, Sweden. 1727 Camerino, Italy. 1879 Sheffield (Firth College) England. FOREIGN UNIVERSITIES. 1367 Foreign U niyersities — Continued. I. Arranged according to o.ge — Continued. Date of foun- j Locality, dation. ! Date of foun¬ dation. Locality. Nineteenth century— Continued. Date not icnown. 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. 1883 Cardiff, Wales. Bangor, Wales. 1888 Tomsk, Siberia, Russia. 1888 Sophia, Bulgaria. 1889 Freiburg, Switzerland. 1891 Gothenburg, Sweden. Foreign Universities. * II. Arranged according to number of students. [The attendance stated is that of 189ft.] A. UNIVERSITIES. Order Locality, Number of stu¬ dents. j Order. 1 Paris . 11,090 49 2 Berlin . . . . . 9,629 50 3 Vienna . . . . 7,026 51 4 Madrid... _ _ 6,143 52 5 Naples _ _ _ _ 5,108 53 6 Moscow _ _ _ . 4,461 54 7 Budapest - - 4,407 | 55 8 Munich.. _ ... 3, 814 56 9 St. Petersburg.. . . . 3,392 57 10 Oxford . . . . . . 3,365 58 11 Athens _ _ _ _ 3,258 59 12 Leipzig _ _ 3,126 60 13 Manchester (about) . _ _ 3,000 61 14 Cambridge _ . - 2, 829 62 15 Edinburgh _ 2,850 63 16 Prague (Bohemian) _ : _ . 2,815 64 17 Kijew (Kieff) . . . . 2,565 65 18 Turin . . . . . .. . 2, 434 66 19 Lyons - - - 2,198 67 20 Bordeaux - - 2,160 68 21 Helsingfors . . . . 2,015 69 22 Copenhagen. . . . . . 2,000 70 23 Glasgow _ _ _ _ _ 1,824 71 24 Rome (Royal University)..— 1,914 72 25 Barcelona - - - 1,887 73 26 Toulouse _ _ 1,808 74 27 Graz _ 1,761 75 28 Bonn ... _ _ 1,726 76 29 Bucharest... _ _ peso 77 30 Louvain _ _ _ _ 1,669 78 31 Halle . . . . . 1, 645 79 32 Bologna . . . . . 1,629 80 S3 Tokyo _ _ _ 1.620 81 34 Padua . . . . L616 82 35 Charkow _ _ _ 1, 578 83 36 Upsala _ _ 1,499 84 37 Rennes . . . 1,477 85 3S Wurzburg _ 1, 467 86 38 Coimbra . . . . . 1,429 87 40 Breslau. . . . 1,424 88 41 Prague (German)... . 1,424 89 42 Lemberg . . ... _ 1.398 90 43 Toronto . . 1.353 91 44 Pavia . 1,345 92 45 Palermo . . 1,343 93 46 Montpellier . . . . 1,342 94 47 Brussels _ _ _ _ - 1.316 95 48 Krakow . 1 1,313 96 Locality. Number of stu¬ dents. Tubingen _ . _ _ _ _ Lille _ _ Liege _ _ _ Salamanca _ Dorpat _ _ _ Havana _ Amsterdam - - Christiania _ _ Gottingen ....... _ _ _ Manila _ _ _ Freiburg (Baden) _ Dublin _ _ _ _ Heidelberg _ _ _ Strassburg . . . Manchester (Owens College) .. Warsaw. _ _ Montreal _ _ _ Erlangen _ _ _ Urbana _ j Pisa _ I Rome (University Pont. ) _ J Genoa _ _ ! Innsbruck _ _ I Santiago (Chile) . . Poitiers . . Marburg _ j Catania . . ..I Geneva . . I Kasan _ _ 1,289 !, 283 1, 257 1 2^7 L 233 1,226 1,218 1, 150 1,149 1,144 1 , 143 1,128 1,115 1.098 1,092 1, 088 1,082 1,075 1,075 1, 006 1,033 1,013 1,010 1,009 1,000 957 908 902 862 837 Leiden 810 Zurich _ _ Greifswald . . Aberdeen.. . Jena . . Berne. . . Aix -en-Pr o vence . Utrecht . . Kiel. . . . Caen.. . . Klausenburg _ Valencia . . Konigsberg _ Ghent . . . Melbourne . . . Giessen . . . Lund _ Dijon . S14 813 789 753 755 748 732 79.7 7^(3 726 083 676 G6S 067 665 634 1368 EDUCATION REPORT, 1896-97. Foreign Universities— Continued. II. Arranged according to number of students — Continued. A. UNIVERSITIES— Continued. Order. Locality. Number of stu¬ dents. Order. 1 Locality. Number of stu¬ dents. 97 Kingston _ ............ _ 601 113 Czernowitz 390 88 F] orence _ 595 114 Macerata ... 358 89 Odessa . . . 581 115 Freiburg (in Switzerland) _ 348 100 Messina _ . . . . 553 116 Adelaide . . 320 101 Grenoble _ _ _ ... _ _ _ 540 117 Perugia _ 298 102 Lan sanne _ _ _ _ 538 118 Siena . . . . 257 103 Parma . . . . 524 119 Toronto (Victoria University) 250 104 Rostock _ 514 120 Cagliari . . . 237 105 Basel _ _ 510 121 St. Andrews . . . 222 106 4gram . . . . 484 * 122 Camerino . . . 207 107 Belgrade . . . 465 123 Clermont . 206 108 Sydney. . . . . . 454 124 Besangon . . . . . . 169 109 Groningen . . . . 452 125 Sassari . . . 166 110 Jassy - . . 422 126 Amsterdam (free university) . 109 111 Modena.. . . . 412 127 Ferrara _ 99 112 Durham (about) . 400 128 Urbino . . . 93 B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES. 1 Nottingham College. . 1,902 34 Cardiff College . 170 o London University College ... 1,500 35 Grosswardein Law Academy. 167 3 Leeds College . 1,110 36 Vienna School for Oriental 4 Birmingham College . . 1.102 Languages . 165 5 Edinburgh School of Medicine. 1,000 37 Neuchatel Academy _ _ 155 6 London St. Bartholomew Hos¬ 38 Eperies Law A cademy . . . 149 pital . . . . 950 39 Pressburg Law Academy _ 149 7 Northampton Smith College. . 875 40 Santiago Institute of Peda¬ 8 St. Petersburg Military Med¬ gogy . . 141 ical Academy . . . 750 41 Florence Female University .. 127 9 Rome College Urbanum de 42 Lampeter College . . 125 Proposcanda . . . 628 43 Sarospatak, Theology and Law 121 10 Florence _ _ _ ...... 594 44 Kaschau Law Academy . 118 11 Rome Seminary . . . . 503 45 Milan Academy _ _ .. 97 12 Bristol College. . . . . 488 46 Fiinfkirchen Law Academy.. . 94 13 Munster Academy _ _ _ 476 47 Rome Female University . 94 14 Alerters - _ 468 48 Erlau Law Academy . 86 15 Sheffield College . . 450 49 N6zin Historical-Philosoph¬ 16 Tomsk _ _ 430 ical Institute . . . . 80 17 Newcastle College . 401 50 Kecskemet Law Academy _ ' 77 18 Aberystwith College . . 400 51 St. Petersburg Historical- 19 Sophia. . . . . 380 Philosophical Institute _ 71 20 Macerata _ _ _ 358 52 Dundee College . . . . . 71 21 Stockholm . . . . . 337 53 Salzburg Theological Faculty. 71 92 St. Petersburg Law Academy. 330 54 Braunsberg Lyceum Hosia- 23 Stockholm Medical Institute.. 305 num . . . . . 69 24 Jaroslaw . . 269 55 Naples Oriental Languages OK Olrniitz Theological Faculty . . 246 Institute _ . . _ 63 26 St. Petersburg Theological 56 Montauban Protestant Fac¬ Academy 239 ulty . 43 27 Oviedo _ _ _ _ 235 57 Rome College of San Anselm o. 35 28 Kasan Theological Academy. . 220 58 Budapest Theological Faculty . 30 29 Rome College of St. Thomas .. 220 59 Moscow Lazarev Institute — 25 30 Kijew Theological Academy. . 216 60 Vienna Oriental Academy _ 25 31 Gothenburg _ _ _ 215 61 Vienna Protestant Theolog¬ 32 Cork College . . 212 ical Faculty . 22 33 Recife Law Faculty . . . 180 C.— EXAMINING UNIVERSITIES IN HINDUSTAN. Calcutta. . . . . 3, 475 Allahabad . . . Madras . . Lahore . . . . Bombay . . . 1,228 FOREIGN UNIVERSITIES. 1369 Foreign Universities — Continued. II. Arranged according to number of students — Continued. D.— TECHNOLOGICAL INSTITUTES. Order. Locality. Number of stu¬ dents. Order. Locality. Number of stu¬ dents. 1 Rfii’lin _ _ __ 2,954 20 Brunswick . - 399 2 Munich 1,756 21 Turin ... . ... 380 3 Zurich 1,330 22 Aachen . . - 363 Budapest 1,251 23 Lemberg . . . . . 324 5 ~V ienna 1,235 24 Porto . . . . 322 6 Darmstadt 1,178 25 Prague (G-er man) . ... 318 Hannover . . . . . . . 1,101 26 Stockholm _ . . . . 315 8 Riga 1,081 27 Briinn _ _ _ 287 9 Karlruhe . . _ . .. 998 St. Petersburg (Civil Engi¬ 10 Stuttgart 910 28 neering Institute) . . . 285 ii Dresden 905 29 Graz . . . 272 12 St. Petersburg (Hydrographic 30 Madrid . 235 Eno'iriAPrino* 887 31 Naples . . 230 13 Prague (Bohemian) - - . 833 32 Paris (Ecole poly technique) - . . 220 14 St. Petersburg (Polytechnic) . . 779 33 London (Technological Col¬ 15 Sheffield . 650 lege) . . . . 210 16 Charkow 641 34 Helsingfors . . . . 183 17 "Moscow _ _ 621 35 Paris (Pouts et Chausses) _ 117 18 TvTil an 441 36 Paris (Ecole d’Electr.) . 17 19 Delft . — 428 E.— AGRICULTURAL, FORESTRY, AND MINING ACADEMIES. 1 Berlin (agricultural) . . 702 15 Ung-Altenburg (agricultural) 103 2 St. Petersburg (mining). . 402 16 Beauvais (agricultural) _ 103 3 Pcppelsdorf (agricultural) - 395 17 Pribram (mining) _ 101 4 St. Petersburg (mining) . 350 18 Kolozsmonostor (agricultural) 100 5 Vienna (agricultural) ... - 291 19 Bebreezin (agricultural) . 93 6 Nowaja- Alexandria (forestry) 254 20 Tharant (forestry) . . . 91 Vreiberg (mining) _ _ _ 231 21 Eberswalde (forestry) _ 62 8 Leoben (mining) _ 208 22 Miinden (mining) ... . . 46 9 Paris (mining) 203 23 Douai (agricultural) 30 10 Clausthal (mining) . . . 192 24 Eisenach (forestry) . 28 11 Aschaffeuburg (mining) _ 158 25 Nancv (forestry) . . 27 12 Hohenheim (agricultural) _ 113 26 St. Etienne (mining) . 20 13 Keszthely (agricultural) _ 110 27 Evois (forestry) . . . 16 14 Moscow (agricultural) . . 109 F.— VETERINARY schools. 1 Madrid _ ..... _ 750 10 Hannover _ 230 2 Vienna _ _ _ 635 11 Naples. . . 177 3 Berlin . . _ l _ 460 12 Dresden . 169 4 Copenhagen . . . . . 370 13 Milan . . . 120 5 Kasan . _ 356 14 Leon . 99 6 Budaoest 349 15 Turin 91 7 Alfort _ _ 281 16 Stuttgart . . 90 8 Borpat _ _ _ _ 259 17 Utrecht . ... . 56 9 Munich... . 249 Note.— The number of students in universities not mentioned bad- not been ascertained. Foreign Universities. III. Arranged alphabetically with faculties and number of students. 1. Aberdeen, Scotland: University of Aberdeen, 789 students. Philosophical, theological, law, and medical faculties; library. 2. Aberystwith, Wales: University College of Wales, with college at Bangor, 400 students. 3. Adelaide, Australia: University of Adelaide, 320 students. Observatory. 4. Agram, Croatia, Hungary: Konigl. Universitat Agram, 484 students. Theo¬ logical, law, and philosophical faculties; library. 5. Aix-en-Provence, France: Facultes d’Aix, 748 students. Law and philosoph¬ ical faculties; library. 6. Algiers, Algeria , Africa: Facultes d’Alger, 468 students. Law, medical, scientific, and philosophical faculties; library, observatory. 1370 EDUCATION REPORT, 1896-97. 7. Allahabad , India: University of Allaliabacl. Examining board, 3,423 candi¬ dates. 8. Amsterdam , Netherlands: Universiteit te Amsterdam, 1,150 students. Law, medical, scientific, philosophical, and theological faculties; library and several institutes. 9. St. Andrews , Scotland: University of St. Andrews, 222 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, 3,258 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, 510 students. Theological, law, medi¬ cal, and philosophical faculties; public library. 15. Belfast, Ireland: Queen’s College. 16. Belgrade, Servi'a: Serpska Kraljevska Velika Skola, 465 students. Philosoph¬ ical, law, and technological faculties; library. 17. Berlin, Prussia, Germany: Konigl. Friedr.-Wilhelms-Universitat, 9,629 stu¬ dents. Theological, lav/, medical, and philosophical faculties; seminary for oriental languages, and eleven other seminaries; library and thirty-six university institutes and museums. 18. Berne, Sivitzerland: Universitat Bern, 755 students. Catholic and Protestant theology, law, medical, and philosophical faculties; city libraries. 19. Besangon, France: Facultes de Besangon, 169 students. Scientific, philosoph¬ ical, and medical faculties; library. 20. Birmingham, England: Mason College, 1,102 students. Arts and science, med¬ ical and dental faculty; library. 21. Bologna, Italy: Regia University di Bologna, 1,629 students. Philosophical, scientific, law, medical, and pharmaceutical faculties; veterinary and engineers’ schools; library. 22. Bombay, India: University of Bombay. Examining board, 3,374 candidates; five preparatory colleges. 23. Bonn, Prussia, Germany: Rheinische Friedr.-Wilhelms-Universitat, 1,992 students. Protestant and Catholic theological, law, medical, and philo¬ sophical faculties; library and many institutes. 24. Bordeaux, France: Facultes de Bordeaux, 2,160 students. Law, medical, scien¬ tific, and philosophical faculties; library. 25. Braunsberg, Prussia, Germany: Konigl. Lyceum Hosianum, 69 students. Theological and philosophical faculties; library. 26. Breslau, Prussia, Germany: Konigl. Universitat Breslau, 1,424. students. Catholic and Protestant theological, law, medical, and philosophical fac¬ ulties; library. 27. Bristol , England: University College, 488 students (221 women). College faculty and medical school: library. 28. Brussels , Belgium: Universite libre de Bruxelles, 1,316 students. Philosoph¬ ical, law, scientific, medical, and pharmaceutical faculties; also polytech- nical school; library. 29. Bucharest, Boumania: Universitatea din Bucuresti, 1,680 students. Scientific, philosophical, law, medical, and theological faculties; library. 30. Budapest, Hungary: Kiralyi Magyar Tudomany-Egyetum, 4,407 students. Theological, law, medical, and philosophical faculties: library. 31. Cadiz , Spain; Facultad deMedicina (belonging to Sevilla). Medical faculty; library. 32. Caen, France: Facultes de Caen, 726 students. Law, scientific, and philo¬ sophical faculties; library. 33. Cagliari, Sardinia, Italy: Regia Universita di Cagliari, 237 students. Law, medical, and scientific faculties; library. 34. Calcutta, India: University of Calcutta, 7,210 candidates, of whom 3,475 passed. Examining board: library. 35. Cambridge , England: University of Cambridge, 2,929 students. Schools of theology, law, oriental, classical, and modern philology, music, moral science, history and archgeology, astronomy, physics, chemistry, mineral¬ ogy, biology, geology, and medicine; library. 36. Camerino, Italy: Libera Universita degli Studi di Camerino, 207 students. Law, medical, and pharmaceutical faculties, and veterinary school; com¬ munal library. FOREIGN UNIVERSITIES. 1371 87. 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, 902 students. Law, medical, scientific, and philosophical faculties; library. 40. Charkoiv, Russia: Imperatorskij Charkowskij Universitet, 1,576 students. Philosophical, scientific, law. and medical faculties; library. 41. Christiania, Norway: KongeligeFrederiks Universitet, 1,150 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. 42. Clermont-Ferrand, France: Facultes de Clermont, 208 students. Scientific and philosophical faculties; library. 43. Coimbra , Portugal: Universidade de Coimbra, 1,429 students. Theological, law, and scientific faculties; library. Copenhagen. (See Kj0benhavn.) 44. Cordoba, Argentine: Universidad Nacional. 45. Cork, Ireland: Queens College, 212 students. Cracow. (See Krakau. ) 46. Czernowitz, Bukowina, Austria: K. k. Franz- Josephs- Universitat, 390 stu¬ dents. Theological, law, and philosophical faculties; library. 47. Dijon, France: Facultes de Dijon, 634 students. Law, scientific, and philo¬ sophical faculties; library. 48. Dorpat ( Jur jew) , Russia: Kaiserliche Universitat, i, 233 students. Law, theo¬ logical, medical, and philosophical faculties. 49. Dublin, Ireland: University of Dublin, 1,128 students. 50. Dublin, Ireland: Royal University of Ireland, about 600 candidates. Exam¬ ining board. 51. Dundee, Scotland: University College, 71 students. 52. Durham, England: Durham University, 400 students. To this university belong the Codrington College, on the Island of Barbadoes, and the Fourah Bay College, in Sierra Leone; also the College of Science, at Newcastle-on- Tyne, which has an enrollment of 2,500 students. 53. Edinburgh, Scotland.: University of Edinburgh, 2, 850 students. Philosophical, theological, law, and medical faculties; library. 54. Eperjes, Hungary: Evangelische Rechtsakademie, 149 students. Law school. 55. Erlangen, Bavaria, Germany: K. Bayerische Freidr.-Alexander-Universitat, 1,153 students. Theological, law, medical, and philosophical faculties; library. 56. Erlau, Hungary: Erzbishofiiche Rechtsakademie, 86 students. Law school. 57. Ferrara, Italy: Libera Universita di Ferrara, 99 students. Law, scientific, and medical faculties; library. 58. Florence, Italy: R. Instituto di Studi Superiori Practici e di Perfezionamento, 595 students. Philosophical, scientific, medical, and pharmaceutical fac¬ ulties; library. 59. Freiburg, Baden, Germany: Badische Albert-Lud wigs- Universitat, 1,544 stu¬ dents. Lav/, theological, medical, and i3hilosophical faculties; library. 60. Freiburg, Switzerland: Katholische Universitat, 348 students. Theological, law, and philosophical faculties; library. 61. Funfkirchen, Hungary: Bischoflische Rechtsakademie. Law school, 94 stu¬ dents. 62. Galway, Ireland: Queen’s College. 63. Geneva , Switzerland: Universite de Geneve, 862 students. Theological, law, medical, philosophical, and scientific faculties; five libraries. 61. Genoa., Italy: R. Universita degli Studi di Genova, 1,010 students. Law, medical, scientific, and philosophical faculties and schools of engineering and pharmaceutics; library. 65. Ghent , Belgium: Universite de Gand, 876 students. Philosophical, law, scien¬ tific, and medical faculties; library. 66. Giessen, Hessia, Germany: Hessische Ludwigs Universitat, 867 students. The¬ ological, law, medical, and philosophical faculties; library. 67. Glasgow, Scotland.: University of Glasgow, 1,924 students. 68. Gothenburg, Sweden: Goteborgs Hogskola, 215 hearers. 69. Gottingen, Prussia , Germany: Georg -Augusts- Uni verstat, 1,049 students. Theological, law, medical, and philosophical faculties; library. 70. Granada, Spo.in: Universidad de Granada, 1,531 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 71. Graz, Styria, Austria: K. k. Karl-Franzens-Universitat, 1,761 students. Theological, law, medical, and philosophical faculties; library. 72. Greifswald , Prussia., Germany: Universitat, 813 students. Theological, lav/, medical, and philosophical faculties; library. 1372 EDUCATION REPORT, 1896-97. 73. Grenoble, France: Facultes de Grenoble, 540 students. Law, scientific, and philosophical faculties; library. 74. Groningen , Netherlands: Rijks Universiteit te Groningen, 501 students. The¬ ological, law, medical, scientific, and philosophical faculties; library. 75. Grosswardein, Hungary: Jogakademia, 167 students. Law school. 76. Halle, Prussia, Germany: Friedr. -Universitat Halle- Wittenberg, 1,635 stu¬ dents. Theological, law, medical, and philosophical faculties: library. 77. HcCba.ua, Cuba: Universidad de la Habana, 671 students. Philosophical, scien¬ tific, medical, and law faculties; library. 78. Heidelberg, Baden, Germany: Ruprecht-Karls-Universitat, 1,322 students, Theological, law, medical, philosophical, and scientific faculties; library. 79. Helsingfors, Finland, Russia ; Kejserliga Alexanders Universitet i Finland, 2,015 students. Theological, law, medical, and philosophical faculties; public library. 80. Innsbruck, Tyrol, Austria: K. k. Leopold-Franzens-Universitat, 1,009 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 81. Jomoslawe (or Yaroslavl) , Russia: Demidovskij juridiceskij Licej, 269 stu¬ dents. Law school. 82. Jassy, Roumania: Universitatea din Jasi, 422 students. Law, philosophical, scientific, and medical faculties; library. 83. Jena, Thuringia, Germany: Sachsische Gesammt- Universitat, 758 students. Theological, law, medical, and philosophical faculties; library. Jurjew (see Dorpat). 84. Kairo, Egypt: Azhar University, 8,437 students and hearers (in 1894). 85. Kasan, Russia: Imperatorskij Kazanskij Universitet, 837 students. Philo¬ sophical, scientific, law, and medical faculties; library. 86. Kaschau, Hungary: Rechts-Akademie, 118 students. Law school. 87. Kecskemet , Hungary: Rechts-Akademie, 77 students. Law school. 88. Kiel , Prussia, Germany: K. Christian- Albrechts-Universitat, 764 students. Theological, law*, medical, and philosophical faculties; library. 89. Kijew or Kieij, Russia: Imperatorskij Universitet, 2.565 students. Medical, law, and philosophical faculties; institutes and library, 90. Kjobenhavn (Copenhagen) , Denmark: Kjobenhavns Universitet, about 2,000 students. Theological, law, medical, philosophical, and scientific faculties and polytechnic institute; library. 91. Klausenburg, Siebenburgen, Hungary: K. k. Klausenburger Universitat, 726 students. Law, medical, philosophical, and scientific faculties; library. 92. Konigsberg, Prussia, Germany: K. Albertus Universitat, 695 students. Theo¬ logical, law, medical, and philosophical faculties; royal and university library. 93. Krakau, Galicia, Austria: Jagellonische Universitat, 1,315 students. Theo¬ logical, law, medical, and philosophical faculties; library. 94. Lahore , India: The Panjab University, 1,800 candidates, of whom 863 passed. Oriental languages, arts, law, medicine, science, and engineering depart¬ ments. 95. Lampeter, Wales: St. Davids College, 125 students. 96. Lausanne, Switzerland: Universite de Lausanne, 538 students. Theological, law, medical, philosophical, and scientific faculties. 97. Leeds (see Manchester) , England: Yorkshire College, 1,110 students. 98. Leiden , Netherlands: Rijks-Universiteit, 816 students. Medical, scientific, philosophical, theological, and law faculties; library. 99. Leipzig, Saxony, Germany: Universitat, 3,126 students. Theological, law, medical, and philosophical faculties; library. 100. Lemberg, Galicia, Austria: K. k. Franzen’s Universitat in Lemberg, 1,398 students. Theological, law, and philosophical faculties; library. 101. Lille, France: Facultes de Lille, 1,283 students. Law, medical, scientific, and philosophical faculties: library. 102. Lille, France: Facultes Libres. Theological, law, medical, scientific, and philosophical faculties: library. 103. Lima, Peru: Universidad Mayor de San Marcos. Theological, law, medical, philosophical faculties. 104. Limoges , France: iScoie de Medecine et de Pharmacie. Medical and pharma¬ ceutical courses. 105. Liverpool (see Manchester), England: University College, about 1,000 stu¬ dents. 106. London , England: University of London, about 5,000 candidates. Examining board; library. To the university belong: (1) University College, with philosophical, law, scientific, and medical facul¬ ties; library; about 1,500 students. FOREIGN UNIVERSITIES. 1373 106. London, England — Continued. (2) King’s College, with theological, philosophical, and medical faculties; library. (3) School for Modern Oriental Languages. (4) College of Preceptors. (5) Seven medical schools, connected with hospitals. 107. Lowen (or Louvain ), Belgium: Universite Catholique de Louvain, 1,669 stu¬ dents. Theological, law, medical, philosophical, and scientific faculties; library. 108. Lund l, Sweden: Kongl. Universitet i Lund, 665 students. Theological, law, medical, and philosophical faculties; library. 108. Luttich {or Liege) , Belgium: Universite de Liege, 1,267 students. Philosoph¬ ical, J.aw, scientific, and medical faculties; library. 110. Lyons , France: Facultes Libres, 1,514 students. Theological, law, scientific, and philosophical faculties. 111. Lyons, France: Facultes de Lyon, 2,198 students. Law, medical, scientific, and philosophical faculties; two libraries. 112. Macerata, Italy: Regia Universita di Macerata, 358 students. Law faculty. 113. Madras, India: University of Madras, 4,224 candidates. Examining board. 114. Madrid, Spam: Universidad Central de Espana, 6,148 candidates. Philosoph¬ ical, law, scientific, medical, and pharmaceutical faculties; libraries. 115. Manchester , Liverpool, and Leeds, England: Victoria University, about 3,000 students. This institution consists of: (1) Owens College, Manchester, 1,092 students. (2) University College, Liverpool, about 1,000 students. (3) Yorkshire College, Leeds, 1,112 students. 116. Manila , Philippine Isla7ids: Real y Pontificia Universidad de Santo Tomas de Manila, 1,144 students. Theological, law, medical, and pharmaceutical faculties; library. 117. Marburg, Hessia , Germany: Universitat Marburg, 1,049 students. Theolog¬ ical, law, medical, philosophical, and scientific faculties; library. 118. Marseilles, France: Belongs to Facultes d’Aix. Scientific, medical, and law faculties; library. 119. Melbourne, Victoria, Australia: University of Melbourne, 668 students. 120. Messina, Italy: Regia Universita degli Studi di Messina, 553 students. Law, medical, scientific, philosophical and pharmaceutical faculties; library. 121. Mexico, Mexico: Tnstituto Medico Nacional. Medical faculty. 122. Modena, Italy: Regia Universita degli Studi di Modena, 412 students. Law, medical, scientific, and pharmaceutical faculties; library. 123. Montauban, France: Belongs to Facultes de Toulouse, 43 students. Law, medical, scientific, and philosophical faculties; library. 124. Montevideo, Uruguay: University, 132 students. Medical, law, and mathe¬ matical faculties; library. 125. Montpellier, France: Facultes de Montpellier, 1,342 students. Law, medical, scientific, and philosophical faculties; library. 126. Montreal, Canada: McGill College and University, 1,082 students. 127. Moscow , Russia: Imperatorskij Moskowskij Universitet, 4,461 students. Phil¬ osophical, scientific, law, and medical faculties; library. 128. Moscow, Russia: Duchovnaja Akademija. Theological faculty; library. 129. Munich, Bavaria, Germany: K. Bayerische Ludwig-Maximilians Universitat, 3,814 students. Theological, law, medical, and philosophical faculties; library. 130. Munster, Prussia, Germany: K. Preussische Theologische und Philosophische Akademie, 497 students. Theological and philosophical faculties; library. 131. Nancy, Framce: Facultes de Nancy, 1,013 students. Law, medical, scientific, and philosophical faculties, and pharmaceutical school; library. 132. Nantes, France: Ecole de Medecine de Nantes. 133. Nantes, France: Ecole Libre de Droit. 134. Naples, Italy: Regia Universita degli Studi di Napoli, 5,103 students. Phil¬ osophical, law, mathematical, scientific, and medical faculties, and phar¬ maceutical school; library. 135. Neuchdtel, Switzerland: Academie de Neuchatel, 155 students. Philosoph¬ ical, scientific, theological, and law faculties: library. 136. Newcastle, England: The colleges belong to Durham University. (1) College of Medicine, 201 students. (2) College of Science, 200 students. 137. New Zealand: University, consisting of six colleges. 138. Nottingham, England: University College, 1,902 students. Philology, law, and scientific faculties, and school of engineering; free public libraries. 1374 EDUCATION REPORT, 1896-97. 139. Odessa, Russia: Noworossijskij Universitet, 581 students. Philosophical, scientific, and law faculties; library. 140. Olmutz, Moravia Austria: Theologische Facultat, 246 students. 141. Oviedo, Spain: TJniversidad Literaria, 269 students. Law faculty; library. 142. Oxford, England: University, 3,365 students. Theological, law, medical, scientific, and philosophical faculties; Bodleian library. 143. Padua , Italy: Regia Universita degli Studi di Padua, 1,646 students. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 144. Palermo, Sicily, Italy: Regia Universita degli Studi di Palermo, 1,486 stu¬ dents. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 145. Paris, France: (1) University de Paris, 11,090 students. Protestant theolog¬ ical, law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; libraries. 146. Paris, France: (2) Facultes libres. Law and philosophical faculties; library. 147. Paris, France: (3) College de France. 148. Paris, France: (4) Museum d’histoire naturelle. 149. Paris, France: (5) Ecoie pratique des hautes etudes en Sorbonne, 233 stu¬ dents. Philosophical and theological faculties; library. 150. Paris, France: (6) Ecoie nationale des beaux-arts. 151. Paris, France: (7) Ecoie nationals de chartes. 152. Paris, France: (8) Ecoie clu Louvre. 153. Paris, France: (9) Ecoie des iangues orientates vivantes and other special schools. 154. Parma , Italy: Regia Universita degli Studi di Parma, 524 students. Law, medical, and scientific faculties, and veterinary and pharmaceutical schools. 155. Pavia, Italy: Regia Universita degli Studi di Pavia, 1,345 students. Law, medical, scientific, and philosophical faculties; pharmaceutical school and library. 156. Perugia, Italy: Universita Libera degli Studi di Perugia, 298 students. Law, and medical faculties, and pharmaceutical and veterinary schools; library. 157. St. Petersburg, Russia: Imperatorskij Universitet, 3,392 students. Phi]osox>h- ical, scientific, lav/, and oriental languages faculties; library. 158. St. Petersburg, Russia: Imperatorskij Wozensio-Medicineskaia Akademja, 750 students. Medical faculty; library. 159. St. Petersburg, Russia: Theological Academy, 239 students; also a law school, 300 students, independent of the university. 160. St. Petersburg, Russia: Military medical school, 750 students. 161. St. Petersburg, Russia: Law Academy, 300 students, and several other special scliools 162. Pisa, Italy: Regia Universita degli Studi di Pisa, 1,086 students. Law, philo¬ sophical, medical, and scientific faculties, and engineering, pharmaceu¬ tical, veterinary, and agricultural schools; library. 163. Poitiers, France: Facultes de Poitiers, 957 students. Law, scientific, and philosophical faculties; library. 164. Prague, Bohemia, Austria: K. k. Deutsche Carl-FerdinandsUniversitat, 1,424 students. Theological, law, medical, and philosophical faculties; library. 185. Prague, Bohemia, Austria: O. k. cesk Universitet Karlo-Ferdinandovij, 2,815 students. Theological, law, medical, and philosophical faculties; library. 168. Presburg, Hungary: Jogakademia, 149 students. Law and philosophical faculties; library. 167. Recife, Brazil: Faculdade de direito, 180 students. Lav/ faculty. 168. Rennes, France: Facultes de Rennes, 1,477 students. Law, scientific, and philosophical faculties; library. 169. Rome, Italy: Regia Universita degli Studi di Roma, 1,914 students. Philo¬ sophical, scientific, law, and medical faculties; engineering and pharma¬ ceutical schools; library. 170. Rome, Italy: A number of colleges supported by the Church; also a woman’s university with 94 students. 171. Rostock, Mecklenburg, Germany: G-rossherzogliche Universitat, 509 students. Theological, law, medical, and philosophical faculties; library. 172. Salamanca, Spain: Universidad de Salamanca, 1,247 students. Philosophical and law faculties; library. 173. Salzburg, Austria: Theologische Fakultat, 71 students. 174. Santiago, Chile: University with 4 faculties and 1,000 students. FOREIGN UNIVERSITIES. 1375 175. Santiago, Spain: Universidad de Santiago. Law, medical, and pharmaceu¬ tical faculties; library. 176. Saragossa, Spain: Universidad de Zaragoza, 968 students. Philosophical, ' law, medical, and scientific faculties; provincial library. 177. Sarospatak, Hungary: Tlieologische und Rechtsschule, 121 students. 178. Sassari, Italy: Regia Universita degli Studi di Sassari, 166 students. Law, medical, and scientific faculties; library. 179. Sevilla, Spain: Universidad de Sevilla. Philosophical, law, and scientific faculties; library. 180. Sheffield, England: University College (belongs to Osford University) , 450 "students; also a medical school. 181. Siena , Italy: Regia Universita degli Studi di Siena, 257 students. Law and medical faculties and pharmaceutical school; library. 182. Sophia, Bulgaria: Wische utschilische w Sophia, 880 students. 188. Stockholm, Siveden: Stockholms Hogs Kola, 887 students. 184. Stockholm, Siveden: Medical Institute, 305 students. 185. Strassburg, Alsace, Germany: Kaiser Wilhelms Universitat, 1,084 students. Theological, law, medical, philosophical, and scientific faculties; provin¬ cial library. 186. Sydney , New South Wales , Australia: University of Sydney, 454 students. 187. Tokyo, Japan: Teikoku Baigaku, 1,820 students. Law, medical, philosopli- ical, and scientific faculties and school of engineering; library. 188. Tomsk, Siberia: Imperatorskij Tomskij Universitet, 430 students. Theolog¬ ical and medical faculties; library. 189. Toronto, Canada: University of Toronto, 1,353 students. Philosophical, law, and medical faculties; library. 190. Toronto, Canada: Victoria University, 250 students. Arts and theology; library. 191. Toronto, Canada: Two medical schools. 192. Toulouse, France: Facultes de Toulouse, 1,808 students. Law, philosophical, scientific, and medical faculties; library. 193. Toulouse , France: Facultes Libres Catholiques. Theological and philosoph¬ ical faculties; library. 194. Tubingen Wurtemberg, Germany: K. Eberhard Karls Universitat, 1,310 stu¬ dents. Theological, law, medical, philosophical, and scientific faculties; library. 195. Turin, Italy: Regia Universita degli Studi di Torino, 2,434 students. Law, medical, philosophical, and scientific faculties and pharmaceutical school; library. 196. Upsala, Sweden: Kongl. Universitet i Upsala, 1,505 students. Theological, law, medical, and philosophical faculties; library. 197. XJrbino, Italy: Libera Universita degli Studi di Urbino, 93 students. Law and mathematical faculties and pharmaceutical and surgical schools; library. 198. Utrecht, Netherlands: Rijks Universitat te Utrecht, 732 students. Philosoph¬ ical, medical, theological, law, and scientific faculties; library. 199. Valencia, Spain: Universidad de Valencia, 728 students. Law, scientific, and medical faculties; library. 200. Valladolid, Spain: Universidad de Valladolid. Law and medical faculties; library. 201. Vienna, Austria: K. k. Universitat, 7,026 students. Law, theological, med¬ ical, and philosophical faculties; library and numerous university insti¬ tutes. 202. Vienna, Austria: Protestantische Theologische Fakultat, 22 students. 203. Vienna, Austria: K. k. Orientalisclie Akademie, 25 students; also Lehran- stalt fur Orientalisclie Sprachen, 120 students. 204. Warsaiv, Poland, Russia: Imperatorskij Warschawskij Universitet, 1,088 students. Philosophical, scientific, law, and medical faculties; library. 205. Wurzburg, Bavaria, Germany: K. Julius-Maximilians Universitat, 1,467 students. Theological, law, medical, and philosophical faculties; library. 208. Zurich, Switzerland: Schweizerische Hochschule, 784 students. Theological, law, medical, and philosophical faculties; cantonal and city libraries. 1376 EDUCATION REPORT, 1896-97. Foreign Universities. IV. Arranged according to countries. Argentina: Cordoba. Australia: Adelaide, Melbourne, Sydney. Austria: Czernowitz, Graz, Innsbruck, Krakau, Lemberg, Oimutz, Prague (Ger¬ man), Prague (Bohemian), Salzburg, Vienna. Belgium: Brussels, Ghent, Liege, Louvain. Bolivia: (Universities not mentioned in “ Minerva.”) Brazil: Recife. Bulgaria: 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, Lyons, 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.) Haivaii: (None.) Honduras: (None.) Hungary: Agram, Budapest, Eperies, Erlau, Fiinfkirchen, Grosswardein, Kaschau, Kecskemet, Klausenbnrg, Presburg, Sarospatak. India: Allahabad, Bombay, Calcutta, Lahore, Madras. Ireland: 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.) 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: Lima. Philippine Islands: Manila. Portugal: Coimbra. Roumania: Bucharest, Jassy. Russia: Charkow, Dorpat, Helsingfors, Jaroslavl, Kasan, Kiew, Moscow, Odessa, St. Petersburg, Warsaw. Salvador: (One university, not mentioned in “Minerva.”) Santo Domingo: (None.) Scotland: Aberdeen, St. Andrews, Dundee, Edinburgh, Glasgow. Servia: Belgrade. Siam: (None.) Siberia: Tomsk. South African Republic: (None.) FOREIGN UNIVERSITIES. 1377 Spain: Barcelona, Cadiz, Granada, Madrid, Oviedo, Salamanca, Santiago, Sara¬ gossa, Sevilla, Valencia, Valladolid. Sweden: Gothenburg, Lund, Stockholm, CJpsala. 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; 863 students. Berlin, Prussia, Germany , founded 1779; 2,693 students. Braunschweig, Germany, founded 1745; 399 students. Brunn, Austria, founded 1850; 287 students. Budapest, Hungary, founded in 1856; 1,251 students. Copenhagen, Denmark, founded 1829; 481 students. Darmstadt, Hessia, Germany, founded 1868; 1,178 students. Delft, Netherlands, founded 1864; 428 students. Dresden, Saxony, Germany, founded 1828; 905 students. Graz, Styrici, Austria, founded 1811; 253 students. Hanover, Prussia, Germany, founded 1879; 1,101 students. Karlsruhe , Baden, Germany, founded 1825; 996 students. Lemberg, Galicia, Austria, founded 1844; 365 students. Lisbon, Portugal, founded 1837. London, England, founded 1884; 210 students. Milan, Italy, founded 1863; 441 students. Moscoiv, Russia, founded 1832; 621 students. Munich, Bavaria, Germany, founded 1827; 1,756 students. Naples, Italy, founded 1863; 230 students. Paris, France, founded 1794; 220 students. St. Petersburg , Russia, founded 1828; 4 schools, with 2,071 students. Porto, Portugal, founded 1877; 322 students. Prague, Bohemia, Austria, founded 1806 and 1868; 2 schools, with 1,154 students. Riga, Russia, founded 1832; 1,081 students. Sdo Paulo, Brazil, founded 1894; - - students. Sheffield, England, founded 1885; 650 students. Stockholm, Sweden, founded 1798; 315 students. Stuttgart, Wurtemberg, Germany, founded 1829; 910 students. Tuvin, Italy, founded - ; 380 students. Vienna, Austria, founded 1815; 1,235 students. Zurich, Switzerland, founded 1851; 1,333 students. Note.— Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. C. — Higher Agricultural, Forestry, and Mining Schools. [Figures in brackets signify date of founding.] Altenburg, Hungary [1819], Agricultural Academy; 103 students. Aschaffenburg r, Bavaria, Germany [1844], Forestry Academy; 158 students. Berlin, Prussia, Germany [1806], Agricultural Academy; 702 students. Berlin, Prussia, Germany [I860] , Mining Academy. Campinas, Sdo Paulo, Brazil [1887], Agricultural Institution. Clausthal, Prussia, Germany [1775], Mining Academy; 172 students. Coopers Hill, England [1885], Forestry Academy. Copenhagen, Denmark [1858] , Veterinary and Agricultural Academy; 370 students. Debreczin, Hungary [1865], Agricultural Academy; 98 students. Eberswalde, Prussia, Germany [1820], Forestry Academy; 62 students. Eisenach, Saxe-Weimar, Germany [1859], Forestry Academy; 30 students. Evois, Finland, Russia [1859], Forestry Academy ; 16 students. Freiberg, Saxony, Germany [1765], Mining Academy; 231 students. Gembloux, Belgium [1860] , Agricultural Academy. Grignon, France [1828], Agricultural Academy. Hohenheim, Wurtemberg, Germany [1818], Agricultural Academy; 113 students. Keszthely , Hungary [1865] , Agricultural Academy; 110 students. Kolozsmonostor , Hungary [1869], Agricultural Academy; 100 students. ED 97 - 87 1378 EDUCATION REPORT, 1896-97. Leoben, Styria, Austria [1894], Mining Academy; 208 students. Madrid, Spain [?], Schools of Engineering, Agriculture, and Veterinary Science. Moscow, Russia [?], Agricultural and Forestry Academy; 109 students. Milnden, Prussia, Germany [1868], Forestry Academy; 46 students. Nancy, France [1824], Forestry Academy; 27 students. Noivaj a- Alexandria, Poland l, Russia [1892], Agricultural and Forestry Academy; 254 students. Paris, France [?] , Agricultural and Mining Academies. Poppelsdorf, Prussia, Germany [1846], Agricultural Academy: 895 students. Pribram, Bohemia, Austria [1849], Mining Academy; 101 students. Schemnitz, Hungary [?], Forestry and Mining Academy; 200 students. St. Etienne, France [1816], Mining Academy; 20 students. Stockholm, Siceden [1823], Forestry School; also Agricultural Academy [1811]. St. Petersburg , Russia [1773], Mining and Forestry Institutes; 752 students. Tliarandt, Saxony, Germany [1811], Forestry Academy; 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. D. — Veterinary Schools. Alfort, France [1766] ; 281 students. Berlin, Germany [1790]; 460 students. Budapest, Hungary [1786]; 349 students. Copenhagen, Denmark [1850]; 170 students. Cordoba, Spain [1802] ; - students. Dorpat, Russia [?] ; 259 students. Dresden, Germany [1774] ; 169 students. Hannover, Germany [?] ; 230 students. Kasan, Russia [?] ; 356 students. Leon, Spain [?] ; 99 students. Milan, Italy [1791] ; 120 students. Munich, Germany [1790]; 249 students. Naples, Italy [?].; 177 students. Stockholm, Siveden [1821] ; - students. Stuttgart, Germany [1821] ; 90 students. Turin, Italy [?] ; 91 students. Utrecht, Netherlands [?] ; 56 students. CHAPTER XXIX. THE BEGINNINGS OF THE COMMON SCHOOL SYSTEM IN THE SOUTH; OR, CALVIN HENDERSON WILEY AND THE ORGANIZATION OF THE COMMON SCHOOLS OF NORTH CAROLINA.1 CONTENTS. L Introduction: Scope and character of the work _ _ — II. The First Efforts for Popular Education, 1895-1728. Early schools; Adams, Griffin, and other teachers; Parish libra¬ ries: The Moseley library _ III. The Royal Government and Education, 1729-1776. Governor Johnston and education; The Edenton school law; Vaughan's bequest; The French war and the school fund; The Newbern Academy; The Edenton Academy; The Schism act__ IV. Private Incorporated Academies, 1760-1825. Presbyterian influence and academies in the West; Queen’s Col¬ lege; Education and the Constitution of 1776; Davidson Acad¬ emy; Zion Parnassus; Other private incorporated academies __ V. The Agitation for the Common Schools, 1815-1825. Messages of Governors Turner, Alexander, Hawkins, and Miller; Walker’s report; Sketch of Murphey; His report of 1816; His report of 1817 _ _ - _ _ _ _ _ VI. The Literary Board and its Work, 1825-1840. The act of 1825; Joseph Caldwell and his monitorial system; The growth of the literary fund; The report and act of 1838 _ VII. The Experimental Period, 1840-1852. The act of 1810; Summary of educational facilities and expendi¬ tures; Difficulties; The “ old field schools” _ VIII. Reorganization and Growth, 1852-1861. The evils of the law of 1840; The act of 1852; Resources in 1852; Calvin H. Wiley, his life and work; First work as superintend¬ ent; His first report; Text-books; Special report; Needs of the system; The report for 1855; Report for 1856; Report for 1857; Report for 1858; Report for 1859; Report for 1860; The North Carolina Journal of Education; Educational Association of N orth Carolina- _ _ _ _ IX. The Civil War and the End of the Old Regime, 1861-1866. The condition of the schools in 1860; The attack on the literary fund; Distribution of the fund; Report for 1861-62; The mat¬ ter of text-books; Report for 1863; Graded schools; Close of the war and loss of the literary fund; The private life of Dr. Wiley _ _ _ X. Bibliography of Calvin H. Wiley, 1847-1886 _ Page. 1380 1380 1382 1386 1399 1415 1422 1428 1452 1465 Prepared by Stephen B. Weeks, Ph. D. 1379 1380 EDUCATION REPORT, 1896-97. I. Introduction: Scope and Character of the Work. North Carolina was the first of the Southern States to work out a good system of common schools. The Rev. A. D. Mayo, in his chapter on the “ Early common schools in the Southern States,” in the Report of the Commissioner of Education for 1895-96 (p. 282), says: “As it was during the half century now under consideration — 1780-1840— this State did make an educational record, if not in some respects so brilliant as Vir¬ ginia, yet beyond the Old Dominion, more decided at first, more steady in the upbuilding of the secondary education, and, at the close, 1835-1840, was able to place on the ground, beyond dispute, the best system of public instruction in the fourteen Southern States east of the Mississippi previous to the outbreak of the civil war.” The purpose of this paper is to trace the development and growth of this form of education in North Carolina; to present a summary of all the efforts made by the government to aid the work of primary and secondary schools, ranging in character from a mere act of incorporation to an actual grant from the school fund. In a word, to present, so far as the meager materials at command will allow, a history of the schools devoted to primary and secondary education whose existence has been brought about by the State. This scheme will leave out of view a number of academies in the middle and western counties in colonial and Revolutionary times, which represented the sole educational resources of their sec¬ tions. These furnished all the grades of education from the primary school to the college and theological seminary, but were purely private institutions. They neither asked nor received aid or recognition from the State, and consequently can not be brought within range of the present inquiry. On the other hand, some schools of this very class were chartered by the State and given special privileges. These have been treated. Further, there is less need to consider the purely private schools and academies of the eighteenth century for the reason that they and their influence and the influence of the Presbyterians and of the College of New Jersey, to which their organization is due, were but recently studied in part by Dr. Charles Lee Smith in his History of Education in North Carolina (Washing¬ ton, 1888, 8°, pp. 180) , and more recently and with more detail by Prof. Charles Lee Raper, of Greensboro, N. C., in his work on the Private Schools of North Carolina (in the College Message, Greensboro, N. C., September, 1897, to May, 1898). The purely private school, with no charter and no recognition from the State, was largely an eighteenth century product. As schools increased they found it more and more to their interest to secure charters and the privileges which were thus conferred. All schools chartered prior to 1825, when the literary board was created and the State’s share in education began to be more apparent, have been mentioned by name, with date of incorporation. The great leader in the development of North Carolina common schools— pri¬ mary and secondary schools organized and supported by the State — was Calvin Henderson Wiley (1819-1887), their first and only superintendent before the war. Hence* this chapter in the history of Southern education has taken, to a certain extent, the form of a biography. II. The First Efforts for Popular Education, 1695-1728. The development along educational lines in North Carolina was very slow and was due mainly to the slow growth of population. The reasons for this are to be found in the bad government and neglect of the proprietors, who devoted them¬ selves to building up the colony on Ashley River and allowed that of Albemarle (from which grew the colony of North Carolina) to get along the best it could; to the persistent hostility of the Crown and its agents and of the British merchants COMMON SCHOOLS OF NORTH CAROLINA. 1381 to the proprietary government, for the Carolinas were “private property that the British Crown had heedlessly parted with and was constantly seeking to regain possession of by purchase, quo warranto or otherwise to the difficulty of access because of the lack of good harbors, the dangers of the coast, and the consequent loss of trade; to the lack of mills and other manufactures, and to the persistent hostility and jealousy of Virginia. 1 On the other hand, the mildness of the climate, the fertility of the soil, the abundance of game, the presence of slaves, and the comparative peaceableness of the Indians all invited to a country life, while the lack of harbors, then as now, caused many products to be sent out of the colony to markets with better facilities, and thus took support from the home towns. All of these things worked directly against the development of the intellectual life. Further, the English idea of the seventeenth century was that the great body of the people were to obey and not to govern, and that the social status of unborn generations was already fixed. Hence the need of education was not felt by the leaders. Moreover, there were no professional teachers; and had there been, there were not enough children within an accessible radius to support a school. There were antagonisms of race and religion, and dissensions, caused largely by religious differences, weakened the colony. But as early as 1895 we find an effort to foster education. In that year, when William Pead, an orphan boy, was bound to the governor to serve him until he was 21 years of age, a requirement was made by the general court that he be taught to read."’ In 1693 we have a similar instance; Elizabeth Gardner appeared before the precinct court of Perquimans and bound her son William to the governor, he or his heirs, ‘ ‘ Ingagen to Learn him to Reed. ”3 With the eighteenth century there came improvement. The established church, despite the ecclesiastical evils that followed in its train, was a great help to the intellectual life. Its missionaries brought with them the first parish or public libraries and its lay readers were the first teachers.4 Perhaps the first profes¬ sional teacher in North Carolina was Charles Griffin, who came from some part of the W est Indies about 1705 and settled in Pasquotank County. He was appointed reader by the vestry, and opened a school. By his “ diligent and devout example” he so far improved the people of Pasquotank ‘ ‘ beyond their neighbors ” that Mis¬ sionary Gordon “was surprised to see with what order, decency, and seriousness they performed the public worship;” by his “ discreet behavior ” he “gained such a good character and esteem that the Quakers themselves send their children to his school.”5 Griffin taught in Pasquotank about three years; but in 1708 Rev. James Adams was directed by the Society for the Propagation of the Gospel to settle in that precinct,6 and the school was transferred to him. Griffin, on the recommendation of Gordon, was elected reader and clerk of the vestry of Chowan at £20 per annum,7 and he, “ notwithstanding the large offers they made him if he would continue, ’’consented to goto Chowan.5 He opened school in that precinct, and Gordon ‘ ‘ gave some books for the use of scholars. ” 8 In 1712 there was a school kept at Sarum, “on the frontiers of Virginia, between the two governments,” by a Mr. Mashburn. Rev. Giles Rainsford wrote that his work was highly deserving of encouragement and that he should be allowed a salary by the Society for the Propagation of the Gospel. “ What children he has under his care can both write and read very distinctly, and gave before me such 3 Prefatory notes to Colonial Records of North Carolina, II, xii-xiv. 2 Colonial Records of North Carolina, I, 448. 3 Ibid., I, 495. Cf. also, II, 241,266. In 1713 the court released two apprentices from service by reason that they could not perfectly read and write.”— Ibid., II, 172. 4Brickell, Natural History of North Carolina, p. 35. 5 Colonial Records of North Carolina, I, 714. 6 Ibid., 1,681. 7 Ibid., I, 684. 8 Ibid., I, 712. 1382 EDUCATION REPORT, 1896-97. an account of the grounds and principles of the Christian religion that strangely surprised me to hear it.”1 There were also a number of parish libraries in the province during this period, sent over by the Society for the Propagation of the Gospel for the use of its mis¬ sionaries. The first of these had been sent as early as 1700 at the instance of the Rev. Dr. Thomas Bray, who had come out as commissary of the Bishop of London in Maryland. It was established at Bath, and was worth £100. The law of 1715 made for the protection of this library is one of the earliest specimens of library legislation within the limits of the present United States.2 Other missionaries, Adams, Urmstone, and Rainsford, had libraries, and these served, no doubt, as a nucleus around which was gathered the literary and edu¬ cational life of the colony, for we have already seen that these missionaries served also as school-teachers. A notable effort to encourage popular education was made by Edward Moseley in 1728. In 1720 he sent a letter to the secretary of the Society for the Propagation of the Gospel, with £10 for buying religious books to be loaned to the parishioners of Chowan County. In 1728 he sent to the secretary “a catalogue of such books as he had purchased, desiring the honorable society would be pleased to accept them toward a provincial library for the government of North Carolina, to be kept at Edenton.” This catalogue has been preserved. It mentions 26 folio, 12 quarto, and 38 octavo volumes.. The books were largely theological and scholastic in character and mostly in Latin and Greek. They had probably been gathered together in America and seem to have come from some of the parish libraries that were scattered from time to time. There is, unfortunately, no evidence that the library was accepted by the society, or that it was ever opened in Edenton. But the size of the library and the value of its books indicate that Moseley was a broad¬ minded and liberal man. This is all the information we have regarding schools and libraries under the proprietors. This side of colonial life was shamefully neglected by them. They cared neither for the spiritual nor the intellectual man. They reckoned the lives of the colonists only in quitrents and taxes. With the neglect of education went the higher intellectual elements depending upon it.3 III. The Royal Government and Education, 1729-1778. There was little change in matters of education during the first twenty years of royal rule. In his address to the legislature in 1736 Governor Johnston urged the establishment of schools. That body made a fair reply, but nothing was done.4 The colony did not at that time have either a printing press or a printed revisal of its laws.5 In 1745 some progress was made in school legislation. On April 15, Mr. Craven brought in a bill “to Impower the Commissioners for the town of Edenton to keep in repair the Town fence, & to erect and build a Pound Bridges Public Wherf and to erect and build a school house in the said Town and other purposes”6 This bill became a law. As this is the first law on the statute book of North Carolina relating to schools, that section may be quoted in full: 1 Colonial Records of North Carolina, I, 859 2 This law is printed in full in the Report of the Commissioner of Education for 1895-96, pages 576-578, and in the Report of the American Historical Association for 1895, pages 180-183. For an account of the work of Dr. Bray in establishing libraries in America, see Dr. Bernard C. Steiner’s article in the American Historical Review, October, 1898, pages 59-75. 3 For a full account of these libraries see my Libraries and Literature in North Carolina in the Eighteenth Century, Washington, 1896. 4 Colonial Records of North Carolina, IV, 337, 338, 331, 339, 371. 5 See my Press in North Carolina in the Eighteenth Century, Brooklyn, 1891. 6 Col. Rec., IV, 783, 786, 787, 788, 790. COMMON SCHOOLS OF NORTH CAROLINA. 1383 “VI. And be it further Enacted , by the authority aforesaid , That the Commis¬ sioners of Edenton may receive Donations and Subscriptions, towards defraying the Expenses of building the School-house in the said Town and apply the same accordingly; and may, in their Names, or in the Names of the Commissioners for the time being, commence Suits or Actions for the Recovery of any Sums given or subscribed to be paid, for the Purpose aforesaid by any Person or Persons who¬ soever.” 1 It will be noticed that this act is merely permissive. Donations are leisurely made and more leisurely collected, even when threatened with the law as in this case. There is no evidence, and no probability, that this schoolhouse ever got further than the statute book. 2 In 1749 a bill ‘ ‘ for an act for founding, erecting, governing, ordering, and visiting a free school at - - for the inhabitants of this province,” was reported to the assembly, but it failed to pass. 3 The question was ag’ain agitated in 1752, and a bill was introduced “for the better establishing the church, for erecting of schools,” etc., but it met the usual fate of such matters. 4 In 1754 a liberal proposition came from George Vaughan, a London merchant trading to Lisbon, looking to the foundation of a school in North Carolina. Vaughan wrote Governor Dobbs that his purpose was to donate “one thousand pounds yearly forever” to the propagation of the Gospel among the Indians in and near North Carolina. Of this the governor, council, and assembly were to be perpetual trustees. The fund was to begin after the death of John Sampson, the nephew of Vaughan. This offer w’as met by a counter proposition from the assembly, that if the gift “was not confined to the Indians only, but made to extend as an academy or seminary for religion and learning to all His Majesty's subjects in North Carolina” they would enlarge the donation “by a reasonable tax on each negro ” in the province. Deeds were accordingly drawn by Vaughan to that effect, but their execution was suspended until the proper law had been enacted by the legislature.5 A law making an appropriation for the schools had been made already. This had been done in the spring of 1754, and stands as section 12 of an act granting an aid to the King.6 This act, made, however, subject to approval by the King, appropri¬ ated £6,000, to be issued in bills,7 for the endowment of a public school for the province. After the passage of the bill the committee on propositions and griev¬ ances formally resolved: “That under a sense of the many advantages that will arise to the province from giving our youth a liberal education (whether considered in a moral, relig¬ ious, or political light) a public school or seminary of learning be erected and properly endowed. And that for effecting the same the sum of £6,000 already appropriated for that purpose be properly applied.”8 But after the school had been legally established it was found necessary to use the funds for the French and Indian war,9 and when the borrowed fund had been returned from taxes it was used again for similar purposes. In 1759 it went to support troops in the Cherokee campaign.10 In 1761 it went to pay the judges and 1 Swann’s Revisal of the Laws of North Carolina, 1751, 203-204. 2 Moir mentions a school at Brunswick in 1745. Col. Rec., IV, 755. 3 Col. Rec., IV, 977, 979, 980, 990, 993, 994. Dr. Smith states on page 22 of his Education in North Carolina that this hill was passed. This is incorrect, for it appears in none of the revisals, not even by title. 4 Col. Rec., IV, 1321, 1322, 1332, 1335, 1337. 5 Col. Rec., V, 1446-I44c. 6 Davis’s Revisal of 1773, p. 158, and Col. Rec., VII, 279. 7 Col. Rec., V., 949. 8 Col. Rec., V, xxv, 298-299, 547. » Col. Rec., V, 267, 268, 238, 289, 573, 640, 749. 10 Col. Rec., VI, 150, 151, 153, 207, 219. 1384 EDUCATION REPORT, 1896-97. for war purposes.1 In 1762 it went to garrison Fort Johnston and Fort Granville.2 As a result the V aughan bequest came to naught. The question of education was frequently recommended to the attention of the legislature by Governor Dobbs during the next ten years. In 1759 and again in 1764, Dobbs asked the Board of Trade to allow the money originally intended for schools to be reissued for that purpose, but the right to issue bills was refused at the instance of British merchants. 3 In 1763 the assembly, through their agent, asked tha.t a part of the fund coming to North Carolina as reimbursement for war expenses be devoted to education, and this was refused.4 Discussion of the subject continued, however, and in December, 1762, Rev. James Reed, of Newbern, preached before the assembly a sermon, “ Recommend¬ ing the establishing public schools for the education of youth.*’ This sermon was printed at the public expense, and this was, perhaps, the first actual appropriation for education.5 In 1763 Rev. Alexander Stewart reports a manual-labor school, established by the society of Dr. Bray’s associates, for Indians and negroes in Hyde County.6 The one successful school of the period seems to have come from private initia¬ tive. In December, 1763, Thomas Tomlinson, an English teacher who had had a school in Cumberland, arrived in Newbern, “ well recommended with regard to his abilities, sobriety and good conduct.” He opened a school January 1, 1764; got all the pupils he could teach and sent home for an assistant.7 A subscription was started for a schoolhouse and Rev. James Reed writes in June that he had secured notes for that purpose for more than £200 (£110 sterling). “ During my eleven years’ residence in this province I have not found any man so well qualified for the care of a school as Mr. Tomlinson. He is not only a good scholar but a man of good conduct, has given great satisfaction to the parents of such children as are under his care and will be of infinite service to the rising generation.” 8 The building . of the schoolhouse proposed by Reed was authorized by an act passed at the Febr uary- March session, 1764, 9 and in the following May the leading citizens of Newbern addressed a letter to the Society for the Propagation of the Gospel, through Gov¬ ernor Try on, in which they asked that Tomlinson be given a regular salary as a representative of the society, pleading, besides his good qualities, “ that there has never been in their province any regular settled schoolmaster.10 The petition was indorsed by Tryon, who says that Tomlinson was “the only person of repute of that profession in the country,”11 and met a favorable response, for the society granted him “ an additional salary,” amount unknown.12 In July, 1765, Mr. Reed writes that the building of the schoolhouse went on but slowly for the lack of funds. Tomlinson was expecting an assistant daily and then had 30 pupils at 20s., proclamation, by the quarter, which amounted to £60 sterling per year.13 The schoolhouse was still unfinished in 1766, when the matter was taken up by an act “ for establishing a schoolhouse in the town of Newbern.” The act, after reciting that “a number of well-disposed persons, taking into consideration the great necessity of having a proper school or public seminary of learning estab- 1 Co]. Rec., VI, 657, 658, 661, 686, 691. 2 Col. Rec., VI, 831. 3 Col. Rec., VI, 5, 1035-1037. 4 Col. Rec. , VI, 1006. 5 Col. Rec., VI, 955. 6 Col. Rec., VI, 995-996. 7 In 1767-68 -James McCartney, a native of Ireland, was an assistant in this school. 8 Col. Rec., VI., 1048. 9 Col. Rec., VI, 1105, 1111, 1113, etc. 10 Col. Rec., VII, 35-36. 1 1 Col. Rec., VII, 104. 12 Col. Rec., VII, 458. 13 Col. Rec., VII, 98, 154, 241. COMMON SCHOOLS OF NORTH CAROLINA. 1385 lished, whereby the rising generation may he brought up and instructed in the principles of the Christian religion and fitted for the several offices and purposes of life, have at great expense erected and built in the town of Newbern a convenient house for the purpose aforesaid; and being desirous that the same’may be estab¬ lished by law on a permanent footing, so as to answer the good purposes by the said persons intended,” enacted that the contributors to the schoolhouse fund should choose out of their own number eleven persons to be trustees, who were by this act chartered as the Incorporated Society for Promoting and Establishing the Public School in Newbern, and given the powers usual to such bodies. No person was to be admitted master of the school who was not of the Church of England and licensed by the governor. The trustees were to take the oaths to the Govern¬ ment, subscribe the test, and then take a special oath “to execute and discharge the several powers and authorities” conferred by the act. Elaborate provisions were made for the control and direction of the trustees, and as the contributors were “desirous that the benefits arising from said school may be as extensive as possible, and that the poor who may be unable to educate their children there may enjoy the benefits thereof,” a duty of 1 penny per gallon was to be levied on all rum and other spirituous liquors imported into Neuse River for sev^'n years. This was to be used in educating ten poor children. The master was to have a salary of £20 per year “ toward enabling him to keep an assistant.”1 This law has been given in detail, because it is practically the first law passed in the province for the encouragement of public education. A further effort was made to aid the school by the legislature of 1768, which passed an act “for declaring certain lots in the town of Newbern, taken up by the trustees for promoting the public school in the said town, saved and improved according to law; and to empower the said trustees to collect the subscriptions due to the said school.2 This act was repealed by the King in council in 1770, on the ground that the act set aside the statute of limitations.3 But it appears that those interested in the school were not at all disposed to let the English Government thwart them by repealing this legislation on the school, for in 1773 the legislature passed a supplementary act in which it was provided that the four lots contiguous to the lot on which the school society had erected “ a large and convenient building for the use and accommodation of the master and scholars of said school” should be deemed as saved and improved lots, according to the terms of the act in force.4 In 1767 and 1768 efforts were made to establish by legislative authority a similar school in Edenton. These bills failed because the assembly refused to require that the teachers should be members of the Church of England, in accord with the instructions to the governor and the terms of the schism act.5 The opponents of the church schools idea yielded finally, however, and the Eden¬ ton Academy was chartered in 1770-71, under an act “ for vesting the schoolhouse in Edenton in trustees.” The terms of its charter and the objects of the school were in all essentials like those for the Newbern Academy. The trustees had power to receive voluntary subscriptions, and “no person shall be admitted to be master of the said school but who is of the Established Church of England.”6 . As we have already seen, the master and teachers of the public school in New- 1 See Col. Rec., YII, 303, 305, 309, 310, etc., and the act in Davis’s Revisal of 1773, 359-361. This act repealed the act of 1764. 2 Davis’s Revisal of 1773, 450. 3 Col. Rec., VIII, 266, 276-277, 616. 4 Davis’s Revisal of 1773, 552. In 1772 a quarrel arose between Tomlinson and the trustees, and he was dismissed. Reed takes his part and suggests the dissolution of the Incorporated Society. See Colonial Records, IX. 6 Col. Rec., VII, 561, 562, 563, 586, 587, 588, 589, 591, 598, 600, 632-633. See also same, 901, 904, 909,921, 922, 942-943, 947, 948, 953, 954, 970, 978, and VIII, 6. 6 Davis’s Revisal of 1773, 478-479. 1386 EDUCATION REPORT, 1896-97. bern were also required to be of the Church of England, in accordance with the provisions of the schism act, which was enforced in North Carolina from 1730 to 1773, so far as the Government was able.1 Under this act no one, under penalty of three months’ imprisonment, could keep either a public or a private school, nor could act as tutor or usher, unless he had obtained a license from the Bishop of London, had engaged to conform to the Anglican liturgy, and had received the sacrament in some Anglican church within the year. To prevent occasional con¬ formity it was provided that a teacher so qualified who attended any other form of worship was to suffer the full term of imprisonment and to he forever incapaci¬ tated from acting as tutor or schoolmaster. This requirement handicapped the dissenters by throttling their schools, and consequently did great harm to learn¬ ing. The power of the Established Church was felt mainly in the eastern half of the colony. The result was that there were few private schools at the time of .the Revolution. IV. Private Incorporated Academies, 1760-1825. The western part of the Province of North Carolina — the western half of the presenUState — was occupied, speaking very broadly, by races differing from those of the eastern counties. The latter were settled mostly by immigrants from the old country and from Virginia who moved farther to the south in search of better lands. These immigrants were mostly of English extraction, and this was the general character of the population until the end of the proprietary government in 1728. About 1736 the Scotch and Scotch-Irish immigrations began. One stream came in by way of Charleston, S. C., another by way of Cape Fear River, while a third came southward from Pennsylvania. These streams met and commingled in the Piedmont region of the present State. They clung more closely together than earlier settlers had done, and “almost invariably as soon as a neighborhood was settled preparations were made for the preaching of the gospel by a regular stated pastor, and wherever a pastor was located, in that congregation there was a classical school, as in Sugar Creek, Poplar Tent, Center, Bethany, Buffalo, Tliyatira, Grove, Wilmington, and the churches occupied by Pattiilo in Granville and Orange.”2 Another class of settlers who contributed no little to the intellectual advance¬ ment of middle and western North Carolina were the Germans, who came over¬ land from Pennsylvania, and in religion were divided into Moravian, Lutheran, and Reformed bodies, but there was harmony between these parts, and in matters of education they were one. In this migration, which began as early as 1745, the Moravians were among the leaders. They appeared in 1753. The ensuing south¬ ward movement lasted for a generation, and in 1785 there were 15,000 Pennsyl¬ vania Germans in North Carolina.3 These immigrants were careful to set up churches and schools on arrival, and if there wTere no teachers among them they sent to Germany for such. A number of these schools were taught in the Ger¬ man language. It is safe to say that during the second half of the eighteenth century no class of the population of North Carolina was more intelligent than this German element.4 Still another class which added no little to the strength of the province in morals and otherwise were the Quakers. They began coming to central North Carolina, principally from Pennsylvania, as early as 1743, and kept it up until the close of the Revolution, but in educational matters they do not occupy as high a place as the German churches or the Presbyterians. 5 1 On the provisions of the schism act, see my Church and State in North Carolina, ch. 3. 2 Foote’s Sketches, p. 546. 3 Col. Rec., VIII, 728. 4 See Col. Rec., VIII, 507, 631, 731, 732, 733, 739, 748, 749, 751, 760, 761, 762, 763, 768. 6 See my Southern Quakers and Slavery. COMMON SCHOOLS OF NORTH CAROLINA. 1387 As early as 1744 the Presbyterian synods of New York and Pennsylvania began sending missionaries to North Carolina. The earliest of these missionaries was Rev. John Thompson, who came out rrom Virginia in 1744 and labored in the Iredell section of the State until his deatn in 1753. The next missionary was Rev. Hugh McAden, a graduate of Princeton in 1753, who came to North Carolina in 1755 and became one of the principal founders of the Presbyterian Church in the South. Samuel Davies Alexander, in his Princeton College during the Eighteenth Cen¬ tury, has gathered the names of the Princeton men who cast their lot in North Carolina. This list has been summarized and commented on by Dr. Smith in his History of Education in North Carolina. It included, among others, Alexander Martin, class of 1756, afterwards governor; Rev. Alexander McWhorter, class of 1757; Samuel Spencer, class of 1759, a native of North Carolina and a superior court judge; Joseph Alexander, class of 1760, teacher; Rev. David Caldwell, class of 1761, teacher; Waightstill Avery, lawyer, and Rev. Hezekiah James Balch, class of 1766; Isaac Alexander, president of Liberty Hall Academy, and Samuel Eusebius McCorkle, teacher and preacher, 1772; John Ewing Calhoun, lawyer and United States Senator from South Carolina, 1774; Rev. Thomas B. Craighead. 1775, a native of North Carolina and an educational leader in Tennessee; Spruce McCoy, member of Congress and superior court judge, 1775; Nathaniel Alexander and William Richardson Davie, both members of the class of 1776, and both gov¬ ernors of the State; David Stone, governor and United States Senator, 1788: Thomas Pitt Irving, teacher, and Robert H. Chapman, second president of the University of North Carolina, 1789; Joseph Caldwell, first president of the Univer¬ sity of North Carolina, 1791 ; Charles W. Harris, an early professor in the University of North Carolina, 1792; William Gaston, member of Congress and justice of the supreme court, 1796, and Frederick Nash, chief justice of North Carolina, 1799. Some of these were natives who went to Princeton for their training, but a majority of them came from other States and cast their fortunes among the people of North Carolina. It is to them that the State is largely indebted for her first classical academies, the clause in her constitution providing for the uni¬ versity and the common schools, and the organization and development of the university for the first two generations of its life. The Rev. James Tate, a Presbyterian minister from Ireland, organized Tate's Academy, in Wilmington, about 1760. Crowfield Academy, in Mecklenburg County, was organized about the same time, and from this, in connection with Poplar Tent Academy, organized in Cabarrus County about 1778 by Rev. Robert Archibald (Princeton, 1772), came the germ of the modern Davidson College. The academy of Rev. David Caldwell, located about 3 miles from Greensboro, was organized about 1767, and for many years “served for North Carolina as an academy, a college, and a theological seminary.” The average attendance was fifty to sixty, and was large for the time and country. It was not interrupted by the Revolutionary war until the British army appeared in this section in 1781. The greater part of his students had already joined -the American ArmjT; his prop¬ erty was plundered by the British; bis library and all his literary accumulations burned; he was himself treated with indignity, and had to spend many nights in the woods to escape capture. The school was revived as soon as circumstances would allow, and Dr. Caldwell continued in active service until about 1822, when age and infirmities. compelled him to retire. He died in 1824, aged 99. His appa¬ ratus and materials for teaching seem to have been very limited, especially after the invasion of the British in 1781, and the course of study does not seem to have been an extended one, but of its thoroughness the success of many of his pupils gives ample testimony.1 Caruthers’s Life of David Caldwell, Greensboro, 1812. 1388 EDUCATION REPORT, 1896-97. Clio's Nursery and the Academy of the Sciences was another of these private Presbyterian schools which did so much for the intellectual upbuilding of the State. It was located on Snow Creek, Iredell County, and was opened about the beginning of the Revolutionary war. It was in charge of Rev. James Hall (1744-1826), who was graduated from Princeton in 1774 and declined a tutorship there to do missionary work in North Carolina, where he became a pastor and teacher. In addition to his duties in Clio's Nursery, he opened at his residence an “academy of the sciences," which was supplied by him with some apparatus and of which he was sole professor. This seems to have served as a scientific course for the academy, the first of its kind in the State. After the Revolution, Hall founded a circulating library within the bounds of his charge, and to advance the cause of education organized a Saturday class of young people to take lessons in grammar. The great need of the day was text-books, and to remedy the diffi¬ culty he prepared a grammar and had manuscript copies made, which were circulated among the class. Later it was printed and was used extensively.1 But these schools were private institutions, and although representing all that there was of educational facilities for their respective sections, did not come within the limits of Government charter or aid. They lived in spite of instructions to the royal governor, for their very existence was contrary to the principles of the schism act. Queen's College, Charlotte, was another Presbyterian school which attained dis¬ tinction, but had, j>erhaps, the hardest struggle of all for existence. Its begin¬ nings are traced to the classical school established at Sugar Creek, near Charlotte, in 1767, by the Rev. Joseph Alexander. It was chartered as Queen’s College in 1770-71 by the assambly.2 This charter brought up the question of the schism act. This was not the first time that that question had come up, but it had never before been seen as clearly. The promoters of the school had yielded so far as to provide that the president of the institution should be of the established church and be licensed by the governor, but the fellows, trustees, and tutors would be, for the most part, Presbyterians. On this question the Board of Trade, to whom the matter was referred in England, write the King that “ from the prevalency of the Presbyterian persuasion within the county of Mecklenburg we may venture to conclude that this college . . . will, in effect, operate as a seminary for the edu¬ cation and instruction of youth in the principles of the Presbyterian Church. Sensible as we are of the wisdom of that tolerating spirit which generally pre¬ vails throughout your Majesty's dominions . . . still we think it our duty to sub¬ mit to your Majesty whether it may be advisable for your Majesty to add encour¬ agement to toleration by giving the royal assent to an establishment which in its consequences promises with great and permanent advantages to a sect, of dis¬ senters from the established church who have already extended themselves over that province in very considerable numbers. ” 3 The charter of Queen’s Museum was accordingly repealed by proclamation in 1773; but the institution flourished without a charter and became the rallying point of the literary societies and debating clubs that preceded the Revolution. The name was changed from Queen’s College to Liberty Hall Academy about 1775, and on May 9, 1777, the coveted charter was secured from the assembly of the newborn State. The trustees were all Presbyterians and the school was under the supervision of Orange Presbytery, which at that time covered all the State. The course of study in the institution was nearly the same as that pointed out afterwards by the trustees of the University of North Carolina. No degrees were given, but diplomas and certificates of study instead. Dr. Alexander McWhorter, 1 Foote’s Sketches, p. 330. 2 See the act in Col. Rec., VIII, 486-490. 3 Col. Rec., IX, 250. COMMON SCHOOLS OF NORTH CAROLINA. 1389 who had been sent by Congress to preach up liberty and independence in the Southern States, was induced to become its president, but the school was susjjended about February 15, 1780, and was never resumed. The cause for this suspension of activity was due, no doubt, to the war and to the presence of British troops in that locality. By an act of the assembly in October, 1784, Liberty Hall Academy was said to have fallen “in an entire state of decay” and was transferred from Charlotte to Salisbury and the name changed to Salisbury Academy, but this change should be considered as a removal and revival, not as a new institution, for seven out of fifteen of the old trustees were included in the new board.1 After the closing of Liberty Hall Academy, the Rev. S. C. Hall maintained for many years a classical school of high grade at Sugar Creek, near Charlotte, where young men were prepared for college. After the close of the Revolution Dr. Thomas Henderson conducted a high school in Charlotte for a number of years. Education and the constitution of 1776. — The English institution known as Queen’s College, but better known by its American name, Liberty Hall Acad¬ emy, was the connecting link between the old regime and the new, between the British system and the system of the new Republic. It was the last to seek a charter from the Crown. It was the first to receive it from the independent Com¬ monwealth. In fact, a new impetus was given to education in the constitution of 1776. This constitution, adopted by assembled delegates at Halifax, N. C., December 18, 1776, says in its forty-first article: “ That a school or schools shall be established by the legislature for the conven¬ ient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices; and all useful learning shall b9 duly encouraged and promoted in one or more universities.’ This clause is a literal copy of the forty-fourth section of the constitution of Pennsylvania, which had been adopted on the 28th of the preceding September, except that the phrase “in each county” after the word “established” was left out of the North Carolina constitution. These two States, Pennsylvania and North Carolina, were the first in the Union to put into their free constitutions a pro¬ vision for the erection of schools. Science Hall, Hillsboro, was the next institution to secure incorporation under the new constitution. William Hooper, the signer; Governor Alexander Martin; Governor Thomas Burke; Thomas Hart, the grandfather of Thomas Hart Benton; and Nathaniel Rochester, the founder of Rochester, N, Y. , were among the incor¬ porators. It was given the same privileges as Liberty Hall Academy. This act was amended in 1784 when the old Episcopal church was vested in commissioners and devoted to general religious uses on Sundays and to the uses of the school on week days. The school could confer no degrees, but was allowed to raise money by a lottery.2 This is probably the first instance in the history of the free State in which the aid of the government to schools extended beyond the mere formal granting of charters. Granville Hall, in Granville County, seems to have been in more than the usual sense a child of the State. It was chartered in 1779, and we find Richard Caswell, governor; Abner Nash, speaker of the senate; arid Thomas Benbury, speaker of the house of commons, as the leading trustees. They were instructed to purchase 500 acres of land and erect suitable buildings. The act recited that large sums had been subscribed for support of the school. After 1780 Rev. Henry Pattillo (1726- 1801), a Scotchman who had emigrated to America in early manhood and had studied privately under Rev. Samuel Davies, became principal of this academy. He had already taught in Virginia and in Orange County, N. C., and is said to have 1 Martin’s Private Acts, 142-144. 2 Martin’s Private Acts, 87-88, and supplementary act, 124-125. See also laws of 1797, ch. 45. 1390 EDUCATION REPORT, 1896-97. spent some twelve years in teaching. The success of his pupils indicates that Pattillo was a faithful teacher, but we have few facts concerning his schools. He had been a member of and chaplain to the provincial congress of North Carolina, and chairman of its committee of the whole. He was a man of literary tastes, and, although narrow circumstances and a large family were drawbacks in his career, was an author of considerable pretensions. He published in 1786 a geographical catechism.1 As this seems to have been the first text-book printed by a citizen of the State, and was intended for the schools as well as family use, it deserves more than a passing notice. It was intended “to assist those who have neither maps nor gazetteers to read newspapers, history, or travels.” It contained “ as much of the science of astron¬ omy and the doctrine of the air ” as was judged sufficient for the farmer and for the student who either had or did not have an opportunity to pursue these studies further. It is dedicated to General Davie, and the “ fourth inducement for pub¬ lishing,” the author says, was that “ I did, and still do, hope my book may bring me in a few dollars, which will be welcome guests when they arrive.” He begins with a description of the earth's surface. From this he turns to the zodiac, explains this, and passes on to a general description of the planets. He feels it necessary to argue in favor of the heliocentric theory of the universe, and the whole has an intensely religious tone. His account of Uranus is interesting: “ The seventh and most exterior of all the planets was discovered a few years ago by Dr. Herchell [sic] , which, in honor of the British King, he called the Georgian Planet.” On comets he says: “ Their uses are mere conjecture. Some judge them the seats of punishment where sinners suffer the extremes of heat and cold. Mr. Whiston says a comet approaching the sun brushed the earth with its tail and caused the deluge, and that another will cause the conflagration.” After this survey of the planets he returns to geography and begins with Europe, “the smallest but most improved quarter of the world.” Of Spain he says: “ Spain claims as much territory in North America as thrice the United States; extending from the isthmus of Darien to the polar circle; and from the Pacific Ocean on the west to Canada, Mississippi, and the gulph of Florida, on the east. In such a vast extent of coast they have many ports and harbors, the chief of which are New Orleans, on the Mississippi: Vera Cruz, Campechy, Honduras, St. Jago and Porto Bello, on the gulph of Florida; and Aquopulcho and Panama on the Pacific. These dominions contain Mexico, New Spain, and many other prov¬ inces. Spain owns in South America from the Carribean Sea to the Straits of Magellan.” Of Turkey he says it “is about 1,000 miles in length from Chotzim, near the border of Poland, to the southern point of the Morea; and from Oczakow, on the Nieper, to Dalmatia on the Adriatic, nearly as wide. This empire contains the ancient Peleponesus, now Morea, Achaia, Greece, Macedon, Iilyricum, Bul¬ garia, W allachia, Moldavia, and parts of Tartary. The capital of the whole empire is Constantinople.” All of which goes to prove that geography, like history, needs to be constantly rewritten. When America is reached the author is carried away with his subject. He thus describes the beginnings of the Revolution : ‘ ‘ Britain backed her claims with a fleet and army, and the devoted town of Boston felt the first vengeance of offended royalty. O my dear country! never forget your then situation. Without an army; without a general bred in the school of war; without great or small arms fit to oppose the unconquered forces of Britain; without a treasury; without an ally; without a single frigate to oppose the first naval power on earth — a power deemed our mother, among whom we had a million of relations, friends, and correspondents— to oppose the King whom we honored to idolatry! At this awful period Congress met, under a load of public cares, inconceivable by all but patriots. It seized the helm; it became a center of union Halifax, Abraham Hodge, 1796. COMMON SCHOOLS OF NORTH CAROLINA. 1391 and of motion to the scattered colonists, and made a common cause with Boston. The continent, as by an electrical shock, caught the noble and enthusiastic spirit of liberty and resentment. Heaven pointed out G-eorge Washington as the instru¬ ment by whom it would save his country. ” He then reviews the States, and coming to North Carolina, speaks of the infant university as follows: “A university is established by act of assembly, in Orange County, with liberal appointments by the State, and numerous benefactions. It is yet in its infancy; has about sixty students, and if under the government of good and learned men, must prove an extensive blessing as well as an honor to the State. What can more loudly call for the prayers of all good people than that God's blessing may reside on our principal seat of learning, from which fountain are to flow those streams that must poison or purify our country. Its short progress has been rapid; may its success be glorious! ” Smith Academy. — In 1782 Smith Academy was chartered in Edenton. This academy was the gift of Robert Smith, a lawyer and merchant of that town, who died in 1782. Among its trustees were Judge Iredell, Governor Samuel Johnston, and Dr. Hugh Williamson. Their annual income was not to exceed 8,000 Spanish milled dollars per year; they were to “ appoint their imblic visitation of the acad¬ emy once every six months, when they shall examine what progress is made by the several students, at which visitations they may, for the encouragement of learn¬ ing, give certificates to any students concerning the progress they have made- in any species of learning,” but they were not to grant “ degrees or titles, such as the degrees of bachelor or master of arts or doctor in any faculty.”1 Innes Academy. — In 1783 the legislature chartered Innes Academy in Wilming¬ ton. This school was based on the gift made in 1759 by Col. James Innes, who bequeathed his plantation, Point Pleasant, near Wilmington, a considerable per¬ sonal estate, including slaves, all his books, and £100 sterling for the use of a free school for the benefit of the youth of North Carolina. The charter provided that the rector, professors, and tutors of this academy, and of ‘ ‘ all other academies and public schools ” established by law in the State, should be free from military duty so long as they held their respective offices. Pupils, also, who entered any of these schools at the age of 15 or under were exempt from military duties so long as they remained in the schools. Of the history of Innes Academy we know, unfortunately, very little. A building was commenced after the incorporation, but before it was finished a theatrical company was organized in Wilmington and the lower floor was fitted up for use as a theater. This arrangement was consum¬ mated by a perpetual lease to the Thalian Association. In 1803 an act ‘‘for the relief of Innes Academy ” recites that most of the old trustees were dead, had refused to act, or had removed to distant parts of the country. A new board was appointed and was given authority to reorganize. The land bequeathed by Innes was then still in the hands of the trustees.2 Martin Academy. — The Innes Academy represented the extreme east. The same legislature, April, 1783, incorporated Martin Academy in what is now Wash¬ ington County, Tenn. This was the first literary institution in the Mississippi Valley. John Causon was the president of its board of trustees, and it was granted the same powers as Liberty Hall Academy in Charlotte. In 1795 it became Washington College. Samuel Doak was its president from its organiza¬ tion in 1783 until 1818. Davidson Academy, located at Nashville, was another Tennessee institution which received its charter from North Carolina in 1785. Rev. Thomas B. Craig¬ head, Hugh Williamson, Gen. Daniel Smith, Col. William Polk, Anthony Bledsoe, and Gen. James Robertson were among the incorporators. The school was 1 Martin’s Private Acts, pp. 101-102; McRee’s Iredell, I, 516, II, 8, 68, 303. 2 Laws of 1803, chap. 34. 1392 EDUCATION REPORT, 1896-97. located in Spring Hill meetinghouse, and here Mr. Craighead officiated for twenty years or more — in the week on intellectual, Sundays on spiritual things. The academy received 240 acres of land from North Carolina, from which it realized about $20,000. September 11, 1806, the academy was rechartered as Cumberland College; it was rechartered November 27, 1826, as the University of Nashville, and under the administration of Philip Lindsley had an extended career of use¬ fulness. Then came a period of reverses. Under an act approved March 24, 1875, a connection was made with the trustees of the Peabody fund, and through this union the Peabody Normal School has absorbed and taken the place of the older institution and the academy, intended for the training of youth in Davidson County, has grown into a great school for the training of teachers for the whole South.1 The movement thus begun was soon to extend from one end of the State to the other. The act which chartered Martin Academy, in Washington County, Tenn., also chartered Morgan Academy, in Burke County, N. C. Davidson Academy was to serve, as we have seen, for the district of middle Tennessee; Martin Acad¬ emy for eastern Tennessee; Morgan Academy for western North Carolina.2 There seems to have been a fear that the State was in some way responsible for these academies, so it was provided that neither of them should be considered “one of those seminaries mentioned in the constitution, to oblige this State to support any president, professors, or tutors of either of the said academies, or other charge or expense thereof whatsoever.” Zion Parnassus was another Presbyterian school which exerted a wide influ¬ ence. It was not chartered and had no connection with the State. But its dis¬ tinct normal department, the first in North Carolina and probably the first in America, but of which I have been able to find nothing more than a mere state¬ ment that it existed, and Dr. McCorkle’s connection with the University of North Carolina, demand that its work be recognized at least. Rev. Samuel Eusebius McCorkle (1746-1811) was a native of Pennsylvania, a graduate of Princeton, and a Presbyterian missionary. He established his school at Thyatira, on the road between Salisbury and Statesville, in Rowan County, in 1785. In this school worthy but needy young men were given tuition and furnished with books. The school continued ten or twelve years. The course of study was modeled on Prince¬ ton, and six of the seven students forming the first graduating class of the Univer¬ sity of North Carolina had been prepared there; forty-five of his students became ministers. He was offered in 1795, but declined, the professorship of mental and moral philosophy in the infant University of North Carolina. This professorship would have made him virtually president of the institution. He had a consid¬ erable library and was quite prolific as an author. OTHER ACADEMIES. Besides the academies already mentioned there are many others whose history has come down to us in most cases only in the acts of incorporation. The general character of these acts is the same. A number of persons, sometimes including representative men of the State as well as those of local prominence, were given corporate powers and absolute control over the management and direction of the school, and were usually made cooptative. The schools generally had power to grant certificates, but the right to grant degrees was specifically denied. These acts also gave power to the trustees to sue for and recover by action of debt or otherwise the sums of money which had been subscribed for the schools, but on which payment had been refused. In some cases the pupils and teachers were 1 Merriam, History of Education in Tennessee; and Martin’s Private Acts, 1&5-156. 2 Martin’s Private Acts, p. 119. COMMON SCHOOLS OF NORTH CAROLINA. 1393 exempted from service in the militia. Some were named for the most prominent benefactor, and provision was made for this in case a person should claim such distinction at any time in the future. The trustees usually chose the teachers. There was sometimes exemption from taxation. In the earlier charters special provision was made that such were not to be considered as any of the academies for which provision had been directed in the constitution. Academies chartered in 1785 : Dobbs Academy, at Kinston, Dobbs (now Lenoir) County. Grove Academy, in Duplin County. This school seems to have been successful. “ The Greek and Latin languages will be taught, and also the sciences.”1 Chartered in 1786: Franklin Academy, Louisburg, Franklin County. Pittsboro Academy, Chatham County; in 1797 it was allowed to raise $700 by lottery. Pitt Academy, located at Greenville, which had been recently called Martinboro, in Pitt County. Among the incorporators were Governor Caswell, Hugh William¬ son, and William Blount. Warrenton Academy, in Warren County; among the trustees were Rev. Henry Pattillo, Gen. William R. Davie, Governor Benjamin Hawkins, Nathaniel Macon, Gen. Thomas Person, and Willie Jones. By a later act they were authorized to raise $3,000 by lottery. Further, a surplus of £250, then in the hands of the com¬ missioners of the town, was directed by the legislature to be paid over to the school in accord with the wishes of the town. This seems to have been the first instance in the history of the State of local taxation for schools. In 1795 this academy was under the charge of Professor George, a graduate of Trinity College/ Dublin. Chartered in 1789: Richmond Academy, Richmond County. Currituck Seminary of Learning, Currituck County. Chartered in 1791: Onslow Academy, Onslow County. Stokes Seminary, Wadesboro, Anson County. Chartered in 1793: Tarboro Academy, Edgecombe County. Lumberton Academy, Robeson County. Raft-Swamp Academy, Robeson County. Chartered in 1797: Murfreesboro Academy, Hertford County. Montgomery Seminary, in Montgomery County, “ near the town of Henderson,”1 which town has since disappeared from the map. Bladen Academy, Elizabethtown, Bladen County. In 1808 the trustees were empowered “to rent out the fishery on Cape Fear River in the commons of the said town ” for three years, and the money arising from the same was to be applied to the academy, but this act was repealed in 1809. Chartered in 1798: An academy in Guilford County. Unity Academy, at Unity Meetinghouse, Randolph County. Adams Creek Academy, on Adams Creek, in Craven County. Smith ville Academy, Brunswick County; authorized to raise $7,000 by lottery. Salisbury Academy, Rowan County. In 1812 the commissioners of Salisbury 1 For the acts chartering these institutions before 1790, see Martin’s Private Acts of North. Carolina (Newbern, 1794). For the acts after that date, see the annual or session laws. ED 97 - 88 1394 EDUCATION REPORT, 1896-97. were authorized to raise $5,000 by lottery “for the purpose of erecting an academy and church, or either of those buildings, in said town.” In 1825 the academy was empowered to raise $10,000 by lottery. Chartered in 1799: Fayetteville Seminary, Cumberland County. Peasley Academy, “at or near the dwelling of Rev. William Peasley,” Moore County. The Williamsboro Franklin Library Society, Granville County. Its object was “the improvement of useful knowledge,” and seems to have included a school as well as the work of a library proper. Chartered in 1800: Sneedsboro Academy, Sneedsboro, Anson County. Edenton Academy, Edenton, Chowan County. This academy was empowered to raise $3,000 by lottery. Samuel Johnston was the president of its board of trus¬ tees, and the academy had a long and honorable history. Among its teachers who acquired wide celebrity in the State was the Rev. Jonathan Otis Freeman. By chapter 63, laws of 1807, the commissioners of the town were instructed to convey to the academy 6 acres of town property. The first act which seems to have had in mind the instruction in regard to public schools in the constitution of 1776 was that for “ a public school in the county of New Hanover.” This act, passed in 1800, provided for trustees and their govern¬ ment, as the other charters had done, and empowered them to hold property received “by gift, grant, subscription, or otherwise.” Beyond this and the fact that it is called a “public school” there is no hint that it was to have public support. Chartered in 1801: Union Meeting House Academy, Duplin County. Clio Montana Seminary, in Rockingham County. This seminary had been in operation prior to the time of its charter. In 1801 the trustees of the Newbern Academy, which had been in existence years before this time, were empowered to raise $3,000 by lottery “for the purpose of building an academy on the schoolhouse lots in the town of Newbern.” In 1812 the power of cooptation was taken from the trustees and placed in the town. All freemen who were possessed of a freehold or were masters of families had the right to vote, and, further, this privilege was conferred on all “who within one year immediately preceding the said election shall have made a donation to the said academy of the value of $5, or within four years immediately preceding of $20. ” Raleigh Academy, Wake County. The legislature granted to this academy the public square in the town, known as “Burk square,” for the site of a building. They received in the charter no public aid beyond this. Amendments in 1809 gave the trustees power to increase their number and a grant of certain quarries, for five years, inasmuch as “the quarries of rock in the public land adjacent to the city of Raleigh, though of no benefit to the State, might yield a small emolument to the trustees of the academy.” Chartered in 1802: Franklin Academy, in Franklin County. Wadesboro Academy, in Anson County. Caswell Academy, in Yanceyville, Caswell County. Spring Hill Seminary, in Lenoir County. The property of this seminary was exempted from taxation for ninety-nine years. Chartered in 1804: Cedar Grove Academy, Richmond County. Wilmington Academy, New Hanover County. Nixonton Academy, Nixonton, Pasquotank County. COMMON SCHOOLS OF NORTH CAROLINA. 1395 Chartered in 18G5: Philomathia Academy, Wilkes County. Hico Academy, in the lower part of Caswell County. Solemn Grove Academy, near Mount Helicon, in Moore County. Greene Academy, in Greene County. The name was changed to Hookerton Academy in 1817, and the trustees were to he elected by vote. All persons who had given as much as $5 had the right of suffrage, and could cast five votes if they had given $25. Any white man who had given $5 was eligible as a trustee. In 1819 it was allowed to raise $2,000 by lottery. “And the trustees of the said academy shall be jointly and severally liable in their proper person to fortunate adventurers in any lottery authorized by this act for the amount drawn to their respective numbers in an action on the case brought to recover the same.” Union Hill Academy, Buncombe County. This school was founded on a gift of 8 acres of land in Buncombe County, given by William Forster, jr., “for the pur¬ pose of a place of residence for a preacher of the gospel and teacher of an English and Latin school,” or either, as the majority of trustees should deem most advis¬ able. In 1809 the trustees were allowed to raise $5,000 by a lottery “for the pur¬ pose of completing the necessary buildings” and also “for establishing a female academy in the town of Asheville,” under direction of the same board of trustees. Chartered in 1806 : Oxford Academy, Rowan County. Windsor Academy, in Bertie County. Mount Clio Academy, in Robeson County. Rutherford Academy, in Rutherford County. Union Hall School, “near the Old Nicks” (Old Neck), in Perquimans County. This academy was already in existence. Chartered in 1807: Trenton Academy, in Jones County. Portsmouth Academy, Carteret County. Indian Woods Academy, in Bertie County. Elizabeth City Academy, Pasquotank County. Chartered in 1808: Washington Academy, Beaufort County. Zion Parnassus Academy, on Richlands Swamp, Robeson County. Chartered in 1809: Onslow Academy, Onslow County, Thisbe Academy, Guilford County. Hertford Academy, Hertford County. Green Hill Academy, Haywood County. Laurel Hill Academy, Richmond County. Mount Parnassus Academy, Moore County. Fayetteville Academy, Cumberland County. 1 Newdand Academy, in the upper part of Pasquotank County. Vine Hill Academy, Halifax County. In 1810 it was allowed to raise $500 by lottery. This school is still in existence. Germantown Academy, in Stokes County. Authorized to raise £500 “for the purpose of purchasing a lot or piece of land and books for use of the said academy.” Chartered in 1810: Waynesboro Academy. Carteret Academy, Carteret County. Jonesboro Academy, Camden County. 1 Laws of 1809, cli. 81. This act is entitled “An act to amend an act entitled ‘An act to establish a seminary of learning in the town of Fayetteville,’ ” etc. 1396 EDUCATION REPORT, 1896-97. Wilkesboro Academy, Wilkes County. Swansboro Academy, Onslow County. Springfield Academy, Halifax County. Poplar Tent Academy, Cabarrus County. Elizabethtown Academy, Bladen County. Plymouth Academy, Washington County. Montpelier Academy, on the lands of William M. Sneed, in Granville County. Nutbush Mineral Springs Academy, on the lands of John Simms, in Warren County. Chartered in 1811: Euphronean Academy, Moore County. Oxford Academy, on the lands of Thomas B. Littlejohn, adjoining the court¬ house, now Oxford, Granville County. New Providence Academy, Mecklenburg County. This was the academy of the Rev. James Wallis (1762-1819), and he is the first trustee named. He had estab¬ lished Providence Academy, about 12 miles from Charlotte, in 1792. He belonged to that small coterie of Presbyterian ministers who have done so much for intel¬ lectual North Carolina. Chartered in 1812: Snow Hill Academy, Greene County. Philadelphia Academy, Robeson County. Rocky River Academy, Cabarrus County. Newbern Female Charitable Seminary, Newbern, Craven County. Its object was ‘"for the relief of the poor and the education of poor female children.'’ This seems to have been the first society incorporated for the purpose of female educa¬ tion in the history of the State.1 Chartered in 1813: North Carolina Bible Society. Greene Academy, Greene County. Goshen Academy, Duplin County. Tarboro Academy, Edgecombe County. Williamsboro Academy, Granville County. Pleasant Retreat Academy, Lincoln County. Military [and Literary] Society of the County of Lenoir. Free School in Wayne County (evidently using the word “ free” in the sense of liberal). Female Orphan Asylum Society, Fayetteville. “ It is the wish and intention of the said society to seek out as objects of their charity children who are destitute of both parents and who would become chargeable to the county in which they reside, which said children they (the said society) intend to board, clothe, and educate.” Chartered in 18 Ilf.: Union Academy, Halifax County. Greenville Academy, Pitt County. Hillsboro Academy, Orange County. Rush Academy, on Mattamuskeet, Hyde County. This academy had a prior existence, and was known as Strayhon’s School House. Louisburg Female Academy, Franklin County. The commissioners of the town were authorized to deed a site to the academy out of the town lands. 1 It was not the first institution organized for that purpose. The Moravian school at Salem, known as the Salem Female Academy, was organized in 1804, and has "been in continuous opera¬ tion since that date, hut did not receive a charter from the State until 1866. One of the Moravian teachers who attained reputation as a scholar, especially through his knowledge of Hebrew, was John Jacob Fries. He came to North Carolina from Denmark in 1754 and taught from time to time until his death in 1793. COMMON SCHOOLS OF NORTH CAROLINA. 1397 Free School, in Dnplin County. The idea of a charity school for the poor is present in this act, but beyond this it does not differ from similar acts of incor¬ poration. Clio Academy, Iredell County. This academy had been in existence for many years. Its founder and organizer was Rev. James Hall. In 1815 the name was changed to Statesville Academy. At this time the educational movement took a new turn in the incorporation of “Thalean associations,’’ “for the purpose of aiding an institution of learning, and the general promotion of literature.” With such objects, an association by this name was organized in Fayetteville in 1814 and another in Wilmington. Chartered in 1815 : A change becomes manifest about 1815, when the terms of incorporation begin to vary from the set phrase which had come down from the Revolution. In 1815 the Fayetteville School Association Company was chartered, with $10,000 capital. Commissioners were appointed to open books for subscriptions for shares at $25 each. As soon as $1,000 had been subscribed, the school was to be put into opera¬ tion. The trustees were to be elected by the stockholders, stock was to be trans¬ ferable, and the association was allowed to hold property up to $20,000. Library societies were another phase of educational activity which began about this time. “ The Person Library Company” was chartered in 1815; was empow¬ ered to organize a library and hold $2,000 in property. The Raleigh Library Company was chartered in 1816, and was allowed to hold property up to £2,000. Center Library Society, of Iredell County, was chartered in 1817. The Buffalo Library Society, of Iredell, and the Fayetteville Library Company, of Fayette¬ ville, were both chartered in 1818. Chartered in 1816 : Williamson Academy, Martin County. Pleasant Grove Academy, Perquimans County. Greensboro Academy, Guilford County. In 1820 the Female Academy in Greens¬ boro, which had been under an independent management, was united with the Greensboro Academy. Chartered in 1817 : Fairfield School, on Loosing Swamp, in Lenoir County. New Prospect Academj^, near Oak Grove, on Little River, in Perquimans County. Blakely Academy, Pittsboro, Chatham County. This academy was named in honor of Capt. Johnston Blakely, U. S. N., who went down with his ship, the Wasp , in 1814. Female Benevolent Society, of Wilmington. Its object was “ to secure to poor children and destitute orphans a moral and religious as well as common educa¬ tion, and also to adopt, support, and provide with situations that are useful and not unfavorable to virtue.” Chartered in 1818 : Milton Female Academy. Wayne Academy, Wayne County. Jonesville Academy, Surry County. Haywood Academy, Chatham County. Asheville Academy, Buncombe County. Lawrenceville Academy, Montgomery County. Hilliardston Academy, on lands of James Hilliard, in Nash County. Forest Hill Academy, on the lands of John Martin, in Wake County. Trenton Academy, Jones County. This school was given a town lot of 2 acres for a site. Female Academy, Orange County. This organization was known as the Pros¬ pect Company. 1398 EDUCATION REPORT, 1896-97. Chartered in 1819: Lawrenceville Academy. Camden County Bible Society. Enfield Academy, Halifax County. Camden Academy, Camden County. Wilkesboro Academy, Wilkes County. Smithfield Academy, Johnston County. Madison Academy, Rockingham County. Lumberton Academy, in Robeson County. Pike Academy, in Little Alligator, Tyrrell County. In this case a school already established was made the basis of the larger organization. New Salem Library Society, Randolph County. Its object was “for the pur¬ pose of promoting religion, and aiding the progress of learning science.” Leaksville Female Academy. The trustees were authorized to raise $8,000 by lottery “to purchase a library and necessary apparatus, and for completing the Female Academy in said town. ” Bingham Academy, then in Orange County, and under the direction of the Rev. William Bingham, was incorporated in 1819, and declared to be “a public semi¬ nary of learning.” This school had been organized as early as 1793 and has been in almost constant operation since that time. Chartered in 1820: Spring Hill Academy, Gates County. Concord Academy, Perquimans County. Shocco Female Academy, Warren County. Elizabeth City Academy, Pasquotank County. Farmwell Grove Academy, Halifax County. Carraway Library Society, Randolph County, “for the purpose of promoting and aiding the progress of learning and science.” The Western College, of North Carolina, to be located “somewhere to the southwest of the Yadkin River,” was incorporated for the reason that “the more western counties in this State are distant from Chapel Hill, which renders it incon¬ venient for their youth to prosecute their education there. ” It was provided with an excellent board of trustees, was given the power to confer degrees, and was exempted from taxation — and there it stopped. But from this germ came a little later Davidson College. Chartered in 1821: Lincolnton Female Academj^. Sardis Academy, Johnston County. Clinton Academy, Sampson County. Midway Academy, Franklin County. Union Library Society, Iredell County. Spring Grove Academy, Anson County. Halifax Academy, in the town of Halifax. Liberty Male Academy and Charlotte Female Academy, both in Charlotte. Raleigh Female Benevolent Society; some of its objects were “ to promote the education of poor children, and cause them to be instructed in some of the useful domestic employments.” Chartered in 1822: Ebenezer Academy, Iredell County. Culpepper Academy, Anson County. Franklin Library Society, Hillsboro. Meltonsville Academy, Anson County. Hopewell Academy, Edgecombe County. Durham’s Creek Academy, Beaufort County. COMMON SCHOOLS OF NORTH CAROLINA. 1399 Richland Creek Library Society, in Guilford County. Shady Grove Male and Female Academy, Warren County. Chartered in 1823: Bertie Union Academy, Bertie County. Lumberton Academy, Robeson County. Milton Male Academy, Carteret County. Friendship Academy, Edgecombe County. Town Creek Academy, Edgecombe County. Sandy Creek Library Society, Davidson County. New Providence Library Company, Mecklenburg County. Morganton Academy. The act of incorporation recites that ‘ 1 considerable funds” had been given this school “ both by private donations and acts of the legis¬ lature of this State.” Chartered in 1821/.: Swansboro Academy, Onslow County. Wake Union Academy, Wake County. Clinton Library Society, Stokes County. New Hope Academy, Randolph County. Davidson Academy, Montgomery County. Hillsboro Female Academy, Orange County. Mount Prospect Academy, Edgecombe County. Harmony Grove Academy, Edgecombe County. Chartered in 1825: Line Academy, Sampson County. Colerain Academy, Bertie County. Williams Academy, Duplin County. Oak Grove Academy, Greene County. Lexington Academy, Davidson County. Shady Grove Academy, Rockingham County. Pleasant Grove Academy, Edgecombe County. The Library Society of Greensboro, Guilford County. The Farmers’ Library Society, of Northampton County. The Abbotts Creek Library Society, of Davidson County. There are several features which characterize these acts of incorporation. They were chartered on private initiative and were backed by private enterprise. In some cases, like that of the Bingham School, charters were obtained for institu¬ tions that had been long in existence. The terms of the various charters, with the mere change of name, are almost identical. The State limited its fostering care to allowing the town in which the school was located to present to it the town com¬ mons, or to allowing it to raise a certain sum by lottery, generally taking care to make the incorporators personally responsible to the drawers of prizes. It some¬ times exempted the property from taxation and, in the earlier period, the pupils and teachers from military service. But, with these exceptions, the legislation was merely permissive. V. The Agitation for the Common Schools, 1815-1825. We have seen the provision in the constitution of 1776 providing for primary education. The University of North Carolina was chartered in 1789; it was opened in 1795. There was no further effort made by the State for years to aid any phase of education. Governor James Turner, in his message to the legislature, November 21, 1804, took up the demand for public instruction, saying: “Knowledge is one of the firmest pillars of national strength; and believing that nothing would tend more to the advancement of the character and respect- 1400 EDUCATION REPORT, 1896-97. ability of this State than a general diffusion of learning, I am desirous of seeing a plan of education introduced which shall extend itself into every corner of the State. ” Governor Nathaniel Alexander, November 19, 1806, indorsed the recommenda¬ tion of Governor Turner and added a ringing demand of his own. Governor William Hawkins, in his message to the general assembly, November 20, 1811, said: “ Too much attention can not be paid to the all-important subject of education. In despotic governments, where the supreme power is in possession of a tyrant or divided amongst an hereditary aristocracy (generally corrupt and wicked), the ignorance of the people is a security to their rulers; but in a free government, where the offices and honor of the State are open to all, the superiority of their political privileges should be infused in every citizen from his earliest infancy, so as to produce an enthusiastic attachment to their own country, and insure a jeal¬ ous support of their own constitution, laws, and government, to the total exclusion of all foreign influence or partiality. A certain degree of education should be placed within the reach of every child in the State.” On November 22, 1815, Gov. William Miller, who had been reared in Warren County and who was the first student of the University of North Carolina to attain the governorship, called the attention of the assembly to the need of public schools in his address to that body. He said: ‘ * To cherish this spirit of inquiry and produce men who shall not only under¬ stand their rights, but have the spirit to assert and maintain them at every hazard, nothing is better calculated than an extensive diffusion of information. . . . The progress which has been made of late in the establishment of seminaries for the education of youth evinces a spirit and genius in the people of this State for literary acquirements. But so long as these establishments are left to depend for support upon individual exertion their beneficial effects must necessarily be partial. It is under the fostering hand of legislative patronage alone that the temple of science can be thrown open to all.” The message was referred to a committee, but no further action was taken. Governor Miller was not discouraged. In his message to the legislature on Novem¬ ber 20, 1816, he said: “ The subject of education has always been one of primary importance with all governments established for the benefit of the great body of the people. . . . If the wealthy alone be admitted to the temple of science, the most dangerous species of aristocracy may be apprehended. . . . “The various seminaries which have arisen in the State within a few years, from individual exertion alone, marks the progress of literary taste and points to the present as the time for legislative patronage. Permit the favorable juncture to pass and this growing taste may sicken and require ages to revive. To avail himself of public sentiment in support of any measure denotes the judicious statesman.”1 This part of the governor ‘s message was referred to the committee on education. It seems that there were two reports from this committee. The first report is dated December 17, 1816, and is signed by John M. Walker.2 The other was made December 19, 1816, and was signed by Archibald D. Murphey, of Orange, as chairman. It seems that the report of Walker — the first, as far as known, ever made on education in the State of North Carolina — has hitherto escaped attention. It is of interest because of the striking reason advanced for the necessity of educa¬ tion in North Carolina — a reason which the later experience of the State amply justified — and because of the curious method of supplying teachers which is sug- 1 From full report in Journal, House of Commons, 1816, p. 4. 2 The House Journal gives John W. Walker as member of the house of commons from War¬ ren County for that year. There was no other Walker in that legislature. The report is said to be from “a member of the committee to whom was referred so much of his excellency’s mes¬ sage,” etc., but there is no mention of this report in the journals of the legislature for that year. COMMON SCHOOLS OF NORTH CAROLINA. 1401 gested. The report is summarized from a unique copy in the library of the pres¬ ent writer (8 vo., pp. 8). Mr. Walker says: “ . . . In viewing the subject brought thus near us, we have great cause to felicitate ourselves that our fellow-citizens are beginning duly to appreciate its importance; and that North Carolina may rival any State in the Union in the number and respectability of its academies. . . . However important educa¬ tion has been to our country, it is becoming increasingly so to the Atlantic States. If we cast our eyes from the East around the North to the South, we find vast tracts of fertile land springing into Territories, and these growinginto States, en¬ joying great advantages in fertility of soil, in salubrity of climate, and above all, enjoying the same inestimable blessings of a free government with ourselves. ‘ ‘ These great advantages are already beginning to dissolve the attachment to the spot of nativity and the kindred tie of acquaintance, by inviting thither the stream of migration. Let but the advantage of facility in education be added , and the vinculum which binds man to his birthplace and family will no longer restrain its current. . . . “ Such is the demand for education in our country and such the scarceness of teachers that the competition between the parents for teachers has raised the price of ordinary education to $15 and $20 the scholar. The majority of indigent parents, having from three to four children capable of receiving education, are unable to pay such a price. Your committee therefore propose to lessen the price of tuition by increasing the number of teachers. . . . They are emboldened to recommend — “First. That three classes of 186 young men, between the ages of 15 and 20 years, be annually and successively taught and prepared to teach reading, writ¬ ing, arithmetic, English grammar, and moral philosophy at the public expense, they first giving bond to the governor of the State for the time being in the prob¬ able amount of the cost of their education, conditioned to teach in some county in this State three years, at the moderate price of $5 per scholar, with liberty to enter into any other pursuit after receiving their education by cancelling their bond, or so much as remains due, in proportion to the time they wish to avoid teaching. The first class to commence in 1817, or as soon thereafter as convenient; the second class twelve months after the first, and the third class twelve months thereafter. . . . “ Third. That the first court of pleas and quarter sessions held in 1817, in each county, appoint not less than five nor more than twelve prudent, intelligent men in their respective counties, who shall constitute a board of literature to continue in office five years, and who shall have power to fill vacancies occasioned by resig¬ nation, death, or removal, and whose duty it shall be to invite and recommend indigent young men of their respective counties to enter into the above class. . . . “Fifth. That a school for the reception of this class be established in each judicial district of this State, apportioning to each school a proportionate number of scholars according to the population of each district; and the steward's depart¬ ments be furnished and supplied out of the public treasury. Supposing it will require three years to prepare each class to teach, and by thus establishing the schools for their tuition, the cost of the State is not expected to exceed $50 a scholar the first year, $40 the second, $80 the third and succeeding years. Upon this supposition, the subjoined table will show the amount of cost and the extent of operation of this plan. Date. Classes. Num¬ ber of schol¬ ars. State, pei- schol- ar. Annual cost. Num¬ ber of teach¬ ers. Time of teach¬ ing. Num¬ ber of schol¬ ars per teacher. Number annually taught. G-rand total. 1817 . 1 186 $50 $9,300 1818 . . . 2 372 40 14, 880 1819 . 3 558 30 16,740 1820. . . . 3 372 30 11, 160 186 3 25 4,650 13, 950 1821 . 3 186 30 5,580 372 2 25 9.300 18.600 1822 . 3 186 30 5, 580 558 1 25 13,950 13, 950 57,660 per sch olar, $1,! 24. 46, 500 “Note.— This table has not credit for 558 teachers which ought to be added to the number of 46,500 youths taught, which would reduce the price to $1.22 each. 1402 EDUCATION REPORT, 1896-97. “Your committee beg leave to make a few remarks on the foregoing table and plan of education. First: On the economy of the plan. . . . Second: Its facil¬ ity in operation. . . . Third: Its dift usable operation. . . . Fourth: Its capacity for extension. ...” The chairman of the committee, and the author of the report which is summar¬ ized a little farther on, was Archibald D. Murphey. The work of Murphey was so important in advancing the interests of the common schools that he won for himself the title of ‘ ‘ father of the common schools. ” He deserves more than a passing notice, for he was not only the father of the North Carolina common schools, but of the first geological work done under governmental auspices in America, and was the first native historian of North Carolina. Archibald De Bow Murphey was the son of Col. Archibald Murphey, and was born in Caswell County, N. C. , in 1777. He was prepared for college in the famous academy of Rev. David Caldwell, in Guilford County (see p. 1387) and entered the University of North Carolina in 1796. He was graduated with the highest dis¬ tinction in 1799; was immediately chosen professor of ancient languages in that institution and served in that capacity for three years. In the meantime he studied law and was admitted to the bar in 1802. His skillfulness in the exami¬ nation of witnesses and the argument of causes before juries made him a reputa¬ tion, while his Quaker-like plainness of aspect, his scrupulous cleanliness and neatness of attire, his habitual politeness and a subdued simplicity of manner won his way to the hearts of juries. His style of address was that of earnest and emphatic conversation, and he delighted in equity practice. He was elected a judge of the superior court by the legislature in 1818; he served for two years and ■was once given a special commission as judge of the supreme court. He pub¬ lished three volumes of reports, embracing the decision of cases from 1804 to 1819. Judge Murphey was a member of the State senate continuously from 1812 to 1818, and it was in this capacity that his greatest usefulness to his State appears. No other man of his generation showed the same broad grasp and philosophic insight as to what should be the proper public policy of the State. Governor Graham says: “ Judging from the public documents which he has left behind him in advocacy of this policy, no man has ever brought into our legislative halls a more ardent spirit of patriotism, a more thorough survey and comprehension of her situation and wants, or proposed bolder or more intelligent measures for her relief. Whether these measures failed from error in their conception or timidity in his contempo¬ raries to meet and boldly sustain them, the historian must pronounce that his reports and other writings in regard to them are the noblest monuments of philosophic statesmanship to be found in our public archives since the days of the Revolution.” His scheme for the advancement and upbuilding of the State may be divided into three general divisions. The first was to improve her means of transporta¬ tion by deepening the inlets from the ocean, opening the rivers for navigation, connecting them by canals and turnpike or macadam roads, and thus concentrat¬ ing her trade at two or three points within her own limits. This concentration would build up commercial cities of her own, bring about the economic independ¬ ence of the State from other States, and thus secure a better regulation of her cur¬ rency and exchanges. The second scheme dealt with the education of the masses, and will be treated later in detail. From 1815 to 1828 Judge Murphey was either chairman of the legislative com¬ mittee or of the board of internal improvements, and as such prepared annual reports on the public policy of the State, which were much commended by high authority. In 1819 he published a memoir on the internal improvements and the resources and finances of the State. As a result of his labors, Hamilton Ful¬ ton, an English engineer, was invited, by authority of the legislature, to come out to North Carolina at a salary of $6,000 in gold. Fulton arrived about the middle COMMON SCHOOLS OF NORTH CAROLINA. 1403 of July, 1819. He brought with him Robert H. Brazier, as surveyor, at a salary of $1,500, and the two made surveys of harbors and rivers and of many routes for roads in various parts of the State. The plan of Judge Murphey, for which he obtained the approbation of Fulton, was to improve the inlets at Nags Head (if possible), which has since been closed, Ocracoke, Beaufort, Swansboro, and Wil¬ mington. He was then to open for flatboat navigation the Roanoke, Tar, Neuse, Cape Fear, Yadkin, Catawba, and Broad rivers, and sundry of their tributaries. He was to join the Roanoke, Tar or Pamlico, and Neuse rivers by canals, in order to ship the productions of the valleys watered by each from the town of Beaufort. In the same way he proposed to unite the Cape Fear with Lumber River and at a more northerly point with the Yadkin and the Yadkin with the Catawba. In this way he hoped to bring to the mouth of the Cape Fear the commerce of the whole watershed trending from the Blue Ridge, except that of Broad River, which drained into South Carolina. In this wTay it was expected to make commercial marts of Fayetteville and Wilmington. Places remote from water routes were to be supplied with an improved system of roads. This plan proposed to supply the State with the most approved means of trans¬ portation then known, for this was before the dawn of the railroad era. The comprehensiveness and boldness of the scheme is evident, but it is probable that this very comprehensiveness was the cause of failure. To conciliate favor, inade¬ quate appropriations for various parts of the work in all sections of the State were made at once. Work was commenced under incompetent supervision, and resulted in failure. After a few years of trial the whole was abandoned and the engineer was discharged. The expenditures for the work from the treasury of the State, including the salary of the principal engineer and assistants, was repaid tenfold in the topographical and statistical knowledge obtained.1 2 The series of reports made to the board of internal improvements between 1818 and 1827 are of much value in themselves, and stand as the beginning of geological work in America.- Judge Murphey ’s devotion to the history of the State was not less than that to her internal development. He “studied her interests by every light of political economy and every record of the past within his reach, was personally acquainted with nearly every citizen of intelligence, and his talents, public spirit, and engag¬ ing manners rendered him a favorite among the surviving officers and soldiers of the Revolution.” He gathered materials for her history from many sources, pub¬ lic and private. At his instance the legislature had the office of the Board of Trade examined, and prepared a preliminary list of documents relating to North Carolina.3 Literary men in other States like Jefferson and Madison aided his efforts, family archives were thrown open to his inspection, and some of the Revo¬ lutionary leaders then surviving furnished reminiscences. Under date of Decem¬ ber 5, 1825, Judge Murphey submitted to the legislature the plan on which he proposed writing the history of the State. His outline was an admirable one. He divides his work into seven parts: (1) An account of the discovery of America; (2) the aboriginal history of North Carolina; (3) the colonial history of North Carolina; (4) history of North Carolina from the time of her becoming a sovereign 1 The expenditures for internal improvements from December, 1827, to November 1, 1810, amounted to $653,626.86. From the beginning in 1817 to November 1, 1840, the expenses were $968,773.84. 2 Fulton’s engagement with the State ended with the end of 1825. The next year he was in the employ of the State of Georgia at a salary of $5,000. Alanson Nash, who had been recom¬ mended by De Witt Clinton, was employed by North Carolina in 1827. His engagement closed with the end of 1828. In 1838 Charles B. Shaw, who had done similar work for Virginia, was employed. 3 Laws of 1826-27. This list was printed in 1843, and this effort of Judge Murphey bore fruit sixty years later in the magnificent series of Colonial and State Records of North Carolina, whose publication was begun in 1886. It now extends to fifteen quarto volumes, and has not yet been finished. 1404 EDUCATION REPORT, 1896-97. State in 1776; (5) physical geography, soil, climate, and meteorology of North Carolina; (6) geology and mineralogy of North Carolina; (7) botany of North Carolina, the sylva, flora, and fnngi of the State. Under (8) and (4) the social history of the State was fully developed. He asked the State for assistance toward the publication of this great work. This aid was never granted. Sick in body and broken in fortune, Judge Murphey sank to his grave February 3, 1832, and his historical work, beyond a few chap¬ ters on the Indians, was never finished. The State, with characteristic prodi¬ gality, allowed his great collection of historical materials to be scattered, and the labors of .the first native historian of North Carolina were seemingly in vain. As we have seen, Judge Murphey was chairman of the committee in the legis¬ lature of 1816 to which was referred that part of the governor's message concern¬ ing education He brought in a report, in part as follows: “ That after forty years of successful experiment, the most skeptical can not doubt the excellence of the system of government which we have adopted. . . . ‘ ‘A republic is bottomed upon the virtue and intelligence of her citizens; and that virtue consists in the faithful discharge of moral and social duties and in obedience to the laws. But it is knowledge only that lights up the path of duty, unfolds the reasons of obedience, and points out to man the purposes of his existence. In a government, therefore, which rests upon the public virtue, no efforts should be spared to diffuse public instruction. . . . “ To effect this benevolent purpose, a judicious system of public education must be established. Few subjects present more serious difficulties; none is of more vital importance. . . . “ Your committee feel proud to look back and review the efforts which have been made in North Carolina to diffuse public instruction. Few States have afforded such examples of private munificence for this purpose, and the legis¬ lature has lent its fostering care, by establishing a university and endowing it with funds. But your committee regret that success has not attended these benev¬ olent efforts of their fellow-citizens as they seem to have merited, and they enter¬ tain the fear that no better success will hereafter attend them until a general system of public education shall be established and enforced by the legislature. This general system must include a gradation of schools, regularly supporting each other, from the one in which the first rudiments of education are taught to that in which the highest branches of the sciences are cultivated. It is to the first schools in this gradation that your committee beg leave to draw the attention of the legislature at this time, because in them will be taught the learning indispensable to all— reading, writing, and arithmetic. These schools must be scattered over every section of the State, for in them education must be commenced and in them it will terminate as to more than one-half of the community. These schools will be the most difficult in their organization and the most expensive to the State; but they will be the most useful, inasmuch as all the citizens of the State will be taught in them, and many of these children are destined never to be taught in any other. Here their education will begin and end. With the learning which they here acquire, they will pass into active life and take rank with their fellow- citizens. It is important, therefore, that in these schools the principles of moral¬ ity and religion should be inculcated and habits of subordination and obedience formed. . . . Thousands of unfortunate children are growing up in perfect igno¬ rance of their moral and religious duties. Their parents, equally unfortunate, know not how to instruct them, and have not the opportunity or ability of placing them under the care of those who could give them instruction. The State, in the warmth of her affection and solicitude for their welfare, must take charge of those children, and place them in schools where their minds can be enlightened and their hearts trained to virtue. There is another class of unf ortunate»children who are objects of anxious solicitude. These are the children of the poor, whose parents, bereft of the comforts of life, are rendered doubly wretched by seeing their children bereft of the opportunities of education. How often among these children do we discover the most promising genius? And how often has not this genius been seen to burst the fetters which enchained it to the bed of poverty, and towered its way to wealth and honors? Genius delights to toil with difficulties; they discipline its powers and animate its courage. Hence it has happened that many whose elevation has been preeminent and whose virtues have adorned humanity have been born in the lap of poverty. The State must take into her bosom the poor children and feed and clothe and educate them at the public expense. Such of them as give proofs of genius and hopes of future usefulness COMMON SCHOOLS OF NORTH CAROLINA. 1405 should be transferred to schools of higher grade, and eventually brought forward into active life under the public patronage. . . . “ From these youths teachers may be selected for the schools in which they are qualified to teach; and as they have been educated at public expense because they were poor, they must, in return, teach gratuitously the poor children placed under their care; and to stimulate them to honest and active exertions, let those who shall faithfully discharge their duty in teaching, for the time required of them, be rewarded for their fidelity by being advanced into higher schools and instructed in the sciences at the public expense. “ Discreet persons must be appointed in each county to super intend and manage the concerns of the sectional schools which shall be established, and to designate the children who shall be educated in part or in the whole at the public expense. The application of the funds which shall be consecrated to the purposes of these schools shall be made by them. “There yet remains one class of unfortunate human beings who have peculiar claims upon our humanity and who must not be overlooked in a plan of public instruction. These are the deaf and the dumb. “ To carry into effect any general system of public instruction much expense must be incurred. But your committee rejoice that the state of our finances will shortly put it in the power of the legislature to appropriate nearly half a million of dollars for this purpose and not yet withhold the appropriation which shall be necessary to complete the system of internal improvements now under consid¬ eration. ‘ ‘ Y our committee recommend to the two houses to adopt the f ollowing resolu¬ tion: “ Resolved, That the speakers of the two houses of the general assembly appoint three persons to digest a system of public instruction, founded upon the general principles of the foregoing report, and to submit the same to the consideration of the next general assembly. " 1 The House concurred therewith. Judge Murphey was accordingly made the chairman of a committee to continue the investigation of the subject and to make a further report at the next session of the assembly. In the meantime he made a careful study of the school system of New England and visited Europe to examine the continental systems. The results of these studies are embraced in the report made to the assembly on November 27,1817. That report marked the beginning of a new educational era in North Carolina, and was the basis of the common-school system of the State until the end of the civil war. It has long been out of print and is reproduced here in full. “The Committee to whom were referred the so much of the Message of his Excellency the Governor, as relates to public instruction, Report In Part;2 “ That we have much reason to thank Providence for the arrival of a period, when our country enjoying peace with foreign nations, and free from domestic inquietude, turns her attention to improving her physical resources, and the moral and intellectual condition of her citizens. The war of party spirit which for twenty years has disturbed her tranquility and perverted her ambition, has terminated; and political strife has yielded its place to an honorable zeal for the public welfare. Enlightened statesmen will avail themselves of this auspicious period to place the fortunes of the state upon a basis not to be shaken; to found and cherish institutions which shall guarantee to the people the permanence of their government, and enable them to appreciate its excellence. The legislature of North Carolina, giving to their ambition an honorable direction, have resolved to improve this period for the best interests of the State; to adopt and carry into effect liberal plans of internal improvements; to give encouragement to literature, and to diffuse the lights of knowledge among all classes of the community. Let us foster the spirit which has gone abroad; it will lead to the happiest results. If we ourselves should not live to witness them, we shall at least have the satisfac¬ tion of having contributed to produce them, and of seeing our children receive from our hands a country growing rich in physical resources, and advancing in moral and intellectual excellence. This is the true way of giving strength and permanence to the government; of giving to it root in the hearts of the people, 1 From Senate Journals, 1816, pp. 36, 37. 2 Reproduced from Journals of the Senate for 1817, pp. 30-42. It was also printed, but not accurately, in the North Carolina University Magazine, Yol. Ill (1854), pp. 243-258, and in Niles’s Register, Yol. XY., sup., pp. 47-54 (1819). 1406 EDUCATION REPORT, 1896-97. and nurturing it with their affections. What people will not love a government whose constant solicitude is for their happiness, and whose ambition is to elevate their character in the scale of intelligent beings. Having commenced this great work of Humanity, let us persevere in it with a patience that shall not tire, and with a zeal that shall not abate; praying to the Father of all good, that he will enlighten and direct our course and finally crown our labors with success. “Your committee have entered upon the duties assigned to them with a full conviction of their importance, and of the difficulties which attend their discharge. But believing that let the subject be taken up when it may, those difficulties will exist, and availing themselves of the light thrown upon the subject by the wis¬ dom of others, they have prepared a system of public instruction for North Caro¬ lina, which with much deference they beg leave to submit to the consideration of the General Assembly. In digesting this system, they have adhered to the gen¬ eral principles of the report on this subject, submitted by a committee to the last Legislature, and have embraced a provision for the poor as well as rich, and a gradation of schools from the lowest to the highest. “ To give effect to any general plan of public education, it is essentially neces¬ sary that ample funds be provided, and that these funds, and also the execution of the general plan, be committed to the care and direction of a board composed of intelligent and efficient men. Your committee reserve for a more special report their views with respect to the creation of a fund for public instruction. This subject requires a minuteness of detail, which would only embarrass the general views which it is their object now to present to the consideration of the General Assembly. “ Your committee have considered the subject referred to them under the fol¬ lowing divisions: “1st. The creation of a fund for Public Instruction. “2d. The constitution of a board to manage the fund and to carry into execu¬ tion the plan of public instruction. “3d. The organization of schools. “ 4th. The course of studies to be prescribed for each. “5th. The modes of instruction. “6th. The discipline and government of the schools. “7th. The education of poor children at the public expense. “8th. An Assylum for the deaf and dumb. ‘ ‘ Having reserved for a more special report the creation of a fund for public instruction, your committee will first submit their views with respect to the con¬ stitution of a board for the management of this fund, and the execution and superintendence of the general plan of education which they recommend. “THE BOARD OP PUBLIC INSTRUCTION. “As the whole community will be interested in the plan of education, the mem¬ bers of the board should be selected from different parts of the State. They have charge of all our literary institutions; and to give more weight and respectability to their deliberations and resolves, the governor of the State should be placed at their head. It will be their province to manage and apply the fund committed to their care, to carry into execution from time to time as it shall be found practica¬ ble, the different parts of the plan of public education; to superintend the same when in full operation; to prescribe general rules and regulations for the discipline and government of the schools; to make annual reports to the legislature of their proceedings and of the state of the schools under their charge. Your committee do therefore recommend, “1st. That there shall be elected by joint ballot of the two houses of the Gen¬ eral Assembly, six directors, who shall be styled ‘ The board of public instruction;’ that three of the directors shall reside at or to the eastward of the city of Raleigh, and three shall reside at or to the westward thereof. “2d. That the governor for the time being, shall be ‘ex officio’ president of the board; but the board may appoint a vice president who shall preside in the absence of the governor. ‘ ‘ 3d. The board shall appoint a secretary and such other officers as may be nec¬ essary for conducting their business, who shall receive a reasonable compensation for their services. “4th. Until otherwise ordered, the members of the board shall receive the same compensation for their traveling to and from the place of their meeting ; and the same ‘per diem’ during their attendance on the board, as is now allowed by law to members of the General Assembly. They shall hold- an annual meeting in the city of Raleigh at or near the time of the meeting of the General Assembly. The COMMON SCHOOLS OF NORTH CAROLINA. 1407 president of the board may at his own pleasure, or shall at the request of any two directors thereof, convene extra meetings of the board for the transaction of any extraordinary business. A majority of the whole number of directors shall be necessary to constitute a board for the transaction of business, but the president or any single director may adjourn from day to day until a board be formed. “5th. The board may at any time enact, alter or amend such rules as to them may seem proper for the purpose of regulating the order of their proceedings; they may adjourn for any period or meet at any place, where they may think the public interest shall require. They shall have power, subject to the limitations to be provided by law, to establish and locate the several academies directed by law, to be established; to determine the number and titles of the professorships therein; to examine, appoint and regulate the compensation of the several professors and teachers; to appoint in the first instance the trustees of the several academies; to prescribe the course of instruction and discipline of the several academies and primary schools, according to such general rules as shall be established bylaw; to provide some just and particular mode of advancing from the primary schools to the academies, and from academies to the university, as many of the most meri¬ torious children educated at the public expense, as the proceeds of the fund for public instruction may suffice to educate and maintain, after the whole system of public instruction hereby recommended, shall have been put in operation; to manage the fund for public instruction, and apply its proceeds in carrying into execution and supporting the plan of education committed to their care; and in giving effect to this plan, the board shall regard the primary schools at its foun¬ dation, and care shall be taken that the proceeds of the fund for public instruc¬ tion, shall not be applied to the establishment of any academy, so long it is prob¬ able that such an application may leave any primary schools unprovided for. And the board shall have power to enact, alter or amend such bye-laws rules and regu¬ lations relative to the various subjects committed to their trust, as to them may seem expedient: Provided the same be not inconsistent 'with the laws of the State; and they shall recommend to the General Assembly from time to time, such gen¬ eral law’s in relation to public instruction, as may in their opinion, be calculated to promote the intellectual and moral improvement of the State. “6th. The directors of the board of public instruction for the time being shall, ex officio, be trustees of the university of this State. “7th. The treasurer of the State shall have charge of the fund for public instruction, and the proceeds thereof shall be paid upon warrants drawn by the pre sident of the board; and all expenses incurred in carrying into effect the system of public instruction and supporting the same, shall be charged upon this fund and paid out of the proceeds thereof. “8th. The board of public instruction shall annually submit to the General Assembly at or near the commencement of their session, a view of the state of public education within the State, embracing a history of the progress or declen¬ sion of the University in the year next preceding, and illustrating its actual con¬ dition and future prospects; and also setting forth the condition of the fund committed to their trust for public instruction. “8th. The board of public instruction shall be a body politic in law; shall have a common seal and perpetual succession ; shall by the name and style of 4 The Board of Public Instruction,’ be capable of suing and being sued, pleading and being impleaded; and shall have and enjoy all the rights and privileges of a cor¬ poration. “ THE ORGANIZATION OF SCHOOLS. ‘ ‘ In arranging the system of schools, your committee have endeavored to make the progress of education natural and regular; beginning with primary schools, in which the first rudiments of learning are taught, and proceeding to Academies, in which youth are to be instructed in languages, ancient and modern history, mathematics and other branches of science, preparatory to entering into the Uni¬ versity, in which instruction is to be given in all the higher branches of the sciences and the principles of the useful arts. “In making this arrangement the greatest difficulties have occurred in organiz¬ ing the primary schools. These difficulties arise from the condition of the country and the State of its population; it being found impossible to divide the State into small sections of territory, each containing an adequate population for the support of a school. A.ny attempt to divide the territory of the State into such small sec¬ tions, with a view of locating a school in each, would prove unavailing; and how¬ ever desirable it may be, that a school should be established convenient to every family, the time has not arrived when it can be done. But so far as it is practi¬ cable to extend the convenience it should be done. The primary schools are of the 1408 EDUCATION REPORT, 1896-97. first importance in any general plan of public education; every citizen has an interest in them, as the learning indispensable to all, of reading, writing and arithmetic, is here to be taught. By judicious management and a proper selection of books for children while they are learning to read, much instruction in their moral and religious duties may be given to them in these schools. Your commit¬ tee have diligently examined the different plans of public instruction which have been submitted to the general assembly of our sister State, Virginia, and also those which have been carried into effect in some of the New England States; they have also examined the plan which was drawn up and adopted by the national conven¬ tion of France, and which now forms the basis of public instruction in all the communes of that empire; and deriving much aid from this examination upon every part of the subject referred to them, they have suggested a system which they hope may be found to suit the conditions of North Carolina. In designating the schools of different grades, they have adopted the names in common use. — Your committee do therefore recommend that as to “THE PRIMARY SCHOOLS. “1. Each county in this State be divided into two or more townships; and that one or more primary schools be established in each township, provided a lot of ground not less than four acres and a sufficient house erected thereon, be provided and vested in the board of public instruction. And that every incorporated town in the State containing more than one hundred families, shall be divided into wards. Such town containing less than one hundred families shall be considered as forming only one ward. Each ward upon conveying to the board of public instruction a lot of ground of the value of two hundred dollars or upwards, and erecting thereon a house of the value of two hundred and fifty dollars, shall be entitled to the privileges and benefits of a primary school. “2. The court of Pleas and Quarter sessions shall annually elect for each town¬ ship in their respective counties, five persons as trustees of the primary schools to be established in such township, who shall have power to fix the scites of the pri¬ mary schools to be established thereon, superintend and manage the same, make rules for their government, appoint trustees, appoint teachers, and remove them at pleasure. They shall select such children residing within their township, whose parents are unable to pay for their schooling, who shall be taught at the said schools for three years, without charge. They shall report to the board of public instruction, the rules which they may adopt for the government of said schools, and shall annually report to the said board the state of the schools, the number and conduct of the pupils, and their progress in learning; the conduct of the teacher, and also every thing connected with the schools of any importance. “3. In addition to the pupils who are to be taught free from charge, the teacher of any primary school may receive as many other scholars, and at the rates, which the trustees of the school may establish; and the trustees may purchase for the use of the pupils educated at the public expense, such books, stationery and other implements for learning, as may be necessary. “4th. The teacher of each primary school shall receive a salary of one hundred dollars, to be paid out of the fund for public instruction. “This plan for establishing primary schools is simple, and can easily be carried into execution. It divides the expenses of these schools between the public and those individuals for whose immediate benefit they are established; it secures a regular stipend to the teachers, and yet holds out inducements to them to be active and faithful in their calling; and it enables every neighborhood, whether the number of its inhabitants be few or many, to have a primary school, at the cheap price of a small lot of ground, and a house erected thereon, sufficient for the purposes of the school — Were these schools in full operation in every section of the State, even in the present state of our population, more than fifteen thou¬ sand children would be annually taught in them. These schools would be to the rich a convenience, and to the poor, a blessing. “ACADEMIES. “After children shall have gone through the course of studies prescribed for the primary schools, those of them who are to be further advanced in education, will be placed in the Academies, where they will be instructed in languages, ancient and modern history, mathematics and other branches of science prepara¬ tory to their entering into the University. The Academies shall be located in different districts of the State for the convenience of the people, and the expenses of purchasing suitable sites and erecting thereon the necessary buildings, shall be COMMON SCHOOLS OF NORTH CAROLINA. 1409 divided between the public at large and the several districts. Private liberality has of late erected many small Academies in the State, which deserve the consid¬ eration and patronage of the Legislature. From the benefits which have accrued to the public from these small Academies, wTe may form an opinion of the good, which would flow from larger institutions which would flow from larger institu¬ tions of the same sort, if regularly located throughout the State, and aided with suitable funds. The state of learning among us will never become respectable until we have such regular Academical institutions — Your committee do therefore recommend, “1st. That the board of public instruction shall divide the State into ten Aca¬ demical districts, containing each, one or more counties, and as near as practicable^, an equal number of white population, and number the districts from one upwards. “2d. When in any of the districts there is an Academy already established, the- trustees thereof may submit to the board of public instruction, a report on the actual condition of their institution, its relative position to the boundaries of the district, t e number and dimensions of the buildings, their value and state of repair, the extent of ground on which they are erected; the number and denomi¬ nation of the professors and teachers employed therein, and of the pupils educated thereat. If the board should think the Academy properly situated for the benefit of the district, and that its buildings and grounds will answer their intended pur¬ poses, notice thereof shall be given to the trustees; and upon conveyance being- made of the said ground and houses to the board of public instruction, the acad¬ emy shall be entitled to the same benefits which may be extended to any academy that may be erected, and shall be subject to the same rules and regulations in relation to the government thereof, which the board of public instruction or the general assembly may provide for the general government of the academies of the State. But the trustees of such academies may continue to hold their offices- and to supply vacancies occurring in their body. “3d. In case the buildings of any academy already established and so accepted by the board of public instruction, require repair or any enlargement or altera¬ tion, the board shall appropriate a sum sufficient to repair, alter or enlarge the said buildings, provided the sum so appropriated shall not exceed one-third part of the entire value of such buildings, when so altered, repaired or enlarged. The alterations or enlargement of the buildings shall be planned by the board of pub¬ lic instruction and executed according to their order. “ 4th. In any academical district where there is no academy now established, or none which the board of public instruction shall think will answer their intended purpose, the board may accept a lot of ground, of sufficient extent in their estima¬ tion, and conveniently situated for the erection of an academy for the district; provided that two- third parts of the sum required for the erection of suitable^ buildings for the said academy be previously subscribed by one or more persons^ and the payment thereof assured to the board of public instruction. “ -5th. When any conveyance of the lot of ground on which the buildings' are erected, shall be accepted of by the board, they shall appoint eleven persons- res ding within the district, trustees of the academy, who shall be deemed a body corporate by such title as the board of public instruction shall prescribe; shall have and enjoy all the rights and privileges of a corporation; shall have power to- elect a president from their own body, and to fill all vacancies which shall occur therein. They may make, alter or amend, such bye-laws, rules and regulations^ as they shall deem necessary or expedient, for the government of their own body, and of the professors, teachers and pupils of the academy of which they have charge: provided they be not inconsistent with such general regulations as; the board of public instruction may provide for the general government of the- academies of the State. ‘ ; 6th. The trustees shall provide by contract for the erection of the necessary- buildings for their academy, and appoint a treasurer who shall have authority to collect the several sums subscribed thereto, and shall be entitled to receive in virtue of their order upon the board of public instruction, signed by their presi¬ dent, such sums of money as the board may, from time to time, appropriate for the erection of the buildings, their repairs or alterations, salaries of professors and teachers, and other purposes of the academy. “ 7th. As soon as any academy is ready for the admission of pupils, the trustees may recommend to the board of public instruction, any person to be a professor or teacher therein, who, if approved after examination in some mode to be pre¬ scribed by the board, shall be regarded as a professor or teacher of such academy, but subject to removal at the pleasure of the trustees or of the board. Where vacancies shall occur among the professors or teachers during the recess of the. ED 97 - 89 1410 EDUCATION REPORT, 1898-97. board, the trustees may make temporary appointments, to be confirmed or dis¬ approved by the board at their next session. “8th. The trustees of any academy may fix the salaries of their respective teachers, subject to the control of the board of public instruction: One- third part of the salaries shall be paid by the board at such times and in such way as they shall prescribe. “9th. The professors and teachers in any academy shall be bound to instruct, free of charge for tuition, the pupils whom the board of public instruction may designate to be taught in said academy at the public expense. “Your committee have perhaps gone into unnecessary details respecting the academies. Their plan simply is, to divide the State into ten academical districts, and that one academy be erected in each; that the State shall advance one-third of the sum required for the erection of necessary buildings, and one-third of the sum to be paid in salaries to professors and teachers — making it their duty to teach poor children free of charge. “THE UNIVERSITY. “This institution has been in operation for twenty years, and has been emi¬ nently useful to the State. It has contributed, perhaps, more than any other cause, to diffuse a taste for reading among the people, and excite a spirit of liberal improvement; it has contributed to change our manners and elevate our character; it has given to society many useful members, not only in the liberal professions, but in the walks of private life; and the number of its pupils who are honored with seats in this legislature is a proof of the estimation in which they are held by theY fellow-citizens. When- this institution was first founded, it was fondly hoped that it would be cherished with pride by the legislature. But unfortunately the nature of the funds with which it was endowed, in a short time rendered it odious to some, and cooled the ardor of others. The torrent of prejudice could not be stemmed; the fostering protection of the legislature was withheld, and the insti¬ tution left dependent upon private munificence. “Individuals contributed not only to relieve its necessities, but to rear up its edifices and establish a permanent fund for its support. At the head of these indi¬ viduals, stood the late Governor Smith, Charles Gerard and Gen. Thomas Person. The first two made valuable donations in lands, and the last, in a sum of money with which one of the halls of the university has been erected. To enable them to complete the main edifice, the trustees have been compelled to sell most of the lands devised to them by Mr. Gerard, and as the lands conveyed to them by Gov¬ ernor Smith lie within the Indian boundary, the trustees have not been able as yet to turn them to a productive account. With the aid thus derived from individ¬ uals, together with occasional funds derived from escheats, the institution has progressed thus far. The Legislature, after exhausting its patience in endeavor¬ ing to collect the arrearages of debts due to the State, transferred to the trustees of the University those arrearages, with the hope that they would be able to enforce payment. But no better fortune has attended their efforts than those of the State, and this transfer has proved of no avail to the institution. The surplus remaining in the hands of administrators where the next of kin have made no claim within seven years, have also been transferred to the trustees; but this has as yet yielded a very small fund, and probably never will yield much. The legislature have enlarged the rights of inheritance, and in this way have nearly deprived the insti¬ tution of the revenue from escheats. Amidst all these embarrassments, the trus¬ tees have never lost sight of the necessity of accumulating a fund in bank stock, the annual proceeds of which would enable them to continue the operations of the institution; and they have succeeded so far as to be able to support two professor¬ ships, and employ two or three tutors. But there is little prospect of adding to this fund, until the lands given by Governor Smith can be sold; and if that period be waited for, the institution must necessarily languish and sink in respectability. It is at this moment almost destitute of a Library, and entirely destitute of the Aparatus necessary for instructing youth in the mathematical and physical sci¬ ences. Add to this, that one half of the necessary buildings have not been erected. “ In this state of things, and at a moment when former prejudices have died away, when liberal ideas begin to prevail, when the pride of this State is awaken¬ ing and an honorable ambition is cherished for her glory, an appeal is made to the patriotism and the generous feelings of the legislature in favor of an institution, which in all civilized nations, has been regarded as the nursery of moral greatness, and the palladium of civil liberty. That people who cultivate the sciences and the arts with most success, acquire a most enviable superiority over others. Learned COMMON SCHOOLS OF NORTH CAROLINA. 1411 men by their discoveries and works give a lasting splendor to national character; and such is the enthusiasm of man, that there is not an individual, however hum¬ ble in life his lot may be, who does not feel proud to belong to a country honored with great men and magnificent institutions. It is due to North Carolina, it is due to the great man,1 who first proposed the foundation of the University, to fos¬ ter it with the parental fondness and to give to it an importance commensurate with the high destinies of the State. Your committee deem this subject of so much interest, that they beg leave in a future report to submit to the two houses a plan for increasing the funds of the University. “ This institution has uniformly labored under the double disadvantages of a want of funds, and the want of subsidiary institutions, in which youth could be instructed preparatory to their entering upon a course of the higher branches of science in the University. This latter disadvantage has been so great, that the trustees have been compelled to convert the University, in part into a grammar school. This disadvantage has been of late removed in part, by the establishment of academies in different parts of the State; but it will continue to be much felt, until regular academical Institutions shall be made and the course of instruction -prescribed for them. ‘ 5 Another serious disadvantage and a consequence of the one last mentioned, is the necessity which the peculiar state of academical learning has imposed upon the trustees, of conferring the honorary degrees of an University upon young men who have not made that progress in the sciences, of which their diploma purports to be a testimonial. This is an evil that is found in almost all the Universities of the Union. A young man enters into an University with only slight acquire¬ ments in classical education, and after remaining four years, during which time he is instructed in only the outlines of the general principles of science, he receives a degree: the consequence is that he leaves the University with his mind trained only" to general and loose habits of thinking: and if he enters into professional life, he has to begin his education anew. The great object of education is to dis¬ cipline the mind, to give to it habits of activity, of close investigation: in fine, to teach men to think. And it is a reproach upon almost all the literary institutions of our country, that the course of studies pursued in them teach most young men only how to become literary trifiers. Their multifarious, occupations dissipate their time and attention: They acquire much superficial knowledge; but they remain ignorant of the profounder and more abstract truths of philosophy. Indeed the road to the profound sciences is of late so infested with pleasant ele¬ mentary books, compilations, abridgments, summaries and encyclopedias, that few, very few, in our country ever travel it. “ To remove this reproach upon the state of learning among us, a new plan of instruction in our university must be organized; a plan which shall give to the different classes in the institution, an arrangement founded upon a philosophical division of the present improved state of knowledge; and which in its execution shall train the mind both to liberal views and minute investigation. “Your committee have been thus particular in submitting to the two houses an exposition of the actual condition of the university, with a view of recalling their consideration to the solemn injunction of the constitution as to every part of the subject referred to them; 4 that a school or schools shall be established by the legislature for the convenient instruction of youth, with such salaries to the mas¬ ters, paid by the public, as may enable them to instruct at low prices; and all useful learning shall be duly encouraged and promoted in one or more universi¬ ties.’ Our university is the only institution which the legislature has yet founded and endowed in compliance with this injunction; but even as to this institution the spirit of the constitution is far from being complied with. We have not buildings for the accommodation of youth, nor books, nor apparatus for their instruction — your committee do therefore recommend, “1st. That three additional buildings be erected at the university; two for the accommodation of students, and one for the library and apparatus. This last building to contain suitable rooms for the delivery of lectures by the different professors. “2d. That a library and suitable apparatus for instructing youth in the mathe¬ matical and physical sciences, be procured for the use of the said institution. “3d. That funds be assigned for endowing to [two] professorships, and sup¬ porting six additional teachers. “These are the present wants of the university; as our population encreases, the number of buildings must be encreased, and more funds be provided for sup¬ porting teachers. In a subsequent part of this report your committee have rec- 1 Gen. William R. Davie. 1412 EDUCATION REPORT, 1896-97. ommended that there be four classes in the university with a professor at the head of each, who shall be assisted with such adjunct professors or teachers, as the state of the institution may require. “THE COURSE OF STUDIES. “ 1st. In the primary schools should be taught reading, writing and arithmetic. A judicious selection of books should from time to time be made by the board of public instruction for the use of small children: Books which will excite their curiosity and improve their moral dispositions. And the board should be empow¬ ered to compile and have printed for the use of primary schools, such books as thej7 may think will best subserve the purposes of intellectual and moral instruc¬ tion. In these books should be contained many of the historical parts of the old and new testament, that children may early be made acquainted with the book which contains the word of truth, and the doctrines of eternal life, “2d. In the academies should be taught the Latin, Greek, French and English languages, the higher rules of arithmetic, the six first books of Euclid's elements, Alge bra, Geography, the elements of Astronomy, taught with the use of the Globes, ancient and modern history. The basis of a good education is classical and mathe¬ matical knowledge; and no young man ought to be admitted into the university without such knowledge. “3d. In the university the course of education should occupy four years; and there should be four classes, to be designated. “1st. The cla,ss of languages — In this class should be studied, 1st. the more difficult Latin, Greek and French classes: 2d. Ancient and modern history: 3d. Belles letters: 4th. Rhetoric. “2d. The class of mathematics — In this class should be studied, 1st. Pure mathe¬ matics: 2d. Their application to the purposes of physical science. “ 3d. The class of physical sciences. — In this class*should be taught, 1st. Physics: 2d. Chemistry: 3d. The philosophy of natural history: 4th. Mineralogy: 5th, Bot¬ any: 6th. Zoology. “4th. The class of moral and political science. — In this class should be taught, 1st. The philosophy of the human mind: 2d. morals: 3d. The lav/ of nature and of nations: 4th. Government and legislation: 5th. Political economy. “THE MODES OF INSTRUCTION. “The great object of education is intellectual and moral improvement; and that the mode of instruction is to be preferred which best serves to effect this object. That mode is to be found only in a correct knowledge of the human mind, its habits, passions, and manner of operation. The philosophy of the mind, which in ages preceding had been cultivated only in its detached branches, has of late years received form, and system in the schools of Scotland, This new science promises the happiest results. It has sapped the foundation of scepticism by establishing the authority of those primitive truths and intuitive principles, which form the basis of all demonstration; it has taught to man the extent of his intellectual powers, and marking the line which separates truth from hypothetical conjecture, has pointed out to his view the boundaries which Providence has prescribed to his enquiries. It has determined the laws of the various faculties of the mind, and furnished a system of philosophic logic for conducting our enquiries in every branch of knowledge. ‘ k This new science has given birth to new methods of instruction ; methods, which being founded upon a correct knowledge of the faculties of the mind, have emi¬ nently facilitated their development. Pestalozzi in Switzerland and J oseph Lan¬ caster in England, seem to have been most successful in the application of new methods to the instruction of children. Their methods are different, but each is founded upon a profound knowledge of the human mind. The basis of each method is, the excitement of the curiosity of children; thereby awakening their minds and preparing them to receive instruction. The success which has attended the application of their methods, particularly that of Lancaster, has been aston¬ ishing. Although but few years have elapsed since Lancastrian schools were first established, they have spread over the British empire, extended into the con¬ tinent of Europe, the Island of St. Domingo, and the United States. Various improvements in the details of his plan have been suggested by experience and adopted: and it is probable that in time, his will become the universal mode of instruction for children. The Lancastrian plan is equally distinguished by its simplicity, its facility of application, the rajnd intellectual improvement which it gives, and the exact discipline which it enforces. The moral effects of the plan COMMON SCHOOLS OF NORTH CAROLINA. 1413 are also astonishing; exact and correct habits are the surest safeguards of morals; and it has been often remarked, that out of the immense number of children and grown persons instructed in Lancaster’s schools, few, very few, have ever been prosecuted in a court of justice for any offence. Your committee do therefore recommend that whenever it be practicable, the Lancastrian mode of instruction be introduced into the primary schools. The general principles of this method may be successfully introduced into the academies and university: And your committee indulge the hope, that the board of public instruction, and the profes¬ sors and teachers in these respective institutions, will use their best endeavors to adopt and enforce the best methods of instruction which the present state of knowledge will enable them to devise. ‘THE DISCIPLINE AND GOVERNMENT OF THE SCHOOLS. “Ina republic, the first duty of a citizen is obedience to the law. We acknowl¬ edge no sovereign but the lav/, and from infancy to manhood our children should be taught to bow with reverence to its majesty. In childhood, parental authority enforces the first lessons of obedience; in youth, this authority is aided by the municipal law which in manhood wields the entire supremacy. As the political power and the social happiness of a state depend upon the obedience of its citi¬ zens, it becomes an object of the first importance to teach youth to reverence the law, and cherish habits of implicit obedience to its authority. Such obedience not only contributes to the strength and tranquility of the state, but also consti¬ tutes the basis of good manners, of deference and respect in social intercourse. But in our country, youth generally become acquainted with the freedom of our political institutions, much sooner than with the principles upon which that freedom is bottomed, and by which it is to be preserved; and few learn, until experience teaches them in the school of practical life, that true liberty consists not in doing what they please, but in doing that which the law permits. The consequence has been, that riot and disorder have dishonored almost all the col¬ leges and Universities of the Union. ‘ ‘ The temples of science have been converted into theatres for acting disgraceful scenes of licentiousness and rebellion. . How often has the generous patriot shed tears of regret for such criminal follies of youth? Follies which cast reproach upon learning, and bring scandal upon the state. This evil can only be corrected by the moral effects of early education; by instilling into children upon the first dawnings of reason, the principles of duty, and by nurturing those principles as reason advances, until obedience to authority shall become a habit of their nature. When this course shall be found ineffectual the arm of the civil power must be stretched forth to its aid. “The discipline of a University may be much aided by the arrangement of the buildings, and the location of the different classes. Each class should live together in separate buildings, and each be under the special care of its own professors and teachers. A regular system of subordination may in this way be established; each class would have its own character to maintain, and the Esprit de Corps of the classes would influence all their actions. Similar arrangements may, in part, be made in the several academies, and the like good effect expected from them. ‘ ‘ The amusements of youth may also be made auxiliary to the exactness of dis¬ cipline. The late president of the United States, Mr. Jefferson, has recommended upon this part of the subject, that through the whole course of instruction at a college or university, at the hours of recreation on certain days, all the students should be taught the manual exercise, military evolutions and manoeuvers, should be under a standing organization as a military corps, and with proper officers to train and command them. There can be no doubt that much may be done in this way towards enforcing habits of subordination and strict discipline — it will be the province of the board of public instruction, who have the general superintend¬ ing care of all the literary institutions of the state, to devise for them systems of discipline and government; and your committee hope they will discharge their duty with fidelity. “THE EDUCATION OF POOR CHILDREN AT THE PUBLIC EXPENSE. “ One of the strongest reasons which we can have for establishing a general plan of public instruction, is the condition of the poor children of our country. Such always has been, and probably always will be the allotments of human life, that the poor will form a large portion of every community; and it is the duty of those who manage the affairs of a State, to extend relief to this unfortunate part of our species in every way in their power. 1414 EDUCATION REPORT, 1898-97. ‘ ‘ Providence, in the impartial distribution of its favors, whilst it has denied to the poor many of the comforts of life, has generally bestowed upon them the blessing of intelligent children. Poverty is the school of genius; it is a school in which the active powers of man are developed and disciplined, and in which that moral courage is acquired, which enables him to toil with difficulties, privations and want. From this school generally come forth those men who act the principal parts upon the theatre of life; men who impress a character upon the age in which they live. But it is a school which if left to itself runs wild; vice in all its depraved forms grows up in it. The State should take this school under her special care, and nurturing the genius which there grows in rich luxuriance, give to it an honorable and profitable direction. Poor children are the peculiar property of the State, and by proper cultivation they will constitute a fund of intellectual and moral vrorth, which will greatly subserve the public interest. Your committee have therefore endeavored to provide for the education of all poor children in the primary schools; they have also provided for the advancement into the academies and university, of such of those children as are most distinguished for genius and give the best assur¬ ance of future usefulness. For three years they are to b9 educated in the primary schools free of charge; the portion of them who shall be selected for further advancement, shall, during the whole course of their future education, be clothed, fed and taught at the public expense. The number of children who are to be thus advanced, will depend upon the state of the fund set apart for public instruction, and your committee think it will be most advisable to leave the number to the discretion of the board, who shall have charge of the fund; and also to leave to them the providing of some just and particular mode of advancing this number from the primary schools to the academies, and from the academies to the university. “AN ASYLUM FOR THE DEAF AND DUMB. “ If there be any of our species who are entitled to the public consideration of the government, it is surely the deaf and dumb. Since the method of instructing them in language and science has been discovered, numerous asylums in different countries have been established for their instruction. While we are engaged in making provision for others, humanity demands that we should make a suitable provision for them. Your committee do therefore recommend that as soon as the state of the fund for public instruction will admit, the board who have charge of that fund, be directed to establish at some suitable place in the State, an asylum for the instruction of the deaf and dumb. “Your committee have now submitted to the two houses their general views upon the subject referred to them. They have proposed the creation of a fund for public instruction, the appointment of a board to manage this fund, and to carry into effect the plan of education which they have recommended. This plan embraces a gradation of schools from the lowest to the highest, and contains a provision for the education of poor children— and of the deaf and dumb. “When this or some other more judicious plan of public education, when light and knowledge shall be shed upon all, may we not indulge the hope, that men will be convinced that wisdom’s ways are ways of pleasantness and all her paths are paths of peace; and be induced by such conviction to regulate their conduct by the rule of Christian morality, of doing unto others as they wish they would do unto them; and that they will learn to do justly, to love mercy and to walk hum¬ bly before their God. “Your committee will forthwith report bills to carry into effect the several measures recommended in this report. “Respectfully submitted, “A. D. MURPHEY, Chairman.” This elaborate report was ordered to be printed, and a bill was prepared by the committee to carry into effect the several measures recommended. The bill even passed its first reading in both houses.1 It would have been difficult at that day to prepare a better, more compact, or more connected scheme for the organisation of a State system, but it undertook too much; it proposed not only to educate, but also to maintain the children of the poor. This was quite beyond the power of the State to perform, for it was but sparsely settled and was still burdened with the debt of recent wars. The friends of the measure declined to eliminate this espe- Senate Journal, pp. 87, 88; House Journal, p. 65. COMMON SCHOOLS OF NORTH CAROLINA. 1415 cially impracticable feature of the bill. They desired its passage as a whole; sup¬ port fell from it and it failed. There was some desultory discussion on the question of public schools during the next eight years. Governor Holmes mentions agricultural education in 1822 and complains of the ‘ ‘ crowds of drones that hang upon the rear of the learned professions.” In 1824 a committee was appointed “ to digest and report to the present session a plan of primary schools,” and a bill was introduced for the edu¬ cation of the poor. Governor Burton renewed the question in 1825. VI. The Literary Board and Its Work. 1825-1840. With the act for the creation of a literary fund ends what may be called the period of the private schools. From this time the common schools begin to come to the front, although it was more than a quarter of a century before this move¬ ment became important. Now for the first time did the State begin to provide for the “ school or schools ” which the constitution of 1776 had instructed her to establish. The report of Judge Murphey had been presented to the general assembly in 1817. The initial act relating to schools came in 1825, when the State began to accumulate a fund for the public schools, the theory being that it would not be well to depend on current taxation for two reasons then prevalent. One was that taxes were to be levied only for the support of the machinery of govern¬ ment, of which the common schools were not a part; the second was because these schools were looked on as of the nature of a public benevolence or charity. The sources of the literary fund were fixed by chapter 1 of the laws of 1825. This act was drawn by Bartlett Yancey,1 then speaker of the senate, who had been in earlier years a law student in Murphey’s office and was now his able and faith¬ ful coadjutor in th.e cause of the common schools. The fund was vested in a cor¬ porate body known legally as “the president and directors of the literary fund,” but in popular parlance as “ the literary board.” It consisted of the governor of the State, the chief justice of the supreme court, the speaker of the senate, the speaker of the house of commons, and the treasurer, for the time being, and their successors in office. They were given corporate powers and invested with control of the literary fund. This fund, “ the parings of the treasury,” as Yancey him¬ self styled it, was to be “ applied to the instruction of such children as it may hereafter be deemed expedient by the legislature to instruct in the common prin¬ ciples of reading, writing, and arithmetic,” and was defined by the same act as consisting of — ‘ ‘ The dividends arising from the stock now held and which may hereafter be acquired by the State in the banks of Newbern and Cape Fear, and which have not heretofore been pledged and set apart for internal improvement; the dividends arising from stock which is owned by the State in the Cape Fear Navigation Com¬ pany, the Roanoke Navigation Company, and the Clubfoot and Harlow Creek Canal Company; the tax imposed by law on licenses to the retailers of spirituous liquors and auctioneers; the unexpended balance of the agricultural fund, which, by the act of the legislature, is directed to be paid into the public treasury; all moneys paid to the State for entries of vacant lands (excepting the Cherokee lands); the sum of $21,090, which was paid by this State to certain Cherokee Indians for reservations to land secured to them by treaty, when the said sum shall be received from the United States by this State, and of all the vacant and unappropriated swamp lands in this State, together with such sums of money as the legislature may hereafter find it convenient to appropriate from time to time.” JOSEPH CALDWELL AND HIS MONITORIAL SYSTEM. After the creation of the literary fund there was another pause of seven years. Then came the Letters on Popular Education, by Rev. Joseph Caldwell, president 1 See article on his work, probably by Wiley, in North Carolina Reader, revised edition, pp. 269-272. 1416 EDUCATION REPORT, 1896-97. of the university. These letters were eleven in number and grew out of the work of a standing committee appointed by the legislature from the community at large to report on the subject of general education.1 2 The committee never met. A report was prepared by the chairman, accepted by the other members, and sent in, but it called for the creation of funds so vast as to preclude its prac¬ ticality. Dr. Caldwell was a member of this committee. The substance of the letters brought together in pamphlet form in 1832 - had been commenced more than two years before in the Raleigh Register, under the signature of “Cleveland.” The central idea in these letters was to encourage the organization of the moni¬ torial system in the State. Dr. Caldwell begins his argument by noticing some of the obstructions in the way to the advance of education. He says: “Another obstruction meets us in our aversion to taxation beyond the bare neces¬ sities of government and the public tranquillity. ... A still further difficulty is felt in the indifference unhappily prevalent in many of our people on the subject of education. ... I might mention further, as one of the greatest obstructions the scattered condition of our population. ... A most serious impediment is felt in our want of commercial opportunities by which, though we may possess ample means of subsistence to our families, money is difficult of attainment to build schoolhouses and support teachers. ...” As to the relative significance of these various obstructions, he says: “ With respect to the difficulty arising from our aversion to taxation, I am ready to admit — nay, conclusively to affirm — that it must and will be fatal to every scheme of popular education to which it is made necessary. As to a spirit of hos¬ tility against knowledge and a determination upon principle to sustain the cause of ignorance and to exclude all education as a foe to human happiness and to true republicans ru, the portion of our people who hold such opinions is too small to contend with the great body of our citizens, who for the honor of our State, it is verily believed, are of entirely different sentiments. . . . Our resources doubtless fai^for want of commercial privileges. But this obstacle, too, ceases if some plan for the diffusion of education can be effected by means already at our command. ... It will be forever vain to meditate plans of legislative action if we persist in looking to means which the people have given prescriptive evidence that they will never adopt. Why continue to press schemes from year to year, involving the necessity of taxation? . . . Thousands of parents are ready to second any practi¬ cable system by which education may be accessible to their children. ...” He then discusses the methods that were ordinarily followed to provide for pop¬ ular education. One was voluntary, where the matter is left entirely to the people; a second was by the intervention of the legislature; a third was a combi¬ nation of the other two. The first had been followed in North Carolina. This had disadvantages: ‘ ‘ The evil which is really the greatest of all is the want of qualified masters. It may be difficult to obtain a teacher at all, but it is pretty certain in the present state of the country not one is properly fitted for the occupation. Do we think that of all the professions in the world that of a schoolmaster requires the least preparatory formation? If we do, there can not be a more egregious mistake. For if any man arrived at years of maturity, who can read, write, and cipher, were taken up to be trained to the true methods of instructing and managing an elementary school by a master teacher who understood them well, he could scarcely comprehend them and establish them in his habits in less than two years. . . . “In the present condition of society and of public opinion the occupation of a schoolmaster, in comparison with others, is regarded with contempt. It would be wonderful were it otherwise, when we look at the manner in which it is very often, if not most usually filled. Is a man constitutionally and habitually indo¬ lent a burden upon all from whom he can extract a support? Then there is one 1 According to Governor Holden this committee consisted of Duncan Cameron, Peter Browne, and Joseph Caldwell. The date of its appointment is uncertain. 2 Letters | on | popular education, | addressed | to the people | of I North Carolina | [7 lines quotation] | Hillsborough: | printed by Dennis Heartt | 1832. 8vo, pp. iv+54, with an appendix of “explanatory and documentary papers on education,” pp. 1^8+ folding table. COMMON SCHOOLS OF NORTH CAROLINA. 1417 way of shaking him off; let us make him a schoolmaster. To teach a school is, in the opinion of many, little else than sitting still and doing nothing. Has any man wasted all his property or ended in debt by indiscretion and misconduct? The business of school keeping stands wide open for his reception, and here he sinks to the bottom for want of capacity to support himself. Has any one ruined himself and done all he could to corrupt others by dissipation, drinking, seduction, and a course of irregularities? Nay, has he returned from a prison after an ignominious atonement for some violation of the laws? He is destitute of character and can not be trusted, but presently he opens a school and the children are seen flocking into it, for, if he is willing to act in that capacity, we shall all admit that, as he can read and write and cipher to the square root, he will make an excellent school¬ master. In short, it is no matter what the man is, or what his manners or prin¬ ciples, if he has escaped with life from the penal code, we have the satisfaction to think that he can still have credit as a schoolmaster. ...” He then reviews the public-school methods of Connecticut and New York and enters into a computation to show what would be the cost of supplying the coun¬ ties of North Carolina with a given number of schools. There were 64 counties in the State. If these counties were given one school each, at a cost of $50 each per year, there would be an expenditure of $3,200, representing, if capitalized at 6 per cent, a fund of $53,338. If 16 schools were allowed to the county, which it was estimated would place a school in each 8 square miles of territory, the principal needed would be $853,333. If these schools cost $100 per year, instead of $50, the principal would be $1,706,666. “ To raise a fund of a million and a half of dollars, we must be taxed to the amount of a hundred thousand dollars annually for fifteen years. Is this within the limits of probability? It is presumed that no one will pronounce that it is. . . . Our habits are at variance with taxation for any purpose beyond the bare neces¬ sities of governmental subsistence. ... It is now submitted to the dispassionate consideration of those who look to New York or Connecticut for plans of popular education, whether the proposal and discussion of them is likely to be attended with any other consequences than apprehension in the general mind that the whole subject of education is hopeless. . . . “I have mentioned some difficulties in the way of making provision for general education, most of which it is probably in our power to supersede. But one there is of which in our present situation this is not to be said, and until it is removed it would prove alike fatal to all that could be proposed. It is the want of teachers qualified for the business of instruction, whatever be the mode of instituting and maintaining schools. ... It will be seen in the course of these letters that an institution for preparing schoolmasters for their profession is regarded as a neces¬ sary and in the first instance at least as a competent provision in our own State for general education. . . . “It is well known to have been an object for many years past in British India to discover and put in practice the most effectual methods of diffusing Christ an civilization among the population of that country. It was in the prosecution of this object that Bell instituted his system of mutual instruction. It was soon con¬ sidered as the most successful plan of instruction in elementary schools. Its pecul¬ iarities were so various, and so much depended upon familiar acquaintance in the teacher with these peculiarities, that few could adopt them from description, and none could fully understand and apply them in practice without witnessing the processes through which the pupils were passed in the whole course of their edu¬ cation. It was on this account deemed expedient to establish institutions called ‘central schools,’ whose purpose was to train up teachers qualified to take charge of schools as they might be formed in every place and conduct them with the necessary skill. The reason why they were denominated central schools obviously occurs. They were points of emanation, fountains of light, from which knowl¬ edge was to be propagated in every direction till it should reach the extremities of the empire. . . . “ It is in our power without delay to commence an efficient plan of popular edu¬ cation, by providing such a corps of instructors and offering them to the people upon terms to which few or none could think beyond their ability. We have a literary fund to the amount of $80,000 or $100,000. Let it forthwith be profitably invested. Let its annual interest be applied for the erection of a central schooi; that is, an institution for preparing schoolmasters upon the most improved methods of instruction. Let a head teacher be selected, with time and opportunity for inquiry, from the whole field of the United States, and a salary be allowed him, to 1418 EDUCATION REPORT, 1896-97. take charge of the institution, and in the central school let him train men sent to it from all the counties of the State. ...” Dr. Caldwell then discusses the organization and the form the administration of the central school should take: “The literary fund of North Carolina amounts, if 1 mistake not, to $100,000. This is amply sufficient for the creation and support of the institution of which wo speak. . . . “ Whether grounds should be annexed for manual labor and to aid in the sub¬ sistence of the candidates is an inquiry worthy of consideration. . . . “The school commissioners being appointed, they are to govern themselves by the rules prescribed by the legislature. For a limited time, previously published, they vrill receive the names of such applicants for education to the profession of teachers as shall choose to offer. From these they will select as many as the county will consent to support at the central school at $100 each per year through the time required for completing an education. If more than $100 be necessary, let it be added by themselves or their friends. “The candidates, before admission, may be required to enter into bond with competent security to the county commissioners, that should they afterwards desert the profession for which they are thus educated at the public expense, they shall replace the sum expended by the county upon their education. . . . “ The central school should always have one or more primary schools of children and young persons connected with it, for exemplification to the candidates of the instruction in such schools. These being conducted under the direction of the principal who receives a salary, should afford tuition gratuitously to the pupils. “It is evident that when the masters educated in the central school return to their counties, their services are supposed to be for the benefit of such neighbor¬ hoods as will erect schoolhouses, and proffer the sum requisite by law for the tuition of their children. ” THE GROWTH OF THE LITERARY FUND. After the letters of Dr. Caldwell, the next movement was the act of 1836-37, “to drain the swamp lands of this State and to create a fund for common schools ” (chap. 23), and the act “to provide for the draining of Mattamuskeet Lake” (chap. 25) . The first of these made some change in the composition of the literary board, providing that it should consist of the governor and of three other members appointed by him with the advice of his council; enumerated the property that was to be turned over to the literary board; appropriated $200,000 for its use in draining the swamp lands and authorized them to employ an engineer for the work. For the draining of Mattamuskeet Lake, $8,000 was appropriated. The same legislature instructed the board to digest and report on a system of public schools. This w*as made in 1838, and is summarized further on (see p. 1420) . The legislature of 1838 passed an act under which organization of the schools began. This was superseded in 1840 by a better act. In the meantime it may be interest¬ ing to trace the growth of the literary fund from its beginning November 1, 1825, until 1840. The literary board was organized January 16, 1827, under the law of 1825. It consisted of Hutchins G-. Burton, governor, as president; John Louis Taylor, chief justice; Bartlett Yancey, speaker of the senate; James Iredell, speaker of the house of commons, and John Haywood, treasurer. The receipts, income, of the fund on February 1, 1827, amounted to $12,724.95!, and on November 1, 1828, the fund itself amounted to $77,811.82!, mostly'in bank stock. In 1829 there were no dis¬ bursements, and the income arising from receipts, interest, etc., for the year was $16,308.18. In 1830 it was $30, 152.881; in 1831, including special gift from the legislature, $74,476.48!; in 1832, $88,156.81!, with no expenditures. In his message to the legislature on November 18, 1833, Governor Swain said that the aggregate amount of the literary fund was as yet “too small to justify our entering upon any general system of education. Indeed, were this fund much larger, it may be well doubted whether the period has yet arrived when it can be judiciously COMMON SCHOOLS OF NORTH CAROLINA. 1419 expended.” The sparseness of population was the great trouble. The governor felt that inlets must be opened, roads improved, canals dug, railroads built, and agriculture improved before much could come to the schools. The report of the literary board for 1833 shows $117,024.81-!, with no expenditures. The board had declined to invest in the United States Bank and so the entire fund was idle. This report discussed in detail the draining of the swamp lands, especially Mattamus- keet Lake. The literary board worked in full sympathy with the board of internal improvements. Both made a strong appeal for more attention to the methods of communication. It was said that the departure of so many young men from the State was due to this fact alone, for lands had ceased to have value when measured in produce, and farmers were land sellers that they might emigrate and none were land buyers. In 1834 the fund amounted to $139,403.98-!, which was invested in 1,200 shares of stock in the Bank of the State of North Carolina. There were other investments in 1835. As yet nothing had been done for the schools. The literary board, in fact, seemed to look on itself as little more than an agent for the investment of funds, and its reports are almost entirely financial in character. Further, the State, cor¬ porations, and individuals looked on the fund as a reserve on which they could draw in time of need. As a result, there were none to urge the cause of the schools. Governor Spaight reported on November 22, 1836, that the estimated value of the fund was then $242,045.09. About this time the Federal Government passed the act to distribute the surplus revenue. The State of North Carolina received from this distribution $1,433,757.40. The legislature provided that $300,000 of this fund should go to the redemption of the public debt; $300,000 was appropriated for stock in the Bank of Cape Fear, and $200,000 for draining the swamp lands of the State. Both of the latter invest¬ ments were for the benefit of the literary fund.1 The amount received for the two years ending November 1, 1838, the sessions of the legislature having been made biennial instead of annual, and the reports of the State officers being changed to agree with it, was $682,984,62. This included the $500,000 received from the Fed¬ eral Treasury. The whole of the -literary fund, as reported to the legislature of 1838, including stock, swamp lands, and other sources, was $1,732,485. The special report to the legislature of 1838 reviews the permanent property as follows: “A million of acres of swamp lands of uncertain value; 5,000 shares of stock in the Bank of the State, and 5,207 shares in the Bank of Cape Fear, subscribed at $100 per share; 500 shares of stock in the Roanoke Navigation Company, subscribed for at $100 per share, and probably worth half the sum; 650 shares in the Cape Fear Navigation Company (500 subscribed for at $50 and 100 at $100 per share), subject to a like depreciation; the dividends on 6,000 shares of stock in the Wilmington and Raleigh Railroad Company, subscribed for at $100 per share; and 175 shares in the Clubfoot and Harlow Creek Canal Company, subscribed for at $100 per share, the latter of no marketable value.” The permanent fund from other sources of revenue were to be added: > The tax imposed by law upon the retailers of spirituous liquors, the tax on auc¬ tioneers, all moneys paid into the Treasury on entries of vacant lands (except Cherokee lands) , and all profits accruing to the State for subscriptions to works of internal improvement and from loans made from the internal improvement fund.2 The estimated annual income from all sources, the bank stock being above par and the navigation below, was $111,000. 1 Laws 1836-37, p. 127, and Laws 1838-39, p. 203. 2 And in earlier years a tavern tax. 1420 EDUCATION REPORT, 1896-97. On November 1, 1840, the resources of the board amounted to $2,241,480.05, invested principally as follows: Stock, Bank of Cape Fear _ Stock, Bank of State _ Notes of individuals and corporations _ Swamp improvements _ _ Bonds of Raleigh and Gaston Railroad _ Bonds of Wilmington and Raleigh Railroad Stock of Wilmington and Raleigh Railroad. THE REPORT OF 1888. The literary board, under date of December 4, 1888, made a full report to the legislature. In this report the chairman says: “The board have given to this subject attentive and anxious consideration, and taken pains to procure all the information within their reach which seemed essential to enlightened legislation. . . . “They regret to be compelled to state in connection with this topic that their efforts to procure still more important information with respect to the actual state of education in North Carolina have been much less successful, and that no means at their command will enable them to obtain such facts as are indispen¬ sable to the proper discharge of the duty required at their hands. “The reports to the senate in 1816 and 1817, by the late Judge Murphey, the letter of Charles R. Kinney, esq. , communicated to the general assembly by Gov¬ ernor Owen in 1828, and the letters of the late President Caldwell, originally pub¬ lished in the newspapers and republished in pamphlet form in 1832, have been procured not without difficulty. They contain many valuable suggestions, and will well reward the labor of the most careful examination; but they are all emi¬ nently wanting in that which individual effort is incompetent to supply — the precise and minute statement of facts by which alone the accuracy of their theories can be tested. “ The memoir on the subject of internal improvements and on the resources and finances of the State, published by Judge Murphey in 1819, is the first and only essay that has been made toward the compilation of a system of statistics almost as indispensable to intelligent legislation on the leading interests of the State as a well-arranged account book to the proper management of individual affairs. ...” The report, after considering the size of North Carolina, her diversity of popu¬ lation, and the probable amount of illiteracy, reviews the permanent property and other sources of revenue that was committed to the board for school purposes, and continues: “To devise a system, then, which shall secure instruction in reading, writing, and arithmetic for 150,000 children dispersed through the State in the ratio of three to every square mile, with the resources stated, would seem to be the pre¬ cise duty required of the board by the last general assembly. . . . Our condition is not unfavorable to the establishment of common schools. We have the neces¬ sary resources, and need nothing but the will to apply them liberally and the intelligence to apply them with discretion. ...” The board then unfolds its scheme for the organization of the schools of the State and considers the difficulties in the way of the same. “ The districts having been designated and the requisite schoolhouses erected, the difficult question returns upon us, How are instructors to be provided? No one capable of forming correct opinions upon the subject and conversant with the state of things around us can suppose for a moment that we can find 1,250 prop¬ erly qualified instructors in North Carolina or any considerable proportion of this number. They can not be had from the North, if it were desirable to employ others than those reared in our State, for the difficulty of obtaining them is much more loudly complained of in Ohio, Pennsylvania, New York, and even in Massa¬ chusetts, than here. What, then, is to be done? We will be compelled to adopt the course crowned with such perfect success at Hofwyll, in Switzerland, in Prussia, and Germany, and which is now in the progress of successful experiment in New York, and about to be adopted in Ohio, Pennsylvania, and Massachusetts — a scheme pressed with so much earnestness and ability on the attention of the citizens of this State by President Caldwell, in his volume of letters published in $532, 2G0. 00 500, 000. 00 155, 943. 75 62. 829. 24 140, 000. 00 85. 000. 00 600, 000. 00 COMMON SCHOOLS OF NORTH CAROLINA. 1421 1882. and which indeed constituted his only plan and hope for the improvement of our common schools. We must establish normal schools for the education of our own teachers, and we need entertain no hope of accomplishing the favorite object of the State in any other way. . . . “ If a system of common schools of this or similar extent should find favor with the general assembly, it will next become necessary to inquire more particularly into the amount of expenditure it will involve and the manner in which the requisite funds can be provided. “ The net annual revenue of the literary fund, as at present constituted, can not, as before remarked, be less than $100,000, and will probably exceed that sum. The act of 1825, creating the fund, provides that it shall be distributed among the several counties in proportion to their white population. No illustration can be necessary to show that this sum, unassisted from other sources, is wholly inade¬ quate to the maintenance of any general system of education. The distribution of the fund set apart for this purpose, however, should not be made until the citi¬ zens of each county shall have decided in favor of the scheme at the ballot box and the justices of the county court shall have levied and collected twice the amount that the county shall be entitled to receive from the State. . . . ‘‘To superintend, direct, and control the whole of this complicated but not inharmonious machinery, a superintendent of common schools must be selected. Perhaps there is no office in the State so difficult to fill well, as there is certainly none of such incalculable importance. For such a station no character is too exalted, no amount of learning too varied and extensive, no talents too command¬ ing, no benevolence too active or expansive. He must direct the normal schools, visit and examine every section of the State, devise the principle on which it shall be districted, furnish the model of the schoolhouses, devise the mode for examin¬ ing and licensing teachers, select the series of text-books and see that they are invariably used in every school, devise forms of reports, to be required annually from each instructor, that shall contain all that is necessary to be known with respect to the condition, government, and police of the school, and prepare a sys¬ tematic digest of the whole, to be submitted to the general assembly. ...” As a result of this report the legislature, by a resolution relative to common schools, adopted January 7, 1839, directed the secretary of state to have printed the Report on Elementary Public Instruction in Europe, by Prof. C. E. Stowe, which had been made to the general assembly of Ohio on December 19, 1837. This report dealt mainly with the schools of Russia, of Prussia, and of some of the other German states. To the North Carolina reprint various other documents were attached.1 The concrete result of the effort made at the session of 1838-1839 for common schools was “An act to divide the counties into school districts and for other pur¬ poses. ” This act provided that the matter be submitted to vote. In counties which voted for schools the justices of the county courts were to elect not less than five nor more than ten persons as superintendents of common schools. These superin¬ tendents were to divide the county into common-school districts of not more than 6 miles square, and were to appoint for each school district not less than three nor more than six school committeemen, whose duty was to assist the superin¬ tendents in matters pertaining to the schools in their respective districts. It was provided that the county courts of the counties which voted for schools should levy a tax to the amount of $20 for each district in the county. This levy was to be supplemented by double that sum, or $40, to each of these districts from the State. Provision was made also for a school census.2 Under the provisions of this law the literary fund contributed during the years 1839-40 to Tyrrell County $520 for 13 school districts, $640 to Cherokee County 1 1. Professor Stowe's report, j II. Proceedings of a Meeting at the Capitol of the United | States, | Called to consider the subject of Common School Education. | III. Report of the President and Directors of the Literary | Fund. | IV. Act of the General Assembly establishing a System | of Common Schools. | V. Plan of a Common School-House. | Prepared and published | In obedi¬ ence to a Resolution of the last General Assembly, under the su- | perintendence of the | Secre¬ tary of State. | Raleigh: | printed by Thomas J. Lemay. \ 1839. 8vo. 8i by 5g- in., pp. 31 + 120 + 1 folding table. 2 Laws of 1838-39, ch. 8. 1422 EDUCATION REPORT, 1896-97. for 16 districts, $880 to Richmond County for 22 districts, and $360 to Macon County for 9 districts. These are the first actual payments to schools from State funds of which I am aware. VII.— The Experimental Period, 1840-1852. The preceding is a summary of what was done prior to 1840, when a new law, entitled “An act for the establishment and better regulation of common schools,” was passed, under which the system was reorganized. This act1 provides that the net annual income of the literary fund was to be divided between the counties in proportion to Federal population. The courts of such counties as voted for schools in 1838 were to appoint not less than five nor more than ten “superintendents of common schools,” who were to hold office for one year; these superintendents were to elect their own chairman and he was to give bond. The funds for each county were made due on September 1 and were payable to the chairman. The county court was “ authorized and empowered” to lay a tax for school purposes “ which shall not exceed one-half of the estimated amount to be received by said county for that year from the literary fund.” The tax was to be collected and paid over to the county chairman. The board of county superintendents were to lay off the county into school districts. The free white electors of each school district were to choose by ballot three men as a “school committee ” to serve for one year. These school committees were incor¬ porated and put in charge of the schools. They were to provide houses, make a census (between 5 and 21), and employ teachers. “Any branch of English educa¬ tion ” might be taught; all white children under 21 were allowed to attend and the committee was to visit the schools. The board of superintendents was to fix the number of teachers and the funds that were to go to each district, and its chair¬ man was to report all essential facts and statistics to the literary board, having received these in turn from the school committees. Those counties which had rejected the schools under the act of 1838 were given an opportunity to vote on the question again, and those voting for schools were to be admitted to all rights and privileges. The literary board was directed as soon as it was ascertained what counties had voted against schools to invest for their future benefit “so much of said fund as said counties would have been entitled to receive under the ratio provided for in the first section of this act.” This board was to prepare and distribute the forms necessary to carry out the provisions of the act, and a penalty of $50 was provided for refusal or neglect on the part of a county officer “ to per¬ form the duties required of him bylaw.” Teachers were exempted “from per¬ forming military duty, working on the road, or serving on the jury whilst engaged in teaching. ” 2 Little was done, as we have seen, toward the organization of the schools prior to 1840. Having reached this period, it may be well to view the situation as it then appeared. The condition of the educational interests of the State in 1840, according to the census, was as follows: Number of colleges and universities . . . . _ . 2 Number of academies and grammar schools.. . . . . 141 Number of primary and common schools . . . . 632 Total _ _ _ _ _ .* . . . . . 775 The total population in 1840 was 753,419. 1 Chapter 7, Laws of 1840-41, ratified January 11, 1841. 2 This act may be considered the real beginning of the system in North Carolina. It was reported to the legislature by Jonathan Worth, afterwards governor, from the joint committee on education, of which Senator Mangum was the chairman for the senate and W. N. H. Smith, afterwards chief justice, chairman for the house. COMMON SCHOOLS OF NORTH CAROLINA. 1423 Total white males, 240,047; white males 20 years old and over, 100,331. Total white females, 244,823; white females 20 years old and over, 109,354. Black: Slaves, all ages, 245,817; free, all ages, 22,732. The number of pupils in school was In college . . . . . - - - - *158 In academies - - - - 4, 398 In other schools . . _ - - - - - 14, 937 Total _ _ _ _ - . . . . 19, 4S3 The total number of whites 20 years old and over was 209,685; the number of these who could not read and write was 56,609. This means that 27 per cent of the adult population of the State could neither read nor write.1 2 The condition of affairs in 1840 can hardly be put into more graphic language than that used by Br. Wiley in his History of the Common Schools of North Carolina, published in the North Carolina Educational Journal in 1881. He says: “According to the census of 1840, one-third of our adult whites, by their own statements to the enumerators, were unable to read and write. This is one fact. By the side of this was the fact that our sisters had nearly outgrown us in popu¬ lation and improvements, and yet it was well known to some, and is now a matter of common information, that no part of the world enjoyed greater natural advan¬ tages. Our resources from soil and climate, from minerals and timber, fisheries, and water power were varied and immense; our colonial and Revolutionary his¬ tory and traditions were honorable; from the establishment of American inde¬ pendence there was no purer government on earth than that of our own State and municipal system, and society was moral, peaceful, and secure. “We always had an educated class, numbering men and women of the highest type for virtue, intelligence, patriotism, and public spirit, and our biographical annals, faithfully written, would embellish any history. “But development everywhere around us was more rapid than here, and thus, comparatively, our course was downward. We labored under one disadvantage, and that was the want of streams navigable into the interior; but in other places railroads were superseding rivers as commercial highways. The exuberant soil and cheap lands of the West allured immigrants, and rapidly covered that vast region with industrious people; but there was no such exodus from other States as from ours, and some of our Northern sisters, with sterile lands and harsh climate, were in the van of improvement, while States south of us, under scorch¬ ing suns and enveloped in a malarial atmosphere, were not only outstripping us, but constantly draining us of our capital and enterprise. “ We had sons who would honor any people, but we had no State pride and no State system; our people were straining their eyes to the desirable features of all other countries but their own, and plants from our human nurseries were shed¬ ding bloom and bearing fruit to beautify and enrich many regions, while their native and goodly land was desolate and poor. Our great leaders wrote and spoke of North Carolina, but their sketches never reached the masses; and in the hands of her common people were common-school histories and popular nursery songs of nearly all lands but their own. God has so created nature here that develop¬ ment was preeminently dependent on an intelligent and spirited yeomanry, know¬ ing the resources of their country and attached to their homes; and this was the 1 There were for that year 169 students in the University of North Carolina alone. 2 It may be of interest to present the corresponding figures for the Gensus years following: 1850. — Total white population, 553,028; males, 273,025; females, 280,003. Total white population 20 years old and over, 251,922; males, 120,585; females, 131,337; illiterate (can not read or write) males over 20 years old, 26,239, or 21.8 per cent. Illiterate females over 20, 47,327, or 33 per cent; total illiterates, 73,568, or 29.2 per cent. I860.— Total white population, 639,942; males, 313,670; females, 316,272. Total white population 20 years old and over, 295,562; illiterate males over 20 years old, 26,024, or 18 per cent; illiterate females over 20, 42,10-1, or 27.5 per cent; total illiterates, 68,128, or 23.5 per cent. 1870.— Total white population 10 years old and over, 497,132; total illiterates, 166,397, or 33.5 per cent. 1880. — Total white population 10 years old and over, 608,808; total illiterates, 182,032, or 31.5 per cent. 1880.— Total white population 10 years old and over, 754,857; total illiterates, 173,722, or 23 per cent. 1424 EDUCATION REPORT, 1896-97. one thing needed in North Carolina, the great want for which all her advantages offered no compensation. And there were the materials for such a people, a working population unexcelled in sobriety, morality, and sturdiness of character, industrious, frugal, and conservative. But the masses, generally, were born homeless; the better part grew up to move, and for long years the situation was not comprehended even by the most sagacious of our leaders. At last the truth began to dawn dimly on various classes, and to some it came as an intuition.’' Again Dr. Wiley very pertinently remarks on the introduction of the school system: “ This population was proverbially tenacious of old habits, conservative to the point of stubbornness, with no neighboring precedents or examples, and no per¬ sons trained under such systems. The experiment was an absolute novelty in this region, the cause occupied little of the thoughts of Southern statesmen, and it began among a people inured to light taxes and the less inclined to be taxed for education from the fact that there was a large school fund. The accumula¬ tion of the fund was a practical and strong teaching against current taxation, and since its inception the principle of distribution was changed from the basis of white to that of Federal population, and thus an element of sectional jealousy and strife was added to other inherent trials. The idea of a charity system was con¬ nected with it, rendering it obnoxious to many interested in it, and there were no appliances for the instruction and training of the vast number of managers and teachers immediately needed, while many of the ‘old field’ instructors, as the teachers of primary subscription schools were called, received it with jealousy, prepared to make war upon it.” But the schools were organized under the new law. The report on the finances of the literary board for 1842 was as follows: Cash on hand November 1, 1840 _ _ _ _ _ . $78, 007.06 Income from all sources, November 1, 1840, to November 1, 1842 (including entries for vacant lands, interest on money invested in stock of navigation companies and bank stock, and for capital and interest on loans) . . .. 222, 936. 50 300,943.56 The disbursements were: Support of common schools, 1841 _ _ _ ... . 32, 836. 12 Support of common schools, 1842 . . . . . . 65, 277. 14 98,113.26 Investments (loans, draining swamps, railroad bonds, etc.) _ 144,832.00 Total expenses . . . . . . . . 242, 945. 26 Balance on hand November 1, 1842 57, 998. 30 For the two years from November 1, 1842, to November 1, 1844, the total income of the board from all sources, and including the balance brought over, was $316,459.81. The total expenditures were $252,130.41. Of this amount $175,744.57 went to the schools. It may be of interest to give the expenditures by months, to show the seasons mostly preferred for the schools: Month. 1842. 1843. 1844. November _ _ _ _ _ _ $7, 944. 15 3,428.00 December _ _ _ _ ... _ _ _ _ ......... January . - _ _ _ _ _ $3, 093. 21 §1,031.26 4,971.53 1.899. 89 1. 107. 00 17, 306. 00 3,410.00 8,099.20 4,066.36 14, 131. 76 26, 0:36. 35 February _ _ _ _ _ _ _ _ March _ _ _ 1,213.80 3,340.00 17,649.21 4,543.00 416.00 3.260.69 li;582. 31 1. 326. 70 30. 042. 21 6, 795. 94 April _ _ _ May . . . . . . . . . June _ _ _ _ _ _ _ _ July . . _ _ _ _ _ August . . . . . . September .. _ _ _ _ _ October _ _ _ _ _ _ November _ ... December . . . . . Total . . . . . . . . 11,422.15 83,263. 07 81,059.35 COMMON SCHOOLS OF NORTH CAROLINA. 1425 The total income for 1845 and 1848 was $293,007.87. Of this sum $61,468.01 was paid out for common schools in 1845 and $96,702.01 in 1846 — Leaving a total in the treasury, after deducting all other expenses, of. $127, 319. 63 Income from all sources, 1847-48 _ _ _ 358,218.31 Disbursements to schools, 1847 _ _ _ _ _ 96, 511. 31 Disbursements to schools, 1848 - - - - - - 101 , 530. 04 Total for 1847 and 1848 . . . . . . 198, 041. 35 Other expenses, including building of Deaf and Dumb Asylum and appropriation for deaf and dumb education, draining of swamp lands, and a loan to Floral College _ _ _ _ 23, 964. 27 Balance on hand November 1, 1848 _ 136, 212. 69 Income from all sources, 1848-1850 . . . . . . 347, 902. 37 Disbursements for schools, 1849 . . . . . . . 99, 449. 38 Disbursements for schools, 1850 _ _ _ _ ------ . 107, 339. 09 Other di sbursemeiits . . 22, 921. 32 Total 229, 709. 70 Amount on hand November 1, 1850 . . . . 118, 192. 67 Such was the course of the first period of actual trial of the school system. The school fund was in good condition and a steady revenue was received from it. But the evils of the system were perhaps larger than the good results. In the first place, there was no efficient supervision, and under the system in vogue there could be none. Until 1853 the literary board was the chief executive head of the system. This was an awkward arrangement, and the board urged on the legislature the more simple and efficient plan of a single executive chief or superintendent. The bien¬ nial reports of the board were mostly confined to this one object, and hence for twelve years friends of the schools labored in darkness. As it was, the system could not be managed as a whole, and was left largely to local officers and to a public wholly unused to such cares. Whatever there was of error was allowed to grow unheeded, and there was no published record of progress. “Some of the legislative provisions were wise — remarkably so, considering the circumstances — and they laid a broad and good foundation, but they could not be prudently added to from time to time, and it was impossible for any man to sur¬ vey the whole system in its details, in its wants, and in its results. ” Returns from the counties could not be enforced, and the result was that hardly half made regular reports to the board. No special report by the State authori¬ ties was provided for; consequently there was no general information on the sub¬ ject. The first forms, which were necessarily imperfect, were not improved, and were often clumsily filled or entirely neglected. Diverse habits sprang up in different counties, and the best county systems, made so by the exertions of dis¬ creet and zealous local friends, naturally felt least interest in State action and in the system as a whole, and it was not until 1849 that tiie various acts relating to the common schools were collected and published. The character of much of this legislation was permissive. Thus the act of 1846 provided that the board of county superintendents might appoint a committee of five to examine “into the qualifi¬ cations, mental and moral,” of applicants for teachers’ positions. Where there were such committees persons could not teach without their certificate, but this, when given, was little more than a testimonial of moral character. Another rea¬ son for the small success of the schools during the first decade, of their existence is summarized by Dr. Wiley, in his special report, as follows: “ Under the constitutional provision of 1776 the schools were not to be charity schools. They were to be subsidized by the State, but every man was expected to ED 97- - 90 1426 EDUCATION REPORT, 1896-97. pay something toward the instruction of his children, but the idea of charity was attached to the common schools and the name itself helped to raise a barrier between the upper and lower classes of society. It seemed as if these schools were to erect a fence between the two. It prevented many from sending their children to these schools, and kept the more intelligent part from taking any active part in the management of the schools. ” Further, the common schools were a novelty to the people; they were imported from the outside and did not grow in the soil; hence it took more time for the people to understand and appreciate them. They were at first considered as a sort of labor-saving machine and expected to work themselves. Then came the imperfections of the system itself. The plan adopted in 1840 was dominated by the ideas in the plan submitted by Judge Murpkey in 1817. His idea as to a literary board was framed into a law: “ It was enacted that there should be a ‘Board of Literature in this State/ to be called ‘The President and Directors of the Literary Fund of North Carolina;’ so called because there was then only a fund and no public schools. This board became mere trustees of the fund — they have been useful as such, and as such only have tried to be useful, it being impossible, in the nature of things, that they could, without immense cost to the State, officially discharge the duties of the head of the public schools, as originally intended by Judge Murphey. Neverthe¬ less, when we established our system of public schools, this literary board was made the nominal head — and thus, as I stated, we were still under the influence of the erroneous conclusions of one active intellect which thought for us twenty years before. This board, however, was but a nominal head, divested of all the powers necessary to make it useful as such; and so we launched our experiment, so new to our people, so complicated, so liable to difficulty, and cut ourselves off from all direct communication with it.” The radical defects of the system were soon seen and changes were repeatedly urged on the assembly. ' At the end of the first year it was not known how many schools had been established; it was not known thirteen years later, for there were no means by which the system could observe and note its own deficiencies, ascertain its own progress, and record its own experience. Another vital defect was the permissive character of the legislation. T he laws of 1838 and 1840 left it to the counties to say whether they would have the system at all. They took their time. In 1840 Governor Dudley said in his message: “ Most of the counties have adopted the common-school system, and a few have received the State’s quota of money to aid them. ” It was not until 1846 that the school system had been adopted in all. The law of 1840 simply “ authorized and empow¬ ered,” but did not require the counties to levy a local tax, and the effect of this laxness was soon felt. In 1844 the literary board says: “In some counties the justices fail to lay any tax whatever for common schools, alleging that the law does not impose it as a peremptory duty on them to do so, but leaves it to their discretion.” In 1848 Governor Graham asked if the counties should not be required to raise by local taxation at least one-half as much as they received from the State before being paid anything from the State quota. The board said on the same subject: “ It seems, however, to be expedient to require of each county imperatively to raise by local taxation, annually, a sum equal to at least one-half of that received from the State, to the end that schools may be maintained a sufficient portion of each year in the several districts, and to withhold from any county her share in the State’s distribution until her chairman shall make the report now required of him by law.”1 1 The census of 1850 gives the total annual income of the public schools from taxation as $42,936. The income from all sources, endowment, taxation, public funds and other sources is put down as $158,564. The total income of the academies and other schools was $187,648. COMMON SCHOOLS OF NORTH CAROLINA. 1427 But this requirement was not then made, and not until August 10, 1897, was the question of local taxation for schools submitted to the State as a whole. One of the most difficult problems which the new system had to solve was how the local academies, encouraged to some extent by lotteries granted by the legis¬ lature, were to be brought into relations with it. The “old field schools,” which this new system supplanted, “so called,” says Dr. Wiley, “because generally located on or near worn-out and unfenced fields grown over with sedge and scrub pines, and on which were the playgrounds, did not number 1,200 in all the State, and were taught by persons widely variant in char¬ acter and qualifications. Some of these were seminaries of learning of a high order, conducted by men of mark in their day, and whose labors have exerted a wide and lasting influence for good, not only in this but in many other States; but the large majority of teachers instructed only in the elementary branches of spelling, reading, writing, and arithmetic. English grammar was not taught, perhaps, in a majority of the schools, and geography as a general thing was an unknown science. The text-books in every branch were few, unattractive, and often very defective; but one good result of the want of readers was the general use of the Holy Scriptures, and especially of the New Testament. The teacher, in most cases a law to himself and a neighborhood oracle, knew little of the methods of his brethren in other places, and never regarded himself as an element of a general system ; and his progress was only in the mechanical art of writing, and from years of practice many became masters in penmanship and naturally looked with contempt on their brethren of a new generation whose qualifications were mental and who had not spent a lifetime in learning to make graceful curvatures and flourishes with the quill.” On these schools Dr. 'Wiley says, in his special report in 1855 (i p. 17-20): “From the first the facilities for improvement furnished to the masses were very indifferent; and down to a period within the memory of the middle aged, and even of the younger portion of our citizens, our voluntary subscription system of old field schools was, to say the least, utterly inadequate to the necessities of the times, giving no promise of ever effecting, within any reasonable period, the object of those who framed the clause of the constitution before alluded to. “ The schoolhouses were few and far between, located in the more thickly settled neighborhoods, and bad as are our common schoolhouses, not at all equal to them as a general thing in comfort and convenience of arrangement,1 * * * while there was not a house of any kind expressly dedicated to the purposes of teaching for every 10 miles square of territory in the State. ‘ 5 The teachers as a class were indifferent scholars ; and I say this with high respect for a race among whom there were some useful and devoted public servants and benefactors. But much as we complain now, salaries then were a good deal lower than what they now are; and even had they been equal or larger, the advantage in this respect would still belong to the modern cash incomes, promptly paid, over the uncertain earnings, which were often long delayed and part of which was very frequently paid in barter. There were a great multitude of little collections to make, and men of active business.habits were not eager to engage in a calling whose small profits were as hard to collect as they were to make. The lazy, the lame, the eccentric, the crippled, were but too often the ‘old field teachers;’ and while many of them could not write their own ‘ articles ’ (as agreements between teach¬ ers and parents were called), a collection of those written by the masters would form a literary curiosity as unique in style, spelling, and chirography as any contribution of the kind that could now be made by any class of teachers. ^ “The studies pursued were spelling, reading, writing, and arithmetic; and if those who applied themselves to them in the old schools succeeded better as men and women than those who now study in our common schools, it is another illus¬ tration of the advantages of early hardships, while the praise is due mainly to the energy, industry, and perseverance of the pupils and not to the schools. ‘ ‘ Grammar and geography were almost wholly unknown in the best of these 1 It was not at all uncommon to find these houses without ground or loft floors, with chimneys built of sticks and dirt. Fuel was supplied by brush, which the children were sent out every few hours to gather, and about the fire there was a perpetual scramble for the inside position, while the young men and women and older children ciphered out of doors in the sun, forming very social but not studious little parties on the sunny side of all the surrounding trees. 1428 EDUCATION REPORT, 1896-97. schools, and. many of our middle-age people who now read the newspapers teeming with news from the four corners of the earth, all knit together with railroads and telegraphs, feel and complain of their ignorance of the latter study, and would give much to be able to trace upon the map the connections and bearings of coun¬ tries formerly seldom heard of and now mixed up with their nearest political and religious interests and affecting the prices even of their produce and labor. “The method of teaching was extremely primitive; to look on the book and make a decent droning noise of any kind, not out of the common key, would insure immunity from the all-potent rod, while this habit of noise, pleasant as it is as a reminiscence, because it was the music of our early years, was anything else than an advantage to those who really wished to bend their minds to study. Hence all these, and all who claimed to be such, were allowed to pursue their studies out of doors; and among the white heads with which the sunny landscape would blossom, perhaps one in every ten would be following out some useful train of thought or diving into the mysteries of Dil worth and Pike. He would ; work out the sums’ for all the others, and, as blackboards were unknown, the scholar had but to run in, hold up his slate to the teacher, get an approving nod, and return to his amusements. There were no lectures, few explanations, no oral instruction; to get through the book was the great end, and to whip well the paramount means. Few and indifferent as these schools were, they were not generally kept for a longer term than the great majority of common schools now are, and the attendance was equally uncertain and irregular. The schools w ere generally limited to a quarter of three months during the coldest part of the winter, and as families with two to six children would subscribe half a scholar, the house would often be jammed with sixty students and as often hold fifteen or twenty. “ Half a scholar! Why, can't we remember when five children would biennially get the benefit of the teaching due half a scholar for three months; that is. when one and a half months' schooling every year, or every two years, would be divided among three to five children, making six to ten days or more apiece? The good old times, which, divested of all romance, of all the tender fancies which naturally cluster around the recollections of all childhood, were times which tried the souls of those who wished to gain a good education and which throw their still lingering shadows upon the present age.” VIII. Reorganization and Growth, 1852-1861. The common-school system had begun in 1838 with considerable means, and the small impression that it created on the thinking people of the State and on the public generally proves that it was not considered a part of the governmental machinery, but as a local interest with which local authorities could deal largely at their discretion. The law of 1825 had provided that the distribution of the literary fund should be on the basis of the free white population, but the act of 1840 changed the basis from white to Federal population. Governor Manly, in his message to the legis lature of 1850-51, claimed that the rule adopted in 1840 carried “ on its face a vio. lation of the spirit and object of the injunction of the constitution; is a breach of the public faith given by the legislature of 1825; is at variance with the rule in other Southern States; divides the fund not according to the public necessity, but the wealth of the people, and is in itself unequal and unjust.” The advocates of the existing system defended their side with equal vigor, and thus were sown the seeds of dissention and jealousy with which Dr. Wiley had to deal during the whole of his administration. “The system, as then organized, was not only deficient in its organization but in accountability, uniformity, and its general management. For a period of ten years about $90,000 have been placed annually in the hands of the various school committees of the State, a sum larger than the whole amount of the State’s reve¬ nue paid into the public treasury during that period. This large sum, forming an aggregate of nearly a million of dollars, has within this brief period been spent, and yet no adequate provision has been made, much less enforced, for even COMMON SCHOOLS OF NORTH CAROLINA. 1429 informing the people or their representatives of what has become of it or how it has been spent. ” 1 Governor Manly substantiates his charges by saying further that he had pub¬ lished in 1849 an edition (6,000 copies) of the laws of the assembly relating to the public schools (the first of the kind), and had distributed the same, together with an appendix of precedents and appropriate forms of returns. These laws required that the chairman of the board of county superintendents of each county should, within fifteen days of the 1st of November, report in writing to the literary board his school accounts, credited by the proper county authorities, together with the number of children in the county, the number in the schools for the previous year, and the length of time the schools had been kept open. But this duty was performed by only seven superintendents throughout the whole State within the specified time. Several came in later, so that at the time of the report to the legislature forty-one had been received. This was a little more than one-half. It was found that there was still in the hands of the chairmen an aggregate of school funds amounting to $90,000. Estimating a like amount in the hands of those who had made no returns, it might be said that $180,000 lay unemployed and not used for school purposes, besides an indefinite amount in the hands of former chairmen and not used for school purposes. Governor Manly continues his message in the following strain: ‘•Those [chairmen] who choose to do so submit them [their accounts] to the committees of finance or county court clerks, while those who fail to do so escape forfeiture or censure. It may be safely stated that thousands of dollars remain from year to year in the hands of superintendents, and if a rigid settlement were enforced the xmblic would be astounded at the aggregate sum. thus withheld from its legitimate destination. The whole fund annually distributed, although large, is yet inadequate to the public exigency. "According to the provisions of the existing law, the several county courts may, in their discretion, levy a tax as other taxes are levied for county purposes not less than one- half of the amount annually received from the literary fund. . . . Some of the counties, with commendable spirit, levy a fair tax, others levy a very small one, while very many of the counties levy no tax at all. Hence it results that in those counties dependent solely on the literary fund, the sum they receive, when subdivided among a large number of districts, is so smail for each that many of the districts have no schools at all and derive no benefit from the provision. . . . Our people do not take hold of the subject with that energy and spirit essential to success. A general listlessness prevails. Those that can afford it send their chil¬ dren elsewhere to school, while the poorer classes keep theirs at home to work. Throughout the State you see everywhere on the highways schoolhouses deserted, the doors broken from their hinges, and the grass growing in the yard. Why is this? Besides those already alluded to, one prominent cause, doubtless, is the difficulty of procuring proper teachers, qualified by education and good morals to direct the young. ... In some of the counties, I am happy to be able to say, their schools are well managed, and are accomplishing with marked effect 1 Manly’s message to the legislature of 1850-51 (p. 19). The growth of the literary fund is shown by the following figures: 1850-51: Receipts . . . $129,255.24 Disbursements . ., _ 94,590.41 Receipts _ . . . Disbursements. 1852- 53: Receipts . Disbursements . 1853- 54: Receipts . Disbursements 137,380.41 161,472.33 192,250.75 139, 865. 16 196,090.23 169, 983. 32 1430 EDUCATION REPORT, 1896-97. the beneficent results aimed at by the law, and it is to be hoped that such is the case in others. But there is no official information on the subject, and what I design to say is that the very want of this information demonstrates the absolute necessity of some radical amendment. This necessity suggests the expediency of creating a new office in government to take general charge of the whole busi¬ ness, in accordance with the practice in other States and with the earnest and repeated recommendation of my predecessors. . . . Having been a member of the literary board from its organization and having bestowed some attention upon the subject, 1 feel in conclusion fully warranted in recommending as the most effectual means of attaining the ends referred to, the appointment of a general superintendent of common schools for the State. ” 1 * Under such pressure as this from the governor, the literary board, and other officials, progress was made toward reform. When it is remembered that the annual income of the literary fund was more than the income of the State, and that this amount was spent and subjected to no general supervision, the import¬ ance of such supervision may be easily seen. The legislature of 1848-49 had considered bills for the appointment of a general superintendent, but while rejecting them had authorized county superintendents at a salary of $250 each. In the legislature of 1850-51, Dr. Wiley, who was then a member of the house of commons from Guilford County, introduced a bill for the appointment of a State superintendent. The bill had able and enlightened friends in both houses; it received favorable consideration and a large vote, but failed to pass. Dr. Wiley was also a member of the assembly of 1852-53, and through his influ¬ ence a bill for a superintendent was introduced by Mr. Cherry, of Bertie. An¬ other bill to divide the funds among the counties in the ratio of their white popu¬ lation and one to provide for the education of teachers at Normal, Davidson, and W ake Forest colleges were also introduced, but these failed to pass. The “Act to provide for the appointment of a superintendent of common schools, and for other purposes,” stands as chapter 18 in the Public Acts of 1852. It is the corner stone on which was built up the best system of common schools in the South before the war, and in brief is as follows: It provided for a superintendent of common schools for the State, to be chosen by the legislature and to hold office for two years. County chairmen were to make their reports to the superintendent on or before the third Monday in Novem¬ ber, and to include, among other items, the number of certificates granted to teachers, male and female. In each county there was to be “a committee of examination,” consisting of not more than five members, “whose duty it shall be to examine into the qualifications, both mental and moral, of all such persons as may apply for employment as teachers in any of the common schools. ” Certifi¬ cates issued to teachers were good for one year and only in the county where issued, and in absence of such certificate payment might be refused. The State superintendent was to collect information concerning the condition and operation of the common schools in the counties and to report the same to the governor for the benefit of the legislature. He was to superintend the operation of the schools, see that the laws were enforced, and look after escheated property. The State treasurer was to furnish him an annual statement of the sums disbursed to the counties, and he was to issue annually to the examining committees “a circular letter of instructions and suggestions as to the qualifications of teachers. ” He was to prepare and furnish blanks for the use of county officers and to compile and arrange the laws on the subject, together with such other instructions as were necessary. He was to make an annual report to the governor, reviewing the work of the schools and including statistics, of which ‘ 4 the governor shall cause 150 copies to be printed in cheap pamphlet form, 50 copies for his own use, 1 This message emphasizes and summarizes the report which Governor Manly had made to the same legislature as chairman of the literary board. COMMON SCHOOLS OF NORTH CAROLINA. 1431 and 100 copies for the use of the said general superintendent,” who was “ as often as possible ” to deliver public lectures on the subject of education. His salary was $1,500. The funds of the literary board, principal, in 1853 were invested as follows: 1. 5,833 shares stock in Bank of Cape Fear - $533,300.00 3. 5,037 shares stock in Bank of the State . . . . . 503, 700. 00 3. Bonds of Raleigh and Gaston Railroad Company, indorsed by the State, due January 1, 1860 _ _ _ 140, 000. 00 4. Bonds on Wilmington and Raleigh Railroad Company, secured by mortgages and deed of trust on the property of the company in 1837 and 1840 _ _ _ _ 85,000.00 5. Bonds indorsed by the State - - - - - 50,000.00 6. Bonds indorsed by the State _ 3, 350. 00 7. Bond of State issued for stock in Fayetteville and Western Plank Road _ 1 _ 3,000.00 8. Bond executed according to act of assembly _ 39, 808. 55 9. Bond executed according to act of assembly _ 553. 00 10. Bond of Wake Forest College _ _ _ 6, 169. 53 11. Bond of Floral College _ _ _ _ _ 2,000. 00 13. Bond of Greensboro Female College - - - - - 7, 000. 00 13. Bond of Chowan Female Institute . . . . . . . 3, 000. 00 14. The whole of the swamp lands of the State, reclaimed and unre¬ claimed, not granted and held by individuals prior to the year 1836. estimated at 1,500,000 acres, heretofore valued at _ 150, 000. 00 15. State bonds issued in 1853, purchased by the board _ 10, 500. 00 16. Three bondson J. W. Keeling and others for swamp lands, $755 each 2, 265. 00 17. Four bonds on Thomas Sparrow and others for swamp lands _ 125. 60 18. Four bonds on Allen Grist and others for swamp lands . ... 296. 00 19. One bond on Nathaniel Credle and others for swamp lands _ 125. 00 20. One bond on W. D. Cooke, showing a small balance. 21. One bond on N. S. King, believed to be of no value.. . 268. 00 22. One bond on William D. Cooke and others _ 1,000.00 23. Amount of cash in bank of Cape Fear to credit of board (princi¬ pal money) . . . . . . . . . 1,735.79 1,538,995.46 After, securing a new and improved act for the schools and providing for a super¬ intendent of common schools came the still more difficult task of finding the proper man to fill the office. Dr. Wiley was then a member of the legislature from Guilford County. He was a Whig in politics and a lawyer by profession, while the legislature was Democratic. But the activity displayed by him in advancing the interests of the schools pointed him out as the man for the place. He was elected, without the slightest solicitation on his part and by a large majority, in December, 1852, and entered upon his duties January 1, 1853. In the estimation of all others, as well as himself, the superintendent was all things to the schools, and had to be, for a time at least, a guide to them, to public sentiment, and to the legislature, with no guide or support for himself in the community or in the neighboring States. ” Dr. Wiley was already well and favor¬ ably known to the people of the State. Calvin Henderson Wiley was born near Greensboro, Guilford County, N. C., February 3, 1819, and was the son of David L. and Anne Woodburn Wiley. His father’s family was of Scotch- Irish stock; William Wiley, his great-grandfather, removed from Pennsylvania in 1754, and bought lands from Lord Granville in the Alamance section of Guilford; his grandfather, David Wiley, was a Regulator in 1771, and later a soldier in the Revolution. While still a boy he showed a taste for books and reading, and was sent to Caldwell Institute in Greensboro and was there prepared for the University of North Carolina. He was graduated from that institution in 1840 and already numbered among his friends some of the polit¬ ical leaders of the State. He studied law, was admitted to the bar in 1841, and located in Oxford. In addition to his practice of law he edited the Oxford 1432 EDUCATION REPORT, 1896-97. Mercury, 1841-43. Not content with these two activities, he entered the field of romance and published in 1847 his first novel, called Alamance, or the Great and Final Experiment, which was redolent of the soil of his native section. A second novel, Roanoke, or where is Utopia? appeared in Sartain’s Magazine in 1849. In 1851 he was invited and urged to go to Charlotte to edit a Whig paper, but declined. During that year, however, he associated himself with W. D. Cooke in editing the Southern W eekly Post, in Raleigh. The first number appeared Decem¬ ber 6, 1851, and w~as “edited chiefly'5 by Wiley. Cooke was the publisher. It was devoted to the general upbuilding of North Carolina. The announcement of this paper, evidently the work of Wiley, strikes the keynote of the policy which his paper, and he in all his subsequent work, was to pursue: “It is a fact worthy of being universally known that North Carolina is con¬ sidered by bookmakers the best mart in the world for uncurrent and trashy pro¬ ductions, and the very refuse of literary quackery is sent out here and circulated among our people. For most of the works of this sort Northern publishers have agencies all over North Carolina, and thus while there are none to circulate our own books, and the people are kept in ignorance of their own history and of the character and resources of their State, they are drugged with foreign narcotics and heavily taxed for the benefit of fabrics that will not sell and can not be sold where they are manufactured. ” It was with the hope of doing away with or improving on this state of affairs that Dr. Wiley entered politics in 1850 as a V/hig member of the house of com¬ mons from Guilford County, and began efforts for that series of educational reforms which have put him among the leading educational statesmen of the South. He assumed his duties as superintendent of common schools January 1, 1853. During the whole period of his incumbency much of the superintendent’s time was taken up with the routine and clerical duties of the office, for he was allowed no clerk. His correspondence with local school officers was heavy and much of it trivial. He prepared digests of the school laws, gave directions and made suggestions to teachers and to committees, made many speeches in all parts of the State, and published many articles in the papers. He was forced, moreover, to meet many attacks on himself and on the system as a whole from its enemies, open and concealed. It was said that he wasted his time or used it for his private interests, while he complained that the newspapers failed to devote a proper atten¬ tion to educational affairs, since few were apparently interested, and that there were none to stir up a community on education against the coming of the superin¬ tendent, while there were plenty to arouse enthusiasm when a politician was to speak. But in the midst of criticism and abuse Dr. Wiley steadily refused to fol¬ low the policy which would keep his own name most prominently before the pub lie. He chose rather to do the humbler work, which was no less necessary, but which brought him little personal credit. He was willing to work for the future. His first official duty was to prepare a new digest of the State laws relating to the schools then in force. These laws went no further back than the act of 1844-45. To the collection of acts was added a statement of the forms in which the princi¬ pal of the literary fund was invested (see p. 1431); specimens of the forms to be used by the county chairmen in their reports to the State superintendent, and by the school committees to the county chairmen, regulations, a circular to the chairmen, and an address by the general superintendent “to the officers of the common schools and to the friends of education in North Carolina,55 were included in his first official publication. In the spring of 1853 Dr. Wiley began the active prosecution of his duties. He made a tour in his buggy from the middle part of the State to Currituck Court- House, in the extreme east, and delivered addresses, according to previous arrange¬ ments, at each county seat. In the summer and fall he traveled in the same way to Murphey, in Cherokee County, in the extreme southwest. It is evident that trips of this kind would require a large amount of time, but they were made dur- COMMON SCHOOLS OF NORTH CAROLINA. 1433 ing the whole period of his incumbency, and during the earlier part were necessa¬ rily by private conveyance. But as the means of travel became better, public methods were used more and less time was spent on the road. But these early tours by private conveyance, while they were paid for by the superintendent out of his own pocket and cost for the first year nearly half of his salary, were of great service; the disabilities and conveniences of different localities were observed; visits were made to districts distinguished by special or good features and to some schools laboring under peculiar disadvantages. The history and progress of the schools in the counties visited was inquired into, the friends of the system, teachers, and school officers were interviewed and the system discussed. Further, the superintendent made use of the public press at every opportunity. There were many misconceptions of the work. These had to be corrected and its true mission and spirit made known. Uniformity had to be fostered and a healthy public spirit created. The friends of the schools had to be discovered, supplied with arguments, and every effort made to keep the movement clear from sectional, partisan, and sectarian prejudices. Special efforts were made to show to acade¬ mies, high schools, and colleges their interest in the common schools and to enlist the sympathy and cooperation of ministers of all denominations. “At that day all of these points, some of which now seem elementary, had to be fixed, and some of them after a hard struggle, and the whole system had to be purged of the fatal taint of charity once adhering to it, and especially, and after a protracted effort, lifted from the position of a beneficence to a class to that of a fundamental interest of all the State.” These earnest efforts met with great success. The higher schools were brought to see their interest and duties in the sujjerintendent's labors, and denomination- alism was kept out of the work. It was the same in the matter of politics. Dr. Wiley, a Whig, was elected by a Democratic legislature; he retained and voted on his political convictions, but from the day he went into office had no stronger friends than W. W. Holden, of the Standard, and W. J. Yates, of the Charlotte Democrat, who were the leaders of the Democratic press.1 In the same way all the governors from 1853 until the close of the war were Democrats, as were most of the other State officers, but they were the friends of Dr. Wiley, and held up his hands to the fullest extent. It is safe to say that he won his position through merit and retained it largely through a self-respecting neglect of his political interests, for on one occasion the Democrats in the legislature moved his reelec¬ tion early in the session to anticipate the rise of party feeling and to lessen the chances for a Democratic opponent. The first annual report of Dr. Wiley was made to G-overnor David S. Reid, and is dated January 24, 1854. It is mainly a review of the situation, pointing out the weaknesses and difficulties of the schools and the character of the work needed for the future, while the survey of what had already been done occupies a subor¬ dinate place. It may be well to summarize the situation as it then appeared. He gives the extent and character of his travels from one end of the State to the other, for the most part by private conveyance, for only in ten or twelve coun¬ ties could access be had to the county seat in any other way. In his future travels he was to be governed to some extent by the character of the reports received, his object being to visit the counties that sent in the least satisfactory reports, to find out the difficulties in their way, to give them advice and information. “Every citizen of the State ought to be spoken to. ... I hope in due time to reach every man. . . . There is, also, now a source, however imperfect, of infor¬ mation, and a tribunal to decide or give opinions; and almost daily applications to me demonstrate to me the injuries and discouragements heretofore resulting from doubts never solved, difficulties never settled, and inquiries never answered.” 1 But neither of these papers, so far as I know, nor the Raleigh Register, the Yv^hig organ, inter¬ ested themselves to any great extent in the agitation which brought about the appointment of a superintendent. This honor was left to the Raleigh Star. 1434 EDUCATION REPORT, 1896-97. To promote the efficiency and uniformity of the system, he prepared a form of certificate to be given to the teacher by the committee of examination. “The grades are from No. 1, the highest, to No. 5, the lowest, on the studies of spelling, reading, writing, arithmetic, geography, and grammar.” Under the law the chairman of the county superintendents was authorized to refuse payment to a teacher who held no certificate. These certificates were good only in the county where issued, and were to be renewed annually. From these it was hoped that the happiest results would follow. “A crying evil in the State was the multiplicity and frequent change of text¬ books, by which expenses are accumulated on parents and guardians, the prog¬ ress of the school retarded, and teachers greatly embarrassed by having large schools with nearly every child in a class by itself. I have often been called on to interfere in this matter, and have felt it my duty to use such exertions as the law would authorize. The object of my efforts was, first, to drive from our schools bad books; second, to prevent frequent and injurious changes — injurious alike to parents and to pupils — and third, to secure the use of a uniform series, whereby expense would be avoided and teachers would be enabled to arrange their pupils in classes. ” 1 His efforts were directed largely to securing the best books for the schools. “Not willing to recommend for the use of the schools of the State books which do it injustice, I notified publishers that 1 would not approve of any geography unless I was allowed to alter and correct the text so far as relates to North Caro¬ lina. The publishers of different works consented, and having selected Mitchell’s Intermediate Geography as best suited under all the circumstances for our com¬ mon schools, I prepared an appendix, -which, in a new edition of the work, -with a full and new map of North Carolina, is now coming out. . . . The newT edition will be worthy of the patronage of all our schools and will contain, besides the new map, several engravings illustrating the description of our State. . . . The time is coming -when very material changes will be effected in the routes of com¬ merce. All things considered, the finest agricultural country in the world is the valley of the Mississippi and its tributaries. . . . Between the nearer Atlantic and this vast granary of the West and Southwest stands the interposing barrier of the Allegheny Mountains, long thought to be an impassable wall, and a limit to the iron track of commerce. But modern science has overcome greater difficulties to secure that modern desideratum, the shortest passage, and the gallant States of Virginia and Georgia are already storming these heights with every prospect of success. South Carolina will follow in the assault, and none of these have so great inducements to undertake the enterprise as the people of North Carolina. Nearly midway of the Atlantic coast, in a temperate and healthy climate, is the unchangeable, safe, and capacious harbor of Beaufort; and from hence through our fertile upland slopes and the gorges of our own beautiful mountains, lies the shortest route to the great Southwest. To foreshadow the grand commercial destiny we might attain on the youthful mind of the State and prepare it to grasp and realize the magnificent consummation, I took much pains to have all the proposed railroads over the mountains and their bearings and connections made familiar to the publishers of the geography in question. . . . The State already occupies in the work the largest space of any other, with its railroad routes noticed, and Beaufort handsomely described.” In the matter of school readers Dr. Wiley did not make a recommendation, for reasons as follows: “It is well known that a few years ago I undertook to make a series of North Carolina Readers, and published the most important number, for advanced schools, containing a familiar history and description of the State, with compositions in prose and verse by distinguished North Carolinians. Its object was obvious; and to all acquainted with our peculiar position, our desponding and erroneous esti¬ mate of our resources, and the history of that singular and remarkable exodus or emigration which for years has retarded our progress in every species of improve¬ ment, the uses of such a work, well compiled, were fully apparent.” For these and other reasons, Dr. Wiley had it at heart to make a good series of 1 As early as 1853 there was a proposition from Pasquotank County to furnish books to the pupils at government expense. The proposition was renewed from time to time from other quarters. COMMON SCHOOLS OF NORTH CAROLINA. 1435 home readers. His own hook had been recommended by all the colleges and many academies before his appointment as superintendent, but he knew its defects, and also determined to make no profit out of any school book used during his term of office. He thereupon began negotiations to induce some publisher to take the reader at the original cost, on condition that he would employ Professor Hub¬ bard, of the university, “ or some other person, of equal taste and ability, to alter my work and complete the series.” Dr. Wiley proposed also under an arrangement which he termed ‘‘model schools ” to give the few individuals in a community who were accustomed to spend money for education in private schools at a distance a large control in the public schools of their district, thus securing a better school for the home district, arousing interest in the home school, and saving money. The prospects and necessity of normal schools were also considered. Teachers were already being educated in the Normal College in Randolph County in return for a loan made by the State. “Let it be universally understood,” he adds, “ that colleges, academies, and common schools are all bound up in one common interest and that the common schools are to the academies and colleges what the back country is to commercial cities.” The subject of escheats was discussed. These had been transferred to the university after the State had exhausted its resources in trying to enforce payment. Later they were retransferred to the literary fund, and a suit was brought in the Supreme Court of the United States to test the legality of the act. Agents were appointed to hunt up this species of property and prosecute the claims of the liter¬ ary fund.1 He combats vigorously the strange and foolish idea that a free school was a place — “where entire freedom of action is to be guaranteed to the pupil; and, entertain¬ ing these erroneous notions, parents not unfrequently prevent the improvement of their children byrefusing to permit them to be corrected or submit to discipline necessary to chasten and restrain the wayward disposition and the prurient passions of youth. “ Efforts to promote the love of home in the plastic nature of childhood are peculiarly becoming in North Carolina, a State where the want of this attachment and its ruinous effects are eloquently recorded in deserted farms, in wide wastes of guttered sedge fields, in neglected resources, in the absence of improvements, and in the hardships, sacrifices, and sorrows of constant emigration. Our State has long been regarded by its own citizens as a mere nursery to grow up in, and, from my earliest youth, I have witnessed the sad effects of this in the families of my acquaintance, many of such being scattered from the homes of their nativity over the wide Southwest.” He adds statistics of the progress of the schools since 1840. In 1850 the schools' had been in operation about nine years, and the increase of the white population had been about 12 per cent. In 1840 there were 19,488 pupils in schools of all grades; in 1850 there were 100,591, or an increase of 500 percent. In 1840 there were 632 schools; in 1850 there were 2,131 schools in 70 counties, and perhaps 2,500 in all; increase in thirteen years, 400 per cent. In 1840 the pupils in the common schools were 14,937; in 1853 there were 83,873 in 70 counties, which would indicate 95,000 for the whole State, or an increase of 600 per cent. During the same period the colleges and academies increased in attendance by 150 to 200 per cent. The value of the apparatus was three times as much, the number of grammars and geographies sold five times as many, and the number of good scholars three times as many. It was not claimed that all the common schools were as good as the subscription schools broken down, but it was claimed for every one thus broken down there were two just as good in its place, besides three or four other schools not so good. The average time during which the schools were kept open was, for the whole State, about four months. From the progress made in these ten years 1 In 1S55 escheats had been restored to the university.— Manly to Wiley, February 16,* 1855. 1436 EDUCATION REPORT, 1896-97. Dr. Wiley estimated that the next generation would have 50 per cent less of igno¬ rance than the one then on the stage of action. ‘ ‘ I feel bound to say that money is not our greatest want, and that the places where the highest salaries are paid are not generally those which have succeeded best. We want more efficient management, a constant embodiment and expres¬ sion of public opinion, a watchful supervision, a liberal course of legislation, good officers, and patience and energy in all having an official position in the system.” Again, he says in his special report on the same subject: ‘ ‘ I admit that a considerable number of those who attend school go but a few days in the year and learn but little; but it must be borne in mind as a very important consideration that many of these are the children of those who never went a day to school themselves. Into a mind wholly ignorant it is hard for the light to pene¬ trate, and a man who does not know the alphabet is not sufficiently enlightened to feel his ignorance or to appreciate a higher state of improvement. He is not upon the ladder of knowledge at all, and can, therefore, see no one above him, but as soon as he makes a start he can begin to understand his relative position. Hence the children of ignorant parents, who get a little smattering of knowledge at our common schools, will feel their wants when they take their positions in life, and their children, if the same facilities remain, will be much better educated. This is a conclusion that can not be gainsaid, and as a large majority of the children of that large part of of our population who can not read at all are learning a little at our common schools, we may boldly assert that in the second generation that dark belt that covers the sixth of our moral surface will nearly wholly disappear, leav¬ ing only a dim outline to indicate its former existence.” (Pp. 28, 29.) With the founding of the common schools came two great problems to their managers: “First. How were eight hundred to a thousand old-field school-teachers to be utilized in a system of one genius, one law, and one end, when to each his own school had long been the educational world, of which he was the center and sov¬ ereign? These teachers were our only capital, of the kind with which to begin, and we all know that it is easier to prepare a new generation of employees in any business than to break in old ones long accustomed to their own diverse ways.” But the managers of the common schools could not wait and they had no means of training, besides it would have been unjust and impolitic to set aside the old- field veterans as a class, while their opposition to the new system would have insured its failure. “And yet to work them into a homogeneous and progressive system under a general law, to subject them to annual examinations and licen¬ sure, and to grade their attainments was a task requiring the greatest patience, tact, and powers of organization.” The next question was how to find the 1,500 or 2,000 more teachers that were needed at once, for the position was considered humble and the salary was small. The situation was delicate and the superin¬ tendent was aware of its character. The conclusion was reached that the com¬ mon schools must both multiply and improve the teachers whom they needed. There was no other practicable method. The first step was the establishing of examining boards in all the counties. This was no easy task, for there was no salary and no influence attached, and its objects seemed to aim at individual freedom and made it unpopular, but after a while these examining boards were paid and their value increased. The certifi¬ cates issued allowed the party to teach for one year and in one county only. It was found that perpetual permission to teach caused retrogression on the part of the party holding such a certificate, and confining the license to one county was necessary to give such counties as desired it an opportunity to raise the standard of their own schools. Few young people dependent on their own resources cared to go into the schools, but the superintendent used all available means to bring to the attention of such people a realization of the avenue of advancement open to them through the schools. To carry out these plans it was necessary to begin with low grades. His rule was to authorize the issue of certificates to persons who could teach only spelling, reading, writing, and arithmetic, and who received COMMON SCHOOLS OF NORTH CAROLINA. 1437 low grades on those subjects, but none were to be relicensed with such a grade, and all with grades below the first were expected to improve with each new exam¬ ination. Under such an arrangement it was possible to make the requirements for No. 1 exacting. Of the successes of this system Dr. Wiley says: “Progress could be more easily marked when there were so many grades, even the least advancement could be graded, and advancement became the order of the day. Some of the very best teachers and most useful members of society grew from the lowest grades, young persons, shut in by poverty and thirsting for knowl¬ edge, would follow my advice and teach on low certificates, studying as they taught, and as they acquired means, would attend higher schools, and then go on step by step to the most respectable positions in life.” There were at this time few women in the schools. In some counties there were none. He urged repeatedly that they be encouraged to teach. In his second annual letter to county superintendents he says: “Encourage as much as possible the very poor, and especially poor females, to become teachers. . . . “ There is, however, a class, a numerous class, who are hired out to field labor, and many of these, if properly awakened, could become excellent teachers, and make more than twice as much as by their present occupations. . . . “But a helpless female, who can not push her fortune in the world, and yet is born dependent on the labor of her own hands, when started on such a career, fairly electrifies surrounding ignorance and prejudice and is a standing miracle performed by means of our common schools. Imagine a girl — you can see them in your own neighborhood — a girl with natural sensibilities and capabilities — for heart and mind are inherited by all ranks and classes — but from her very infancy pushed into rude contact with the world, it being necessary for her own existence or that of her parents that she be hired out to wages. What is the hope before her? In the factories she may make $4 to $6 per month, and may preserve her character, though inhaling a noisome atmosphere. In the fields she may earn $3 per month. ... Or such a one may, for board and coarse clothes, go into domes¬ tic service. . . . ‘ ‘ There is another road open to such a one leading from want and social inferi¬ ority to independence, to respect, and to usefulness and happiness, and it lies through our common schools. . . . “And females, for certain classes, make the best teachers. They are more patient, more easily win the affections of the young, and are more likely to mold to virtuous and refined sentiments the plastic nature of childhood.” The schools needed all the help and encouragement that could be drawn from the enthusiasm of their superintendent, for his correspondence shows that the complaints were neither few in number nor insignificant in character. Many dis¬ tricts were careless. In some cases the money was not appropriated and no schools were held for several years. Many of the teachers were incompetent. The com¬ mittees had to take as teachers persons who had never studied English grammar or geography. It was necessary to employ those who could only spell and read and who had only a moderate knowledge of arithmetic, for these were the only kind to be had, while in some districts no children were far enough advanced to study grammar. Many school committees refused to serve. Some, if not actually dishonest, were careless, and there had been no machinery by which they could be brought to a strict account. In some counties, prior to 1853, there had been no chairman for two years and in some sections the common schools were patronized only by those who were too poor to do better, and from one county it was reported that some districts had had no schools in four or five j7ears. There was sometimes trouble with the county chairmen, who either failed or refused to report, and in a few cases it was found necessary to fine them for their neglect. In some cases, so imperfectly was the common-school idea recognized, people moved into the school- house and had to be dispossessed by process of law. In some places there was trouble over the age limit. Persons over 21 years of age would attend the schools and thus crowd out the younger pupils. Trouble also arose from the passing of pupils from one school district to another. One case was reported where the 1438 EDUCATION REPORT, 1896-97. teacher was required to receive pupils coming from another district, but to charge them tuition, which the committee undertook to appropriate for their own benefit! Some counties would now and then refuse to levy any tax at all for the schools, and the amount due from the literary fund was too small to be of any practical value. The schools were usually held in the fall, since this was the season when pupils could be most easily spared from the work of the farm; they were then crowded with the larger boys and girls, who monopolized the teacher and cut out the smaller pupils. It was proposed to obviate this difficulty by holding two ses¬ sions instead, one in the fall and one in the spring for young pupils especially. The latter were to be taught by women, who were cheaper than men. The ques¬ tion of the teaching of free negroes in the common schools also came up, and there was at least one case where a committeeman insisted that they attend. There was also more or less discussion as to whether “silent” schools were superior to “noisy” schools, or vice versa. New committees on coming into office would sometimes expel the teacher employed by the former committee and put in a new one, or they would notify him to quit and refuse to pay his salary. These were some of the many questions that came to the superintendent for adjudication and settlement. There was also talk of repealing the law. This had, of course, a depressing effect on the superintendent and shows itself in his report. Dr. Wiley discusses in his second report the leading features of the schools as follows: A stricter and more uniform and patient attention to the execution of the law. Annual reports from the counties should be insisted on, together with a certifi¬ cate as to the correctness of the accounts from the committee of finance, authen¬ ticated by the clerk of the county court. This requirement would compel more accurate accounts to be kept, for while the greater part of the money had passed through honest hands, “doubtless a sum sufficient to pay a superintendent for twenty years has been carelessly handled, to say the least.” When the county chairmen found that strict accounts were not required of them, they in turn relaxed their requirements, and after twelve years there was 4 ‘ a universal com¬ plaint that committees will not make the proper returns.” The second subject demanding careful attention, wise oversight, and constant exertion by some systematic means was the improvement of teachers. There had been great complaint in regard to them; some were incompetent, some were unfaithful, and he emphasizes the fact that it is not always the want of money which makes indifferent teachers. The salaries paid were not large, but poor teachers were paid as much as good ones, and still better ones might be employed for the same money. “ On the contrary, large salaries under the old regulations would often enhance the nuisance; it would be an inducement to imposters and adventurers to swarm among us in pursuit of the sums thrown out to attract the attention and excite the enterprise of such characters. Have it understood that $50 to $75 per month were to be paid to those who would fill in so many days in a schoolhouse, and that no evidence of moral character, and no certificate as to mental qualifications from those capable of judging, and no reports of the manner in which they had discharged their duties were to be required, and you will have not the merely indifferent teachers and respectable and moral persons now so much complained of, but every ignorant neighborhood, from the seaboard to the mountains, infested and overrun by plausible, worthless, and dangerous characters, setting on foot all sorts of intrigues, imposing on the credulity of the simple-minded, and even conspiring with local speculators to obtain and divide with them the tempting spoils.” Normal schools were needed, but they were rather the result than the cause of an advanced state of education. Teachers were to be examined yearly. This was found to be a hard rule to enforce, but the examining committees were steadily supported by the superintendent, and as refractory teachers saw that the COMMON SCHOOLS OF NORTH CAROLINA. 1439 officers supported each other, they were glad to give in and pass the examinations. Further, the schools were beginning to command the sympathy and respect of other branches of education: “ Professors in colleges, male and female, reposing a confidence for which I am grateful, have tried to strengthen my hands, and I have felt proud of the fact that since my term of office began common schools have enlisted interest and received respect in every male college and nearly every female one in the State, and from the conventions of both political parties.” Another means of improvement recommended to teachers was the formation of teachers’ library associations. “Every trade and profession should be learning by experience; but how many teachers in N orth Carolina have read one single book giving an account of the experience and improvements in their profession in other places? . . . The legis¬ lature should pass a general act of incorporation, giving corporate existence and privileges on certain conditions to the chairman of the board of county superin¬ tendents, and the teachers of each county and committees of examination; and an appropriation of $1 or more for each school district . . . should be made for a foundation. Let the chairman be librarian, with a certain remuneration, and let each teacher pay 50 cents, more or less, annually, for the privilege of membership. The superintendent can furnish or recommend a list of books, in conjunction with the chairman; and each teacher who joins should have the fact stated on his cer¬ tificate. . . . These associations will increase in consequence; they will form meeting places for teachers to assemble and discuss the affairs of education, and furnish proper places for lectures by superintendents and others; besides, when the minds of teachers are thus brought in contact, the superior intellects will dif¬ fuse themselves and be reflected in the action of all the teachers in the association.” In an appendix to this report Dr. Wiley emphasizes still more the necessity of organizing, throughout the State, teachers’ library associations. “With such an organization the following effects maybe confident^ antici¬ pated: The first appropriation, small as it is, would buy a sufficient number of copies of Page’s work on teaching, Northend’s, or any other, for all the teachers in the county. Some four or five works on such subjects might be selected and enough of each purchased to have one book, at the least, for every member. And if only one- third of the common-school teachers of North Carolina could be induced to read the most indifferent work on teaching, what a vast change would soon be perceptible! . . . Scatter judiciously over the State good copies of any good work on teaching and it will create a revolution. Hitherto we have never seen or heard of any other plan than the old provincial one, with no blackboard, no oral instruction, no lectures, no inducement to study but the whip, no evidence of proficiency but the sum stated on the slate, without a word .as to how it was arrived at, no admitted indications of industry but a loud babel of sounds, etc. Teachers have no fixed plans for their own improvement — none for the scholars. The only labor is to fill out the time; the only object to get the public money.” Other objects to be secured by the teachers’ library associations were the insuring an active person as the head of the examining committee and insuring a committee. Further than this, a communion of feeling and ideas would be effected among the teachers: “They will have something to distinguish them as a class— a common bond of union, a place to meet and exchange thoughts. . . . Teachers will feel themselves enhanced in public estimation, and they will have a body, a society, to defend, to promote, to improve; and by all efforts to elevate their society and make it respected they will be individually benefited. ” These library associations would also furnish vital mediums through which to effect the interest and progress of common schools and enlist the aid of public- spirited and philanthropic citizens. The views of the superintendent on these and similar lines are reenforced by extracts from the reports of State superintendents and others. Another vital point demanding constant care and attention was the discipline in the schools. ‘ ‘ How often do I hear the complaint that teachers consider that they have to fill out merely a certain number of days, and make it their greatest object 1440 EDUCATION REPORT, 1896-97. to kill time instead of improving it.” It was charged that bad habits were not forgotten and no good ones acquired; parents were put to expense and children put back by a constant change of books, while no efforts were made to classify the children, “and a school of fifty scholars will have forty classes, each class thus having but a very few minutes to recite in and the teacher no time for lectures, explanations, or oral instructions. Seven hours are enough for school hours in the twenty-four; and ten recitations, fifteen at the furthest, are as many as can be well made and heard in seven hours, except recitations by those learning their letters. Oral instruction is coming more and more in vogue. ” Dr. Wiley then recounts his efforts to bring about a proper classification of the children: “I determined, if possible, to make arrangements to have the children classified, and to get into use one uniform system of good books, to insure this end of classi¬ fying the pupils, to save cost, to have good sources of instruction in the schools, and to have the young mind of the State in its plastic condition learning about North Carolina and learning to love the State and to take an interest in its insti¬ tutions. This of itself would make a great revolution in time. How could we feel an abiding interest in the common schools, or in any other institution of the State, when under the old way of doing things we were educated to love and respect every other country and the affairs of every other country more than our own?” Of his own duties he says: “The head of the common-school system ought to study; like the leader of an army, he ought to have the whole field before him and to initiate every gen¬ eral movement with great care. He ought to study other systems as well as our own: he needs a previous preparation just as much as a lawyer, engineer, or physician. . . . Knowing that States never do things as well or carefully as individuals or private companies, I have endeavored to prepare myself in the midst of the duties of the office. I have read and written on the road, and procured and studied all the lights I could, and, as I could catch time, endeavored to look over our whole system and examine it in its details and in its general bearings. ” Of the need and importance of teachers’ institutes he says: “When traveling, to acquaint myself with the character of the State, I often undertook to deliver lectures, and I was of opinion that many who heard me began to feel a new interest in the cause. But many of our so-called intelligent people would not attend, looking on the whole common-school machinery as not intended for them; and they, whom they called the common people, had no excitement to draw them out, no example of interest set by others, while teachers, afraid, no doubt, of exposing themselves in some way, rarely ever attended. Hence, speech making in North Carolina was not calculated much to advance the cause.” Then, mindful of the criticisms which came pouring in on him and of the polit¬ ical sword suspended always above his head, he modestly says of his own work: “ I was conscious that more was expected of me than could be accomplished by mortal man, in the time, with even more means at his disposal — that I was, in fact, expected to do in two short years, with none to help and all to criticise, what legislators and officers and people, by cheerful cooperation and patient effort, with full confidence in each other and every disposition to strengthen the hands of each other, ought to be proud to be able to accomplish in ten or twenty years, and what it had taken such efforts much longer time to effect in other places. I felt, too — not a pleasant reflection to a sensitive mind — that while I was spending freely in books, in postage, in travels, and neglecting more profitable sources of revenue, and not saving much of my salary, some were thinking I was growing rich on the public money and robbing the schools, which had lost many thou¬ sands for the want of a more efficient organization and which contributed to my salary about 50 cents each, or in the ratio of three-quarters of 1 cent to the child, while I was trying to save twenty times that amount to each on the single small item of books alone. ... I will be excused for saying, in conclusion, that the subject is the most important one which can possibly come before our legislature, and that in common schools the people are infinitely more interested than in all the other literary institutions of the country. ” The year 1855 opened with a revisal and reenactment of the school law. There had been much opposition to the new system developed. There had been rumors that the law of 1852 was to be repealed and a return to the old decentralized, COMMON SCHOOLS OF NORTH CAROLINA. 1441 do-nothing system inaugurated — a “system of nominal supervision and actual indifference.” But these fears were groundless. The return to the old system- was not inaugurated, and Dr. Wiley was reelected to the place of superintendent without opposition and by political opponents. There is a vein of hope and encouragement in the third annual report for the? year ending December 31, 1855. Before noticing the report it may be well to consider the new law: The act rati¬ fied February 10, 1855, defined the sources of revenue of the literary fund, directed the management of the swamp lands, and regulated the common schools. Under- the act the distribution was to be on the basis of Federal population as it had beem under the earlier law, the appointment of a general superintendent was renewed^ and each county was to have not more than ten nor less than five local superin¬ tendents or committeemen. The chairman of these superintendents was to give? bond, and his compensation was 2$ per cent: the counties were to levy a tax nob less in amount than one-half of the estimated amount to be received from the lit¬ erary fund. In addition to these, three school committeemen were to be chosen- annually by popular vote. These two boards were to have the control of the schools*- and to make reports to the State superintendent. The efforts of the superintendent were directed largely to introducing new ideas, to improving the quality of the? teachers, and to securing punctuality and faithfulness in the disbursement of money Only in two cases did the failure to report on the use of money indicate its misapplication, and one of these was taken into the courts more as a matter of warning to others than with the idea of prosecution. A more general knowledge* of the school law and of its objects and a stricter attention to its requirements; was needed. Dr. Wiley desired to secure good examining committees by provid¬ ing for the payment of their expenses, but in this he failed. He wished also to? organize the teachers into associations. One of the matters that attracted the- attention of the superintendent continually and enlisted his best efforts was the- desire to spread throughout the State a more general knowledge of its history and? resources and correct false impressions. The common-school class “imbibed; their first ideas from books, in which North Carolina, whenever it was necessary to mention the State, was represented in such a way as to make impressions any¬ thing else but pleasant to young imaginations.” On the misrepresentations and manifest injustice to the State Dr. Wiley rings the changes time and time again.. It was against such ideas as these that he had prepared his reader and the North? Carolina edition of Mitchell’s Geography, and so persistent and enthusiastic was-- he that before the war began his reader had been adopted in most of the schools:, of the State, and there was more knowledge of the State and a better appreciation, of its resources than at any previous time. He was also busily engaged during: this year in superintending the making of the first and second numbers of his> readers. “In a short time our whole school literature will be changed — a new spirit will breathe from the pages where our children get their first and most lasting impres¬ sions, and it is impossible not to foresee from this a great and thorough revolution in public sentiment and feeling, producing a more homogeneous and public- spirited population, inspiring respect for the common schools as a great hope of a. growing and prosperous Commonwealth and reflected in fact in all our industrial,, social, and educational characteristics.” He repeats his suggestions in favor of teachers’ library associations which he had previously made, and emphasizes their importance in fostering the growth of knowledge of methods of teaching and of the history of the schools of the State- That this knowledge was necessary is evident from the fact that while the Ameri¬ can Almanac, published in Boston, had some mention of common schools in North. Carolina, there was none in either of the two leading almanacs published in the* State. ED 97 - 91 1442 EDUCATION REPORT, 1896-97. But -while there were defects and weaknesses, the report for the year as a whole was satisfactory. The reports from the counties, while not complete, were more complete than they had been in any previous year. There were then about 9,000 pupils in academies and about 1,000 in colleges. The male colleges numbered 5, the female 9, the academies about 300, and the common schools about 3,500. The whole number of counties was 85; the whole number of districts in 75 counties reporting was 2,995; the whole number of schools taught in 71 counties, 1,905; whole number of children in 70 counties, 189,562; whole number attending schools in 73 counties, 112, 632^ and those in counties not reporting -would have probably swelled the number to 130,000. The number of teachers licensed in 57 counties was 1,369; the average length of the school term was about four months; the salaries ranged from §19 to $13 in Watauga County and $11 to $15 in Madison to from $25 to $40 in Carteret and New Hanover. According to the observations of the superintendent, “ In all essential points the common-school system of North Carolina has undergone an entire and quiet revolution in the last three years.” Reports had improved, salaries had improved, and “our social condition more than that of apparently better favored regions has helped to foster this system of schools, and our masses, nearly all of them being of the middle class, are becom¬ ing molded into a homogeneous population, intelligent, eminently republican, sober, calculating, moral, and conservative.” The report of the superintendent for 1856, coming within less than a year after that for 1855, is more like a special report. In this report the chief matters dis¬ cussed are the publication of the school journal and the organization of a State Teachers’ Association. These subjects are treated at length later (see p. 1447) . In his annual letter to the county superintendents, whose duty it was to examine teachers, he notes the progress that had been made in the teachers in the last five years. Then there were perhaps two hundred teachers who held certificates of character and qualifications from examining committees, and these were for an indefinite period. In 1856 there were 2,000 such teachers, all under the spur of annual examinations — “and of these, a considerable proportion are continually improving, while some of the old incorrigible nuisances are each year cut off and their connection with our educational system severed forever. These are great facts; they show that while we are getting rid of bad material we are supplying its place with that which is better, while of those v/ho still continue to teach an important number are improving. ... It is right to be predisposed in favor of those who have stood high heretofore: but ever remember that while the teacher may depreciate in morals and in intelligence, and thus lose his relative position, he may also lose it by the increasing knowledge of the community. A high standard of qualifica¬ tion five years ago is not a high standard now; and, therefore, let me urge on you the importance of granting no certificates without actual examinations. These examinations are not a thorough test, but they are a spur to candidates, and cause many of them to be constantly endeavoring to improve, and that is the great point.” Dr. Wiley urges repeatedly that mental qualifications should never be substi¬ tuted for “ unimpeachable integrity and moral character.” The fifth annual report was for the year 1857-58, but was made to the assembly of 1858-59. It notes satisfactory progress throughout the whole of the State, but there were still many things that needed attention and improvement. The super¬ intendent notes that at that time the number of schools taught in any one year was not in itself an indication of increasing or failing energies in the system, for many districts preferred to have a long term once in two years than a short term each year. A considerable number of schoolhouses had been closed for temporary reasons — some for repairs, others to be rebuilt or removed to a more convenient location. “ Notwithstanding the hardness of the times, there is quite a spirit of improvement of this kind, and in some places the schools have been stopped that the districts maybe laid off on a better plan.” The estimated value of school- COMMON SCHOOLS OH NORTH CAROLINA. 1443 houses and lots was $350,000. The sum expended in the 76 counties reporting was $226,238.49; the sum expended in the whole State was probably $253,000. The sum left oyer in the hands of chairmen in 76 counties was $157,519.60, or perhaps $175,000 for the whole State. The number of certificates to teach granted and reported was 2,256, which included 214 women teachers or more. There were perhaps 2, 500 teachers licensed in all. There were perhaps not fifty who taught without license, while a few years before not one in forty had been licensed. At least three-fourths of all the teachers taught grammar and geography, while fifteen years before this time these subjects were not taught in one-fifth of the schools. The average length of the school was four months; the average attend¬ ance was 40 pupils, and the average salary about $24 per month, varying in different locations and at different; seasons from $15 to $40. The average amount expended on each pupil was $1.6S§, while the average cost to each parent for all the expenditures of the common schools was about 86 1 cents per annum. The entire cost of administering the school fund, including expenses of every sort other than teachers’ salaries, was less than St 3, 000. This meant that about 95 per cent of the entire fund was paid to teachers. For the year- ending with September, 1857,. the- whole number of districts reported was 3,190, of which 2,518 were taught. The number of male children in these counties between 5 and 21 was reported as 91,938,. the females 81,134; the boys attending school were 55,477, the girls 42,167. The chairman of the board of county superintendents was now becoming of more importance and value than he had been in the past. He was now something- more than an honest man and a good financier: These officers and the committees of examination manifest a much more enlight¬ ened sense of the spirit of their obligations, and very generally the regulations for the improvement of teachers and for enhancing the usefulness of chairmen are better understood and better appreciated. The capacity of the system for great and continued improvement is settled beyond dispute; the good already done is known and more properly estimated. Insufficient local officers are now much less likely to escape an awakened public attention, and a healthy and vigorous public opinion is bringing to light the defalcations and abuses of those who once freely speculated on the public funds. ., . . There are now, comparatively speak¬ ing, no frontiers, no colonies, no obscure territories in which such persons can take refuge and be a law unto themselves.” These sentences indicate practices which had grown up in many quarters. Chairmen were required to give bond for the moneys passing through their hands, but in many counties they were allowed to hold over from year to year without renewing their bonds, which not only produced vexatious law suits, but in some cases actual loss to the schools. The legislature finally declared that the bond of a chairman was good against him and his sureties as long as. he continued in office under the bond and until he settled his accounts with his successor, or gave a new bond. They were also required to renew the bond annually. Dr. Wiley reviews the prospect of the future with hope and encouragement: “A united people, a healthy and vigorous public sentiment, a vast educational combination, animated with one impulse and guided by fixed, uniform, and gen¬ eral principles, and all operating to one end, the improvement of our common schools. . . . Kvery unimproving and unimprovable teacher in the State will be cut off after one year’s trial; and none will be licensed for one year without prov¬ ing a good moral character and showing respectable mental attainments. The entire corps, of teachers will be organized into disciplined bodies, the members losing their isolation and feeling themselves to be parts of a great system, learn¬ ing ideas from each other, zealous of the reputation of their order, and feeling that they are acting in the light of a public opinion from whose scrutiny they can not escape.” A plan for a series of district normal schools was proposed, which were to be inexpensive and were intended primarily for female teachers. 1444 EDUCATION REPORT, 1896-97. The success of the common-school system of North Carolina had been so marked that it was attracting general attention abroad: “Three of the most distinguished States of the South, and long considered our superiors in many things, are not ashamed to look to us for light and information on this important subject. Virginia, South Carolina, and Georgia are disposed to copy our example; many leading citizens in each of these noble Commonwealths openly acknowledge our superiority in educational facilities and point to our course as worthy of imitation. . . . Perhaps no State in the South has so respectable an educational system as North Carolina; and surely this is saying much for a State which was once behind all her sisters. ” It was estimated that the schools brought into the State not less than $250,000 annually. This was due largely to the prominent position which the University of North Carolina then occupied among Southern colleges. During the year 1858-59, out of 456 students in the institution 39 were from Tennessee; Louisiana had 28; Mississippi, 26; Alabama, 21; South Carolina, 15; Texas, 15; Georgia, 14; Virginia, 8; Kentucky, 4; Florida, 4; Arkansas, 2; Iowa, 1; New York, 1. A matter which gave the school authorities much trouble was the distribution of the school fund. It produced hardship in the large districts if the same amount was given to each and in the small ones if the division was made on the basis of numbers. The solution arrived at was that the districts should be so arranged that there should be only one school in each, and where it was necessary to have a very small district this was considered as having'an average number of children. Wherever this plan was adopted it gave satisfaction and put an end to disputes. Another matter that gave considerable dissatisfaction, but which continued to be the plan of administration, was the distribution of the school fund on the basis of Federal rather than white population. The report for 1858 indicates that the progress of the schools as a whole was favorable. It opens, however, with the characteristic and necessary complaint that some of the counties were slow in making their returns, and that therefore the reports were necessarily imperfect. There was in this, as in earlier reports, a manifest and laborious effort to figure ignorance out of existence. Still, the progress of the schools was very favorable. The sums reported as in the hands of chair¬ men of 71 counties (out of 85) during the year was $371,320.07; the disbursements were $221,132.50, leaving a balance on hand of $152,173.87, a part of which was to be paid out soon for schools still in session. The number of districts reported was 3,237; number of schools taught, 2,602; boys reported, 82,642; in school, 57,700; girls reported, 74,582; in. school, 44,587; 1 average length of school term, 3.7 months; average salary, $23.62; teachers licensed, 1,994, of whom 205 were women. The hopeful manifestations of progress were an evidently increasing sense of responsibility on the part of subordinate officers; more energetic and enlightened action on the part of boards of county superintendents; the general, gradual, but certain elevation of the standard of teachers’ qualifications; obvious influences for good among all classes and in various places, caused by unceasing efforts to dis¬ seminate useful information and statistics; the successful formation of associa¬ tions intended to combine the exertions of the friends of all classes of general education; the general disappearance of prejudice and the difficulties arising from prejudice and ignorance, and an increasing animation and hopefulness on the part of friends in every part of the State (p. 13). Chairmen of boards of county superintendents took more pains as a general rule, and acted more on system, and there was less opportunity for malfeasance in office, and temptation to careless handling of money was cut off; maps of the counties and of the districts were prepared, and more visits were made to the schools. A new school register was printed and sent out in course of the year. ‘ ‘ Its 1 Corrected returns show that the whole number of boys and girls taught in 1858 was 115,855. COMMON SCHOOLS OF NORTH CAROLINA. 1445 advantages as a history of our schools are obvious, while it will be a material aid to the teacher in preserving order and in stimulating the industry of the pupils, who will not fail to remember that their actions and progress are being recorded.” The idea of school libraries was emphasized and a proposition made to erect teachers’ halls in each county. The want of convenient and comfortable places of meeting had been a drawback on the usefulness of the examining committees. 4 ‘ These halls would in time be filled with libraries for the use of teachers and common-school officers, and they would furnish tempting inducements for the formation of teachers’ associations. They would furnish points of contact and intercommunication for the teachers of each county, thus tending to destroy that isolation and indifference to the opinion of others so much in the way of their improvement and so repressive of a proper public spirit and interest in their call¬ ing; and here also the friends of the cause could and would have opportunities of meeting the teachers and officers, and would, from time to time, have courses of lectures delivered for their especial benefit. These halls and their purposes would be standing appeals to the patriotic, the benevolent, and public-spirited — and natives of the county, prospering in business in distant States and countries, Mem¬ bers of Congress, and public bodies would make donations of books, documents, maps, reports, periodicals, and minerals. They would be external signs of the progress of a moral cause, improving the senses and exciting the patriotic pride and generous emulation — considerations not to be neglected by the friends of com¬ mon schools. The State would also doubtless contribute public documents, and these halls would in time become, next to the churches and court-houses, the most useful and indispensable public buildings of the several counties.” As to the schools in general, Dr. Wiley is very modest: ‘ 1 The common schools of the State make little show in the world. The houses are generally plain, the teachers modest and unpretending, and a vast majority of the officers are the hard-working and simple-minded yeomanry of the country. Even the chief executive head of the system has no office in the capitol, and there is not connected with any of the operations of the schools any of those pompous externals which command the respect and admiration of the vulgar-minded. But like every great cause, this one is striking its roots into the hearts and minds of the masses of the common people, and the philosopher can easily see that here is the nursery of power and dominion. ” The reports for 1859 and 1860 were both made to the assembly of 1860-61, although printed and published separately. They begin with the usual complaint at the vice of tardiness which had characterized the local school officers from the begin¬ ning; but notwithstanding such defects, the progress of the schools was satisfac¬ tory. Returns had been made by 81 of the counties, but many of them were defective in one respect or another. The labor of educating the local officials up to the knowledge of the importance of full, accurate, and early returns was great. In the leading facts the reports for 1859 and 1860 differed only in degree, not in kind, from those for other years. Several of the counties were redistricted by actual surveys and in some cases the schools had been closed temporarily. The disposition to build new and better houses was on the increase. The salaries reached the maximum of the ante-bellum period in 1859, being $28 on an average, but fell in 1860 to $26. The receipts of school money was $379,842. 64£ in 1859 and the disbursements $235,410. 57-J, against $408,566.32 received and $255,641.12 dis¬ bursed in 1860. As has been stated already, the sums reported as remaining in hand were liable to be paid out in part for schools in operation at the time of the report but not yet finished. A new phase of the report appears in 1859 for the first time with the reports from the various counties of the amount of school taxes collected during the year. This was done in accord with an act passed in 1858-59. Imperfect reports for the year ending September, 1859, show that in 59 counties $73,160 had been collected. The largest amount collected in any oije county was $3,905.04 in Guilford; Mecklenburg came next with $3,449.98. In 1860 the amount in 65 counties was $75,929.88, making an average of $1,168.02 to the county. This average would have made for the State taxes amounting to $100,449.72. The 1446 EDUCATION REPORT, 1896-97. districts as reported in 1859 were 3,873; in 1860, 3,488; schools taught, 1859, 2,758; in 1860, 2,854; boys reported in 1859, 93,494; in school, 61,496; boys reported in I860, 96,926; in school, 59,496; girls reported in 1859, 86,878: in school, 47,442; girls reported in 1860, 88,637; in school, 45,558; teachers licensed, 1859, 1,843; women, 156; teachers licensed in 1860, 2,164; women, 315. There was in these, as in former reports, a strenuous effort to figure ignorance out of the State, with the same lack of success. It was always impossible to get Dr. Wiley’s actual figures up to his estimates. 1 Nearly all of the teachers were compelled to undergo annual examinations, and these were becoming more rigid from year to year. The number of women teach¬ ers was increasing, and there was not as much disparity between their wages and those of men as in other States. ‘ ‘Nor should there be, for females make much the best teachers of primary schools, and it is sincerely to be hoped that the pecuniary inducements to engage them in the most honorable calling of teaching, as well as the great need of their services and the good to be accomplished by them, will soon enlist a much larger number in this cause. At present the proportion of female teachers is not greater than one in twelve of the wThole number, and it ought to be at least one-half. ” There is less emphasis in these later reports on the series of North Carolina readers and on the North Carolina edition of Mitchell’s Geography, the probable reason being that these had been introduced already and had secured a firm foot¬ hold. But the subject of a uniformity of text-books is discussed with consider¬ able fullness in the report for 1859. Dr. Wiley confessed that “the nuisance aris¬ ing from the diversity and bad character of text-books is yet far from being removed,” but still he argued against putting absolute power over this matter into the hands of the school authorities or in those of the superintendent. This subject makes him forget his true position and leads him off into a discussion of the great political topic of the day and its relations to the education of the ruling race, which is renewed in even more vigorous language in the report for 1860. In his eighth letter of suggestions and instructions the superintendent discusses the growing need of a graded system, and in 1859 the educational association appointed a committee to investigate the matter. The disadvantage of the system in use lay in the fact that it was horizontal, furnishing but one grade of education for all, and thus meeting only the demand for an elementary education. “This first and chief necessity being overcome, we now want schools that wTill enable all classes to obtain such a practical or business education as they may desire. ... If we had remained without common schools, we never would have needed a general system of graded schools, all kinds of education remaining at a very low point. But by furnishing the elements of knowledge to all, a great many naturally want more light; and therefore, if we would have graded schools to suit all, we must build on the common-school system, and never for a moment think of abolishing it. To abolish it is to take away all foundation for graded schools, or for any general system. It has now laid a broad and durable basis for graded schools; and let us build all our hopes of improvement on this. . . . The first and chief point, then, to which I would direct your attention in this letter is this, to wit: To keep before you the fact that graded schools are becoming more and more necessary to supply the primary educational wants of the community. . . . Until the popular mind is better prepared for such things it wTould be unprofitable and very troublesome to undertake, generally, to establish graded schools; and still there are increasing wants which point to such a system as a coming necessity.” He urges, therefore, that at least one thoroughly qualified teacher should be secured for each school, and that no certificate should be granted to “any other class, unless it be to females who will teach summer schools composed of the smaller children. ” Of the general success of the system in 1860 he says: “The educational system of North Carolina is now attracting the favorable According to tlie census of 1860 the total school tax of North Carolina for the year ending June 1, 1860, was $91,731 and the total school attendance, 116,567. COMMON SCHOOLS OF NORTH CAROLINA. 1447 attention of the States south, west, and north of us. . . . All modern statistical publications give us a rank far in advance of the position which we occupied in such works a few years ago; and without referring to numerous other facts equally significant, our moral influence may be illustrated by the fact that the superin¬ tendent of common schools was pressingly invited to visit, free of expense, the legislature of the most powerful State south of us [Georgia] , to aid in preparing a system of public instruction similar to ours. He receives constant inquiries from abroad in regard to our plan; and beyond all doubt our schools, including those of all grades, are no v/ the greatest temporal interest of the State. . . . North Carolina has the start of all her Southern sisters in educational matters. . . . If, then, she is true to herself, and justly comprehends the plain logic of the facts of her situation, she will now . . . prudently and. courageously advance in the direction which leads alike to safety, to peace, and to prosperity. . .. . Such action is not merely important as likely to lead to future greatness; it is also a defensive and imperative necessity of the present. If the Union remains, no one will deny the importance, to our peace as wmll as honor, of having a strong and prosperous State, able to command the respect of her confederates; if the Union is dissolved, then North Carolina is our only country for the present, and our present security and future hopes will depend on her power to stand alone or honorably to compete with rivals in a new confederacy.” In 1860-61 the assembly passed an act modifying the method of choosing district committeemen, by which, while the election was put into the hands of the county superintendents, the people were given the power by means of petition to dictate the parties to be elected. Provisions were renewed by which copies of the North Carolina Educational Journal were to be sent to all school officers and paid for out of the school fund. The State Teachers’ Association was chartered and given a small appropriation, and a plan for a teachers’ or normal school was unani¬ mously recommended by this association in November, 1860. The main features of this proposed plan were “that it springs as a natural, upward growth from the common-school system, and is not a foreign idea ingrafted on it; it will not be a burden to the State or literary fund; it allows the people of the several counties to act on their own discretion when ready to act; it does not require all the coun¬ ties to act together, but permits such as are ready for it to adopt the plan, others to follow -when they choose.” This scheme had two defects. It was permissive, and it expected good schools at an insignificant outlay of money. It was bitterly attacked in the newspapers, and it was claimed that at each session of the legislature this or some similar scheme was gotten up to “ throw dust into the eyes of the members ” and get the superintendent reelected. It was said that $10,000 had been wasted on one normal school already. The proposed scheme came to naught. This was not an unusual attack, for the success the system had attained under great difficulties had not saved it; but as an offset we may quote the reports from Granville County that the healthfulness of the system was being manifest in the building of new school- houses of brick and stone, and from Chowan County, where the system was mak¬ ing itself felt in more intelligent jurors. THE NORTH CAROLINA JOURNAL OF EDUCATION. There were during the period of “ reorganization and growth ” two auxiliary agencies in the work of the schools, which were of so much importance and value that they are, perhaps, worthy of a separate treatment. These agencies, which began before the close of the period to take on an official character, were the North Carolina Journal of Education and the Educational Association of North Carolina. As early as 1849 Nereus Mendenhall, a Quaker teacher of Guilford County, issued proposals for the publication of a small monthly, at 50 cents a year. It was to be issued from Greensboro, was to be devoted to education, and especially to the com¬ mon schools. We do not know of its success. It was probably never published. In his first efforts in this direction Dr. Wiley proposed to edit a monthly news¬ paper, give it an educational turn, and send it free to all school authorities. This scheme was a failure. 1448 EDUCATION REPORT, 1896-97. In the report for 1855 he outlines another plan for an educational journal. In fact, he may be looked on as playing a threefold part. In his chief role he was State superintendent of public instruction. In subordinate capacities he was director of the Educational Association of North Carolina and editor of the North Carolina Journal of Education. In the plan outlined in 1855, Dr. Wiley says he had found that speeches, although delivered in every county, had little effect; the laws were read by few, even; of the school officers; no one newspaper reached the people generally, and it seemed to him that a periodical, sent free to the districts, would be the best means of accom¬ plishing this end. ‘•The periodical should contain, in standing type, the law in relation to the duties of district committees — forms for the reports they are required to make, explanations, and useful suggestions connected with these. In addition to this, there might be short editorials in a familiar style on the subject of education, sketches of common schools in other States and countries, facts and incidents in our own experience, correspondence of teachers and officers of the system and of the friends of education, instructions of the general superintendent, notices of schools, of the want of teachers in particular places, of teachers out of employment, etc., with a record of the current news, especially in its relation to education and improvements. ” He reports that he will be able, “ without asking the aid of the State or taxing individual liberality,” to publish such a journal monthly and circulate 3,500 copies among the school officers of the State. The plan thus outlined took shape with the issue of the North Carolina Common School Journal in September, 1856. It was published quarterly from Greensboro and Raleigh, 32 pages, octavo. The Journal follows the general outline laid down for it in the report. It is made up largely of extracts from that document, and nearly the whole was from the pen of Dr. Wiley. The expense of the publication was borne by the firms of G. & C. Merriam and A. S. Barnes & Co., whose books had been recommended for the North Carolina schools, and their advertisements alone appear in its pages. They declined to invest more money in it after the publication of the second number. Its publication was continued, however, for one year, when it was forced to sus¬ pend, after having entailed on the superintendent a loss of several hundred dollars besides the extra labor. But the project was not allowed to sleep. In the meantime the Educational Association of North Carolina had been organized, and found it necessary to have an organ of communication. At the first annual meeting of the association, held in Warren ton in July, 1857, the matter was discussed and referred to a committee, who reported to the association “ that the president of the association appoint a committee of five, whose duty it shall be to take all necessary steps for the per¬ manent establishment of a monthly journal for the promotion of the general edu¬ cational interests of North Carolina. That as members of this association we will use every effort to secure the success of the enterprise, and recommend it to the favorable consideration of the friends of education throughout the State. ” This report was adopted, and the committee appointed consisted of Dr. Wiley, as chairman, George W. Brooks, C. C. Cole, W. W. Holden, and William Robin¬ son. Under these auspices the first number of the North Carolina Journal of Education was issued in J anuary, 1858, from the Times office, in Greensboro. The editor in chief was Dr. Wiley; the resident and managing editor was J. D. Camp¬ bell, and he alone received pay for his work. Wiley and Campbell were assisted by a board of fourteen others, who represented all sections of the State, including the college and private school interests. The volume for 1858 consisted of 390 double -column octavo pages. It seems to have been liberally supported by advertisers. “ The general object of this and of all similar enterprises is the promotion of education among the people,” says Dr. Wiley in his editorial introduction. “It is COMMON SCHOOLS OF NORTH CAROLINA. 1449 to be the special object of the Journal to be an instrument of good to the common schools in North Carolina; and much of its matter, both of facts and statistics and also of discussion and suggestion, is intended to bear on this paramount sub¬ ject. The general character of the contents of the Journal may therefore be easily inferred. They are to be practical; they are to be plain; . . . they are to be pointed, and to relate exclusively to the cause of education in some one of its countless phases. Experience in the schoolroom, experience among trustees and committees, discussions as to methods of instruction and of discipline, and sug¬ gestions as to improvements in the construction of houses and in the method of furnishing and warming them; books, amusements, and studies, plans for increas¬ ing the public interest in education and for the improvement of teachers, duties of teachers, parents, school officers, of the people and of their public servants, objects in legislation, facts, abuses, good examples, history, biography, moral instruction, etc., are all subjects which ought to be treated of in the Journal. The style should be plain — not inelegant, but simple; the illustrations, practical and to the point. There should be as little as possible of elaborate discussion of abstract principles, and nothing published merely to display ability or taste in composition. ” The Journal is made up from the contributions of the various editors, from college professors, and other teachers throughout the State. There are many .extracts from the report of the State superintendent; reports of the State Educational Association were made prominent, and everything possible was done to advance the cause of education. Dr. Wiley found it necessary to urge constantly in his reports the importance of the Journal. This was due largely to the fact that while it commanded respect among similar journals in other parts of the Union, its list of subscribers was small. In the course of time the law was so altered that the counties might sub¬ scribe from the school fund for copies for the use of its school authorities, and in 1860-61 the superintendent was authorized to subscribe for copies for each of the county school authorities and for each common-school district. The influence of this step on the tone of the teachers of the State was very great. It was continued through the year 1868, but the pressure from increased prices, the failure of sub¬ scribers, and the inability to get paper compelled the editor to cut down the size and to publish it bimonthly instead of monthly. The last number seen is that for March, 1864. It is remarkable that it had held out so long, for as early as 1862 it complained that at least one-half of its exchanges had been compelled to suspend publication, and time and again it was delayed by the impossibility of getting paper. The establishment of Campbell & Albright, who printed the Journal, was destroyed in March, 1863, and this loss, coupled with other difficulties, was probably one of the troubles from which it could not recover. The managing editor did not long survive the Journal. Mr. Campbell died about September, 1865. There has been no educational journal in North Carolina since that time of equal value. THE EDUCATIONAL ASSOCIATION OF NORTH CAROLINA. An educational association was organized in Guilford County in 1849. 1 Women 1 In 1822 the “Education Society of North Carolina ” was organized in Hillsboro “to aid indi¬ gent and pious young men in acquiring an education for the gospel ministry.” The fee for membership was $10. Rev. Joseph Caldwell was president; Joseph B. Littlejohn, Martin Ross, Duncan Cameron, and Rev. J. M. Wilson were vice-presidents; Dr. James Webb, treasurer; S. K. Kollock, corresponding secretary, and Benjamin S. King, recording secretary. The Pea¬ cock Library, of Greensboro, N. C., has two copies of its constitution, one of them as follows: The | constitution | of the | Educational Society | of | North Carolina 1 as adopted by said Society, at Hillsborough, | October 5th, 1822 | Hillsborough: | Printed by D. Heartt. | 1822. [12 mo. pp. 6.] Another copy, with board of directors and address to people of North Carolina, was printed by Gales in Raleigh in 1822. [8vo., pp. 8.] See also Barnard’s Journal, XYI, pp. 361-363, for men¬ tion of the “North Carolina Institute of Education,” organized by Dr. Joseph Caldwell in Jan¬ uary, 1831. A second meeting was held in January, 1832, at which papers were read by Alfred Moore, H. S. Ellenwood, and Dr. William Hooper. 1450 EDUCATION REPORT, 189G-97. took part in its proceedings, and its object was to aid the common schools. No names are given in the report of this a-ssociation consulted, but it was in Dr. Wiley’s county, and we maybe sure that he had a hand in its organization. This was a local association. The Educational Association of North Carolina had its origin in a teachers’ convention held in Goldsboro May 7, 1856. The leading spirit on that occasion was Dr. Wiley, and the expressed object was “ to bring together both common school and classical teachers and unite them in one body, whose interests are identical and whose aims should be the same.” A committee was appointed to make arrangements for a general convention and to invite proper persons to address that gathering on subjects relating to schools. Another committee on membership was appointed, and which, from its cosmopolitan character, extended from one end of the State to the other. Dr. Wiley by a special address aroused the interest and enthusiasm of those present to greater efforts in behalf of the schools.1 Dr. Wiley says of former efforts: “Every attempt heretofore made to get together a respectable educational con¬ vention representing the different sections of the State and its various schools proved a total failure. . . . We have been a divided community. As every student of our past career and as everj-one familiar with scenes in our legislative halls well knows, we have seldom been pervaded by one sentiment, sympathy, or sense of interest in our State affairs, and this divided and localized feeling has marred many schemes intended for the general good and retarded the progress of the State in useful improvements. One advantage of the eommon-3chool system was that it was one interest (unfortunately the only one) which pervaded every section. ” But notwithstanding opposing obstacles a successful meeting was now held, the right elements attended, and all barriers to union were broken down. “ The educational interests of North Carolina were placed in a position to speak hereafter with one voice and in all its departments, to strike with a thousand energetic arms nerved and animated with one heart, one mind, and one hope. The ultimate result of the course so successfully inaugurated no one can over¬ value: and already several counties are in the field with county affiliated associa¬ tions. whose influence will be exerted directly and most effectually on common- school teachers. Three counties have applied for constitutions; and I feel confi¬ dent that if the cause is pushed on vigorously on the plan I am pursuing in one year half the counties in the State will have similar associations.” This preliminary meeting was followed by another meeting at Salisbury on October 21, 1856, and the organization was completed at Warrenton July 1, 1857. The main features of this meeting were the complete organization of the associa¬ tion by the adoption of a constitution and election of officers; the discussion on the needs of and the ways and means for a journal of education, and the address of W. W. Holden, editor of the Raleigh Standard, on the history of the common schools in North Carolina.2 This was the first time that this subject had ever been deemed worthy of consideration in a detailed and dignified wTay. Dr. Wiley’s success in organizing a State association was in sharp contrast with the efforts made to organize such an association a short while before he was elected superintendent. The matter was thoroughly advertised, “the day arrived, and one delegate attended.” But Wiley’s later success was the result of a continued and persistent agitation of the subject, as it had been in the case of the Common School Journal and of the North Carolina Journal of Education. He sent letters to most of the leading men in the State and asked them to aid in the movement for the educational association, and in some cases to prepare papers. The number of public men and lawyers who expressed their interest and sym- 1 Common School Journal, September, 1856. 2In North Carolina Standard, August 5, 1857, and also in pamphlet, Raleigh, 1857. COMMON SCHOOLS OF NORTH CAROLINA. 1451 pathy was large, while the aid and encouragement from other professional men was small. A majority of those who were invited to participate declined for one reason and another, but they all commended the idea. The trouble in this con¬ nection was that Wiley was obliged to appeal for support to other than profes¬ sional teachers. This class had not been evolved as yet, or if evolved commanded little respect, while those of other professions who were interested in education and commanded respect had little or no time to take from their own particular employment. The State Educational Association was tended and nursed in the same careful way as the educational journal. These two instruments were considered by Dr. Wiley his chief aids in developing and strengthening the common-school system of the State. He lost no opportunity to advance their interests or to encourage the teachers to become members of the one and to read the pages of the other. The association brought “into council representatives from all classes of our schools, from the university down, and including officers and teachers of the com¬ mon schools; and its direct and obvious tendency is to create and foster a more catholic spirit among educators, to unite the efforts of the friends of popular intel¬ ligence, to repress hostility between schools of different grades and sections, to elevate the standard of teaching, to enliven and widen the popular interest in education.” At the annual meeting held in Statesville in 1858 1 it was found that the organi¬ zation of a central association had stimulated and encouraged the work of the local associations, for they were found to be increasing in numbers and improving in the character of their work. The principal work of the Statesville session was a discussion on the importance and need of normal schools, the claims of the Journal, and the need of assistance to the association from the State. It was proposed that such moneys as remained uncalled for in the public offices of the State should be paid to the association, to be used in preparing young persons as common- school teachers. Text-books and school apparatus were also submitted to and reported on by the association. The session of 1859 was held in Newbern. The chief subjects of discussion were normal schools, uniformity of text-books, a military and polytechnic school, coed¬ ucation of the sexes, female schools, the practicability of enlarging and elevating the course of study in the common schools, and graded schools. A committee was appointed on the last-named subject and directed to report at the next meet¬ ing, which was held in Wilmington November 13-15, 1860. The principal subjects for discussion at that meeting were text-books, female teachers, enlarging and elevating the school course, graded schools, and normal schools. A plan to divide the State into five districts and to establish a normal school in each was presented to the association. It was discussed and a committee was appointed to bring the matter before the coming session of the legislature, but the plan proposed met with opposition in the association itself, was bitterly attacked througli the press, and failed in the legislature. There was also a report on graded schools by Prof. C. W. Smyths, which does not seem to have attracted much attention, although there had been an educational meeting in Wilmington in April, 1860, to consider the establishment of sued, schools in that city, and a committee, consisting of R. H. Cowan, Dr. William Gr. Thomas, A. Martin, G-. Potter, A. J. De Rossett, E. Murray, and S. D. Wallace, had been appointed to make arrangements to call a town meeting to consider the same. The legislature of 1860-61 granted an act of incorporation to the association. It was allowed to hold property up to $20,000, and the superintendent of common schools was made a member of its executive committee. It was authorized to pub- 1 The reports of the various yearly meetings are to be found in the pages of the North Caro¬ lina Journal of Education. 1452 EDUCATION REPORT, 1896-97. lisli the North Carolina Journal of Education, which was to present from time to time such decisions of the superintendent as seemed proper, and once in two years to make a digest of the school laws of the State. The association was further granted $600 per year from the State treasury for four years, beginning with 1859. With this small appropriation it would have been possible for the associa¬ tion to enter upon a new career of prosperity had it not been for the war. The meeting for 1861 was held in Greensboro, November 19-21. The subjects of discussion were very much what they had been at earlier meetings — text¬ books, normal and graded schools, and female teachers. Naturally the supply and character of the text-books formed a large part of the discussions of the meeting, and there was a long address to the State convention, then in session, asking for their continued favor and support to the common schools. The session of the association for 1862 was held in Lincolnton, October 13, where the supply of Southern text-books was the main topic. I have been abletto find no record of any meetings in 1863 or 1864. I find that the question of a meet¬ ing was discussed in the fall of 1865, but of its results I know nothing. IX. The Civil War and the End of the Old Regime. Having traced the history of the common schools in North Carolina from the earliest times down to the beginning of the civil war, we must now trace their struggle for bare existence through that momentous epoch. In the meantime it may be desirable to review their condition in 1860-61, in order to see the powers at their command to meet the strain that was now to be put upon them. This can not be done better than in the language of Dr. Wiley himself. ‘•The first superintendent went into office in January, 1852 [1853], and nine years afterwards, to wit, in January, 1861, the system of common schools was an established interest, respected and cherished by all parties and classes. It had fought its way against strong antagonisms, it had cleared its path of formidable obstructions, and now its character and capabilities were understood and appre¬ ciated, and it had arrived at that point whence more rapid advancement and higher development were reasonable expectations. The machinery committed to subor¬ dinate officials was worked smoothly and efficiently by men trained to their duties. The number of local officers was over 10,000, and the great majority of these had become familiar with the management of the system, understood its laws, and were in sympathy with each other and with their head ; public opinion had been enlightened by all possible means, and the whole educational force of the State had been welded together. The cause of education in all departments had made rapid progress, and North Carolina was acknowledged to be the banner State of the South, not only for her common schools, but in academic and collegiate prog¬ ress. . . . “ Oar progress excited attention and interest in every part of the Union. The superintendent was applied to from various Southern States for copies of our com¬ mon-school laws, and for suggestions and plans, and was invited to visit the leg¬ islature of Georgia, with offers of expenses, and, being unable to go, was asked for an essay, which the chairman of one of the committees on education in that body incorporated into an elaborate report to it. The means for the regular and sys¬ tematic improvement of teachers had been carefully matured, and were working their accomplishment; the body of teachers, as a whole, bad been completely revo¬ lutionized, and the superintendent’s persistent efforts had infused into it a large element, constantly increasing, of refining and elevating female influence. “ The State Educational Association, and the appliances for its usefulness, and especially its journal, had been firmly established at the cost of much exertion, and of considerable pecuniary outlay. . . . “ The continued efforts of the superintendent were also ripening into systematic efforts to save and make available that vast, long-neglected, and somewhat myth¬ ical resource of the literary board called the swamp lands; and through his means a beginning was made to ascertain the location, titles, and qualities of these, and to protect them from squatters and timber getters. In the meantime all legisla¬ tion on the subject of education of every kind and on the literary fund had be¬ come systematic. Through the influence of the superintendent the policy of making loans of the funds to individuals and to private institutions was discon- COMMON SCHOOLS OF NORTH CAROLINA. 1453 tinned, and for important reasons, the speaker of the two houses of the legislature, without solicitation from the superintendent, had adopted the habit of consulting him about the committees on education,1 and these committees sat jointly, invit¬ ing the superintendent to attend as a consulting or corresponding member, and every bill relative to education in any of its branches, and to the school fund or school taxes, was submitted to him. “The State Educational Association was ramifying into county societies, the superintendent was organizing, without public aid, teachers’ institutes, and under his influence county superintendents were visiting their districts, in some instances making resurveys of their counties, and were making out maps for their use and that of the superintendent. . . . “Hitherto the system, in machinery, was horizontal, though often it cropped upward by voluntary effort into higher developments. The superintendent had pointed out its availabilities in this respect, and he had legislative provision made to enable parties wishing higher grades to secure them in a way just to all. One or several individuals, for instance, contributing means equal to or greater than the fund coming to the district, were authorized to make bargains with the school committee whereby these parties could select the teacher from among those regu¬ larly licensed, and manage the school, always in a way not to prejudice the rights of any of the children. This was in accordance with the genius of common schools — people whose children were to receive only an English education were not taxed to promote special studies useful only to a class, and those desiring to pursue such studies could do so economically and under the moral restraints of home, through the working of the common schools. Arrangements of this kind ■were becoming common, .there were a number of admirable schools of the kind in the State, and cases could be mentioned of ladies thus highly educated and of men afterwards distinguished who were thus prepared for college. “But a different. machinery was needed in the cities and larger towns paying heavy sums of school taxes, and the beginning of the late war found the super¬ intendent just preparing to launch a carefully matured system of graded schools. ... To this review may be added the following statistics for 1840 and 1860, taken from Governor Ellis’s message to the general assembly of 1860-61 (p. 17): 1840. 1860. Number of male colieges . . . 3 1 141 63^ 6 13 350 4,000 Number of female colleges. .. . Number of academies and select schools . Number of primary schools . Total . . . . 777 4,369 Number of students in colleges . . 158 125 4,398 14,000 900 1,500 15,000 160,000 Number of students, female colleges _ Number of students in academies and select schools . . . Number of students in primary schools. . . . Total . . . . . . . ! 18,681 177,400 The movement of North Carolina toward the cause of secession was slow and deliberate. The State legislature of 1860-61 had refused at first to consider the question; then provision was made for calling a convention. This was defeated by popular vote in February, 1861. Then all the surrounding States seceded, and President Lincoln made his call on her for troops. It was not until then that the secession sentiment became predominant. The State seceded May 20, 1861. There was then danger that the people, having been slow and deliberate in making up their minds to enter the Confederacy, would now, with that fixed purpose before them, sacrifice all other interests to the war. It became obvious to a calm observer that there was danger of uprooting State institutions, and with them those ideas of local self-government and independence which are necessary for freedom. Dr. Wiley virtually dictated these committees. 1454 EDUCATION REPORT, 18SG-97. These new perils to the school system, just now coming to maturity, “ filled the superintendent with unspeakable concern, and the anxiety lest the result of year3 of toil and prayer should be suddenly blasted in the very dawn of triumph will never be known on earth outside of his own mind and heart. But his duty was to stand by his trust, to continue at his post, and there to serve his Divine Master and his generation.” It was evident that efforts would be made to exploit the school fund for war purposes, and against this effort Dr. Wiley tried to fortify himself. On May 4, 1861, he addressed a circular to the county superintendents, in which he recited the necessity the State was under to borrow money for war needs; that some per¬ sons, without due reflection, might propose to take the proceeds of the common- school fund. This action would create a panic and produce the impression that the people of the State were not patriotic enough to pay a moderate tax for war purposes. He was anxious to aid the State and at the same time to save the school fund. To do this he proposed that the unexpended balances of the school fund which remained over in the various counties from year to year should be invested in State bonds taken at par. This investment would amount to something iike the interest on a loan of a million of dollars. “ This would enhance our sense of our own resources, and would be a most useful and most gratifying achievement. ... Of course the market value of State bonds is now below par, but if we secure our independence and the State does not repudiate, these bonds will soon be valuable, and can be converted into cash when needed. If we are subjected or the State repudiates her bonds we will be so hopelessly ruined that it will make little difference how our county funds are invested. By such an investment the counties will get interest on money not now needed, and they may save themselves from a much worse resort. ” It does not appear that this suggestion was ever put into operation. In fact, it is not probable that it would have saved, under any circumstances, the fund from the attacks that were made on it. The first legislature to assemble after the beginning of the war had to make pro¬ visions necessary for carrying it on. It was then that Dr. Wiley feared an attack on the literary fund. Before the meeting of the legislature he “ asked and received permission to attend the meeting of the governor's council, at which were matured the first executive recommendations for the impending crisis. The governor was in feeble health, wasting with consumption and the weight of public cares, and the meeting was at his residence. The superintendent was kindly received and patiently listened to on that memorable occasion, and then and there was fixed a policy which will ever be honorable to the State. It was suggested that the school fund of over $2,000,000 would seem large to some, and a ready means for the prosecution of the war and to save taxation, and that under these plausible pretexts the slumbering opposition to the schools would unite short-sighted friends, and by a temporary suspension aim to destroy them forever. And it was argued that though the fund was indeed a large one, in one sense, it was but an inconsiderable item in the expenses about to be incurred, and that if we were able to engage in hostilities at all we were able to do without it; that if it was desired to popularize the war it would be most injudicious to begin it by the suspension of a system which was the poor man’s life, and which would be so essential to the orphans of the soldiers called to surrender their lives for the com¬ mon good; and that now when it was aimed to vindicate Southern civilization before the world it would surely be an unwise step to begin by the voluntary destruction of an efficient system of popular instruction; that no people could or would be free who were unable or unwilling to educate their children. True independence must be based on moral character and on popular intelligence and industrial development, and thus in the momentous struggle about to begin it would impart confidence to the public mind to seethe State enter the contest with the apparent assurance that her interior interests were not endangered by her course; that war under any circumstances was destructive for the time, and that the pending contest might be long and exhausting; and that it was the part of wis¬ dom and patriotism so to act that the end should find the fewest possible desolations to be repaired, and no permanent weakening of the elements of social elevation. These considerations prevailed, and the executive power of the State, represented COMMON SCHOOLS OF NORTH CAROLINA. 1455 by the governor and his council, entered into an informal but solemn agreement with the superintendent of common schools to oppose, with him, all attempts to seize the fund for war purposes, or to suspend the schools; and the compact was faithfully observed by Governor Ellis and his three [two] successors during the war, and by their constitutional advisers. ” The North Carolina Educational Association also added its pleadings for the integrity of the school fund, and in a memorial to the State convention in Novem¬ ber, 1861, asked that “by an amendment to the constitution the proceeds of the common-school fund be sacredly and permanently secured to their original pur¬ pose. ” The memorial recites that while — “The proceeds of the school fund would be barely sufficient to equip and keep in the field for military operations about 100 men, as now applied they give life to some 4,000 schools and are furnishing an elementary education to over 150,000 children. This much they now directly accomplish, and their certain tendency is to widen and deepen among the masses the spirit of education, and thus to sustain that vast superstructure of classical schools, seminaries, and col¬ leges which constitutes the present glory of North Carolina and the great hope of the future of the State.” It v/as well that Dr. Wiley and the educational association had thus prepared themselves against the day of attack, for it came soon after the legislature met. 1 The measure was introduced into the senate and was backed by parties of the highest standing. The superintendent in the meantime had sent circulars to the school boards of the counties, apprising them of and warning them against the effort. These local school officers were usually men of position and influence in their respective communities, and their answers were generally in favor of the school fund. Governor John M. Morehead was then a member of the State senate, and led the defense of the fund. The attempt was defeated, but it reappeared again and again in new forms and in both branches. It was protracted and strong, and closed only with the adjournment. With the end of this legislature the fight was practically won. Succeeding governors followed in the steps of Governor Ellis, and succeeding legislatures respected the action of the earlier body.2 The distribution of funds to the schools during the war period was about as fol¬ lows: In May, 1861, the local school authorities were assured that there would be no permanent falling off in the school fund, but during this year only one-half of the dividend due was paid out, and this was not made payable until April 1, 1862. This delay was due to the great and inevitable pressure brought to bear upon the treasury at the outbreak of the war and under which the literary fund, like the school fund of 1754, was temporarily diverted. This pressure was finally relieved. In October, 1862, $100,000 was distributed. This was the largest semiannual divi¬ dend ever paid, but it was intended to cover a dividend and a half formerly withheld. This irregularity brought down wrath upon the head of the system. Jonathan Worth, of Randolph County, one of the earliest and most steadfast friends of the schools, and afterwards governor, writes to Dr. Wiley under date of June 6, 1862: ‘ ‘ It seems to be the pleasure of the literary board to assume legislative power over the literary fund and to disregard the will of the legislature and of the con¬ vention. Neither the board nor the treasurer, even with your assent, has any 1 The first extra session of the assembly met May 1, 1861, and adjourned May 13 until June 25. In the meantime an ordinance of the State convention changed the date of reassembling. The second extra session began August 15, 1861, and adjourned September 23, 1861. On September 9 Mr. Candler introduced a bill “to prevent the collection of tax for common-school purposes during the war.” (Senate J., 36, 104.) This act became a law on September 21. (Laws of 1861, 2d extra, ch. 31.) It repealed that section of the code which required the county courts to levy and collect a tax for school purposes, but provided that the act was not to apply “ to those coun¬ ties where the justices, a majority being present, shall elect to lay such tax.” 2 From the account prepared by Dr. Wiley and printed in the North Carolina Educational Journal, 1881-1883. The Journals of the legislature of 1861 fail to mention this fight. 1456 EDUCATION REPORT, 1896-97. right to withhold or direct the fund as they have been doing. They had no right to declare a dividend last fall and postpone its payment till this spring. It was a legislative usurpation, and I think a reprehensible usurpation, after the repeated refusals of the general assembly to allow any encroachment on this fund. I believe the convention also refused to interfere with it. If the board had previ¬ ously made illegitimate dividends, so that there was no money in the treasurer's hands, then they made dividends they ought not to have made and they were cul¬ pably negligent of the treasurer’s accounts. The uncertainty which their illegal action occasions is about as pernicious to the school system as would be a diversion of the income of the fund to the ordinary or war expenses of the State by an act of the general assembly.” From this time on, so far as I have been able to learn, this fund was paid regu¬ larly. But the counties were not always as faithful to their educational trust as was the State. As has been said, a law of 1861 released them from the require¬ ment to levy taxes to support the schools. Some counties, as Edgecombe in 1862, and Mecklenburg, voted to use the school money for war purposes. Others, as Granville, refused to levy taxes for the support of schools and said that they must stop until the war was over. Others seem to have let them fall into abeyance and die. They did not think their death even a matter of sufficient importance to be reported to the superintendent But such cases were the exception, not the rule. In his ninth annual report, for 1861-62 (Doc. 9, sess. 1862-68), Dr. Wiley dis¬ cusses the situation as it then appeared. The legislature of 1860-61 (chap. 19) changed the school year to make it more convenient and uniform. The county chairmen, under the new law. were required to report on or before the third Monday in April, at the end of the school term instead of the middle. The labor of adjustment to the new requirements and to pressure of war made these reports more irregular than usual, but official reports were received from 65 counties. The receipts reported in 60 counties, including balances, was $220,312.99; disbursements, $117,924.50; on hand, $104,836.46. The number of children reported in 46 counties was, boys, 57,157; girls, 54,890; sex not stated, 6,755; total, 118,802. The number of districts in 58 counties was 2,621; the children attending school in 59 counties, 52,018, or 29,122 boys, 22,838 girls, and 58 sex not given; number of licenses granted and reported, 1,233 — 962 to men, 271 to women; schools reported, 1,556; average length of schools, 2.8 months. The superintendent felt authorized to say that more children were taught in the counties officially heard from than were actually reported, that this discrepancy was due to the nature of the schools, and that as many as 60,000 children had been in school in the State. “ Let it be borne in mind, in connection with these facts, that our common-school system had to encounter during the past year not only the difficulties naturally incident to revolution and war, but trials which, in times of peace, would greatly impair the energies of any enterprise. The novelty and the all-absorbing interest of the tremendous struggle in which our country is engaged necessarily distracted the minds of all classes of the community, and until we became used to revolu¬ tion in our political relations and to a state of war a great many would naturally feel indisposed to devote much attention to the usual avocations of life. There were also some who supposed that our contest for independence would be of brief duration, and that all the agencies of society could be suspended during the strug¬ gle without injury, and others, still more shortsighted, seemed to think that a war for political, commercial, social, and intellectual independence could be waged with better results by arresting or destroying all those springs of life on which national wealth and greatness are founded. ” Another difficulty was that of procuring text-books. This became so pro¬ nounced that the writing and irablication of text-books grew into an important business interest in the Confederate States. “ The cheerful radiance of letters has not been for a moment extinguished even during the deepest gloom and the most terrible throes of this great crisis; and in the midst of a shock with which the whole continent trembles, our public schools COMMON SCHOOLS OF NORTH CAROLINA. 1457 gave birth to an enterprise worth more to the independence and character of the South than all the money ever expended on them.” The method of procedure in the matter of schoolbooks was a question of some delicacy. Some thought that the publication of books ought to be encouraged by a bounty from the State; others that there should be a tribunal to decide on the manuscripts to be published; and nearly all that there should be a protective tariff in favor of local or State talent. The State Educational Association finally deter¬ mined that “the whole educational influence of North Carolina could be pledged to sustain, when worthy, home publications in preference to any other, whatever might be the difference in price or mechanical execution.” The superintendent was embarrassed as to the proper action to be pursued by himself on the publication of a work. “But after careful consideration I adopted the plan of not recommending any home series of works for exclusive use, but of indorsing all that I deemed worthy of public confidence and patronage. . . . My indorsement of a book as superin¬ tendent of common schools simply brings it to the notice of all our school authori¬ ties and warrants them in introducing it without fear into the common schools, while, the recommendation not being special and exclusive, is not in the way of rival claimants of public favor.” The report for 1883 resumes the review: “ The present generation does not need to be told that it was hard to keep up a general educational system in any part of the Confederate States of America dur¬ ing the year 1863 . . . and it is, therefore, a subject of devout gratitude to me to be able to announce that our common schools still live and are still full of glorious promise. Through all this dark night of storm their cheerful radiance has been seen on every hill and in every valley of our dear old State; and while the whole continent reels with the shock of terrible and ruthless war, cavering the face of nature with ruin and desolation, there are here scattered through the wilderness hundreds of humming hives, where thousands of youthful minds are busily learn¬ ing those peaceful arts which, under the blessing of God/ are to preserve our civ¬ ilization and to aid in perpetuating the liberty and independence for which this generation is manfully contending. This prospect more than repays all the toils, anxieties, and vigils of those to whose keeping is committed the great moral trust; and if the labors, denials, and responsibilities of those who nurse our educational system are unnoticed in this stirring and martial age, they have in their own hearts a consolation infinitely more valuable than any reward the world can confer.” Reports had been received during 1863 from about 60 counties, but these were inexact and ununiform. The whole number of districts as reported in 47 coun¬ ties was 2,149; the number of schools taught in 50 counties was 1,076; teachers licensed in 44 counties, 872, of whom 348 were women; children attending school in 50 counties — boys, 18,977; girls, 16,518; total, 35,495; average length of school year, three months; average salary per month, $25; the receipts of money in 54 counties was $240,685.38; the disbursements $81,588.56^, not including money then on hand for schools not finished. There had been an increasing difficulty in securing a supply of teachers; as the war went on the difficulty became greater, for school¬ teachers were not exempt from conscription in North Carolina (as they were in Georgia), but “the increasing number of female teachers not only gives promise of an ultimate supply of laborers for all our schools, but is a sure augury of their greater efficiency. ” The depreciation of the currency had made it impossible to employ teachers in some districts with the funds due them; some waited until the funds accumulated; in others the schools were taught, but the drafts held back with the hope of obtaining funds of a higher market value. In some it was found impossible to get active committees, for the reason that “nearly every man of that useful class which is willing to assume, without remuneration, responsibilities in behalf of popular education and improvement, is gone to the army.” ED 97 - 92 1458 EDUCATION REPORT, 1896-97. It was estimated that during this year the schools were attended by 50,000 children. Says Dr. Wiley: “ The future historian of this stirring age will not fail to find evidences of the moral energy which this fact implies; for he will see that these schools had to be chiefly supplied with books written and printed in the State after the com¬ mencement of the revolution and in face of incredible difficulties, that they were all regularly visited by a State Journal of Education at a time when periodical lit¬ erature was at a low ebb, and that educational associations still held their meet¬ ings, and still discussed plans for popular improvement.” Dr. Wiley then proceeds to point out the weakness of the school system as it stood and to suggest a remedy. The great defect of the system was that it was a horizontal one, ‘'furnishing one kind of education for children of all ages and of every degree of advancement.” As the school system elevated the standard of popular intelligence, there was an increasing necessity for higher ones. In this report (1868) and in a circular letter addressed to the authorities and people of North Carolina this year it was proposed to organize a series of graded or high schools in connection with the common schools of the State, ; 4 the first and immediate purpose being to furnish facilities for a thorough business education to young men disabled in the army and to the children of indigent soldiers, while a second and important object will be to promote the general interests of the people of the State.” The plan was now proposed that "in addition to the annual distribution from the literary fund for common-school purposes, an additional amount should be appropriated to such counties as should raise a like or greater sum by taxes — the amount to be employed in supporting graded or higher schools for the education of disabled soldiers and the indigent children of those who have entered the army for teachers and for other useful and honorable occupations.” To advance this purpose agents were appointed in each county to agitate for and advance the interests of these schools. As a reward these agents were to have exemption from service in the home guards, and they were to strive to secure donations for a county fund, to secure buildings in a convenient and healthy locality, and to enlist the sympathy and interest of the county authorities and of the public. The subject of graded schools had been discussed by the North Carolina Educa¬ tional Association in 1859, and a committee had been appointed on the matter. A bill for the creation of graded schools was introduced in the legislature of 1863, by William S. Harris, of Cabarrus. It had been approved by the literary board and was warmly pressed by the governor. It passed the house, but not before being crippled by an amendment to the effect that 20 per cent of the fund be given to all the counties, and that the local authorities be left to decide the question of graded schools for themselves, this amendment being due to the false idea that 20 per cent of the whole school fund was to be set aside and given to such counties as organized graded schools. The bill in its amended form passed the house and was sent to the senate. It was reported back favorably from the committee, but was tabled for lack of time. This was the end of the efforts in the session of 1863. An act to grade the common schools was passed December 23, 1864. It provided that the president and directors of the literary fund should not "for any purpose whatever, except the want of income, diminish the usual semiannual appropria¬ tions to what are now known as the common schools of the State, and these appro¬ priations, with the county taxes, levied under existing laws for school purposes, shall be applied as heretofore. But when the income of the literary fund shall exceed those appropriations, the president and directors of the fund shall apply such portion of the surplus as they deem proper to the use of graded schools, dividing the amount among all the counties in the same ratio with other distribu¬ tions.” It also provided that when any individual made a subscription to a school amounting to more than that derived from the public, he was to be allowed to appoint the teacher and fix the salary and the length of the school term. When the COMMON SCHOOLS OF NORTH CAROLINA. 1459 funds allowed a school to be kept open more than six months, the surplus was to be put into school buildings, books, and apparatus. When funds would justify, the school was to be divided into the primary and high-school departments, and it was the duty of the superintendent to recommend a course of study for the higher department. The inherent defects in this law were enough to cause its failure had there been no other. The passage in the message of Governor Vance to this assembly which deals with education deserves being put on record not only for the sentiments expressed, but because of the fact that it is one of the last official expressions of North Caro¬ lina on the subject of education while a member of the Southern Confederacy. Governor Vance said (November 21, 1864): “The subject of our common schools is one which I beg you will not forget amid the great concerns of the war. The efforts making by the friends of educa¬ tion, with our zealous and indefatigable superintendent at their head, to prevent the public from losing sight of this great interest is worthy of our admiration. I earnestly recommend to your consideration the whole subject, and especially the system of graded schools advocated by the superintendent, for which memorials will be presented by the literary board and the Educational Association of North Carolina. I also suggest that regular teachers be exempted from State military duty whilst employed in teaching. Though fully aware of the importance of their vocation, I have not felt at liberty to excuse them under existing laws.1 The common schools should surely be kept going at every cost; and if sufficient induce¬ ments can not be offered to disabled soldiers and educated women to take hold of them, the necessary males should be exempted. ... It is with pride that I observe the publication in our State of various new school books, creditable alike to the authors and to the public which has demanded them. Our great system of com¬ mon schools is, after all, our only true and solid foundation for public education and demands your constant and fostering care.” The continued fall of Confederate currency was another cause of trouble. The funding bill which took effect April 1, 1864, put county chairmen in uncer¬ tainty whether the school funds in their hands should be thus scaled. They had only a choice between funding in Confederate bonds or further depreciation.2 They asked Dr. Wiley for advice. He was himself brought into sore trouble over the depreciation. His salary was not enough “ to board a horse,” and so he concluded in 1864 to live without it. “ Throughout the war I have devoted myself to the schools, and have tried to live on a salary averaging hardly $200 in par funds for four years. ” When the board came in the spring of 1865 to pay his $2,000 salary due for 1864, they offered it in State coupons and Confederate cur¬ rency, which at the then rate of depreciation made his salary for 1884 amount to $700 in the currency of 1864. But notwithstanding all of the storm and stress of the war period, the light of the common schools — now changed to public schools so as to include the primary and the graded schools — shone on. And Dr. Wiley stated in a speech before the State Educational Association in 1874 that he was receiving reports from school officers in different parts of the State at the time he heard of the surrender of Gen. Joseph E. Johnston, April 26, 1885, 3 The schools were closed at the end of the war only because of the loss of their funds. The disposition had been mani¬ fested from time to time to change the form of these investments. It was the general policy to encourage Confederate securities, but it was a difficult matter to 1 The extra session, June 30 to July 7, 1883, exempted “All persons engaged in editing or pub¬ lishing classical or common-school books and all persons actually engaged in printing or binding such books.” (House Journal, p. 44.) By chapter 18 of the laws of this session one editor for each newspaper, the necessary compositors, mail carriers, professors in colleges, and teachers in academies were exempted from service in the home guards. 2 On May 28, 1864, county chairmen who had invested in Confederate bonds were authorized by act to sell these bonds and distribute the proceeds among the districts. 3 Report 1874-75, p. 37. 1460 EDUCATION REPORT, 1896-97. change an investment; especially one of a fiduciary character, anu as the principal of the literary fund was in what was then the best possible securities— bank and railroad stock— it seemed that there could be no reason for a change. Early in the war Dr. Wiley had recommended to the literary board that they agree to make no change in the investment. This policy was adopted and was followed to the end of the war. One of the results was that while the fund was not invested in Confederate securities, and was thus saved from destruction direct, it was retained as a part of the capital stock of the banks of the State and of Cape Fear, which invested in these securities, and perished in the wreck of the old banking system after the close of the war. But there still remained to the banks, according to Dr. Wiley, a considerable amount of assets. Further, some of the county chairmen had invested the county school funds in Confederate bonds, which were lost. Besides this, the war made the collection of interest, notes, etc., more difficult. In 1883 the literary board complained to the legislature of the carelessness with which the proofs of indebtedness, certificates of stock, etc. , had been kept, and an act to define further the duties of the treasurer of the literary fund was passed December 14, 1863, to cover the necessities of the case. Dr. Wiley says also that the financial system of the schools had been conducted on such a simple and admirable basis that little loss or confusion was brought about by the collapse and surrender of the Southern armies and that $10,000 in good currency would have paid all outstanding debts to teachers, officers, and printers. But this sum was wanting, and a part of these debts fell on him in his personal capacity. Dr. Wiley remained in office after the close of hostilities and until the constitu¬ tional convention declared by ordinance on October 19, 1865, that all offices of the State in existence on April 26, 1865, should be vacated.1 His last report as superintendent accompanies the message of Governor Worth to the assembly of 1865-86, is dated January 18, 1866, and forms pages 23-36 of Document 47, session of 1865-66. This report contains no statistics and no definite information on the condition of the schools in the last days of the war, but has some suggestions of value. He reviews the fortunes of the school fund in the war period; the need of money, of men, and of text-books: “ To the lasting honor of North Carolina her public schools survived the terri¬ ble shock of cruel war, and the State of the South which furnished most material and the greatest number and the bravest troops to the war did more than all the others for the cause of popular education. The common schools lived and dis¬ charged their useful mission through all the gloom and trials of the conflict, and when the last gun was fired, and veteran armies once hostile were meeting and embracing in peace upon our soil, the doors were still open and they numbered their pupils by the scores of thousands. . . . The feeling universal among the peo¬ ple is that the schools must not go down.5’ Dr. Wiley emphasized the necessity of making some arrangement by which the State would be relieved from the poverty then threatening. Many families had lost their support, many men were crippled for life, and many children were left orphans. The way of escape from pending dangers was thought to be through the school and the training of teaciiers. He suggested the use of the remaining principal of the literary fund for the needs of the hour. He proposed to make distribution to schools and not to coun¬ ties, so that it would all be used at once and none be allowed to lie idle. He said the board then owned in good stocks about $880,000. By his scheme $200,000 could be expended per year for four years and there would still be left to the State from $150,000 to $500,000. In connection with the use of the principal of the literary fund he suggests two plans: (1) “ To issue certificates of indebtedness, in sums convenient for general circulation, bearing 1 per cent interest, receivable for all State dues, and to be Ordinances, pp. 25-26. COMMON SCHOOLS OF NORTH CAROLINA. 1461 redeemed in four, five, or six years.” (2) “ To convert the stocks of the fund into national securities and establish a national bank under »the management of the literary board.” But neither of these plans was adopted. The disposition of the remaining funds will be considered later. At another time he addressed a letter to the legislature developing another plan by which he hoped to save the schools from the impending ruin. He says: “Permit me to impress upon all a consideration which is sometimes overlooked in the discussion of the subject in hand; and that is, that the public schools are by constitutional provision, by law, and by established ideas, a part, and an essen¬ tial part, of our State machinery, and, indeed, of our civilization. They are, for instance, as much a fixed institution of the State as the university, the lunatic asylum, or the institution for the deaf and dumb and the blind; and for everyone to be benefited by either of these latter there are five hundred interested in the former. . . . These schools, be it remembered, do not propose now to be a burden to the State. They ask only permission to use their own capital to the best advantages capital which the State has no more moral right to seize than it has to appropri¬ ate the property of the university. The assets of the school fund are small com¬ pared with what they have been; but they are still of immense importance to a people who appreciate the blessings of education, and who have a clear perception of the deplorable consequences that will follow the suspension of the public schools. . . . Let us look this straight in the face if we would appreciate the importance of our resources. To suspend the public schools is to destroy them; and to break them up at such a time is to risk utter demoralization, to add the most melancholy wreck of all to the ruins with which we are surrounded. . . . Let it be added that the abandonment of the cause of education will ,be regarded in this enlightened age as a certain indication of hopeless bankruptcy or of infe¬ rior and retrograding civilization; and either of these conclusions will be fatal to our credit and blast a thousand hopes built on expectations of capital and enter¬ prise from abroad. I believe that there is not one of your body but would regret to see extinguished forever those thousands of lights which have shed a cheerful radiance over every hill and valley of our good old State from the ocean to the Smoky Mountains. . . . Permit me to say with emphasis that, in my judgment, there is no such necessity, and that the people generally, poor as they know the State to be, do not believe this. To-day the common-school system is the most solvent institution of the State. It is both able to pay its own way and aid the State. Why do I say so? It owes no debts, and it has assets that will soon and certainly be worth at least a million of dollars.” . . . Dr. Wiley then proceeds to develop a plan by which the literary board was to be authorized by the State to issue $400,000 in “ certificates of indebtedness,” He says: “If payable in two years, our teachers will be glad to get them, and if not receiv¬ able for taxes, they would pass. They would in no sense be bills of credit forbid¬ den by the Constitution of the United States. They would be the notes of a cor¬ poration, like bank notes, but not taxable as such, and based on a fixed capital. If made receivable for taxes, they would be the best relief which the State could afford for the people. They would be put into circulation in every school district, and by this universal diffusion be of infinite service in relieving the monetary pressure. Two hundred thousand dollars thus diffused would be equal in its relief to half a million, or a million loaned by banks; and the State must do some¬ thing to furnish a circulating medium. Here is a plan, simple, practicable, con¬ stitutional, and operating impartially as the dews of Heaven, and while it furnishes means everywhere to pay taxes, it keeps in life the most important institution of the State, and enables the people to educate their children.” The plan was warmly indorsed by the governor, but nothing came of it. So deep was Dr. Wiley’s interest in the subject that he adds by way of postscript: “I feel bound to warn the friends of the schools against the insidious policy of suspension. Had this policy prevailed when it was urged the first year of the war, the fund would be now all gone; if it prevails now, the fund will never accumu¬ late, but be fritted away on other institutions. I hear there is a plan on foot to turn the poorer classes over to county systems, to be supported by county taxes. This is to degrade a noble State system into a pauper establishment that has here¬ tofore miserably failed in a sister State, and which has been denounced by the best men in it. It would render poor white men worse off in educational facilities 1462 EDUCATION REPORT, 1896-97. than the freedmec; and while the world is trying to elevate these latter in the social scale, we would he taking steps to degrade our working classes.”1 But the appeal was without effect. The schools w’ent down in the general ruin that followed the beginning of reconstruction. It now only remains for me to trace briefly the subsequent fortune of the remainder of the literary fund and to give the leading facts in the private life of Dr. Wiley. On July 4, 1888, the State was again reorganized by turning out ail of the old officers and putting in others who had been elected under the constitution of 1868. Under the new regime Rev. S. S. Ashley was made superintendent of public instruction. His first report was made to the general assembly for the session of 1868-69, is dated November 10, 1888, and addressed to Provisional Governor Holden. The system was again reconstructed under the law of April 12, 1869, and Ashley continued in office until 1872.2 His report of November 10, 1868, con¬ tained a summary of the character and value of the literary fund which had escaped the wreck of war. The old literary fund was now known as the educational fund and owned stock as follows: Cape Fear Navigation Company, 650 shares, at $50 . . . $32,500 Bank of North Carolina, 5,027 shares, $100 . . 502, 700 Bank of Cape Fear, 5, 444 shares, at $100 . . . . 544, 400 Wilmington and Manchester Railroad, 2,000 shares, at $100 . . 200, 000 Wilmington and Weldon Railroad, 4,000 shares, at $100 . 400, 000 Total . . . . . . . . 1,679,600 The bank stock, amounting to $1,047,100, was supposed to be nearly or quite worthless, and a thorough examination of the affairs of the banks was recom¬ mended. The affairs of the Wilmington and Manchester Railroad were under¬ going an investigation. The corporation was bankrupt and ‘ ; the prospect that this stock will be a source of income to the educational fund is not promising. ” “The stock of the Wilmington and Weldon road ’will probably become again profitable to the holders.” The stock of the Cape Fear Navigation Company, of which the State owned 650 shares, was at that time “of no pecuniary benefit to the school fund. For twenty-nine years, ending with September, 1863, the annual dividends punctually paid to the State amounted to $1,300.” The swamplands were at that time of no pecuniary benefit. The amount derived from the tax on auctioneers and from the entry of vacant lands was about $1,500; the tax from retailers from October, 1867, to October, 1868, was $6,762.50. The fund also owned 6 per cent coupon bonds, dated prior to May 20, 1861, and amounting January 1, 1866, to $20,600. It had been increased by three 6 per cent certificates of indebted¬ ness given by the State as follows: Certificate dated June 1, 1867 . . . . . $320, 070. 50 Certificate dated October 24, 1867 _ _ _ 30, 273. 50 Certificate dated January 16, 1868 _ _ _ 32, 701. 00 Total _ _ _ 383,045.00 The total income of the school fund from all sources was $32,982.70. This repre¬ sents all, and more than all, that had been saved from the great fund which had been accumulated and devoted to the common schools.3 1 Dr. Wiley had been one of the first to advocate the education of the negro. 2 Other superintendents have been as follows: Alexander Mclver, 1873-1875; Stephen D.Pool, 1875-1877; John C. Scarborough, 1877-1885, 1893-1897; Sidney M. Finger, 1885-1893; Charles H. Mebane, 1897 to date. 3 In January, 1869, the board of education proposed to issue $500,000 in bonds with interest pay¬ able semiannually for use of the school. The interest was to be secured by one-half of the tax for educational purposes and a sinking fund was to be created to meet the principal. COMMON SCHOOLS OF NORTH CAROLINA. 1463 During the next year (1869) all the railroad stock belonging to the fund was sold to W. T. Walters, of Baltimore. He paid for the 4,000 shares of Wilmington and Weldon Railroad $148,000, and for the 2,000 shares of the Wilmington and Manchester road $10,000. This money was invested in new State bonds, and the superintendent says: “ The sale of these stocks will realize to the board a permanent paying capital of not less than $450,000. The original investment was $600,000. The loss, therefore, will not exceed $150,000. It is certainly cause for congratulation and encourage¬ ment that so large a sum has been rescued from a condition of utter unavailability and made to contribute yearly to the support of public schools.” May 1, 1869, the stock of the Cape Fear Navigation Company was also sold for $8,250, or at the rate of 10 cents on the dollar. There were, besides these funds, stocks amounting to $1,097,100, which were considered as worthless (Bank of North Carolina, $502,700; Bank of Cape Fear, $544,400, and Roanoke Navigation Company, $50,000). When the Bank of North Carolina went into bankruptcy, an effort was made to protect the interests of the educational fund, and “by the advice of able legal counsel proceedings were instituted against the assignee in bankruptcy of the Bank of North Carolina to establish the right of the board of education to prove their stock in said bank as a debt against its assets in bankruptcy. The matter was argued before Chief Justice Chase at the late June term of the circuit court of the United States for this district, and the deci¬ sion of the Chief Justice was against the board. An appeal was taken to the Supreme Court of the United States, but in view of the uncertainty of gaining the case and of the great expense attending its prosecution, the appeal was with¬ drawn. The bank stock aforesaid owned by the board may therefore be con¬ sidered worthless.” “The Roanoke Navigation stock should be valuable; accordingly the board hopes to turn it to account,” but it was then not available. After deducting these amounts it was found that the “net public-school fund” was “not less than $968,242.48 ” on November 1, 1869. In the report of Superintendent Ashley for 1870-71 the only source of revenue of the public schools mentioned are the State tax on polls, county tax on polls, special tax of one- twelfth of 1 per cent, and a tax on retailers of spirituous liquors. It was reported that the stock in the Bank of Cape Fear was worthless and could not be relied on for any “ future pecuniary availability.” Efforts had been made to sell the Roanoke Navigation stock, but to no purpose. There was due to the board from the State as accrued and unpaid interest on coupon bonds and certifi¬ cates of indebtedness $60,291.75, besides $27,000 interest for one year on $450,000 in special-tax bonds purchased by the board from the proceeds of the sale of rail¬ road stock. The total interest then due from the State was $87,291.75. I have been able to find no evidence that this sum was ever paid, unless it is included in the “ special appropriation,” made during the year 1870-71, of $92,976.04. The fortunes of the old literary fund maybe summarized as follows: In 1860 this fund amounted to more than $2,000,000. The failure of the banks in whose stock a part of the principal was invested reduced this fund to less than $1,000,000 in 1869. This consisted in depreciated railroad stock, which was sold at from 10 to 37 cents on the dollar. The money thus realized was invested in North Carolina special-tax bonds, bought at a discount. These were repudiated by the State. From that time (1870) practically all the support of the public schools has been derived from the annual State, county, and municipal taxes.1 1 It seems that there was a slight effort made after this to accumulate an educational fund. The report for 1873-73 gives, under the head of “Permanent fund,” $33,307.36^, which had been derived from entries on vacant lands, fines, and a balance on hand from the previous year. Of this sum, $16,318.75 was invested in United States bonds. The receipts of the “income fund” 1464 EDUCATION REPORT, 1896-97. Perhaps the last offical act of Dr. Wiley in the position which he had honored so much was writing a pamphlet on the swamp lands of the State, which was pub¬ lished in 1867. It now only remains for me to notice his work as a private citizen in other capacities. Dr. Wiley had felt himself called to preach at an early period in his educational career. He studied theology and was licensed by Orange Presbytery in 1855. He was ordained sine titulo in 1866 and never held a settled pastorate. He was one of the executive committee to found the North Carolina Presbyterian and a con¬ tributor to its columns. His -work for the schools had brought him a knowledge of the undeveloped lands and other resources of the State and, when the develop¬ ment boom came after the war, was solicited to become a partner in many schemes looking to exploiting these resources. In 1867 he was elected corresponding sec¬ retary of the North Carolina Land Company, at a salary of $1,000 a year, and began work January 15, 1868. The company proposed to invest in and develop the swamp lands of the State, and Dr. Wiley's business was to collect information for pamphlets which were to be circulated abroad. He also sought to make bet¬ ter known the resources of the State by calling a convention of the leading liter¬ ary men of the State in Raleigh in July, 1869. On June 1, 1869, he became the general agent for the American Bible Society for middle and eastern Tennessee, and took up his residence in Jonesboro, Tenn. In March, 1874, on the resignation of Rev. P. A. Strobel, he was transferred to a similar position in North Carolina, and removed to V/inston, N. C. In 1876 South Carolina was added to his field. He remained in this work until his death. Dr. Wiley would have been made the candidate of the Conservatives for super¬ intendent of public instruction in 1872 had he not been kept out by political dis¬ ability. Dr. Nereus Mendenhall became the candidate, but the party went down in defeat. In 1876 he was again proposed as a candidate on the Conservative ticket, and would, no doubt, have been nominated and elected but for his own sense of duty. He regretted that the public schools had been brought into politi¬ cal debate, but ‘‘in view of the situation and of what is expected of candidates nominated on party platforms, the arena where honorable and good men not of my vocation may lawfully strive is closed to me by my sense of the obligations of my sacred calling.” 1 During his later years he devoted himself as far as pos¬ sible to advancing local educational interests, helped to establish the graded school in Winston, N. C., and was the chairman of its school board from its organization until his death. He served the State as superintendent of common schools for thirteen years. He Vvras a Whig in politics, and was twice elected by the Whigs and five times by the Democrats. He was a trustee of the University of North Carolina from 1875 until his death, and, although he never held a regular charge, preached frequently to Presbyterian and other congregations. He received the degree of D. D. from the University of North Carolina in 1881, to whose interest he had been always devoted. He married Miss Mittie Towles in Raleigh, N. C., February 25, 1862. To this union seven children were born, of whom five still survive. Dr. Wiley included “interest on United States bonds” and “dividends Roanoke Navigation Company.” These are the only items in this report which indicate that they might have come from the old literary fund. For the year 1873-74 the navigation dividends and interest on United States bonds amounted to $1,748.25. There was also an investment of $19,404.29 in United States bonds. These interest items amounted in 1874-75 to $2,461.50. There was then a further investment of $13,682.50 in United States bonds. These bonds seem to have been carried from year to year as a part of the assets of the educa¬ tional fund until 1881, when they were sold under the direction of the legislature. They then amounted to $91,500 and were sold for $106,224.25. The fund also owned $99,200 in State bonds, which were offered for sale in 1882, but not sold. 1 Dated at Winston, June 7, 1876. COMMON SCHOOLS OF NORTH CAROLINA. 1465 died in Winston, N. C., January 11, 1887. According to a personal friend, who knew him intimately, he “was very agreeable in social life. He was simple, gentle, unpretending, gracious, genial. He had a genuine fund of quiet humor, not anecdotical, but spontaneous and innocent. He was a guileless man — true, sincere, lovable. ” N. Bibliography of Calvin H. Wiley. Dr. Wiley was a prolific writer. He produced works in history, economics, the¬ ology, and fiction, as well as in education. It is not far from the truth to say that his writings represent the whole literature of the North Carolina common schools up to the close of the war. A list of his published writings, comxfiete as it can be made with the sources at command, is added herewith: Alamance; | or, | the great and final experiment. | [2 lines quotation.] New York: | Harper & Brothers, publishers, | Pearl street, Franklin Square. | 1870. 1. 8vo, pp; 151. Library of Select Novels, No. 104. The first edition was published by the Harpers in 1847, but no copy has been seen. A reprint was contemplated in 1852 and a Confederate edition discussed in 1863. The edition of 1870 seems to have been made from the plates of the 1847 edition. The scene is laid in Guilford County, N. C. , and deals with the times of the Regulators. The Haunted Chamber (a story). Sartain's Union Magazine, Yol. IY, pp. 45-48 (1S49). 2. The Poor Student's Dream (a story). Ibid., Yol. IY, pp. 107-112 (1849). 3. Roanoke; or, Where is Utopia? In Sartalns Union Magazine, Philadelphia, Yol. IV, pp. 189-195, 241-249, 305-312, 376; Y, 5-12, 81-88, 145-152, 209-216, 273-282, 339-352 (1849). 4. This novel, begun in March, 1849, was attacked in some of the Southern papers as being too abolitionist in sentiment, and is defended by Wiley in the Greensboro Patriot, Novem¬ ber 3, 1849, where he denies the charge. It was republished in London in 1851 under the title “Adventures of Old Dan Tucker and his son Walter” (see that title), and is probably the same as Utopia: A Picture of Early Life at the South, published by Peterson in 1852 (see that title). Roanoke; j or, | “where is Utopia?’’ | By C. H. Vfiley. | Author of “Alamance,” etc., etc. | Embellished with fourteen beautiful illustrations, ] from original designs, | drawn expressly for this work, byDarley. | Philadelphia: | T. B. Pe¬ terson & Brothers, i 308 Chestnut street. 5. Copyrighted by T. B. Peterson & Brothers, 1886, 8vo., pp., t p., 11, + 19-158; 14 ills. With the historical appendix found in Sartain; double column edition; illustrations same as those in Old Dan Tucker. - Another Edition: Philadelphia, Peterson, 1886. 6. A sob©*: view of the slavery question: by a citizen of the South, n. t. p., n. p., n. d., [Dec., 1849]. 7. 8vo. pp. 8. Speech of Mr. Wiley on the “ Bill to provide for the appointment of a superin¬ tendent of common schools, and for other purposes.” Register, January 4, 1851, 5t columns. 8. Adventures | of | Old Dan Tucker, | and | his son Walter: | A tale of North Caro¬ lina. | By C. H. Wiley. | With numerous illustrations, | by Felix O. C. Dar- ley. | [8 lines quotation] | London: | Willoughby & Co., 22, Warwick Lane. | [1851]. 9. 8vo. pp. t p. + ii + 222; 14 ills. Without the historical appendix found at the end of “Roanoke.” 1466 EDUCATION REPORT, 1896-97. Tlie | constitution | of | North Carolina; | with | a historical account of its origin and changes: ] together with j an account and explanation [ of the questions of | constitutional reform, | now agitating the people of the State; | a table showing the apportionment | of senators, | and other matter connected with these subjects. | By | a member of the last legislature. | Printed | at the N. C. Institution for the deaf and dumb and the blind. | 1851. 10. Bvo., pp. iv. + 11. + 150. The object of this publication “ is to diffuse popular and practical information concern¬ ing those questions of constitutional reform which are now agitating the people of the State.” A number of the speeches presented had been made in the late legislature. The | North- Carolina Reader: | containing | a history and description of North Carolina, | selections in prose and verse, | many of them by eminent cit¬ izens of the State, | historical and chronological tables, | and a j variety of miscellaneous information and | statistics. | By C. H. Wiley. | [3 lines quota¬ tions] | Illustrated with Engravings, and designed for Families and Schools. | Philadelphia: | Lippincott, Grambo & Co. | No. 14 North Fourth street, | And for sale by Agents, Merchants, and Booksellers, in all the Counties of j North Carolina. [1851.] 11. 12mo., pp. 359. Illustrations. This Reader was first pxiblished in December, 1851 (copyrighted, 1851, and preface dated July 4, 1851), at Wiley’s expense. The first part contains a sketch of the State, its geo¬ graphical features, and its varied resources; the second gives the first popular school his¬ tory of the State ever written; the third includes reading lessons, which were mostly the composition of North Carolinians or related to the State. The book was enthusiastically received by the whole press of the State ; was approved and adopted by all classes of teach¬ ers, and rapidly found its way to the masses. The first edition, in 1851, was 1,000 copies. The issues made in 1852 and 1853 raised the whole number of copies published to 6,000. The whole of Dr. Wiley’s interest was disposed of when he became superintendent of common schools, and there were efforts to make this a part of a series. For this purpose Prof. Fordyce M. Hubbard (1809-1888), of the University of North Carolina, was induced to undertake the preparation of the remaining volumes under the supervision of Dr. Wiley. The whole series was to be published by E. J. Hale & Son, of Fayetteville, but this scheme failed. The copyright, etc., was afterwards transferred to A. S. Barnes & Co., of New Y ork. (See below . ) The Reader became and remained a standard until the close of the war. It exerted a quiet but immense influence in creating and fostering a new spirit among the masses of the people. The following pages of the Reader may be ascribed to Dr. Wiley: General description of North Carolina, pp. 21-90 (except the poetry); Historical sketch of North Carolina, pp. 91-223; Female education— woman’s mission, pp. 262-266 (reprinted in Our Living and Our Dead, I, pp. 273-276, November, 1874); The sand hills of North Carolina, extract from “Alamance,” pp. 266-267; The mission of Washington— Union among men, pp. 209-273, omitted in revised edition; Resources of North Carolina, pp. 338-339, omitted in revised edition. - New edition, 1856 (not seen). 12. - The | North-Carolin a Reader | number III. | [seal of State] | Prepared, j with special reference to the wants and | interests of North Carolina, | under the auspices of the | superintendent of common schools | containing | selections in prose and verse. | By C. H. Wiley. | New York: | A. S. Barnes & Co., 51 John street. | Fayetteville: E. J. Hale & Son. | Raleigh: W. L. Pomeroy. | 1859. 13. 12mo., pp. 1-6+4-351. Illustrations. This issue is the same as that of 1856; a few of the extracts in the edition of 1851 have been omitted and a few new ones inserted, but there is little difference. - Another issue, A. S. Barnes & Burr, 1860. 14. Three editorials in the Southern Weekly Post for January 24, 1852. 15. Editorial in Southern Weekly Post, April 3, 1852, on the Resources of North Caro¬ lina. One-half column. 16. COMMON SCHOOLS OF NORTH CAROLINA. 1467 The great concern of North Carolina [education], Southern Weekly Post, April 10, 1852. 17. “ To be or not to be.’’ A series of articles in the Southern Weekly Post for 1852 on the development of North Carolina. 18. A | new and practical | form book: | containing | forms of all those legal instru¬ ments | important to be known | by the people of North Carolina; | and designed, also, | for the use of justices of the peace, sheriffs, | clerks, consta¬ bles, coroners, &c., &c. | Compiled and arranged from the best authorities | by Calvin H. Wiley, esq., | to which are added, | the constitution of North Carolina, | and the | constitution of the United States. | Raleigh: j printed and published at the office of the | “ Yi eekly Post,” | 1852. 19. lCmo, pp. 198 +X7. Utopia: A Picture of Early Life at the South. Philadelphia: Peterson, 1852. 20. 8vo. Not seen, «b 'at believed to be the same as “Roanoke ” and “Adventures of Old Dan Tucker.” Life in the South: A companion to Uncle Tom’s Cabin. 1852. 21. 8vo. Possibly the same as the pamphlet described in the advertising pages of the Form Book of 1852: “ Uncle Tom's Cabin reviewed; or, American society vindicated from the aspersions of Mrs. Harriet Beecher Stowe.” Memoirs of a Fugitive. A tale. Southern Weekly Post, 1852. 22. Letter to Governor David S. Reid on the common schools. Fayetteville Observer. August 15, 1858, 1| columns. 28. This letter speaks as if it was the first of a series. Address to the officers of the Common Schools and to the friends of education in North Carolina. December, 1852. 24. In compilation of Acts of Assembly relating to Common Schools, 1853, pp. 33-37. This is Wiley’s first official utterance as superintendent. Acts of Assembly, [ establishing and regulating | common schools in North Car¬ olina, | together with | proper forms of returns, ] and a | synopsis of the said acts, etc. , etc. | Arranged in accordance with an act of assembly, | By Calvin m PI. Wiley, State Superintendent. Approved by the President and Directors of the Literary Fund, [ and published by direction of the General Assembly. | Raleigh: | William W. Holden, printer, “Standard” office. | 1853. 25. 8o., pp. 47 -f fl]. The first compilation of school acts made by Dr. Wiley and the second published in the State, the first being in 1849. [Circular] to the chairmen of Boards of County Superintendents of Common Schools in North Carolina. January 15, 1853. 26. Q.,pp. 1. Also in Compilation -of Acts of Assembly relating to schools. 1853, pp. 39-40. [First annual letter] to the committees appointed to examine and pass on the qualifications of those wishing to become teachers of common schools. August 1, 1853. 27. Q. pp. 2. These annual letters were the medium of official communication between the superintendent and the county school officers. They reviewed and discussed the subjects then of most interest and importance to the schools, such as the supply and qualification of teachers, the plan of grading, the reason for issuing certificates with low numbers to persons of good character, the wants of the schools, and rules of procedure. First | annual report j of the | General Superintendent of Common Schools, | of the | State of North Carolina. | Published in conformity with the Act of Assem¬ bly. | Raleigh: | printed by William W. Holden, “Standard ’’office. | 1854. 28. 8 vo. pp. 25-f [l] + [6] + table. Another edition as Ac. Doc., No. 12, sess. 1854-55. Raleigh, 1854. 8 vo., pp. 55 + table. 1468 EDUCATION REPORT, 1896-97. Appendix on North Carolina to Mitchell’s Intermediate Geography, Philadelphia: Copperthwaite & Co. 1854. 29. Dr. "Wiley refused to recommend any geography until allowed to correct the text in regard to North Carolina. He also helped to prepare a new map of the State with all rail¬ roads, plank roads, intended routes, etc., indicated. In October, 1865, E. H. Butler & Co., successors to Copperthwaite & Co., proposed that Wiley prepare a new edition of his appendix which they desired to put into their New Intermediate Geography. I do not know the results of the proposal. [Second annual letter] to the committees appointed to examine and pass on the qualifications of those wishing to become teachers of Common Schools, n. t. p. , n. p., n. d. [Raleigh, 1854.J 30. Pp. [6]. Dated February 1, 1854. Another edition. Q., pp. 4. Leg. Doc.] [Ses. 1854- ’55. | Second | annual report | of the | general superin¬ tendent | of | common schools. | Raleigh: | W. W. Holden, printer to the State. | 1855. 31. 8vp., pp. 56. Leg. Doc.] [Ses. 1854-’55. | Special report | of the | general superintendent | of | common schools of N. C. , | Made, according to law, to the Governor, for the use | of the General Assembly. | Raleigh: j W. W. Holden, printer to the State. | 1855. 32. 8vo., pp. 78-I-iv+table; extracts from first, second, and special reports in Barnard’s Amer¬ ican Journal of Education, II, 527-530 (Dec., 1856). Third annual report | of the | Superintendent of Common Schools | for the | State of North Carolina. | 1855. | [Raleigh: Holden & Wilson, printers to the State. 1855]. 33. Printed half title, as above; no full title; 8vo., pp. 77 Jr table; forms executive document No. 9, session of 1855-56; extracts printed in North Carolina Journal, of Education, I, pp. 62-64 (Feb., 1858). Third annual letter of instructions and suggestions. March 1, 1855. 34. Q., pp. 2; also in Third Annual Report, 1855, pp. 54-63. Circular to county court clerks on division of common-school funds in case of new counties. Dated June 30, 1855. 3». Q., pp. 1. Reprinted. The North Carolina Reader, No. I, prepared by Prof. F. M. Hubbard. A. S. Barnes & Co., 1855. 36. Nos. 1 and 2 of this series of North Carolina Readers were the result, as we have seen, of a plan which had been evolved by Dr. Wiley before he became Superintendent. The transfer of Reader No. Ill to A. S. Barnes & Co. and the employment of Professor Hubbard was completed in the winter of 1853-54. In 1853 Messrs. Barnes proposed to E. J. Hale & Co., of Fayetteville, N. C., that Professor Hubbard should take Parker’s Readers Nos. 1, 2, 3, and 4 and add some 10 per cent more matter of a North Carolina character. They were then to be called “ North Carolina Readers,” and these four were to be followed by Wiley's No. Ill as No. V. This was not done, but new books were compiled. The | North-Carolina Reader | number II. | [Seal of State.] | Prepared, | with special reference to the wants and | interests of North Carolina, | under the auspices of the 1 superintendent of common schools, | by Rev. F. M. Hub¬ bard, 1 professor of languages and literature in the University of | North Caro¬ lina. [ New York: [A. S. Barnes & Co., 51 John-street. j Fayetteville: E. J. Hale & Son. — Raleigh: W. L. Pomeroy. | 1856. 37. 12mo., pp. 195, with pp. 3-6, “preliminary remarks of the general Superintendent of Com¬ mon Schools,” preceding the title page. Ills. - Another issue from the same plates, 1859, 12 mo., pp. 1-6+3-195; ills. - Another issue from the same plates, 1873, 12 mo., pp. 1-195; ills. 38. 39. COMMON SCHOOLS OF NORTH CAROLINA. 1469 Fourth annual report of the superintendent of common schools. [Raleigh: Holden & Wilson, printers to the State. 1856.] 40. Document No. 10, session 1856-57. 8yo., pp. 32; no copy seen with a title page or half title. Fourth annual letter of instructions and suggestions. April 14, 1856. 41. Q-, pp- 3. North Carolina | Common School Journal | Yol. I. Greensboro and Raleigh, Sep¬ tember, 1856, No. 1. 42. Heading as above; 8vo., pp. 32, double column; ads. 32 pages. This was almost entirely the work of Wiley. Publication continued for one year only. Educational convention. North Carolina Standard. September, 1858. One-half column. 43. An address to the officers and friends of Common Schools in North Carolina. February 9, 1857. 44. Forms pp. 27-31 of the compilation of acts of assembly relating to Common Schools made in 1857. [Circular] to the Board of Superintendents of Common Schools for the several Counties of the State. March 5, 1857. 45. Q., pp. 2; also in Report for 1857, pp. 53-57; Report for 1858, pp. 43—17; and in North Caro iina Journal of Education, I., pp. 59-61 (February, 1858). Fifth annual letter of instructions and suggestions, March, 1857. 48. Q., pp. 3; also in Fifth annual report, pp. 45-53. [Circular] to the chairman of the Boards of County Superintendents [on a State Educational Association] . Aug. 4, 1857. 47. Q., pp. 2. Directions for the formation of county and district educational associations. August 4, 1857. 48. Q., pp. 4; in North Carolina Journal of Education, I., pp. 27-30 (January, 1858), Acts of Assembly | in relation to | common-schools in North-Carolina: | with a [ plain digest of the same, | Forms of Returns of School-Committees, | &c. , &c. \ Arranged and prepared in accordance with an act of | the Assembly, passed at the session of 1856-’57, [ By Calvin H. Wiley, | State Superintendent. | Approved by the president and directors of the Literary [ Fund, and published by directions of the | General Assembly. | Raleigh: | Holden & Wilson, print¬ ers to the State. | 1857. 49. 8 vo., pp. 32. The third revision. [Circular] to the chairman of the Board of Superintendents [on the Common School Register] . February, 1858. 50. Q., pp. 1. Fifth | annual report j of the | Superintendent of Common Schools | of | North Carolina. 1 [Raleigh: Holden & Wilson. 1858.] 51. Doc. No. 9, session 1858-59. Half title, as above. 8 vo. pp. 1-92, +ii+2 tables; map of school districts of Union County; extracts in North Carolina Journal of Education, I, pp. 84-97, 123-125, 184^188, March, April, June, 1858. The | North Carolina | Journal of Education. | Greensboro: “Times” office: by Cole & Albright, various dates. Dr. Wiley was editor in chief of this journal and contributed to its pages, much of which had already appeared in other forms. The volumes were: I. 1858, 8vo, pp. 390. 52. II. 1859, 8vo, pp. 334. 53. III. 1880, 8vo, pp. 382. 54. IV. 1861, 8vo, pp. 384. 55. V. 1862, 8vo, pp. 308. 56. VI. 1863, 8vo, pp. (not seen). 57. VII. 1864, 8vo, pp. 1-48 (no number seen beyond March). 58. 1470 EDUCATION REPORT, 1896-97. Objects and Character of this Journal. North Carolina Journal of Education. Vol. I, pp. 1-5 (January, 1858). 59. Female School [s] in North Carolina. Methodist- Protestant (Balto?), circa Sep¬ tember, 1859. One-half column. [Letter on] Common Schools. North Carolina Standard, December 21, 1S59. One-half column. 61. Report to Salisbury Convention [of the Presbyterian Church] on the Work of that Convention. North Carolina Presbyterian, December 24, 1859. 62. Sectarian Schools. A series of articles in the Wilson (N. C.) Ledger in 1859. 63. [Sixth annual] Report | of the | superintendent [ of | common schools, | of | North- Carolina, | for | the year 1858. | Raleigh: | Holden & Wilson, printers to the State. | 1859. 64. 8ro, pp. 57-f ri]+ll-+2 tables. Document, No. 10 session 1858-59; extracts in North Caro¬ lina Journal of Education, II, pp. 57-61, 122-123, 185-186 (February, April, June, 1859). Sixth annual letter of instructions and suggestions. 65. Dated April, 1858; in report for 1858, pp. 33-43: also in North Carolina Educational Jour¬ nal, I, pp. 151-160 (May, 1858). [Seventh annual] Report | of the | superintendent | of | common schools, | of | North-Carolina, | for | the year 1859. | Raleigh: | W. W. Holden, printer to the State. | 1860. 66. 8vo, pp. 63+ [1] +2 tables. Document No. 9, session 1860-61. Seventh annual letter of instructions and suggestions. [Raleigh: 1859.] 67. Dated May, 1859; reprinted in report for 1859, pp. 50-60; and in North Carolina Journal of Education, II, pp. 148-151 (May, 1859). Circular letter to the chairmen of the county boards of superintendents. August 1, 1859. North Carolina Journal of Education, II, pp. 285-287 (September, 1859). 68. [Eighth annual] Report of the superintendent of common schools of North Caro¬ lina for the year 1860. [Raleigh: John Spelman, printer to the State, I860.] 69. 8vo, pt. 1, pp. 39 + [l]; pt. 2, pp. 38; heading as above; no separate title. Doc. No. 10, session 1860-61; extracts in North Carolina Journal of Education, III, pp. 85-90, 97-109, 129-133 (March, April, May, 1860). Circular to the board of county superintendents of common schools of North Carolina, February 24, 1860. 70. Q., pp. 3. In behalf of the North Carolina Educational Journal. Reprinted in part in that journal, Yol. Ill, 57-59. Eighth annual letter of instruction and suggestions. [Raleigh: I860.] 71. Dated May, I860; reprinted in report for 1860, Pt. I, pp. 28-38; and in North Carolina Journal of Education, III, pp. 161-167. (June, 1860.) District committees and their duties. North Carolina Journal of Education, III, pp. 213-216, 277-280. (July, September, 1860.) 72. Examining committees — the studies upon which they are to examine those who wish to teach common schools. Official decisions of the general superintend¬ ent, dated Greensboro, July 7, 1880. North Carolina Journal of Education, III, 249-250. (August, 1860.) 73. [Review of Dr. Joseph M. Atkinson's] ‘‘The True Path; or, The Young Man Invited to the Saviour.” North Carolina Presbyterian, September 1, 1860, 3 columns. 74. A Suggestion to the Officers and Friends of Common Schools in all the Counties of North Carolina. North Carolina Journal of Education, III, pp. 280-282. (September, 1860.) 75. COMMON SCHOOLS OF NORTH CAROLINA. 1471 Suggestions to different local officers. Ibid., Ill, 309-311. (October, 1860.) 76. Letter to [R. M. Sherrill] a teacher of Cleveland County. Ibid., Ill, 311-313. (October, 1860.) 77. Letter to R. A. Freeman, Henderson County, on silent and noisy schools. Official opinion of general superintendent as to their relative advantages. Ibid., Ill, 313-314. (October, 1860.) 78. Opinions on various points, recently delivered by the superintendent. Ibid., Ill, 345-347. (November, 1860.) 79. Plan for teachers’ or normal schools, unanimously recommended by the State Educational Association, at its fifth annual meeting, held in November, 1860. December 6, 1860. 80. Q., pp. 2; also in eighth annual report, 1860-61, pt. 2, pp. 34-37. 8vo. Logic at Fault [Dr. Rice and Slavery] . North Carolina Presbyterian, 1860. [Yol. 3, No. 16.] 1 column. 81. Digest of the laws in force in relation to common schools in North Carolina; with reference to the original acts, explanations, decisions of the State superin¬ tendent, etc. Prepared under the authority of an act of assembly of 1860-61, by Rev. C. H. Wiley, superintendent for the State. 82. In North Carolina Journal of Education, May, 1861, Yol. IV, pp. 129-159; the fourth revision. Ninth annual letter of instructions and suggestions [May, 1861]. 83. 8vo.,pp. 12; also in report for 1862, pp. 31-42, and in North Carolina Journal of Education, May, 1861, pp. 150-158. [Circular against use of common-school funds for war purposes.] May 4, 1881. 84. Q., pp. 1; also in report for 1862, pp. 25-28. [Circular] to the chairmen of boards of county superintendents. May 28, 1861. 85. Q., pp. 1; also in report for 1862, pp. 21, 22. [Circular letter to teachers on a conference to consider text-books.] June 22, 1861. 86. Q., pp. 1; also in report for 1802, pp. 48-47. Address to the people of North Carolina [on the continuance of the schools and the production of Southern text-books, n. t. p., n. d., n. p. [July, 1831.]] 87. 8vo.,pp.l5; also in report for 1862, pp. 47-65; in North Carolina Journal of Education, IV, pp. 193-207 (July, 1861); in the North Carolina Presbyterian for August 17, 1881, et seq. [Circular] to the boards of county superintendents of common schools, November, 1861. 88’ Q., pp. 1; also in North Carolina Journal of Education, IV, pp. 345-347 (November, 1861): and in report for 1862, pp. 23-25. Memorial [from the State Educational Association] to the Convention of the People of North Carolina [on keeping open the schools and printing text-books at home] November 19, 1861. 1 p. 89. Not signed, but no doubt by Wiley. Letter to Chairmen. North Carolina Journal of Education, Y, pp. 117-130 (May, 1882). *" 90. The copy%f the Journal used was too imperfect to allow identification of this “ letter.1’ [Announcement of] fall dividend of school fund — $100,000, October 11, 1882. 91. Q., pp. 1; in North Carolina Journal of Education, IV, 269-271 (November, 1862); and in report for 1862, pp. 43-45. 1472 EDUCATION REPORT, 1896-97. [Ninth annual] Report | of the | superintendent | of | common schools, | of | N orth-Carolina | for ] The Year 1862. | Raleigh: | W. W. Holden, printer to the State, i 1862. 92. 8vo., pp. 72+2 tables; Doc. No. 9, session 1862-63, dated December, 1862. [Circular of State Educational Association on a General Convention of Teachers of the Confederate States.] January 12, 1863, 1 p. 93. Colnrabia, S. C., April 28, 1863, recommended as the time and place of meeting. Circular, | to the | authorities and people | of | North Carolina. | By Rev. C. PI. Wiley, | superintendent of common schools for the State. | Greensboro, N. C.: | Sterling, Campbell & Albright, | 1863. 94. 8vo., pp. 8; also in Report for 1863, pp. 18-25. [Circular on Graded Schools] , 1863. 95. 8vo., pp. 3. [Tenth annual] Report | of the | superintendent | of | common schools, | of | North Carolina, | for | the year 1863. | Raleigh: | W. W. Holden, printer to the State. | 1863. 96. 8vo., pp. 32+11. +2 tables; extracts from same in North Carolina Journal of Education, VIII, pp. 27-36 (March, 1864). Scriptural views ] of | national trials: | or | the true road j to | the independence and peace I of the | Confederate States of America. | By Rev. C. H. Wiley, | superintendent of public schools of North-Carolina. | [4 lines quotations] | Greensboro, N. C.: 1 Sterling, Campbell & Albright. | 1863. 97. 8 vo., pp. 213. [Letter] to the Honorable, the General Assembly of the State of North Carolina [against suspension of the Public Schools] n. p., n. d. [1865]. 98. Q , pp. 1. [Eleventh annual] Report of the superintendent of common schools, n. t. p., n. p., n. d. 99. Forms pp. 23-36 of the message of Governor Worth to the general assembly of 1865-05, which is dated January 18, 1866, and is printed as Document No. 7, session 1865-66. The swamp lands | of the | State of North-Carolina: | facts for emigrants and capitalists. | Published by order of the Literary Board. | Raleigh, N. C. | Printed by W. E. Pell, State printer — Sentinel office. | 1867. 100. 8vo., pp. 31; suppressed. Circular [letter] to the officers and friends of the Bible cause in North Carolina. 101. Q., pp. 1; dated April 24, 1874; reprinted in the State papers. [Letter declining the nomination for office of Superintendent of Public Instruc¬ tion.] Greensboro Patriot, June 21, 1876, and other State papers. 102. Dated Winston, N. C., June 7, 1876. [Circular letter] to the officers and friends of the Bible cause [in North and South Carolina]. 103. Q., pp. 1; dated Winston, N. C., October 17, 1876. [Circular from] American Bible Society, District of North and South Carolina [to the ministers of the Gospel in North and South Carolina]. 104. Pp. 1; dated Winston, N. C., October 24, 1876. Letter [to Rev. S. S. Murkland on the Education of the Negroes]. Greensboro Patriot, March 26, 1879. 2 columns. 105. Dated June 30, 1865, and decided in its advocacy of their education. COMMON SCHOOLS OF NORTH CAROLINA. 1473 Alamance church. | A historical address | delivered at | The Dedication of its- Fourth | House of Worship, | on October 18th, 1879. | By Rev. C. H. Wiley, I Published by the Congregation and other friends of the Church. | Raleigh: | Edwards, Broughton & Co., Printers and Binders, | July, 1880. 106. 8vo., pp. 46. Summarized in North Carolina Presbyterian, and summary copied in Greens¬ boro Patriot about November, 1879, 2$ columns. “Aramanchy” v. “Allemande,” North Carolina Presbyterian, February 25, 1880. 107. A discussion of the origin of the name “Alamance,” holding that it is an anglicization of “Allemande.” Report of Rev. Calvin II. Wiley on the condition of the University of North Car¬ olina, May, 1881. 108. 8vo., pp. 4 + table; summarized in North Carolina Educational Journal, July 15, 1881. History of the common schools in North Carolina. 109. A series of chapters in Heitman’s North Carolina Educational Journal, Chapel Hill, N. C.r 1881-1883, as follows: June 15, July 15, August 15, September 15, November, 15, December 15,. 1881; February 15, March 15, June 20, August 20, November 20, 1882; January 15, March 1„ June 1, 1883. Circular to the ministers and Sunday school superintendents and teachers of North Carolina [n. p., n. d. [1883].] 110. Pp. 2; on the State Sunday School Association. Report on the trade of North Carolina. Internal Commerce of the United States,. Washington: Government Printing Office, 1886. 111. North Carolina, pp, 214-260. Dr. Wiley also edited the Oxford Mercury; along with W. D. Cooke, founded! and edited the Southern Weekly Post, Raleigh; contributed to Sartains Union Magazine, to the Saturday Evening Post, and helped to found the North Carolina Presbyterian. Besides the foregoing which are known to be the wTork of Dr. Wiley I have- found various references to other work which he had undertaken, but I am unable to say whether they were brought to a conclusion and published. In 1852 a “College address ” is mentioned and in 1854 Dr. Deems proposed to publish the address which he had delivered at the previous commencement of Greensboro Female College. In 1853-54 he proposed publishing a “Common School Alma¬ nac” and also a “Primer.” In 1852 W. D. Cooke, Samuel Pearce, and C. H. Wiley made a formal and legal agreement to publish a “Map of North Carolina together with a book of reference.” It was to be at their joint risk and each was to have an equal share in the copyright and profits. Wiley was to prepare the book of reference, “consisting of a statistical work to accompany the map,” on railroads, canals, plank roads, rivers, cities, schools, colleges, productions, and general topography. Cooke was to construct the map and prepare it for the engraver. He was also to act as secretary and central agent. Pearce was to solicit subscribers. Wiley did some work on his part of the undertaking, having been particularly interested in the botany of the State, but withdrew in 1854 and the undertaking was carried on by the remaining members. The map, known as Pearce’s map, was published about August, 1856. The Gazetteer, continued by Pearce, was about ready in November, 1860, but was killed by the war. The map was again issued in 1871, from New York, by H. H. Lloyd & Co. Dr. Wiley had a catechism in hand in 1855 which was about ready to be sent to press. It was to be pedagogical in character and to be used as a text-book. It was to contain “short lessons in questions and answers, as to the origin, his¬ tory, and progress [of] common schools generally; their history, character, and ED 97 - 93 1474 EDUCATION REPOET, 1896-97. object here; the duties of parents, teachers, and children in regard to them; the name and style of the State, names of its governors, etc.” — Special Report, 1855, p. 61. He prepared and published a School Register, which was intended as “ a daily and permanent record of the school/’ and had ready in 1857 a “Manual” or guide for the use of teachers, with extracts from the school laws, etc. He wrote also a monograph on botany called “Catalogue of vegetable productions.” It extended to 100 pages. In 1858 he was engaged on a work entitled “ The duties of Christian masters. ” In 1872 he proposed to A. S.' Barnes & Co. to prepare a book on the resources of North Carolina and to issue it in three editions, English, French, and German, of 3,000 copies each. July 4, 1876, he delivered in Greensboro an address on the his¬ tory of Guilford County, in which he traced the sources of its population. He had also been engaged for many years in the preparation of a work on Revela¬ tions, which was left unfinished at his death. The bibliography of Dr. Wiley given above represents the principal sources for the history of the Common Schools in North Carolina. To' this may be added a few others, as follows: Colonial and State Records, Laws, Journals and Documents of the Legislature, North Carolina University Magazine, Reports of the Literary Board, Reports and Writings of A. D. Murphey, Caldwell’s Letters, Caruthers’s Caldwell, Foote’s Sketches. CHAPTER XXX. THE TEACHING OF GEOGRAPHY IN CERTAIN FOREIGN COUNTRIES.1 REPORT TO THE COUNCIL OF THE ROYAL GEOGRAPHICAL SOCIETY. By J. Scott Keltie, the Society's Inspector of Geographical Education. A very remarkable thing in the matter of education is the rise in the importance 'which within the last twTenty-ftve years has been given to geography; more remarkable still that since that enhanced importance has been made manifest, it did not occur sooner to college faculties and other educated thoughtful minds. The pamphlet mentioned at the head of this article appeared in the year 1885, and contains results of Mr. Keltie’s observations throughout Great Britain and several countries in Europe, which he was appointed to make for the Geograph¬ ical Society of London. The extent of those observations, the author’s judicious and painstaking use of the facilities everywhere accorded him, his candid admis¬ sion of the inferiority of geographical instruction in his own country as compared with several others, especially with the German Empire, all contribute to make his paper very interesting. A brief review with some extracts is given in this article. The following from the introduction shows the motive of Mr. Kelties appoint¬ ment and the scope of his duties: The object of the council in appointing an inspector of geographical education is to obtain fuller information than they now possess regarding the position and methods of geographical education in this country and abroad. I. As regards the United Kingdom. A. The inspector will ascertain, by means of correspondence or by actual inspec¬ tion (1) the extent to which geography of any kind is taught in our universities and public schools, and what special rewards are offered for proficiency in it; (2) the actual subjects taught under that name and the comparative time allotted to them; (3) the methods and appliances used in teaching these subjects; (4) the attitude of teachers and professors with regard to geography generally; (5) the value aliotte'd to geography in university examinations, and with what subjects it is united. B. The inspector will consult the reports of the examiners for the Royal Geo¬ graphical Society public-schools medals. C. He will ascertain the comparative position of geography in the examinations for the English public services, and will acquaint himself with the experiences of the examiners. II. As regards the Continent of Europe. The inspector will be expected to visit Germany, Austria, France, Switzerland, Italy, Belgium, Holland, and Sweden. In making his inquiries on the Continent the inspector should keep the following points in view: A. The position allotted to geography, especially in high schools and universi¬ ties, as shown (1) by the extent to which it is taught, the maps and other appli¬ ances provided, and the rewards offered in it; (2) by the time allotted to it as com¬ pared with other subjects; (3) its comparative value in examinations; (4) by the 1 For previous article see Teaching of Geography in Central Europe. Report of Commissioner for 1892-93, vol. 1, pp. 279-321. 1475 1476 EDUCATION REPORT, 1896-97. comparative number, status, and emoluments of professors of geography in uni¬ versities as compared with those of professors of other subjects; (5) by the attendance of students in the geographical classes. B. The extent of the field covered by geographical teaching in high schools and universities, and the standpoint from which geography is taught, whether (1) from that of physical science; (2) from that of history and politics; (3) from that of commerce. C. The methods of instruction adopted at various stages from the primary school upward. Whether the subject ever attains the position of a discipline, as distin¬ guished from a mere exercise of memory; whether it has been found possible to set habitually geographical problems for solution. Also the methods adopted in teaching pupils to read maps. III. As regards America. The inspector will ascertain, by correspondence with the proper authorities, the condition of geographical education in the United States of America. IV. In the prosecution of his inquiries both in the United Kingdom and abroad the inspector will collect specimens of the best text-books, maps, globes, diagrams, models, and other operations used in teaching the various branches of geography. These he will arrange and classify on the society’s premises for the information of the council. Where it is impracticable to obtain specimens, the inspector will report upon such contrivances as seem to him effective ends to geographical instruction, or in developing the geographical imagination. V. On the conclusion of his inquiry the inspector will prepare a report embody¬ ing (1) a summary statement of the work done by him; (2) the results of his inquiries in the various directions indicated above; (3) the steps which he would recommend the council to take in order to improve and extend geographical edu¬ cation in the United Kingdom. This commission is dated July 26, 1881. Mr. Keltie, in pursuance of these instructions, obtained extensive acquaintance with educational institutions at home and on the Continent, beginning with those which had been invited to compete for the society’s medals. Many of these he visited in person and attended class examinations. About eighty in the United Kingdom were dealt with, some of which, being regarded as representative, were described in detail and subjoined in the appendix to his report. It was already known to the council that the attention given to geography in the public schools and even in the universities was far below being adequate to its importance, and the medals bestowed by them for proficiency in the study had been discontinued. Of all the institutions, Dulwich College and Liverpool College alone exhibited proficiency deserving such reward. The subject has grown in importance since primary instruction came under the charge of the State. The study was made compulsory, and much progress has been made under a system adopted from Germany, known there as Heimatskunde, notably in London and some of the other great cities. These schools are abun¬ dantly provided with maps, beginning with those of the district in which the schools are situated, the cities and their suburbs; besides these there are in some large wall maps, geographical pictures, sheet maps, atlases, relief maps, and accompanying those of outlying districts specimens of products, vegetable and mineral, belonging to them. In the appendix is a very interesting article on the Heimatskunde,1 showing how minutely the Germans have studied the subject and provided for its instruction to the youngest pupils. The report of the inspector, when discussing the higher and middle class schools of the United Kingdom, grows less and less favorable as it ascends from the pri¬ mary. In all of these geography is included and receives some degree of attention, in many cases nearly nominal and in none as much as it is entitled to. As a gen¬ eral rule it is compulsory to a certain degree; that is, to the lower half of the school included in the third and part of the fourth forms downward. Herein it received from one hour to two and a half hours a week, while eight to sixteen See Report of the Commissioner for 1892-93, vol. 1, p. 290. TEACHING OF GEOGRAPHY ABROAD. 1477 hours were given to classics and four to eight to mathematics. Even in that brief allotment those who taught were only the class masters, who, with very few excep¬ tions, had received only a classical education, and who therefore taught geography reluctantly and inefficiently. This was also only what is known as political geography, confined to learning names and situations of prominent features on the earth's surface. “In one of our greatest public schools,” says Mr. Keltie, “it seemed to me that a boy might pass through the complete curriculum and never get a single lesson in geography, and at best the instruction he might get would be fragmentary and meager.” There are a few noteworthy exceptions, as Dulwich College and Glasgow Academy. In very many it was shown by interviews with masters that few of them had just conceptions of what geography really is. It is clearly shown that in nearly all of the great schools of Great Britain geography receives only a beggarly share of attention compared with other studies, that it is confined to the lower classes, except where, in the higher, it is regarded ancillary to the study of history. This condition is accounted for in part by the inspector in the following paragraph taken from his report: On the whole, I am bound to admit that the unsatisfactory position allotted to geography in our public schools is not so much the fault of the teachers as of the conditions upon which they are compelled to regulate their programmes and their methods. A perusal of the statements in the appendix (E), in which many head masters have favored me with their views on the geographical situation, will give the conviction that the present condition of geography in our public schools is almost entirely due to the exigences of examinations. Geography, we are told in so many words, * does not pay.’ It is not recognized at the universities by either professorship or readership; it does not find a real place in any of their examina¬ tions; while in the army and navy examinations it is at a discount, and such geography as is given is of very partial character and is left mainly to crammers. The head master of one of our oldest public schools told me he deliberately warns his pupils to keep their eyes steadily fixed upon the examinations they'have in view and the careers for which they are destined, and to neglect every subject, including geography, which in that view will not pay. This at least was the difficulty in the way of geography, the failure of the univer¬ sities to recognize the fullness of its value. The inspector relates that he was told by one of the most cultured and successful teachers of geography that the head master in the school wherein he taught, and even the assistant masters, used con¬ stant endeavors to make the pupils give up the study entirely. “ There is,” says the inspector, “ no professor of geography in any university or university college in this country. The London University examiners profess to examine in geography for matriculation, but the questions are bracketed with the history paper, and, as an authority informs me, in 90 per cent or more cases are shirked or imperfectly answered.” Although there is at Oxford a lecturer on geography attached to the school of modern history, still he holds quite a subor¬ dinate place compared with the rest, who regard with derision the idea that any¬ thing scientific can be ascribed to that study, and who profess to be not able to see how it can ever be raised to a separate independent subject in the university. In Cambridge the subject is regarded as more respectable, and some efforts have been made to assign to it a distinct place on the programme. In a report of the special board for biology and geology, dated February 6, 1883, among other sug¬ gestions was this: “University teachers should be eventually appointed in the following subjects: Agriculture, anthropology, geography, metallurgy, and mining.” The inspector ascribes the failures of the appointments recommended mainly to the want of funds. At the time of the report of Mr. Keltie the subject was receiving much consideration from many of the Cambridge men. Most earnest appeals have been made by thoughtful men outside. They are telling words of Professor Mcsely, one of the society’s members, which Mr. Keltie quotes: “ The more I gam in expe¬ rience by an examination in physical geography, the more I am convinced of its 1478 EDUCATION REPORT, 1896-97. value as a subject of general education and the more I regret that it is not repre¬ sented in British as in German universities. It is almost useless to expect that schools will do it justice until it is recognized at the universities, and Scholarships and other inducements are open to those proficient in it.” This portion of the report closes with some extended and very apt observations upon geography in the public services. The following extract seems very striking. It is from an address of Sir Charles Wilson, R. E., at the Dublin meeting of the British Association. Speaking of the essential need of a knowledge of geography to a military man, he said: “A commander entering upon a military campaign without such knowledge may be likened to a man groping in the dark. With it he may act with a bold¬ ness and decision that will often insure success. It was this class of knowledge, possessed in the highest degree by all great commanders, that enabled Jomini to foretell the collision of the French and Prussian armies at Jena in 1807, and in later years enabled a Prussian officer, when told that McMahon had marched northward from Chalsus, to point unerringly to Sedan as the place where a deci¬ sive battle would be fought. Chief Justice Daly, in his address to the American Geographical Society, draws attention to the Franco-German war as a ‘war fought as much by maps as by weapons,’ and attributes the results to skillful military movements, performed by an army thoroughly acquainted with all the geographical features of the country over which it was moved.” And he adds, “ It teaches that if the fate of a nation may depend upon a battle, a battle may depend on a knowledge of geography. ” The report as to Great Britain ends with the following: Except, then, in our elementary schools, in the high schools for girls, and in iso¬ lated middle-class schools, Professor Mosely's statement still holds good; geogra¬ phy in this country is almost entirely neglected as a matter of education. An edu¬ cational authority, in writing to me, puts the situation very tersely, thus: (1) In universities it is nil. (2) In public schools very nearly nil, as the society’s exam¬ inations for their medals have proved. And when it is attempted, it is given to the most incompetent master, and he has a wretched set of maps. (3) It is required for the public services and taught, I do not know how, by crammers. (4) The only places where geography is systematically taught in England are the training colleges, male and female, and the national board schools; within the last few years some few good high and middle class schools. “ Even with the time now allotted to it in our higher grade schools,” adds the inspector, “much more could be made of the subject if the teachers themselves had any real knowledge of it; had some training in the best methods of teaching it, and worked on a common programme intelligently constructed, so as to cover the whole field systematically, and had at their disposal such text-books, maps, and other apparatus as are almost universal on the Continent.” The progress made in the improvement of geographical instruction since this report was offered has been slight and it still describes substantially the condition of that study in England. At the Sixth International Geographical Congress held in London, August, 1895, 1 it was frequently reiterated “That the treatment of geography as an educational subject in England was not as advanced as in some other countries. ” At the same time it w^as recognized that the British geographical societies were making great efforts to put it upon a better footing, and the appre¬ ciation of those efforts vTas voiced in the following resolution: The attention of this International Congress having been drawn by the British members to the educational efforts being made by the British geographical socie¬ ties, the Congress desires to express its hearty sympathy with such efforts, and to 1 An interesting accompaniment of this Congress, which was held in the Imperial Institute, was the exhibit of geographical appliances. This was arranged under five heads as follows: (1) Pictures, photographs and lantern slides; (2) historical collection; (3) various instruments and apparatus; (4) exhibits from various countries; (5) commercial exhibits. The next Congress will convene at Berlin, 1899. TEACHING OF GEOGRAPHY ABROAD. 1479 place on record its opinion that in every country provision should be made for higher education in geography, either in the universities or otherwise. Turning to the continent of Europe, Mr. Keltie notes a marked contrast with Great Britain. In all these countries, education being more or less under control of the state, geography has a distinct place upon the programmes of schools and higher institutions. At the head of the list, undoubtedly, is Germany, although even there the standard is not yet as high as leading geographers desire to see it raised. This standard Mr. Keltie admits to be far beyond any his native coun¬ try has ever had sight of. Yet even in Germany there are differences among the several provinces in the amount of independence given to the subject, some putting it along with history on one basis of time, while in others these are sepa¬ rate and have each its own period. The establishment of chairs in the universi¬ ties has contributed to bring about uniformity. The most thorough instruction is given in elementary schools and those denominated Biirgerschulen, where the teachers have been trained in normal schools. Eminently noteworthy are the Heimatskunde, wherein it is indeed surprising how extensive and varied knowledge may be imparted to even young children by judicious training of teachers 'who have been made thoroughly competent in every particular. The inspector gives some very instructing accounts of several recitations which he attended. He relates an interview held with Dr. Finger, the inventor of the system, wherein he found that among other modes of instruc¬ tion teachers often took the pupils on excursions to the districts around the school, and even sometimes, as on holidays, on extended tours. “With their maps in their hands, they identify the leading features, become personally acquainted with cities, rivers, mining districts, minerals, and manufactories. This plan of making excursions, sometimes to a considerable distance and lasting for days, is carried out in Germany and France, and even in Spain.” In the matter of map reading, German schools are extremely painstaking, pupils being required over and over again to explain maps given for their use and to draw them themselves, often in outlines drawn upon the floor, using sand to build up the prominent features of a district to which their studies are at any time particularly devoted. The following programme the inspector subjoins, being taken from one of the high schools in Leipsic, which, he says, may be regarded as a fair representative of that class in Germany. To those not acquainted with the immense progress made within a few years in teaching geography, this programme, extending throughout nine years, might seem astonishing. Sixta. — Two hours per week. Fundamental positions of mathematical geogra¬ phy and the leading principles of physical geography. General view of "the division of land and water on the surface of the earth. Geography of Saxony. Exercises in reading and drawing maps. Quinta. — Two hours per week. Further instruction of the fundamental con¬ ceptions of geography. General description of Europe, especially of Germany. Exercises in map drawing. Quarta. — Two hours per week. Revision of the leading principles of physical and mathematical geography. Extra European continents. Map drawing. Tertia. — Two hours per week. Germany, physical and political. Map drawing. TJnter-sekunda. — Two hours per week. Geography of foreign European coun¬ tries and their colonies. Ober-sekunda. — Two hours per week. Extra-European continents, with special references to their physical conditions. Unter-prima. — Two hours per week. Revision of the whole field of geography. Astronomical geography; continuous observations of the apparent course of the sun by means of the gnomon. Observations of stars. True and mean solar time and stellar time; the ecliptic. Gber-prhna. — Two hours per week. Revision of the whole field of geography. Astronomical geography. Proof of the globular form of the earth, of its rotation, of its revolution round the sun, the orbits of the planets. 1480 EDUCATION REPORT, 1896-97. The inspector remarks at considerable length on the methods employed by geog¬ raphy teaching in quite a number of schools into which he was admitted, where he was impressed by the little use made of text-books, for which lectures were substituted by their teachers, supported by maps and materials for present con¬ struction of them by himself and the class. Some of these recitations might well be included in this article if there were sufficient space. In all the higher schools geography holds its position on an even line with other subjects, and the certifi¬ cate awarded to a pupil upon leaving has equal dignity with one in Greek and Latin prose. In the German universities geography was slow in being admitted to its just rank. Down to 1873 the only chair was in the University of Berlin, which was held by Ritter. At the time when this report was made (1885) there were twelve, and another (at Munster) was to be established in that year. Holders of these chairs have equal rank with other professors, and receive the same salary. As to the University of Gottingen, the inspector was assured by Prof. H. Wagner that in examination for the degree of doctor of philosophy, geography “ has the same position and value as all the other subjects in the philosophical branch — languages, history, archaeology, mathematics, physics, chemistry, zoology, geology, and bot¬ any. If geography is the principal subject in which the candidate wishes to obtain his doctorate, he is obliged to write a scientific dissertation, which is printed, and which must show the progress of the science.” A special degree, named Facultas Docendi, is for those who are qualifying them¬ selves especially for teaching the subject. For this a more than usually extensive course is undergone by candidates. The inspector dwells at considerable length on the courses of Professors Rein, Wagner, Clausius, Richthofen, Kirclioff, Kiepert, Partsch, and others. Of the Austrian universities, chairs of geography are in Vienna, Czernowitz, Graz, Innspruck, Prag, Budapest, Klausenburg, and Krakau. The subject, though extensively treated, is not up to the standard of Germany, being limited almost entirely to Europe and particularly devoted to Austria itself. In the schools, however, of all grades the subject ranks in all respects equal with Germany, except that in some it is connected too closely with history. The country is particularly rich in text-books, school wall maps, and atlases. The following is quoted from the inspector’s report concerning the Vienna Commer¬ cial Academy: Vienna possesses what is probably the leading commercial academy in the world; attended by about 900 students, many of them from foreign countries. Under Professor Zehden, geography forms one of the most important branches of instruction in the school, the course extending over three years. As in all the best schools in Germany and Austria, there is a special room for geographical apparatus. Here I found about 150 maps, all of the best class, including special maps from foreign countries. There are two sets of Holzel’s Charakterbilder, both geographical and historical; Kirchoff’s Rassenbilder, besides hundreds of photos and engravings of cities, seaports, etc., Pick’s Tellurium, and other spe¬ cialties. The report for this country closes with an account of a visit to the Austrian cadet schools and the department of the general staff, the maps produced by the latter being “ celebrated the world over.” The report on France ascribes the immense development in the study of geog¬ raphy in that country mainly to efforts in its behalf by Professors Levasseur and Kimley. As a translation of portions of an extended pamphlet by the former is to appear hereafter in this chapter, we pass on. In Italy the subject is undergoing changes for the better, in emulation of Ger¬ many, although there, as in Great Britain and most other countries, the primary schools give more attention to it than the higher. In that country the wall maps and atlases, prepared under the direction of Prof. Cavaliere Guido Cora, of Turin, TEACHING OF GEOGRAPHY ABROAD. 1481 Professor ivialfatti, of Florence, and others, are equal to those in Germany, and the relief maps are the. best in the world. Especial mention is made of the Tech¬ nical School of Alessandria, the Naval and Technical School of Genoa, and the Military School of Turin. High praise is accorded the ministry of education for its liberality in the supply of needed apparatus of every kind. Professors of geog¬ raphy are on the same footing as others are in the universities at Rome, Naples, Florence, Genoa, Bologna, Milan, Padua, Palermo, Pavia, Pisa, Venice, and Turin. In Switzerland, inasmuch as the separate cantons have themselves control of education, there is a difference in the degree of advancement of geography. It has made greatest progress in Zurich, Berne, and Basel. With the exception of Zurich, there are no professors in the universities. As elsewhere, it is in the lower schools that geography has most attention. The example of Germany is being imitated by Swiss teachers, who are doing everything possible to advance the sub¬ ject up to the standard of its more and more generally admitted importance. The system of cartography in general is on a high plane. In Belgium, although geographers are hopeful from the increasing interest taken in the subject, there is yet no professorship in any of the universities. Education being under the control of the State, progress is being made rapidly in the schools of all grades. Since Mr. Keltie’s report was submitted the new University of Brussels has been founded (1894) and a chair of geography established, with M. Elisee Reclus as the incumbent. In Holland there is no professorship for geography in any of the universities. In a letter from Professor Kan, of Amsterdam, to the inspector he says: ‘'Physi¬ cal geography is taught in the faculty of mathematics and physics by the pro¬ fessor of physics; political geography in the faculty of literature and philosophy by the professor of history. The comparative value of geography in examinations is very little. In the schools that are regulated by the Government, geography has special courses more extensive in the lower than the higher. Schools are generally well supplied with maps and other apparatus. Particular attention is bestowed upon economic geography. In the University of Leyden is a professor¬ ship of the geography and ethnology of the Dutch East Indies.” In Sweden no professorship of geography is in either university, Upsula or Lund. The elements of political geography are taught by the professor of politi¬ cal science. Within a few years past this professor has given special lectures on the subject. It is taught with much care in the schools of all grades. In Spain, thanks to the work done by M. Levasseur in France, a very strong impluse has been given to geography. The inspector concludes his report upon the teaching of geography in the countries of Europe in the following words: Thus it is evident that geography lias a serious place in education of all grades on the Continent, and that in Germany, Austria, France, Italy and Holland there are professors of the subject at certain of the universities. The Govern¬ ment of every country I have visited insists that it should be so. Geographical specialists complain that it has not in the higher schools the time allotted to it which it ought to have, and that there is a lack of properly trained teachers. The time, in my opinion, could not be much more than it is at present, and if the carefully arranged programmes are thoroughly carried out by competent men, boys ought to leave the higher continental schools with a very solid knowledge of geography, indeed. As to teachers, well-trained men— men who have taken the course and passed the examination for the Facultas Docendi in geography— are becoming commoner every year under the influence of the universities. In short, we find generally present in the continental systems of geographical instruction all the elements of development and success. 1482 EDUCATION REPORT, 1896-97. GEOGRAPHY IN THE SCHOOLS OF FRANCE. M. E. Levasseur, professor at the College of France and at the Conservatory of Arts and Trades, read a very able and interesting paper before the Sixth Inter¬ national Congress of Geography, held in London, July, 1895. The paper was sub¬ sequently published as a pamphlet,1 and, through the courtesy of the author, has been placed at the disposal of the Commissioner of Education. Copious extracts are here presented. In the preface M. Levasseur says: The manner of teaching geography varies according to the institution where instruction is given. It is not the same in primary, in secondary, and in higher schools. There are three degrees which it behooves to study separately. They do not all admit either the same matters or the same development in common mat¬ ters, nor the same method of exposition. Moreover, each of these degrees admits manifold gradations according to the general development of the pupils in culture and the kind of preparation in the institution ; one could not give precisely the same instruction in a small school of a village as in a large city ; in a school in Paraguay as in one in Saxony. Inasmuch as two reporters have been appointed by the committee of organiza¬ tion to treat the subject, I shall not undertake to consider it in all its phases, so as to avoid confusion and repetition by taking points which M. Lehman will not dis¬ cuss. I shall, indeed, respond with more precision to the desire of the committee who have asked that study of me, and I shall render a better service to my col¬ leagues by devoting myself specially to the teaching of geography in France, and presenting some of my personal views in that behalf. As for the works in which I have endeavored to make known my sentiments on primary and secondary instruction, I refer the reader to the note on the method of teaching geography proposed by M. Levasseur, which I communicated to the Fifth International Congress of Geographic Science, at Berne. THE PRIMARY SCHOOL. Geography necessarily should figure in the whole programme of primary edu¬ cation. For it is important for every person to have some knowledge of the sub¬ ject, and a large majority of the inhabitants of a country, receiving instruction only therein, would suffer loss if the primary school failed to impart it. I maintain that next to the three fundamental branches — reading, waiting, and arithmetic— history and geography are those most important in that instruction. In a report made in America under the name of a special committee, Mr. W. T. Harris, Commissioner of Education of the United States, places geography before history in rank of importance, because it imparts to the child practical, real knowledge which will be useful in life. I cite the argument as having a certain value, but 1 am content myself to ask for equality in these two studies. The Maternal School (L’ecole maternelle) . — Before the primary school should we make a place for geography in the maternal school, otherwise called kindergarten? A question to be left, in my opinion, to every directress of a school of that sort. If the directress judges that her children have understandings sufficiently developed to comprehend (their eyes on the globe) that there are lands and seas, that their country and their districts are situate somewrhere on that globe, to the degree that they can take some interest in looking at those figures representing men — white, yellow, and black — mountains and valleys — she may inspire in them, by amusing them, an incipient desire to know geography. But one must guard against general rules and impose nothing as a task. One does not gain time in undertaking to give notions of geography to children before the age of 6 or 7 years, which in general is that of entrance to the primary school. Geography, so named, has no place in the maternal school. TWO METHODS PROPOSED FOR BEGINNING INSTRUCTION IN GEOGRAPHY. Even in the primary school geography should not be admitted until the pupil has learned sufficiently to read and write. Instruction therein should be very simple, clear, methodical, and demonstrative, and, as far as possible, it also should be regulated by a method, uniform in all schools, of the same degree in the same country. 1 La Geographic dans les Ecoles et a l’Universite. Par E. Levasseur, professeur au College de France, et au Conservatoire des Arts et Metiers. TEACHING OF GEOGRAPHY ABROAD. 1483 Two methods present themselves to lead beginners into the first principles— the commune (or particular) and the earth (or general) methods. I much prefer the former, but I believe that it would be an error to adhere in a manner exclusive or too long to either. The first programme of special secondary instruction fell into that mistake when, under the title of “Summary study of France,” which should be made in the pre¬ paratory year, it was prescribed not only to begin with the department in which the school was located, but to continue with neighboring departments and proceed, successively, throughout all the departments of France. Such sequence is not one of order. It could not but make confusion in the memory of pupils, because particular features do not attach themselves to every general plan. If description of the locality interest the child, it is mainly because he knows it before the teacher has described it to him; but when it comes to regions that he has never seen, or which are in no wise connected with those which he has seen, it profits him lit¬ tle to speak about a place situated 50 or 500 kilometers distant. PLAN OF THE CLASS — STUDY OF THE COMMUNES AND DEFINITIONS. This is why I have never ceased during thirty years to advise that the first place should be given to the study of the commune, whose territory is familiar to the pupil, especially if it is rural, and even to begin before the commune with the class and the school. I have given an example of the method in a series of small departmental geographies, the first of which (Seine-et-Oise) I composed myself, and the others were prepared by different authors on the same plan and under my direction. The Germans, long before, employed a similar method. The Ameri¬ cans and other peoples use it often. It is easy to publish a departmental geography. It is not easy to find an editor who will undertake the publication of the geography of a commune unless it be of a large city, because the sale of the volume will be too small. We must therefore trust for that instruction almost entirely to the good will and the tact of the teacher, giving to him, however, some directions. Of what use is description of the school? Merely to make the new pupil learn how to draw a map of anyplace on paper or a blackboard, and recognize the right, the left, direction in general, and give to him a first idea of position. A child having well gotten that idea will be able promptly to read a map. Why the commune? To attain the same end and to impart to pupils, with help of experience, the idea of essential definitions. On the bank of a stream they can easily be made to understand the course of a river, the right bank, the left, and even the basin; on rising ground, they will perceive with their own eyes a water¬ shed, a ridge, a chain; the sight of things will keep up their attention and fix in memory the definition which, isolated, had been arid to them and unintelligible. Without doubt such sight is not enough; there are names and definitions which they must learn by heart; but, as often as possible, they must be shown the thing itself in order to "be assisted in retaining the name. Thus learned with help of their eyes, definitions will be fixed in the memory in a way more rational and more enduring. So in this connection, with some modification, one might apply the proposition of Liebnitz, Nihil debet esse in inemoria quod non prius merit in inteilectu. In some of the geographical text-books assigned for primary instruction, princi¬ pally in the Elementary Atlas, I have employed that method, while essaying to join with it some general ideas of the earth and geographical definitions. Not being able to put before children examples from nature— that is, for the master alone, whose business it is — I at least keep from giving any definitions without accom¬ panying the text with an image, in order to set it before the eyes of the pupils, and I have advised teachers to complete such images with realities. This is what is done now by almost all writers of books of this kind everywhere. There is hardly any commune which has not a water course and some variations of ground which the teacher can cite in illustration of his images. If there are none, he can figure them with sand arranged in a large box. I have often repeated that the smallest phenomenon in nature can furnish com¬ parisons which every intelligent teacher will know how to employ. For example, if a thunderstorm arises, the playground of the school is marked off with streams of water which form confluences, islands, deltas. It is by familiar examples of this kind, by images, and oft- repeated questionings, that initiation into the study is begun. 1484 EDUCATION REPORT, 1896 97. USE OF THE GLOBE FOR IMPARTING FIRST NOTIONS OF THE EARTH. One of the consequences of this method is employment of the globe in beginning lessons on the earth. A child of 8 years is incapable of understanding a plani¬ sphere — that is, to transform mentally in one sphere two circles or a quadrilateral drawn upon a plane surface. Even many adults hardly conceive the true form from that deformed image. With the terrestrial globe in his hand the teacher should say, ‘ ‘ Here is the earth. It is a ball. See the place upon it that your coun¬ try occupies.” Then, with finger on this globe, he gives the first lessons on oceans and continents. When, after a time, the pupil’s eyes have become familiar with the rotundity of the earth, he can explain to him summarily how outlines are reproduced upon paper and place a map before his eyes. At what stage should the globe begin to be used? Opinions vary. My own is that the teacher will use it most advantageously as soon as his pupils have learned definitions by the study of the commune. That double study, the commune and the globe, suffices for the first course of instruction in geography, whose only object is to open the pupil’s intelligence to geographic ideas. Make one see in order to make him understand. THE MIDDLE COURSE.1 With the middle course begins the study of geography, properly so called. It should be devoted particularly to one’s country. Every child has need to know his country and learn to love it. To that end, the master in a French school should go over definitions, taking care always to accompany with examples suitable for making them understood. In every lesson he will explain what the earth is and what Europe is on the earth just enough to make them comprehend what in Europe is France. Then he will address himself to the study of France, giving the greater part of his time to physical geography and ending with the departments and a simple enumeration of colonial possessions. In many French primary schools each year is doubled; that is to say, the pupil, unless he has been found very intelligent, pursues for two successive years the same matters, and a large majority of pupils learn twice the same course —a good method, because things should be repeated in order to be fixed in the memories of children. Moreover, each course should be in some sort a development from its preceding, with review of things already understood and addition of new. HIGHER COURSE. The higher course, which pupils follow also two years, comprises, besides a rapid revision of definitions and elementary notions of cosmography, a return to the geography of France, with some new details, afterwards the study, physical and political, of Europe, a very summary study of other parts of the world, with a little more of development, however, for very important nations, as the United States and the colonial possessions of France'. It is important that a pupil get precise acquaintance — I do not mean detail — with those colonies which he will come before long to regard an important part of his own country. He will thus become more familiarized with that idea and be better disposed, if he should have a position, to go there without considering himself expatriated. Here follows an extended official programme of the primary schools. Then comes the method of instruction, in which the author refers to some of his own previous observations given before a conference of teachers at the Sorbonne 2 on the occasion of the World’s Exposition in Paris in 1878, in which he lays much stress upon the importance of utmost precision in instruction, yet with caution against unnecessary multiplication of details. Learn a title; learn that well, is with him a favorite maxim. REASON AND CONNECTION OF GEOGRAPHIC PHENOMENA. After several paragraphs discussing minutely but with much interest the value of atlases, wall maps, and blackboards with outlines of maps, M. Levasseur con¬ siders the means of imparting notions of the causes and relations of phenomena. 1 The primary school of France comprises three grades— elementary, middle, and higher. 2 L’enseignement de la geographie dans l’ecole primaire, in the collection, “ Conferences faites a la Sorbonne aux institutenrs delegates a 1’ Exposition nniverselle de 1878.” TEACHING OF GEOGRAPHY ABROAD. 1485 Alluding to an example in a note given by him regarding the importance of a wall map in which the varying courses of the Rhone are depicted, he says: By this example it was seen that I endeavored to show, as far as possible, the reason for everything. It is of little importance that a child shall know all the windings of the Garonne, but when once he has understood how the Garonne flows at first toward the north by reason of the slope in the region of the Pyrenees, then turns to the northwest because of the obstacle of the central mass, he will have a notion of it reasoned out that he will never be able to efface from his mem¬ ory. The same with the Rhone and the bend it makes suddenly at Lyons before the Cevennes, the same of the Loire, and the bend it makes between Nevers and Blois. For understanding the movement of waters one must have, first, acquaintance with relief. For this reason I am not in favor of the method which consists in teaching geography by isolated basins. This can be done with profit in a higher course, but on conditions that pupils already have an idea of the “ensemble” of relief masses. This is why it is desirable to commence by the special study of the relief of the ground, and it is well to make that study with the aid of a hypso¬ metric chart. When, twenty years ago, I attempted to introduce that kind of chart in this instruction, it was objected that the children were not capable of understanding it. In reality they are, and it is not more difficult for them to dis¬ tinguish by colors, grounds — low, medium, and high — than to figure to themselves chains of mountains by hatchings. These hatchings, when they indicate nothing except a ridge, delude by giving the impression that the chains are like walls. If they assume to indicate everything on an elementary chart, as on a topographic, they become confusing. The very simple hypsometric tints, completed, as required, by touches at the bottom and on the side of the chart, have not that defect, and allow a durable impression of the general relief of the region. Hyp- sometry is as desirable for a wall chart as for the maps in an atlas. CHARTS IN RELIEF. It is for the purpose of giving to children the first ideas of the form of the ground that charts in relief are recommended. They were a part of my method, and from the beginning I included them in the works undertaken by me for practical application. To be of service it is not enough to have relief; the relief should be exact. I oppose globes in relief because, however large they are, any relief is such an exaggeration that it imparts a false idea of the relations of mountains with the general surface of the earth. On one of the two globes which I had had put up, the elementary globe, which is on a scale of 40,000,000 (1 meter in circumference) , I marked with a small brass nail the relative altitude of Goarsankar. The nail did not project one-fourth of a millimeter. If charts in relief are local, serving for the study of the commune, it is very desirable that the geographer (in this case often the teacher himself) should use the same scale for heights and distances, so as not to alter the angles of the slope. But if the charts present an extensive region, as France, it is necessary to exag¬ gerate heights so as to make them sensible to the eye; still, the exaggeration should be as slight as possible. On my relief chart of France it sufficed to take a vertical scaler.a quadruple of the horizontal, in order to show important variations in the ground. Besides, the appearance of relief slightly exaggerated does not deceive as much as one would suppose, because in reality we look at mountains from the bottom upward, while on the chart we regard them from the summit downward. CLASS BOOKS. In primary schools they use manuals, atlases, and text-books. The manual, com¬ prising questions and answers, as composed by the Abbe Gautier, has the defect of relieving the teacher from personal effort, in relying too exclusively on the pupil’s memory. The text-atlas— that is to say, the book containing both text and map in juxtaposition, so that the pupil has not to turn the page (a process which detracts from its utility) — appears to me preferable, and is now generally preferred in France; those of M. Foncin are so especially. They have long been in use, but it is hardly more than twenty-five years since attempts have been made to get them up in a rational manner and with careful topography. The publications of M. A. Guyot, which have done much to change the study of geography in the United States, suggested my first text atlas twenty years ago. . . . 1486 EDUCATION REPORT, 1898-97. In teaching geography in the primary school, material is of much importance, bnt the teacher of yet more importance. To apply the method I have recom¬ mended, as I have said elsewhere", “it is necessary for the teacher to perform his own part, drawing from himself some of his explanations, inventing means of demonstration, and being always ready to answer the pupil’s questions.” I ended the conference of 1878 in saying to the teachers that “certainly they should prefer to make a lesson profitable rather than remain bound to nomenclature; that they should make the book serve them rather than become its servant.” This counsel it is well to repeat. To put it better in practice, teachers must not only be zealous but well prepared. It is in the normal school where geography has made such notable progress during twenty- five years that such preparation is the most surely obtained. M. Levasseur then proceeds to consider the schools of secondary grade (lycees and communal colleges). Passing over the general description of these which has been given quite fully in previous reports of this Office,1 we present here, first, the programmes of geography which obtained from 1865 to 1890, and follow¬ ing this tabular view the author’s discussion of particular topics and statement as to the professors in charge of the subject: See in particular Report for 1890-91, vol. 1, pp. 109-124. Programmes of geography for secondary classical schools. TEACHING OF GEOGRAPHY ABROAD. 1487 1488 EDUCATION REPORT, 1896-97. The development of the subject from 1874 to 1880 was due to the work of a spe¬ cial commission appointed in 1871 by Jules Simon, minister of public instruction, of which commission M. Levasseur was the secretary. Of the revisions in the programme which have taken place since 1880 M. Levasseur says: “ The text has been abridged for the purpose of simplifying the instruction, which is desirable. The distribution of the subjects has been changed, . . . but on the whole the spirit of the reform of 1872 has been maintained, and substantially the order of topics.” The programmes of special secondary instruction, now changed to modern sec¬ ondary, are also discussed in detail, and regret is expressed that since 1890 these have become, so far as regards geography, identical with those of the classical course, whereas formerly the subject was much more extended in this division of the lycee. THE GEOLOGICAL FORMATION OF LAND. The geological formation of lands, a study which until the reforms of 1872 had no place in geographic programmes, ought to be presented in a very summary way, simply to the degree necessary for assisting the pupil in “retaining more easily the impression of an orographic system of which he will have the secret.” The relief of the land studied, not as formerly in France by the enumeration of chains and mountains, but by description of the undulations of the country, cor¬ rugations, crests, table-lands* plains, valleys, in a manner to give a precise idea of the form of land, with more or less of details according to the case; the regime of waters, whose courses are explained by this relief of the soil, as the climate explains the formation and as geology by its help makes us comprehend absorption or con¬ tinuous flow; the sea and the shores; the climate, the study of which, as it seems to me, should be placed at the end of physical geography rather than the beginning, because, although it may be the principal cause of the regime of waters, it is due itself in great degree to the height of mountains, to the situation and geologic constitution of the soil, also to its degree of proximity to the great masses of waters. These are the four parts of physical geography in the programmes. Polit¬ ical geography comes next, comprising historical geographj^ — that is, the formation of States ; and administrative geography — that is, their principal boundaries (cir¬ cumscription) , with some knowledge of their governments and the composition of their interior administration. Under the name of economic geography are com¬ prised population (territorial density, increase), studied principally in its relations to the soil ; agriculture, with amount of principal products of such region and their relation with soil and climate; mineral productions, and their relation to geolog¬ ical constitution; manufactures, outlined by some essential particulars and con¬ sidered principally in their relation with agriculture ; and mines, which contribute raw materials, and the population that use the products; ways of communication by water and land, whose outline is caused by the water systems, the relief of the soil, and the needs of the people; commerce, which, utilizing these ways, places the products of agriculture, mineral and manufacturing industry within reach of the people and creates currents of exchange between nations. These various parts of instruction constitute the three groups of geography — physical, political, and economic. Economic geography existed not in name nor in ifact, so to speak, in the schools of France before 1865. I congratulate myself on having introduced it in fact in the programme of secondary special instruction in 1866 and in name as well as in fact in the programme of classical instruction in 1872. If it is of advantage anywhere, it seems to me to have a special value in the former of these two courses, and, as I have said before, ought to have more development therein than elsewhere. These different divisions of geography are only separate members of one and the same science. It is needful to bring together these members in order to give unity and life to the body, to find the links that bind all together in order to rise to a just conception of general harmony. The author appends in this place extracts from a paper upon the subject read before the Academy of Moral and Political Sciences in 1871. This is followed by elaborate lists of programmes of various classes during several years, and some very thoughtful observations upon the use of blackboards and outline maps. We translate what is said about the professors of geography. TEACHING OF GEOGRAPHY ABROAD. 1489 PROFESSORS OF GEOGRAPHY. In the secondary schools of France the teaching of geography is intrusted to a professor of history and geography. Some of the particular friends of geography have asked, and they yet ask, that geography be assigned to a special professor; that an examination (agregation) in geography be established, and, at the superior normal school, a section of geog¬ raphy to prepare for this examination. In support of these claims they offer some arguments that are impressive, though not entirely conclusive. They urge, for example, that certain scientific or economic knowledge is necessary for the geographer but superfluous for the historian. Their views appear to have been regarded with little favor. Doubtless, in some large lycees, it might be advanta¬ geous to intrust classes in geography to one professor, but in small establishments this would be impracticable. On the other side, many teachers, like myself, think that in specializing too much the work of the teachers in secondary schools there is danger of narrowing their horizon and perhaps of pushing instruction into needless detail. In the primary school one teacher gives the whole of the instruction ; in the chairs of higher instruction specialization becomes necessary; but secondary schools occupy an intermediary position. Now, between history and geography there are relations sufficiently close to prevent the one from being incompatible with the other. It is not more difficult to acquire the special knowledge which topography, drawing of charts, etc., require than that required for the understanding of chronology or the reading of ancient manuscripts. Professors of history and geography ought to be furnished with diplomas that attest their capacity. The first is a licentiate in history; the second, which is the definitive sanction of a professorship, is the “agregation.” The licentiate is an examination which candidates already xoossessed of the bachelor degree undergo before the faculty of letters, before whom ordinarily they are not prepared to present themselves until after two years of special studies. The agregation is a very difficult examination, which is held every year before a jury appointed by the minister. In order to be admitted to this the applicant must be a licentiate. The examination for the title of agrege since 1895 has been modified and divided into two series of trials. The first, consisting of a thesis, explanation of a text, les¬ son, and discussion, is held before the professors of the faculty under whom the candidate has studied; the second, freed from these preliminaries, takes place before a special jury. Candidates for “licentiate” and “agregation” prepare themselves— the former in the superior normal school, which they enter only by competitive examination; the latter in the faculties, where “bourses” are bestowed on the most deserving. In the primary school it is well for teachers to follow strictly the official pro¬ gramme and conform themselves as much as possible to the prescribed method. In the secondary it is desirable to leave more of initiative to professors, whilst requir¬ ing of them to cover their programme. We must not confine them by too minute rules, as I have said, in agreement with my friend M. Himly, in submitting to the minister the project of the programmes for 1872. According to the nature of his own mind and the degree of advancement of his pupils the teacher should be able to insist on such or such a portion, so as to make more prominent those which seem to him more likely to excite interest and to group them as he judges best. It is important that geography be known, and to that end it behooves that instruc¬ tion in it have variety and movement, so that both teachers and pupils can find it attractive. Now, it is in leaving to the teacher full liberty to exert himself within the requirements of a general plan and to manage details as he sees fit that instruc¬ tion becomes attractive. The only point on which the administration and inspec¬ tion should show themselves exacting is that of results. The pamphlet of M. Levasseur concludes with higher instruction, all of which, with the exception of programme and some of the notes, is given in full. Higher Education. In France higher education is divided between faculties and special establish¬ ments. ED 97 94 1490 EDUCATION REPORT, 1896-97. FACULTIES AND SPECIAL SCHOOLS OF FRANCE. The chairs of geography belong to the faculty of letters. At this time (1895) there is a chair at Bordeaux, at Lille, Lyons, and Nancy.1 2 * * * There is a course at Caen, a complementary course at Aix and at Grenoble, a teacher (master of confer¬ ences) at Montpellier and Toulouse, a chair of history and geography of modern times at Besangon, and a chair of history and geography, of antiquity and of the Middle Age at Clermont. At the higher school of Algiers a course is maintained in the geography of Africa. The faculty of letters at Paris comprises a chair of geography, founded in 1809, the first and only one that existed for a long time,9 and one of colonial geogra¬ phy founded in 1892. From these chairs has resulted a sort of “ seminary” or “laboratory,” founded in 1890, and reserved for students of the faculty who have a special vocation for geography. In the class rooms of geography they find facilities for their work and directions for their studies. Since 1895 a scientific bureau of colonial studies has been annexed, under the direction of a professor of colonial geography and his assist¬ ant, the secretary. The students who there prepare for the ‘ ‘ agregation, ” if not by the regulations, at least by the tradition of teachers, must follow the course for at least four years, two for licentiate in histori co-geography and two for the “ agre¬ gation.” There is, besides, a course of physical geography annexed to the faculty of sci¬ ences in Paris: at Lyons and at Nancy the professor of geography of the faculty of science makes a complementary course or a “ conference ” of physical geogra¬ phy. At Lyons a professor has special charge of a course in ethnology. At Nancy, for the young men who are preparing for “agregation,” have been lately established four courses of geography in the faculty of sciences, besides special lessons by the professor of geography of the faculty of letters. The free faculty of Paris has a course of physical geography by M. de Lappar- ent, professor of geology. That of Tulle has one course, and the preparatory schools of Nantes and Rouen one each. Geography has close connections with the sciences, hence professors of science may properly teach it. In the general report on the teaching of history and geog¬ raphy, which my colleague, M. Himly, and myself made to the minister of public instruction in 1871, we asked that a chair in geography should be added to the fac¬ ulties in the provinces, as it has been since 1809 in the faculty of letters in Paris (I have already said that at that time there were no others) ; that meanwhile the minister should favor the opening of annexed courses, municipal or free, and would endow faculties, whenever the professors would request it, with funds suf¬ ficient for geographic instruction. We were of the opinion also that some of the professors of sciences could undertake the new instruction, and that it would be desirable to induce the professors of history to make a place for geography in their courses. On that last point I think we were mistaken. In higher instruction only specialization, which does not mean narrowness in general knowledge and concep¬ tion, is fruitful. In explaining the production and the shape of land the geologists can open wide prospect to the science of geography, but geology does not cover all the secrets and all the riches of that science. Meteorology, botany, zoology, topography, hydrography, have much to impart, not counting mathematics. The master’s diversity of aptitudes makes for the advantage of science. Even in the faculty of letters I am far from regretting that geography is in the hands of the professors of history. I have said that I should not advise their separation, but in higher instruction I would rather distrust such association, because, while the professor himself might be a specialist in both kinds, time would be lacking for the teach¬ ing of both. One is probably sacrificed for the other, and generally that is geog¬ raphy. 1 The subjects treated for several years by M. Auerbach, professor of the college of 2SI ancy, are as follows: The Lorraine region, the central plateau, the Loire, French colonies in the nine¬ teenth century, the ethnography of eastern Europe, the United States, Australia, the colonization in Oceanioa. The professor also devotes a portion of his lessons to a general review of geogra¬ phy. This year he has established a small special class to prepare for the “ agregation,” in which he has studied with his pupils the geographic distribution of the population of France, and the altitude, relief, and character of the soil. 2 It should be noted, however, that M. Ouvre, professor of the faculty of letters at Aix, pre¬ sented a course of commercial geography at Marseilles at the expense of the Chamber of Com rnerce, and at Nancy, M. Pingaud, professor at the lyeee, a special course of geography at the faculty of letters. TEACHING OF GEOGRAPHY ABROAD. 1491 The College of France has two chairs devoted, at least in part, to geography — the chair of geography, history, and economic statistics, and that of the historical geography of France. At the Practical School of Higher Studies. M. Longnon presents a course in the historical geography of France. At the Museum of Natural History several courses, without including geography by name, treat of matters connected with it and in such a manner that often and with great profit to the hearers they enter upon the very domain of geography. Moreover, the director of the museum lias instituted, for the benefit of travelers and outside of the ordinary courses, special lectures bearing on geography exclusively. I mention only the principal special schools in which geography is taught. At the Superior Normal School, where the students, admitted through compe¬ tition, pass three years in preparing for a professorship and offer themselves for the “ agregation” at their graduation, proficiency in geography is required of those who are aiming for a fellowship in history and geography. It is in the second year that they begin specialization, which is complete at the beginning of the third. There are three “ conferences ” in geography a week, each of an hour and a half. Only one of these is common to students of the second and third year. The professor, in the round of two years, treats the principal subject of general geography and of method. Occasionally place is made there for a lesson by a student or for the examination of a thesis written on a subject assigned several months before. The two other “conferences” are only for students of the third year and are made up of exercises in common. One of the class, for twenty minutes or three-quarters of an hour, according to the nature of the question, discusses a subject that has been assigned to him several days beforehand. The professor briefly criticises the paper. The rest of the conference is spent in discussion or in the exchange of ideas on the subject. As the number of pupils is, on an average, not one-half dozen, all may take part. At the Normal School of Sevres, which prepares women teachers for secondary instruction, there are some special “ conferences ” in geography. At the school of St. Cyr and the higher military school, pupils pursue the course of military geog¬ raphy" and undergo examinations. The Free School of Political Sciences has a regular course of commercial and statistical geography,1 of geography and ethnography, and some optional courses in geography and military organization, and of the geography of the extreme Orient. The colonial school has some courses relating to geography-. The School of Oriental Languages has a course in the geography, history, and legislation of the extreme Orient. The school of advanced commercial studies has a course in economic geography, as have also the higher commercial schools. At the National Agronomic Institute the course of comparative agriculture, founded by the professor on a thorough study of climatology and geology, has a pronounced character of economic geography. CHARACTER OF HIGHER INSTRUCTION. In higher instruction it would not suit to have either a common programme or uniform method. Each professor has his own special mission. In the greater number of special schools, such as the superior normal school, for example, students are prepared for a set examination, and to that end they must 1 Here are the subjects taught in 1891-95: First part, M. Levasseur, professor. ( 1) The great thoroughfares of commerce in the ancient and in the middle ages; (3) commercial revolutions and the courses of commerce since the dis¬ covery of America; (8) history of routes and roads in France; (4) summary history of railroads; (5) railroads of France; (6) receipts and expenses of the railroads of France; (7) railroads in Europe and other countries; (8) rivers and canals; (9) history of navigation and the merchant marine; (10) marine and navigation; (11) influence of the improvement of ways of communica¬ tion in the nineteenth century; (13) the commerce of France; (13) history of French commerce and survey of the commerce of the world; (14) general principles of statistics. Second part, M. A. de Foville, professor. (1) Geographical distribution of people considered as producersand as consumers: burden on human industry resulting from the variety and extent of our needs, food, clothing, and lodging, etc.; (3 and 3) food, the question of bread, statistics of cereals, production and consumption of wheat, present state cf the commerce in grains, standard of prices; (4) the question of meat; beasts for butchery; statistics of cattle of all countries, resources, and needs; consumption of meat: development of cattle breeding; (5) wine, the geography of vine, production, and consumption; crises in vine culture; present condition; (6) fuel; geography of coal beds; production and consumption; prices; future of coal industry in various parts of the earth; (7) iron, its melting; steel; distribution and production of iron; transformation and progress of iron-working; present situation; (8 and 9) clothing; textile industry; textiles; their comparative value and distribution throughout the world; production and consumption; flax, jute, cotton, wool, silk, thread, and vestments; (10 and 11) the precious metals; history; production and consumption; relative value of gold and silver; changes in the power of money; existing problems ; conclusions. 1492 EDUCATION REPORT, 1896-97. follow a certain programme, although in general not bound to study every matter contained in it. In the faculties they are more free to choose their subjects, although they must regulate the same according to the preparation for the licen¬ tiate or the “agregation/’ At the College of France the student is entirely free, and every year, with the approbation of all the professors, he makes his own choice of studies in the course. In 1894-95 M. Longnon, professor of historic geography of France, taught the description of the two Aquitaines and “Novempopulanie” at the decline of the Roman period. In my course on geography, history, and economic statistics I have treated of the economic development of the United States (agriculture and mines).1 In the special schools there are none but students; in the faculties there are both students and hearers. At the College of France, whose courses do not have any examination, there are simply hearers (that is, those who attend the lectures). The value of a course of superior instruction depends entirely on the culture and the capacity of the teacher. Hence there is nothing to prescribe as to the manner of proceeding. To advance science, to extend the knowledge of it, and to create a taste for it, such is the end; to interest by instructing is what should be recommended; but it pertains to the teacher alone to find the means of success, and he must be left free in his action. As in secondary instruction, it is important that the professor have a good supply of wall maps and blackboards. If the professor has only hearers, it is by public lectures that he exercises his scientific influence, supplementing his lectures by special instructions for those who ask this help. If he has pupils, it is necessary not only to teach by lectures, but incite them to work themselves, and to direct their work, giving them now and then subjects to treat and showing them how to make researches, how to study a question, and how to explain it in oral and written terms. PUBLICATIONS, LIBRARIES, AND GEOGRAPHICAL SOCIETIES. Scientific publications, journals, reviews, books, and geographical societies con¬ tribute to develop a taste for the study and popularize it; this is one way of instruction. To say nothing of political journals, some of which often contain interesting information, I will mention among those periodicals specially consecrated to geog¬ raphy in France, Annales de G-eographie, a -recent quarterly publication; La Revue de Geographie, a monthly which has been in existence nineteen years; L’Annuaire du club alpin, the Bulletins of the society of geography, and the Society of com¬ mercial geography of Paris, also those of the provinces; the Bulletin of the Com¬ mittee of French- Africa; Le Tour du Monde, Le Journal des Voyages, a very popular publication; Le Moniteur Officiel du Commerce, La Revue Maritime et Coloniale, La Revue Internationale de G-eographie, La Topographie, etc. Among the societies are La Societe de geographie at Paris, the oldest of its kind; La Societe de geographie commerciale de Paris, Le Club Alpin, La Societe Africaine, La Societe des ]£ tudes Coloniales, La Societe de Topographie, La Societe indochinoise, La Societe geographie de Marseille, La Societe de geographie com¬ merciale de Bordeaux, La Societe de geographie de Lyon, La Societe Normande de geographie de Rouen, La Societe de geographie de Test a Nancy, La Societe de geographie de Lille, E ’Union geographique du nord de la France a Douai, La 1 Course of 1893-94: (Opening lecture) The Chicago Exposition; American chartography; geol¬ ogy; relief of the soil and great physical divisions (3 lectures). Basin of the Mississippi; basin of the Atlantic; the Indians; foundation of colonies; territorial formation of the United States. The Constitution of the United States (3 lectures). The States; local government; justice; par¬ ties; party platforms (3 lectures). Slavery; black population; immigration to the United States (4 lectures). Education, primary instruction, pedagogic organization; pupils; secondary instruction (3 lectures). Results of pedagogic statistics, religions; religion and morals. Course of 1894-95: (1) General review of the preceding course and the social state of the United States; (3) soil and climate; (3) culture in former periods; (4) occupation of the country; (5) transfer of public lands; (6) homestead exemption; (7) rural property; (8) cultivation; (9) tools and implements; (10) mortgage debts; (11) farm laborer and his wages; (13) maize and wheat; (13) wheat and other cereals and potatoes; (14) tobacco, sugar, and cotton; (15) cotton and veg¬ etables; (16) vegetables, fruits, and flowers; (17) fruits, forests; (18 and 19) forests continued; (30) beasts in general, the horse; (31) oxen; (33) sheep and pigs; (33) commerce in wheat; (24 and 25) commerce in meat; (26) exportation of agricultural products; (27) commerce of meat and cereals in all countries; (28) commerce of meat; (29) general movement of commerce of the products of the earth; (30) abundance of food, rents; (31) influence of money on the lowering of prices; (32) values of agricultural products and manufactui’es compared; (33) combustible minerals; (34) minerals and metals; (35) usual metals besides iron; (36) mineral iron; (37) iron casting and steel; (38) gold; (39) silver; (40) production of precious metals; (41) general view of the influ¬ ence of the production of precious metals on prices and on circulation. TEACHING OF GEOGRAPHY ABROAD. 1493 Societe cle geographie de Yalenciennes, La Societe de geographie languedociennea Montpellier, La Societe de geographie de Nantes, La Societe bretonne de geogra¬ phie, a Lorient, La Societe de geographie du centre de la France, a Tours, La Societe de Geographie de Rochefort, La Societe de geographie commerciale du Havre, La Societe de geographie commerciale de St. Nazaire, La Societe bour- guignonne de geographie, La Societe de geographie de 1’Aube. The committee of historical and scientific works in the ministry of public instruction, one of whose functions is to serve as a means of maintaining the union between Societies of Savants, comprises five sections, one of which is that of historical and descriptive geography. Several of the ministries contribute by their publications to the development of the geographic sciences— the ministry of public instruction through the commit¬ tee of historical and scientific works, the ministry of war through the geographic service of the army, which is charged with keeping up to date the military map of the French staff, which is on a scale of and the whole cartographic work of the ministry; the ministry of marine through the depot of marine charts and plans; the ministry of the interior through the preparation of a map on a scale of TooVoo- °f a meter; the ministry of public works through the publication of its map (scale -20 0^0^, unfinished), and a graphic album of statistics, etc. The min¬ istry of foreign affairs has some very valuable cartographic archives. The minis¬ try of the colonies has recently created a geographic service, the direction of which has been assigned to a fellow (agrege) in history and geography. Inde¬ pendently of the cartographic riches possessed by general libraries, especially the national library, which has a very valuable department of geography, there are several libraries specially devoted to geography that, with more or less liberality, are open to the public: The Library of the Society ot Geography, that of the Society of Commercial Geography, of the Depository of Marine Charts, of the Higher Military School, of the Superior Normal School, the library of the Sorbonne, etc. EFFORTS TO PROMOTE GEOGRAPHICAL STUDY IN AUSTRALIA. It is interesting to note in this connection efforts to promote geographical study in British colonies. The Royal G eographical Society of Australasia has been active in this respect. The Queensland branch of this society effected a relation with the Brisbane Technical College in 1894, by which a class in commercial geography was established at the Brisbane Technical College under the auspices of the society. The initiation and conduct of the movement was intrusted to Mr. J. P. Thomson, at the time the honorable secretary of the society, and subsequently elected to the presidency. Mr. Thomson has been indefatigable in the endeavor to promote interest in this subject. He has also greatly assisted by his researches, and pub¬ lished works to increase the actual knowledge of the geography of Australia. In common with other authorities cited in this chapter, he urges the special impor¬ tance of teaching children the geography of their native land. In his presidential address1 delivered at the anniversary meeting of the Geographical Society in 1895, he said: It is not to our credit as a people that while our school children are crammed with what after all is only a superficial and inadequate knowledge of all other parts of the world, little attention is given to our own country, to our industries, or to our natural and artificial resources. To the credit, be it said, of a public- spirited journal, the subject of our national industries has recently received special treatment, and it is hoped the Courier, to which I particularly refer, will devote equal time and attention to other phases of our partially, or wholly, undeveloped resources. JThe Physical Geography of Australia. Anniversary address of the Royal Geographical Society of Australasia, July 33, 1895, by the president, J. P. Johmson, P. R. S. G. S. F. S. Sc. (Lon¬ don). CHAPTER XXXI. CONSULAR REPORTS ON EDUCATIONAL TOPICS. [This Bureau is indebted to the State Department for documents on educational topics sent by United States consuls in various countries. Some of these docu¬ ments deserve publication in their entirety; others refer to educational measures in foreign countries as causes of conditions observed. Many of such references appear to be of importance; hence excerpts have been made and are here inserted.] Recent Progress in Russia.1 Report of Mr. Thomas Smith, vice and acting consul at Moscow, Russia. During the last two years the columns of our papers and journals have been enlivened with discussions as to the requirements of our education. Sometimes they speak of the deficiency of our national and elementary schools, and sometimes of the necessity of reforming the gymnasium and realistic schools, and finally the universities. In the commencement of 1897 much was written concerning the necessity of reforming the universities; during the autumn the question was raised regarding the remuneration and salaries of professors, then the question of tech¬ nical schools and technical faculties. Everywhere and in everything is noticed a desire for progress, and a thirst for reform shows itself. The desire appears not only in Russian society, but, what is more, it has taken hold of Government spheres. In nearly all departments the work is going on. Wherever the Government con¬ cerns itself with the problem of the education of the Russian people — the education of the lower, middle, and higher classes — permanant and temporary commissions are at work. The problem of education has become a problem of reform. But something unaccountable is putting on a drag in the matter of reform. They talk a great deal, but without arriving at any result. They begin to talk from a new point of view, and, as it were, of other things; and again, although the subject is always the same — i. e., the reform in education — nothing comes of it. The whole consists of only ideas and wise and good plans, but the matter remains immovable. There is a reason, it must appear, in every natural and general manifestation, though we do not see it; but the reason in this instance is a very ordinary one. In fact, we are told — and it is constantly repeated to us — that we have no money. We all wish for reforms; we acknowledge their necessity and importance. We require both national education and reforms of the middle schools, and augmentation of the budgets of the university, and the extension of technical education; but we have no money. Here unwilling doubts arise. On the one hand financial estimates with a large surplus, the brilliant exhibition in Nijni Novgorod, the exchange of paper cur¬ rency for gold and silver, and much more make one think that we are rich; on the other hand, it appears that we are poor, that almost nothing more can be under¬ taken for the spreading and perfection of education in Russia. Are we rich or poor? 1 Translation from the Russian newspaper, Novoe Tremia. 1495 1496 EDUCATION REPORT, 1896-97. In deciding this question, society is at a loss; but, allowing that we are neither rich nor poor, but that the State, people, and society are possessed of fair means, what do we do? Out of the more than a billion budget, we spend 20,000,000 rubles ($10,280,000),’ 2 per cent, on national education. Admitting that other depart¬ ments in line with the ministry of national education expend on schools and edu¬ cation another 20,000,000 rubles (besides the budget of the ministry of national education), and that the State expends altogether nearly 4 per cent of its budget, is such a condition normal? We shall not compare these figures with the expen¬ ditures of other Governments; the comparison would be too unprofitable for Russia. Let us examine the matter as it is, in connection with the condition of our Fatherland and of Russian society. We require a low medium instruction and higher education in a much larger measure and proportion than actually exist. Everyone agrees with this contention; but let us only verify this condition from a general point of view. The State spends on the needs of education about 4 per cent of its budget; how much does society itself expend on it? Let us take the middle class of our population, a class of people possessing means, but not rich. The income of this class amounts to from 1,000 to 5,000 rubles ($514 to $2,570) per annum. Of course the matter concerns the people with families, . . . where there are three or four children (the usual number in a middle- class family) . The outlay on the education of the children fluctuates between 300 and 700 rubles ($154 and $359) per annum. It is beyond doubt that a Russian family spends on the education of its children (each one of us will find sufficient confirmation of this) from 10 to 20 per cent of its annual income. The State expends on education 4 per cent; a family 10 or 20 per cent of its budget. But up to the present, we have been speaking of the middle class of society. If we had in view the people and the lower classes, it would appear that with 4 per cent of their income, the peasant and artisan could not pay for the most elementary edu¬ cation of their children; consequently, the education of the people must be almost gratis. For this purpose, must be taken at least one-half of the 20,000,000 rubles ($10,280,000) budget of the ministry of national education. Certainly, we have rich people who spend on the education of their children less than 10 per cent, and even less than 4 per cent of their incomes; but in Russia, there are so few of them, they are but units in the millions of population. In statistics of the expen¬ diture of society on the education of youths they can not be taken into considera¬ tion, being quite an exception. The result is therefore perfectly clear. Russian society, striving toward edu¬ cation, expends five or seven times more than the State. Is such a state of things correct? To secure an indispensable equality between the needs of society and expenditure out of the State budget, the Government should, by an augmented outlay for education, equalize its contribution to that of the public. When the State shall begin to spend on education the same percentage of its budget as is expended by a Russian family— say, about 10 per cent, or 100,000,000 rubles ($51,400,000) — then, of course, we shall not have a deficiency in any kind of schools — in national or lower, or in middle and higher schools. Of course, ifc is impossible to attain such a condition at once; but if the Government annually and gradually increases the budget of the ministry of education by 5,000,000 rubles ($2,570,000), which can not be burdensome, considering the immensity of overes¬ timated appointments, then in the course of four years the budget would be doubled, and we would almost have double the number of school establishments, and the existing ones would flourish perfectly. Moscow, January 4, 1898. 1 According to the valuation of the Director of the United States Mint, January 1, 1898, the paper ruble equals 51.4 cents in United States currency. CONSULAR REPORTS ON EDUCATIONAL TOPICS. 1497 American Competition in Europe. In an extensive report on this subject, Mr. Frank H. Mason, United States consul-general at Frankfort, Germany, says under date of December 81, 1897: “ The year now drawing to a close will be remembered as an epoch in the indus¬ trial and commercial relations between the leading European countries and the United States. The remarkable fact of 1897 has been the enforced recognition of the truth that in several important lines of manufacture — notably that of iron and steel — the scepter of economical production, combined with payment of the highest wages to labor, has passed from the Old World to the New. “For years European economists have struggled against the conclusions which - practical men are now forced to accept. It has been argued that, through what they regarded a false fiscal policy, and the exaggerated wages accorded to labor, high cost of living, and lack of general technical education, American manufac¬ tures, in which labor formed an important percentage of cost, could never seri¬ ously compete in the world’s markets with the low wages, frugal living, and patient twelve-hour toil of the Old World, where, in many places, communities have been trained for generations in specialized forms of industry. k ‘ But it has been demonstrated that, under intelligent, progressive management, highly paid labor, especially when employed to use complicated machinery, is, after all, the cheapest, and that in the race for supremacy, the inert, congested populations of the Old World have been in many cases left behind by the people who, more than any other, have reduced economy of labor to an exact science. . . . ‘ ‘ It seems impossible to repeat too often or emphasize too strongly the futility of trying to reach the German market with circulars and catalogues printed in English, with weights and values in pounds and dollars, or the importance of showing and explaining goods to the dealers and consumers in foreign lands who may become purchasers. Neither is it any longer sufficient for machinery and other merchandise to be exhibited only at London or Paris. In order to reach the German trade, they must be shown, and, in case of a machine, set up and put to work at Berlin or some other large German city. Germany has now reached a stature that, it is felt, entitles this country to be treated as a national entity, and however much public opinion here may, upon abstract principle, deprecate the increased importation of manufactured products, those immediately interested in their sale or use are gratified by every liberal, well-sustained effort to attract and retain their patronage. . . . “ The contest narrows down, ultimately, to one of comparative resources, econ¬ omy in manufacture, and skillful enterprise in selling; and in all these, except the last, our country has assuredly nothing to fear. With the most modern and effective machinery, the most efficient labor, ample capital, and an unequaled fac¬ tory system the Republic, in the closing years of the century, fixes new standards in cheapness of production and passes definitely from the role of customer to that of competitor. . . . “From all that can be foreseen, it would appear that competition in Germany will sharpen and become more determined as processes are improved and the whole economy of production brought more and more nearly upon equal terms. The contest will be one between natural resources, the inventive capacity to econ¬ omize labor, reduce freights, save waste of material, and, above all, the ability to skillfully sell surplus products in foreign markets. In all these, except the last, Americans are acknowledged masters. When they learn and act unitedly upon the knowledge that foreign trade must be found, developed, and maintained by the same means that have been so effectively employed at home — by the persistent personal efforts of competent salesmen, showing the goods in presence of the cus- 1498 EDUCATION REPORT, 1896-97. tomer and offering them to him in the weights, values, and measures, and upon terms of sale and payment that prevail in foreign markets — there need he no fear of the result.” United States Students in French Schools. G-en. Horace Porter, United States ambassador to France, writes from Paris under date of January 11, 1898, in answer to an inquiry in regard to the admission of a student from the United States into the School of Mines. No foreign student, he says, can enter any of the schools of France — medicine, pharmacy, dentistry, veterinary medicine, painting, design, architecture, music, declamation, engineer¬ ing, etc. — without the formal application of the diplomatic representative of his country. In most cases two letters suffice, one making application, the other expressing thanks when the request is granted. Sometimes more correspondence is necessary, for the reason that those proposing to enter any of the high-grade schools have to produce certain certificates of studies or diplomas, which the authorities accept only when they come through the embassy. These rules, says General Porter, apply to all foreign students. No discrimination is made against Americans; on the contrary, the authorities extend all possible facilities to them. There is a large number of American students in Paris, and, as a rule, they are much liked by the teachers in French institutions. As for the School of Mines, he continues, foreigners can be admitted there either as foreign pupils, in which case they have to stand an examination, or as free auditors, in which case there is no examination. The courses, however, are not all open to that class of students, and no diploma is granted them. In both cases they have to pay 50 francs ($9.65) for matriculation. If the school is full, as occa¬ sionally happens, the application for admission is put off until the next year. Commercial High School at Leipzig. According to statement of Mr. Thomas Ewing Moore, commercial agent at Weimar, under date of February 22, 1898, it has been decided to open a commer¬ cial high school in connection with the university the coming Easter at Leipzig. The conditions governing admission have now been made public. Candidates for matriculation must have pursued one of the courses, or have the qualifications hereunder specified: (1) Graduates of nine-grade secondary schools (Gymnasia, Real-Gymnasia, and Ober Realschule). (2) Graduates of a commercial secondary school, the course of which conforms with the aforementioned institutions. (3) Merchants who have received the certificate of the one-vear volunteer mili¬ tary service and who have successfully completed their apprenticeship. (4) Graduates of German teachers' seminaries who have passed the qualifying examination (“second state examination”). (5) Foreigners who establish proof of a corresponding education and who are over 20 years of age. The two last points were not definitely decided upon at the commercial high school conference at Hanover. Up to the present, entrance examinations have not been considered. Students of the University of Leipzig, merchants, teach¬ ers, etc., may attend certain lectures. As to the admission of students of the commercial high school to the university lectures, definite arrangements have been made with the authorities. A seminary for training teachers for the commercial high school will be estab¬ lished to which students of the University of Leipzig, as well as other educated candidates for commercial high-school teacherships (including teachers and mer- CONSULAR REPORTS ON EDUCATIONAL TOPICS. 1499 chants of at least six years’ experience, who have received a seminary education and who have the right to one-year volunteer military service), will be admitted. In view of the great need of commercial teachers, this plan meets with great approval. 1 The World’s Largest Libraries. United States Consul Eugene Germain, at Zurich, Switzerland, writes under date of August 31, 1897: The largest and best collection of books in the world is to be found in the National Library of France. This collection contains 2,600,000 bound volumes and about 1,300,000 copies of pamphlets; in other words, it contains about double the books at the British Museum. The building, which is now known as the “Biblioteque Nationale,” was at one time the home of Cardinal Mazarin. To Charles Y belongs the honor of having been its founder. The Imperial Library of Russia, established by Peter the Great in 1714, is the third among the world’s great libraries. It contains about 1,200,000 volumes and about 26,000 manuscripts. It attained a place in the front rank of European libraries by the acquisition of the celebrated Zalusky collection; Count Zalusky had collected about 260,000 volumes and 10,000 MSS. In the suppression of the Jesuit order in Russia the collection of books in their possession was taken in charge by Prince Italinsky, and among other libraries the prince transferred the Zalusky collection from the Jesuit college at Warsaw to St. Petersburg. The most important of the manuscripts in this library is the famous “ Codex Sinaiti- cus ” of the Greek Bible, brought from the convent of St. Catherine on Mount Sinai by Professor Tischendorf in 1859. The fourth largest library is the Royal Library of Berlin, with 850,000 volumes. It was started in 1661 by the great elector, Frederick William. The Royal Library of Munich contains 540,000 books and 400,000 pamphlets. This library is especially rich in incunabula, and occupies the finest library building in Europe. The fifth in rank is the United States Library, with 680,000 volumes; Strass- burg, with 645,000, is sixth; Boston, with 597,152 volumes, is seventh. The eighth is the Imperial Library in Vienna, containing 570,000 volumes and about 20,000 MSS. The Royal Library at Copenhagen is the largest Scandinavian library, founded in the sixteenth century, and is particularly strong in Icelandic litera¬ ture. Among its most valuable MSS. is the collection of Tycho Brahe, the Danish astronomer. The most valuable library in Italy is in the Vatican, but the largest, containing 400,000 volumes, is in Florence. Chief among the collections open to the public in Belgium is the Royal Library, containing no less than 405,000 books and 30,000 MSS. The University of Bonn. Report of Vice and Acting Consul W. H. Madden, of Cologne, Germany. The Frederick William University, at Bonn on the Rhine, is frequented by about 2,000 students. If Berlin, Munich, and Leipzig, with about 9,000, 4,000, and 3,000 students, respectively, rank as the largest among German universities, Bonn is entitled to the first place among the smaller ones. It is a healthy town of 43,000 inhabitants, much in favor as a residence by learned men and artists, retired merchants and manufacturers. The neighbor¬ hood of the Seven Mountains off ers opportunities for delightful excursions in sum¬ mer, it being possible to reach in one afternoon the beautiful spots, Godesberg, 1 See also Chapter VI, Vol. 1, of this Annual Report. 1500 EDUCATION REPORT, 1896-97. Koenigswinter, and Rolandseck. Well-to-do students can even reside in Godes- berg or Koenigswinter. The expenses of living are, according to American ideas, relatively small. A student engages a room or rooms for the half year, paying monthly. The price of one room is from 15 to 25 marks ($3.57 to $5.95) a month; for two, 25 to 40 marks ($9.52), with attendance. Breakfast, dinner, and supper come to about 75 marks. Thus for 100 marks ($23.80) board and lodging are obtainable, good enough to satisfy the demands of even fastidious young men. The average amount for board and lodging would not exceed 75 marks. The expenses of the university course are likewise moderate. The matricula¬ tion fees come to 18 marks ($4.28) ; those for private lectures four times a week to about 20 marks ($4.75) . The fees for medical lectures are usually higher. Besides, each student pays 8 marks ($1.90), Auditorengeld, and contributes 2 marks to an academical sick fund — an admirable institution, providing in case of illness, admission into a hospital, medical attendance and medicine gratis. German students are only allowed to matriculate on producing a certificate proving that they have passed the final examination of a public classical school (gymnasium) or a modern high school (realschule). This examination is for youths from 18 to 20 who have attended a high school for nine years. Young men, likewise, who possess only the certificate entitling them to one year’s military service, are admitted for four terms of six months each. They are from 15 to 17 years of age, having attended a high school for six years and learned either French and English or Latin and Greek. As regards foreigners, the rule is that they can matriculate and be entered in any faculty, provided they prove that they possess an education equivalent to the above. Thus their admission is made easy and a cordial welcome extended to them. Should a young man desire, however, to go up for an examination he will do well to furnish himself with a certificate that he has attended a university in his own country. It is well known that to German students almost entire freedom is accorded both in their private life and in their studies, the university exercising only the mildest supervision over the latter. They do not, however, often abuse their lib¬ erty, having been trained for nine years to hard work both at home and at school. Nevertheless, during the first or even the second half year there is not generally much work done, a sort of tacit right to a year of freedom being conceded to them, and when grown accustomed to their independence they renew their former habits of diligence. The Bonn University consists of five faculties: Divinity, Protestant and Cath¬ olic; lav/, medicine, and philosophy. A Catholic theological faculty is found else¬ where only in Breslau and Tubingen. The Episcopal authorities are permitted to exercise a certain influence in this faculty. The philosophical faculty embraces all subjects not comprehended in the first four faculties- history, philosophy, philology, classical romance and German, mathematics, chemistry, science, zoology, all being comprised. The increasing importance of the mathematical and natural science departments has led in other universities to a division into two sections — history and philology in the one, mathematics and natural science in the other. In two universities a complete separation has already taken place, there being a natural science faculty as well as a philological faculty. Bonn, however, still, outwardly, retains the old union. In the winter 1896-97 the number of students in the different faculties was as follows — Protestant theology _ 83 Catholic theology _ 230 Law .... _ _ _ _ _ _ _ _ _ _ . . . . . 457 Medicine _ 314 Philosophy . . 785 CONSULAR REPORTS ON EDUCATIONAL TOPICS. 1501 and at the Agricultural College at Poppelsdorf , in connection with the university, there were 40 students. The teaching staff consisted at that time of 71 ordinary professors, 29 extraordinary, 43 private lecturers (privat-docenten), 4 tutors (lectoren), and at the Agricultural College above mentioned 11 ordinary and 13 extraordinary professors. In order to comprehend the position of the different university teachers it is necessary to take a glance at the general constitutions of German universities. The University of Bonn, although only founded in 1818, has in the main the same constitution as all the other German universities, which in many points retain the mediasval system. They were originally self-governing corporations possessed of considerable privileges. The teaching staff was recruited from the students, the ablest of the latter starting lectures on their own account and gath¬ ering audiences. The corporation granted the right to do this by bestowing academical degrees. ^ The title of licentiate has survived only in the theological faculty, but that of doctor in all the faculties, it representing the sole direct advantage which the university has full power to confer. The value of the doctor's degree varies in the different universities and in the several faculties in proportion to the difficulty in obtaining it. The faculties in Bonn all require of the candidates a written dissertation involving scientific research, as wTell as a viva voce examination. In jurisprudence the highest proficiency is exacted and a degree only rarely con¬ ferred, while that in philosophy is but a little less difficult of attainment. The act of receiving the degree itself has become a mere ceremony, in which various ancient usages are retained. Even the final disputation, in which the candidate defends his theses, is devoid of any significance. The granting of a degree, which, by the way, is attended with considerable expense to the graduate, is a private affair of the university. The State respects the title and protects it from misuse, but recognizes no rights or claims upon itself on the part of its possessor. The sole privilege that it confers is the right of giving lectures in a university, never¬ theless it is indispensable to a learned career. The graduate commences his university career as private lecturer (pri vat-docent) , but receives no salary. He announces his lectures. As, however, attendance at any particular lecture is not compulsory, his success depends entirely upon his power of attracting students. Should he be successful, he is appointed extraor¬ dinary professor by the faculty or called in that capacity to another university, the minister of instruction and of ecclesiastical and medical affairs confirming the election. The salary of extraordinary professors is small and the position not one of much importance, the power and influence of the university being chiefly cen¬ tered in the ordinary professors. The “lectoren ” are teachers of modern languages, and mostly foreigners, and can become professors should they devote themselves to philosophy and literature. The assistants, young men who have taken their doctor’s degree and are mostly preparing for a university career, give their services to the medical staff in the clinical hospitals and to the directors of the various laboratories. There exists a good deal of rivalry between the different universities in their efforts to attract specially capable men by urging the ministers to offer higher salaries, and thus induce them to exchange one sphere of work for another. This rivalry is not confined to Prussian universities, all the German, also Austrian, Swiss, and even Russian universities taking part in it, the result of which is much going to and fro in the learned world, for it may happen that a professor is to be found at one time in Dorpat, shortly afterwards in Strassburg, and finally in Berlin. The ordinary professors of each faculty elect annually one of their number to be dean, and the whole body of these professors elect the rector, who likewise fills 1502 EDUCATION REPORT, 1896-97. his office for a year. The deans form the chief medium of communication between the undergraduates and the university, the rector representing the university. A committee of professors, the senate, assist him in council. It is evident that the Prussian universities possess a large measure of independence in internal affairs — freedom in teaching is jealously guarded. On the other hand, the State has its own rights, viz, the whole administration of the finances, and by merely granting or refusing funds exerts great influence. Each university has a curator, who is the representative of the minister, and exercises the governmental control. The post is a difficult one, calling for much tact, and is filled by an ex-minister or an official of that department. The present curator in Bonn, von Rotlienburg, was formerly under secretary. Efforts have been made to extend the influence of the State, but hitherto without much success. The professors can neither be removed nor made to retire except of their own free will. On the other hand, the State has in the course of time obtained entire control of the examinations. State exam¬ inations are held in each faculty, and it is these which open the door to an official career and to medical and legal practice. The State appoints in each province an examining body, which is annually renewed, consisting, indeed, as a rule, of the ordinary professors of the respective universities. But the whole institution is formally dissociated from the university, and the goal of their studies is for the many the State examination, for the few the degree of doctor. In this way also the State wields a far greater influence upon university life than would appear on a superficial view, for a man naturally selects the lectures of his future examiner. As regards the professors of to-day, the writer is unfortunately not in a position to give his individual opinion, except upon those of the philosophical faculty, and, as is well known, it is difficult to judge from the experience of others. Butin general it may be said that, as a rule, only men of exceptional ability are called to Bonn, which is a rich place, and having great attractions is selected by many in preference to a larger university. Many eminent names figure in its history. We may mention that in Protestant theology the liberal as well as the orthodox school is represented. But when recently complaints were made by the orthodox the Government took measures to strengthen the positive element in the faculty. In physiology Pflueger ranks as one of the first authorities. Professor Schede, who succeeded Trendelnburg, the surgeon, now at Leipzig, is thought well of. Fritsch, the gynaecologist, and Koester, the pathologist, were mentioned as distin¬ guished scientists. In the philosophical faculty the classics are brilliantly repre¬ sented. The names Boecheler, Usener, and Sveseheke, the archaeologist, are renowned far beyond Germany. The chief representative of the German lan¬ guage is Willmann, who, at the instance of the minister, Puttkammer, has intro¬ duced a reformed German orthography, which, however, does not yet find gen¬ eral acceptance. In other branches also the philosophical faculty is rich in learned men. Foerster, an authority in the philology of the romance languages, worthily fills the chair of Frederick Diez, the founder of that science. In the department of natural science we have to mourn the loss of Clausius, the first to propound the mechanical theory of heat; of Hertz, to whom we owe the theory of the undulating motion of electricity, and of whose famous experi¬ ments the whole world is still talking, and of Kekule, the great chemist — all dead within a short time of each other. Whether their successors will be reckoned among the illustrious remains to be seen. In any case it is evident that in the choice of its professors Bonn upholds the best traditions. The academical year is divided into two terms, the summer term lasting nomi¬ nally from April 15 to August 15, and the winter term from October 15 to March 15. In reality, owing to a late commencement and earl}r close one must deduct at least one month, the academical year being thus reduced to eight months. The lectures are private and public. The private ones, for which fees are CONSULAR REPORTS ON EDUCATIONAL TOPICS. 1503 charged, are mostly of a severely scientific character; the public ones are free and of a more popular character, thus attracting students from other faculties. The private lectures— collegium is the students' expression — take up more time and are termed “lectures of four hours,” when given four times a week for one hour. The honorarium is fixed and received by the respective privat docent or private lecturer. A movement is now on foot, however, to abolish the fees, and the Gov¬ ernment is treating with the university respecting another method of regulating the emoluments of the professors. American onlookers should, above all, bear in mind that the official salaries are often small according to our ideas, but that this is partly compensated by pensions and provisions for widows and orphans. Besides the lectures in which only the professor speaks, there are in all depart¬ ments opportunities for practical training. In law, theology, and philosophy there are so-called seminaries where intercourse is freer between professor and student. They read together, and give and receive a stimulus to individual research. Nevertheless the seminaries are kept somewhat apart from the general life of the university, the number of members being limited, and it being consid¬ ered an advantage to be admitted. They are, in fact, institutions with special financial administration, special buildings, and usually possessing a valuable library. Of these seminaries there are in Bonn not fewer than ten. Correspond¬ ing to them in the natural science department there are institutes in the medical clinical hospitals. Of the former there are eleven, of the latter eight, most of them located in fine new buildings and supplied with excellent museums. There are institutes for anatomy, physiology, hygiene, chemistry; clinical hospitals for dis¬ eases of the skin, the eye, the ear, the internal organs, for women, and for mental cases. Of course, these are not all in one building, but are dispersed over the town, some being as far away as Poppelsdorf. We must not omit to mention the university library , one of the most important in the country; the botanical gardens, the observatory, and various museums. We thus see here in a small space, developed in the course of a century, an insti¬ tution which, were it to be suddenly called into existence, would require an outlay of millions, but whose organization can only be understood as an historical growth. Report on Public Instruction in the Republic of Uruguay. Report of Consul Albert W. Swalm, of Montevideo, Uruguay. The annual report of public instruction for the Republic of Uruguay has been issued, and the figures presented by Don Urbano Chucarro show a very commend¬ able degree of progress and development. From the voluminous report I trans¬ late the material facts for the benefit of the American educational world. It should be borne in mind that Uruguay is one of the most progressive of South American States in educational matters, and from 1876, when education was first made a governmental matter in the way of support and official care, up to the present time there has been but one year in which there was no increase in public schools. (In a parenthetical way, it may be here stated that during the said period the country had to overcome the effects of three revolutions.) The total number of schools in the several departments, or counties, as they may be called, is 533, and they have an average term time of nine months. The cities and towns have 181 schools, the rural sections reporting 352, and the increase in recent years has been more largely in the latter class. The change is shown thus: In 1876, 68 per cent were city schools and 32 per cent country schools. In 1896 the country schools had 67 per cent and the city list stood at 33 per cent. In grades they stands as follows: First grade, 53; second grade, 124; third grade, 4, and ungraded, 352. Classified by sex, there are 69 for boys (varones) exclu- 1504 EDUCATION REPORT, 1896-97. sively, 47 for girls (ninas) , and 417 mixed. These latter have proven very success¬ ful, notwithstanding that the idea clashed somewhat harshly with the old rule of absolute separation of the sexes in schools. The attendance at the schools averages nearly 9 per cent of the population, and while that figure may appear low, it is very considerably the highest reported in South American States. It is also a matter of gratification that the educational men of Uruguay are very earnest and very sincere in their efforts to bring about a greater attendance, in which the interest of parents gives most helpful aid. The number of teachers employed in 1898 was 1,990; of these, 1,041 were in the public schools and 949 in private schools, the teachers being all natives but 606. The male teachers numbered 601; the female 1,389. The number of children enrolled in the public schools was 51,312, and in the private schools 22,689. These public schools, church and secular, are largely located in the cities, there being 289 in town to 90 in the country, a total of 379 for the whole State. This gives a total of 912 schools, public and private. The total cost of the public schools per scholar was, for each scholar enrolled, $12.38; for each attendant the cost was $18.83, Uruguay money, the Uruguayan dollar being $1.03T5o2¥ of the money of the United States. The department has paid out $727,827.82 for the period reported, but the sum will be exceeded by the year 1897. Of the school buildings, 156 are owned by the department and 533 are rented, and the rent account foots up to $130,258.56, and the superintendent very wisely regrets that the rent takes out so much good money from the fund, when there is such great need for all and much more in more direct educational work. The average pay for the teachers is, for males, $36.65; females, $33.25, or a mean average of $35.50. Among the improvements in the system may be named a normal school for teachers, for males only, there being in successful operation one for females already. In these schools the modern methods of fitting men and women for their work are used, so far as may be possible under the changed conditions, as understood in comparison between this country and the United States. There is not such a thing as a high-school system as known in the United States, but there is a university, with public support and under governmental control. Dr. Alfredo Vazquez Acevedo is the rector or president of the board. The university has law, medical, engineering, and collegiate departments, and also a preparatory depart¬ ment in connection with the collegiate department. The attendance is very flat¬ tering, and the work done commends itself to the student of any nation for its thoroughness. The grading of the public schools is apparently on about the same level as the American grade for the first grade, but the second and third grades are more com¬ prehensive than the American grade of same number, and these should properly be classed as second to fifth, and fifth to eighth grades, American classification. The attendance in the public and private schools is reported as follows: Schools. City. Country. Total. Public . . . 29,506 19, 126 21,806 3,563 51,312 22, 629 Private . . Total-- . . 48, 682 25,369 74, 001 CONSULAR REPORTS ON EDUCATIONAL TOPICS. 1505 By the grade they stand as follows: Schools. 1 1 City, j Country. First grade . . . . . . . 10 to J-* Gz*-* Ot 1 CO CO CO 8 £828 16,840 4,966 Second grade _ _ _ _ _ . Third grade . . . . . . . . Total . . . . 21,806 In the city private schools there are 6,398 ungraded, 3,734 on collegiate studies, and 8,994 in church schools — or for these a total of 19,126 scholars. In the coun¬ try private schools, there are 2,459 ungraded, 405 on collegiate lines, and 699 in church care. The average general attendance was 74 per cent of the enrollment. This report and personal observation proves that the administrative powers of Uruguay are deeply interested in public and general education for the masses, and that, so far as their finances will permit, all possible aid will be given to the upbuilding of a system that shall be a model one in every respect. There has been gathered here, in connection with the National Museum, a very complete collection of pedagogical equipment, in which many appliances are seen and many have been adopted and are in daily use in the schools. But things dis¬ tinctively local merit the highest praise and show best of shill in manufacture and wisdom in application. Montevideo, November 3, 1897 , ED 97 - 95 CHAPTER XXXII. MISCELLANEOUS EDUCATIONAL TOPICS. Contexts — I. Several problems in graded-school management. — II. Education in Hawaii.— III. The Indian problem from an Indian's standpoint. I.— SEVERAL PROBLEMS IN GRADED-SCHOOL MANAGEMENT.1 There is a growing conviction among the more intelligent observers of our graded system of schools, that there are serious defects either in the system itself or in its administration. This conviction is the strongest where the schools have reached the highest degree of system and uniformity — where, in other words, the system, as a system, has attained the highest perfection. That we may better consider these defects, let us glance at the mechanical fea¬ tures of a system of graded schools — not a real system as actually administered anywhere, but a system ideally perfect as a mechanism. In the first place, it maps out and prescribes a definite and detailed course of study and instruction, the best that is practicable if not the best theoretically pos¬ sible. This course is subdivided, and the time for the mastery of each part, as well as the whole, is definitely fixed. The pupils are next divided into grades or classes, corresponding to the subdivisions of the course, and all the pupils of each grade or class are required to pursue the same studies, to the same extent, in the same order, and with the same rate of progress. In other words, the mechanism of the graded system demands absolute uniformity in each grade, and the more nearly this essential condition is realized the more nearly perfect is its mechanical operation. This view discloses the difficulties which attend the administration of the sys¬ tem. As a mechanism, it demands that pupils of the same grade attend school with regularity, and that they possess equal attainments, equal mental capacity, equal physical vigor, equal home assistance and opportunity, and that they be instructed by teachers possessing equal ability and skill. But this uniformity does not exist. Teachers possess unequal skill and power. Pupils do not enter school at the same age; some attend only a portion of each year; others attend irregularly, and the members of the same class possess unequal ability and have unequal assistance and opportunity. This want of uniformity in conditions makes the mechanical operation of the system imperfect, and hence its tendency is to force uniformity, thus sacrificing its true function as a means of education to its perfect action as a mechanism. This is the inherent tendency of the system when operated as a machine, and hence the great difficulty in administering it is to control this procrustean tendency and secure a necessary degree of uniformity without ignoring or forcibly reducing differences in pupils and teachers. The foregoing remarks prepare the way for an intelligent consideration of sev¬ eral problems in the management of graded schools. 1 A paper read before the elementary department of the National Educational Association in Detroit, August 4, 1874, by E. E. White, A. M. 1507 1508 EDUCATION REPORT, 1896-97, I. How can pupils be taught in classes in a graded system without sacrificing their individual powers and wants? The pupils in graded schools, as we have seen, are divided into classes, and to secure necessary economy these classes are made as large as practicable. The fewer the number of pupils embraced in the system, the fewer must be the num¬ ber of classes, and as a consequence the greater must be the inequality in the attainments and capacity of the members of each class, and hence the greater the difficulty of the problem now under consideration. If the teacher of a class adapt his instruction and requirements to the maximum capacity of his pupils, the great majority are hurried over their studies and receive a superficial and imperfect training. If he adapt his class work to the minimum capacity of the class, the great majority are held back, and as a consequence not only sacrifice time and opportunity, but fall into careless and indolent habits of study. The remaining course is for the teacher to adapt his class work to the medium or average capac¬ ity of his pupils, with such special attention to the more and the less advanced pupils as may meet to some extent their wants. But here comes in the ‘ ‘ per cent system,” with its demands. That the class, as a whole, may attain a high average per cent, it is necessary that the lowest members of it reach a good standard, and this results in the holding back of the bright and industrious pupils until by iteration and reiteration the dull and indolent may be brought to the required standard. The amount of time and talent thus wasted in some graded schools, is very great. This is not always evident to the teacher, since the brightest pupils, being chained to the dullest, soon learn to keep step, scarcely showing their abil¬ ity to advance more rapidly. This difficulty is greatly aggravated when classes are promoted en masse from grade to grade, the pupils being thus chained to each other year after year or throughout the course — an efficient process for reducing pupils to the level of mediocrity. The statement of these difficulties suggests their partial remedy. The brighter and more capable pupils in each class must have the opportunity to work away from the less capable and to step forward into a higher class when the difference between them and their lower classmates becomes too great for a profitable union in the same class. To this end there must be a proper interval between the suc¬ cessive classes, and the reclassification of pupils must be made with corresponding frequency. Experience alone can determine what this interval should be and the frequency with which pupils should be promoted. It is possible that both of these facts may depend somewhat upon the number of pupils included in a graded system, a much more complete classification being possible in large cities than in small towns. While this may be true, it is believed by many experienced superintendents and other intelligent observers that the universal experience of graded schools con¬ demns the prevalent practice of promoting pupils but once a year, with a year’s interval between the classes. This wide interval is a serious obstacle in the way of a needed reclassification of pupils. The more capable pupils can not be trans¬ ferred to a higher class, since this obliges them to go over the ground of two years in one— a task successfully performed by very few pupils — and the less advanced pupils can not be put back into a lower class without serious loss in time and ambition, if they are not withdrawn from school. It may be well for a few pupils in any system of graded schools to spend an entire year in reviewing the previous year's work, but these exceptional cases are usually the result of an unwise attempt to hold pupils too long together. Large classes of young pupils can not be kept together even for one year without serious loss both to those who are held back and to those who are unduly hurried. What is needed is a system of classi¬ fication and promotion that shall provide for the breaking of classes at least twice a year, with a transfer of the more advanced pupils and their union with the less PROBLEMS IN GRADED SCHOOL MANAGEMENT. 1509 advanced pupils of the next higher class, and also with special transfers of bright pupils from class to class as often as may be necessary, and special provision for pupils deficient in some branch of study. We are aware that the system of annual promotions has special advantages. It reduces the number of classes in the smaller cities and towns, and it saves labor and trouble, especially when classes arc promoted in a body on a minimum stand¬ ard. It is undoubtedly true that a procrustean system which puts pupils in classes, reduces them to the same capacity, and moves them regularly and evenly forward requires little skill or trouble to run it, but this can not compensate for the serious losses involved. The highest good of pupils ought never to be sacri¬ ficed to secure a self-adjusting mechanism and uniformity of results. II. Another problem in the management of graded schools, to which attention is called, may be thus stated: How to subject the results of school instruction to examination tests and not narrow and groove such instruction. In a graded system of schools there must necessarily be some uniform basis of classification and promotion, since the object of classifying pupils is to bring those of like attainments into the same classes that they may advance together, and at the same time receive the greatest possible benefit from the instruction imparted. The promotion of pupils on the recommendation of teachers, or by classes without reference to relative attainments, is, as all experience shows, sub¬ versive of classification and thoroughness of instruction; and especially is this true in a system of schools comprising several departments or classes of the same grade. Teachers differ widely in skill and efficiency, and, as a general rule, the more superficial the teacher the higher his estimate of the attainments of his pupils. Hence the relative acquirements and standing of pupils must be deter¬ mined by the application of some uniform test; and the more thorough and com¬ prehensive this test the more complete, other things being equal, will be the resulting classification. Moreover, teachers as a class need the check of test examinations to prevent a too rapid advancement of their pupils. I have seen graded schools in which all proper classification was destroyed by the strife between teachers to advance their pupils into higher books and studies. But whatever may be true of the necessity or value of test examinations, they are very generally employed in graded schools, and their character largely deter¬ mines the character of school instruction. If the examination tests are narrow and technical, the instruction will be narrow and technical; if the tests run to figures, the instruction will run to figures; if the tests demand details, they will “emphasize and make imperative all the lumber of the text-books; ” if they cover only a part of the studies, the non-test studies will receive little attention. Indeed, it may be stated as a general fact that school instruction :'s never much wider or better than the tests by which it is measured. This narrowing and grooving tendency of test examinations is greatly increased when the results are used as a means of comparing the standing of schools and the success of teachers. The principal of the first grammar school in one of the largest cities in the East once said to the writer: “My success as a teacher is measured by the per cent of correct answers my pupils give to the series of ques¬ tions submitted in the examinations for promotion to the high school. Whatever qualifications these tests call for I must produce or fail. I can not stop to inquire whether my instruction is right or wrong. I must prepare my wares for the market.” Few teachers can resist the grooving influence of such a system, and, in spite of it, teach according to their better knowledge and judgment. I have seen blackboards covered with “ probable ” questions, and classes, meeting before and after school to be crammed with set answers to them, as a preparation for a test examination. I have known classes to memorize the names of all the bones in the human body, hundreds of dates in American history, and scores of the 1510 EDUCATION REPORT, 1896-97. mechanical processes of mensuration, because these things were known hobbies of the question maker. I have known the instruction of an entire corps of inter¬ mediate or grammar-school teachers to be largely concentrated on three or four test studies, to the great neglect of other branches of equal, if not greater, impor¬ tance. Principals have neglected the lower classes in their schools and given their time and energies for weeks to the special drilling of their first class— the one to be subjected to the comparative test — and pupils have thus been fearfully over¬ tasked. The difficulties and errors thus pointed out suggest their remedies. We have only time for three or four specifications. The examination tests should be as wide as the approved course of instruction, covering every study and every impor¬ tant exercise. Since this can not be done when the examinations are conducted exclusively in writing, the written tests should be supplemented by oral ones, relating not only to the branches of study, but also to the discipline of the schools, their moral influence and life, the manners inculcated, and the general culture imparted. It is true that this will require time, but are not these things as important as the narrow and technical knowledge usually covered by the written tests? Again, the questions should be so framed as to test the pupil's knowledge of the subjects taught — his comprehension of the leading facts and principles, rather than his familiarity with the details and verbiage of the text-book. They should place training before cramming and culture before technics. It is true that classes thus examined will not reach as high a per cent as they would were the tests confined strictly to the text-books — were every question to fall within the prescribed course of instruction. But the object of a test examination is not to assist pupils in reaching a high per cent, but to determine what they actually know and to indicate what they ought to know. When classes reach an average of £0 to 100 per cent in a test examination, the fact is of itself evidence that the tests were either grooved to a narrow course of instruction, or that the special drilling of the more backward pupils was attended with a great sacrifice of time and opportunity on the part of the other pupils. .Another remedy suggested is that the results of test examinations should not be used to compare schools and teachers. A careful observation of this practice for years has convinced me that such comparisons are generally unjust and mischie¬ vous. There is often a marked difference in the intelligence of the different dis¬ tricts in a city, in the number of pupils under instruction, and in other conditions for which the board of education and the public make no allowance. Moreover, these published tables of examination per cents often put a premium on special cramming and false teaching, and sometimes on downright dishonesty. The teacher who ignores higher motives and bends all his energies to secure a high per cent is rewarded, while the teacher who scorns to degrade his high calling to the preparation of “wares for the market” is condemned. When the schools brought into comparison with each other are in the same building and under the same principal, these evils are more readily avoided. A final suggestion is that the pupil’s standing should be the result not of one but of several examinations. The holding of monthly examinations, a practice now quite common in Ohio and the West generally, I believe, is much better than the former practices of annual and term examinations. The reasons are too obvious to require their statement. I will only add that these monthly examina¬ tions are often a severe tax on both teachers and pupils. It is simply an 'outrage to require children to write from four to six hours a day under the severe strain of a test examination. The Society for the Prevention of Cruelty to Animals should so extend the sphere of its humane efforts as to include some of our public schools on examination days. PROBLEMS IN GRADED SCHOOL MANAGEMENT. 1511 III. Another problem in graded school management touches the freedom of the teacher, and may thus be stated: How to subject a corps of teachers to efficient supervision and not reduce them to operatives. The adoption of a definite course of study with subdivisions corresponding to the number of classes, all following each other in natural order, necessitates the mastery of each of the successive portions a3 a preparation for the nest higher. When the pupils in the lower grades or classes are sufficiently numerous to occupy several schoolrooms under different teachers, the progress and attainments of the several sections of each grade or class must be sufficiently uniform to enable them to come together in the upper grades or classes. This necessitates a degree of uniformity of instruction, and it is just here that the mechanism of the graded system touches its very life, as the experience of too many of the larger cities plainly shows. To secure this uniformity of instruction the course is mapped out in minute details, and the time to be devoted to each part, the order in which the steps are to be taken, and even the methods of teaching, are definitely and authori¬ tatively prescribed. As a result the teacher is not free to teach according to his “conscience and power,” but his high office is degraded to the grinding of pre¬ scribed grists, in prescribed quantities, and with prescribed fineness — to the turning of the crank of a revolving mechanism. The supervising principal of a public school in a large city once said to the speaker: “It is idle to ask my teachers to read professional works. They follow the prescribed course of study and look to me for their methods. Their ambition is to do their work precisely as I direct, and they do this without inquiring whether my methods are correct or incorrect. It is enough that I prescribe them.” It is possible that this may be an extreme case, but it illustrates the tendency of the system when administered as a mechanism. It seems unnecessary to say that this prescribed uniformity in both the matter and method of instruction is subversive of all true teaching. Carpets may be woven, garments made, and stone carved by pattern, but the unfolding and informing of a human soul is not the work of operatives, following appointed forms and methods. The human soul is not touched by the revolving cogs of mechanical methods. True teaching requires the artist ‘s hand and the artist's spirit. Fruitful methods may be evoked; they can never be imposed. They must bear the impress of the teacher’s image, and pulsate with the life which he breathes into them. The vital element in every method of instruction is what the teacher puts into it, and hence the prime fact in every school is the teacher. It is not enough that graded schools go through with the forms of a philosophic course of instruction. The knowledge to be taught may be wisely selected and arranged, the successive steps may follow each other in natural order, and the entire mechanism may be so perfect that the revolving cogs touch each other with beautiful precision; and yet, if the whole be not vital¬ ized by true teaching, the system is a failure as a means of education. The one essential condition of success is the informing, vitalizing spirit of free, earnest teachers; and the more philosophical the system of instruction attempted, the more essential is this condition. A routine of mere book lessons may be con¬ ducted by a blind plodder who can turn the crank and tighten the screws, but a system of instruction, having for its grand end the right unfolding and training of the mind and heart, requires the insight, the invention, the skill, the inspira¬ tion of the true teacher. We are slow in learning that philosophic methods of teaching are practicable only to those who have some insight into their principles. The oral teaching in our schools is often as deadening as the old text-book drills. Some of the object-lesson teachers out-Herod Herod in mechanical teaching, and if I were obliged to choose between the text-book grinder and the crank turner of prescribed object lessons, I should unhesitatingly take the former, with the assurance that he would, have something to grind. 1512 EDUCATION REPORT, 1896-97. But how can this difficulty be avoided in a graded system of instruction? How can requisite uniformity be secured and, at the same time, the teacher have nec¬ essary professional freedom? I do not assume to be able fully to answer these questions. My first suggestion is that a sharp discrimination must be made between results and methods. The essential thing in a graded system is that there be necessary uniformity in results at stated periods, and this can be attained without denying the teacher freedom in his methods. This teacher will succeed best by one method and that teacher by another, and each should be left free to use his best power. Another suggestion may be imjjortant. A course of study may prescribe a minimum amount of work for each school term or year, or as a condition of pro¬ motion, but the stated order and time of the subdivisions should be merely sug¬ gestive. Uniformity should be required only so far as it may be important or necessary. The essential result in a graded system is that the several classes of the same grade come to the examination for promotion with like attainments. It is not important that the several teachers accomplish the same result day by day or week by week. Nothing is more ridiculous than the attempt to parcel out primary instruction and tie it up in daily or weekly prescriptions, like a doctor's doses. This week the class is to take certain facts in geography; to count by twos to fifty (to sixty would be a fearful sin!); to draw the vertical lines of a cube; to learn to respect the aged, etc. This also suggests the folty of restricting teachers to the work laid down in the course. One teacher can accomplish more than another in the same time, and, if forbidden to widen his instruction, to turn into new fields, the surplus time will be wasted in useless repetition. A scheme of study can only prescribe the minimum, the essential course. Parallel with this and diverging from it are lines of important knowledge, which the teachers should be free to explore. Moreover, it is in these very diversions from the beaten path that the most valuable instruction is often imparted. The teacher carries into them an unusual zeal and interest, and his pupils are thus quickened with a new inspiration. It is taken for granted in this suggestion that the schools are sup¬ plied with well qualified teachers, and this presupposes that they have received necessary professional preparation. We are beginning to recognize the fact that the essential condition of the highest success of American schools is the thorough normal training of our teachers. But the great remedy for the particular evil under consideration is intelligent, flexible supervision. Supervision is of doubtful worth when it exhausts itself on the mere mechanism of a school system. It must, of course, secure uniformity and system, but these may be attained without grooving the teachers’ instruction or sacrificing their professional freedom and progress. An experienced superin¬ tendent once remarked that his chief business was to keep his teachers out of the ruts. To this end the superintendent must be qualified to instruct, inspire, and lead teachers in the work of professional improvement, and his supervision must be flexible enough to allow free investigation and experiment. It is true that a corps of teachers, imbued with such an earnest spirit of inquiry and progress, will run in no one’s groove, but what is thus lost in uniformity will be more than made up in vital teaching. IV. A fourth problem in graded-school management is the proper adaptation of the system to the needs of those pupils who can give only a part of their time to school duties. “ The schools,” says a leading paper, “ allow no divided allegi¬ ance. If the boy goes to school, he must go steadily, and give it the heart of the working day. No provision is made for children who must devote a part of each day to labor. Hence young children are taken out of school to assist in household duties, to sell papers or do errands, or to render other assistance, really demand¬ ing but a portion of their time. Many pupils are withdrawn from school at a PROBLEMS IN GRADED SCHOOL MANAGEMENT. 1513 very early age to learn trades. They are too young to work more than the half of each day, and would make even more rapid progress in manual labor if they could spend the other half in school. But the doors of the public schools are closed against them. They must choose between the shop and the school, and the neces¬ sity of earning a living as early as possible scarcely permits, in many instances, a choice. The failure of the public schools to accommodate this class of pupils, the very class which, above all others, needs their advantages, has been too generally accepted as unavoidable. Whenever the necessities of the family have demanded any portion of the regular school hours, children have quietly dropped out of their classes and the schools have gone on apparently unconscious of their absence. But the proposition to enact laws compelling parents to send their children to school has raised the inquiry whether the schools are not responsible for some of the absenteeism to be thus corrected. It is urged that the first step is to adapt the schools to the necessities of all classes. As a means to this end it has been suggested that the public schools should be organized on what is known as the half-time system — a system tried with encouraging results in Europe and also in the primary schools of several cities in this country. It is urged that the uniting of labor and schooling is the true idea, that children who devote their whole time for eight to ten years to schooling are not then likely to enter on manual labor with much enjoyment, and, besides, that labor and schooling, when united, assist each other. The half-time pupils prove, as a rule, as apt scholars as their full-time classmates, and, at the same time, more skilled workers than their unschooled workfellows. These considerations have certainly great weight, but I am not convinced that the adoption of the half-time system in the upper grades of our schools is neces¬ sary to secure the desired end. A great many of the pupils in city schools would not engage in manual labor the half of each day were the half-time system adopted. If in school only half of the day, they would spend the other half in idleness or on the streets, and some in worse places. When no home study is required, the present system allows some six hours a day and every Saturday for labor and recreation. This is found to be time enough for many childrer to do all the work that is provided for them. It is possible that it would be better if all our youth had regular work the half of each day, but the public schools can not change the usages of society in this respect. They must conform to what is, rather than to what should be. It has also been suggested that half-time schools might be organized for work¬ ing children, and that the present system be continued for others. This involves not only a classification but a separation of children on the basis of manual labor, and we have already quite enough of this class principle in the organization of our schools. It is believed that the difficulty under consideration can be success¬ fully met without organizing separate schools for working children. What is needed is to make the course of study and requirements of our schools flexible enough to accommodate this class of pupils. Instead of half-time schools, I would suggest a half-time course of study in all grades above the primary. It is not necessary to require all the pupils in our public schools to take the same number of studies and advance with even step through the course. This Pro¬ crustean device must be given up, if the public school system is to do its full legitimate work as an agency for the education of the whole people. Instead of excluding pupils who can not meet all the conditions of a complete and thorough course of elementary education, it must provide for such pupils the best education possible under the circumstances. This may involve some loss in uniformity and system, but there will be a gain in usefulness — a result more important than mechanical perfection in classification. 1514 EDUCATION REPORT, 1806-97. The four great problems which we have thus imperfectly considered, are pre¬ eminently graded-school problems, having their origin, so to speak, in the element of gradation. Other educational problems, as the teacher problem, the study problem, the sex problem, etc., relate alike to both graded and ungraded schools. It is hoped that I am not understood to condemn the graded system, for the very aim of this paper is to assist in making the system more efficient and useful. It is also hoped that I am not understood to intimate that the defects pointed out exist in equal degree in all graded schools. I bear cheerful testimony to the fact that the gravity of these problems is appreciated by scores of superintendents in my acquaintance, and encouraging progress has been made in their practical solution. It may also be remarked, in conclusion, that I have aimed more to state guiding principles than to solve these problems in detail. The one principle I desire specially to impress is, that the solution of each of these four problems is found in the proper subordination of the demands of the graded system as a mechanism to its great purpose as an agency for the education of the people — for furnishing every child with the best possible education it is capable of receiving in the actual circumstances which surround it; in the proper subordination of uniformity and system, which are but means to the sublime end of unfolding, enriching, and beautifying the human soul — of touching human life in ail conditions with ele¬ vating and beneficent power. II.— EDUCATION IN HAWAII FOR 1896. By Gen. John Eaton. The Hawaiian reports of education are biennial. A census is taken once in six years. These two reports coming the same year (1896) may well be considered together. They present an exceedingly interesting story of the education of the several races represented in these islands. Of the Archipelago known as the Sand¬ wich Islands, or Hawaii, only eight, Ha-wai-i, Mau-i, O-a-hu, Kau-ai, Mo-lo-kai, La-nai, Ka-hoo-la-we, and Nii-hau, of the principal islands extending over 300 miles at the eastern end of the group are inhabited. These have a total approximate area of 7,000 square miles, or 4,480,000 acres; and a total population, according to the last census, of 109,020, and distributed as to sex and nationality as follows: Nationality. Male. Female. Total. Hawaiians _ _ _ _ _ _ 16,399 1 4,249 1,975 1 1,406 866 14, 620 4,236 31,010 8,485 3,036 Part Hawaiians _ _ _ _ _ _ _ Americans _ _ _ _ __ _ 1,111 British . . . . . 844 2,250 German . - _ . .. _ _ _ _ _ 566 1,432 111 French . . __ . _ . _ _ _ 56 45 Norwegian . . . . . . . . . 216 162 378 Portuguese . . _ . . . . . 8,202 19,212 6, 989 15, 191 Japanese . . _ . . . _ . . . . 5, 195 24, 407 19,167 321 2,449 j 134 21,616 455 South Sea Islanders . - . Other nationalities . . 448 1 152 600 Total . . . . . . . 72,517 , 36,503 109,020 The marked disparity between the sexes will be noted. The total number of males, 72,517, in the country is nearly double the total number of females (36,503). It will be observed that next to the total of native Hawaiians, 31,019, is the total of the Japanese population, 24,191. It appears that the Japanese have recently come in with great rapidity, as many as 2,000 arriving in a month. The Chinese (next in number to the Japanese) reached 21,616, making a total from Asia of 46,023, or nearly half (42 per cent) of the total, that is the Asiatics nearly equal in number all other nationalities. EDUCATION IN HAWAII. 1515 The total increase during the six years which elapsed since the previous census is 19,030, or 21.1 percent. The diminution of the native Hawaiian population, which has been long progressing, it appears, continues. In 1890 there were 34,433 native Hawaiians; in 189G, 31,019, or a decrease of 9.9 per cent; from 1884 to 1890 the loss was reported at 13.09 per cent. This reduction in the per cent of native Hawaiian loss is in part accounted for by the greater care bestowed upon the younger generation, especially since the establishment of the Republic. Turning to the legal school population, ages 6 to following: 15, inclusive, we find the Nationality. Male. Female. Total. Hawaiian _ _ _ _ _ _ _ _ _ _ 2,882 2, 585 5,467 Part Hawaiian .. _ _ _ *. . . . . . 1,226 1,211 2, 437 Hawaiian born, foreign 2,371 65 2, 134 4,505 126 American _ _ _ _ _ _ _ _ _ 61 British _ _ _ .. _ 34 38 German _ _ _ _ _ _ _ _ 29 33 62 French _ _ _ _ _ _ 1 1 NfoTWRCfinn _ . _ _ 7 5 12 Portuguese . . . . . . . . 410 364 774 Japanese . . . . . . . . 116 31 147 Chinese _ _ _ _ _ _ _ _ 544 121 065 South Sea Islanders . . . . . . . 4 ‘> 6 Other nationalties . . . 6 6 12 Total . _ ... . . . . . . . 7,694 6,592 14,286 The nationality of teachers in all schools on the islands in 1896 is as followTs: Hawaiian _ _ 68 Part Hawaiian _ _ 60 American _ _ . . . . . . . 177 British ... _ 66 G-erman.. _ 8 French _ 6 Belgian _ 5 Scandinavian _ _ 5 Dutch _ _ 2 Portuguese _ 13 J apanese _ _ 2 Chinese _ 14 Total _ _ _ _ _ _ _ 426 The pupils in Government English schools, by years: First year _ _ _ _ 3, 543 Second year _ _ _ _ _ _ _ _ _ _ _ 2, 090 Third year _ _ _ _ _ _ _ 1,639 Fourth year . . . . . . . . . 804 Fifth to eighth . . . . . . . . 799 High school course _ _ _ _ _ _ _ 118 Total _ _ _ 9,093 The number of pupils in the independent or private schools is 3,464, and the number of teachers, 169 (male, 69; female, 100); the number of independent schools, 62. During the two years covered by this report there were three Government schools, with a total of 59 pupils, taught in native Hawaiian. For the future it 1516 EDUCATION REPORT, 1896-97. appears that no schools will be taught in Hawaiian, and that all instruction at Government expense will he in English. The school attendance in the islands in 1854 was 12,482; in 1878, it had run down to 6,252; as seen above, it has risen again to 12,61G. In the last two years the increase has been specially rapid. The attendance of pupils in Government schools is as follows: Hawaii . . . . . . . . . . . . 2, 740 Maui and Lanai _ _ _ _ _ _ 1, 895 Moloki _ _ _ _ _ _ _ 162 Oahu _ _ _ _ _ _ _ _ 3, 027 Kauai and Niiliau _ _ _ _ _ _ _ _ _ 1, 269 Total _ 9,093 •> The attendance in independent or private schools, by islands, is as follows: Hawaii.. . . 614 Maui and Lanai _ 438 Molokai _ _ 72 Oahu _ _ _ _ _ _ _ 2, 185 Kauai and Niihau _ _ _ _ _ _ _ _ _ _ _ 155 Total . . . . . 3,464 The average attendance, by islands, was: Per cent. Hawaii _ _ _ _ _ _ _ _ _ 86.4 Maui _ _ _ _ _ _ _ _ _ _ _ _ _ 88. 9 Molokai _ _ _ _ _ _ _ _ _ _ _ 83. 4 Oahu _ _ _ _ _ _ __ 88.3 Kauai _ _ _ _ _ _ _ _ _ _ _ _ 90.7 The average for the whole group is 88.2 per cent. Honolulu has an average attendance of 88.6 per cent. The report adds the remark: “New York has an average of 76 per cent; Columbus, Ohio, 80 percent; San Francisco, 67 per cent; Los Angeles, which, because of its enrollment of 12,191, is practically the same as ours, has 73 per cent. If the comparison is made with the States instead of the cities the percentage of the Hawaiian group shows still more favorably. The State of New York has an average school attendance of 61 per cent, Ohio, of 72 per cent, and California 76 per cent. To enforce this attendance the board employs fifty truant officers, and it is very evident that the money spent in this direction has been well expended. ” The need of increased school accommodations is emphasized. “In Honolulu every school is overflowing, and there are yet children who might be brought into school if we only had room for them. ” The course of study resembles very much the courses in the several States of our Union. Sewing is taught the girls according to a carefully prepared plan of work. Nine establishments have been equipped for the manual training of boys. A young lady, native of the islands, educated at Pratt Institute, Brooklyn, N. Y. , teaches drawing. More than half of the iiupils are instructed in music. Under the inspiration of Mrs. S. B. Cooper, of the Golden Gate Free Kindergarten Association, of San Francisco, a free kindergarten school was opened in Honolulu in March, 1894. Since then considerable progress has been made. A training class has been organized, and it is believed that the system is well grounded. Night-school work is favorably reported. A regular normal class has been attached to the high school. Of its members, 8 are part Hawaiians, 8 Americans, 3 are British, 1 Hawaiian, and 1 Spanish. EDUCATION IN HAWAII. 1517 The report comments favorably on the quarterly meetings of the teachers held at various centers; also on the custom of visiting schools. It is affirmed that “as a body the teachers of the Hawaiian Islands are a credit to the Republic. They have the future of the State under their control, and they are as a rule faithfully and conscientiously doing their work.” Teachers’ examinations are carefully conducted. First-class certificates are given for three years upon a minimum mark of 85 per cent; second-class certifi¬ cates are for two years, the minimum mark required being 75 per cent; and third- class certificates for one year with a minimum mark of 65 per cent. A life diploma has been granted to Mr. Armstrong Smith, who has spent over ten years of satisfactory and successful service in the public schools of the country. The report goes carefully into the details of the school work, public and private, in each island and each district. The attendance for the island of Oahu was 5,212, and in the city of Honolulu, the capital of the Republic, 4,305. Eight years ago there were in Honolulu only 2,329 pupils enrolled. Of the male teachers in the Government schools of that city, 6 are American and 4 are British; of the female teachers, 15 are part Hawaiians, 18 American, 10 British, 2 Scandinavian, 1 Portu¬ guese, and 1 Chinese. Of the special teachers, 1 is British and 1 is American. Of the entire number of teachers, 35 received their education, in whole or in part, in the Hawaiian schools. The Royal School is the largest of the Government English schools, with 469 pupils and 11 teachers. The largest independent school is St. Louis College, which enrolls 522 pupils. The high school is strongly commended. The most prominent of the independent schools is Oahu, “which offers to its stu¬ dents a semiuniversity course.” The success of its pupils in the leading univer¬ sities of the United States speaks well of the training it gives. The Kamehameha classes grow in favor and do great credit to their munificent founders. A girls’ department has been opened and has 59 pupils. Of the schools for girls, the largest is that kept by the Sisters of the Sacred Heart. It is a boarding and day school, and numbers 320 pupils. The Northern Pacific Missionary Institute has 8 Hawaiian students, 1 Portu¬ guese, and 1 Chinese. The regular course extends over three years; sometimes a fourth is added for a special study. Of the 36 pastors now serving the 55 evangel¬ ical churches, 25 are graduates of this institute. Six other graduates are engaged in the foreign missionary work in the Gilbert Islands. The expenditures of the board having charge of the schools for the twenty-one months ending December 31, 1895, are given as $270,856.08. A circular from the board calling attention to the clause of the constitution which declares that no public money shall be appropriated or public land conveyed to or for the support or benefit of any sectarian, denominational, or private school after a specified time, states that “ the board does not consider it consistent with the above principle to open the school every morning by repeating the Lord’s Prayer in unison,” calling attention to the declaration of the school law, which points out the object of the common schools supported by the Government, is to instruct the children of the Union in good morals; the report declares that “ this includes honesty, truthful¬ ness, obedience to parents and teachers, respect for superiors in age and position, patriotism, kindness, benevolence, helpfulness to the weak and the unfortunate, humanity to animals, personal cleanliness, modesty, chastity, temperance, and other virtues which should be taught by precept, illustration, and example at all times. No profane or indecent language should be, allowed in the school premises or on the way to or from school. Special instruction should also be given on the evils of the use of narcotics and of alcoholic drinks.” In all parts the system of schools exhibits the influence of American principles and methods. “The school law of June, 1896, revises the educational organization; there is no longer a separate cabinet officer for education. The secretary of foreign affairs is 1518 EDUCATION REPORT, 1896-97. the head of the educational department and presides over its meetings and repre¬ sents it in the cabinet.” The administration of education is in the care of the above cabinet officer and six commissioners to be appointed by the President with the advice of the cabinet; “ministers of religion are not eligible as commission- ers.” The commissioners elect one of their number as chairman to preside in the absence of the cabinet officer. They adopt all regulations and rules under the law for the employment of teachers and agents. They elect an inspector who devotes himself to the improvement of the schools and a secretary who keeps all records of the department. The organization is simple and aims to be effective in the administration of the remotest and smallest school. The law provides that pri¬ vate or independent schools must have a Government permit for their establish¬ ment, must conform to sanitary and hygienic requirements, must be opened to Government inspection, and that their teachers must have a Government certifi¬ cate as a guaranty of their good moral character and their qualification to teach* The attendance of all children between 6 and 15 years of age, both inclusive, at either a public or private school is obligatory; except, first, when there is no school within 4 miles; second, when it is certified by a physician that the child is physically or mentally unable to attend; third, when the child is properly instructed at home by a tutor; fourth, when the child has passed required exam¬ inations. The English language shall be the medium and basis of instruction in all public and private schools, save where other languages are specially permitted by the department. Provision is made for teachers’ conventions and institutes. Text¬ books are furnished by law at cost price. The law requiring boys and girls to be taught separately is repealed. The revised school law is intended to put the utmost vigor into the administration and instruction of all grades of schools. Nationality of school attendance. Nationality. Hawaiians . Part Hawaiians . Hawaiian-born foreigners Americans . British . . . . Germans . French . . Norwegians. . . Portuguese . Japanese . . Chinese . . South Sea Islanders . Other nationalities . Number within school age. Per cent attend¬ ing school. 5,467 98.39 2,437 99.01 4.505 94.40 126 88.50 72 82. 75 62 82. 25 1 Over. 12 100.00 774 85.40 147 94.55 665 92. 48 6 Over. 12 83.33 14, 286 96.20 Total EDUCATION IN HAWAII. 1519 The census endeavored to obtain information, not only into the number who can actually read and write, but who can read and write English, Hawaiian, and any other language. The result is set forth in the following statement, from which may be judged the relative illiteracy of the races: Nationality. Number above 6 years. Per cent able to read and write. Ha waiians . . . - . 26,495 5,895 83.97 Part Ha waiians _ _ _ _ _ _ _ 91.21 Hawaiian-born foreigners _ _ _ _ _ _ _ _ 5,394 68.29 Americans _ _ _ _ _ _ 2,060 1,516 899 86.02 British . . . . . . . . - . . . 95. 44 Germans _ _ _ _ _ _ _ _ _ 86.31 French . . . . . . _ . 75 92.00 Norwegians . _ _ - _ - _ 215 80.46 Portuguese - - _ _ _ _ _ 8,089 22, 189 19,317 407 27.84 Japanese _ _ _ _ 53. 60 Chinese - . _ _ ... _ - _ _ 48.47 South Sea Islanders . . . _ _ _ _ _ 40. 05 Other nationalities ... . _ _ _ _ _ 423 75.41 The census observes there are very few countries where education is so universal, and in a few decades, if things go as they now do, there will be very few unable to to read and write English. Comparing the figures of several years, we have the following result: Year. Number above 6 years. Per cent able to read and write. 1884 . . . . 70,382 78,571 93, 105 55.43 1890 _ _ . . . . . . . 48.85 1896 . . . 63.90 The marked gain for the last six years will be observed. The following form of statement shows the result of school attendance by groups of nationalities. Nationality. Number above 6 years. Number able to read and write. Per cent able to read and write. Ha waiians and part Ha waiians.. _ _ _ _ _ 32,390 5,319 8,089 41,913 27, 625 85.28 Americans and Europeans, other than Portuguese . . . 4’ 556 2, 252 21,421 85.65 Portuguese _ _ _ _ _ 27.84 Japanese, Chinese, and South Sea Islanders.. . . . . . 51.10 With the progress of intelligence before us, as seen in the above data of school work, it is of interest to observe the facts connected with the ownership of prop¬ erty or homes, as indicated by the following table: Number of owners of real estate. Nationality. 1890. 1898. Increase. Hawaiians . . . . . 3,271 3,995 724 Part Hawaiians . . ... . . . . . 395 722 327 Portuguese . . . . 234 438 204 Ten other nationalities . . . 795 1.172 377 1520 EDUCATION REPORT, 1896-97. Here is an increase of 1,633 owners of real estate. That the conditions in these recent years are favorable to the Hawaiians is indicated by the increase of 724 Hawaiian owners. From another table it appears that there are 5,966 homes owned by those who inhabit them. Here, too, the percentage by nationalities is important. HawTaiians _ Part Hawaiians _ Portuguese . . Chinese _ _ _ Japanese _ _ _ Eight other nationalities Per cent. .. 51.94 7.64 11.64 13.70 . _ 5. 78 .. 10.30 III.— THE INDIAN PROBLEM FROM AN INDIAN’S STANDPOINT. [The following is taken from an address delivered before the Fortnightly Club, of Chicago, by Dr. Carlos Montezuma, an Apache Indian from Arizona, and reputed to be a respected . resident and successful practitioner in Chicago. His proposition for the solution of the Indian question, in view of his origin and pres¬ ent status, is entitled to consideration.] The Indians of to-day are not the Indians of the past. They have been cut loose from the advantages of barbarism and thus far have not profited by civilization. This makes the Indians of the present more degraded than their forefathers ever were. Do you know that your whole effort has been and now is crowding them into depths of a state worse than barbarism? If you go on and hold down the latent power of the young Indian in the poison¬ ous tank of your present Indian system, the new picture will present a form that once glowed with health scarred by disease; the once open face and piercing ej^e will be filled with suspicion and fear; clear-cut feature is no longer there; the hands that pulled the bow are weakened by misuse and poisoned by vice. W e Indians are struggling in the dark to find a way out. I have faced your civilized and uncivilized Indian in his own home, have inves¬ tigated the Indian school system on and off the reservations, and, above all, have I passed from the Apache grass hut through the different stages of development among enlightened people. Now I say more and more every year, I know that you are shortsighted in deal¬ ing with the Indian. Your mistakes have made him what he is to-day. My convictions come from intense interest, from personal observation. I have put all my thought into it. Most people have a wrong idea of the reservation; it is not an earthly paradise nor a land of milk and honey, where the pipe of peace is continually smoked. It is a demoralized prison, a barrier against enlighten¬ ment, a promoter of idleness, beggary, gambling, pauperism, ruin, and death. It is a battlefield on which ignorance and superstition are massed against a thin skirmish line sent out from civilization. Five or ten Government employees at an agency or on a reservation can never elevate its thousands of Indians; on the contrary, you send teachers to elevate the Indians and in a few years these teachers become Indians in habits and thought. Would you isolate your children on a barren soil? Would you surround them with ignorance and superstition? Would you put them among idlers, beggars, gamblers, paupers, and cowboys? Would you put around them the bowie knife, the revolver, and the bayonet? Would you deliberately place them away from any civilization whatever? If you did all this, would you expect them to be cultured, refined, intelligent, humane, and honest? THE INDIAN PROBLEM. 1521 Would you expect to make them industrious and self-supporting citizens'? No; you would place them in the midst of the most refined, cultured, and edu¬ cated communities, among English-speaking people, where they could come face to face with all phases of civilized life, so that they might utilize and improve all their faculties. You would do this not merely for five years, but for all of their life time, and even then if they turned out well you would have a sense of relief. You are blinded and ignorant in the enjoyment of your civilized life. In the midst of your refinement and education you are without a trace of an idea of the real facts about the Indian question. You need to have the real con¬ ditions forcibly brought to you before you can realize your duty. Long-range education away from civilization is an utter failure. Five years of schooling is not education for the Indian boy any more than for the white boy. It is a mere whitewash education. The boy and girl go home and back to barbarism. To accomplish the elevation of the Indian, compulsory education will be neces¬ sary. This education should not be on reservations nor near them, but in your public schools. If the choice of my life had been left to my mother and father or myself, I would not be here. Ignorance and the very depths of barbarism would have been my fate. You are sympathetic and philanthropic; but your sympathy and philanthropy when exerted to the secluding of the Indians on the reservations are misplaced. It is unjust, it is inhuman; it is criminal to stun the Indian from his birth to his death. Would you give a child a few hundred dollars a year to do with as it pleases? The Indians in their present state have become children. The intention of the people and the Government toward the Indian is good, but you can not cancel your obligation by giving him large money annuities. You feed able-bodied men and women; you take away the need of personal effort; you hold them in idleness; you encourage barbarism. Against these methods and this treatment I protest. You may care for the weak and helpless, but do not make strong men idle. Good people wish the Indians were like themselves, but think it cruel to change their relations and habits at once. There is a story that goes this way: There was a saint who had a dog; the dog had too long a tail. He concluded to cut the poor unfortunate’s tail off little by little so as not to hurt the dear dog too much. In much this way we are treating the Indians. Let us stop this destruc¬ tive policy. Let us cut the Gordian knot by the quickest way possible. Delay is ruin to my race. Does anyone say that this race is not endowed by nature with some great qual¬ ities which the Caucasian would do well to preserve? Yes, more, to imitate? Do I hear anyone say that the Indian has no fine qualities worth preserving? Do I hear this from anyone? If I do, my words are not for him. Why do you not wipe out these dark reservations? Let the Indian earn his liv¬ ing in God’s appointed way, “by the sweat of his brow.” This is the only way to liberty, manhood, and citizenship. Some of these Indians, when brought into competition with white men, will die, you say. True; but that is what they are doing now. But, you say. they are wards of the nation, and we must deal honorably and justly with them. What you say is true, and you mean well, but to hear you speak of dealing honestly and justly with the Indian makes an Indian smile. You ask what shall be done with the reservations which the nation holds in trust for the Indian? I answer, sell them to bona fide settlers. What shall be done with the money? Use it, and more if necessary, for the education of every ED 97 - 96 1522 EDUCATION REPORT, 1896-97. Indian child or youth. Where and how would you educate them? Away with the reservation schools. Send all children to the most civilized communities, not in large masses, but scatter them in small classes over the United States, and place them in the public schools. Let them be brought up in and become citizens of the various States. But this would be cruel to take little children from their parents and natural protectors. True, I know about that, because it happened to me. But you ask, What right have we to take away a child from its Indian parents? I answer, It is done every day by the courts in the cases of white chil¬ dren whose parents are incapable of taking care of them. You can never civilize the Indian until you place him while yet young (and the younger the better) in direct relations with good civilization. When you do this with judgment, you will succeed and make him a useful citizen of the Republic. You have compromised and compromised with the Indians, fed and clothed them as children, and have kept them pent up away from civilization. You know the results. By leaving the education of the papooses to their ignorant and superstitious par¬ ents, you have encouraged the blind to lead the blind. The system is worse than a failure. And worst of all, you have done this carelessly and not without good motives. As an Indian, I thank God for helping hands that led me, step by step, perhaps not far, but at least to where I am now. Had it not been for this, my fate would have been that of my people. The Indian children when transplanted must have friends who will give them advice, support, and encouragement. This will help them on over the difficulties. Small difficulties will seem to them like mountains. The reservation can never furnish the necessary conditions. The cure must come from association with enlightened Christian people. “Out of geographical barbarism into geographical civilization and citizenship” is the true war cry for the Indian of to-day. It is entirely practical to distribute all Indian children among your families. This has been done with great success. Four hundred and some odd thousand emigrants land upon your shores annually; in a few years they and their descendants are absorbed and lost sight of. This is because their children have the benefits of the public schools. I wish that I could collect all the Indian children, load them in ships at San Francisco, circle them around Cape Horn, pass them through Castle Garden, put them under the same individual care that the children of foreign emigrants have in your public schools, and when they are matured and moderately educated, let them do what other men and women do — take care of themselves. CHAPTER XXXIII. CURRENT QUESTIONS. Contents— Coeducation— Compulsory school laws— Temperance instruction— W omen in school administration— Teachers’* pensions— Foreigners in universities of central Europe— Convey¬ ance of children to school — Higher commercial education — Graduate work at universities and colleges— Corporal punishment— Salaries of teachers— Text-books (selection and sup¬ ply)— The local unit of school organization. COEDUCATION. Coeducation, or the education of boys and girls in the same classes, is the general practice in the elementary schools of the United States. Exceptions to this rule are found in a few cities— less, apparently, than 6 per cent of the total number. In the majority of these cities the separation of boys and girls has arisen from the position or original arrangement of buildings, and is likely to be discontinued under more favorable conditions. Of the fifty principal cities enumerated by the census of 1890, four— namely, Philadelphia, Pa.i Newark, N. J.; Providence, R. I., and Atlanta, Ga. — report separation of the sexes in the high schools only; two cities of this class — San Francisco, Cal., and Wilmington, Del. — reported, in 1892, separa¬ tion in all grades above the pri mary. In six cities —New York and Brooklyn, N. Y. ; Boston, Mass.; Baltimore,Md.; Washington, D.C., and Louisville, Ky. — both sepa¬ rate and mixed classes are found in all grades. Five cities of the second class having a population of 8,000 or more report separation of the sexes in the high schools, and ten cities of the same group separate classes in other grades. Of cities whose population is less than 8,000, nine report separate classes for boys and girls in some grades. Coeducation is the policy in about two-thirds of the total number of private schools reporting to this Bureau and in 65 per cent of the colleges and univer¬ sities. Foreign countries. — In England 65 per cent of the departments into which the elementary schools are divided have boys and girls in the same classes ; in Scot¬ land, 97 per cent. Statistics for Ireland show that 51 per cent of the national schools have a mixed attendance of boys and girls. Separate education is the general policy in English schools of secondary grade, and where both sexes are admitted to the same school it is generally to separate departments. It is noticeable that the royal commission on secondary education advocate the extension of the coeducation policy. In the British colonies, with very few exceptions, both mixed and separate schools are found. In Ontario all the schools are mixed. In Quebec the schools for English children are, as a rule, mixed, but in those for the French the sexes are separated. In the Australasian colonies the tendency to separate departments for boys and girls is noticeable in cities. In Cape Colony, while nearly all schools are mixed, separate schools for girls are encouraged. In France custom and sentiment favor the separate education of boys and girls and the law requires every commune having above 500 inhabitants to establish a separate school for girls unless specially authorized to substitute therefor a mixed school. The attendance upon mixed schools slightly increased during the last decade, but not enough to indicate any decided change of sentiment in this respect. The mixed schools are seldom found in cities. 1523 1524 EDUCATION REPORT, 1896-97. The department of the Seine, which is occupied by Paris and its environs, reported in 1891-92 for public schools only 0.2 per cent of the pupils enrolled in mixed schools and for private schools 9.2 per cent. In secondary schools, public and private, separate education is the universal rule. Germany. — Separate education is the preferred policy in the German States, but is not practicable in the rural primary schools. According to statistics of 1891, in Prussia two- thirds of the children in the common schools were in mixed classes, but in the cities the proportion was only three-tenths. In Saxony only the two lowest classes are mixed, so that separation occurs generally at the tenth year of age — always by the twelfth. Other continental countries.— Similar conditions prevail in the remaining coun¬ tries of Europe, the tendency toward separation being most strongly marked in the Catholic countries. In Italy the law calls for separate schools for boys and girls, and if they attend at the same building it mast be in separate departments, each provided with its own entrance door. The lowest classes, however, may be, and often are, mixed. In Norway, and to a less extent in Denmark, girls are securing admission to sec¬ ondary schools formerly reserved for boys. The South American republics follow the precedent of the Latin States of Europe. Brazil, like Italy, requires separate schools for the two sexes. In 1888 the experiment of admitting boys and girls to the same class rooms was made in a few schools, but they were seated in different rooms outside of recitation hours. Coeducation in the universities of Europe. — The adverse vote of the senate of Cambridge University upon the proposition to admit women to the university degrees fixes for the present the status of women with respect to the two great English universities. The vote which was taken May 21, 1897, stood 1,707 against to 661 for the resolution. The university colleges established in England since 1868 are open to men and women. By the “universities act” of 1889 the Scotch universities were author¬ ized to open their doors to women. Edinburgh admits them to the classes with men. Glasgow has affiliated Queen Margaret College for women, and more recently (1895) opened all lectures in the faculty of arts to women. The University College of Dundee, affiliated to St. Andrews, is coeducational. In France women have never been legally deprived of university privileges, and since 1863, when the first woman was enrolled in the Paris faculties, the number of women matriculates has been gradually increasing. Y/omen have recently been admitted to courses in the universities of Germany, Austria, and Hungary, special authorization being required in each individual case. The University of Athens was opened to women in 1890. CURRENT QUESTIONS. 1525 COMPULSORY SCHOOL LAWS. United States. — Twenty-nine States and two Territories have passed compulsory school laws defining the ages to which the law shall apply, the annual term of school attendance, and the penalty imposed upon parents or guardians for viola¬ tion of the law. These requirements are summarized in the following table: Compulsory education requirements in the United States. State. Maine New Hampshire Vermont . Massachusetts - . . Rhode Island .... Connecticut . New York . . New Jersey .. Pennsylvania. District of Columbia. West Virginia . Kentucky . Ohio . . . Indiana . Illinois . Michigan - Wisconsin .... Minnesota .... North Dakota South Dakota Nebraska . Kansas . Montana . Wyoming . Colorado . New Mexico.. Utah . . Nevada . Idaho . Washington .. Oregon . California . Age. Annual period. 8-15 16 weeks (2 terms of 8 weeks each, if practica¬ ble). 6-16 12 weeks . . . . 8-15 20 weeks . 8-14 or 15 30 weeks . . . 7-15 12 weeks; 6 consecutive. . . a 8-14 or 15 8 to 13 years of age, 24 weeks; 13 to 14, 12 weeks. a 8-14 8 to 12 years of age and un¬ employed youths 14 to 18, full term; for chil¬ dren 12 to 14, at least 80 days consecutive. 67-12 20 weeks; 8 consecutive. .. a 8-13 70 per cent of the entire term. C6-15 12 weeks ; 6 consecutive. . . 8-14 16 weeks . . 7-14 8 consecutive weeks . a 8-14 20 weeks, city district; 16 weeks, village and town¬ ship districts. 8-14 12 consecutive weeks . 7-14 16 weeks; 8 consecutive. .. c*8-14 16 weeks; 6 consecutive. .. 7-13 12 weeks . . . . &-16 12 weeks; 6 consecutive. . . 8-14 . . .do . 8-14 . .do . . 8-14 12 weeks . . . 8-14 12 weeks; 6 consecutive. .. 8-14 .do . . e6-21 12 weeks . . .. 8-14 12 weeks; 8 consecutive.... 8-16 12 weeks . 8-14 16 weeks; 10 consecutive . . c8-14 16 weeks; 8 consecutive... 8-14 . do . 8-15 12 weeks . . 8-14 12 weeks; 8 consecutive... 8-14 Two-thirds of school term; 12 weeks consec¬ utive. Penalty on parents or guardians. Pine, $25 (maximum). Each offense, $10 (maximum). Pine, $10 to $50. Each offense, forfeit not exceed¬ ing $20. Each offense, fine $20 (maximum). For each week’s neglect, fine $5 (maximum). First offense, fine $5 (maximum); each subsequent offense, $50 (maximum) or imprisonment 30 days. Each offense, $10 to $25 or impris¬ onment 1 to 3 months. First offense, $2 ( maximum) ; each subsequent offense, $5 (maxi¬ mum). Fine, $20 (maximum). Fine, not exceeding $5. Fine, $5 to $20 (first offense) ; $10 to $50 each subsequent offense. Fine, $5 to $20. $10 to $50; also, if court so orders, imprisonment 2 to 90 days. Fine, $3 to $20. First offense, $5 to $10; each sub¬ sequent offense, $10 (minimum). Fine, $3 to $20. First offense, $10 to $25; each sub¬ sequent offense, $25 to $50. First offense, $5 to $20; each sub¬ sequent offense, $10 to $50. Fine, $10 to $20. Each offense, $10 to $50. First offense, fine $5 to $10; each subsequent offense, $10 to $20. Each offense, $5 to $20 or 30 days’ imprisonment. Each offense, $25 (maximum). Each offense, $5 to $25. Fine, $1 to $25, or imprisonment for not more than 10 days. First offense, $10 (maximum); each subsequent offense, $30. First offense, $50 to $100; each sub¬ sequent offense, $100 to $200. First, $5 to $20; subsequent of¬ fenses, $10 to $50. Fine, $10 to $25. First offense, $5 to $25; subsequent offense, $25 to $50. First offense, $20; each subsequent offense, $20 to $50. a To 16 if unemployed in labor. 6 The law applies to youths 12 to 16 years of age if discharged from employment in order to receive instruction, c Law not enforced. d In cities, 7 to 16. e Penalty imposed only for children 7 to 16. 1526 EDUCATION REPORT, 1896-97. Compulsory education in foreign countries. Country. Age. Austria . 6-14 Bavaria . a 6-14 France^ . 6-13 England . 5-13 5-13 Hungary . 6 6-12 Italy... . 6-9 Norway . (c) „ Prussia . . 6-14 Saxony . <27-15 Sweden . . ' . 7-14 Berne . . 6-15 Geneva . . . 6-15 Neufchatel . 7-16 Tessin (Switzerland) . 6-14 Vaud (Switzerland).. 7-16 Grisons ( Switzerland) 7-15 Zurich . 6-16 Wurtemberg . 6-14 British Columbia . 7-12 Cape Colony . . New Zealand . 7-13 Nova Scotia . 7-12 Ontario . . 7-13 Prince Edward Island 8-13 Quebec . Queensland . 6-12 South Australia . 7-13 Tasmania . 7-13 Attendance required. Penalty. Until scholar has ac¬ quired prescribed sub¬ jects, religion and read¬ ing, writing, and arith¬ metic. - do . . No compulsory law . - . For 4 absences of half a day in a month the par¬ ent is summoned before local school committee. Full school term unless by special arrangement. - do . . No compulsory law. . 8 months, country; 10 months, town. No fixed rule . . 12 weeks per annum . 8 years, or until element¬ ary education is com¬ pleted. Same as Austria . . 34£ weeks . Five-sixths of possible at¬ tendances. 4 days a week, 6 hours a day. After 18 years of age, 10 hours a week. 28 hours a week for 6 to 9 months. 33 hours a week . . Every day; penalties for 10 absences. Every school day . . . No compulsory law . One half the period dur¬ ing which the school is open. 80 days a year . . 100 days a year . 13 weeks a year . . No compulsory law . 60 days in each half year, but law not yet enforced. 35 school days per quar¬ ter. 3 days a week . ... Fine §3.50 (maximum) or impris¬ onment up to 2 days. Fine $11 (maximum) or 8 days’ imprisonment. First and second offenses, warn¬ ing; subsequent, fine, $3 (maxi¬ mum) and imprisonment 5 days. Determined by local by-laws. Fine $5 or imprisonment 14 days. Fine from 35 cents to $1.50. Each offense, 10 cents to $2. Fines. Each offense 70 cents (maximum), or imprisonment up to 3 days. Fine $1.50 to $7, or imprisonment from 1 day to 6 weeks. Fines and imprisonment. Do. Fine 38 cents (minim :m) or im¬ prisonment 30 days (maximum). Each offense 2 to 3 cents, and 4 hours’ imprisonment. Fines or imprisonment. Warnings; subsequently fines, 60 cents to $3. Fine or imprisonment. Do. Fine $10 (maximum). Fine $2. $1 per month for each of the children not attending a school. Fine. Fine $5 to $25, or imprisonment 7 to 30 days. Fine $1.25 to $5. a 13 to 16 in secular Sunday Schools. 612 to 15 continuation. cFrom 8 until confirmation; in town from 7 until confirmation. d Special dispensation after 7 years’ attendance and 1 year’s prolongation for ignorance, e Compulsion not yet enforced. CURRENT QUESTIONS. 1527 TEMPERANCE INSTRUCTION. Legislative provisions relating to scientific temperance instruction in the various States. EXPLANATION OP 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. + The dagger signifies that the study is not only mandatory but is required of all pupils in all schools. $ 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. If 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 character at the head of the column. States and Territories. X + $ ■ § n a p a a a a a a a a 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 i a a Indiana . . . . . . a a a Iowa . _ _ _ a a a a Kansas . . . . a a Kentucky . . _ _ a a a Louisiana _ _ _ - . . a a a a Maine . . . - _ _ _ a a Maryland _ _ _ _ _ _ a a Massachusetts. - _ _ - . . . . a a a Michigan _ _ _ _ . a a a a Minnesota _ _ _ _ a a a Mississippi _ a a a Missouri . . . . . . . . . a Montana _ _ _ _ _ _ _ a [Nebraska . . . . . . . a . a Nevada . . . a New Hampshire _ _ _ _ a a New Jersey.. _ _ _ _ _ a a a a a New Mexico . .. 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 Oregon . . . . a Pennsylvania . . . . a a a a Rhode Island . . . . South Carolina . a a a a a South Dakota . . . . a 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 1528 EDUCATION REPORT, 1896-97. WOMEN IN SCHOOL ADMINISTRATION. There are at present 2 women holding the position of State superintendent of schools, 12 that of city superintendent, 228 that of county superintendent. The status of women in respect to directive influence in school affairs is tersely sum¬ marized as follows: W omen may hold any school office in Connecticut, Idaho, Illinois, Indiana, Louis¬ iana,1 Minnesota, North Dakota, Oregon, Pennsylvania,1 South Dakota, and Wyo¬ ming. Women may be county superintendents in Kentucky (if holding a State teacher’s diploma) , Montana (district offices also) , Tennessee, and Wisconsin (city, town, and district offices also) , W omen may be commissioners and school district officers in New York. Women may be local town or district officers in Arizona, California, Colorado, Iowa (where a woman must be a member of the State educational board of examiners), Maine, Massachusetts, Michigan, Nebraska, New Jersey, Ohio, and Vermont. Women have like suffrage with men in Colorado, Idaho, Utah, and Wyoming. They may vote (1) on general school questions in Minnesota (at any election or at any district meeting), in North Dakota, and South Dakota; (2) on local school questions in Arizona, Iowa (on issue of bonds or increase of tax levy), Kansas, Kentucky (if widowed parents or guardians or spinster guardians of school children), Michigan, Nebraska, New York (if parents and taxpayers) , Montana (at district elections), New Hampshire, New Jersey (restricted from voting for members of boards of education) , Ohio (for members of boards), Oregon (widows with children to educate and taxpayers), Vermont (on all questions pertaining to schools), Washington (for directors), and Wisconsin. WOMEN STATE SUPERINTENDENTS OF PUBLIC INSTRUCTION. Colorado, Miss Grace E. Patton, Denver. Wyoming, Miss Estelle Reel, Cheyenne, WOMEN CITY SUPERINTENDENTS, 1896-97. Leavenworth, Kans., Miss Mamie E. Dolphin. Bangor, Me., Miss Mary E. Snow. Brewer, Me. , Mrs. Mertie M. Custis. Orange, Mass., Lizzie A. Mason. Rockport, Mass., Mary L. Lincoln. Marquette, Mich., Anna M. Chandler, Malone, N. Y., Sarah L. Perry. Bristol, Oreg., Louise D. Baggs. Johnston, R. I., Sarah D. Barnes. Logan, Utah, Jennie D. Hubbard. Brattleboro, Vt., Miss M. Belle Smith. Appleton, Wis., Carrie E. Morgan. Depere (East Side), Wis., Violet M. Alden. Women county superintendents , 1898. ARKANSAS. County. Name. Post-office. Madison . _ _ . Jessie Bird . . . . . _ . Hindsville. 1 Limited to any office of control or management. CURRENT QUESTIONS. 1529 Women county superintendents, 1898 — Continued. CALIFORNIA. County. Name. Post-office. Alpine Mrs. Harriet A. G-rover _ Markleeville. Colusa. Lakeport Mariposa. Alturas. Bridgeport. N apa City. Greenville. San Bernardino. Redwood City. Redding. Weaverville. Woodland. Colusa Mrs. H. L. Wilson _ _ Lake _ _ _ Mrs. E. K. Harrington . . . , . . Mariposa Julia L. Jones _ _ Modoc _ _ _ Anna L. Williams . - . Mono Coi'nelia Richards _ _ Napa Kate Ames . . _ Plumas Mrs. Katie L. Donnelley _ _ _ San Rornarriino Maggie M. Mogeau _ . _ San Mateo Etta M. Tilton . . . . - Shasta Mrs. M. E. Dittmar _ _ - . Trinity Lizzie H. Fox . . . . . . Yolo Clara March _ _ COLORADO. Mrs. Thalia Rhoads . . . Denver. Springfield. Delta. Rico. Kiowa. Greenwood Springs. Central City. Hot Sulphur Springs. Gunnison. Lake City. Walsenburg. Sheridan Lake. Burlington. Leadville. Fort Collins. Hugo. Grand Junction. Amethyst. Montrose. Fort Morgan. Ouray. Fairplay. Craig. Silver ton. Breckenridge. Akron. Baca _ _ Mrs. Mary E. Cole _ Delta Miss Ella New Dolores Mrs. L. P. Yocum . Elbert _ _ Mrs. Anna C. Williard . . . . . Garfield .. . ... . Mrs. Aradell White . . . . Gilpin _ _ Mrs. Helen Grenfell . Grand . . . Miss Lizzie Sul'ivan _ _ _ Gunnison . . . Mrs. S. M. Logan . Hinsdale . . Mrs. N ettie Whitmore _ _ Huerfano _ _ - Mrs. J. C. Creesey . Kiowa . . - . . Mrs. Emma 0. Liggett . ._ . . . Kit Carson . Mrs. S.E. Morgan . Lake . . Mrs. Anna K. Page . . . . . . Larimer . . . _ _ Miss Henrietta Wilson . . Lincoln . . _ . Mrs. H. L. Dunaway . __ . Mesa Miss Elizabeth Walker Mineral _ _ _ Miss Ella Henry . . . _. . . Montrose - . Miss Alice M. Catlin . . Morgan . . . . Mrs. Garver. . . . . . . Ouray Mrs. Isabel L. Moore . Park . . Mrs. Sadie Maxey . Routt . Mrs. Emma H. Peck San Juan . Mrs. Ellen Car bis . Summit _ _ Mrs. Jennie M. Jones _ _ _ _ Washington _ Miss Lou A. Bagley _ _ _ ILLINOIS. Alexander . . Miss Nannie J. McKee _ Cairo. Dewitt _ _ _ Mi’s. Hattie P. Wilson . Clinton. Douglas _ _ _ Miss Mamie Bunch . . . . . Tuscola. Johnson _ Miss Sarah J. Whittenberg . Vienna. Puiaski _ _ . Mrs. Hester M. Smith . _ . Mound City. Warren . . _ . . . Mrs. Mary E. Sykes . . . . Monmouth. IOWA. Cherokee . . . . Agnes J. Robertson . . . . Cherokee. Clarke . Nellie Richards _ _ _ _ Osceola. Clay . . . . Mrs. Ellen Reed ... Spencer. Hampton. Fairfield. Franklin . . Emily Reeve. . . . . . . Jefferson.. . . Laura B. Swan _ ... Monroe . . Mrs. F. E. McKillip . Albia. O’Brien . Ella Seckerson Primghar. Emmetsburg. Montezuma. Palo Alto . Anna Donovan . Poweshiek . . . Viola H. Schell . Washington . Cornelia Klass Washington. Corydon. Wayne . Carrie M. Goodell 1530 EDUCATION REPORT, 1896-97. Women county superintendents, 1898 — Continued. KANSAS. County. Name. Post-office. Mrs. Sadie P. Grisham . Cottonwood Fails. Clark . Mrs. Julia A. Crane . _ . . Ashland. Cloud _ Mrs. M. L. Brier lev . . . . . Concordia. Cowley _ _ _ Miss Julia B. King. _ _ Winfield. Finney _ _ Mrs. OUie B. Mullins . Garden City Gray _ Miss Mollie Land . Cimarron. Greeley . . . . Mrs. Marv E. Wells . . . Ti’ibune. Hodgeman _ _ _ Miss Carol E. Reed. _ Jetmore. J ohnson . _ . . . Miss Edith. Barnett _ _ . .. Olathe. Kearney _ . Miss Tillie E. Davies . Lakin. Labette . . . Mrs. Hattie Ham . . Oswego. Meade . . . . Miss Jennie Kessler . . . . . . Meade. Miami . Miss Lizzie W. Boyle. „ . . . . . Paola. N eosbo _ _ _ _ Elizabeth Frazier . . . . . . . Erie. Pawnee . „ . _ . Miss Carrie Hall . „ . Lamed. Seward ... . Miss Kate B. Saunders . Liberal. Stanton . Miss Viah M. Cross . . . . Johnson City. W oodson . . „ . Miss Lucy Ellis . Yates Center. Wyandotte . . Miss Melinda T. Clark . . . . Kansas City. KENTUCKY. Bourbon . . Miss Kate E^gar . . Paris. Breathitt _ _ _ Miss Cappie Little _ _ _ _ Jackson. Christian . . - . Miss Kate McDaniel . Hopkinsville. Marion. Crittenden . . Miss Mina Wheeler . . . . Franklin . Miss Lucy Pattie . . . . . . Frankfort. Lincoln _ . _ .. Kate Blain . . ... Stanford. Madison . . Mrs. A. T. Million. . . Richmond. Owsley _ _ _ _ Mrs. M. E. Herd . Booneville. Spencer . Mrs. Lucy V. West Taylorsville. Monticello. Wayne. . . . . Mi’s. M. F. Denny . . MICHIGAN. Arenac _ _ _ _ Julia A. Inglis . .' . . Sterling. Hastings. Grayling. South Boardman. Newberry. Manistee. Ludington. Midland. Berlin. Barry . . . Flora Beadle . . . . Crawford _ Flora M. Marvin . Kalkaska _ _ Bertha H. White . Luce _ _ _ „ _ Emma Sherman . . . Manistee . . . Mrs. L. E. W. Hall . Mason . . . . Mary McKenzie . . . . . Midland . Melinda L. Mills . . . Cora M. Goodenow . . - . Ottawa _ _ _ _ _ ... MINNESOTA. Aitkin . Miss Serena Haugen . . . . . Aitkin. Carlton _ _ _ Mrs. Minna Walker . . . Carlton. Itasca . Mrs. O.H. Stilson . . . . . Grand Rapids. Jackson . Flora J. Frost . . . . Jackson. Lac qui Parle . . . . Mrs. Ida O. Sias .. Madison. Lincoln . . . . Mrs. Mary I. Robertson . _ Minneota. Lyon . . . Mrs. Dell W. Forbes . . . Marshall. Millelacs . Miss Marion Mudgett . . . . Princeton. Mower _ _ Gertrude C. Ellis _ „ _ Austin. Nobles . . Maud Graves . . . . . Adrian. Norman . . Lottie A . Rrafiley . . .. _ _ Ada. Rock . . . . Ellen M. Wright . Luverne. Wilkin . . Carrie W. McCauley . . . . . McCauleyville. MISSOURI. Mercer . . Mrs. Anna M. Hubbell . Princeton. Miller . Mrs. C. F. Spearman . . . Brumley. Morgan . . . Miss G. L. Litsinger . . . . . . . Versailles. Pike... . Miss Byrnina Shaw Bowling Green. Putnam . Miss Myra Hume . Powersville . Scotland . Mrs. S. H. Dean . Memphis. CURRENT QUESTIONS, 1531 Women county superintendents , 1S9S — Continued. MONTANA. County. Name Post-office. Dillon. Red Lodge. Greatfalls. Fort Benton. Miles City. Glendive. Anaconda. Bozeman. Phillipsburg. Boulder. Helena. White Sulphur Springs. Missoula. Livingston. Hamilton. Butte. Bigtimber. Choteau. Glasgow. Carbon . . Cascade _ _ Miss Ina Craven Choteau . Miss Margery E. Jacoby Custer . . Mrs. Laura Zook _ _ _ _ Dawson . . . Miss N ora J ohnson . . . Deer lodge . . . Miss Annie Quigley Gallatin . Miss Ida Mack _ _ _ Granite . . _ . Miss Mary Smith . Jefferson... . Miss Lillian Carey Lewis and Clarke _ Miss Kathryn Johnston . . . Meagher . Miss S. E. Curtis . Missoula . . Miss Harriet Hord . . . Park . Miss Anna McDermott . . . Ravalli . . Miss Kittie Ostermeyer . Silver bow _ Miss Mary Mullins . . . . Sweet Grass . . Miss Bessie H. Merrielees . . . Teton . . Miss Florence Bean . . . Valley . Mrs. Jessie Bell . NEBRASKA. Blaine . . Miss Bessie Fergusons _ _ _ _ __ Brewster. Boxbutte . . . Miss Anna E. Neeland . . . . . Hemingford. Cherrv . Miss Lillian U. Stoner . . . . . . Valentine. Deuel”. . . . Mi's. Rosa Dodds . . . Chappell. Dixon . . . Mrs. Sadie Poff-Rowse . Wakefield. Hitchcock . . . Mrs. Watie Van Petten _ _ Trenton. Keith . . . . . Mrs. Anna Gray Clark . . . . . Ogalalla. Lincoln _ _ Mrs. F. A. Franklin. . . . . North Platte. McPherson . . Mrs. Jennie F. Clothier . Tyrone. Perkins _ _ _ Miss Virginia Car others- . . . . . . Grant. Thomas.. . ... Mrs. R. Z. Milroy . . . 'Thedford. Wayne . . . . Mrs. Myra Fletcher . . . . Wayne. NEW YORK. Broome . . Mrs. Mary L. Kniskern . Deposit. Cattaraugus . Martha V an Rensselaer . . . . . . . Randolph. Niagara . Adelaide L. Harris . . Ransomville. Oneida . . . Cora A. Davis . . . . . . . Whitesboro. Richmond . _ - _ Mrs. Juba R. West . . New Brighton. Warren . . . Roxie G. Tuttle . . . . . . . . Glens Falls. Wayne... .. Myra L. Ingalshe _ _ _ _ _ _ .... Hartford. Yates . . . Llewellyn J. Barden . . . . . . Gage. NORTH DAKOTA. Billings . Mrs. J. F. Martin . Sentinel Butte. Cass . . . . . . . Mrs. Mattie M. Davis Fargo. Eddy . Mrs. May Manning Keims. . . . . New Rockford. Foster . . . -Mrs. L. C. Campbell . Carrington. Kidder . Miss Abce J. Fisher . . Tap pen. Logan _ . Miss Eva B. Crouch . . Napoleon. Mercer Miss Katie Gallagher . . . Hazen. Oliver _ .... . Mrs. Iowa Etherington . . . . Sanger. Pierce _ Mrs. Ellen Eide . . Rugby. Wells . Miss Kate Needham . Fessenden. W illiams . . . . . Mrs. M. A. Bergh . . . . Williston. OHIO. Allen . Mrs. M. J. Ballard . Lima. Defiance . Miss Carra G. Brown . . . Hicksville. Henry . Mrs. Sue Welsted . Napoleon. Lucas . . Sarah C. EnsiVn . __ .... Toledo. Mercer . . . Elma Johnson _ _ . _ . _ Fort Recovery. 1532 EDUCATION REPORT, 1896-97. Women county superintendents , 1898 — Continued. OKLAHOMA. County. Name. Post-office. Custer . . . . Clara Ruddell . Arapahoe. Redmoon. Pond Creek. Chandler. Oklahoma City. Day . Della Cann . . . Oran t ... _ Mrs. F. Boyer .. . Lincoln Alice Stublefield . Oklahoma . . . . Alice V. Beitman . . . . PENNSYLVANIA. Cameron _ _ _ . Mattie M. Collins . . . Driftwood. Potter . . . Anna Bodler . Coudersport. SOUTH DAKOTA. Aurora _ _ _ Alice P. Shouse _ _ _ _ .. Plankinton. Brule . . . Jeanette K. Morrow . . Chamberlain. Custer . . . Elta M. Drew . . Custer City. Dav Mina Aasved . Pierpont. Fall River . Mrs. VC. J. Thornby . . . . Hot Springs. Hughes . Mrs. Emily F. White . . Pierre. Hyde . Dora C. Stewart Highmore. Lyman . . Mary Stocks _ _ _ Oacoma. Lawrence . Kate M. Kemper . . . Deadwood. Meade Anna M. Walton _ _ _ _ Sturgis. Pennington Cornelia L. Beach _ Rapid City. Potter . . . Miss Nina Small . . . . . Gettysburg. Stanley . . . . Mrs. C. A. Hutchinson . . . . . Fort Pierre. Sully . . Minnie A. Porter . Onida. TENNESSEE. Fentress . . . Miss Ellen Wright . . . Pall Mall. Trenton. N orman. Ripley. Murfreesboro. Enoch. Gibson _ _ _ _ Miss Flora Fitzgerald . James Miss Hattie Moon . . . Lauderdale Mrs. L. A. Watkins . _ . . . . Rutherford - Miss Nettie King . Shelby . Miss Lyde P. Thomas . VERMONT. Grand Isle Mrs. H. W. Marvin . . . _ . Alburgh. WASHINGTON. A sntin _ _ _ Mrs. H. E. Robison . . . . _ Ritzville. Dayton. Pasco. Pomeroy. Coupeville. Port Townsend. Davenport. Alma. South Bend. Tacoma. Columbia . Mrs. E. Turpening . Franklin _ . . . . Mrs. Eliza G. O’Keefe . Garfield . . . Miss E. Nelson . . _ . . Island Mrs. Mary E. Jenne . . . . . Jefferson . . . Lincoln . . . Mrs. Clara Ryan . . . Miss A. E. Neal . . . _ . Okanogan . . . . Mrs. V. M. Grainger . Pacific _ _ _ Mrs. A. M. Harris . . . . . _ . San Juan . Miss R. Lee . WISCONSIN. Ashland . Bayfield . Burnett. . . . . Chippewa . . Clark . . Dane, First district . . Douglas . . Dunn . Iowa . . . . Portage . Price . Sawyer . . . Walworth . Maggie Ryan . Jessie N. Smith _ _ _ Mrs. Tena Davidson . . Anna E. Schaffer . . Miss Emerence Walters - Kate L. Sabin . . Mrs. Jessie E. Crownhart Elvira Brickley . . — Emma C. Underwood _ Stacia Livingston . . Mrs. Georgia B. Soulen ... Mrs. Anna E. Guy . . Lillian B. Webster... . Ashland. Washburn. Grantsburg. Chippewa Falls. Neillsville. Windsor. West Superior. Menomonie. Avoca. Plainfield. Phillips. Hayward. Elkhorn. CURRENT QUESTIONS. 1533 Women county superintendents, 1898 — Continued. * WYOMING. County. Name. Post-office. Albany. . Mrs. Sarah. W. Pease ...... _ _ Laramie. Strong. Saratoga. Milford. Cheyenne. Casper. Rock Springs. Evanston . Newcastle. Big Horn _ Mrs. Bell Howell . Car bon .... Miss Gertrude M. Huntington Fremont _ Mrs. Mary A. Mann . . . . Laramie . - . . Mrs. Elizabeth Hawes . . . . . . . Natrona Miss W. M. Clark Sweetwater _ _ _ __ _ Mrs. Mary A. Clark . . . Uinta _ Mrs. Mary J. Young Weston . . Miss Emma C. Patterson . . . TEACPIERS’ PENSIONS AND MUTUAL AID SOCIETIES. In all European countries in which the state supervises the school system and regulates the appointment of teachers, laws are in existence which provide for the teacher’s support in old age and in cases of disability. The Annual Report of 1894-95 gives detailed statements concerning amount of pension, time of service, age of beneficiary, etc., for European countries. (See Yol. 1, pp. 1079-1108.) It is held there that teachers being officers of the state are, as such, entitled to pensions, especially since their salaries are, as a rule, smaller than in this country. But in no case in Europe does the state bear the whole burden of maintaining the pension fund. The teachers themselves have to pay a small percentage of their salaries toward maintaining the fund. It is estimated that on an average a teacher in Germany contributes himself about one-half of what he subsequently receives in form of pension. Besides pension funds the governments in Germany, Austria, and a few other countries maintain funds for the support of widows and orphans of teachers. Mutual aid societies which also pay annuities are established by the teachers themselves in many of the cities of central Europe. In the United States no teachers are pensioned from public funds. Voluntary beneficial associations have been formed in some cities, and in other localities specified below. State laws provide for similar ends in a similar way, the essen¬ tial difference being that in the latter case participation is enforced upon all teach¬ ers. The following paragraph shows the varieties of organization, etc. : Voluntary mutual benefit associations for temporary aid only exist in Baltimore, St. Louis, Cincinnati, Cleveland, Detroit, Chicago, Buffalo, San Francisco, St. Paul, and one interstate association. These call for $1 to $2 initiation fee; $1 to $5 annual dues. Special assessments of $1 are made in some cases. Benefits in sickness range from 50 cents a day to $10 a week; at death funeral expenses only are paid in some instances, and in others a sum equal to $1 from each member of the association. Associations for annuity, or retirement fund only, are in Now York, Boston, and Baltimore, and there is an annuity guild in Massachusetts. The initiation fees reported are $8 to $5. The annual dues are 1 to 1-J per cent of salary up to $18 or $20. The annuity is from 60 per cent of salary to $600 a year. Time of service required for retirement is from two to five years with disability, or from thirty- five to forty years without disability. Associations for both temporary aid and annuity exist in Hamilton County (Cincinnati), Philadelphia, Brooklyn, and District of Columbia. Initiation fees, $1 to $10; annual dues $5 to $40. Annuity, $5 per week to $600 per year, and $100 for funeral expenses in case of death. Temporary aid, during illness, $5 or $6 per week. Time of service required for retirement is two to five years with dis¬ ability, or thirty-five to forty years without disability. Pension or retirement funds are authorized by State legislatures for St. Louis, all cities in California, Brooklyn, New York City, Detroit, Chicago, all cities in New Jersey, Cincinnati, and Buffalo. Dues vary little; they are generally 1 per cent of salary. Annuity, $250 to one-half of salary; maximum, $1,200. Minimum length of service with disability, twenty to thirty years; without disability, twenty-five to thirty-five years. 1534 EDUCATION REPORT. 1896-97. FOREIGNERS IN UNIVERSITIES OF CENTRAL EUROPE. The numbers given in the following summary are the latest available; they are for the scholastic year 1894-95. A glance at the totals shows that the number of foreigners studying in Ger¬ many is not inconsiderable. It must be borne in mind, however, that the num¬ bers given represent only those of matriculated students, for those are the only ones who can be considered in official reports. The number of those who visit German institutions as hearers for some length of time, and without being matriculated, attend clinics, work in laboratories, and listen to private lectures, is very large, but can not be stated with accuracy. It is estimated that that number exceeds those of matriculated foreigners. In the summer of 1895 the universities and other institutions of learning in Germany had upon their rolls the names of 3,362 foreigners. That is, in comparison to the total number of matriculated students, equal to 8.48 per cent. Of these 3,362 foreigners the uni¬ versities proper had 2,015 (7 per cent), the polytechnica 1,041 (13.1 per cent), the veterinary schools 15 (1.53 per cent), the agricultural academies 101 (9.37 per cent), the forestry academies 58 (18.6 per cent), and the mining academies 132 (32.4 per cent). Of the 3,362 foreigners there were 966 Russians, 514 Americans, 467 Austrians and Hungarians, 346 Swiss, 180 Englishmen, 158 Hollanders, 142 Bulgarians, 116 Swedes and Norwegians, 82 Roumanians, 69 Italians, 57 Asiatics, 53 Frenchmen, 37 Servians, 36 Belgians, 36 Turks, 27 Greeks, 26 Danes, 22 Afri¬ cans, 14 Australians, 8 Spaniards, 4 Portuguese, and 2 Montenegrins. In the Austrian universities and other institutions there were matriculated 1,108 foreigners in the summer of 1895 among a total of 18,031 students, or 6.14 per cent. Of these 1,108 foreigners there were 987 (6.58 per cent) students of uni¬ versities, the polytechnica had 84 (3.1 per cent), the mining academies 18 (7 per cent), and the agricultural academy in Vienna had 19 (7.68 per cent). The 1,106 foreigners consisted of 239 Germans, 238 Russians, 115 Servians, 111 Italians, 108 Americans, 76 Roumanians, 71 Bulgarians, 33 Turks, 31 Englishmen, 25 Swiss, 11 Greeks, 10 Frenchmen, 9 Hollanders, 9 Swedes and Norwegians, 8 Africans, 6 Belgians, 6 Asiatics, 3 Spaniards, and 1 Montenegrin. The Swiss higher seats of learning matriculated no less than 1,667 foreigners among a total of 3,908 students. The percentage of foreigners here was 42.6. The universities alone enrolled 1,841, or 42.2 per cent, and the poly technical school in Zurich 328, or 43 per cent, of a total number of the matriculated students. Of the 1,667 foreigners Germany had sent 549, Russia 399, Austria-Hungary 143, Bulgaria 137, Roumania 88, Italy 68, America 65, France 63, Asia 28, Holland 25, Turkey 22, England 20, Greece 19, Servia 17, Sweden and Norway 15, Denmark 5, Belgium 3, Portugal 2, Africa 2, Spain 1. From these summaries it is seen that as far as attendance of foreigners is con¬ cerned, Switzerland ranks first with 42.6 per cent of the total number; then follows Germany, with 8. 48 per cent, andlastly Austria, with 6.14 per cent. This doesnot, as has been said before, include the so-called free lances who* attend these higher seats of learning only for a time and who, being without proper preparation, can not matriculate, hence can not be counted as students by the officers of the insti¬ tutions. They have, as a matter of self-evidence, most of the privileges of the stu¬ dents by becoming the private students of renowned professors, and have access to the libraries, laboratories, experimental stations, and other accessories which are open to those who can pay the fees. In Germany it is the mining academies which are, comparatively, attended most frequently by foreigners (32.4 per cent), and the veterinary schools are attended least by foreigners (1.53 per cent). The pro¬ portion of foreigners in German universities has risen from 5,16 per cent in the year 1880 to 8.48 per cent in 1895. In Austria the school of agriculture in Vienna has the greatest proportion of foreigners, namely, 7.66 per cent, while the poly¬ technica have only 3. 1 per cent. In Switzerland universities and the poly technical school are attended by foreigners at about an equal ratio. In France efforts are being made to invite foreign students, especially from America, to attend the higher institutions of learning of that country. Admission to these institutions has been made easier and the academic degrees which formerly were only given to French students have been made accessible. A communication of the United States ambassador to France, Gen. Horace Porter, to the State Department, dated January 11, 1898, in answer to an inquiry in regard to the admission of a student from the United States into the School of Mines, contains statements which are applicable to other higher seats of learning also. He says : “No foreign student can enter any of the schools of France— medicine, phar¬ macy, dentistry, veterinary, painting, design, architecture, music, declamation, engineering, etc. — without the formal application of the diplomatic representative of this country. In most cases two letters suffice, one making application, the CURRENT QUESTIONS. 1535 other expressing thanks when the request is granted. Sometimes more corres¬ pondence is necessary, for the reason that those proposing to enter any of the high- grade schools have to produce certain certificates of studies or diplomas, which the authorities accept only when they come through the embassy. These rules, says General Porter, apply to all foreign students. No discrimination is made against Americans ; on the contrary, the authorities extend all possible facilities to them. There is a large number of American students in Paris, and, as a rule, they are much liked by the teachers in French institutions. “As for the School of Mines,” he continues, “ foreigners can be admitted there either as foreign pupils, in which case they have to stand an examination, or as free auditors, in which case there is no examination. The courses, however, are not all open to that class of students, and no diploma is granted them. In both cases they have to pay 50 francs ($9.65) for matriculation. If the school is full, as occasionally happens, the application for admission is put off until the next year.” THE CONVEYANCE OF CHILDREN TO SCHOOL. The practice of discontinuing weak schools and of conveying the pupils at the public expense to stronger central schools continues to give favorable results and promise of further extension in the near future. The development of the electric trolley-car system, the bicycle, and the move¬ ment in favor of good roads are all working in the direction of furnishing suit¬ able graded-school advantages to the children in the rural districts. “ The money saved in a small town by reducing the number of teachers is often large enough to furnish better school accommodations to the children, better wages to better teachers for them, such transportation as consolidation requires, and longer schooling.” State Superintendent Hill, of Massachusetts, presents thus briefly the economical advantages of conveyance.1 The following States have made legal provision for transporting children to school at the public expense: Maine, New Hampshire, Vermont, Massachusetts, Connecticut, New York, New Jersey, Iowa, and Nebraska. 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. Certain counties of Ohio are authorized by special laws to establish central schools and convey pupils to and from them, and excellent results have followed the adoption of this policy. Some progress has also been made in this direction in Pennsylvania and South Dakota, and perhaps in other States, where there already exists, as in Penn¬ sylvania, “law enough to cover the case.” For discussions of this subject, statements of advantages and disadvantages, results of experience, etc., see Reports of this office for 1894-H5, Volume 2, pages 1469-1482; 1895-96, Volume 2, pages 1853-1358. Amount expended in Massachusetts for transporting children to school for the past nine years. Year. Percent¬ age of increase. Sum ex¬ pended. Year. Percent¬ age of increase. Sum ex¬ pended. 1888-89 . $33, 118. 38 1893-94 . . 0.26 $63,617.68 76,608.29 91,136.11 105,317. 13 1889-90- . . . 0.09 34,145. 13 30,643.68 38,726.07 50,590.41 1894-95 . . . .19 1890-91 . .37 1895-96 . . .18 1891-93 . . . .36 1896-77 . . . .12 1893-93. . .31 HIGHER COMMERCIAL EDUCATION. The immense progress the natural sciences, technology, and transportation have made in recent years has given to the commercial profession an importance which could not be foreseen in former years. More than ever before has it become the merchant’s duty to act as middleman between producer and consumer. In ever widening circles he has to bring the products of agriculture and industry to their proper markets. By means of increased taxation to which commercial enter¬ prises are subject they support ever more strongly the State in the discharge of its civilizing efforts. Direct exchange between producer and consumer has almost i Mass. Sell. Rep. 1896-97, p. 133. 1536 EDUCATION REPORT, 1896-97. wholly ceased, and the percentage of the population devoted to commercial pur¬ suits has increased considerably in every civilized country. It seems worthy of mention that at present the Governments everywhere in Europe are urged strongly by commercial men to establish more higher commer¬ cial schools and support them exclusively from State funds. It is argued that the State provides higher technological, industrial, agricultural, forestry, and mining academies for leaders in technical pursuits, agriculture, etc., while for the mer¬ cantile branch no State institution exists. The merchants feel that the education of their assistants is not of such a high order as that of the members of other callings, and they attribute it to the want of institutions of a high order. At present the commercial branch is entirely dependent for the best preparation of its members upon higher schools established by local authority or private enter¬ prise — institutions which charge high tuition fees, hence are attended by wealthy young men only. This opinion has found expression in legislatures and parlia¬ ments, where it was urged that much greater demands are made now than formerly, owing to freer commercial movement all over the civilized world, and it would therefore seem wise if the State authorities paid more attention to proper preparation of men who might become leaders in commerce, as the State prepares leaders in every other field of human exertion. Moved by these considerations, several European Governments have of late years bestowed much attention upon commercial training of young men, and the results thus far obtained give assurance that the further development of schools for that purpose will be commensurate with the demands of the times. In Germany particularly the commercial secondary schools have developed with the aid of provincial and State support, till at last a university has opened its doors for higher commercial education. On February 22, 1898, the University of Leipzig received an addition to its various courses in the shape of a higher com¬ mercial course. The particulars may be found on page 1498 of this report. In connection with this it may be remarked that the cities of Magdeburg and Cologne are making earnest efforts to establish independent commercial universities. In Italy the State subsidizes the higher commercial school at Venice, reserving the privilege of having its consuls and consular agents prepared at that school. In Belgium the Government chooses its consuls from the graduates of the higher commercial school at Antwerp. GRADUATE WORK AT UNIVERSITIES AND COLLEGES. The number of students who remain at college pursuing advanced studies after having completed undergraduate courses leading to a bachelor’s degree is con¬ stantly increasing. In the year 1876-77 the number of such students was 389; in 1886-87 the number was 1,237, while in 1896-97 there were reported 4,919 graduate students in attendance at the various institutions of the country, 1,413 of whom were women. These numbers do not include the students who remain at college for the pur¬ pose of pursuing professional studies in law, medicine, theology, etc. The Hand¬ book of Graduate Courses, published by the Federation of Graduate Clubs, shows the popularity of the various studies among graduate students. It shows that of 3,204 students in attendance at 24 of the leading institutions of the country 35.4 per cent were pursuing language and literature studies, 20.6 per cent historical and social sciences, 18 per cent philosophical studies, 14.2 per cent natural sciences, and 11.1 per cent mathematical sciences. The following table shows the number of resident graduate students in the universities and colleges of the United States each year for 25 years : Year. Graduate students. Year. Graduate students. 1871-72 . 198 1885-86 . . 935 1872-73 _ _ _ _ 219 1886-87 . 1,237 1,290 1,343 1,717 2,131 2,499 2,851 3,493 3,999 4,363 4,919 1873-74 283 1887-88 . . . . . 1874-75 369 1888-89 . . . 1875-76 . 399 1889-90 . . . . 1876-77 389 1890-91 . 1877-78 . . . ........ 414 1891-92 . . . . . 1878-79 465 1892-93 . 1879-80 411 1893-94 . . . 1880-81 . .460 1894-95. . . 1882-83 522 1895-96 . 1883-84 . . . 778 1896-97 . . 1884-85 . 869 CURRENT QUESTIONS. 1537 CORPORAL PUNISHMENT. No principle of school government is now more constantly impressed upon teachers than that frequent whippings indicate a poor disciplinarian. Only the older men and women of this generation can realize what a change from the past this represents. In one entire State, New Jersey, the teacher is forbidden by law to inflict cor¬ poral punishment. No other State goes to this length, but Illinois, Kansas, Mis¬ sissippi, Montana, Pennsylvania, South Dakota, Washington, and West Virginia specifically prescribe a penalty for excess amounting to cruelty. Legal punish¬ ment would be meted out to a brutal teacher in the other States just as surely as in these, but resort would be had to the common law and not to a statute. Only in Arizona is there formal statutory authority for corporal punishment; but whip¬ ping has been the common mode of discipline in school from time immemorial; custom legalizes it, and unless forbidden in express terms the teacher does not need the authority of a special permissive law. Judicial decisions to this effect have been made in Alabama, Arkansas, Connecticut, Indiana, Iowa, Maine, Min¬ nesota, North Carolina, Pennsylvania, Wisconsin, and probably in other States. Local school boards have always the implied power to make regulations for the order and discipline of their respective schools, and three States, viz, Michigan, New York, and Pennsylvania, expressly grant them this power. Acting under this power, expressed or implied, several cities, notably, New York City, Chicago, and Albany, have prohibited absolutely the use of the rod. The same is true of Providence, R. I., except in the primary grades, and in them whipping must not be inflicted unless the written consent of the parent or guardian has been pre¬ viously filed with the city superintendent. Corporal punishment may be used as a last resort and under rigid regulations as to reports, etc., in a great many cities, among them being Baltimore, Detroit, Indianapolis, Louisville, Minneapolis, New Orleans, Pittsburg, Rochester, St. Louis, San Francisco, and Worcester. In some cities where there is no formal prohibition, such a strong sentiment has grown up against corporal punishment that it is rarely or never inflicted. Philadelphia is a conspicuous example of this. SALARIES OF TEACHERS. The expenditure for salaries in the public schools, teachers and superintendents both included, was $116,377,778 in 1896, or 63.1 per cent of the total expenditure for school purposes. Official reports present average salaries, or the data for their estimate, but these averages, although possessing a certain value, tend in a measure to obscure the facts. Few superintendents distinguish between urban and rural salaries, hence the averages, low as they may seem, impart an exaggerated idea of the latter and at the same time effectually conceal the advantages of the former. Only one- seventh of the teachers are in city schools, but cities pay about 36 per cent of the amount expended for teaching. The relative value of a low salary may, indeed, be greater than that of a higher. Many conditions must be weighed before any just comparisons can be established in this respect, either between States or between different nations. The complaint is general, both in the United States and in European countries, that salaries are too low. So far as averages show it, the present condition in the United States is as follows: For the entire country the average monthly salary of men teachers is $47.37; of women $40.24. The several geographical sections differ considerably in this respect, and the difference is emphasized when the individual States are considered. The highest average for men is in the North Atlantic section, $61.87, and here also is the greatest differ¬ ence between the average for men and the average for women, i. e., $16.37. The explanation is to be found in the concentrated population which supports large graded schools and numerous high schools. The consolidation of rural schools, involving the transportation of pupils at public expense to a central place, tends to the same result. Wherever employed it has raised salaries without increasing the total cost of the schools. The lowest average salaries and the least variance between the averages for men and women are found in the South Atlantic section. The averages are for men $33.15 and for women $30.66. The length of the school year must be considered in determining the annual salary. This period averages for the whole country 140.5 days, or about 7 months of 20 days each, and ranges from 93 days in the South Central Division to 175.5 days in the North Atlantic. As to the movement of salaries it is, apparently, upward, but ED 97 - 97 1538 EDUCATION REPOET, 1896-97. this is to be inferred rather from general statements than from any exact data attainable. It is evident that the relative increase or decrease in the average salaries of men and women from year to year signifies nothing, unless the estimates be based upon the same positions for the period considered. If a man resigns from a position a woman maybe promoted at a lower salary. Interchanges like this are constantly taking place with the apparent effect of increasing the average salary for men and diminishing that for women, or vice versa, when in fact no individual salary is affected. The kind of data necessary for a comparative estimate of the changing rates for men and women is illustrated in the Commissioner's Report for 1889-90 (Vol. 2, chap. 2). This is probably the first attempt at a systematic investigation of this particular and constitutes thus an original contribution to sociological science. It is scarcely possible with the present data at hand to attempt any comparison between the average salaries of teachers in our own and other countries; but, keeping in mind the absence of a fixed or uniform standard of relation, it may be interesting to note that the average annual salary for men in the United States, counting seven months to the school year, is $831.50 and for women $281.68. The average annual salary for teachers in the Prussian elementary schools was esti¬ mated at $340 in 1887, including free residence. Dr. Schlee, of Altoona, observes that “in making a comparison it must be remembered that the advantage of permanency connected with positions in Germany does not exist in America. There are no pensions and stipends after death. Salaries are wages calculated and paid by the month, consisting of four school weeks; vacation months are not included. Salaries do not continue during interruption of duties by leave of absence or sickness. In France the Government guarantees a minimum salary to every teacher. The teachers are graded in five classes and the minimum annual salary ranges from $200 to $400 for men and from $200 to $320 for women. In addition every teacher must be provided with a house or with a money equivalent for the same. The policy of an assured minimum salary is advocated to some extent in the United States; in New York a bill to this effect has been carried through the legislature and awaits the governor’s signature. TEXT-BOOKS— SELECTION AND SUPPLY. In a few States text-books do not form a specific subject of legislation, but local boards have control, under the general charge of the welfare of the schools. In most States legislation regulates the selection of text-books. In some States a guaranty is required from publishers to supply books, accord¬ ing to samples, at wholesale, retail, introduction, exchange, mail prices, part or all, for a term of years. In fewer States the school boards buy and sell the books on public account. In certain States boards continue to own the books used free by pupils. Indigent pupils are more frequently supplied at public expense. . In most States special or general laws give cities the control of the details of their school administration, including text-books. Specific penalties are expressed in certain cases for using other than prescribed books, but in general such use would be only a violation of law to be dealt with as it occurred. Free text-books are furnished in Delaware, District of Columbia, Idaho, Maine, Maryland, Massachusetts, Nebraska, New Hampshire, New Jersey, Pennsylvania, Rhode Island, and Vermont. State superintendent is here used to indicate the chief officer of the State schools. In the States immediately following, individuals, except indigents, buy their books. Arizona. — The lists are fixed for four years by territorial board. Arkansas. — The list is fixed for three years, with exception by local board, from books recommended by State superintendent. California. — The State prepares, publishes, and sells books for primary and grammar schools, but high schools supported wholly by local effort are almost free of the law. Penalty for using other than the State list, forfeiture of appor¬ tionment from State funds. Indigent pupils are furnished free. Georgia. — County board fixes list. Penalty, teacher can not receive pay from pupils using other books. Indiana. — A State board selects books under publishers’ guaranty. County boards may fix a list of additional books for high schools for six years. Books are CURRENT QUESTIONS. 1539 bought and sold by or subject to arrangement of local board, and become private property. Districts supply indigents. Illinois. — District board fixes list for four years. Indigents supplied free. Kentucky. — County board of examiners fixes list for five years with publishers’ guaranty. The county judge furnishes in digents. Louisiana. — State board fixes list for four years with limited local discretion. Mississippi. — The county school board adopts a series of books for five years on publishers’ guaranty. Penalty pupils without the prescribed books in any branch are not to receive instruction in that branch. Missouri. — A State schoolbook commission fixed a list, with publishers’ guaranty, for five years from September 1, 1897, to be handled through dealers. Indigents are supplied from local contingent funds. Montana. — Local boards prescribe studies additional to those in State law, and furnish indigents. Nevada. — State board fixes list for four years. District furnishes indigents. Neiv Mexico. — Territorial board of education is authorized to fix a list for four years, and to contract with publishers and sell to counties. Districts furnish indigents. North Carolina. — County board fixes list for three years, with publishers’ guaranty. Ohio. — A State commission fixes a list, on publishers’ guaranty, from which local boards fix lists for five years (with exception). Boards may buy and sell to pupils or arrange with dealers to supply them. Indigents are furnished. Oklahoma. — Territorial superintendent fixes a list for five years on publishers’ guaranty. Oregon. — State board fixes a list for six years on publishers’ guaranty. Penalty, forfeiture of apportionment. South Carolina. — State board fixes a list for five years on publishers’ guaranty, and may require publishers to have depositories in each county. Tennessee. —County superintendent suggests suitable books. Texas.— A law resembling that of Missouri is to take effect September 1, 1898. Penalty upon any teacher or trustee, $10 to $50 for each offense. Every day of violation of law to be considered a separate offense. Utah. — A convention of superintendents fixTes a list for five years on publishers’ guaranty. Penalty on teacher, forfeiture of eligibility. \ Virginia. — Two books of John Esten Cooke (Virginia, a History of her People; and Stories of the Old Dominion) are prescribed by law. State board fixes a list. Washington. — State board fixes a list for five years on publishers’ guaranty. Penalty on district, loss of one-fourth of the apportionment. Local boards furnish indigents. West Virginia. — A contract list for five years is part of the law of 1896, with exceptions. County "choolbook boards are established by act of 1897. Publishers keep books with local depositories on account of district building fund. Penalty on every officer or teacher, $8 to $10 for each offense. Wyoming. — Same as Utah, except penalty. The States following, regularly or through stated action, authorize provision for free use of books by pupils : Colorado. — District boards fix list for four years, with exceptions. Indigentsare furnished, and, on popular vote, all pupils, free. Connecticut. — State board may fix list for five years. Town boards may take additional action and, on popular vote, furnish free text-books. Delaivare. — State board fixes list ; district board furnishes free text-books. Idaho. — Books adopted by a State board of text-book commissioners for all common, graded, and high schools, are furnished free by the district under contracts with publishers for six years, ending September 1, 1899. Iowa. — Local boards may buy and sell to pupils at cost. County uniformity can be fixed for five years. Text-books are furnished free to indigents, and, on popular vote, to all by the district. Kansas. — A school text-book commission (1897) has selected text-books in com¬ mon school studies for five years, and contracted with publishers to furnish them to pupils through agencies at every county seat. On popular vote, with a two- thirds majority, school boards may purchase books and furnish their use free to pupils. Penalty for using other text-books, except for reference, $25 to $100, with or without imprisonment. Maine, New Hampshire, Massachusetts, Rhode Island (towns); New Jersey, Pennsylvania (local boards); and Maryland (counties) , furnish free text-books. Michigan. — District boards furnish books to indigents, and, on popular vote, to all pupils free. 1540 EDUCATION REPORT, 1896-97. Minnesota. — Local boards may fix a list for three to five years with publishers’ guaranty, and may purchase and provide for loan free or for sale at cost to pupils. Nebraska. — Local boards furnish books free, and may fix list, with publishers’ guaranty, not beyond five years. A local dealer may be designated to handle the books on agreed terms. New York. — Every union free-school board is “ to prescribe the text-books * * * and to furnish the same out of any money provided for the purpose. ” Common- school districts, by popular vote, may furnish indigent pupils. North Dakota. — Local boards may furnish free text-books, and must on popular vote. South Dakota. — A county board of education is required to adopt a uniform series for five years, to be furnished through designated depositories under pub¬ lishers’ guaranty. On petition of a majority of electors a school corporation must arrange for free text-books. Vermont. — County authority fixes a list for five years on publishers’ guaranty. On popular vote local boards furnish free text- books. Wisconsin. — District board fixes list for three years. Penalty, on every member of the board, $50. On popular vote books are furnished free without time limita¬ tion -as to change. THE LOCAL UNIT OF SCHOOL ORGANIZATION. The State exercises remote authority over all public schools in its borders; the county, in most States, has a closer supervision of all schools in its limits, but has very little to do with schools in New England. In certain States it becomes the unit for the entire local administration of public schools. The town or township takes more or less of the local functions in other States, and the district becomes a local unit for variable functions in yet others. In 85 counties of Texas is a com¬ munity system. The summarized statement below shows the principal agency through which local' support and control of schools is exercised, special laws excepted, under which cities, towns, and independent districts exist. Counties generally receive, hold, and disburse moneys for townships and districts formed by subdivision of counties ; towns or townships generally hold the same relation to districts formed by division of town or townships; in a few States districts have their own tax collectors and treasurers. County. — Alabama is all either town or township. Florida, with provision for districts of united power; Georgia, Louisiana, recognizing Congressional town¬ ships in accounts of 16th-section land funds ; Maryland, Mississippi, with provision for separate districts; North Carolina, with districts capable of holding real estate ; Tennessee, with some local functions in districts, and only supervisory powers in subdistricts; Utah, with provision for division. ' Town or township. — Alabama, the Congressional township for administrative convenience, its officers appointed and its accounts kept by county officers ; Con¬ necticut, the town may abolish districts ; Illinois, township based on Congressional township, or district optional ; Indiana, New Jersey, Ohio, and Pennsylvania, each township, incorporated town or city (or borough in Pennsylvania), district corpo¬ ration for school purposes ; Iowa, township based on Congressional township with subdistricts for supervisory convenience and independent districts, both in use; Maine, Massachusetts, Minnesota, township may be a district as a part of a county; New Hampshire, New York, recognized for certain land funds, but districts, gen¬ erally; North Dakota, based on Congressional township ; Rhode Island, may create or abolish districts; South Dakota, based on Congressional township ; Vermont, Wisconsin, optional in formation of districts. District. — Arkansas, Arizona, California, Colorado, Connecticut, where not abolished by the town; Delaware, Florida, Idaho, Illinois, optional with townships; Iowa, independent districts as well as townships; Kansas, Minnesota, Missouri, districts may be less than townships; Kentucky, Michigan, Mississippi, optional; Montana, Nebraska, Nevada, each village, town, or city is a district; New Mexico, New York, commissioners’ district, a county or part of a county, has supervisory authority, school districts are parts of commissioners’ districts, towns recognized for certain land funds; North Carolina, Oklahoma, Oregon, South Carolina, Ten¬ nessee, with limited powers, as stated under county; Texas, but cities may acquire exclusive control over their schools, towns and villages may be incorporated for school purposes only; in 35 community counties families associate from year to year to support schools and draw their share of public money; Utah, permissible as stated under county; Virginia, West Virginia, corresponding geographically to magisterial districts; Washington, each city or town (incorporated); Wisconsin, optional (see town or township); Wyoming. CHAPTER XXXIY. THE GROWTH OF TORONTO CHILDREN. By Franz Boas. INTRODUCTION. In 1891, when active preparations for the World's Columbian Exposition were being made, Prof. F. W. Putnam, curator of the Peabody Museum of American Archaeology and Ethnography, and chief of the Department of Anthropology of the Exposition, placed me in charge of the section of Physical Anthropology. At an early time during the preparation of the exhibits we agreed upon a plan to represent as fully as possible the growth and the development of American chil¬ dren. Valuable material was available, but it seemed desirable to extend the inves¬ tigations over regions in which heretofore no observations had been collected. I submitted our plans to Mr. James Hughes, superintendent of public schools in Toronto, Ontario, and to Prof. Earl Barnes, of Leland Stanford Junior Univer¬ sity. Through the interest taken by these gentlemen I have been enabled to obtain series of measurements of the school children of Toronto and of Oakland, Cal. The former series was taken under the supervision of Dr. Alexander F. Chamberlain, the latter under the direction of Prof. Earl Barnes. In both of these series the same plan, excepting details, was followed. In the following pages I intend to present some of the results of our investiga¬ tions upon the children of Toronto, together with a few general statements which the treatment of the material and a study of the questions involved suggest. Since in previous investigations the influence of sex, of occupation of parents, and of descent had been studied, it seemed desirable to investigate the influence of other causes. I selected for this purpose the influence of the order of birth, i. e., the question whether first-born children have a development different from that of later -born children. The blank on which the observations were recorded was drawn up so as to cover not only this point, but also the influence of nationality and occupation of the parents— facts which it was necessary to note in order to determine their influence on the questions to be investigated. Blue blanks were used for females, white blanks for males. Here is a copy of both sides of the blank: [Front.] FEMALE. Record all linear measurements at nearest centimeter; all weights at nearest pound. No. (name in full). Observer (name in full). Place of observation. School. Date of observation. Age: years, months. Place of birth. Nationality of father’s father. Nationality of father’s mother. Nationality of mother’s father. Nationality of mother’s mother. Place of birth of father. (City and State or country.) Place of birth of mother. (City and State or country.) Occupation of father : At time of child’s birth; At time of observation. Residence. Number and ages of living brothers. Number and ages of living sisters. Number of deceased brothers. Number of deceased sisters. Born child of mother. (State whether first, second, child, etc.) Stature without shoes. Finger-reach. Height, sitting. Weight: pounds. Hair: Black, brown, red, golden, fair, gray. (If gray, record also the original color, if possible. ) Eyes: Black, brown. Hazel, gray, blue. Ability : The following measurements to be taken by special observers only. Length of head. Breadth of head. Breadth of face. Height of face A. Height of face B. Breadth of hand. 1541 1542 EDUCATION REPORT, 1896-97. [Back.] EXPLANATION OF MEASUREMENTS. 1. Height standing. — Let tlie person stand close to the wall in front of the measuring rod. His heels must be close together, touching the wall, and he must stand perfectly straight, looking straight ahead without raising or dropping the chin, the head touching the wall. Read off the height of the crown of the head by means of the triangle, pressing one side against the rod, the other against the crown of the head. 2. Height sitting.— Put a low, level seat (for instance, a small wooden box) in front of the meas¬ uring rod. Let the person sit on it so that his knees are about 5 inches higher than the seat, which is accomplished by making the seat sufficiently low, or by using a footstool. Let the per¬ son sit far back, close to the wall, keeping his back erect against the wall. He must look straight ahead without raising or dropping the chin, the head touching the wall. Give the heights of the seat and of the crown of the head. 3. Finger-reach. — Let the person touch a vertical post or wall with the second finger of one hand, and stretch along the measuring rod as far as he can reach. The rod must be held hori¬ zontally at right angles to the wall, in front of the body, along the median line of the arms. Let the person make the greatest possible efforts in stretching out his arms before you read off the figures. 4. The weight is to be taken in ordinary indoor costume. The instrument used was a rod divided into 210 centimeters.1 The index arm was a separate piece, consisting of a wooden angle, the sides of which were long enough to insure perfect contact with the measuring rod and with the crown of the head of the person being measured. The head measurements were taken by carefully trained observers; the others by the teachers. The personal data were given by the parents of the children. Owing to the peculiar social conditions prevailing in Toronto, certain groups of the population are represented by very lew individuals. This is true particularly in regard to the French population, the greater part of whose children seem to attend the parochial schools. There are also very few children of the professional classes included in our material. The success of the collection of measurements is largely due to the assistance extended by Mr. James Hughes, and to the lively interest on the part of the teach¬ ers who undertook the arduous task of obtaining the necessary information from the parents, and who took many of the measurements. To all of them my thanks are due. I have also to thank Dr. Alexander F. Chamberlain for the efficient management of the whole undertaking. THE METHODS OF TREATING STATISTICS OF GROWTH. The treatment of anthropometrical observations, particularly of growing chil¬ dren, offers peculiar difficulties. During the past years a vast number of observa¬ tions referring to the growth of children have been accumulated. The method of treating the results of such observations has largely been a comparison of averages and of the frequency of occurrence of measurements between certain limits; for instance, frequency of occurrence of statures from inch to inch or of weights from pound to pound. It is generally assumed that these figures express immediately the physiological facts relating to growth. In almost all cases the observations have been taken only once, and on a great number of individuals, not repeatedly through a long number of years on the same individuals. For this reason the series, when arranged according to years, will not be homogeneous. The younger groups contain many individuals who will not reach the adult stage, while the older classes contain only few individuals who will die before becoming adults. When we assume the whole series to be homogeneous, we imply that the value of the measurement under consideration has no relation to the liability to die at a certain age, which assumption seems to be very doubtful. Without considering details, it would seem very likely that individuals far remote from the average, who show either too small or too large measurements, approach the limits between pathological and physiological varia¬ tion, and are therefore more likely to die. This would imply a greater variability of the measurements of deceased individuals of a certain age than of living indi¬ viduals of the same age. The series of living individuals of all ages can be equally constituted only when the measurements of the living and of the deceased show the same values. This fact has already been pointed out by H. Westergaard.2 There are a few series of observations which seem to make the identity of the series of measurements of the living and of the deceased individuals of the same age very improbable. The most important among these is the peculiar decrease in the brain weight in males after the twentieth year. This can hardly be explained in any other way than by assuming an increased death-rate among men with very large brains at an age of about 20 years. 1 A centimeter is nearly 0.4 inch. 2 Grundziige der Tlieorie der Statistik, p. 188. THE GROWTH OF TORONTO CHILDREN. 1543 Bowditch and Roberts have shown that, on the average, children of 'well-to-do IDarents are taller and heavier than those of poorer parents. Carlier has shown the same phenomenon by proving that a number of children of a certain class, when brought under more favorable conditions — in his case into a military train¬ ing school — grow more rapidly than the rest, who were left in their former con¬ ditions. The mortality of children is greater among the poorer classes than among the well-to-do classes. Therefore among the young children a greater percentage of the individuals measured belongs to the poorer classes, whose chil¬ dren are at the same time shorter of stature than among the older children. This fact affects undoubtedly the averages of measurements collected in our public schools. It does not seem unlikely that the correlation between measurements and mor¬ tality is more strongly emphasized at certain periods than at others. If, for instance, many individuals of retarded growth should die during the period of adolescence, this might give the real explanation of the curious overlapping of the curves of growth of ]3oys and girls, the girls between about the twelfth and fourteenth years being heavier and taller than boys of the same age. I am strength¬ ened in this opinion by the observation, made by Dr. G-. M. West, that the extent of this period and the amount of overlapping are the smaller the more favorable the conditions under which the individuals live. It would be interesting in this connec¬ tion to study the curves of growth of a people which has a very high death-rate among young children.1 Social causes are apt to introduce other complications which restrict the com¬ parability of the results. The poorer classes do not send their children to school as long and as regularly as the well-to-do; consequently their proportionate num¬ ber among the schoolchildren decreases steadily, and this changing composition of the series must affect the results of the measurements. The state of health of the children also affects the series, particularly during the first and last years. Weak children will be sent to school later than strong children, and the teachers will be inclined not to promote them as rapidly as strong children, so that the oldest school children will include an undue propor¬ tion, not only of those who are dull, but also of those who have been of weak health during a portion of their life. For all these reasons, investigations based on single observations of children of various ages do not give us results which can be considered to indicate with the highest accuracy attainable the processes of human growth. The series for the various years differ in composition, and the physiological constants are therefore modified to a greater or less extent by a variety of disturbing factors. In order to obtain the physiological results with the greatest accuracy, the material upon which we base our studies must be made homogeneous. This can be accomplished in two way's. A very large number of children may be measured once; and year after year those who die and those who on account of social reasons are removed from the field of observation must be eliminated from the list. When all have become adults, the remaining individuals and those who dropped out for various reasons must be treated separately. But the best way would be to take measure¬ ments of a large series of children at stated intervals, as in this manner the fullest information on the manner of growth will be given, and as these repeated meas¬ urements furnish all the necessary material for subdividing the series so that each division will be homogeneous. These limitations must be borne in mind in interpreting results of a single set of observations on children of various ages, or, to use Hertel’s term, in interpreting results obtained by the generalizing method. Besides this, certain corrections must be made which heretofore have not received sufficient attention. The number of children of various ages who have been meas¬ ured is not equal. All the series begin with comparatively few children. The num¬ ber increases from year to year until, beginning with the tenth or eleventh year, it decreases again. The change of numbers is not equal in the two sexes. It follows, from this fact, that among 6-year-old children, for instance, there are in the measured series more of the age of 6 years and 11 months than of 6 years exactly ; and that, on the other hand, among the 15-year-old children there are more of the age of 15 years exactly than of 15 years and 11 months. In treating the various series of observations, all children between 6 and 7 years, 7 and 8 years, etc. , or all the children between 6^- and 7£ years, etc. , have been grouped together and the series is assumed to represent the sizes for the average ages, i. e., 6.5 years, 7.5 years, etc., or, in the other case, 6, 7, 8 years. On account of the varying frequency of the several months this is not quite correct. Among the young children the average will be I expressed these views first in Science, Vol. XX., p. 331, December 28, 1892. 1544 EDUCATION REPORT, 1896-97. a little more than 6.5, 7.5 years, etc. , while among those near the upper limit of age it will be a little less than 14.5, 15.5 years, etc. I have tabulated the frequencies of various months for the children of Toronto and obtain the following results: BOYS. [Average age expressed in years and months.] Age in years. montris. 5 6 7 8 9 10 11 12 13 14 15 0 . 9 22 45 42 36 21 33 39 22 28 7 1. . 20 36 74 72 83 70 77 65 55 42 19 2 13 45 72 84 75 76 78 72 47 35 26 3 . 13 37 68 89 65 81 73 56 53 37 19 4 . 36 57 87 93 93 88 73 53 62 35 19 5 . 33 61 70 69 83 59 69 58 61 31 13 6 . 43 67 87 84 78 85 82 64 41 39 15 7 . 26 54 74 91 84 67 80 53 51 33 13 8 . 33 52 81 85 80 70 77 72 57 36 10 9 . 35 45 64 88 85 71 58 76 48 22 7 10 . 39 71 51 65 56 68 46 69 52 26 7 11 . 47 66 73 76 87 83 71 69 47 23 15 Average age . 5 6.7 6 6.2 7 5.6 8 5.7 9 5.7 10 5.8 11 5.5 12 5.8 13 5.7 14 5.1 15 4.9 GIRLS. Age in years. mourns. 5 6 7 8 1 9 10 11 12 13 14 15 16 0 . 24 25 30 37 37 38 43 33 20 15 13 1 . 42 57 79 79 65 88 75 44 47 26 18 2 . . 44 52 77 76 78 69 75 74 47 14 11 3 . 28 65 74 65 64 80 72 63 38 19 11 4 . 51 67 81 79 64 89 79 66 52 31 15 5 . 49 54 52 86 71 63 79 52 40 22 7 6 . 45 81 72 80 90 76 78 73 59 38 31 7 7 . 30 52 73 76 72 71 60 61 63 28 26 9 8 . 40 55 81 82 69 82 83 77 59 40 22 11 9 . 33 62 77 70 72 63 78 60 41 34 18 2 10 . 35 51 59 62 73 73 65 55 48 34 15 3 11 . 49 58 77 71 77 76 85 75 53 25 8 8 Average age _ 6 6.1 7 6.1 8 5.7 9 5.7 10 5.8 11 5.7 12 5.5 13 5.5 14 5.3 15 5.2 16 4.3 Similar deviations from the assumed average of period would be found in all the existing series if the material were arranged according to months instead of being grouped for the whole year. The error resulting from this source may be very easily corrected by adding to the average a correction proportional to the deviation of period. The following consideration will show this method to be correct. The material may be divided into periods so short that we may assume no growth worth considering to take place from beginning to end of each period, say, for instance, according to weeks. Then we may obtain the correct average for the whole year by taking the average of each period and adding to it a correc¬ tion corresponding to the time that has to elapse or has elapsed between the mid¬ dle of the year and the period. Let these averages for the periods 1, 2, 8 .... be Oj, ct2, a3 . . . . , the annual growth be d, the distance in time from the periods 1, 2, 8, .... to the middle of the year be £„ t2, t3> .... , then the averages cor¬ rected for time will be cq + dt 1 a2 4- dU etc. THE GROWTH OF TORONTO CHILDREN. 1545 In combining these, we must give each the weight corresponding to the number of cases, nt, n%, n3 , from which it is derived. Let n be the total number of cases. Then we have the average for the whole year. .(«! + dtj + n2 (qa + dtj + ■ • ■ - _ (n^ax + w2a2 + ....) + d ( n1t1 + w2£2 +....). n g As a. is the average of all the values of the period 1, we have a1 = -~, where “i is the sum of all the values of the period 1. Therefore a— (^i + g2 g3 ~1~ • • • • ) ~f~ d (niti ~f~ +•■••) . n The sum of all the s is evidently equal to the sum total of all the observations during the year, which we will call S. g—S ,|. ^*1 + ^*8+ ..... n n The last quotient in the equation is the average of all the periods, which is multi¬ plied by the annual increments. We have therefore the average value for the year equal to the average of all the observations, plus a correction which is equal to the annual increment multiplied by the difference between the average period for all the observations and the full or half year, as the case may be. While the average may be corrected in this manner without much difficulty, the variability of the series for the whole year is affected in a much more complex manner. We will suppose that the variability did not change much in the course of one year, which at certain periods of life is, however, not the case. Since the values of the average increase from month to month, it is clear that the range of variation for the early periods must begin at a lower point than for the later periods, so that the variation for the total year covers a wider range than the variations at a given moment do. As an example I will give here the distribution of observations of 8-year-old girls, first in periods of three months, then for the whole year, with their averages and the means of the squares of deviations. Distribution of observations of the height of 8-year-old girls. Number of girls measured, age 8 years and- neignt m centimeters. Oto 2 months. i 3 to 5 months. 6 to 8 months. 9 to 11 months. Oto 11 months. 105 . 1 1 (a) a2 106 . . . 1 1 107 . 1 1 108 . . . 1 2 1 4 109 . 3 4 2 9 no . . . 4 1 3 10 in . 4 4 4 12 112 . . . 6 7 8 21 113. . . . . . . . 9 1 2 19 114 . . . 9 9 3 6 27 115 . 11 13 10 5 39 116 . . . 13 15 15 8 51 117 . . 10 12 10 4 36 118 . 14 9 15 16 54 119 . . . 15 9 10 13 47 120 . 17 24 22 15 78 121 . . 11 13 22 14 60 122 . . . 12 10 21 18 61 123 . 6 10 15 17 48 124 . . . 11 13 18 12 54 125 . . . 8 7 16 16 47 126... . . . 6 11 9 12 38 127 . 4 5 12 14 35 128 . 5 5 8 3 21 129 . 1 6 2 3 12 a One of 102 centimers. 1546 EDUCATION REPORT, 1896-97. Distribution of observations of the height of 8-year- old, girls — Continued. Height in centimeters. Number of girls measured, age 8 years and— Oto 2 months. 3 to 5 months. 6 to 8 j months. 9 to 11 months. Oto 11 months. 130.. . 2 3 5 8 18 131 . . . 2 1 1 4 132. . - . - . i 9 3 5 11 133 . . . - . g 2 131 . . i 1 2 1 5 135 . 1 1 136 . . . . 1 1 2 137 . . . . . . . 1 1 138 . . . . . 1 1 139 . . 140 . 1 1 Whole number of cases . 186 207 238 203 834 Average height . . . . . . 118.9 119.7 121.8 122.1 120. 63 Variability . . ±5.23 ±5.60 ±5.08 ±5.46 ±5.50 The average of the variability of the four quarters is ^5.34, while that for the total year is ^5.50, a very considerable difference, which will be the greater, the more rapid the growth or the more rapid the change of variability during the year. Previous investigations have shown that variability decreases very rapidly in the period of adolescence. During this time it is imperative to divide the series according to intervals shorter than years in order to obtain results that bring out the physiological relations clearly. We will call the variability at any given period i of a certain year jut ; the aver¬ age value of the measurement for the same period, At. The sum of the squares of all the deviations for this period, divided by the number of observations nt for this period, will then be 2 (At— xy_ 2 • The variability for the whole year is computed according to the formula SjA-xY o where A is the substitute general average, and n the total number of cases. r n nt n nt For this we can A 2,it <4= n nt M!+ L2nttd*= n nt x)- Q A, - r + (A — At)— — -• 1 n 1 v ' nt At being the average of all the values of the measurement at the period t, then 2(At—x}=0y and the last member of the sum disappears. W e will call A — At — dt. As stated above jut-. nt Therefore ju- = —3nt ( dp + jup) . n We will assume that lit can be represented by the formula lit — nQ (C -}- at + bP) , Mp (1 + aft + bxP), dp — a2t bp-. also and THE GROWTH OF TORONTO CHILDREN. 1547 If we assume t as continuous, and carry out the addition between the limits, + 0.5 > t > —0.5, thus covering the whole year, we find + 0.5 -/ (O + at-j-bt-) [ Mo- (i + + t + b1 P) + cizt + 6-2 P j ^ — 0.5 tP == /*02 [O + +■ (b + bl C + aaj + +• 66J + + ((76^ + aa„) + + hh2- When a, b; a1? b x; a2, b2; are computed from the values of the year under con¬ sideration, and the preceding and following years, which may be designated by the marks — 1, 0, +1, we find n+: T5U> — 1l-i b = n+ 1 + n_ i —2 iio 7_, H +i + f-i— i — 2 /*02 O, = - - 5 - ? d+i — i «s=^— , From these data the final corrected values of average statures and of their vari¬ abilities have been computed (see also pp. 1555, 1556.) Average statures and variabilities.1 Age. 5.5 6.5 7.5 8. 5 9.5 10.5 11.5 12.5 13.5 14.5 15. 5 16. 5 17.5 18.5 Boys: Average stature . . 105.90 111.58 116. 83 122.04 126.91 131. 78 136.20 140. 74 146. 00 152.39 159. 72, 164.90 168. 91 171.07 Variability Girls: Average (4.40) 4.62 4.93 5.34 5.49 5. 75 6. 19 6. 66 7.54 8.49 8. 78| 7.73 7.22 (6.74; stature . . Variability 104.88 110.08 116.08 121. 21 126. 14 131.27 136. 62 142.52 148.69 153. 50 156. 50: 158. 03 159. 14 . . It might seem that this correction could be better made by adding the propor¬ tionate amount of growth to the measurement of each individual, i. e., for those of 6 years 0 months, for instance, the amount of 6 months’ growTth if the measure¬ ments are to be reduced to the period of 6 years 6 months. This, however, must not be done, as small children grow differently from tall children, and therefore the amount of growth to be added differs for the various values of the measure¬ ment. That this is the case has been proved by Dr. Henry G. Beyer.'2 I collected some statistics on this subject in Worcester, Mass., the results of which are briefly given here. I am indebted to Dr. G. M. West for many of the measurements, while others were taken by myself. The first series was taken in May, 1891. The second series was repeated in May, 1892. I give first the series of annual increases which were obtained in Worcester. 1 Figures in parentheses denote approximate values. 2“ The Growth of United States Naval Cadets” (Proc. U. S. Naval Institute,. Yol. XXI, No. 2 , whole No. 74). 1548 EDUCATION REPORT, 1896-97. Increase in stature of boys. Increase in centi¬ meters. Number of boys whose increase in stature was observed between the ages of — 5 and 6. 6 and 7. 7 and 8. 8 and 9. 9 and 10. 10 and 11. 11 and 12. 12 and 13. 13 and 14. 14 and 15. 15 and 16. 0.0 0.4... 0. 5- 0. 9 . 1 1.0- 1.4... 1 1.5- 1.9 2 2. 0- 2. 4 1 1 1 1 1 2.5 2.9 2 2 3 1 2 3 3.0 3.4 2 2 2 2 3 1 1 1 3. 5- 3.9... 1 1 2 6 6 7 2 2 2 2 4.0- 4.4... 4 5 12 11 14 14 8 1 1 4. 5- 4. 9 . 1 13 15 14 15 13 14 4 4 5.0- 5.4... 7 11 11 17 12 13 9 6 1 3 5.5- 5.9... o 11 15 14 9 11 4 10 1 6.0- 6.4... 2 15 11 5 11 12 7 3 2 1 1 6. 5- 6. 9 1 3 3 2 6 4 6 3 3 7.0- 7.4... 1 1 1 4 6 2 2 7. 5— 7. 9 2 1 2 5 1 8. 0- 8. 4 1 4 4 2 8. 5- 8. 9 1 4 8 2 2 9.0- 9.4 1 3 5 1 9. 5- 9. 9 1 1 1 1 10. 0-10. 4 . 1 4 . 3 10. 5-10. 9 1 . 2 1 11. 0-11. 4... 3 11. 5-11. 9 1 1 12.0-12.4... 1 1 12.5-12.9... 13,0-13.4... 13.5-13.9... 14.0-14.4... 14.5-14.9... 15. 0-15. 4 _ 15. 5-15. 9 _ 16. 0-16. 4. . . 1 1 Ave rage increase . 6.55 5.70 5.37 4.89 5.10 5.02 4.99 5.91 7. 88 6.23 5.64 Variability (±1.57) ±0. 68 ±0.86 ±0. 96 ±1.03 ±0.88 ±1.26 ±1.86 ±2.39 ±2. 91 ±3.46 Cases . 8 41 63 66 79 73 72 77 60 32 18 THE GROWTH OE TORONTO CHILDREN. 1549 Increase in stature of girls. Increase in centi¬ meters. Number of girls whose increase in stature was observed between the ages of— 5 and 6. 6 and 7. 7 and 8. 8 and 9. 9 and 10. 10 and 11. 11 and 12. 12 and 13. 13 and 14. .14 and 15. 15 and 16. —0.9 1 —0.0- —0.4. 1 0 0 0 4 1 1 1 0. 5- 0.9 1 4 7 1.0- 1.4 1 2 1 4 1 1. 5- 1.9. 1 1 1 2.0- 2.4. 2 1 1 1 2 2 2.5- 2.9 1 1 6 6 I 3.0- 3. 4. 1 1 3 1 2 3.5- 3.9. 5 2 2 2 3 2 2 1 1 4 0- 4 4 2 2 4 3 2 6 4 4 2 4.5- 4! 9. 2 4 5 14 7 5 3 1 5 1 5.0- 5.4. 7 3 8 9 12 6 3 4 2 5.5- 5.9. 5 5 10 12 6 8 5 7 2 1 6.0- 6.4. 5 7 12 8 11 6 10 8 2 1 6.5- 6.9. 2 10 8 4 8 10 7 8 4 2 7.0- 7.4. 1 4 3 2 6 11 8 2 3 7. 5- 7.9. 2 2 2 3 2 14 7 2 2 8.0- 8.4 1 1 4 5 7 3 8.5- 8.9 2 2 2 3 4 1 9.0- 9.4 4 6 4 3 9.5- 9.9. 1 3 10.0- 10.4 1 1 2 10. 5- 10.9 1 1 11.0- 11.4 1 11.5- 11.9 12.0- 12.4. 20. 7-1 18. 1-1 19. 6-1 Average increase.. 5.75 5. 90 5.70 5. 50 5.97 6. 17 6. 98 6. 71 5.44 3.34 Variability. ±0. 88 +0.98 + 1.10 + 0. 97 + 1.23 + 1.85 + 1.89 +2.06 +2. 89 +2. 71 Cases. 17 38 53 56 55 75 84 71 47 36 15 I next divided the series into two equal parts, the first embracing the short, the second the tall, individuals. The following amounts of growth were found for these two groups : Average annual increase (d-\-A) in stature of short and tall children between the following years: BOYS. Class of children and differences. Years. 6 and 7. 7 and 8. 8 and 9. 9 and 10. 10 and 11. 11 and 12. 12 and 13. 13 and 14. 14 and 15. 15 and 16. Short . Tall . Difference (2 A) . 5.51 5.88 5.18 5. 55 4.81 4.77 5.39 4. 77 5.28 4. 79 5.20 5. 25 6.56 oot- + cd 7.47 4. 99 6.83 4.44 + 0.37 + 0.37 + 0.17 + 0.62 + 0.51 + 0.41 + 1.31 + 1.19 —2.48 -2.39 GIRLS. Short . Tall. . Difference (2 A) . 5.75 6.06 5.49 5.90 5.34 5.67 5.52 6.41 5.81 6.52 7.01 6. 95 7.38 6.03 6. 55 4.38 CO Ox + 0.31 + 0.41 + 0.33 + 0. 89 + 0. 71 —0. 06 —1.35 —2. 17 —2.22 1550 EDUCATION REPORT, 1896-97. That there must be an interdependence between the rate of growth and the actual size attained at a certain period can be shown to be a theoretical necessity. If the variability of a series at the age t is ju, and if the variability of the annual increment d is m, then, according to the theory of probabilities, the variability at the age t -f- 1 must be vV2 + m- if the amount of annual growth does not depend upon the size attained at the period t. Observations show that m is small as com¬ pared to //. Observations also show that y first increases quite rapidly from year to year, and that at the period of adolescence it suddenly decreases very rapidly. It is clear that these phenomena do not agree with the assump»tion made. We must conclude, therefore, that the amount of annual growth depends upon the size attained at a certain period. It is possible to give an approximate value of this relation. If the average of all measurements for the period t is A. that for the period is A -f d, where d is the average amount of growth for the period t1 — t. We will consider in what man¬ ner a value A -f- d -f- v in the series of the period tx develops from the series of the period t. We will suppose that the relation between the actual size of an individual and the average amount of his annual growth is expressed by the simple relation dx — d + ax, where a is a constant. Furthermore, we will assume that the variability of dx is the same for all values of x. The annual growth of a single individual of the size A -f- x will be, accord¬ ing to these assumptions, d -j- ax -f- y, where y expresses the accidental variation of the annual increment. The size of the individual at the period will there¬ fore be A-\-x-\-d-\-ax-{-y = A-\-d-\-v. y = v — x (1-f-a). The probability of finding the variation x is The probability of finding y is P - e dv - e 1 y ~ mV&t V ~ inV&t dv. The probability of finding x and y combined is v will be obtained for all the values of x. Therefore — co This value of this integral is 1 2 [to2 1 +a 2 +to2] ^ Vju'2( l-J-a)2??i'V37r 6 THE GROWTH OF TORONTO CHILDREN. 1551 By observation we find the variability at the period that is, that of v— equals jx r Therefore V-f—JJ? (1 +a)2+m2 ; ci = -\-J Vi m'2 1 — 1 . v /i'2 As a must be a small value, the positive root only is available, and we have a=JK—ml 1—1. v /t8 It follows from this equation that as long as /q is considerably larger than /q a is positive; when jxx is smaller than jli, it is always negative. As during the early years jli increases with age, among young children the small ones are in a period of retarded growth, while the tall ones are in a period of accelerated growth, while among older children when /i begins to decrease again the tall ones cease growing, while the smaller ones grow rapidly. The values given on page 1549 for the amount of growth of short and tall children may be considered as equaling o * _ sP _ A =2 f (d-\-ax)— 1_.e dx=d—a juJ- J /-lV2it V Tt - QO It is therefore possible to calculate a from the data contained in the table on page 1549. The two series of values show a fairly close agreement, considering the small number of repeated measurements. Values of a. Ages. For boys by the formula— For girls by the formula — »=-V-4 2 V. 2 q-> i2-m3l 1 v* 6 . . . . 0.05 0.05 0. 02 0.04 7 . . . 0.05 0.05 0.05 0.05 8 . . . . . 0.01 0.00 0.01 0.04 9. . . 0.03 0.07 0.03 0.09 10 . . 0.06 0.06 0.06 0. 07 11 . . 0.06 0. 04 0.07 —0.01 0. 10 0.13 — 0. 11 — 0. 11 13-.-. . 0. 08 0. 09 — 0. 17 -0. 18 14. . . . —0.03 — 0. 18 — 0. 17 —0.20 15 . —0.23 — 0. 17 . It must also be borne in mind that the formula Annual amount of growth =d-\- ax is a very rough approximation to actual conditions, and that, particularly during the period preceding puberty, the distribution of annual increase will differ con¬ siderably from this law. Dr. H. P. Bowditch, in a paper published in the Twenty-second Annual Report of the State Board of Health of Massachusetts, assumes that the growth of chil¬ dren is such that they always remain in the same percentile grade — that is to say, if the variability at the period t is ji, and at the period t1 is /q, then the average chiid which has at the period t the measurement A-\-x = A-f — jx will have at the pe- CO riod tx the measurement Ax-\-—jxv Its growth during the intervening period will therefore be A^A-jx—A jx -ju=A1- A+*i=£ 1552 EDUCATION REPORT, 1896-97. The assumption is therefore narrower than the one made above, as a, which we tried to determine by means of the various data, is here given the arbitrary value It will be noticed that for M m — o a will assume the value ^5 — H. The data given on pages 1546 and 1547 show that m is so large that it can not be neglected. Therefore the assumption a = 11 ' ^ can not be true, and we conclude that the average percentile grade of growing individuals is constantly changing. The average individual of the measurement A -f- x at the period t will be at the period t1 A + x + cl + ax = A-\-d-\-x (1 -f -a) — A -f- d + - V /q* 2 — m2 = A-}-d- \- x - r (1) If the individual remained on the same percentile grade, his measurement would be A -f- d -}- — /q. (2) M It will be seen that the deviation (1) is smaller than (2). It follows, therefore, that the average of all growing individuals who in one year have a certain per¬ centile grade will be nearer the general average the following year. This agrees with the results found by Dr. Henry G. Beyer.1 These facts and considerations have an important bearing upon the theory of the statistics of growth.2 When we consider children of a certain age, we find that they are not all in the same stage of development. Some have reached a point just corresponding to their age, while others are a little behind, and still others a little in advance, of their age. Consequently the values of their measure¬ ments will not exactly correspond to those of their age. We may assume that the difference between their stage of development and that belonging to their exact age is due to accidental causes, so that the number less developed than the average of a particular age will be the same as the number of those more devel¬ oped; or there will be as many children in a stage of development corresponding to that of their age plus a certain length of time as in a stage corresponding to that of their age minus a certain length of time. The number of children who have a certain amount of deviation may be assumed to be arranged according to the laws of probability, so that the average of all the children will be exactly in the stage of development belonging to their age. Observations have shown that growth during childhood is quite regular, and that it decreases rapidly during the period of adolescence. At this period, when the rate of growth is decreasing, those children whose growth is retarded will be more remote from the value belonging to their age than those whose growth is accelerated. As the numbers above and below the average are equal, those with retarded growth will have a greater influence upon the average than those whose growth is accelerated; therefore the average of all values of the measurement of all the children of a certain age will be too low when the rate of growth is decreas¬ ing and too high when it is increasing. These considerations may be expressed in mathematical form as follows: In the adult the relative frequency of the variation x from the average value of the measurement s will generally be expressed by the formula Ps + x 1 MiV 2rt 6 dx, (1) where /q is the measure of the variability of the series. luThe G-rowth of United States Naval Cadets” (Proc. U. S. Naval Institute, Vol. XXI, No. 2, whole No. 74). 2The following theory was first published in “Science,” Yol. XIX, 1892, May 6, p. 256; May 20, p. 281. THE GROWTH OF TORONTO CHILDREN. 1553 The value of the measurement belonging to the average of all those individuals who will finally reach the value s is, at any given period, a function of that period, and may be called st. The value of the measurement at the period t of all those individuals who will finally reach the stature s^\-x is a function of st and x, and may be expressed by j (st; x). The individuals constituting the adult series will not develop quite regularly, but some will be in advance of others. We assume that at any given time these variations in period will be distributed according to the law of probabilities. The relative frequency of the variation y from the period under consideration, t, will be The probability, therefore, of finding an individual who will finally have the stature s -f- x, standing at the period of development t + y, and whose measure¬ ment is therefore T (sl+y; x) is equal to Ps + X . Pi + y; or, __ x2 _ y 2 Pf (*+„ ; *) ==5-^_ e dx . dy. (S) The individuals who will finally have the measurement s + xx will have at a period t-j-y^ the same measurement that other individuals who will finally be s + x2 have at the period t + yv Consequently there will be an infinitely large number of combinations of x and y, which will result in the same value st + v. This will be the case whenever f (s<+y; x)=s( + v y = (p(st + v ; x) . By substituting this value of y in (3), and taking the integral for all values of x. + 00 =f^r. e~™ Xl2 (f> (S(+V, X)2 GO /q/q dx. As an approximation, we may assume cp (st + v; x) = st + v -j- ax + bx*. The distribution of probabilities about the type will then be asymmetrical. It is possible to compute from these data the typical values for each year, and at the place quoted above I have given a method of approximation. The latter is, how¬ ever, not sufficient. I have disregarded values of the order ab and in arriving at the results given. This is, however, not sufficient. By including terms of higher order it is possible to compute the series more accurately, but the calcula¬ tion is so exceedingly long and entails so much labor that I have given it up, particularly as it must be verified by actual observation. It seems more econom¬ ical to wait until a satisfactory series of measurements, taken at annual intervals, is available. Dr. H. P. Bowditch 1 has called attention to the asymmetry of the curves, which he expressed by the difference between the probable and average values. His observations were corroborated by the study of material collected in St. Louis, Mo., by Dr. W. T. Porter,'2 who followed the" method laid down by Dr. Bowditch. In order to gain a better insight into the character of the annual curves I have combined all the available American material. This computation was carried out for me by Dr. G. M. West, according to my instructions. The computations were made under his immediate supervision, and he is responsible for the preliminary interpolation, while I made the final combination myself. 1 Twenty-second Annual Report of the State Board of Health of Massachusetts, pp. 479 ff. 2 Transactions of the Academy of Science of St. Louis, Yol. YI, No. 12, 1894, pp. 350 ff. ED 97 - 98 1554 EDUCATION REPORT, 1896-97. The method of procedure was the following. Observations are available from the following six cities: Boston, Milwaukee, St. Louis, Worcester, Toronto, Oak¬ land. These represent a variety, of conditions. We may assume that the varia¬ tions represented by various cities are due to accidental causes, that is to say, that when the children in all the towns and cities of the country are measured we expect to find the results to vary around a certain average, according to the laws of prob¬ ability. The type of the total population would embrace statistics of all the indi¬ viduals of various ages. These are not available, and we must consider the cities in which the measurements were taken as representatives of the total population. In order to unite the material properly we ought to know how large a portion of the population is represented by each city. We can not obtain any satisfactory infor¬ mation on this point, and the only practicable way of uniting the material seems to be to add all the measured individuals, without regard to the varying numbers that were measured in each city. This has been done. It was necessary to reduce the observations that were recorded in inches to centimeters. Similar reductions were necessary in the tables of weights. This required a lengthy interpolation. The St. Louis measurements required an additional interpolation, as the age of the measured children was recorded at the nearest birthday, while all the other observers counted age from the last birthday. The results of this calculation are given on pages 1555 and 1556. It will be noticed that the distribution is rather unexpectedly irregular. I pre¬ sume this is due to the fact that observers developed a tendency to round their observations, so that full inches and the centimeters ending with 0 or 5 (110, 115, 120, etc.) were given undue preference. It is likely that if this fact had been con¬ sidered, the resulting curves would have been smoother. THE GROWTH OF TORONTO CHILDREN. 1555 Frequencies of statures of American boys, in percentages. Height in centi¬ meters. 91- 92.99.. 98- 94.99.. 95- 96.99.. 97- 98.99.. 99- 100.99.. 101-102.99.. 103-104.99.. 105-106,99.. 107-108.99.. 109-110.99.. 111-112.99.. 113-114.99.. 115-116.99.. 117-118.99.. 119-120.99.. 121-122.99.. 123-124.99- 125-126.99. . 127-128.99.. 129-130.99.. Ages, in years. 5.589 131-132.99. 133-134.99. 135-136.89. 137-138.99. 139-140.99. 141-142.99. 143-144.99. 145-146.99. 147-148.99. 149-150.99. 151-152.99. 153-154.99. 155-156.99. 157-158.99. 159-160.99. 161-162.99. 163-164.99. 165-166.99- 167-168.99. 169-170.99. 171-172.99. 173-174 99. 175-176.99. 177-178.99. 179-180.99. 181-182.99. 183-184.99. 185-186.99. 187-188.99. 189-190.99. Cases . Ay erage height... Ay erage variation Mean vari¬ ation _ Corrected avera g e for half year _ Mean vari¬ ation COIT- rected . . . Mean vari¬ ation at half year 0.4 0.6 1.7 3.5 6.7 10.7 15.3 16.9 13. 7 13.3 9.1 4.3 2.3 0.9 0.5 6.536 7.511 8.504 9.496 10.494 11.492 12.489 13.481 14.467 15.454 16.445 17.453 18.424 0.1 0.4 0.7 2.2 4.9 9.0 12.2 15.5 15.8 13.5 10.9 6.9 4.1 0.2 ! 2.2 _ | 0.9 _ I 0.3 _ I 0.3 0.1 1,535 3,975 106.41 111.78 0.2 0.8 2.0 3.3 6.2 11.1 13.0 14.8 14. 7 12.5 9.1 5.9 3.4 1.8 0.7 0.3 0.2 ±3,83 ±4. 81 105.90 ±4. 80 ±(4.40) ±3.98 0.1 0.1 0.4 0.5 1.3 2.5 4.6 7.7 11.3 14.3 15.0 13.5 10.5 7.9 4.8 2.7 1.5 0.7 0.4 0.1 0.1 5,379 116. 89 ±4. 17 ±4.92 ±5.22 111.58116.83 ±4.92 ±5.22 ±4. 66 ±5.00 0.1 0.1 0.1 0.1 0.1 0.3 0.8 1.6 4.1 6.9 10.3 12.9 13.8 13.9 12.0 9.2 6.3 3.5 2.0 1.0 0.4 0.3 0.1 0.1 5,633 5,531 122.06 126.89 ±4.35 ±4.56 -f5. 53 ±5.66 122.04 ±5.53 ±5.34 126. 91 0.1 0.1 0.1 0.4 0.7 1.8 6.0 8.8 11.1 12. 8 12.7 12.3 10.5 7.6 5.0 3.1 1.8 0.7 0.4 0.3 0.1 0.1 0.1 0.1 0.1 0.2 0.2 0.7 1.8 3.1 6.0 8.5 9.6 12.0 13.5 11.9 10.4 8.6 5.3 3.2 2.1 1.2 0.7 0.3 0.1 0.1 0.1 5,151 131. 75 ±4.78 ±5.90 ±5.66 ±5.90 ±5.48 ±5.74 4,759 136. 17 ±4. 97 ±6.32 131. 78 136. 20 ±6.32 0.1 0.2 0.5 0.8 1.9 3.5 5.3 7.7 10.5 10.8 12.5 11.3 9.9 7.7 5.9 4.3 2.7 1.8 1.2 0.6 0.5 0.2 0.1 4,205 140. 68 1 ±5.35 ±6.79 140.74 ±6. 80 ±6.20 ±6.62 0.1 0.1 0.2 0.2 0.7 1.0 1.6 2.8 4.8 6.1 10.1 10.8 10.5 9.3 8.6 5.3 4.9 3.1 1.7 1.1 0.7 0.4 0.2 0.3 0.1 3,573 45. 88 ±6.04 ±7.69 0.1 0.1 0.1 0.2 0.2 0.4 0.8 1.2 2.5 3.6 5.2 5.6 8.0 9.1 10.0 6.2 5.7 4.7 3.7 2.4 1.5 1.4 0.9 0.5 0.2 0.2 0.1 0.1 2,518 152. 14 ±6. 88 ±8. 65 146.00 152.39 ±7. 71! ±8. 66 ±8.87 0.1 0.3 0.6 1.5 2.2 2.2 3.2 4.2 6.1 7.3 7.6 7.8 8.2 8.6 8.1 6.6 6.9 6.0 4.7 2.0 1.1 0.6 0.4 0.1 0.1 0.1 1,481 159.48 ±7.31 ±8.92 ±7.54 ±8.49 ±8.61 0.1 0.4 0.4 0.7 0.7 0.8 4.9 5.8 8.0 8.4 10.5 10.1 10.2 10.5 8.6 4.5 3.0 2.7 1.2 0.5 0.1 0.1 0.2 753 164. 68 ±6. 15 ±7 159.72 164. 90 168.91 ±7.23 ±7. 15 ±7.75 0.3 0.3 0.3 0.7 1.4 1.6 3.9 5.4 5.8 8.9 11.4 10.3 10.5 9.6 9.3 7.2 5.1 4.2 2.3 0.5 0.5 0.3 429 16S.81 ±5.78 ±7.25 0.4 0.4 0.9 2.2 1.8 2.6 3.9 9.2 9.2 10.5 10.9 13.5 9.6 8.3 5.2 4.8 6.1 0.4 170. 91 ±5.45 ±6.76 171.07 ±6.74 1556 EDUCATION REPORT, 1896-97. Frequencies of statures of American girls, in percentages. Height in centi- Ages, in years. meters. 5. 611 6. 545 7.513 8.501 9.497 10.495 11. 494 12.490 13.479 14.471 15. 466 16.473 17.466 87- 88. 99 . 0.1 89- 90. 99 . . _ _ 0.1 91- 92.99 . 0.1 0.1 93- 94. 99 _ 0.9 0.1 95- 96.99 _ ?■ ?■ 0.1 97- 98. 99. . . 0.6 99-100.99 . 9.4 1.5 0.1 101-102.99 . . 12.3 3.5 0.3 0.1 0.1 103-104. 99 17.1 6.7 1.3 0.1 0.1 105 106. 99 . 16.8 10.2 2.5 0.3 0.1 107-108.99 . . 13.9 13.9 4.3 0.6 0.3 0.1 109-110. 99 11.1 17.1 8.3 2.0 0.1 0.1 111-112. 99.. 6.0 14.8 11.4 3.8 0.4 0.1 113-114.99 . 2.9 11.3 13.0 6.0 1.2 0.2 0.1 0.1 115-116. 99 _ 1.9 9.1 15.4 9.3 2.8 0.5 0.2 0.1 117-118.99. . 0.4 6.0 13.3 11.8 4.7 1.1 0.2 0.1 0.1 119-120.99 . 0. 1 2.7 12.0 14.4 7.9 2.4 0.4 0.1 0.1 121-122. 99. . 0.2 1.3 9.0 14.2 11.0 4.3 1.2 0.3 0.1 123-124. 99. . 0.5 4.5 12.5 13.2 6.3 1.9 0.4 0.1 125-126. 99 . 0.2 2.8 9.9 14.2 9.5 3.2 0.7 0.1 0.1 127-128. 99 0.1 1.1 6.9 14.0 11.2 5.4 1.4 0.2 0.1 129-130. 99 0.1 0.5 4.2 11.1 13.2 7.9 2.6 0.4 0.1 131-132.99 .. 0.2 2.1 7.9 ' 13.0 10.1 3.9 0.8 0.2 133-134.99 _ 0.1 0.9 4.7 11.7 11.7 5. 6 1.3 0.4 135-136. 99 0.4 3.0 9.2 11.7 7.5 2.6 0.6 137-138. 99 0.3 1.7 6.7 10.4 9.1 4.4 0.9 0.2 139 140.99 0.1 1.0 4.4 10.4 10.4 5. 6 1.7 0.7 0.2 141-142. 99 . 0.3 2.8 8.3 11.4 6.5 2.6 0.7 0.2 0.1 143-144. 99 . 0.1 1.7 6.0 10.3 7.8 3.5 1.5 0.8 0.3 145-146. 99. . 0.1 0.7 4.2 9.0 10.8 5.6 2.6 2.0 1.0 147-148. 99 . 0.4 2 6 7.2 9.3 7.0 3.8 2.6 2.4 149-150.99 . 0.2 2.1 6.2 11.2 10.2 7.8 5.4 4.4 151-152. 99 0.1 1.0 4.8 10.5 12.4 10.2 8.2 6.7 153-154. 99. . 0.4 3.4 8.4 12.8 12.1 11.0 8.4 155-156.99 _ _ 0.3 2.4 7.6 13.4 15.3 12.9 10.8 157-158. 99 . 6.1 0.2 1.6 4.9 9.3 11.8 12.7 16.1 159 160.99 0.1 0.8 3.4 7.4 11.2 13.8 13.5 161-162. 99 . 0.3 2.0 5.1 8.9 11.3 13.8 163-164. 99. 0.1 1.0 3.0 5.9 7.3 7.1 165-166. 99 0.1 0.4 1.9 3.5 5.8 7.1 167 168.99 0.1 0.2 0.8 2.2 2.9 3.5 169-170. 99 0.1 0.5 0.7 1.4 2.4 171-172. 99 0.1 0.2 0.5 1.2 1.1 173-174.99. 0.2 0.2 0.2 0.5 175-176. 99 0.2 0.8 177 178 99 0.1 179 180 99 Cases . . . 1,260 3,618 4,913 5,289 5,132 4, 827 4,507 4,187 3,411 2,537 1,656 1,171 790 Average height . . . 105. 45 110. 32 116. 16 121. 21 126.13 131. 24 136. 58 142.46 148. 58 153. 41 156. 45 158.00 159. 11 Average variation . ±3. 74 ±3.98 ±4.23 ±4.45 ±4. 51 ±4. 91 ±5.45 ±5.98 ±5. 89 ±5. 18 ±4. 68 ±4.64 ±4.43 Mean variation .... ±4.69 ±5.09 ±5. 25 ±5.58 ±5.73 ±6.18 ±6. 83 ±7. 57 ±7. 38 ±6. 71 ±5.96 ±5.79 ±5.75 Corrected average 104. 88 110. 08 116.08 121. 21 126.14 131. 27 136. 62 142. 52 148. 69 153. 50 156.50 158.03 159. 14 Mean variation corrected . ±4. 64 ±5.07 ±5.25 ±5.58 ±5. 73 ±6.18 ± 6. 83 ±7. 57 ±7.37 ±6.69 ±5. 96 ±5.79 ±5. 75 Mean variation at half year _ _ + 4.78 ±5. 01 ±5.46 ±5.54 ±6.00 ±6.63 ±7.41 ±7. 20 ±6. 57 ±5. 88 ±5. 65 . From the preceding facts and considerations we conclude that the averages and variabilities of growing children must not be considered more than indices of the typical conditions characteristic of a certain age. In order to determine these accurately, the asymmetry of the distributions must be taken into account. This, however, can not be done, except by the expenditure of a vast amount of labor, until a sufficient series of observations, taken according to the individualizing method, is available. GROWTH AS DETERMINED BY THE TOTAL SERIES OF TORONTO CHILDREN. I give first of all a table of statures grouped in periods of quarter years. In this tabulation all those individuals who did not expressly state that their age was so THE GROWTH OF TORONTO CHILDREN. 1557 and so many years and no months were omitted, because there is a considerable prob¬ ability that in many cases of this sort the number of months was not recorded. For this reason the number of children corresponding to the full years and no months is too small. It might have been better to group the material as follows: 11, 0, 1 months; 2, 3, 4 months; 5, 6, 7 months; 8, 9, 10 months; but I did not do so, in order to preserve the comparability with other series which extend over the whole year. The records of ages show that in order to obtain accurate results the question ought not to be simply for years and months, but we should ask for the age at the last birthday, age at the coming birthday, and the date of the birthday. When we simply ask for years and months, the person answering the question will often first give the age at the nearest birthday, particularly when the approaching birthday is not far distant, and then add the number of months passed since the last birthday, thus introducing an error of a whole year. This was noticed to occur in the Worcester measurements that were repeated after the lapse of a year, Accuracy can be attained only by the three questions given before. The following are the tables of statures: Statures of Toronto boys, grouped in quarter-year periods. Number of boys of the following ages. Height in 5 year s and— 6 years and— 7 years and — centimeters. 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 9 to 11 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 91 . . 1 92 1 93 . 94 . . . 1 1 96 . 2 4 1 97 . 1 1 1 1 98 . 2 2 2 2 1 99 . . . 2 2 3 2 1 2 100 . 4 3 4 4 1 101 . . 1 6 3 2 1 i 2 102 . 2 6 6 5 1 3 2 103 . 5 6 5 5 5 5 4 2 1 1 104 . . 3 8 9 7 3 6 2 6 1 105 . 5 6 7 8 4 8 9 5 3 1 106 . 4 8 4 12 3 6 9 4 1 3 2 1 107 . 3 5 5 6 7 5 9 5 6 3 4 108 _ 1 3 11 11 13 9 11 6 8 4 2 2 109 . . . 2 11 5 10 11 13 12 8 4 7 5 1 no . 4 6 14 9 17 17 19 9 9 7 5 Ill . 4 1 9 8 9 19 14 9 16 12 8 8 112 1 12 6 8 14 15 12 17 23 12 5 113 . 1 2 4 3 6 11 9 10 15 12 7 11 114 1 3 5 8 19 15 16 18 17 17 115 1 4 3 12 16 17 12 25 13 10 116 .... 3 4 4 5 8 14 26 20 14 11 117 1 5 3 4 11 14 14 20 15 118 1 2 1 2 5 10 14 16 21 15 119 1 3 1 9 10 12 21 13 120 1 1 2 5 10 9 25 13 121 . 2 6 5 9 12 r 122 1 1 1 2 10 12 16 123 .. 1 1 3 5 7 7 124 5 3 11 7 125 . 1 2 1 3 6 5 126 . 1 2 4 1 127 . 1 1 2 4 128 1 1 4 7 129 . . 1 2 130 . . 1 1 2 131 . 1 132 . 133 . 2 1 134... . 135 . . 136 . 137 . 1 Cases . 42 82 102 121 103 155 173 182 191 225 242 188 Average height . 103.9 104.5 107.3 108.1 109.7 110.3 111.1 113.1 114.9 115.5 117.7 118.3 Mean varia¬ tion . ±4.44 ±4.70 ±5.07 ±4.60 ±4. 59 ±4. 48 ±4.29 ±5.25 ±4. 17 ±4. 67 ±4.83 ±5.40 1558 EDUCATION REPORT, 1896-97. Statures of Toronto boys, grouped in quarter-year perioas — Continued. Number of boys of the following ages. Height in centimeters. 8 years and — 9 years and — 10 years and— 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 1 3 to 5 6 to 8 9 to 11 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 105 . 1 i 1 106 . 1 1 1 . i 1(17 2 1 108 . 2 i 1 1 ! . 109 . i i 110 . o 3 2 1 Ill . . 3 i 1 1 1 112 . 4 3 4 1 1 1 1 1 113 . . . 8 4 3 3 1 1 1 114.... . . 5 8 5 2 2 1 1 ' ' ' 115 .. 16 8 10 4 1 1 1 2 i 1 116 ... 15 17 4 6 3 6 117 _ _ _ 8 14 13 11 4 6 2 5 1 i i 1 118 _ 17 21 14 11 11 8 5 3 1 i i 119 . 16 13 12 14 5 9 4 3 3 4 l 120 _ 19 25 30 16 7 9 8 4 3 2 3 121 .... 18 10 20 16 19 11 9 13 1 5 2 13 17 22 20 8 17 9 9 6 8 3 1 123 . . 9 13 15 19 12 15 8 15 7 3 7 3 124 _ 12 14 23 14 19 18 14 13 5 11 6 7 125 . 6 13 24 16 18 18 22 9 9 11 3 9 126 _ _ 8 8 12 12 16 16 11 20 11 7 8 6 127 . . 4 11 11 11 11 21 20 11 8 17 8 6 128 _ _ 3 11 9 18 11 19 20 12 10 14 9 11 129 . . . 2 4 5 10 7 8 15 13 14 14 13 10 130 . 3 8 4 2 12 16 21 18 9 21 16 18 131 . 1 5 9 5 10 5 13 13 13 17 12 11 132 _ _ 1 3 3 7 6 12 14 16 10 11 18 16 133 . . o 2 6 2 | 9 11 13 9 13 20 16 134 _ 1 3 3 1 5 7 9 6 7 11 9 14 135 2 1 1 q 4 3 10 10 13 20 14 136 _ 1 2 1 3 5 4 4 9 8 12 13 137 . . 1 4 1 4 11 7 9 138 1 i 2 4 3 5 7 7 139 . 1 T 1 2 4 10 8 140 . . 2 1 6 7 9 141 .. 2 5 4 4 13 142 . i i ::::::: 1 1 4 4 2 143 1 3 144. 1 1 2 3 145 1 . 1 146 . 1 l 1 o 1 147 _ i 1 148 . . i 1 1 149 _ 1 2 150 . i Cases _ _ _ 198 251 260 229 194 241 242 228 167 228 222 222 Average height _ 119.7 121.3 122 2 123.5 125.1 125.6 127.0 127.9 129.9 130.2 132.2 132.9 Mean varia- . tion _ ±5.08 ±6. 01 ±5.31 ±5. 13 ±4.47 ±5.43 ±5. 51 ±5. 99 ±6.00 ±5.97 ±6.01 ±6.09 THE GROWTH OF TORONTO CHILDREN. 1559 Statures of Toronto boys, grouped in quarter-year periods — Continued. Number of boys of the following ages. Height in centimeters. 11 years and - 12 years and— 13 years and— 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 1 9 to 11 0 to 2 3 to 5 6 to 8 1 9 toll mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 117 . 1 1 118 . . . 1 119 _ _ 1 120 . . 1 1 121 1 2 122 . . 1 1 1 1 123 . . o 2 1 1 1 124 _ _ 1 2 4 1 125 . . 3 8 5 i 2 9 126 . 4 3 4 2 3 1 127 5 4 3 4 2 3 1 l 1 128 . 9 5 6 7 2 2 5 l 2 1 129 6 11 9 5 3 2 1 5 130 . 12 14 19 8 6 3 4 5 i 1 3 131 . 10 10 12 3 3 4 7 2 3 1 3 132 . . 7 10 12 7 7 5 4 7 2 1 133 _ _ 8 17 7 6 5 7 3 6 1 3 2 3 134 _ _ 15 14 24 11 8 9 6 4 2 3 2 2 135. . 10 11 9 13 9 7 8 6 4 2 5 3 136 . . 16 13 15 13 13 7 18 5 8 6 6 4 137 . . 13 12 11 5 11 8 8 11 7 3 6 5 138 . . 15 13 11 14 16 15 14 9 10 4 2 3 139 _ _ 10 14 15 6 12 9 12 9 4 8 3 4 140 . . 9 12 18 10 9 7 13 19 4 14 3 7 141 _ _ 7 4 12 16 10 6 8 14 2 7 12 4 142 . . 11 10 7 7 7 12 12 14 10 8 10 4 143 . 4 5 10 8 6 10 8 10 7 8 5 9 144 . o 2 4 5 8 10 7 18 8 7 3 5 145 . 3 7 3 4 3 6 8 11 9 14 10 13 146 . . 2 3 O 3 3 6 5 8 3 10 4 8 147 . 1 2 5 2 8 5 10 7 2 9 11 5 148 . . 1 1 2 5 8 5 8 6 5 5 6 15 149 . 1 2 3 2 3 4 3 13 5 ' 1 150 . 1 o 1 1 4 7 9 3 11 5 9 151 1 1 2 1 2 3 3 4 9 2 152 1 i 1 1 2 2 6 6 3 g 153 . 1 1 i 1 1 1 4 6 5 3 154 i 1 1 1 1 2 6 155 . 1 2 ] 3 5 4 3 7 156 _ _ 1 1 7 2 2 157 _ 2 1 3 3 158 . . 1 2 3 5 2 159 . . . 1 1 4 1 1 160 . 1 1 1 1 2 2 161 . . 1 2 1 162 . . 1 1 163 . 1 2 164 . 1 2 165 . 1 166 . 187 . . 2 168 . 169 . . 1 170 . . 1 1 Cases . 188 215 239 175 176 167 189 214 124 178 149 147 Average height . 135. 3 134.9 136.5 137.1 138.6 139.4 140.1 141.6 142.8 145.3 145.5 147.1 Mean varia¬ tion.. . ±5.60 ±6.06 ±6.28 ±6.39 db6. 63 1 ±6.53 ±6.33 ±6.97 ±7.38 ±7.31 ±8.30 ±7.54 1560 EDUCATION REPORT, 1896-97. Statures of Toronto boys, grouped in quarter-year periods — Concluded. Height in centimeters. Humber of boys of the following ages. 14 years and— 0 to 2 3 to 5 6 to 8 9 to 11 mos. mos. mos. mos. 15 years and— 0 to 5 6 to 11 mos. mos. 122- 123. 124 . 125 . 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136 . 137. 138. 139 . 140. 141. 143. 143 . 144. 145. 146 . 147. 148. 149. 150. 151. 152. 153. 154. 155 . 156. 157 . 158 . 159. 160. 161. 163 . 163. 164. 165 . 166. 167. 168. 169. 170. 171. 172. 173. 174. 175 . 176. 177. 178. 179. 180. 181 . 182. 183. 184. 185. 186 . 187. Cases . Average height _ Average variation . 105 149.4 ±7.94 103 150. 5 ±9.20 108 157.4 ±8.21 71 156.9 ±7.55 103 156.1 ±9. 07 67 158.2 ±8.75 THE GROWTH OF TORONTO CHILDREN. 1561 Statures of Toronto girls , grouped in quarter-year periods. Number of girls of the following ages. Height in 5 years and— 6 years and— 7 years and— centimeters. 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 1 9 to 11 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 86 . 87 . 1 88 . 89 . 90 . 91 . . 92 . 93 . 1 94 . 1 1 1 1 96 . 1 5 1 97 . 1 1 1 1 98 ...I-- . 6 1 3 1 3 99 . 2 3 3 2 1 1 100 . 3 10 4 2 101 . . 3 4 9 5 4 2 2 102 . 3 10 7 8 4 2 5 4 2 103 . 3 9 8 10 5 3 1 4 1 2 104 . 5 12 12 8 2 5 8 9 1 1 3 2 105 . 2 5 12 6 5 6 9 5 2 3 4 3 106 . 5 6 8 13 9 8 9 5 2 1 2 5 107 2 7 6 9 13 11 12 6 4 4 1 108 . — 2 2 5 6 10 14 12 8 2 4 1 109 . 1 5 8 7 7 10 13 10 3 6 4 5 110. . 2 3 7 9 7 11 21 17 14 13 9 4 Ill . . 2 3 4 5 9 7 13 14 9 13 5 12 112 . — . 1 1 2 4 - 10 12 16 13 12 8 10 10 113 . 2 1 1 9 9 7 15 11 9 10 16 11 114 . 1 1 2 6 4 13 ' 11 8 13 13 12 115 . 1 3 7 7 7 16 9 17 16 15 116 . 2 2 3 8 9 8 19 20 16 117 . 3 9 12 6 17 22 13 118 2 1 6 6 10 12 17 14 119 . 2 1 2 2 8 8 16 10 120 1 3 2 9 16 16 121 1 2 5 11 8 19 122 2 1 6 9 9 123 . 2 3 1 8 6 124 . 1 1 2 2 4 4 7 125 1 1 3 6 126 . 1 4 3 5 127 1 3 1 128 . 1 2 129 1 1 130 . 3 131 1 1 132 . 133 . . 1 134 Cases - . . 47 84 115 117 110 128 188 171 134 186 226 213 Averag e height . 103.6 104.2 104.9 1Q6.8 108.9 109.4 110.6 111.6 114.9 115.7 115.9 117.1 Mean varia¬ tion. . ±4.82 ±4.01 ±4.69 1 ±4.97 ±4.13 ±5.25 ±4.61 ±4.93 ±5.00 ±4. 94 ±5. 16 ±5.74 1562 EDUCATION REPORT, 1896-97. Statures of Toronto girls , grouped in quarter-year periods — Continued. Humber of girls of the following ages. Height in 8 years and.— 9 years and— 10 years and- 0 to 2 3 to 5 6 to 8 9 to 11 0 to 2 I 3 to 5 6 to 8 9 to 11 1 0 to 2 3 to 5 6 to 8 9 to 11 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 100 . . 101 . 102... . 1 103 _ 101 . 1 105... . . 1 1 1 106 . . 1 . 107 . 1 108 . 1 2 1 1 109 . 4 2 3 i 1 110 . 4 2 i 3 . ! Ill . . 4 4 4 1 112... . 6 8 1 1 113 . 9 1 2 1 2 1 1 Ill _ _ 9 9 3 6 1 1 2 1 115 . . 11 13 10 5 4 3 3 3 1 116 . 13 15 8 3 8 1 3 1 1 1 117 . 10 12 10 4 12 2 4 4 1 118 . . . 14 9 16 3 5 5 7 3 3 119 . . 15 9 10 13 12 15 6 7 3 120 . 17 24 22 15 16 10 9 8 3 3 1 3 121 . . 11 13 29 14 14 9 14 6 5 4 3 2 122 _ _ 12 10 21 18 12 19 7 16 9 ' 6 6 4 123.. . 6 10 15 17 17 11 17 13 4 7 6 3 121 . 11 13 18 12 13 20 16 17 6 5 8 7 125 . . 8 7 16 16 15 17 23 15 15 18 17 10 126 . 6 11 9 12 12 18 16 14 8 11 5 8 127 . 4 5 12 14 13 18 20 21 7 13 8 9 128 . 5 5 8 3 6 25 11 18 16 8 9 9 129 . 1 6 9 3 7 8 16 8 8 11 13 11 130 . 2 3 5 8 10 10 13 19 13 19 16 14 131 . . 2 1 1 7 8 38 8 15 8 14 20 132 . . 1 1 o & 3 5 8 6 7 6 18 8 11 17 133 . . . .! g 3 6 3 8 15 14 18 134.... . l i 9 1 1 3 3 6 9 6 15 12 135 1 1 1 4 7 9 14 15 11 136 1 1 1 4 3 4 4 5 H 7 137. .. 1 2 1 7 4 9 16 9 138 1 1 3 2 6 12 8 139 . . 2 3 3 5 5 140 . 1 1 1 2 4 8 6 141 ... 9 3 1 142 . 1 3 4 143 .*... . 1 1 2 4 144 1 1 345 1 2 2 146 . 1 2 147 . 1 2 1 148 . ... 2 149 . . i 150 . 1 1 1 151 . . ::::::: _ i _ 152 . . i Cases . . 186 207 238 203 192 230 231 222 180 199 229 212 A v e r a g e height _ 118.9 119. 7 121.3 122.4 123. 55 124.98 125. 72 126. 47 129. 11 129. 75 131.81 132. 17 Mean varia¬ tion . . ±5.23 ±5.60 ±5. 08 ±5. 46 ±4. 95 ±4. 97 ±5.28 ±5.50 ±5.59 ±5. 70 ±6. 15 ±6.13 TPIE GROWTH OF TORONTO CHILDREN, 1563 Statures of Toronto girls, grouped in quarter-year periods— Continued. Number of girls of the following ages. Height in 11 year3 and — 12 years and — j 13 years and — centimeters. - - , - j - — — — l 0 to2 3 to 5 6 to 8 9 toil 0 to 2 3 to 5 6 to S 9 to 11 0 to 2 3 to 5 6 to 8 9 toll mos, mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 115 . 2 116. . 1 117 118 . . 119 . . . 1 120 . 9 1 121 . 9 9 1 1 122 .. 1 1 1 1 1 3 123 . 2 4 1 124. . 4 1 2 2 125 .... 5 3 2 2 1 1 1 126 8 3 4 3 2 127 . 4 6 5 2 2 1 2 1 128 9 8 6 7 4 5 1 1 129 . . . 12 9 7 3 4 2 3 1 1 130 . . 9 17 11 10 2 4 4 1 1 131 . 8 15 9 2 1 4 3 132 . 11 11 11 7 4 8 6 3 9 1 133... . 10 14 5 13 3 5 4 2 2 134 . 16 11 11 13 8 9 12 3 3 4 135 . . 10 15 14 12 7 8 10 2 2 4 2 136 10 15 16 10 14 5 11 3 5 3 137 . 12 20 17 18 11 14 9 4 6 1 1 138 . 9 8 14 14 15 11 11 10 9 10 5 2 139 . 11 17 13 16 9 17 7 7 3 2 2 3 140 . . . 10 17 13 10 16 13 14 10 3 7 8 1 141 . 6 9 5 18 9 11 14 13 5 10 4 4 142 . 4 3 9 7 12 12 18 6 3 6 9 3 143 . . 4 3 12 7 12 14 15 11 10 10 5 4 144 . . 4 2 5 8 9 9 12 13 13 9 5 4 145 . . . 7 5 11 12 14 5 11 13 18 12 7 146 . 3 2 6 4 5 8 6 8 16 8 14 5 147 . 3 3 5 3 7 10 9 12 7 11 6 11 148 . 3 3 6 9 6 8 7 6 11 5 149 . . . 2 9 9 7 3 9 2 9 10 5 4 10 150 . 1 4 4 6 6 9 4 8 3 11 18 11 151 1 1 1 2 4 5 6 9 10 H 152 1 1 3 2 6 4 7 9 8 153 1 2 3 1 4 3 1 5 8 154 . 1 2 1 6 7 3 13 6 155 . . . 3 9 3 4 3 4 4 156 . 2 2 4 6 3 3 1 5 157 . 3 6 2 6 4 158 . 2 1 2 2 6 159. . 1 1 9 3 4 4 160 1 1 1 3 2 5 161 1 2 1 2 1 162 . 1 1 3 1 2 163 . 1 2 1 164 . 1 3 1 4 165 . 1 166 . 167 . 168 . 169 . 170 . . 171 . 1 Cases . 195 232 221 j 228 193 230 211 190 151 181 181 142 Average height . 133.98 135.56 136.49 137. 76 140.2 141.2 141.0 144.6 146. 7 145.6 148.5 150.4 Mean varia¬ tion _ ±6.56 ±6.02 ±6.50 i ±6.45 ±6.48 ±7.02 ±7. 10 ±7.00 ±6. 57 ±7. 38 ±6. SO ±6. 57 1564 EDUCATION REPORT, 1896-97. Statures of Toronto girls , grouped in quarter-year periods — Concluded. Number of girls of the following ages. Height in centi- 14 years and — 15 years and— 16 years and— meters. 0 to 3 3 to 5 6 to 8 9 to 11 0 to 2 3 to 5 6 to 8 9 to 11 0 to 5 6 to 11 mos. mos. mos. mos. mos. mos. mos. mos. mos. mos. 127 . 1 128 . - ]29 . 130 . 181 . 132 . 1 133 . 134 . . 1 135 . 1 136 . 1 137 . 1 2 138 . . 139 . . 3 2 1 1 1 140 . 2 1 1 141 . i 2 1 142 . 4 2 1 2 2 143 . 1 3 1 1 14i . 4 2 5 1 2 o 1 145 4 2 3 1 2 1 1 1 1 146 . . . 3 3 1 1 2 1 2 2 147 . 4 2 1 3 1 1 148 6 9 3 2 1 3 1 1 1 149 . 7 5 1 2 1 4 2 150---- . . . 6 12 6 8 4 2 2 3 2 1 151 . 8 8 10 5 3 4 5 3 1 152 . 5 7 6 5 \ 4 4 1 2 2 153 . . . 3 14 4 7 3 3 5 1 3 2 154 . 10 7 9 5 1 7 4 2 8 3 11 13 5 7 5 7 8 4 4 6 156 . . 9 4 12 8 2 3 4 8 6 2 157. . 5 6 2 6 1 4 2 2 4 1 158 . . 10 6 7 6 2 1 8 5 4 2 159 . . 3 2 3 4 4 4 4 1 6 4 160 . 4 7 5 10 3 6 6 1 12 2 161 .. _ 1 1 4 4 2 2 7 4 3 163 . . 1 3 3 1 3 6 1 1 5 163 1 1 1 4 1 2 1 3 1 164 . 1 2 3 3 1 1 3 1 165 . 2 1 1 1 1 2 1 3 166 1 1 1 1 4 1 167 1 2 4 2 1 168 2 1 169 170 2 171 172 1 Cases . 114 130 106 93 55 72 79 41 75 48 Average height. .. 152.4 151.3 153.9 154.9 154.5 155.4 156.5 156. 7 156. 19 156. 96 Mean variation. .. ±6.44 1 ±6.21 ±6.44 ±5.44 ±6.25 ±6.17 ±5. 11 ±5.40 ±4.90 ±6. 37 THE GROWTH OF TORONTO CHILDREN. 1565 Statures of Toronto boys, grouped in one-year periods. Number of boys measured of the age of— ±±eigm m cen¬ timeters. 4 years 5 years. 6 years. 7 years. 8 years. 9 years. 10 years. 11 years 12 years. 13 years. 14 years. 15 years. 90 . 1 91 . 1 92 . 1 93 . 94 . 4 1 95 . 5 1 96 . 3 6 1 97 . 3 2 2 98 . 5 8 1 99 . 5 9 3 100 . 8 15 1 101 . 12 12 4 102 . 13 19 6 103 . 21 16 2 104 . 27 17 1 105 . 6 26 26 4 2 106 . 4 28 22 7 2 1 107 . 7 19 26 13 2 1 108 . 1 26 39 11 3 2 109 . . 1 28 44 17 4 110 . 24 62 30 7 1 Ill . 4 22 51 44 5 2 112. . . 1 19 49 12 3 1 113 . 10 36 18 3 114 . . i 4 47 68 20 3 1 115 . 5 48 60 38 2 5 116 . 7 31 71 42 9 117 . 1 23 63 46 17 4 1 118 . 3 18 66 63 27 . 3 1 119 . 14 56 55 21 8 1 120 . 1 8 57 90 31 12 2 121 . 8 33 64 52 8 3 122... . 3 40 72 43 18 3 1 1 123 . 2 22 56 50 20 6 2 1 124. . 26 63 64 29 3 1 1 125 . 1 2 15 59 67 32 17 4 2 126 . 1 7 40 63 32 13 5 1 127 . 1 7 37 63 39 16 1 128 . 1 12 41 62 44 27 10 3 1 129 . 3 21 43 51 31 11 130 . 4 17 65 64 53 18 5 1 131 . . 1 13 41 53 35 16 7 132 . 14 48 55 36 23 5 1 133 . 3 10 35 58 38 21 9 2 134 . 8 27 41 64 27 9 135 . 1 4 19 57 43 30 14 3 136 . . 4 16 42 57 43 24 4 137 . 1 1 5 31 41 38 21 5 1 138 . 1 9 22 53 54 19 6 139 . 1 2 24 45 42 19 3 1 140 . 3 23 49 48 28 6 4 141 . 2 26 39 38 25 13 3 142 . 1 1 11 35 45 32 6 1 143 . 1 5 27 34 29 10 1 144 . 1 6 13 43 23 2 145 . 1 1 17 28 46 20 2 146. 1 5 10 22 25 15 7 147 . 2. 10 30 27 16 2 148 . 1 2 9 27 31 27 5 149 . 3 3 12 22 13 4 150 . 1 4 21 28 26 5 151 . 2 8 18 12 3 152 . 2 6 20 22 3 153 _ 3 3 18 16 10 154. . 1 3 9 25 8 1566 EDUCATION REPOETj 1896-97. Statures of Toronto boys, grouped in one-year periods — Concluded. Height in cen¬ timeters. Number of boys measured of the age of— 1 5 6 7 8 9 10 11 12 13 11 15 years Shears. years. years. years. years. years.. years. years. years. years. years. 155 „ 19 16 9 156 1 8 9 11 g 157 2 7 12 5 158 1 12 8 15 159 . 2 6 12 8 160 . 9 6 10 11 181 _ _ 4 10 7 162 . . 9 9 6 168 . . 3 5 3 161 . 3 5 4 165 . - 1 5 4 166 1 6 167 . . o 2 4 163 . o 5 169 . . . 1 1 8 170 . . 2 2 2 171 . . 172 . 5 173 . ! . 2 171 . 1 1 175 . . 176 . . 1 1 177 . 178 . . 179 . 180 . 1 181 . 182 . . 183 181 . 185 . . . 186 . 187 . 1 188 . . 189 . Cases . 96 317 613 846 931 905 839 817 746 596 387 170’ Average age... 4. 512 5. 558 6.517 7.188 8. 475 9.175 10. 183 11. 158 12. 183 13. 175 11. 125 15.408 Average height . . 106. 51 111.23 116. 63 121. 72 126. 55 131. 39 135. 70 110. 05 115. 30 151.00 157.00 Mean variation ±5. 12 ±1. 82 ±5.08 ±5.58 ±5.59 ±6. 15 ±6. 15 ±6. 80 ±7. 79 ±8.55 ±9.00 Corrected av¬ erage for half year _ 106.2 111.1 116.8 121.8 126.7 131.5 135.9 110.1 145.1 151.5 157.6 THE GROWTH OF TORONTO CHILDREN. 1567 Statures of Toronto girls , grouped in one-year periods. Height in centi¬ meters. Nnnfber of ; girls measured of the age of- 4 years. 5 years. 6 years. 7 years. 8 years. 9 years. 10 years. 11 years. 12 years. 13 years. 14 years. 15 years. 16 years. 87 1 88 . 89 90 91 1 92 93 . 5 1 94 . 2 1 95 o 2 1 96 4 . 97 9 2 2 . 98 8 ii 3 . 99 2 10 . 100 . 13 24 . 101. 9 21 8 102 8 28 2 1 103 3 30 13 3 104 . 9 37 24 105 . 3 25 12 2 1 106 . 3 32 31 10 i 107 . . . 24 42 9 i 108 . . 1 15 44 16 4 1 109 . . 21 40 18 9 1 1 110 . 21 56 40 10 1 1 Ill . 1 14 43 39 12 1 112 . 1 8 51 40 21 2 113 . . 13 42 46 19 5 114 . 4 34 46 27 4 1 115 . 4 37 57 39 13 1 2 116 . 4 20 63 51 15 3 1 117... . 24 58 36 18 5 118... . 2 13 53 54 20 6 119 . 7 42 47 40 3 i 120 . . 6 48 78 43 10 3 121 . . . i o 43 60 43 14 5 1 122 . . 3 31 61 54 25 3 5 123. . . 2 18 48 58 20 124 . 4 17 54 66 28 7 2 125 . 1 10 47 70 60 12 3 126 _ _ _ 13 38 60 32 18 127. . 7 35 72 37 17 5 1 1 128 . . 3 21 60 42 30 10 1 129 . . 2 12 39 43 31 9 2 130 . 3 18 52 62 47 H 1 131 . 2 4 41 57 39 7 132 . 11 27 54 40 21 3 £ 133.... . . 1 2 12 55 42 14 2 134 _ 5 13 42 51 32 7 1 135. . . 13 49 51 27 8 1 136 . . . 2 12 27 51 33 8 1 137 . 1 10 38 67 41 12 3 138 . 1 4 28 45 47 26 139 . . 2 16 57 40 10 7 1 140 . . . 1 1 20 50 53 19 2 1 1 141 . . 6 38 47 23 4 142.... . 1 7 23 48 21 9 2 143 . 8 26 52 29 4 1 1 144.. . 4 19 43 31 12 4 1 145 . 5 23 42 48 10 4 2 146 . 3 15 27 43 8 5 2 147 . 4 14 38 35 7 4 1 148 . . 2 6 29 29 20 6 1 149 . 13 1 23 29 14 4 6 1568 EDUCATION REPORT, 1896-97. Statures of Toronto girls , grouped in one-year periods — Concluded. Height in centi¬ meters. Number of girls measured of the age of— 4 years. 5 years. 6 years. 7 years. 8 years. 9 years. 10 years. 11 years. 12 years. 13 years. 14 years. 15 years. 16 years. 150 . O 15 27 43 32 11 3 151 . . 2 12 36 31 12 4 152 . . 1 2 11 28 23 16 4 153 . 1 10 17 28 12 5 154 . . 1 16 29 31 14 11 8 15 36 24 10 156 . 14 12 33 17 8 157 . . . 3 18 19 9 5 158 . 3 17 29 16 6 159 . _ 1 1 13 12 13 10 160 . _ . 2 11 26 16 14 161 . 3 4 10 11 7 162. . . 1 7 9 11 6 163 . . 4 3 8 4 164 . . . . . 1 8 3 8 4 165 . . 1 3 5 4 166 . . 3 5 1 167 _ _ ... 3 6 1 168 . . 2 1 169 . . . 170 . . . 2 171 . . . 1 172 . 1 173. . . 174 . . Cases . 88 363 597 759 834 875 822 876 824 665 443 247 123 Average age . 6.508 7.508 8.475 9.475 10. 483 11.475 12. 458 13.458 14.442 15.433 16.358 Average height _ Too.' 4 ~i05. 2 110.4 116.0 120.6 125. 2 130.8 136.0 141.7 147.7 153.0 155.8 156.5 Mean variation _ ±4.26 ±4. 80 ±4.80 ±5.30 ±5.53 ±5.32 ±6.20 ±8/52 ±6.96 ±7. 17 dz 6. 35 ±5. 86 ±5.35 Corrected average . 110.4 116.0 120.7 125.3 130.9 136.1 141.9 148.0 153.3 156. 0 156.7 The following table exhibits the statures of Toronto children as compared with American children in general: STATURES OF BOYS, IN CENTIMETERS. Age in years. 5.5. 6.5. 7.5. 8.5. 9.5. 10.5. 11.5. 12.5. 13.5. 14.5. 15.5. 16.5. Toronto American .... 106.2 105.9 111.1 111.6 116.8 116.8 121.8 122.0 126.7 126.9 131.5 131.8 135.9 136.2 140. 1 140.7 145.4 146.0 151.5 152.4 157.6 159.7 STATURES OF GIRLS, IN CENTIMETERS. Toronto . American _ 105.2 104.9 110.4 110.1 116. 0 120. 7 116.1 121 2 125.3 1 126.1 130.9 131.3 136.1 136.6 1 141.9 142.5 148.0 148.7 153.3 153.5 156.0 156.5 156.7 158.0 VARIABILITY OF BOYS’ STATURES. Toronto . ±5.12 ±4.82 ±5.08 dz 5. 58 ±5.59 ±6. 15 ±6.15 ±6.80 ±7. 79 ±8.55 ±9.00 American .... 1 ±4.80 ±4.92 ±5.22 dz5. 53 dr 5. 66 ±5. 90 ±6.32 ±6.80 ±7. 71 ±8.66 ±8.87 VARIABILITY OF GIRLS’ STATURES. Toronto . ±4. 80 ±4. 80 ±5.30 ±5.53 ±5.32 ±6.20 ±6. 52 ±6. 98 ±7. 17 ±6.35 ±5.86 ±5.35 American .... ±4. 64 ±5.07 ±5.25 ±5. 58 ±5.73 ±6.18 ±6.83 ±7.57 ±7.37 ±6.69 ±5.96 ±5.79 THE GROWTH OF TORONTO CHILDREN. 1569 It appears from these tables that on the whole the Toronto children are not as favorably developed as are American children, their statures being slightly shorter. The variability of the Toronto series does not differ so much from the general series as might be expected. The causes that modify the growth of children in a single city appear to be so great that the decrease in general variability is very slight indeed. The variabilities given in the preceding tables are those for the whole year. When the variabilities for each year are calculated from the averages of the tri¬ monthly periods given on pages 1558-1564, a considerable reduction in the values takes place. BOYS. Age in years. for — 5.5. [6.5. 7.5. 8.5. 9.5. 10.5. 11.5. 12.5. 13.5. 14.5. 15.5. 16.5. The whole year - 1 Quarterly periods . . . +5.12 ±4. 82 ±5.08 ±5. 58 dz5. 59 ±6.15 ±6. 15 ±6.80 ±7.79 ±8.55 ±9.00 +4.70 ±4. 65 ±4. 77 ±5.38 i5. 35 ±6.02 ±6.08 ±6. 61 ±7.63 ±8.22 a±8. 91 GIRLS. The whole year . ±4.80 ±4. 80 ±5.30 ±5.53 ±5.32 ±6.20 ±6.52 ±6.96 ±7. 17 ±6.35 ±5.86 ±5.35 Quarterly periods ... ±4.62 ±4.73 ±5.21 ±5.34 ±5.18 i5. 89 ±6.38 ±6.90 ±6. 85 ±6.13 ±5.73 ±5.63 a Six- monthly period. THE GROWTH OF FIRST-BORN CHILDREN. I have shown (Science, 1895, April 12) that the first-born children in Oakland, Cal., exceed in height later-born children. The data which were then available gave the following results. The columns headed “Differences” contain the amount to be added to the average statures and weights in order to obtain the measurements of first-born and later-born children. The figures in parentheses designate the number of individuals measured. STATURES OF OAKLAND BOYS, IN MILLIMETERS. Differences be tween. average stature and stature of— Age in years. Average stature. First-born children. Second- born chil¬ dren. Third-born children. Fourth - born chil¬ dren. Later- born children. 6.5 . 1137 (145) + 7 (30) + 7 (39) —13 (25) — 2 (16) - 5 (33) 7.5 . . .. . 1180 (197) +11 (49) — 4 (42) +13 (31) ± 0 (24) —10 (46) 8.5 . 1249 (234) — 3 (57) - 7 (54) — 1 (32) —18 (25) —21 (61) 9.5 . 1283 (220) + 2 (57) — 2 (47) + 5 (38) + 5 (23) + 1 (46) 10.5 . 1334 (243) ± 0 (66) +33 (49) —18 (41) —15 (35) — 8 (47) 11.5 - . 1379 (208) — 1 (58) + 1 (39) +16 (32) —13 (27) — 1 (45) 12.5 . . . 1426 (230) +20 (66) — 1 (47) — 4 (38) — 5 (36) -19 (41) 13.5 . . . . 1482 (184) +16 (54) +10 (43) +16 (28) -31 (26) —25 ( 30) 14.5 . . 1556 (163) +11 (46) —19 (40) + 4 (27) ± 0 (25) + 8 (24) 15.5 . 1632 (118) + 6 (35) + 8 (29) —18 (22) —14 (15) + 4 (17) 16.5 . 1668 (H6) —19 (29) +17 (30) +21 (18) —20 (13) ± 0 (25) Average differ¬ ences . +4.5 +4.0 +1.9 -7.9 —6.9 ED 97 - 99 1570 EDUCATION REPORT, 1896-97. STATURES OF OAKLAND GIRLS, IN MILLIMETERS. Differences between average stature and stature of— Age in years. Average stature. First-born children. Second- born chil¬ dren. Third-born children. Fourth- born chil¬ dren. Later-born children. 6.5 . . 1125 (113) -1-11 (32) ± 0 (28) - 9 (15) —16 (10) - 1 (28) 7.5 . . . . 1175 (199) + 8 (49) — 1 (40) + 3 (44) — 4 (24) —11 (42) 8.5 _ _ 1226 (221) +14 (52) —11 (46) — 9 (43) +13 (19) — 4 (61) 9.5 . . 1277 (252) — 4 (65) — 3 (57) +14 m —17 (21) + 5 (50) 10.5 . 1335 (224) + 7 (59) — 2 (46) +15 (28) — 6 (26) —11 (59) 11.5 _ _ 1389 (226) +12 (52) +10 (41) — 3 (32) + 3 (34) —14 (61) 12.5 . . . 1450 (283) + 3 (65) +14 (56) — 1 (55) + 7 (10) + 8 (67) 13 5 1516 (222) — 3 (62) + 9 (48) —19 (381 + 6 (29) + 9 (45) 14.5 . . . 1566 m + 9 (61) ± 0 (68) — 8 (38) -17 (23) - 1 (49) 15.5 . . 1577 (170) _ 2 (42) +11 (36) — 6 (32) - 1 (19) — 5 (41) 16.5 _ _ 1597 (127) +15 (30) —38 (28) — 3 (23) — 1 (14) —18 (32) 17.5 . . 1597 (99) +10 (30) —21 (19) — 8 (19) ± 0 (15) +11 (18) 18 and older . 1602 (82) +12 (27) — 5 (20) —25 GO) -10 (9) — 1 (16) Average differ¬ ences . 1 ' +7.1 _ 2< 8 —4. , 5 —3.3 — 2. 3 WEIGHTS OF OAKLAND BOYS, IN POUNDS. Age in years. Average weight. Differences between average wei ght and weights of— First-born children. Second- born chil¬ dren. Third-born children. Fourth- born chil¬ dren. Later- born children. 6.5 . 47.7 (147) —0.3 (28) +0.7 (38) +0.1 (26) —0.1 (18) —0.5 (35) 7.5 . . 51.7 (191) +1.1 (48) —0.6 (42) +0.1 (32) —1.0 (21) ±0.0 (44) 8.5. . 57.3 (229) —0.3 (58) +0.2 (52) +0.5 (32) +0.7 (26) —0.6 (57) 9.5 . 62.2 (212) —0.4 (57) +0.1 (45) -0.2 (36) —0.2 (22) —0.1 (43) 10.5 . 69.0 (235) —1.6 (64) +5.4 (47) —2. 1 (39) —1. 4 (36) —0.1 (44) 11.5 . 74,8 (206) +1.0 (58) —0.9 (38) +1.2 (33) —0.9 (27) -0.3 (44) 12 5 81.6 (224) +2.1 (64) +1.2 (46) —0.4 (37) —2.6 (34) —1.8 (41) 13.5. . . 89.1 (185) +2.0 (50) +2.3 (46) +4.1 (28) -8. 9 (32) —2.5 (32) 14.5 . . . 105.1 (160) +1.6 (47) — 0. 7 (38) —0. 2 (26) -1.4 (23) +0.5 (25) 15.5 . 119.5 (114) +3.0 (33) -1.7 (27) +0.1 (21) +0.8 (15) +1.8 (17) Average differ¬ ences . i +0. 82 1 +0. 60 +0.32 —1.58 — 0. 44 WEIGHTS OF OAKLAND GIRLS, IN POUNDS. 6.5. . - . 45.7 (123) ±0.0 (31) +0.9 (30) —1.0 (15) —1.2 (10) +0.4 (32) 7.5... . . . 49.6 (136) —0.1 (45) +0.6 (37) -0.1 (42) —0.5 (23) +0.1 (39) 8.5. . 55.7 (217) +0.6 (50) +0.3 (45) -1. 1 (42) +0.8 (21) ±0.0 (59) 9.5 . . 60.0 (242) —1.5 (64) +0. 3 (57) +2.1 (48) —3.1 (22) +1.0 (46) 10.5 . . . 68.8 (221) +0.4 (57) —0.8 (45) —1.8 (28) +2. 5 (25) —1.0 (60) 11.5 . . . . 74.3 (222) +2.1 (50) -1.2 (41) +0.4 (31) +0.7 (32) —1.2 (62) 12.5 _ _ 84.2 (280) +1.2 (67) +2.6 (56) -3.2 (54) — 0. 4 (39) —0.2 (64) 13.5 _ _ 94.2 (220) —0.9 (62) +3.9 (47) —2.6 (37) +0.3 (29) —1.2 (45) 14.5 . . . 105.8 (235) +0.4 (60) +1.3 (64) —4.2 (35) —1.4 (25) +1.7 (49) 15.5 . . 110.7 (165) +0.1 (41) +0.1 (32) —3.5 (33) +2.4 (19) +1.2 (40) 18.5 . . 116.5 (124) ±7.9 (29) —1.5 (27) —3.9 (22) -7.5 (14) —0.1 (32) 17.5 . . 117.4 (99) +1.9 (30) —0.5 (18) -3.2 (19) +4.1 (15) —1.2 (16) 18 and older . 118.3 (82) +2.4 (27) +0.4 (20) —0.1 (10) —6.0 (9) -1. 1 (16) Average differ¬ ences . . +1.12 +0. 48 —1.71 —0. 72 —0.12 THE GROWTH OF TORONTO CHILDREN. 1571 The following tables contain the detailed results of the measurements obtained in Toronto: Statures of Toronto boys. Age, J+ years. 1572 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age , 5 years. Stature in centi- Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9 th. 10th. Uth. 12th. 13th. 14th. 90 91 1 93 93 . 94 . . 1 96 . . 1 1 2 1 1 97 - . 1 1 1 98 4 1 2 1 99 . 2 2 1 2 1 1 2 1 1 100 . 5 3 2 1 2 1 1 1 101 . 3 3 1 1 2 1 1 1 1 103 . 4 5 7 1 2 1 1 1 103 ... 5 6 4 2 2 2 1 1 104 . 6 6 4 5 2 1 3 1 105 . 5 9 8 3 1 2 2 2 106 . 3 6 8 7 3 2 2 107 . . 3 8 3 3 1 1 1 1 108 2 5 7 5 3 o 1 1 2 109 6 6 4 4 5 1 1 1 110 . 8 4 5 1 3 2 Ill . . 5 4 5 4 5 113 4 3 6 5 1 1 1 113 3 3 1 2 1 114 .. 3 1 1 115 1 1 1 2 116 . 1 3 1 2 117 . 1 118 .. 2 i 119 . 130 . 1 131 . 1 133 . . 133 . 134 . . . 135 . 1 136 . . 137 . . 138 . 1 129 . . Cases . 59 86 74 49 36 20 17 14 8 3 1 2 1 1 Average age (months over 5 years) 7.2 6.7 6.9 6.8 6.7 6.4 6.0 6.5 Average stature . . Corrected aver¬ age at 5 years 6 months . 107. 4 106.5 106.3 107.2 106.7 104.8 104.8 105.1 106.8 106.2 105.9 106.8 106.4 104.6 104.8 104.9 THE GROWTH OF TORONTO CHILDREN. 1573 Statures of Toronto boys. Age, 6 years. Stature in centi- Order of birth. meters. 1st. 2d. L3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 13th. 14th. 95 . 1 96 . 1 1 97 . 1 1 98 . 1 99 . . . 2 1 100 . 1 1 101 . 1 1 i 1 102 . 3 2 l 103 . 4 2 3 1 2 3 1 104 . 3 8 2 1 2 2 l 2 105 . 4 3 4 2 1 106 . 4 4 2 5 2 1 107 . 4 10 3 3 2 1 2 1 108 . . 9 7 12 4 1 2 5 1 1 1 1 109 . 14 11 7 3 5 2 3 1 2 1 1 no . 10 14 14 13 6 8 1 1 1 m . 12 9 11 6 5 4 2 2 1 1 1 112 . 11 11 6 6 9 4 2 2 ] 3 1 113 . 5 6 8 9 3 5 3 1 114 . 9 12 5 6 3 1 4 3 1 1 115 . 12 15 5 4 7 1 4 1 116 . 6 8 6 4 3 2 1 1 1 117 . 2 6 4 6 3 1 1 1 118 . 4 4 3 2 2 1 1 1 1 119 . . . 4 4 2 2 1 1 1 1 120 . 1 1 1 1 2 121 . 4 2 1 1 122 . 2 . 1 1 123 . 1 . 1 124 . 125 . 1 . 1 126 . 1 127 . 1 128 ... 129 . Cases . . 5 OO 147 108 85 67 36 31 23 18 9 7 2 3 1 Average age (months over 6 years .... 6.5 6.2 6.2 5. 9 5.7 6.0 6.0 6.2 7.1 Average stature. Corrected aver¬ 112.0 110. 9 110.8 111.3 111.1 110.7 109.8 109.6 111.2 age at 6 years 6 months . 111.8 110.8 110. 7 111.3 111.2 no. 7 109.8 109.5 110.7 1574 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age , 7 years. Order of birth. Stature in centimeters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 1 11th. 1 1 1 12th. 13th. 14th. 1 03 1 1 104 1 I 105 1 1 _ 1 _ 1 1 100 2 1 1 1 1 1 ! 107 . 4 1 2 1 3 1 1 1 108 1 1 9 1 1 2 2 109 5 4 1 1 1 110 9 3 5 4 3 i 1 111 8 11 7 4 3 3 2 1 1 112 . 13 10 6 7 3 2 i 113 10 12 3 4 4 2 1 i 1 1 114 23 12 6 2 3 3 2 3 1 115 . 14 14 8 6 5 1 1 2 1 116 . 16 10 6 11 9 2 5 3 l 1 117 . 16 13 7 10 9 4 2 4 3 1 118 . 16 13 6 9 4 4 3 2 1 3 119 10 10 13 4 4 1 2 3 1 120 . 13 12 6 6 6 6 3 1 121 .. 6 8 5 5 1 3 1 'v 2 122 10 5 6 3 4 3 123 6 7 4 1 1 1 1 1 124 . 4 4 8 2 2 3 1 1 125 .. 5 2 1 1 2 1 2 126 o 2 1 1 1 127 . 2 9 1 1 1 128 . 8 1 1 1 1 129 1 130 o 1 1 131 . . 1 132 . . 133 . 2 1 134 . l 135 138 . . 137... . 1 Cases . 201 162 119 94 64 58 37 28 17 9 4 3 3 3 Average age (m o nths over 7 years) - 5. 9 5.6 5.8 5.4 5.1 6.0 5.1 5.3 5.4 5.6 3.5 7.3 2.3 5.7 Average stat ure . . 117.1 116.8 116.6 116.5 115.9 117.0 116.5 115.9 115.2 116.1 110.5 116.0 116.3 117.7 Corrected average at 7 years 6 months .... 117.1 117.0 116.8 116.8 116.3 117.0 116.9 116.2 115.5 116.3 THE GROWTH OF TORONTO CHILDREN. 1575 Statures of Toronto boys. Age, S years. Order of birth. O liiLUi D JLUL OCUti meters. 1st. 2d. 3d. 4th. 1 5 th. 1 6th. 7th. 8 th. 9th. 1: LOth.l: 11th. j: L2th. : 13th. 14th. 91 1 1 84 1 1 1 101 1 . i 1 1 I 106 1 1 . 1 | 107 1 1 ! ins 1 1 1 i 109 3 1 1 [ . i i . 1 110 1 1 1 0 1 1 1 1 1 i ii 3 1 1 1 I . 1 ii« 3 2 3 1 1 1 i 1 _ 113 1 2 6 3 3 2 i i 114 s 3 1 4 1 1 1 | 115 8 6 6 1 6 2 1 1 10 9 6 6 8 2 3 i i 1 117 10 8 5 3 2 4 2 3 2 I i ! . 1 IIS 14 11 10 11 5 9 1 2 1 1 | 119 16 15 8 7 4 2 2 4 1 1 1 120 . 21 18 14 6 7 4 6 4 5 2 l 1 121 i 14 15 9 8 5 3 8 1 1 1 2 122 14 11 14 5 9 5 8 2 2 1 1 m"~ ' 14 15 10 8 1 4 1 4 1 124 8 14 11 10 5 10 3 2 1 1 125 12 17 8 9 1 4 2 2 4 126 8 10 7 2 4 3 4 1 1 1 127 11 6 3 5 2 2 2 2 1 126 9 3 9 9 5 2 o 1 129 4 4 3 3 1 1 3 1 130 8 1 5 1 1 2 131 2 1 3 1 132 4 3 2 2 1 | 1 1 133 2 2 2 2 1 "" 134 4 2 1 1 1 135 1 2 2 136 1 3 r 137 1 138 1 139 _ _ . ! i | 140 . . } 141 . 1 1 . 1 142 1 1 r . | 143 . . 144 . . . . 1 145 . . . 1 Cases . . 216 188 159 111 79 64 64 35 21 19 5 6 1 1 Average age (months over 8 years) _ 5.8 i 5.6 i 6.0 ! 5.7 5.8 5.4 5.9 i 5.9 1 4 7 4.9 Average stature . _ 121.9 i 122.0 1 121.0 1 121.7 ' 120.7 121.0 i 121.9 > 121.2 :119.4 121.6 r;:: Corrected aver¬ age at 8 years 6 months . 122.0 i 122.2 : 121.0 ; 121.8 i 120.8 121.fi : 121. C Ij 121.2 :jll9.9 '122.0 i _ i — — 1576 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age , 9 years. Stature in centi- Order of birth. meters. 1st. 2d. 3d. 4 th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 13th. 93 . 1 95 . 1 105 . 106 . . . 1 107 . . . 108 . . 1 1 109 . 1 110 . 1 Ill . 112 . . . 1 1 1 113 . . . 1 2 114. . 1 1 1 115 . . . 1 1 1 116 . . 2 1 1 2 2 1 117 . 5 1 2 3 3 2 2 118 . 4 11 3 3 2 3 2 1 1 119. . 5 3 2 2 7 2 1 1 120.... . 6 6 4 6 4 4 3 2 1 1 121 . 17 9 9 6 5 2 2 1 3 122 . . 6 9 5 7 6 4 5 4 1 123 . 11 11 8 9 3 6 4 1 1 124 . 19 12 12 7 5 7 3 1 2 125 . 13 10 14 13 4 10 3 4 2 1 126 . 15 15 10 5 6 6 5 2 3 1 127 . 22 13 6 6 2 4 3 2 4 3 1 1 128 . 19 16 6 6 6 4 2 1 2 1 129 . 10 6 10 7 5 1 2 2 1 1 130 . 21 11 8 4 7 3 2 6 1 1 131... 10 8 6 7 2 1 2 4 1 132. . 13 9 4 4 6 5 4 2 2 2 133 . 9 4 11 5 3 4 1 1 134 8 8 2 3 4 2 1 135 . 5 5 1 6 2 1 1 136 5 4 3 2 1 1 137 . 3 1 1 1 138. .. 4 1 3 1 139 1 1 140 . 1 141 1 1 142 . 1 . . 143 1 144 . 145 146 1 147 . 148 1 149 150 . 1 Cases . 240 180 137 112 87 71 48 36 25 15 6 2 2 Average age (months over 9 years) 5 8 6 2 5 6 5 7 6.1 5.6 6.0 5.3 6.4 5. 5 Average stature . . . 127.0 126.1 126.5 126.6 125.4 125.4 125.7 126.7 125.6 125.4 _ . Corrected average for 9- years, 6 months . . 127.1 126.0 126.7 126.7 125.4 125.6 125.7 127.0 125.4 125.6 1 . THE GROWTH OF TORONTO CHILDREN. 1577 Statures of Toronto boys. Age, 10 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. | 13th. 15th. 107 . . . 1 114 . 1 115 . . 2 1 1 1 116 . 117 . 1 1 1 1 1 118 . 1 1 1 119 . 1 1 1 4 2 1 120 . 2 1 2 1 2 2 1 1 121 3 2 2 2 1 122 . 3 7 3 3 2 123 7 2 1 2 1 1 3 2 124 6 6 3 2 6 2 3 1 1 125 10 4 9 3 3 3 1 1 126 8 7 6 5 1 2 3 1 1 127 11 11 2 5 4 2 2 2 128 . 8 10 8 7 3 2 1 2 i 2 i 129 13 9 12 4 4 3 3 2 i 130 . 19 11 7 10 8 6 3 2 i 2 i 131 . . . 10 9 7 4 12 7 3 3 3 1 2 132 18 7 5 7 2 2 3 3 1 133 . 12 8 12 12 1 7 2 1 1 1 134 8 14 1 4 2 3 2 i i 135 . 14 9 7 7 7 6 1 2 2 136 . 15 3 7 4 3 5 4 2 i 1 137 . 6 6 5 6 2 3 3 1 i 138 . 7 3 7 2 1 3 139 2 5 5 1 2 2 140 . 6 5 1 5 2 1 1 1 141 . 5 6 3 2 3 3 1 1 1 142 . 5 1 1 3 1 143 . 1 2 3 144 . 4 2 1 145 1 146 1 3 1 147 . . . 1 1 148. . __ 1 1 149 . 1 1 1 Cases . . 213 145 140 112 82 75 44 34 19 10 7 3 2 2 Average age (months over 10 years) . . . 5.9 5.8 5.8 5.6 6.0 5.6 5.8 5.2 5.7 6.8 _ _ _ Average stature . . 131. 2 131.9 131.3 130.8 130.7 131.8 130.7 129.5 130.9 129.7 Corrected average for 10 years, 6 months . 131.2 132.0 131.4 130.9 130.7 131.9 130.8 129.8 131.0 129.4 — . — 1578 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age, 11 years. Order of birth. Stature in centi- i _ _ _ meters. 1st. 1 2d. 3d. 4th. 1 5th. | 6th. 1 7th. 8 th. 9th. ] LOth. : Llth. : L2th. : 13th.l 14th. 17th. -|1K 1 1 1 lift . 1 '“”1 .... ...1 . 1 r" 117 1 ..... 1 .. . | .... _ 11*1 1 1 1 120 1 1 1 121 9 1 I I 1 122 jP 1 1 1 1 1 1 12.2 1 2 2 2 1 l 124- 2 2 1 1 1 | 1 125 5 i 3 4 2 1 1 126 2 4 3 2 2 1 127 4 4 5 1 1 128 4 6 4 5 3 1 i 1 129 7 6 6 2 5 3 1 130 . 15 9 8 8 7 6 2 i 131 8 10 6 2 1 3 1 2 1 1 1 132 7 6 5 3 6 6 1 1 o ■ ' 1 133 8 3 5 6 2 4 2 1 1 | 134 10 12 11 9 5 3 5 3 1 2 135 . 11 10 9 7 3 3 2 i 1 136 . 9 8 4 12 10 3 1 2 1 i . 1 137 13 4 2 3 3 3 3 1 1 138 11 10 11 5 4 4 2 i 139 . 8 5 5 4 5 7 3 2 1 1 i 140 . 8 12 8 3 2 3 1 2 1 1 141 . 7 9 4 6 2 5 3 1 142 6 8 4 3 5 3 2 1 1 i 143 . . 7 4 3 6 5 1 1 1 144 1 2 2 1 2 3 2 1 145 . 3 5 2 3 3 1 146 2 3 3 2 1 147 . 5 o 1 1 i 148 . 2 1 3 1 2 i 149 . . . 3 150 . 2 1 1 151 . 1 1 ' 152 . 1 1 1 _ 153 9 r ' 1 154 . i 155 . 156 . 1 157 . 158 . 1 164 . . i i Cases . 177 156 125 109 86 71 39 28 16 11 6 4 3 1 1 Average age (months over 11 years) . 5.6 5. 7 5.6 i 5. 5 5. 6 6.0 4.8 5.4 5.1 4.4 Average stature - - . 135.6 136.1 135.5 134. 9 135.5 135.1 136.0 135.2 134.1 135.9 Corrected average for li years, 6 months . . 135.8 136.2 135.7 135.1 135.7 135.1 136.5 135.4 134.4 1 138.5 THE GROWTH OP TORONTO CHILDREN. 1579 Statures of Toronto boys. Age, 12 years. Stature in centi- Order of "birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7 th. 8th. 9th. 10th. 11th. 12th. 14th. 107 . 1 ! . . 119 . 1 t _ _ 130 . 131 . . ! . 1 99, 1 I 133 . 1 1 1 . 124 . 1 1 O 125 . 3 1 1 ! 126.- . 1 1 1 1 1 1 _ i 127. . 2 1 1 1 1 2 r . 128 . 3 1 1 1 2 2 129 4 1 3 2 1 1 130- . 3 3 3 3 3 9 1 131 3 1 4 1 4 2 2 : 132- . 5 3 5 5 2 1 1 1 133- . 6 4 5 2 3 1 i 1 134 . 3 7 4 1 1 1 1 1 135.. . 7 3 4 3 2 5 1 i 136 4 8 8 6 4 4 5 2 3 137 . 4 3 4 11 3 6 3 2 1 1 138 . 15 9 5 7 4 3 5 1 2 2 139 . 12 7 6 1 1 7 4 1 3 1 140 . 11 11 10 6 3 6 2 1 i 1 1 141 . . . 10 9 7 3 3 4 1 2 1 1 2 142 . 9 11 5 2 5 1 5 3 3 1 143. 7 9 9 O 2 2 1 3 144.. 7 13 7 3 1 3 3 3 2 2 145 . 4 6 9 5 1 2 2 2 146 . . 7 4 6 4 2 1 147. 9 8 5 4 2 1 2 148 . 3 8 3 5 2 3 1 2 1 1 1 149 . 3 1 1 2 1 2 1 2 150. _ _ _ _ 1 5 3 i 3 1 151 . . . 8 j 2 i 2 152 . . . 3 i 1 1 153... . 2 1 i 154 1 1 2 . 155 . _ .. - 2 1 1 2 i 156 . 2 1 o 1 1 i 157 . 1 i 158-.- 1 159 _ _ i ! i . 1 160 . 1 i Cases _ _ 173 141 129 89 48 64 54 32 19 19 5 5 i Average age (months over 12 years) 6.0 139.9 5.7 5.8 5.3 6.4 6.0 6.3 4.7 5.4 4.8 Average stature. . . Corrected average for 12 years, 6 months - . 141.1 140.2 139.2 140.6 139. 7 139.1 137.9 139.6 140.6 139.9 141.2 140.3 139.5 140.4 139.7 139.0 138.5 139.9 141.1 . i 1580 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age, 13 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. , 8th. 9th. 10th. 11th. 12th. 13th. 14th. 78 _ . 1 135 . 126. . . . 1 127 . 128 . 1 1 1 1 129 . 130 . 1 1 1 2 131 . . 4 1 132 . 3 i 1 1 133 . . 1 3 1 1 1 1 134 . . . 2 3 1 3 1 135 . 1 3 2 1 136.. . 9 3 2 1 1 1 2 137 . 6 3 4 4 1 2 1 138 . 1 1 5 3 2 1 1 139 . . 3 6 3 3 3 1 2 140 . 1 8 7 4 4 3 1 1 1 1 141 . . . . 4 3 3 8 2 2 4 1 1 142 . 6 4 4 3 3 6 1 I 1 i 1 1 143 . . 15 2 1 1 1 1 3 1 l 144 . . . 5 6 2 3 2 3 2 145 . . 15 9 9 7 3 1 3 1 146... . 7 4 3 5 4 1 1 i 147 . . . 9 4 6 4 1 3 i 148 . 6 6 6 4 2 3 1 1 149 _ _ 9 3 4 2 1 2 1 1 1 150 . . . 10 5 3 2 1 5 1 151 . 4 8 1 1 4 1 i 152 . 5 6 1 3 1 1 2 i 153 . 2 5 3 2 1 1 2 l 154 . . . 4 1 1 2 2 1 1 155 8 1 3 2 1 3 i 156 2 3 1 2 157 . . . . . 4 1 2 i 158 . 4 4 1 1 i 159 . 2 1 1 1 1 160 . . 1 1 1 i 1 161 . . 1 1 1 162 . . 1 1 163 . 1 1 1 164 . . 1 2 1 165 . 1 166 _ 167 _ 1 1 1 168 . 169 . 1 170 . 2 Cases . . 158 120 84 80 45 49 25 23 12 9 4 3 2 1 Average age (months over 13 years) 5.9 5.7 146.3 5. 9 144.0 5. 7 145.1 5.5 145.3 5.4 6.3 5.3 4.8 Average stature. . Corrected aver¬ age for 13 years 6 months 146.0 143.7 142.3 146.8 145.7 146.1 146.5 144.1 145.3 145.6 144.0 142.1 147.2 146.3 I THE GROWTH OF TORONTO CHILDREN. 1581 Statures of Toronto boys. Age , 14 years. Stature in centimeters. Order of birth. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 120 121 . 122 1 123... . 124 . 1 125 . . 1 126.. . 1 127 . , . . 128 .... 129 . 130. . 1 131 . 1 132 1 133 . 1 1 134 135 . 1 1 136. . . 2 1 1 1 1 137 . . . 1 1 1 1 1 138 . . . 1 1 1 1 139 . 1 1 2 1 140 . . . 1 1 3 1 3 141... . 7 3 1 1 1 1 1 142 . . . . 3 3 143 . 1 2 2 2 2 1 144 . . 1 4 1 2 1 1 145 . . . 2 4 3 2 2 2 1 146. . . 2 5 4 3 1 1 147 . 3 4 2 5 1 1 148. . 7 3 6 2 5 1 1 149... . 2 2 1 3 4 1 1 1 150 . . . 7 7 7 1 3 1 1 151 . . . . . 3 4 1 1 1 1 152. . . . 5 4 6 2 2 3 153. . . . 3 l 3 1 3 1 1 154.. . 3 6 4 4 1 3 1 2 155 _ 5 5 2 1 1 1 1 1 156 . 2 2 1 4 1 2 1 157. . . . 1 3 4 2 2 158.. . 2 3 1 1 1 159 . . 3 1 3 3 1 1 160 . . 4 2 1 1 1 1 161.. . 3 3 2 1 162 . 2 2 2 2 1 163 . .. 2 1 1 1 164 . . . 1 2 1 1 1 1 1 1 2 166 . . . 2 1 1 167. . 1 1 168 . . 2 169 . . 3 1 170 . 1 1 171 . 172. . . 173. . 1 1 174 . 1 175 . . . 176 . 1 177. . 178 . 179. . . . . . Cases . 86 76 70 44 52 28 18 13 9 2 2 Average age (months over 14 years) . 5.8 4.7 4.5 4.6 5.3 6.1 7.6 3.8 Average stature . 151.9 150.8 151.1 150.8 149.4 150.4 151.0 149.7 Corrected average for 14 years 6 months . 152.0 151.6 152.0 151.7 150.1 150.3 150.0 151.0 1582 EDUCATION REPORT, 1896-97. Statures of Toronto boys. Age , 15 years. THE GROWTH OF TORONTO CHILDREN. 1583 Statures of Toronto girls. Age, 4 years. Cases 1584 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age , 5 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 13th. 19th. 85 . . . 86 . . 87 . 1 88 . 89 . . 90 . 91 . 1 92 . 93 . . 1 94 . 1 1 1 96 . 1 1 2 1 97 . 1 1 98 . 1 2 2 5 3 1 2 1 99 . . . 1 2 3 3 1 3 100 . 5 3 6 3 3 2 2 1 101 . 6 4 6 2 2 1 1 1 102 . 2 10 3 4 2 2 2 2 1 103 . . 8 4 9 6 2 1 104 . . . 4 12 9 4 2 2 1 2 2 105 . 5 7 6 3 2 3 2 106 . 9 6 8 1 1 3 2 1 107 . . 3 3 7 5 2 2 1 o 1 108 . 4 5 2 4 1 109 . 5 6 2 3 1 2 1 1 110 . 7 3 4 2 1 1 Ill . 2 7 4 1 1 112 . 4 3 1 1 1 1 i 113 . 5 3 2 1 114 . 2 1 1 115 1 1 1 1 116 1 1 2 117 . . . 118 . 1 1 119 . i . 120 . . 121 . 1 Cases . . . 74 86 77 54 25 22 12 10 10 5 2 1 1 1 Average age (months over 5 years) .... 6.1 7.0 6.5 6.3 5.8 6.2 7.3 5.7 7.1 Average stature.. Corrected aver¬ 106.5 105.8 104.2 104.7 104.1 mi. 4 105.6 103.0 104.4 .... . . . .... age for 5 years 6 months _ 106.5 105.4 104.0 104.6 104. 2 103.3 105.0 103.1 103.9 THE GROWTH OF TORONTO CHILDREN. 1585 Statures of Toronto girls. Age, 6 years . Stature, in centimeters. Order of birth. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 95 1 96 . 97 . 1 1 98 . 1 1 1 99 g 100 . 1 1 101 1 3 1 2 1 102 1 i 5 4 1 2 103 . 3 2 2 1 1 1 104 . 6 6 3 5 1 1 2 1 1 1 105 . 2 5 4 6 1 1 1 1 1 106 9 6 3 2 2 1 1 1 1 107 . . . 6 8 3 6 5 5 3 ..... ...... 2 108 9 4 12 • 4 6 2 2 2 109 . 12 5 4 3 3 2 2 1 1 no . 11 13 6 6 7 6 3 3 Ill . . 8 5 8 4 2 4 1 1 112 . . 11 9 7 7 8 1 2 2 1 113 . . . . 9 15 7 2 3 1 2 1 1 114 . . . 7 9 5 4 2 1 2 1 1 115 . 8 12 2 2 2 2 2 1 1 1 116 . 5 5 2 2 1 2 1 1 117 . 7 3 2 3 1 3 1 1 1 1 118 . 1 5 2 4 1 119 . 1 2 1 1 1 120 . 1 2 2 121 . 1 1 122 . 1 1 1 123 . 1 1 124 . 4 | . 125 . .. . 1 1 Cases . . . 125 120 87 67 53 31 31 17 12 10 3 1 Average age (months over 6 years) . . . 6.4 6.2 5.5 6.0 6.4 6.2 5.6 6.0 6.7 6.6 4.7 Average stature _ 110.9 111.2 109.7 110.1 110.1 110.6 108.9 110.5 108.7 110.2 110.3 Corrected average for 6 years 6 months . 110.7 111.1 109.9 110.1 109.9 110.5 109.1 110.5 108.4 109.9 110.9 ED 97 - 100 1586 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age , 7 years. Stature, in centi¬ meters. Order of birth. 1st. 2d. 3d. 4th 5th. 6th. 7th. 8th. Sth. 10th. 11th. 12th.! 13th. 14th. 18th. 100 . 101 . 102 . . . 1 1 103.. . 3 101 . 3 1 1 1 105. . . 1 4 2 1 1 10G . . 1 1 1 4 i 107. . 1 3 2 2 1 108 / . 3 4 4 i 1 1 i 109. . 1 1 7 i 2 3 1 i 110 . 8 9 2 4 2 1 3 2 111. . 15 6 6 2 1 2 1 1 1 1 112. . 7 12 7 5 5 1 2 \ 1 113. . 15 4 5 3 5 4 1 1 114 . 9 11 5 7 O 2 4 1 i 1 115 . 15 14 7 6 6 3 1 2 1 116 . 13 12 14 9 10 1 i 1 1 1 117 . 8 17 9 2 4 8 .. ... 1 1 118. . 16 9 12 4 3 3 1 1 1 119 . 7 10 5 10 3 1 1 i 1 1 120 . 12 9 8 4 3 3 3 1 3 1 121 . 14 5 5 tt 4 1 3 1 122 . . . 7 3 4 4 4 2 1 2 123 . . . 5 2 ] 2 3 1 3 124 . 4 5 3 3 1 1 125 . 1 o 1 1 1 1 1 1 126 . . 3 3 -z 1 1 127 2 1 1 1 128 1 1 1 129 . . 1 1 | . 130 . 1 ..... 1 _ 131 . . 1 1 132 . . 133 . 1 | 134 . !- .- Cases . 169 156 117 95 59 38 39 21 10 11 9 2 1 1 1 Average age (months over 7 years) . . . . 6.0 6.0 5.9 6.4 6.4 6.4 7.2 5.3 4.1 5.6 6.9 8.5 6.0 4.0 6.0 Average stature _ 116.3 115.7 115. 91116.5 115.7 115.91116.2 116.4 117.9 114. 3 111. 7 123.5 116.0 111.0 118.0 Corrected average for 7 years 6 months . 116.3 1 115.7 115. 9116.3 1 115.5 115. 7 115. 7 116.7 118.7 114. 5 111. 3 122.5 . — — THE GROWTH OF TORONTO CHILDREN. 1587 Statures of Toronto girls. Age, 8 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5 th. 6th. 7th. 8th. 9th. 10th. 11th. I 12th. 13th. 14th. 103 1 103 .. 104 . . . . 105 . 1 1 10(5 . . . 1 107 . 1 108 _ _ _ _ _ 2 1 1 109 .. 1 2 1 1 1 1 1 i 110 . . 1 3 2 1 Ill . . . 3 3 3 1 1 1 113 . 3 5 3 2 1 2 2 113 5 2 3 5 2 1 1 114 8 p. 3 5 3 1 1 115 . _ . 5 6 8 6 2 3 2 2 2 1 116 . 5 13 10 6 7 1 3 1 1 2 117 . 8 1 4 3 4 4 1 1 118 . . . 6 8 5 8 4 9 4 4 2 2 119 .. 10 9 9 7 5 4 1 1 130 . 23 16 8 10 3 3 3 3 2 i 131 . . . 11 9 13 9 6 3 2 4 133 . 9 15 8 8 7 2 5 3 2 1 133 . . . 13 7 4 6 5 3 1 2 4 1 134 . . 15 7 7 4 4 4 4 2 2 125 . . 10 7 6 4 5 2 7 2 1 1 126 . . . 15 4 9 4 4 1 127 . . . 6 7 6 6 1 2 3 1 128 . . 7 2 4 4 3 1 129 . o 1 4 1 3 1 1 130 . ...1 7 1 3 1 1 131 _ _ _ 2 1 1 132.. . , . 4 2 1 1 1 133 .. 1 1 134 . 1 1 1 1 1 . 135. . 1 136... . . 1 1 137 . . . 1 138... . . 1 139 .. 140 . . 1 Cases . . 177 141 135 101 77 46 47 22 22 17 5 1 1 1 Average age (months over 8 years) . ; 5.9 5. 9 5. 7 6.0 5.2 4.8 5.2 5.8 5.2 6.2 3.6 2.0 4.0 7.0 Average stature .. } 122. 1 120.2 120.8 120.5 119.8 119.9 120.7 120.5 119.5 120.4 115.2 119.0 114.0 117.0 Corrected average for 8 years 6 months . 122.1 120.3 120.9 130.5 120.1 120.4 121.0 120.6 119.8 120.3 — — — — 1588 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age, 9 years. Stature in centi¬ meters. Order of birth. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 13th. 1 105 1 106 . 107 . 108 . 1 109 . 1 110 . 1 Ill . 1 112 . . i 1 113 . 1 1 1 1 1 Ill . 1 1 1 1 115 . * . 6 2 2 1 1 1 116 . 1 3 i 1 1 3 3 1 117 . 2 3 3 4 3 1 1 1 118 . . 6 3 1 2 2 1 1 2 1 119.. . 3 5 9 5 5 2 2 4 1 3 120 . 13 3 4 4 5 2 1 121 . 10 8 4 4 5 4 3 i 1 122 . . 11 7 8 9 4 5 3 1 l 1 1 123.. . 13 12 11 4 5 2 4 4 1 i 124 . 16 12 7 5 6 7 4 3 4 125 . . 22 13 6 7 9 4 3 2 3 1 126 16 15 4 10 4 4 3 2 1 1 127 18 5 13 8 4 6 4 1 2 2 128 .. 11 10 11 6 11 2 3 1 3 129.. . . 16 10 3 3 1 2 3 1 130 16 8 8 4 5 4 4 1 1 131 10 3 10 5 2 2 4 1 1 132. .. 9 3 4 3 2 2 1 i 1 4 2 1 2 2 1 134 . . . . . 4 4 1 3 1 135 . 6 3 1 1 1 1 18G 2 4 1 2 1 i 137.. . 3 1 4 2 1 138 . 1 1 2 139 . 1 1 140 . . . 1 142 . 1 — Cases. . . . 222 147 119 98 82 58 48 27 25 9 9 5 2 Average age (months over 9 years) _ _ 5.8 5.8 6.1 5.1 5.7 5.7 5.1 6. 5 5.3 4.9 5.8 6.2 9.5 Average stature. . . 125.9 125.6 125.6 124.9 124.7 124.5 123.2 124.5 124.8 124.2 125.3 . Corrected average for 9 years 6 months 126.0 125.7 125.6 125.3 124.8 124.6 123.6 124.3 125.1 1 THE GROWTH OF TORONTO CHILDREN. 1589 Statures of Toronto girls. Age, 10 years. Stature in centi- Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 8th. 10th. 11th. 12th. 13th. 109 . 1 no . 1 114.. . 1 115 . 116 . 2 1 117 . . 1 1 1 1 1 118 . . . 2 1 1 1 119 . i 2 120 , . 3 1 2 2 1 1 121 . 2 3 i 1 2 1 1 1 122 5 3 8 6 1 1 1 123 6 3 1 9 5 2 1 124 6 7 2 2 2 1 1 1 125 . 17 7 7 4 2 4 4 6 2 1 1 1 126 . 5 7 5 7 2 2 2 1 127 9 4 5 3 2 2 3 2 2 1 128 . 10 8 8 7 2 3 1 1 1 129 . 6 8 6 1 4 4 i 1 130 . 15 14 13 5 4 5 2 1 i 1 131 18 11 7 8 3 2 2 2 1 4 132 . 10 8 9 8 9 1 1 2 1 133 . . 12 11 5 9 6 4 3 1 2 134 10 5 4 8 4 1 5 i 1 135 . 12 9 9 7 6 2 1 i 136 5 4 8 1 4 2 i 1 1 137 . 6 10 3 5 2 7 2 1 138 4 7 7 2 5 1 2 139 . 4 4 2 1 2 1 1 1 140 . 4 3 5 2 1 2 1 1 1 141... . . g 1 3 142 . 2 1 1 2 i 143 4 1 1 1 1 144 . . . . 1 1 1 1 145 _ - _ 2 1 1 1 146 1 2 147 1 1 1 1 148 . . . 1 1 149. . 150 1 151 152 . . 1 Cases . 185 141 130 97 60 58 36 25 15 15 10 7 1 Average age (months over 10 years) . . 6.1 6.0 5.9 5.2 5.9 6.0 5.3 5.0 7.2 7.0 5. 5 5. 4 2.0 Average stature. . . Corrected average 131.0 130.8 130.6 130.8 131. 8 131.8 130.2 129.8 133.0 129.4 128.6 130.1 125. 0 for 10 years 6 months 131.0 130.8 130.6 131.2 131.8 131.8 130.5 130.2 132.5 128.9 1590 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age , 11 years. Order of birth. .mature in centimeters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. Sth. | 9th. 10th. 11th. 115... . . 1 1 116 . . 1 117 . 118 . . . 119. . . . . 1 130 . 2 1 121... . . . i 1 1 1 123 . . . . . i 1 1 123 . . . . . i 9 o 3 1 124 . . . . 2 l 1 3 1 i 125 . . . . i 3 1 2 1 1 126 . . . 3 4 4 9 5 1 1 127 . - 4 6 2 2 1 2 128.. . 3 3 10 7 1 3 1 1 1 129 . . 6 6 3 4 5 ! 4 1 1 130. . . . 8 9 6 8 4 4 5 i 1 1 131. . . . . . . 5 8 6 5 o 2 i 1 1 132 _ _ _ _ 15 8 4 4 4 1 1 1 9 133 . 10 10 3 3 o 9 1 134 . . 17 6 10 7 3 5 2 2 1 1&5. . 10 5 9 11 5 3 9 2 2 136. . . . . . 15 8 8 8 6 4 3 1 i 137 _ _ _ _ _ 19 14 8 5 3 i 138 . . . . 14 6 4 3 6 2 2 139... . 16 13 5 8 4 3 3 2 1 140 . . . 15 9 6 3 6 1 3 I 2 i 1 1 141 . . . 5 9 9 5 6 3 1 3 2 142 . . . 9 4 9 3 2 1 1 1 143 . . . . . 7 9 4 6 1 1 144... . 4 4 2 3 1 1 ! . 145 . . . o o 4 o 5 4 1 1 46 . 4 4 o 1 1 1 I 1 i 147 _ _ _ _ 3 4 3 1 | 2 1 148 . . . . 4 1 1 1 149 . . . 3 2 1 9 2 1 150 . . . 5 2 9 1 1 1 151. . . . . 1 i 1 152. . . . . i _ 153. _ _ _ _ i 154 . i 155 . . . . 156 . . 157. . . . . 158 . . . . 159 . . . i Cases . . . 303 158 135 114 91 62 49 23 24 15 6 Average age (months over 11 5. 4 5.3 5.4 5.5 5.1 5.7 5. 7 6. 0 4.5 6.1 . years) . . . Average stature . 136.4 136.0 134.8 135.3 138.1 138.2 138.2 136.9 135. 9 138.6 133.0 Corrected average for 11 years 6 months . 136.7 136.4 135.1 135.5 136.5 136.3 136.3 138.9 136.8 136.6 . 120. 121. 122. 123. 124. 125. 126. 127 128. 129. 130. 131. 132. 133 134. 135. 138. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151 152. 153. 154. 155 156. 157 15s 159. 160. 161 162. 163 164. Cas Av' O' Av< Coi •P, GROWTH OF TORONTO CHILDREN. 1591 Staiures of Toronto girls. Age , 12 years. Order of birth. 1st. 2d. 3d. 4th. 5th. 8th. 7th. 8th. 9th. 10th. 11th. 12th. 13th. 14th. j 15th. 1 1 O 1 1 1 1 i 2 1 1 i 1 3 i i 2 3 i 1 1 i l 2 2 i 2 1 1 3 1 3 2 2 1 i 1 1 2 1 i 4 6 5 ..... 2 2 i 2 3 4 3 i 2 2 9 4 3 1 1 2 1 1 4 5 3 1 1 5 1 5 8 5 3 5 2 1 1 1 o 4 9 8 7 2 5 2 1 1 1 14 3 6 4 4 4 6 4 4 1 4 8 3 8 9 1 3 9 8 10 6 4 3 5 1 7 10 11 3 3 6 1 4 i 13 11 5 6 5 2 1 2 l 1 12 8 4 6 3 2 3 7 2 2 1 6 8 9 9 9 4 5 1 i 10 11 2 9 1 8 4 7 2 3 2 1 1 1 1 6 6 14 4 3 1 2 1 I 11 8 4 1 1 1 3 1 4 4 4 2 1 2 1 1 2 5 6 5 2 1 4 1 1 1 1 1 o 3 1 2 1 3 9 9 1 1 2 4 3 1 3 3 2 1 1 3 1 1 1 3 2 2 2 1 2 ..... 2 1 2 1 1 1 1 1 1 1 2 1 1 1 2 1 1 1 157 160 143 107 73 51 44 37 33 11 8 4 1 1 1 5.3 5.6 n. 5 5.7 5.2 5. 9 5.0 6.0 5.2 6.2 6.1 142.1 141. 61142. 0 141.6 140.5 141.4 142.0 140.5 139.4 142.6 141.5 142.5 HI. 8,1 42. 3 141.8 140.9 141.5 142.5 140.5 139.8 142.5 1592 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age, 13 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8 th. 9th. 10th. 11th. 12th. 13th. 14th. 135 . 136 . . 127 . . 1 128 . . . 1 129 . 1 1 1 180 . . 1 131 . . 1 132 _ : . 1 1 2 1 . 133 _ 1 1 134 _ 1 3 3 135 _ 2 1 1 i 1 136 . . . 2 2 4 i 1 3 i 1 1 1 1 138 . . . . 2 6 2 2 2 2 2 1 1 1 139 . . . 3 2 2 4 1 140 . . . . . O 5 4 4 4 1 1 141 _ _ 4 6 2 2 3 1 1 i 142 _ 9 2 2 3 2 1 1 1 143 . . . . 5 6 4 3 4 4 1 2 144 _ _ 4 4 4 4 1 3 1 2 145 . 8 14 7 6 1 7 1 i 3 1 146 . 9 5 8 4 6 4 o i 3 147 _ 3 5 4 5 6 5 2 2 2 148 . . . 8 7 5 5 1 1 2 2 1 i i 149 . . . . 6 8 5 7 3 1 1 3 1 150 _ _ _ 10 8 5 3 6 3 3 1 1 151 . . . 9 6 6 3 1 2 i 153 9 6 6 4 4 1 1 T i i 153... . . 4 5 3 3 3 1 i 154 4 6 4 5 3 3 2 1 i 2 155 . 5 1 5 1 1 1 0 i 156 _ .. 3 2 2 3 1 1 1 i 157 - . . 4 2 9 3 5 1 3 l 1 158 6 4 2 4 1 159 4 4 2 2 1 l 160 2 9 5 1 1 1 161 1 1 1 182 4 1 2 163 1 1 1 1 i 164 . 2 1 1 1 2 165 1 166 _ 167 168 169 170 . 171 i Cases . . 139 130 99 88 78 45 29 22 19 16 7 4 1 1 Average age - (months over 13 years) . . 5.1 5.7 5. 6 6.0 5.5 5. 6 5. 6 6. 6 6.1 4.9 . _ Average stature. . 148.5 147.2 147.8 148.7 147.3 148.6 147.9 149.0 149.8 149.1 _ _ _ Corrected average for 13 years 6 months . 148.9 147.3 148.0 148.7 147.5 148.8 148.1 148.8 149.8 149. 5 — 118. 127. 130. 131 132. 133. 134. 135. 138. 137. 138. 139. 140. 141. 142. 143. 144. 145. 146. 147. 148. 149. 150. 151. 152. 153. 154. 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 188. 167. 168. 169. 170. Cas At 0 At Coi THE GROWTH OF TORONTO CHILDREN. 1593 Statures of Toronto girls . Age , 14 years. Order of birth. 1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 9th. 10th. 11th. 12th. 13th 94 _5. 1. lo3. 5 153.7 93 5.4 152. 3 152.4 82 5. 0 152.8 153.0 40 o. v 154.0 154.1 49 5.0 151.6 151.8 35 5.1 151.9 152.1 32 5.3 153.6 153.8 6.0 156.5 156. 5 14 6.1 152.1 4 152.1 1594 EDUCATION REPORT, 1896-97. Statures of Toronto girls. Age, 15 years. Order of birth. meters. 1st. 2d. 3d. 4th. 5th. 6th. | 7th. 8th. 9th. 10th. 1 llth. 12th. 13th. 15th. ias . 1 ! 136 . . 187. . . 1 138 . . 139 . 1 1 140 . 1 141 . 1 142 1 143 . 1 144 . . 1 1 1 1 145 . . 1 1 1 1 148 1 3 1 2 1 1 148 . 3 2 149 . . 1 i 1 1 150 . 3 2 4 2 151 . . 4 1 1 4 1 1 1 l 152 . 4 6 2 1 1 3 153 3 4 4 2 2 1 154 . 2 2 5 1 2 1 155 . 10 4 3 4 1 o l 1 1 1 158 . . 4 o 3 3 1 1 1 157 _ _ 1 1 1 1 4 1 2 158 _ 5 4 2 1 1 1 159 . . o 3 2 1 4 160 3 1 4 3 4 1 1 161 2 1 1 1 i i 1 162 5 1 2 1 1 i 163. . . i 3 1 3 2 i 164 . . . 1 1 i i 1 165 i 2 1 1 166 . 1 2 i 1G7 3 1 2 1 168 . . i 169 . . . Cases . . 62 45 34 39 28 16 ii 9 5 3 1 2 1 1 Average age (months over 15 years) . Average stature .. Corrected average for 15 years 6 months . 5.1 5.2 5.5 4.9 5.3 5. 9 5.4 155.1 155. 5 158.4 155. 8 156.8 153.0 156.5 155.2 lo5. 6 156.5 155. 9 156.9 153.0 156.6 THE GROWTH OF TORONTO CHILDREN. 1595 Statures of Toronto girls. Age , 16 years. In summarizing these tables I have corrected the statures so that they corre¬ spond exactly to the half-year period. In this manner the error due to the differ¬ ence of period is eliminated. Statures of Toronto boys, in millimeters, a Difference between average statures and statures of — in years. j±. v enig & statures. First¬ born. Second- born. Third- born. Fourth- born. Fifth- born. Sixth- born. Seventh born. Eighth- born. Ninth- born. 5.5- 1,062 (347) +6 (59) ± 0 (86) - 3 (74) +6 (49) — 2 (36) -16 (20) -14 (17) -13 (14) 6.5 — 1,111 (613) +7 (128) - 3(147)1 1— 4(108) +2 (85) + 1 (67) — 4 (36) -13 (31) -16 (23) -T(i§) 7.5- 1,168 (846) +3 (201) 4- 2(162) ± 0(119) ±0 (94) — 5 (64) + 2 (58) + 1 (37) - 6 (28) -13 (17) 8.5- 1,218 (934) +2 (216) + 4(188) 2(159) ±0 (111) -10 (79) ± 0 (64) - 8 (64) - 6 (35) -19 (21) 9.5- 1,267 (905) +4 (240) — 7(180) ± 0(137) ±0 (112) -13 (87) -11 (71) —10 (48) + 3 (3t>) -13 (25) 10.5- 1,315 (839) —3 (213) + 5(145) - 1(140) -6 (112) - 8 (82) + 6 (75)i - 5 (44) — 15 (34) + 6 (19) 11.5- 1,359 (817) -1 (177) + 3(156) - 2(125) -8 (109) - 2 (86) - 8 (71) + 6 (39) - 5 (28) -15 (16) 12.5- 1,401 (746) -2 (173) + K141) + 2(129) -6 (89) + 3 (48) - 4 (64) -11 (54) -16 (32) - 2 (19) 13.5 — 1,454 (596) +7 (158) +11(120) -13 (84) -1 (80) + 2 (45) —14 (49) -31 (25) +18 (23) + 9 (12) 14.5 — 1,515 (387) +5 (86) + 1 (76) + 5 (70) +2 (44) -14 (52) -12 (28) —15 (18) - 5 (13) 15.5 1,579 (170) -1 (52) — 1 (23) —32 (24) -8 (28) + 2 (20) '•“I Ob The figures in parentheses are the number of cases. 1596 EDUCATION REPORT, 1896-97, Differences {in millimeters) between average statures of boys and statures of boys of various orders of birth , and their mean errors {as deduced from the Toronto observations) . Age in years. First¬ born. Second- born. Third- born. Fourth- born. Fifth- born. Sixth- born. - Seventh- born. Eighth- born. Ninth- born. 5. 5 _ +6 + 7.2 +7 + 4.7 +3 + 4.0 4-2+ 4.2 4-4+ 4.1 -3+ 4.7 -1+ 5.0 —2+ 5.7 4-7+ 6.3 +o i 10. 2 -1 + 14.2 + 0+6.1 — 3+ 4.4 4- 2+ 4.4 4- 4+ 4.5 — 7+ 4.6 4- 5+ 5.5 -j- 3+ 5.4 + 1+6.3 +11+ 7.8 + 1 + 10.8 — 1 + 20.0 — 3+ 6. 6 — 4+ 5.0 + 0+5.0 — 2+ 4,8 + 0+ 5.1 — 1+ 5.6 — 2+ 5.9 + 2+6.5 -13+ 9.1 + 5 + 11.1 —32 + 20.6 +6+ 7.8 +2+ 5.6| + 0+ 5.5 + 0+ 5.6 + 0+ 5.6 -6+ 6.2 —8+ 6.3 —6+ 7.9 —1+ 9.3 +2 + 13.6 —8 + 18.4 — 2+ 9.0 + 1+ 6. 2 — 5+ 6.6 -10+ 6.6 —13+ 6.3 — 8+ 7.1 — 2+ 6.9 + 3 + 10.1 + 2+12.1 —14 + 12.7 + 2 + 21.3 —16 + 11.8 — 4+ 8.3; + 2+ 6.9 + 0+ 7. 2* —11+ 6.9 + 6+ 7.4 — 8+ 7.6 — 4+ 8.1 —14 + 11.6 —12 + 16.8 —14+12.7 —13+ 8.9 + 1+ 8.5 — 8+ 7.2 —10+ 8.3 -13 + 14.0 —16 + 10.2 — 6+ 9.8 — 6+ 9.6 + 3+ 9.5 —15 + 10.8 - 5 + 11.8 —16 + 12.2 +18 + 16.6 - 5 + 24.1 6.5.. . 7?5_ _ . 8.5. . 9.5 — 4 + 11.5 -13+12.4 —19 + 12.3 -13 + 11.3 + 6 + 14.3 — 15 + 15.5 — 2+15.8 + 9 + 22.6 10.5 _ 11.5 _ 12.5 _ 13.5 _ 14.5.. . 15. 5. . . Average . — 5+ 9.5 + 6 + 10.1 —11+ 9.6 -31 + 15.9 —15+20.6 4-2. 3 + 1. 6 +0.8 + 1. 7 It appears, therefore, that the result is not quite certain, since the error is great as compared to the average difference. Since for later-horn children the errors of the average are very great, I have not carried out the calculation. For first-horn girls I obtain the following results: Statures of Toronto girls, in millimeters. Differences between average stature and stature of— in years Average statures. First¬ born. | Second- born. Third- born. Fourth- born. Fifth- born. Sixth- born. Seventh born. Eighth- born. Ninth- born. i 6.5 .. 1,104 (597) +3 (125) i +7 (120) — 5 (87) - 3 (67) — 5 (53) + 1 (31) -13 (31) + 1 (17) —20 (12) 7.5 1,160 (759) + '3 (169) — 3 (156) - 1(117) + 3 (95) — 5 (59) - 3 (38) - 3 (39) + 7 (21) +13 (10) 8.5 1,207 (834) 1.253 (875) +14 (177) —5 (141) + 2(125) — 2(101) — 6 (77) — 3 (46) + 3 (47) —17 (48) - 1 (22) — 9 (22) 9.5 + 7 (222) +4 (147) -1 (141) + 3(119)1 + 0 (98) - 5 (82) — 7 (58) -10 (27) - 2 (25) 10.5 1,309 (822) + 1 (185) - 3(130) + 2 (97) + 9 (60) + 9 (58) — 4 (36) — 7 (25) +16 (15) 11.5 .. 1,361 (876) + 6 (203) +3 (158) —10(135) + 6(114) + 4 (91) + 3 (62) + 2 (49) + 8 (23) + 5 (24) -21 (33) 12.5 . .. 1,419 (824) + 6 (157) — 1 (160) + 4(143) - 1(107) -10 (73) - 4 (51) + 6 (44) —14 (37) 13.5 .. 1,480 (665) + 9 (139) —7 (130) + 0 (99) + 7 (88) - 5 (78) + 8 (45) + 1 (29) + 3 (22) +18 (19) 14.5 .. 1,533 (443) + 4 (94) —9 (93) — 3 (82) + 8 (40) —15 (49) —12 (35) + 5 (32) +32 (12) -12 (14) 15.5 .. 16.5 .. 1.560 (247) 1,567 (123) - 8 (62) + 4 (35) -4 (45) —8 (28) |+ 5 (34) +13 (15) - 1 (39) —16 (18) + 9 (28) -30 (16) + 6 (11) I have calculated the mean errors of the differences for first-born children only. Differences {in millimeters) between the average statures of girls and the statures of first-born girls, and their mean errors. Age. Differ¬ ence. Mean error. Age. Differ¬ ence. Mean error. 65 . . + 3 + 4.7 13.5 . + 9 + 6.7 7 5 + 3 + 4.5 14.5 . . + 4 + 7.2 8 5 +14 + 4. 6 — 8 + 8.3 9 5 + 4.6 16.5 . - + 4 + 10.3 10 5 T i + 5 1 11 5 — j- + 6 +5’l Average . . -- 4~5. 3 + 1.9 12.5 . . . . + 6 +6.1 This result is much more certain than that obtained by means of the measure¬ ments of boys. When we combine both we find that the difference of stature between the average of all the children and the average of the first-born children is in favor of the latter. The amount is 3.6 mm., with a mean error of ±1.2 mm. It is therefore certain that first-born children are somewhat taller than later-born children, but the amount of the difference is not definitely known. It is of interest to investigate the constitution of families. I have done so by recording for each age the number of children, according to the order of their birth. THE GROWTH OF TORONTO CHILDREN. 1597 Classification of Toronto boys according to age and order of birth. Order of birth. years. 1st. 2d. 'd CO 4th. 5th. 6th. 7th. 8th. 9th. 10th. lllth. 12th. 13th. 14th.jl5th. 17th. 4.5 17 22 26 15 7 5 n 1 1 5.5 _ 59 86 74 49 36 20 17 14 8 3 1 2 j i 1 6.5 _ 128 147 108 85 67 36 31 23 18 9 7 2 3 1 7.5 . 201 162 119 94 64 58 37 28 17 9 4 3 3 3 8.5 . 216 188 159 111 79 64 64 35 21 19 5' 1 1 9.5 . 240 180 137 112 87 71 48 36 25 15 6 2 2 10.5 . . 213 145 140 112 82 75 44 34 19 10 3 2 2 11.5 . . 177 156 125 109 86 71 39 28 16 11 6 4 3 1 1 12.5 _ 173 141 129 89 48 64 54 32 19 19 5 5 1 13.5 _ 158 120 84 80 45 49 1 25 23 12 9 4 3 1 2 1 14.5 ... 86 76 70 44 52 28 18 13 9 2 2 ■ ~ 1 . 15.5 .. _ 52 23 24 28 20 6 9 7 3 2 3 1 16.5 . 8 10 8 3 2 2 4 3 1 1 1 Cases . 1,728 1,456 1,203 931 675 551 395 279 168 109 51 31 18 ^L0 2 1 Per cent of the whole number .. 22. 7 19.1 15.8 12.2 8.9 7. 2 5.2 3.7 2.2 1.4 0.7 0.4 0.2 0.1 Total number of cases, 7,608. Classification of Toronto girls according to age and order of birth. Order of birth. Age in years. CO •d | St nd CO rd 4jj d 4-> nO rd 4-> rd +3 CO rd o xi © 11th. ‘ rd -4-3 | the mouth of the Tanana, taking on wood and cleaning its boilers, we received a visit from the Rev. J. L. Prevosi on his little steam launch, the Northern Light. This vessel, 40 by 25 feet in size, was built by the Union Iron Works of San Francisco, and equipped with a Roberts safety water tube, it is capable of carrying a wood supply sufficient for forty-eight hours continuous steaming, and is fitted up with a comfortable cabin for the missionaries. This little launch has proved of great service in visiting the small native settlements on the Yukon and Tanana river, with their smaller tributaries. Mr. Prevost has the honor of publishing the first newspaper ever printed in the Yukon Valley. His little paper, called the Yukon Press, is practically an annual, but one number being published during last year. This paper, with the Eskimo Bulletin, also an annual, published at Cape Prince of Wales, Bering Straits, by W. T. Lopp, the missionary, are the only papers up to this time that have been published in central or arctic Alaska. As the editors of these Alaskan papers have had but one mail a year, it is not to be expected that their papers should appear any oftener. On the afternoon of July 13 the steamer entered a section of the Yukon Valley known as “Lower Rampart.” This was formed by the river in some former age having broken through a range of mountains. The scenery through the canyon was so grand and wild that but few of the passengers were willing to go to bed, but remained up nearly all night. Early in the morning of July 19 we reached the mouth of Munook Creek (1,075 miles) . At the mouth of this creek, on the south side of the Yukon River, a new town has been laid out and named “Rampart City.” At the time of our arrival the city consisted of a good log store building, two or three log huts, and half a dozen tents. Twenty-one men were reported at work in the mines along the creek, about 6 miles from the village. A mining district had been established, with Mr. O. C. Miller as recorder, and town lots were sold at $300 each. Nearly a month later I returned down the river. Lots had doubled in price, and the population had increased to about 200. A month later the population had increased to 1,000, and corner lots were selling at $200 and $800 in gold dust, and probably by this time it is the largest city in central Alaska. An acquaintance sank a shaft 4 feet square and 20 feet deep to bed rock, taking out $3,250 in gold nuggets. The course of the steamer after leaving Rampart City was through the canj'on, the hills rising on both sides of the river from 500 to 2,000 feet, making interesting scenery. On July 15, at 2 o'clock a. m. , we reached Fort Hamlin, a new trading post estab¬ lished by the Alaska Commercial Company; and soon after we passed out from the canyon into that portion of the river known as the Yukon Flats, where it broadens out into a lake-like expanse 80 miles wide, filled with many islands, no hills being visible on either side. The flats continue for over 200 miles, at the upper end being situated the mining town of Circle City. In a former period, when the Rampart Mountains stood a barrier to the drainage westward, this great plain, comprising an area of 100.000 square miles, more or less, was covered with water, into which the Porcupine, the Pelly, the White, the Stewart, the Birch, and other streams poured their floods, washing down the mountains and the hills and covering the plain many feet deep with sediment. In places where the present streams have cut a channel through this sediment heaps of driftwood were found buried in 200 feet of clay. Geological evidences show the bed of the Porcupine River 200 feet higher than now. If it is true, as reported, that the bed of a great river exists among the mountain ravines of southern Alaska, it may be that it was the outlet of this inland sea. In time, through erosion or rending of the mountain barriers by earthquake or in some other way, an outlet was opened to the westward, and the released waters swept irresistibly to the sea, carrying with their angry flood sediment which extended the land hundreds of miles into the Bering Sea. After the subsidence of the waters this region became the home of the mastodon, the bones and tusks of which are found in large numbers. On J uly 16 we met and passed the steamer J, J. Healy on its way down the river. EDUCATION IN ALASKA. 1639 Among the passengers was Professor Ogilvie, of the Canadian geological survey. Being anxious to see the old historic Fort Yukon, of the Hudson Bay Fur Com¬ pany, and the mouth of the Porcupine River, in the neighborhood of which we were on the evening of the 16th, I concluded to remain up all night. At midnight (12.45 a. m.) I saw the sun rise in the north, like a great globe of bright, gloving, red-hot iron in a furnace. About 6 a. m. we passed the fort, without stopping. A large number of natives lined the banks of the river. Besides nhmerous~tents, there were several log houses, among them being a small one surmounted by a cross and belonging to the Episcopal mission. A mile and a half east of the station we passed the site of the old Hudson Bay Fur Company's post, now abandoned. Only a clear space and a few foundations mark the place once occupied by the post. A good-sized cemetery occupies a dry mound back of the ruins, and is a touching reminder of the days when this far-off wilderness spot under the Arctic Circle was the center of life and civilization, with its loves and hates, hopes and fears, strifes and ambitions. Here the all-powerful Hudson Bay Fur Company met and contended with the equally powerful Russian- American Fur Company, backed by their respective Governments. Plucking the brilliant flowers of the fire plant as a souvenir for a friend in Hew York City, who was born here when her father ruled as the chief factor of the company^ I watched the receding spot until a turn in the river hid it from sight. As y ester day, the scenery continued through an expanse of river, widening out into a lake, filled with many islands, covered with white pine, aspen, and willows, and sand bars so recently out of the water as to be bare of all vegetation. We had expected to be in Circle City during the night of July 18, but green fire¬ wood, swift current, low stage of water, and worn-out boiler flues all conspired to detain us, so that morning found us still 20 miles away. The morning dawned ■with a cold rain and great discomfort among the passengers. At 10 o’clock we stopped to take on wood. Mr. R. Wilson, who is in charge of the wood, yard for steamers, at the same time provides fresh vegetables. As soon as a sufficient num¬ ber of trees are cut down to let the sunlight reach the ground, he loosens the soil between the stumps and roots with a pickax and sows turnips, rutabagas, and cabbage. Last season, on a quarter of an acre of that uncleared ground between stumps, he raised and sold 3,000 pounds of turnips at 15 cents per pound, besides large quantities of cabbages and rutabagas. The rutabaga seed sown the last of May, this season, now (in less than two months) have a spread of leaves 2 feet across. At 1 p. m. we reached Circle City. Mr. Kjellman, who had preceded me by another boat, met me at the landing; he had been able to make an overland trip to the mines tributary to the city and had ascertained that the whole region was admirably adapted for the support of reindeer and for the successful running of reindeer expresses and freight lines. Circle City is the largest collection of well- built log cabins that I have seen; at least in a great many years. Four large store and ware houses are made of corrugated galvanized iron. The opera and dance houses and two or three of the more pretentious residences are of hewn logs. The log residence of the Horth American Transportation and Trading Company is said to have cost $20,000, and that of Mr. J ack McQueston $15,000. The great majority of the buildings are small, one-story cabins built of logs, the spaces between the logs being filled with moss. The roofs are made with poles covered with moss, on which is placed a foot of dirt. A year ago the place had a population of 2,000; to-day there are about 50, and the majority of them are expecting to leave on our boat. Circle City was founded in the fail of 1894, and named because of its nearness to the Arctic Circle. It is the distributing point for the rich gold placer mines of Birch Creek, which is a river 6 miles east of Circle City and runs a distance of between 200 and 300 miles in a general course parallel with the Yukon River. Among the interesting tributaries of Birch Creek is “Preachers Creek,” so named because first explored by a missionary in search of fossils, which abound in some portions of the Yukon flats. Gold was first found on Birch Creek in 1893. Since then prospecting has been going on so vigorously that the creek, with its many tributaries, has been definitely proven to be very rich in mineral deposits. Although the rush this present season is to the more recently discovered mines on the Klondike River, yet 400 miners remain at work on Birch Creek, and doubtless in a year or two the now almost depopulated Circle City will be again peopled. During last winter a successful public school was kept at this place by Miss A. Fulcomer, but in the spring, when the miners left for the Klondike, they were accompanied by their families and children and the school was broken up. Leaving Circle City at 9 o’clock in the evening, we soon met the steamer Alice on 1640 EDUCATION REPORT, 1896-97. her way down the river. Just above Circle City the river leaves the flats and is again bordered on both sides by abrupt hills of sand and limestone with veins of granite and crystalline gneiss, which add to the pleasure of the traveler. During the night we passed a small Indian settlement known as £ ‘ Charley’s Village,” 22 miles from Circle City. This community has received the gospel from the English missionaries, who have been in this region since 1858. On the evening of July 19 the monotony of the trip was relieved by the discovery on the river bank of a moose doe and her fawn. At once arose the greatest excite¬ ment on the steamer— a score of men rushing for their rifles, and a fusilade of shots commenced, both animals being killed. The steamer was landed, and men, women, and children ran into the bushes to see the game, which was brought on board. In the afternoon of July 20 we passed the small stern- wheel steamer, the Koyu- Tcuk, bound for the Klondike mines. The next morning, in trying to get at some driftwood for fuel, the steamer ran aground, where we remained until about 6 p. m., when we were again afloat. On July 22 the steamer stopped to “ wood up ” opposite a remarkable headland, showing a beautiful geological formation of folded rock. Frequently during the day masses of loose rock came rumbling down the face of the cliff into the water. At noon on the 23d we passed two remarkable rocks, known as “ The Old Man ” and “ The Old Woman.” Upon the top of one of these shaft-like rocks one of the old fort traders has requested to be buried; an appropriate resting place for the sole pioneer white man in that region. At 6.30 p. m. we were -startled by the cry of “A man overboard. ” The accident befell one of the deck hands, who had become insane, and the untrained crew were so long getting a boat into the water that the man drowned. The body was not recovered. At 7 p. m. we passed the mouth of Coal Creek, and soon after sighted on the west shore the wrecked hull of the steamer Arctic. She was frozen up in the ice during the previous winter, and in order to loosen her in the ice this spring giant powder was used, with the result of blowing her bottom out. Boiler and engines were removed, to be placed in another boat. Coal Creek enters the Yukon from the east about 7 miles from Forty Mile Creek and is navigable for a few miles. It flows through a limestone formation. Extensive beds of lignite coal are reported in the neighborhood. About 9 p. m. Fort Cudahy, at the mouth of Forty Mile Creek, was reached. Adjoining this is a trading post of the North American Transportation and Trad¬ ing Company. Near by is Fort Constantine, a stockade post occupied by the Cana¬ dian mounted police, Captain Constantine in charge. On the opposite, south side of the mouth of Forty Mile Creek is the village of Forty Mile, which has grown up around the old trading station of Jack McQueston. Down Forty Mile Creek is Buxton, a Church of England mission station, which was established in 1887. We have now reached the western limit of the wonderful missions of the Church Missionary Society of England in northwest Canada. Commenced in 1822 by the Rev. John West, who settled at a Hudson Bay fur trading station near Lake Win¬ nipeg, they have extended until now they embrace nearly all the Indian tribes extending from the north boundary of the United States to the Arctic Ocean and from Labrador to the Alaskan line. Through all this wide region the gospel of Christ has been preached in eleven different languages, and thousands upon thou¬ sands of Indians have felt the transforming power of His life in their works and lives. This region belongs to the diocese of Selkirk, and was created in 1890 by the division of the diocese of Mackenzie River. The Rev. Dr. W. C. Bompas, who entered the mission work in 1865 and was consecrated bishop of the diocese of Mackenzie River in 1874, in the division took the bishopric of Selkirk. The diocese of Selkirk has but three or four central stations, Rampart House, on the Porcu¬ pine River, being one of them. This station was established in 1882, but owing to the decrease of the fur trade and consequent removal of the trading store and fur¬ ther discovery of gold on the Yukon River, nearly all the natives have left, and it is probable that the station will be discontinued at an early day. Buxton, on the Yukon River at the mouth of Forty Mile Creek, was established in 1887. Being in the center of the newly discovered gold diggings, it is well located to reach the native population, Selkirk was located in 1892 and Dawson in 1897. Missionaries. — Right Rev. William C. Bompas, bishop, resident at Pelly; Miss M. K. Mellet, assistant. Rev. and Mrs. H. A. Nail or and Rev. and Mrs. B. Totty, at Buxton. Rev. F. F. Flewelling, Rev. Mr. Bowen, and Mr, G. A. McLoud, at Dawson. Rev. and Mrs. J. Hanksley,Fort Yukon. No more devoted, self-sacrificing men and women are to be found in the terri¬ tories of England, Canada, and the United States, who are hid away from the world’s observation in the vast solitudes of arctic and subarctic North America, toiling to bring light and joy of Christ into the darkened homes of these dwellings of the North, than these missionaries. The world never ceases to honor the names EDUCATION IN ALASKA. 1641 of Kane, Hays, Hall, Franklin, Kellett, Ross, Greely, Peary, Nansen, and many others, who in the cause of science spend one, two, and three years in the arctic regions; but few stop to think of and to honor the men and women who, for the sake of Christ and precious souls, are not merely traveling for a few months, but are toiling year after year amid the rigors and privations and loneliness and long months of continuous darkness of the arctic winters. Let the church be true to herself and honor such consecrated sons and daughters as Dr. and Mrs. Marsh at Point Barrow; Mr. and Mrs. Lopp at Bering Straits; Mr. and Mrs. Gambell at St. Lawrence Island; Mr. and Mrs. Brevig, of Port Clarence, the Swedish mis¬ sionaries at Unalaklik and Golovin Bay ; Messrs. Chapman and Prevost and their devoted wives on the Yukon River, with Bishop Bompas and his assistants in the Northwest Territory. Forty Mile Creek is so named because it is 40 miles from the old Hudson Bay Fur Company’s trading post at Fort Reliance. It is about 250 miles long and has many tributaries, allot' which carry free gold, the discovery of which has attracted the attention of the world to the upper Yukon region. The Forty Mile Creek drains the mountainous region between the valleys of the Yukon and Tanana. Near Forty Mile is Miller Creek, which has proven very rich in gold. For two or three years Forty Mile and Fort Cudahy were typical mining towns, with saloons and gambling and dance halls in abundance. In 1894 rich discoveries were made on Birch Creek, and Forty Mile was deserted for Circle City, which after two and a half years of fevered esistence has been in turn deserted for the new mines on the Klondike. While the mines tributary to Fort Cudahy and Forty Mile are on the American side, the villages themselves are on the Canadian side of the inter¬ national boundary line, Wishing to visit the Church of England missions at Buxton, on Saturday, July 24, I made two attempts to cross Forty Mile Creek in a rowboat, but was unable to accomplish it, owing to the strong current. At Fort Cudahy I found in con¬ nection with the North American Transportation and Trading Company’s station an excellent garden, in which were growing peas, beans, lettuce, turnips, ruta¬ bagas, beets, potatoes, celery, and parsnips. About 5 p. m. the steamer swung out from her landing for Dawson, which place we reached the following morning, July 25, at 6 o’clock. Nearly the entire population seemed to be at the landing, either to greet friends or from curiosity to witness the landing of newcomers. Capt. John J. Healy, manager of the North American Trading and Transportation Company, was on hand to extend to me the hospitality of his home during my stay. Although it was Sunday, the two sawmills were running day and night; every kind of business, especially house building, was in full blast. Four thousand people were living in tents, and an arctic winter approaching. The temperature for January, 1896, was 47i° below zero, during the winter the lowest point being 77° below zero. Dawson is 50 miles from Fort Cudahy, on the north of the Yukon and southwest bank of the Klondike River. It is 6 miles above the site of the old Hudson Bay Fur Company's post of Fort Reliance. The town is situated in an undrained swamp, and much sickness prevails among the population. The city is about eight months old and is regularly laid out in streets and squares. Lots fronting on the river are selling for $7,000 cash in gold; back of the stream, from $1,000 to $3,000. Lumber is $150 per thousand feet at the mill and $300 a thousand when it reaches the mines. Some of the early lumber sawed by hand cost the miners at the rate of $750 per thousand feet. Salmon and moose were $50 per pound; hay, $125 per ton, and none to be had; wages, $10 to $12 per day, with mechanics at $15; ice, $1 per pound; flour at $12 per hundred¬ weight; a team of horses and driver, $50 per day. The Canadian Government was erecting comfortable headquarters for the mounted police, and large log warehouses were in process of construction for the two commercial companies. The banks of the river were lined with scows and flatboats, in which the popula¬ tion had floated down the river; others of these boats had been covered with can¬ vas and turned into houses. At half past 2 in the afternoon Rev. Mr. Bowen, of the Church of England, held a service, which I missed, not having been able to ascertain the hour at which it was to be held. The mines are from 12 to 25 miles up the Klondike River from Dawson. The claims are 300 or 400 feet wide up and down the stream and across the flats. These claims were being held at $100,000 to $1,000,000 each. Quarter interests in these claims were selling at $50,000 each. The claims on the Klondike and its tributaries were all taken up long before my arrival, and weeks before the tidings of their value reached the distant world. Would-be miners, however, can find in the valleys of the Stewart, Pelly, and other streams of the Northwest Territory, in the valley of the Yukon and all its tributaries and their innumerable creeks 1642 EDUCATION REPORT, 1896-97. and brooks gold fields of greater or less richness; indeed, the area of the gold field practically covers four -fifths of the entire area of Alaska, and will furnish claims for many years to come. The newcomer usually pitches a tent, and, when he secures employment or a claim, erects a small one-story log cabin for shelter. Moss is filled in between the logs, and in winter snow is piled up over the house, making it very comfortable. Ice is usually melted in winter for drinking water, or cakes of ice are drawn to the house and piled outside of the door to be brought in, as occasion demands, and melted into water. At 7 o'clock p. m., July 26, having bid adieu to friends and acquaintances at Dawson City, our steamer swung loose from the landing and was soon racing down the river with a swift current, reaching Fort Cudahy at 10 o’clock, having made in three hours down stream a distance that required fourteen hours to make on the way up. The following day we reached Circle City, having traveled in twenty-four hours what took us seven days to go up, but our hopes were soon to be blighted. Shortly after leaving Circle City our steamer was caught by the current and swung upon a sand bar, where we lay nineteen days. On the 18th of August, about 1 p. m., the cry of “Steamboat! ” was heard, and soon after the J. J. Hedly was made out on her return down the river, and at 6 p. m., after our detention of nineteen days, the passengers were transferred from the Weave to the Healy , upon which we continued our journey to St. Michael. On the evening of August 20 the steamer Hamilton was met coming up the river. Being the first steamer to carry a search-light, it created much interest and some consternation among the natives. The two steamers were tied up together for the night. On the incoming steamer was the first rush of miners that had been able to start from the outside after the tidings had reached them. It was crowded with gold seekers and adventurers, among them being ex- Governor McGraw, of the State of Washington; also many special correspondents of newspapers, includ¬ ing the New York World and Herald, the San Francisco Chronicle, Examiner, and Call; also the Post-Intelligencer and other Seattle papers. A supply of papers was secured and greatly appreciated after being over two months without any news from the outside world. On the 80th of August the revenue cutter Bear reached St. Michael, and through the courtesy of Captain Tuttle I was permitted to move my headquarters to that ship. On the 16th we sailed for a visit to Teller Reindeer Station, Cape Prince of Wales, and the new purchase station at St. Lawrence Bay, reaching Teller Rein¬ deer Station September 18. An inspection of the station was made. Four fami¬ lies of Lapp herders and teachers whose time had expired were taken on board the Bear for transportation to Puget Sound en route to their homes in Lapland. Five young Eskimo girls and one boy were also received on board for transporta¬ tion to Puget Sound on their way to the Indian school at Carlisle, Pa. On the morning of the 20th the ship sailed for St. Lawrence Bay, Siberia, reaching there on the morning of the 21st. Mr. John W- Kelly, in charge of the station, and his assistants (Messrs. Siem and St. Leger) were found in good health. The new building was about completed, and 200 head of deer had already been secured toward the herd which is to be transported to Alaska next season. Sailing the same evening and making a short call at King Island, St. Michael was reached on the 23d. Changing my quarters from the cutter Bear to the cutter Corwin, I was given a passage by Captain Herring to San Francisco. On September 26 the Corwin made a landing at St. Lawrence Island, and the captain very kindly took on board the teachers, Mr. and Mrs. V. C. Gambell, Mrs. Gambell needing to return to the States on account of ill health. On the 30th we reached Dutch Har¬ bor, where a stay of two or three days was made for coaling ship. Sailing from Dutch Harbor October 3, we reached San Francisco on the 13th and Washington November 1, thus completing a trip of 21,736 miles. There are two general ways of reaching the mines in the Yukon and Klondike. The way involving the least hardship is by the ocean and from the Pacific coast to St. Michael by ocean steamer, from thence up the Yukon River by river steamer to the mines. EDUCATION IN ALASKA. 1643 Distances from St. Michael up the Yukon River. Miles. From San Francisco to Unalaska . 2,369 From Unalaska to St. Michael. . 800 St. Michael to Pastolik (mouth of Y ukon ) _ 72 Keetalek . 77 Keesil vak . , . . . 154 “ Foot of the Mountain ” . . 193 Audreaf ski . 216 Russian mission . _ . 315 Holy Cross Mission . 410 Anvik . - _ _ _ _ _ 457 Nulato . 648 Kokrinos . 800 Burning Mountain . 849 Tozamakat . 883 Mouth of Tanana . . 897 Rampart Rapids . 1,034 Miles. 1 Manork Creek . 1,075 ' Stevens Houses . 1,144 One Eyes . 1,279 ; Mouth of Porcupine . . . 1, 344 I Fort Yukon . . A . 1, 353 Sonate Village . . . , 1,386 Circle City . 1,394 Charley River . . 1, 458 Seventy Mile Creek . 1,516 Ogilvie’s Camp Boundary Line. . . 1, 560 Square Rock. . 1,584 Fort Cudahy . 1,596 Forty Mile Creek . 1,598 Fort Reliance . . . 1, 640 Dawson . 1,650 Klondike _ 1,852 The following stern-wheel steamers were running on the river this summer: Belonging to the North American Trading and Transportation Company were the P. B. Weave, J. J. Healy , and C. H. Hamilton; belonging to the Alaska Commer¬ cial Company were the Alice, Yukon , a barge Marguerite, the steam launch Beaver , and New Racket, owned by A. Harper; the Koukuk, by G. C. Betties; the St. Michael, by the Roman Catholic mission: the Norther?i Light, by the American Episcopal mission, and the Explore, by the Russian Catholic mission. The fare from Seattle to Juneau during the summer ranges from $150 to $300 per passenger. The drawback to this route consists in the fact that the miner does not reach the mines until the short arctic summer is half gone. The harbor at St. Michael does not open until from the middle of June to the middle of July, and it is impossible for ocean vessels to reach St. Michael on account of the ice before the middle of June at the earliest, and from the 1st of July to the 1st of August to the mines, according to the ice conditions on the coast. The more difficult and popular route is that by way of southeast Alaska; a comfortable vessel from Puget Sound to the northern end of Lynn Canal or Chilkoot Inlet, or an ocean steamer to Dyea and Skagway, rival towns 6 miles apart on the head waters of Chilkoot Inlet in south¬ eastern Alaska. Those starting from Skagway take what is known as the White Pass, and those from Dyea the Chilkoot Pass. With the present conditions of those passes, the Chilkoot Pass is probably the preferable, but both of them require the undergoing of considerable hardship. The Chilkoot and Vfkite passes involve some 30 or 40 miles’ climb from the mountains on foot, which brings one to the lakes at the head waters of the Yukon River, where boats, barges, and rafts are constructed upon which the traveler floats down to the mines. To the westward of the Chil¬ koot Pass is what is known as the Dalton Trail. This pass crosses the mountains at a much lower elevation than either of the others and involves a trip on foot or horseback of 250 miles. This is the trail used for driving over to the Yukon River beef, cattle, and sheep. It is to the eastward of Chilkoot Pass, commencing either at Fort Wrangell and ascending the Stikine River to Telegraph Creek, thence overland by way of Lake Teslin, or starting from Juneau and going by the Taku Inlet and River to Lake Teslin, and passing down the waters of the same to the Yukon. At present neither of these routes is sufficiently open to make them feasible, as a number of miners found to their great loss during the past summer. The distances by the Chilkoot Pass route are as follows; Distances from Dyea. Miles. From Seattle to Dyea . 1,030 From Dyea to the head of canoe naviga¬ tion . 6 To the summit of the Chilkoot Pass. . 14 Head of Lake Lind eman . . 23 Foot of Lake Lindeman . 27 Head of Lake Bennett . . . 28 Foot of Lake Bennett . 53 Caribou Crossing . .56 Foot of Tagish Lake . 73 Head of Lake Marsh . . . 78 Foot of Lake Marsh . 97 Head of canyon . 123 Foot of canyon . . 124 Head of White Horse Rapids . 125 Tahkeena River . 140 Head of Lake Le Barge . . . 156 Foot of Lake Le Barge . 184 Miles. Hootalinqua River . 213 Cassiar Bar . ..' . 242 Big Salmon River . 249 Little Salmon River - 285 Five Fingers Rapids . . 344 Rink Rapids . 350 Pelly River . . . . ..I _ 403 White River.. . 499 Stewart River . 509 Sixty Mile Post . 529 Klondike.. . 578 Fort Reliance . 582 Forty Mile Post . 628 Fort Cudahy . 628 Circle City . . 798 Fort Yukon... . 839 Rampart City . 1, 119 1644 EDUCATION REPORT, 1896-97. Prices at Dawson , Yukon, spring of 1897 . Articles. Price. Articles. Price. 1 cup of coffee and 1 lump sugar.. . 1 meal (restaurant) . . . . ... Shaving . Hair cut.. . . . Washing calico dress . . Washing 1 garment (apron, no starch) . Eggs . . per dozen . Fresh eggs _ - . . each. Whisky . ..per gallon .. Flour . . per 100 pounds. Condensed milk _ per can. Potatoes . . . per pound . Canned vegetables . Canned fruits . . . Canned cherries . . Cheese . per pound . Pickles . quart bottle. Sugar: Granulated . per pound.. C . do _ Matches . . per bunch. . Extracts . 4-pint bottle. . Bass ale . do _ Tea: Poor grade . per pound.. Better . . . .do _ Bacon . . do _ Vinegar . . per quart. . Gum boots, hip . . . Beans . per pound .. SO. 50 1.50 1.00 1.50 1.00 .50 4.50-5.00 1.00 25.00-34.00 12.00 .50 .20 .75 .75 1.00 1.00 2.75 .25 .20 .25 1.00 2.00 1.00 1. 25 .50 1.00 12.00 .15 Hudson Bay blanket . Blue overalls . . : . . Smoking tobacco . per pound. Chewing tobacco . do... Ham.. . . do... Alum . per ouuce. Butter . per pound. Candles . . . per dozen. Scott’s Emulsion.. . per pint. Salts . .per ounce. Coal oil . . . per gallon. Sarsaparilla . per quart . Hostetter’s Bitters. . . . Castor oil . . per ounce . Cough mixture . . . do . . . Pond’s Extract. . ...per pint. Glycerin . . per ounce . Small sheet-iron camping stove . . Royal baking powder . Pepper (2 ounces) . . Rice . .per pound . Nutmegs. . do... Dried fruits . do . . . Dried tongue . . Washboard . Common |iroom . . . . . Washtub (galvanized iron).. . Common laundry soap _ 6 bars. Clothespins . . .per dozen. Thread . . spool . Needles . package. $30.00 2.50 2.00 2.00 .65 ' .50 .50-. 60 1.00 3.00 .25 1.25 3.00 3.00 .25 1.00 3.00 .50 35.00 1.00 .25 .20 4. 00 .25 .75 2.50 1.50 4. 00-5. 00 1.00 .25 .25 .25 RELIEF FOR SUFFERING MINERS. During the summer just passed the water in the Yukon River reached a very- low stage, preventing the usual steamer transportation along the mining towns on the upper courses of that river. Large quantities of provisions were landed by the ocean steamers at St. Michael, but owing to the inability of the river steamers to ascend the river these supplies could not be distributed to the points where they were needed; consequently as the close of navigation approached it was found that the miners were facing the long arctic winter without sufficient supplies of food. The destitution was so great that a call was made upon the Government to organize relief. Many plans were suggested to the Government. After weigh¬ ing these plans it was found that the only possible solution was to take the rein¬ deer trained to harness that were in the neighborhood of St. Michael and with them freight provisions to the settlements on the Yukon. Hence on the 22d of September you sent to William A. Kjellmann, superintendent of the Government herds in Alaska, the following telegram: “By direction of the Secretary of the Interior, Mr. Kjellmann will assemble at once all of the available reindeer trained for harness, teamsters, and sleds, and report at St. Michael to Colonel Randall to transport supplies to Dawson City if necessary. Obtain all deer trained to harness that can be spared from Cape Prince of Wales, Golovin Bay, and Cape Nome, together with apprentices trained as teamsters and willing to go. Promise wages to all teamsters. Deer borrowed from other stations will be replaced. Also consult the United States commissioner at St. Michael. “W. T. Harris, Commissioner .” Upon receiving the dispatch, which was carried by way of ship to St. Michael, Mr. Kjellmann at once secured a boat and crew of Eskimos, which he sent with a copy of the dispatch to Dr. A. N. Kittilsen, in charge at the Teller Reindeer Sta¬ tion. Dr. Kittilsen was directed to drive the herd as soon as possible to the new station established on theUnalaklik River, and upon his arrival there placed him¬ self in communication with Lieut. Col. G. M. Randall, U. S. A., commanding United States military post at St. Michael. Mr. Kjellmann also ordered the building of a sufficient number of sleds, to be ready upon the arrival of the deer trained to harness. These deer, operated by the War Department from St. Michael, will be able to relieve the destitution as far up the river as Rampart City (1,075 miles from St. Michael by the mouth of the river). EDUCATION IN ALASKA. 1645 These arrangements were no sooner consummated than tidings came from the Arctic coast of Alaska that eight whaling vessels, carrying crews aggregating about 400 men, had been unexpectedly caught in the ice and the men were in danger of starvation. Many plans were proposed for a relief expedition, but, as in the former case, it was found that no plan was practicable that was not based upon the use of the reindeer. Accordingly the Government, on the 16th of November, issued orders for the revenue cutter Bear to proceed north until stopped by ice, then to make a determined effort to send Lieut. D. H. Jarvis and two or three men over the ice to the mainland. Having effected a landing, the party are to proceed to Cape Prince of Wales, secure the services of W. T. Lopp, a Congre¬ gational missionary, borrow his reindeer herd and also the herd belonging to a native Eskimo by the name of Antisarlook, and with these two herds proceed overland 500 or 600 miles in December and January to Point Barrow, or until the whalers are found and relief afforded. As the season advanced the accounts of the shortage of food in the Yukon Val¬ ley became more and more alarming, and on the 18th of December Congress voted to be expended, under the direction of the Secretary of the Interior, the sum of $200,000, to be used for the taking of relief into the region of the Upper Yukon Valley. As the reindeer in the neighborhood of St. Michael can not be reached at this season of the year on account of ice, and fresh importations can not be made from Siberia on the same account, it is planned to send to Lapland, procure from 500 to 600 reindeer trained to harness and 50 or 60 experienced drivers, transport them across the Atlantic to New York, thence across the continent to Seattle, and from Seattle to Dyea, near the Chilkoot Pass in southeast Alaska. At this point arrangements will be made by means of these trained deer to carry provisions to the mining camps in the Upper Yukon Valley. Thus when an exigency arose in which hundreds of men were threatened with starvation it was found that the reindeer furnished the only reasonable plan for the relief of the miners. The reindeer are a necessity for the development of the new mines and the supply of sufficient food for the miners. The more rapidly domestic reindeer can be introduced into that country the more rapidly new sec¬ tions can be visited and developed. In conclusion, I desire to acknowledge the many courtesies received from the honorable Secretary of the Treasury; Capt. G. F. Shoemaker, chief of Revenue- Cutter Service; Capt. Francis Tuttle, commanding cutter Bear; Capt. W. J. Her¬ ring, commanding the Corwin , together with officers and crews of both vessels; also the North American Commercial Company, their agents in Alaska, and Capt. J. C. Barr, commanding the river steamer J. J. Kelly , and Captain Kidtlson, commanding the steamer Portland. Expenditure of reindeer fund . Year. 1894. 1895. 1898. 1897. An¬ nual ap- pro- pria- tion. $6, 000 7,500 7,500 12,000 Station sup¬ plies. a $2, 284. 15 3,811.88 3, 177. 62 4,065.28 Barter goods. 6c $2,473.41 1,767.26 1,348.43 2,610. 54 Sala¬ ries of rein¬ deer teach¬ ers. $540. 58 2,982.20 Freight Trav¬ eling ex¬ pen¬ ses. $1,450.71 1,738.50 $100 00 200.00 Print¬ ing. $150.00 236.84 267.22 Inci¬ den¬ tals. $127.50 5.10 Coal forU.S. reve¬ nue cutter Bear. $700.00 1,081.50 1,050.00 Total... 33,00013,338.88 8,199.644,206.58 3,189.211300.00 654.06 132.602,831.50 Value station property, barter goods, and supplies on hand June 30, 189' Total cost of reindeer in Alaska to June 30, 1897 . . Cost per head of 1,295 reindeer . Total ex¬ pended. $5, 998. 14 7,494.39 7,491.10 11,868.84 32,852. 47 6, 817. 49 26,034.98 d 20. 10 Bal¬ ance. $1.86 5.61 8.90 131. 16 147.53 a Supplies at station consist of provisions for herders, material for herders1 clothing, coal, lumber, hardware, furniture, tools, guns, ammunition, boats, tents, medicines, surgical imple¬ ments, medical books. 6 Barter goods in stock at Teller Reindeer Station were transferred to new reindeer purchas¬ ing station at St. Lawrence Bay, Siberia, August, 1897. c In all traffic in the arctic region barter goods are used in lieu of money. Money is useful only where there are markets and shops with stores of goods on sale. Neither Russian money nor the money of any other nations is used among the tribes in northeastern Siberia, nor on the Alaskan coasts opposite. d This does not include the cost of the 171 reindeer bought with barter goods purchased"with the fund of $2,156 contributed by benevolent individuals in 1893. 1646 EDUCATION REPORT, 1896-97. Number and distribution of domestic reindeer in Alaska June 30, 1897. Location of herds. Old deer. Fawns. Total. Government herd, Teller Station, Port Clarence.... Cape Nome herd, in charge of native Charlie . . Golovin Bay herd (Swedish mission) . . Golovin Bay herd (for Episcopal mission) . . Cape Prince of Wales herd (Congregational mission) Tavotuk, apprentice at Teller Station. . . Sekeogluk, apprentice at Teller Station . .. Wocksock, apprentice at Teller Station . . Ahlook, apprentice at Teller Station . . . Electoona, apprentice at Teller Station . . . Moses, apprentice at Golovin Bay . . Martin, apprentice at Golovin Bay . . . Okitkon, apprentice at Golovin Bay . . . . Tatpan, apprentice at Golovin Bay.. . Total . . . . . . . 343 193 70 69 243 15 7 4 3 4 20 12 10 7 1,000 126 469 85 278 40 110 40 109 124 367 11 28 5 13 2 6 2 5 3 7 11 31 7 19 5 15 5 12 466 1,486 Increase from 1892 to 1897. 1892. 1893. 1894. 1895. 1896. 1897. Total from previous year . . . 143 323 492 743 1,000 466 Fawns surviving _ _ 79 •145 276 357 Purchased during summer . . 171 124 120 123 Total, October 1. . . . . . . 171 346 588 891 1,100 100 1,466 Loss _ _ _ _ 28 23 96 148 Carried forward . . . . . 143 323 492 743 1,000 Number of reindeer that have been lent by the Government to missionary societies and natives, the Government reserving the right after a term of not less than three years to calbupon the mission station or individual for the same number of deer as composed the herd loaned: Beer. August, 1894, to the Congregational Missionary Society’s Station at Cape Prince of Wales. 118 February, 1895, to Eskimo Charlie and 3 native assistants . . . . . . 112 January'16, 1896, to the Swedish Mission Station at Golovin Bay... . . . . . 50 January 16, 1896, to the St. James Episcopal Mission Station, Yukon River . 50 Total _ _ _ _ _ _ _ _ _ _ _ _ _ 330 WITHDRAWN FOR RELIEF EXPEDITIONS. October, 1897, withdrawn from the Government herd at Teller Station and from the herds at Golovin Bay from 100 to 200 deer trained to harness for use, if necessary, in drawing food from St. Michael to Dawson, under directions of Lieutenent-Colonel Randall at St. Michael. December, 1897, for the relief of the whalers in the Arctic Sea, the Cape Nome herd, number¬ ing 278, and the Cape Prince of Wales herd, numbering 367, to be under the direction of Lieut. D. H. Jarvis, U. S. revenue cutter Bear , promising to make good those borrowed by a transfer from the Government herd during the summer of 1898. 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 . PART III. CHAPTER XXXVI. INSTITUTIONS FOR HIGHER EDUCATION. STATISTICAL REVIEW OF HIGHER EDUCATION, 1896-97. : The scholastic year 1896-97 has -witnessed a decrease in the attendance of stndents at a large number of institutions for higher education, as well as a decrease in the number of such institutions. This office has been notified during the year of the suspension of the following-named institutions: Little Rock Uni¬ versity, Little Rock, Ark.; Pierce Christian College, College City, Cal.; San Joa¬ quin Valley College, Woodbridge, Cal.; Hartsville College, Hartsville, Jnd.; Northwestern Christian College, Excelsior, Minn.; Ozark College, Greenfield, Moq Ashland University, Ashland, Ohio; Monongahela College, Jefferson, Pa.; St. James College, Vancouver, Wash.; Jones College for Young Ladies, Gadsden, Ala.; Winchester Female College, Winchester, Ey., and Wesleyan Female Insti¬ tute, Staunton, Va. A further decrease in the list of institutions for higher edu¬ cation was caused by the transfer to the list of secondary schools of four insti¬ tutions. Also, St. Mary’s College, Oakland, Cal.; Calvin College, Cleveland, Ohio, and Redfield College, Redfield, S. Dak., have not been heard from for several years, and therefore are not included in the list of colleges. One of the most discouraging features in our system of higher education is the lack of any definite, or, in fact, in a large number of States, the lack of any requirements or conditions exacted of institutions when they are chartered and authorized to confer degrees. This condition of affairs is largely, if not entirely, responsible for the large number of weak so-called colleges and universities scat¬ tered throughout our country, institutions that are no better than high schools, and in a large number of cases do not furnish as good an education as may be obtained in good secondary schools. Nevertheless, these institutions are char¬ tered and granted authority to confer all degrees usually granted by universities and colleges in the United States. The chartering of such institutions has been rendered impossible in the States of New York and Pennsylvania, and the sub¬ ject of restricting to well-equipped institutions the authority to confer degrees is being agitated in several other States. That such action is desirable, if not abso¬ lutely necessary, may be seen from the fact, as stated in the report of the State superintendent of public instruction of Pennsylvania for 1896, that more than ISO institutions in that State have been empowered to confer degrees. Students.— The total number of students reported in the collegiate, graduate, and professional departments of institutions for higher education and in profes¬ sional schools for the year 1896-97 is 140,183, of which number 42,999 were enrolled as professional students pursuing studies in law, medicine, and theology, leaving 97,184 students reported as pursuing what are generally known as liberal studies. This is a decrease of 255 students from the number reported in the preceding year, the loss being in the institutions classed as universities and colleges for men and for both sexes. An examination of Table 2 of this chapter shows that the num¬ ber of undergraduate and graduate students reported by public institutions is 27,654, being an increase of 1,858 students, thus proving that the decrease was in the institutions not under the control of the State or municipality. Table 3 gives the number of collegiate and graduate students from the several States and Territories in universities and colleges for men and for both sexes, col¬ leges for women, Division A, and in schools of technology, the estimated popu¬ lation of each State, and the number of people to each college student. In this compilation the colleges for women, Division B (Table 39), are not included, owing to the fact that in a large number of these institutions the students are not classified in such manner as to enable one to separate the primary and preparatory 1647 1648 EDUCATION REPORT, 1896-97. from the collegiate students, while in other cases the residence of students is not given in the catalogues of the institutions. The drawing power of the institu¬ tions of the several States, as shown by the number and proportion of students drawn from the various sections of the country, is shown in Tables 4, 5, and 6. From Table 6 it is seen that 803 students from foreign countries are receiving col¬ legiate and graduate instruction in the United States. The number of students who remain at college pursuing advanced studies after having completed courses of study leading to a bachelor’s degree is constantly increasing. The total number of such students reported in 1896-97 by all classes of institutions is 4,919, of which number 1,413 were women. These numbers do not include the students who remain at college for the purpose of pursuing pro¬ fessional studies in law, medicine, theology, etc. The following tabular statement gives the number of resident graduate students in the several departments of some of the principal universities and colleges of the country: Institution. Students in grad¬ uate depart¬ ment. Gradu¬ ates in profes¬ sional depart¬ ments. Total number of gradu¬ ate stu¬ dents. 1 2 :s 4 University of California . _ . „ . 112 75 187 97 97 29 29 Yale University . . __ . . . . 227 205 a 440 Catholic University of America . . . . . _ _ _ 17 67 84 Columbian University . . . . . . . . 36 59 95 Georgetown U niver sity . . . . . . 34 62 96 University of Illinois . . . . . __ 47 47 University of Chicago . . . . . . . 717 210 927 Northwestern University ... _ _ _ _ 20 191 211 Indiana University . . - _ _ _ _ 59 6 65 Iowa College _ _ 20 20 State University of Iowa . _ _ _ _ 58 62 120 University of Kansas . _ _ 37 37 Tulane University of Louisiana 83 83 Johns Hopkins University . _ 210 124 334 Boston University . . . 91 186 277 Harvard University .. _ _ 279 632 : . 6953 Clark University 38 38 University of Michigan . . . . . . . . . 76 134 210 University of Minnesota.. . . . . . . 166 65 231 University of Nebraska . .. . .. _ _ _ _ 113 20 133 Princeton University . .. . _ _ 130 130 Cornell University . _ _ _ 158 37 c244 Columbia University _ 164 417 c 630 New York University . . . . . . . . . . 83 108 191 Syracuse University _ _ _ 46 23 69 fiollege of St. TTmnr-is Xavier fNe.w Vnrk Cif.yl _ 95 95 St Xavier College (Cincinnati, Ohio) 49 49 U ni versity of Cincinnati _ _ _ 32 15 47 "W estern Reserve U ni versity _ _ _ 28 31 59 Ohio State University _ _ _ _ 25 15 40 Ohio Wesleyan University . - .. _ _ _ 23 23 University of Pennsylvania _ _ _ _ - _ _ _ 161 357 518 Brown University _ _ _ _ _ 52 52 Vanderbilt University _ _ _ _ 38 37 75 University of Virginia . _ _ _ 30 48 78 University of Wisconsin . . _ _ 91 91 T?,f) ft e.l i ffe College _ _ 39 39 Wellesley College - - _ _ 37 37 Barnard College - - _ _ 49 49 ~Rvyn Mciwr Ooll0^0 - - _ _ _ 46 46 Purdue University - _ _ _ _ _ _ 45 45 TTfl.nsns A grie.nltnrn.l fiollege . .. .. _ 42 42 Virginia Agricultural and !Meeh animal College _ 29 29 a Includes 8 graduates in undergraduate departments. 6 Includes 42 graduates in undergraduate departments. c Includes 49 graduates in undergraduate departments. According to the report of President Gilman of Johns Hopkins University for the year 1896-97, 2,103 persons have pursued graduate studies at that institution since its establishment, of which number 436 have been given the degree, of Doctor of Philosophy. INSTITUTIONS FOR HIGHER EDUCATION. 1649 The following diagrams, based on figures in the Handbook of Graduate Courses for 1897-98, published by the Federation of Graduate Clubs, show the popularity of the several branches of study among graduate students. The statistics were collected from 24 of the leading institutions of the country, and should therefore be fairly representative of graduate work. There are included in the investiga¬ tion 3,204 students, divided among the various branches of study as follows: Philosophy and Ethics, 519. History, Politics. Law, 488. English, 423. Classics, 379. Economics, Sociology, Anthropology, 31 Psychology, Pedagogy. SOS- German, 287. _ Biology. 271. Mathematics, 247. Chemistry, 208. Romance Languages, 196. Physics. 189. Geology. Geography, 143. Indo- Iranian and Comparative Philology, 138. Semitics, 129. Astronomy, 51. Fine Arts and History of Art, 37. Grouping the above subjects under five general headings, it is found that the groups were chosen by the students in the following proportion: Language and Literature Studies. 35.4 per cent. Historical and Social Sciences. 20.6 per cent. Philosophical (ethics, psychology, education). Natural Sciences. Mathematical Sciences. . . — per cent. Courses of study.— A large number of institutions for higher education maintain professional, technical, and special courses of study in addition to the usual studies required in an undergraduate course. In some cases these studies may be counted toward fulfilling the requirements for one of the more common degrees, while in other cases special degrees are conferred on the completion of such courses. Table 41 gives the courses maintained by the universities and colleges for men and for both sexes, and Table 42 gives the courses maintained by schools of technology. These tables show that instruction in agriculture is given by 53 institutions, archi¬ tecture by 16, art by 175, business or commercial courses by 216, civil engineering by 92, domestic science by 34, dentistry by 22, electrical engineering by 70, law by 73, mechanical engineering by 73, mining engineering by 33, medicine by 57, mili¬ tary science or tactics by 104, music by 328, pedagogy by 211, pharmacy by 30, sanitary engineering by 12, theology by 90, and veterinary science by 27. Besides the courses included in Tables 41 and 42, it is found that instruction in naval architecture and marine engineering is given by the Massachusetts Institute of Technology, the University of Michigan, and Cornell University, and instruction ED 97 - 104 1650 EDUCATION MESORT, 1896-97. in bibliography is offered by the Leland Stanford Junior University, Columbian U ni- versity, University of Illinois, University of Michigan, Dartmouth College, Cornell University, and Syracuse University. Preparation of freshmen. — Tables 13, 21, and 83 show the number and propor¬ tion of freshmen prepared by the different kinds or institutions for secondary instruction as reported by a number of institutions for higher education. The results obtained from the statistics of the three classes of institutions reporting are as follows: Proportion prepared by — Class of institutions reporting. Preparatory de¬ partments of colleges. Private prepar¬ atory schools. Public high schools. Private study. Per cent. Per cent. Per cent. Per cent. Universities and colleges for men and for both sexes . 34.26 19. 68 43.39 2. 67 Colleges for women, Division A . 11.12 34.94 52.59 1.35 Schools of technology . 12.55 12. 99 70.31 4. 15 Degrees. — The number of degrees, excluding degrees in law, medicine, theology, dentistry, pharmacy, and veterinary medicine, conferred in 1896-97 by institu¬ tions for higher education may be found in Tables 14, 15, 16, 23, 27, 33, and 34. According to the reports received there were conferred 315 Ph. D. degrees, of which number 285 were conferred on examination and 30 were conferred as hon¬ orary degrees. In view of the efforts that are now being made to prevent the conferring of the Ph. D. degree except upon examination after a certain time spent in graduate work, it may be interesting to state that nearly all of the hon¬ orary Ph. D. degrees conferred in 1897 were granted by institutions doing very little, if any, graduate work. The following resolutions adopted by the Conven¬ tion of the Federation of Graduate Clubs, December 29, 1896, clearly indicate the sentiments of graduate students concerning the conferring of honorary degrees: “ Resolved , That it is the sense of this convention — *■'1. That it is inexpedient for any institution to give the same degrees honoris causa as it grants in regular course on examination. “2. That in every case the reasons for bestowing an honorary degree should be openly avowed and should be stated in the programme of the commencement exercises and in the annual catalogue. “3. That bachelor degrees are inappropriate as honorary degrees or ex gratia, and should be made to signify always the completion of a recognized grade of undergraduate work in their respective departments. “4. That the master’s degree should never be granted except for resident graduate study of at least one year’s duration, tested by adequate examination. “5. That the minimum requirements for the degree of doctor of philosophy should be as follows: “a. The previous attainment of a bachelor’s degree or its equivalent. “ h . The completion of at least two years of resident graduate study; not more than one year, however, to be required in residence at the institution conferring the degree. “c. "Adequate examination and a thesis embodying the results of original research. Such thesis should bear the written acceptance of the professor or department in charge of the major subject, and should be accompanied by a short biography of the candidate. “6. That the degrees of Ph. D., Sc. D. , M. D., and Pd. D. should never be given honoris causa nor in absentia. L. H. D., S. T. D., D. D., LL. D., D. C. L., and Mus. D. are recognized as honorary degrees.” The tables concerning degrees show that there were conferred 11,405 bachelor degrees in course, excluding professional degrees, of which number 7,999 were conferred on men and 3,406 on women. Of the total number, 6,233, or more than one-half, were A. B. degrees. : INSTITUTIONS FOSS HIGHER EDUCATION. 1651 The number of honorary degrees reported as having been conferred in 1898-97 is 791, of which number 590 were doctorates. The 791 degrees were divided among 23 different designations. 7 of which were represented by but 1 degree, 2 by 2 degrees, 3 by 3 degrees, 2 by 5 degrees, 1 by 7 degrees, 1 by 10 degrees, 1 by 13 degrees, 1 by 14 degrees, 1 by 15 degrees, 1 by 80 degrees, 1 by 163 degrees, 1 bjr 186 degrees, and 1 (D. D.) by 323 degrees. Property . — The total amount of money invested in institutions for higher educa¬ tion, a3 reported by the institutions, is $295,816,887, of which $128,191,974 consists of interest-bearing funds, while the remainder is the value of the grounds, build¬ ings, and equipment used for instruction and research. Of the total amount of endowment funds, 51.7 per cent is held by the institutions of the North Atlantic Division. The past few years have witnessed the expenditure of large sums of money for buildings by a number of the universities and colleges of the country. Extraor¬ dinary expenditures for such purposes were caused by the removal to new sites of Columbia University, New York University, and Barnard College, New York City, and the erection of dormitories by the University of Pennsylvania. The University of California is now making preparations for extensive building operations and has invited the cooperation of the architects and artists of every land and clime in the preparation of a plan for an ideal home of education. The purpose is to secure a plan to which all the buildings that may be needed in the future shall conform. All the buildings that have been constructed up to the present time are to be ignored and the grounds are to be treated as a blank space, to be filled with a single beautiful and harmonious picture. There are to be at least twenty-eight buildings. About $5,000,000 has already been pledged for a beginning, and such a general desire to contribute has been manifested that it is thought that all funds required will be forthcoming as fast as the work can be carried on. Income. — The total income reported by the institutions for higher education for the year 1896-97 was $25,608,446, of which amount $9,585,772, or 37.4 per cent, was derived from tuition fees. The receipts from endowment funds were $6,191,204, being an income of 4.8 per cent on the amount invested. The amount appropri¬ ated by the several States and municipalities to these institutions was $3,565,529, and the General Government appropriated $2,444,984. Benefactions. — The amount of gifts and bequests received during the year was $8,390,938. Of this amount, $4,141,601, or almost one-half, was given to the insti¬ tutions located in the North Atlantic Division. The summarized and detailed statistics concerning the institutions for higher education are given in the following pages. 1652 EDVGmimmmom, 1890-97. Table 1. — Whole number of students receiving higher education {including students in undergraduate and graduate departments of universities and colleges , colleges for women , schools of technology, and inprofessional 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. Schools of technology. Professional schools and departments (law, medi¬ cine, and theology). Total num¬ ber of stu¬ dents in higher edu¬ cation. Male. Female. Male. Female. Male. Female. Male. Female. United States. . 55, 755 16,536 3,913 10,929 8,907 1,094 41,416 1,583 106,078 34, 055 North Atlantic Division. 20,548 2,305 3,497 831 2,918 180 13,531 476 36,997 7,289 South Atlantic Division. 6,045 853 364 4,409 1,678 12 5, 368 69 13, 091 5,707 South Central Division . . 6, 557 2,355 4,026 923 25 4, 787 77 12, 267 6,483 North Central Division . 19, 110 9,209 40 1,641 2,678 579 16, 301 807 38,089 12,276 Western Division . 3,495 1,814 12 22 710 298 1,429 154 5,634 2,300 North Atlantic Division: 526 186 36 290 17 257 0 1,073 239 475 o 30 67 19 145 0 687 49 279 99 47 0 221 0 547 99 Massachusetts . 3,968 372 2,331 127 1,481 71 2,366 114 7,815 3,015 145 99 46 804 191 2,307 91 84 23 554 o 2,945 114 New York . 5,446 619 863 158 437 4 5,964 198 11,847 1,842 New Jersey . 1,328 0 14 10 413 0 467 0 2,208 24 5,514 793 289 470 3, 557 164 9,071 1,716 South Atlantic Division: Delaware . . 77 0 10 2 87 2 Maryland . 966 84 241 217 343 0 1,893 51 3,202 593 District of Columbia . 521 114 47 o 1.408 16 1,976 130 Virginia . 1,077 68 123 774 511 0 '797 o 2, 385 965 West Virginia _ 302 128 14 104 0 406 142 North Carolina, 1,346 171 699 256 10 303 o 1,905 880 South Carolina. . 659 40 1, 065 371 0 155 0 1, 185 1,105 CJ-eorgia 951 141 1,640 140 o 708 o 1,799 1,783 Florida . . . .. 146 107 146 107 South Central Division: | K en t,n cky 1,098 301 876 1,815 14 2.913 1,191 Tennessee 1,865 698 1,107 1,604 29 3,469 1,834 Alabama . _ 761 144 779 322 12 254 2 1,337 937 Mississippi . . . 545 68 835 256 2 42 0 843 905 Louisiana _ _ 698 320 141 479 1,177 463 Texas 1,163 502 228 297 o 556 30 2, 016 760 Arkansas . 408 304 60 37 0 445 364 Oklahoma 8 4 48 11 56 15 Indian Territory . 11 14 11 14 North Central Division: Ohio . 3,419 1,668 313 244 0 2, 709 154 6,372 2, 135 Indiana 1,653 757 10 687 84 1,039 48 3,379 899 Illinois . 4,019 1.698 40 207 133 23 4,880 300 9,032 2,268 Michigan . . 1,653 906 474 45 1,616 96 3,743 1,047 Wisconsin. 1,324 499 22 566 0 1, 890 521 Minnesota . . 1,703 715 23 989 34 2,692 772 Iowa . 1,612 995 442 100 1,179 66 3,233 1,161 Missouri . . . . 1,649 642 987 2,737 57 4,386 1, 688 North Dakota 64 33 31 14 95 47 South Dakota .103 78 239 78 342 154 Nebraska _ 845 616 299 16 1,144 632 Kansas . . 1,066 604 79 428 235 287 36 1,781 954 Western Division: Montana 39 38 10 6 49 44 Wyoming .. 44 36 44 36 Colorado _ . . 262 176 261 56 302 48 825 280 New Mexico 46 22 46 22 Arizona .. .. 27 8 27 8 Utah . 78 85 96 43 174 128 Nevada. 93 50 93 50 Idaho . .. 41 23 41 23 W ashington . 365 169 117 48 482 217 Oregon . . 204 133 180 123 162 16 548 272 California . 2,342 1,096 12 22 965 90 3,307 1,220 INSTITUTIONS FOlOM&Hl&I EDUCATION. i65a Table 2. — Number of undergraduate and graduate students in public universities , colleges, and schools of technology. State or Territory. United States. North Atlantic Division South Atlantic Division. South Central Division . North Central Division . Western Division . . North Atlantic Division Maine . . . New Hampshire - Vermont . Massachusetts - . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division: Delaware . . Maryland . Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . . . South Central Division: Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . . . . Arkansas. . Oklahoma . 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 . Collegiate depart¬ ments. Graduate departments. Total number of undergraduate and graduate students. Resident. Nonresident. Male. Female. Total. 6 S Female. Total. Male. Female. Total. Male. Female. Total. • 20,123 6,107 26,230 900 371 1,271 118 35 153 21,141 6,513 27,654 1,514 236 4.750 30 1 31 0 0 0 4,544 237 4, 781 2,919 458 3,377 99 10 109 3 0 3 3,021 468 3,489 2,024 533 2,557 61 12 73 19 3 22 2,104 548 2,652 8,517 3,616 12,133 594 254 848 88 30 118 9, 199 3,900 13,099 2,149 1,264 3,413 116 94 210 8 2 10 2,273 1,360 3,633 290 17 307 0 0 1 0 0 0 0 290 17 307 65 19 84 2 0 0 0 0 67 19 86 218 50 268 9 1 3 0 0 0 220 51 271 1,256 71 L327 4 0 4 0 0 0 1,260 71 1,331 99 46 145 0 0 0 0 0 0 99 46 145 84 23 107 0 0 0 0 0 0 84 23 107 1,075 0 1, 075 0 0 0 0 0 0 1,075 0 1,075 150 0 150 0 0 0 0 0 o 150 0 150 1,277 10 1,287 22 0 92 0 0 0 1,299 10 1,309 86 o 88 1 0 1 0 0 0 87 2 89 343 0 343 0 0 0 0 0 o 343 0 343 704 0 704 61 0 61 0 0 0 765 0 765 184 43 227 0 0 0 0 0 0 184 43 227 589 11 600 16 4 20 3 0 3 608 15 623 531 16 547 8 0 8 0 0 0 539 16 555 388 312 700 11 6 17 0 0 0 399 318 717 94 74 168 2 0 2 0 0 0 98 74 170 104 79 183 4 2 6 1 0 1 109 81 190 225 58 283 12 3 15 0 0 0 237 61 298 431 17 448 17 0 17 0 0 0 448 17 465 440 177 617 13 2 15 18 3 21 471 182 653 127 0 127 0 0 0 0 0 0 127 0 127 505 107 612 15 5 20 0 0 0 520 112 632 136 80 216 0 0 0 0 0 0 136 80 216 56 15 71 0 0 0 0 0 o 56 15 71 1,037 410 1,447 39 Is 57 9 2 11 1,085 430 1,515 1,054 355 1,409 67 37 104 4 1 5 1, 125 393 1,518 492 134 626 41 6 47 9 1 10 542 141 683 1,414 559 1,973 54 35 89 3 2 5 1,471 596 2,067 667 323 990 75 16 91 12 7 19 754 346 1,100 1.020 510 1,530 129 87 166 0 0 0 1,149 547 1,698 807 266 1,073 50 21 71 28 15 43 885 302 1,187 419 89 508 14 3 17 0 0 0 433 92 525 68 40 108 3 0 3 2 0 2 73 40 113 259 106 365 10 1 11 13 0 13 282 107 389 491 390 881 70 43 113 0 0 0 561 433 994 789 434 1,223 42 37 79 8 2 10 839 473 1,312 30 36 66 0 0 0 0 0 0 30 36 66 41 33 74 3 3 6 2 0 2 46 36 82 367 131 498 26 13 39 0 0 0 393 144 537 45 22 67 1 0 ' 1 0 0 0 48 22 68 27 8 35 0 0 0 0 0 0 27 8 35 160 120 280 10 8 18 0 0 0 170 128 298 93 50 143 0 ■ 0 0 0 0 0 93 50 143 39 21 60 o 2 4 0 0 0 41 23 64 275 149 424 5 4 9 0 0 0 280 153 433 247 143 390 3 18 21 1 0 1 251 161 412 825 551 1,376 66 46 112 5 2 7 898 599 1.495 1654 EDUCATION REPORT, 1896-97. Table 3. — Proportion of population to college students. State or Territory. Number of stu¬ dents from the several States attending college. Estimated population (1896). Number of people to each college student. United States . . . 84,955 70,595,321 831 North Atlantic Division . 26,472 19,520,400 737 South Atlantic Division . 9,064 9,667,000 1.069 South Central Division . 10,232 12, 747,200 1,248 North Central Division . . . . . 32,581 24,827,541 762 Western Division . . . . . 6,606 3, 833, 180 580 North Atlantic Division: Maine. . . . . . . . 1,277 655, 600 513 New Hampshire . . . . 569 a 389,000 684 Vermont.. . . 646 332, 500 515 Massachusetts. . 5,416 2, 547, COO 471 Rhode Island . 777 393,400 ,506 Connecticut . 1,399 817,800 585 New York . . . 7, 873 6,722,000 854 New Jersey . . . . 1,641 1,716,000 1,046 Pennsylvania . 6,874 5,947,000 865 South Atlantic Division: Delaware . 205 6173,200 845 Maryland. . . . 1,257 1,159,000 922 District of Columbia . 497 273,600 551 Virginia . 1,641 1,697,000 1,034 West Virginia . 563 849,300 1,511 North Carolina. _ _ 1,838 1,763,000 959 South Carolina . 1,251 1,256,000 1,004 Georgia- . . 1,444 2,015,000 1,395 Florida . . . 369 480,900 1,303 South Central Division : Kentucky . 1,537 1,993,000 1,297 Tennessee . . . 1,969 cl, 857, 000 943 Alabama. . 1,207 1,709,000 1,416 Mississippi . . . 1,074 cl. 431, 000 1,332 Louisiana- . . 1,200 1,234,000 1,028 Texas . _ _ _ _ _ 2,251 2, 879, 000 1,323 Arkansas . . 828 1,270, COO 1,534 Oklahoma . . . . . 101 274,200 2, 715 Indian Territory . . . . . 65 North Central Division: Ohio . . . . . . . 5,754 3, 855, 000 670 Indiana . 2,831 2,289,000 809 Illinois. . 5,699 4,509,000 791 Michigan . . . 2,829 c 2, 241, 641 792 Wisconsin . . . . 1,934 2,054,000 1,062 Minnesota . . . 2,412 1, 641, 000 680 Iowa _ _ _ _ _ _ ....... _ 3,618 2, 088, 000 577 Missouri . . 2, 771 3,005,000 1,084 North Dakota . . - . . 217 303, 600 1,399 South Dakota . . . . . 606 a 401, 300 662 Nebraska . 1,488 1,111,000 747 Kansas . . . . 2, 422 1,329,000 549 Western Division: Montana . 165 200,800 1,272 Wyoming. . . . . . 112 99, 700 890 Colorado . 784 544,200 694 New Mexico . . . . 88 177,200 2,014 Arizona... . . . 58 78, 380 1,351 Utah . . 827 258, 500 791 Nevada . 155 41, 500 268 Idaho . 128 143, 400 1,120 W ashington . . . . 701 479. 700 684 Oregon _ _ _ _ _ 741 378.800 511 California . 3,347 1,422,000 425 INSTITUTIONS TIIGHF& EDUCATION. 1655 Table 4. — Students attending college in the State and in the geographical in which they reside. State or Territory. Number of students from the several States at¬ tending college in the United States. Students attend¬ ing college in the State in which they reside. Students attend¬ ing college in the geographical division in which they reside. Number. Propor¬ tion. Number. Propor¬ tion. Per cent. Per cent. 84, 955 28, 472 25, 013 94.49 9,084 7, 523 83.00 10,232 9,151 89.44 32, 581 29,353 90. 09 6,606 5,912 89.49 North Atlantic Division: Maine . . 1,277 874 68.44 1,235 96.71 New Hampshire . — 569 234 41.12 553 97. 17 Vermont . . — 646 335 51.86 621 96. 13 M assachusetts . . . 5, 416 4,463 82.40 5,263 97.18 Rhode Island . . . 777 587 75. 55 750 96.53 Connecticut . 1,399 797 56. 97 1,819 94.28 New York . . . 7,873 5,235 68.49 7,380 93. 74 New Jersey . 1,641 747 45.52 1,560 95.06 Pennsylvania . . . . 6,874 5,280 76.81 6,332 92.12 South Atlantic Division: Delaware . 205 77 37.56 100 48.83 Maryland... . . . 1,257 858 68.26 959 76.29 District of Columbia . 497 232 46.68 274 55.13 Virginia . . 1,641 1,276 77.76 1,431 87.20 West Virginia . . . 562 326 58.01 405 72.06 North Carolina . . . . 1,838 1,580 85.96 1,698 92.38 South Carolina . . 1,251 987 78. 90 1,131 90.41 Georgia . . 1,444 1,165 80. 68 1,244 86. 15 Florida . . . . 369 232 62.87 281 76. 15 South Central Division: Kentucky . . . 1,537 1,182 76.90 1,257 81.78 Tennessee . 1,969 1,701 86.39 1,783 90. 55 Alabama.. . . . . . . 1,207 1,007 83.43 1,113 92.21 Mississippi . . 1,074 823 76.63 988 91.99 Louisiana . . . 1,200 965 80.42 1,118 93. 17 Texas . 2,251 1,873 83. 21 2,014 89. 47 Arkansas . . . . 828 679 82.00 753 90.94 Oklahoma . . 101 71 70. 30 78 77.23 Indian Territory . 65 21 32.31 47 72.31 North Central Division: Ohio . . . 5,754 4,513 78.43 4,910 85.33 Indiana . 2,831 2,280 80. 54 2,609 92. 16 Illinois . . . . . . 5,699 4, 141 72. 66 4,900 85.98 Michigan . . . . . 2,829 2,398 84.76 2,611 92.29 Wisconsin . . . 1,934 1,526 78.90 1,776 91.83 Minnesota . . . . . . 2,412 2,072 85.90 2,269 94. 07 Iowa . . . . . 3, 618 2,802 77.45 3,395 93. 84 Missouri . . 2, 771 1,978 71.38 2,379 85.85 N orth Dakota . . . 217 122 58.22 205 94.47 South Dakota . . . . 606 475 78.38 587 96.88 Nebraska . . . 1,488 1,269 85.28 1,417 95.23 Kansas . . . 2,422 2,092 86. 87 2,295 94. 76 Western Division: Montana . . 165 86 52. 13 111 67.27 Wyoming . 112 75 66.96 84 75.00 Colorado. . . . . 784 603 76.91 626 79.85 New Mexico . . . 88 54 61.36 67 76.14 Arizona . . . . 58 32 55. 17 41 70.69 Utah.. . 327 286 81.35 281 85.93 Nevada . . . . 155 134 86.45 147 94.84 Idaho . . 128 57 44, 53 105 82. 03 Washington _ _ 701 588 83. 88 641 91.4-4 Oregon . . . . . . . . . 741 620 83. 67 692 93.39 California . 3,347 3, 094 92.44 3,117 93. 13 1656 EDUCATION r&EPOKT, 1896-97. Table 5. — Shoiving the number and proportion of students attending college in the several States who are drawn (1) from the State and (2) from the geographical division in which the colleges are located. State or Territory. Number of students in the col¬ leges of the several States. Students drawn from the State in which the colleges are located. Students drawn from the geo¬ graphical division in which the col¬ leges are located. Number. Propor¬ tion. Number. Propor¬ tion. 85, 758 Per cent. 84, 955 Per cent. 99.06 N orth Atlantic Division . . . . 29,437 8,900 9,856 31,214 6, 351 25,013 7, 523 84.97 South Atlantic Division . 84.53 South Central Division . 9,151 29,353 5,912 92.85 94.04 Western Division . 93.09 North Atlantic Division: 1,019 563 874 234 85. 77 41.56 999 523 98.04 92.90 425 335 78.82 417 98.12 Massachusetts . 8,225 4,463 587 54.26 6, 755 82. 13 Rhode Island . . 995 58.99 950 95. 48 2,495 7, 355 797 31.94 1, 904 6,244 1,389 76.31 5, 235 71.18 84.89 1,755 747 42.56 79. 15 6, 605 94 5,280 77 79.94 5,832 87 88.30 South Atlantic Division: Delaware . 81.91 92. 55 Marvland . 1,642 858 52.25 1,041 333 63.40 District of Columbia . 635 232 36.54 52.44 Virginia . . . . . . . . . 1,779 1,276 326 71.73 1,522 331 85. 55 West Virginia . . . . 430 75. 81 76.98 North Carolina . 1,783 1,068 1,216 253 1,580 987 88.61 1,736 1,043 1,194 97.36 South Carolina . 92.42 97. 66 Georgia _ _ _ _ . 1,165 232 95. 81 98.19 Florida . . . 91.70 236 93.28 South Central Division: Kentucky . . . . . 1,399 2,569 1,239 871 1,182 1,701 1,007 823 84.49 1,274 2, 149 91.07 Tennessee _ _ _ _ _ _ _ _ 66.21 83.65 Alabama _ _ _ _ _ 81.28 1, 135 868 91.61 Mississippi . 94.49 99.66 Louisiana . . . 1,008 1,962 965 95. 73 1,002 1,933 696 89.40 Texas _ _ _ _ _ _ _ _ _ 1,873 679 95.46 98.52 Arkansas . . . . 712 95.37 97. 75 Oklahoma . . . 71 71 100.00 71 100.00 Indian Territory . . . 25 21 84.00 23 92.00 North Central Division: Ohio . „ 5,331 4,513 2,280 4, 141 2,398 1,526 2,072 2,802 1,978 122 84. 66 4,809 90. 21 Indiana . . . . - . 2,981 5,757 3,078 1,823 2,418 3,084 76. 48 2, 737 91.81 Illinois _ _ 71.93 5,269 91.52 Michigan . . . . . . . 77. 91 2,887 93.79 Wisconsin . . . . . . . 83. 71 1,774 97.31 Minnesota . _ . . . . 85.69 2,357 97.48 Iowa . . _ . . . . . 90. 86 3,035 2, 158 98.41 Missouri . _ _ _ _ 2,291 144 86.34 94. 19 N or th Dakota . - . 84.72 135 93.75 South Dakota _ _ _ _ 513 475 92.59 505 98.44 Nebraska . 1,461 1,269 86. 86 1,417 96. 99 Kansas _ _ _ _ _ _ _ 2,333 2,092 86 89.67 2, 270 87. 30 Western Division: Montana . . . . . „ . . 93 92.47 89 95. 70 Wyoming . . . 80 75 93.75 76 95.00 Colorado . . . . . . . . . 755 603 79.87 629 83.31 New Mexico. . . . 68 54 79.41 55 80.88 Arizona _ _ _ _ _ _ _ _ _ 35 32 91.43 33 94.29 Utah . 302 266 88.08 298 98.68 Nevada . . . . 143 134 93. 71 143 100.00 Idaho . 64 57 89.06 61 95. 31 Washington _ _ _ _ 623 588 94.38 614 98.56 Oregon . . . . . 640 620 98.88 635 99.22 California . 3,548 3,094 87.20 3,279 92.42 INSTITUTIONS FO^T QH!t3lE^TrEDUCATI0N, 1657 Table 6. — Pxsidence of college students. Students attending college in— Residence of students. Maine. New Hampshire. Vermont. Massachusetts. Rhode Island. Connecticut. Now York. Now Jersey. Pennsylvania. North Atlantic Division. United States . 1,011 560 424 8,111 991 2,456 7,257 1,721 6,527 29,068 North Atlantic Division. 999 52o 417 6,755 950 1,904 6,244 1,389 5,832 25,013 South Atlantic Division. 7 3 1 173 11 57 165 112 395 924 South Central Division.. 2 1 80 6 50 129 40 39 347 North Central Division.. 3 32 5 963 19 389 645 168 229 2,453 Western Division . 1 1 140 5 66 74 12 32 331 North Atlantic Division: S74 29 228 21 34 35 9 1,235 41 234 10 190 32 99 99 2 553 Vermont .! . 65 335 130 23 31 28 2 3 621 67 28 4,463 188 144 156 5 57 5,263 Rhode Island . — 3 4 103 587 20 22 1 10 750 Connecticut . 5 6 4 317 18 797 128 14 30 1,319 New York . 2 27 34 924 54 569 5,235 314 221 7,380 New Jersey . 2 i 1 161 17 118 283 747 220 1,560 i 2 239 10 169 325 306 5,280 6,332 South Atlantic Division: 16 12 11 11 50 100 Maryland _ _ i 24 g 8 26 47 151 260 District of Columbia. 2 3 68 1 18 31 32 30 185 Vi rginia 2 13 4 3 24 > y 46 99 West Virginia . 1 10 3 11 2 35 62 North Carolina _ 11 1 15 1 39 69 South Carolina _ _ 14 1 19 6 21 61 Georgia _ 1 10 2 8 5 16 64 Florida . - . 1 2 6 1 24 South Central Division: TT entucky _ 31 16 36 15 10 108 Tennessee. _ _ 11 9 8 16 6 9 52 Alabama . . . . 4 1 11 5 1 22 Mississippi _ 9 8 3 22 Louisiana . . . 9 6 1 12 10 1 1 33 Texas . . 1 17 10 8 9 82 Arkansas. _ 3 l °9 1 6 23 Oklahoma _ _ _ :::::: 1 1 2 Indian Territory . 9 1 3 North Central Division : Ohio . - . l 4 223 7 115 157 42 108 657 Indiana . 67 i 15 35 11 16 145 Illinois . . l 20 2 289 107 158 89 46 669 Michigan . . 2 54 34 62 11 12 175 Wisconsin . . . 1 48 i 14 45 3 7 119 Minnesota . . 9 47 20 29 4 109 Towa _ .. ... _ 1 1 72 9 45 14 14 156 Missouri . . . 1 116 2 53 60 27 10 269 North Dakota _ 1 9 4 9 1 10 South Dakota . . 1 9 5 9 1 13 Nebraska . . 1 18 6 18 4 50 Kansas . . 1 1 26 i 12 6 rt 81 Western Division: Montana. 13 5 4 1 3 26 Wyoming _ _ 2 9 1 5 Colorado . . . 33 25 14 3 8 83 New Mexico .... : . 2 1 1 7 Arizona _ _ 9 4 1 1 8 Utah . . . 6 . 5 4. 2 5 22 Nevada . . . 2 2 1 5 Idaho 2 i 9 4 Washington . 1 12 2 5 3 23 Oregon . . 12 2 6 6 2 28 California . 1 53 3 19 31 3 10 120 Foreign countries . 8 3 1 114 4 29 98 34 78 369 16,58 EDUC&TtON Ki&ORT, 1896-97. Table 6. — Residence of college students — Continued. Residence of students. Students attending college in— Delaware. Maryland. District of Columbia. Virginia. West Virginia. North Carolina. South Carolina. Georgia. Florida. South Atlantic Divi¬ sion. United States . 94 1,619 625 1,770 426 1,778 1,068 1,215 250 8,845 North Atlantic Division. 7 356 130 23 32 23 1 9 581 South Atlantic Division. 87 1.041 333 1,522 331 1,736 1,043 1,194 236 7,523 58 33 188 6 17 24 20 1 347 140 110 29 57 1 4 341 24 19 8 1 1 53 North Atlantic Division: 9 16 2 1 3 1 1 1 3 45 25 1 2 1 74 15 2 1 1 19 25 6 1 2 34 105 36 8 4 4 1 2 160 25 9 3 1 38 7 131 41 9 28 16 2 234 South Atlantic Division: Delaware _ 77 20 3 100 Maryland _ 10 858 33 51 3 o 2 959 District of Columbia . 29 232 10 1 1 1 274 Virginia _ 1 71 36 1,276 o 40 4 1 1 1,431 W est V irgi nia _ 13 4 59 326 3 405 Norih Carolina _ 24 50 1,580 30 5 2 1,698 South Carolina _ 10 5 40 80 987 9 1,131 Geo^ria _ _ 13 10 22 18 15 1, 165 1 1,244 TT] ( yH cl a, 3 3 14 12 6 11 232 281 South Central Division: Kentucky . _ 16 2 31 5 1 55 Tennessee _ _ _ 6 9 59 1 7 ir 3 92 Ala hfi,tn n, 11 4 19 5 9 6 1 55 Mrisrisinpi _ 4 3 17 1 3 4 32 T ,rvn Isis u a . : _ _ 8 4 16 1 1 30 Texas _ 9 9 42 2 3 4 69 Arkansas _ _ 4 2 2 2 10 Oklahoma _ _ 1 1 Indian Territory _ 9 1 3 North Central Division: Ohio _ 32 21 12 39 1 105 Indiana 13 6 2 6 27 Illinois 24 14 1 2 1 42 Michigan . . 8 12 2 22 yy isconsin _ _ _ 9 9 18 Minnesota _ 7 10 17 Towa. . _ _ _ 14 14 1 2 2 33 Missouri _ _ _ 14 18 12 5 1 50 Noxhh Dakota. 1 1 South Dakota... 2 2 Nebraska _ 8 1 9 Kansas . . 8 5 1 1 15 Western Division: Montana _ _ 1 1 1 3 Wyoming _ _ 1 1 Colorado 2 4 1 7 New Mexico _ 2 2 Arizona _ .... _ 1 1 2 Utah . 3 3 Nevada . . . 1 2 3 Idaho 1 2 3 W ashington _ 1 1 1 3 Oregon . . . 3 3 California . . . 8 9 5 1 23 Foreign countries . 23 10 9 4 6 1 3 55 INSTITUTIONS R EDUCATION. 1659 Table 6. — Residence of college students — Continued. Students attending college in — Eesidence of students. Kentucky. Tennessee. J i Mississippi. Louisiana. Texas. Arkansas. Oklahoma. Indian Territory. 1 United States . 1,394 2, 558 1,219 871 1,007 1,957 712 71 25 rr 21 7 2 1 18 298 67 1 3 3 South Central Division _ _ 1,274 2, 149 1,135 868 1,002 1,933 698 71 23 North Central Division-. 90 76 10 2 2 12 8 9 5 14 7 N or th Atlantic Division : 1 1 3 1 1 1 1 11 4 2 3 3 5 1 South Atlantic Division : 1 . Maryland _ 1 4 1 District of Columbia . 6 1 ' 1 Virginia _ 2 73 2 1 West Virginia _ 5 20 1 North Carolina _ 54 i South Carolina _ 1 39 8 2 Georgia _ _ 3 69 A0 1 1 Florida _ _ _ 6 32 16 1 1 3 South Central Division: Kentucky _ 1,182 65 8 2 Tennessee _ 39 1,701 16 12 6 5 4 Alabama. _ _ 5 88 1,007 7 3 3 Mississippi _ 23 98 23 823 15 5 1 Louisiana _ _ 5 46 65 17 965 17 3 Texas . . 10 95 16 3 12 1,873 5 Arkansas - - 9 50 6 1 6 679 2 Oklahoma _ _ 1 6 71 Indian Territory _ 1 5 16 4 21 North Central Division: Ohio . 39 8 7 Indiana _ _ 11 14 1 1 1 Illinois . . . 19 19 1 5 Michigan* _ 1 2 Wisconsin _ 1 2 Minnesota _ 1 1 Iowa . 1 1 .. . 2 Missouri . . 15 22 5 7 1 Nebraska _ _ 1 Kansas _ _ 1 7 2 1 Western Division: Montana . . _ . 1 Wyoming. . 1 i Colorado _ 3 1 New Mexico.... . 1 2 Arizona. . . . 3 Utah. . . . 1 1 Washington.. . 1 California _ 1 8 1 Foreign countries _ 5 11 20 1 5 s h ? £ W. 9,814 38 3.97 9, 151 78 28 55 50 114 59 1.257 L7'83 1, 113 988 1,118 2,014 753 78 . 47 54 28 44 1660 EDUGATKMT KE2P0KT, 1896-97. Table 6. — Residence of college students — Continued, Residence of students. Students attending college in- Ohio. Indiana. Illinois. Michigan. i Wisconsin. Minnesota. Iowa. Missouri. | North Dakota. South Dakota. 13 ci £ © Kansas. North Central Division. United States _ 5, 257 2,949 5,692 3,051 1,814 2,402 3,077 139 511 1, 456 2,322 30, 941 N. Atlantic Division.. 288 84 161 98 23 20 7 30 3 3 15 10 741 S. Atlantic Division. .. 81 29 46 9 8 6 5 10 1 ...... 3 193 S. Central Division _ 52 73 118 21 9 5 14 48 .... 1 | 27 365 N. Central Division.. . 4, 809 i- CO of 5,269, 2,887 1, 774 2,357 3,035 2,158 135 505 1,417 2,270 29,353 Western Division . 27 26 98 36 7 14 16 25 1 3 20 12 284 N. Atlantic Division: u 0 2 i 1 1 1 19 i 4 1 11 3 3 3 2 i 3 1 1 17 11 8 19 6 1 4 1 1 1 59 2 8 14 4 12 2 1 1 1 1 1 37 New York . . 96 39 67 49 11 10 2 i 6 4 292 3 10 Y 1 1 2 1 25 147 19 41 31 3 5 3 17 6 1 273 S. Atlantic Division: 1 1 1 3 10 4 1 3 1 1 i 1 29 Disk of Columbia _ 3 5 5 3 3 1 22 Virginia _ _ 13 6 8 1 4 1 . 32 West Virginia, . 48 6 3 4 1 i 1 62 North Carolina _ 2 3 3 i 9 3 1 . i 15 South Carolina . . 1 5 1 l 8 Georgia . . 3 1 17 i 22 Florida . . . 1 2 1 i 5 S. Central Division: Kentucky _ _ 25 44 28 IJ* 1 9 4 1 4 118 Tennessee . 5 5 19 2 2 8 41 Alabama . . . 4 5 1 3 3 1 17 Mississippi _ _ 3 25 2 2 32 Louisiana _ 4 2 8 9 i 1 13 Texas . 10 26 9 i 4 16 1 5 72 Arkansas _ 3 7 11 2 1 9 i 9 3 3S Oklahoma _ _ 1 1 4 1 13 20 Indian Territory _ 2 11 N. Central Division: Ohio . 4,513 112 129 105 20 5 5 10 l 4 6 4,910 Indiana _ _ 67 2,280 179 55 9 1 6 8 3 1 2, 609 Illinois . 87 188 4, 141 211 104 22 49 61 5 12 20 4, 990 Michigan . 38 39 89 2,398 17 9 4 3 r-g* 9 4 6 2,611 Wisconsin . 11 11 115 12 1,526 72 20 2 3 9 9 1.776 Minnesota . . . 5 11 77 11 15 2,072 50 3 "16“ 5 7 3 2,269 Iowa . 35 29 224 56 42 81 2,802 40 .... 8 57 21 3,395 Missouri . 26 32 178 22 9 1 21 1,978 ..... 15 97 2,379 North Dakota . 2 2 6 1 62 8 !l22 1 205 South Dakota . 4 9 13 3 15 29 19 1 1 475 16 9 587 Nebraska . . . 10 5 51 6 9 31 11 5 1,269 27 20 1,417 Kansas _ _ _ 11 19 67 8 3 20 41 2,092 2, 295 Western Division: Montana . 2 3 3 6 1 1 1 4 1 1 1 24 Wyoming . . 4 5 4 2 5 20 Colorado . 4 3 16 9 1 7 10 8 6 64 New Mexico . 1 3 2 o 1 9 Arizona _ _ _ _ 1 2 1 4 Utah . 1 6 5 9 2 3 19 Idaho . . 3 3 4 1 9 3 16 Washington . 4 15 2 2 7 1 1 1 33 Oregon . 4 1 8 9 1 1 1 18 California . . 4 13 38 6 9 9 4 1 2 5 77 Foreign countries . 32 1 65 27 9 16 20 5 2 5 u 273 INSTITUTIONS FOIK)cMIGHEK ^EDUCATION. Table 6. — Residence of college students — Continued. 1661 Residence of students. United States . North Atlantic Division. South Atlantic Division. South Central Division.. N or th 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 ._ . N orth 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 . Utah . Nevada . . Idaho. . Washington . Oregon . California . Students attending college in- 93 80 Colorado. Now Mexico. Arizona. Utah. Nevada. 1 Idaho. Washington. Oregon. California. Western Division. J 1 United States. 748 68 35 301 143 62 618 639 3, 500 6,287 84, 955 27 2 1 o 67 99 26, 472 15 22 9,064 2 10 1 8 22 10, 232 as 1 2 3 1 2 2 131 232 32,581 629 55 33 298 143 61 614 635 3,279 5,912 6, 606 4 3 1,277 1 2 O 2 4 646 9 1 13 15 5, U6 777 -j 1 5 rr 1,399 10 1 18 29 7,873 2 10 12 1,641 2 16 23 6, 874 1 1 205 2 1 3 1,257 2 6 8 497 1 1 1,641 1 6 562 1 1 1,838 1 1 1,251 1,444 369 1 1 1,537 1 1,969 1,207 1,074 .... 1 1 1,200 o | 9 1 2 14 2, 251 1 3 4 828 101 1 1 65 12 1 1 14 28 5,754 i 18 22 2, 831 16 i 1 26 44 5,699 9 1 6 18 2,829 1 1 9 18 1,934 13 15 2, 412 11 i 18 30 3,618 6 14 21 2, 771 1 1 217 1 i 1 4 606 5 1 11 1,488 12 7 20 2,422 3 9 i 12 111 165 6 3 84 112 603 22 626 784 3 54 10 67 83 33 9 41 58 1 266 14 281 327 1 134 12 147 155 1 32 57 8 i 3 105 128 1 3 588 10 39 641 701 1 i 1 8 620 61 692 741 9 "i* 9 1 3 3,094 3,117 3,347 1 2 5 1 48 64 803 Foreign countries T A 1 2 3 4 5 6 8 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 20 27 28 29 30 31 32 33 34 35 30 37 38 39 40 41 42 43 44 45 40 47 48 49 50 51 52 53 54 55 EDUCA3?1Q$ : fiEgORT, 1896-97. 7. — Number of universities and colleges for men and for both sexes , con students in undergraduate collegiate departments, State or Territory. Nonsectarian. Roman Catholic. Methodist Episcopal. Institutions. Professors. Students. Endowment. 1 Institutions. Professors. Students. . Endowment. | Institutions. 1 Professors. Students. Endowment. United States . 114 3,247 31,941 $67, 559, 857 59 711 5,954 $829, 020 86 845 8,482 $10, 403, 497 North Atlantic Division 25 1,194 10,986 38,434,810 16 194 1,696 8,000 5 106 1,555 3,311,924 South Atlantic Division 22 315 2,413 5,668,393 9 111 541 071,020 16 99 1,266 532,500 South Central Division. 19 292 3,217 4,168,681 9 93 774 o 19 156 1,367 1,462,000 North Central Division. 35 1,081 11,822 13,309,110 20 238 2.250 150,000 38 405 3,952 4,712,073 Western Division . 13 365 3, 493 5,978,863 5 75 ' 693 0 8 79 342 385,000 N. Atlantic Division: 2 41 374 776, 000 Massachusetts . 5 301 2,903 12, 116, 444 2 30 370 0 1 23 402 787,000 1 26 296 1, 172, 533 New York. . 8 476 3, 656 17,907,323 8 105 749 8,666 1 30 471 806,562 1 81 912 ct3, 000, 000 2 20 118 0 Pennsylvania . . 9 295 3, 151 4,635,043 4 39 459 0 2 27 336 545,829 S. Atlantic Division: 1 13 76 83,000 Maryland . 3 91 324 3, 025, 000 4 45 327 6 i 5 10 22,000 District of Columbia 2 21 100 165, COO g 53 160 671,020 Virginia. . 4 55 493 1,254, 682 2 16 217 110, 000 ■West Virginia . 1 21 227 114, 750 1 83 0 North Carolina _ 2 30 426 115, 000 i 8 40 0 3 19 259 127,500 South Carolina _ 2 16 184 293, 700 3 16 170 65, 000 Georgia _ . . _ 4 34 383 392, 461 5 31 508 208, 000 Florida. . 3 34 200 224, 800 i 5 14 0 1 5 19 0 S. Central Division: Kentucky . 3 51 287 396,568 i 9 29 0 2 13 104 43,000 Tennessee . 4 66 828 428, 800 i 10 80 0 4 40 320 1, 197,000 Alabama . . 4 23 415 300, 000 2 33 209 0 1 7 149 65,000 iWissisRippi 2 19 303 540, 000 1 2 12 132 107. 000 Louisiana . 2 56 464 1, 795, 313 2 25 285 0 o 11 61 50,000 Texas . 2 43 592 578. 000 3 16 171 0 5 50 422 0 Arkansas _ x 24 216 130' 000 3 17 179 0 Oklahoma .. _ 1 10 12 0 Indian Territory. . . . N. Central Division: Ohio. . . 11 2,396 5,017, 773 O 23 220 0 6 62 958 651,518 Indiana . 3 ~90 1,041 1,299, 840 9 46 255| 0 3 30 14.2 232,871 Illinois . 6 145 1,227 810, 420 5 65 969! 0 5 81 701 2, 720, 449 Michigan . . 1 102 1,467 54.6, 000 1 15 81! 0 1 11 198 200,000 Wisconsin. . . 2 111 1,059 782, 000 2 14 192 0 1 17 91 215,000 Minnesota . . 1 105 1,530 1, 201, 238 1 24 171 0 1 20 161 109,110 Iowa _ _ 2 63 581 280, 000 -7 69 680 323, 825 Missouri . . . . 4 103 799 2, 256, 839 3 25 187 0 6 37 311 191,300 North Dakota _ 10 66 0 1 4 18 0 South Dakota . 1 11 57 0 14 57 20, 000 Nebraska . 1 57 881 1,000,00-0 1 7 ec¬ 150,000 1 17 96 0 Kansas . . 2 61 718 135, 000 2 19 us 0 4 43 239 48,000 Western Division: Montana _ 1 8 50 0 1 9 5 0 Wyoming . 1 14 74 0 Colorado. . . 1 191 80,000 i 14 32 0 \ 13 75 200,000 Arizona . . 1 11 35 0 Utah . . . 1 17 158 100, 000 Nevada . 1 16 143 95,000 Idaho . . 1 14 60 6, 638 Washington . 25 298 0 i 13 109 0 1 13 18 0 Oregon . . . 1 17 106 164, 000 2 13 49 40,000 California . . 3 216 2,378 5,533,225 3 48 552 0 3 31 195 145,000 a Estimated. INSTITUTIONS F©lrHI&ME& EDUCATION. 1663 trolled by the severed religious denominations , with the number of professors and and the total amount of endowment funds. Baptist. Presbyterian. Congregational. Christian. Institutions. | C/5 O 10 © a © E3 oa -P » O 8 | 800 to 899. [ 900 to 999. 1,000 to 1,199. ( 1,200 to 1,499. | Over 1,500. United States. - . 21 48 87 63 60 75 41 25 12 9 7 4 2 4 1 5 9 3 3 9 Tt 8 w 12 13 10 4 2 4 3 2 1 1 2 a 9 14 9 16 5 6 1 j 1 10 14 11 15 15 4 3 2 1 North Central Division - 6 23 41 29 29 27 14 4 2 4 3 3 2 i 1 2 l 1 1 4 6 11 6 2 5 2 1 2 ! 1 1 North Atlantic Division: 2 1 ' 1 1 .... 1 9 1 9 1 2 1 1 1 1 1 4 2 4 3 4 2 1 2 1 2 1 1 3 4 3 7 7 4 1 1 1 l South Atlantic Division: " Delaware _ _ 1 Maryland 1 2 2 3 1 District of Columbia _ 1 2 1 1 1 Virginia 1 1 6 1 1 i... "West Virginia _ 1 1 1 North Carolina _ 2 5 2 2 .... 1 1 South Carolina _ ... 1 1 1 2 3 1 Georgia _ 9 1 2 9 1 3 Florida . . 3 1 2 South Central Division: Kentucky . . . . . 1 3 1 2 9 4 Tennessee . . . 3 4 6 3 5 1 1 1 Alabama. _ _ _ _ i 3 5 Mississippi _ . . . i 1 1 1 1 Louisiana _ _ l 1 2 2 1 1 1 Texas _ _ _ l 1 3 "3" 2 1 1 2 1 Arkansas . . 2 9 1 0 "T 1 Oklahoma . . . . 1 Indian Territory . . l 1 North Central Division: Ohio . . l 4 7 2 6 6 3 1 1 1 1 1 1 Indiana . l 2 3 1 3 2 1 1 Illinois _ _ _ _ "3 8 4 4 4 3" 1 2 1 1 Michigan _ _ 1 1 1 4 1 2 1 Wisconsin _ _ 9 1 3 1 i 1 Minnesota . . i 2 1 1 1 1 Iowa _ _ _ 3 2 4 4 2 3 1 1 1 1 1 Missouri . . . -> 7 ! 4 4 5 2 1 North Dakota _ . 2 1 South Dakota _ 1 2 "’ll 2 Nebraska . . . 3 2 9 :::: 1 Kansas. . . . . . 4 4 4 2 3 1 Western Division: .... Montana . . . . 1 1 1 Wyoming... . 1 Colorado . . .... i I i 1 Arizona. . . . _ i 1 Utah . . . 1 .... 1 Nevada . .... 1 Idaho _ _ 1 1 Washington . . . 2 a. 1 1 1 ...... Oregon _ _ 2 3 9 j 1 ! 1 California.. . . . 9 | 1 O j 1 ; 1 1 i 1 i 1 1 1 [ " 1 1 ! 1 1 1668 EDUCATION REPORT, 1896-97. Table 9. — Undergraduate students in colleges for men and in coeducational colleges . Colleges for men. Coeducational colleges. State or Territory. Institu¬ tions. Under¬ graduate Institu¬ tions. Undergraduate students. students. Male. Female. United States . 137 22,871 335 29,568 15,652 North Atlantic Division . 46 13, 459 32 5,603 2,155 South Atlantic Division . 30 3,191 2,275 42 2,490 4, 199 842 2,264 South Central Division . 24 63 North Central Division . 32 3,253 162 14,633 8,687 Western Division . 5 693 36 2, 643 1,704 North Atlantic Division: Maine . . 1 255 9 271 186 New Hampshire . 1 469 0 0 0 Vermont . . 0 0 2 277 97 Massachusetts. . . 6 3,264 3 304 352 0 0 1 671 127 Connecticut . . . . . 1,863 1 235 61 New York . 18 3,431 5 1,499 564 New Jersey . 4 1,195 0 0 0 Pennsylvania . . 14 2,982 18 2,346 768 South Atlantic Division: Delaware . . . 1 76 0 0 0 Maryland . 6 611 4 145 84 District of Columbia . . 3 160 3 279 109 Virginia . 6 773 4 266 63 West Virginia . 0 0 3 301 128 North Carolina . 5 518 11 815 167 South Carolina . 4 366 5 287 40 Georgia . 4 673 7 267 141 Florida . 1 14 5 130 105 South Central Division: Kentucky . 4 385 9 702 299 Tennessee . . . 6 525 18 1,293 692 Alabama . . . 3 336 6 424 144 Mississippi . 2 293 3 245 67 Louisiana . . . 4 457 5 234 244 Texas . 4 243 11 910 496 Arkansas . 1 36 8 372 304 Oklahoma . 0 0 1 8 4 Indian Territory . 0 0 9 11 14 North Central Division: Ohio.... . . 5 346 30 2,948 1,608 Indiana . 4 469 10 1,100 723 Illinois . 7 1,148 24 2,301 1,470 Michigan . 1 81 10 1,520 864 Wisconsin . . 3 240 6 1,008 482 Minnesota . 2 255 7 1,318 676 Iowa . . . 2 115 21 1,429 967 Missouri . . . 5 424 20 1,211 633 North Dakota . 0 0 3 64 33 South Dakota . 0 0 5 102 75 Nebraska . . . 1 60 10 715 573 Kansas . . o 115 16 917 . 583 Western Division: Montana . 0 0 3 39 38 Wyoming . 0 0 1 41 33 Colorado . . . 1 32 3 213 163 Arizona o 0 1 27 8 Utah... . . . . . . . 0 0 2 78 84 Nevada . . 0 0 1 93 50 Idaho . 0 0 1 39 21 Washington . . . . . . 1 109 7 251 163 Oregon . . . . . 0 _ 0 8 202 128 California . . . 3 o52 9 1 1,660 1,016 INSTITUTIONS FOR HIGHER EDUCATION. 1669 Table 10. — Professors and instructors in universities and colleges for men and for both sexes. State or Territory. Num¬ ber of insti- Preparatory departments. Collegiate departments. Professional 1 departments. Total number ! (excluding du¬ plicates). tu- tions. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. United States . 472 1,947 844 6,479 749 3,462 39 10,946 1,529 North Atlantic Division.. 78 338 76 2,129 47 1,194 1 3,494 130 South Atlantic Division. . 72 205 87 707 74 363 1 1,273 151 South Central Division . . . 87 254 170 692 155 339 0 1,162 279 N orth Central Division . . . 194 949 420 2,392 382 1,141 35 4,018 818 Western Division . 41 201 91 559 91 425 9 999 151 North Atlantic Division: Maine . 3 0 0 46 9 19 0 64 2 New Hampshire . i 0 0 34 0 15 0 48 0 Vermont . o 0 0 41 0 22 0 63 0 Massachusetts . 9 36 3 385 5 331 0 713 8 Rhode Island . 1 0 0 76 0 0 0 76 0 Connecticut . 3 0 0 191 0 76 0 270 0 New York . 2o 183 43 683 12 436 1 1,246 64 New Jersey . Pennsylvania . 4 14 4 128 0 0 0 139 4 32 105 26 545 28 295 0 875 52 South Atlantic Division: Delaware . 1 0 0 13 0 0 0 13 0 Maryland . 10 58 7 151 13 42 0 218 14 District of Columbia.. 6 39 2 131 3 227 1 480 10 Virginia . . 10 14 2 110 3 37 0 154 5 West Virginia . 3 5 0 32 8 3 0 39. 8 North Carolina . 16 30 25 104 20 26 0 151 39 South Carolina - 9 18 10 58 1 4 0 71 11 Georgia . 11 21 24 70 9 24 0 98 36 Florida . 6 20 17 38 17 0 0 49 28 South Central Division: Kentucky . 13 52 33 109 28 23 0 159 45 Tennessee . . . 24 69 60 209 33 205 0 440 76 Alabama . 9 9 7 69 5 15 0 94 13 Mississippi . 5 8 4 36 4 7 0 49 8 Louisiana . 9 19 15 89 23 41 0 142 29 Texas . 15 66 21 114 36 48 0 205 64 Arkansas . 9 18 19 53 17 0 0 60 33 Oklahoma . 1 8 9 8 9 0 0. . 8 Indian Territory . 9 5 9 5 7 0 0 5 9 North Central Division: Ohio . 35 168 61 384 51 184 1 724 128 Indiana . 14 63 12 200 17 31 9 248 32 Illinois . 31 177 83 521 55 347 26 979 165 Michigan . 11 55 26 184 25 106 1 284 64 Wisconsin . . . 9 39 12 159 23 24 0 210 31 Minnesota . . 9 46 11 175 25 127 0 311 32 Iowa . 23 81 52 216 61 113 4 340 113 Missouri . 25 103 74 222 39 85 0 386 - 118 North Dakota . 3 14 4 17 5 0 0 21 6 South Dakota . 5 30 19 31 8 0 0 38 22 Nebraska . 11 57 27 106 35 106 0 243 44 Kansas . . . Western Division: 18 116 39 177 38 18 i 234 63 Montana . 3 14 12 14 12 0 0 14 12 Wyoming. . 1 11 3 11 3 0 0 11 3 Colorado . 4 30 7 75 12 138 0 223 21 Arizona . . . 1 1 2 10 1 0 0 11 3 Utah . 2 28 3 29 2 0 0 33 3 Nevada . 1 7 3 13 3 0 0 14 4 Tdaho . 1 10 6 12 9 0 0 17 6 Washington . 8 14 12 64 15 0 0 69 25 Oregon . 8 30 17 42 12 56 0 108 23 California . . 12 56 26 289 29 231 2 499 51 1670 EDUCATION REPORT, 1896-97. Table 11. — Students in universities and colleges for men and for both sexes. Prepara¬ tory Collegiate depart¬ ments. Graduate depart¬ ments. Profes¬ sional Total num¬ ber (exclud¬ State or Territory. depart¬ ments. Resident. Nonresi¬ dent. depart¬ ments. ing dupli¬ cates). Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. United States . — 30,306 14,237 52, 439 15,652 3,316 884 781 99 25,592 850 116,401 38,690 North Atlantic Division - 5,444 672 19,062 2,155 1,486 150 168 22 8,643 172 35,214 3,953 South Atlantic Division _ 3, 210 1.503 5,681 842 364 11 29 0 2,388 44 11,896 2,744 South Central Division . 5,048 2, 882 6,474 17,886 2,264 83 91 68 3 3, 518 35 15,359 5,641 North Central Division . 14.002 7,613 8,687 1,224 522 491 69 10,028 524 46,405 21,915 Western Division . 2,602 1,567 3,336 1,704 159 110 25 5 1,015 75 7,527 4,437 North Atlantic Division: Maine . . 0 0 526 186 0 0 0 0 157 2 671 187 New Hampshire . 0 0 469 0 6 0 0 0 145 0 620 0 Vermont . 0 0 277 97 2 2 0 0 221 0 545 99 Massachusetts . 471 20 3, 568 352 400 20 38 0 2, 096 112 6, 692 504 Rhode Island.. . 0 0 671 127 34 18 46 12 0 0 751 157 Connecticut. . 0 0 2,098 61 209 30 0 0 455 0 2,776 154 New York. . 3, 290 210 4,930 564 516 55 16 5 2,931 52 11,769 1,395 New Jersey . . . . 177 35 1,195 0 133 0 3 0 34 0 1,542 35 Pennsylvania . . . . 1,506 407 5,328 768 186 25 65 5 2,604 6 9,848 1,422 South Atlantic Division: Delaware . 0 0 76 0 1 0 0 0 0 0 77 0 Maryland . 537 55 756 84 210 0 0 0 150 29 1,649 193 District of Columbia _ 406 30 439 109 82 5 0 0 1,250 13 2,233 214 Virginia _ _ _ 124 93 1,039 301 68 38 0 4 0 365 0 1,684 547 163 West Virginia . 157 5 128 1 0 0 0 102 1 133 North Carolina. . . 683 446 1,333 167 13 4 21 0 267 1 2,327 1,143 654 South Carolina . 458 258 653 40 6 0 4 0 22 0 298 Georgia . . 617 422 940 141 11 0 0 0 232 0 1,818 772 Florida . . . . . 228 194 144 105 2 2 0 0 0 0 418 317 South Central Division: Kentucky . 944 570 1,087 299 11 2 7 0 558 0 2,720 909 Tennessee . . 1,441 841 1,818 692 47 6 13 0 1, 582 11 4,977 1,831 Alabama . . 443 302 760 144 1 0 0 0 200 0 1,404 446 Mississippi . . 233 132 538 67 7 1 24 3 70 0 849 203 Louisiana . . 306 128 691 244 7 76 21 0 491 9 1,516 457 Texas . 972 424 1,153 496 10 6 3 0 617 15 2,761 972 Arkansas . 561 345 408 304 0 0 0 0 0 0 970 635 Oklahoma . . 88 70 8 4 0 0 0 0 0 0 96 74 Indian Territory _ 55 70 11 14 0 0 0 0 0 0 66 84 North Central Division: Ohio . . 2,744 994 1,266 3,294 1,608 125 60 317 16 1,046 13 8,014 3,912 Indiana . . . 313 1,569 723 84 34 7 1 301 18 3,093 1,181 Illinois . 2,446 1,294 3,449 1,470 570 228 48 6 3,930 198 11,329 4, 486 Michigan . 798 445 1,601 864 52 42 11 10 1,313 129 3, 812 1,707 Wisconsin . 581 156 1,248 482 76 17 19 7 396 9 2,636 754 Minnesota . 421 159 1,573 676 130 39 5 3 880 42 3,152 1,159 Iowa . . 1 1,391 1,087 1,544 967 68 28 36 16 963 96 4,091 2,721 Missouri . . . 2, 132 1,022 1, 635 633 14 9 20 5 606 1 4, 691 1,884 North Dakota . 188 159 64 33 0 0 2 0 0 0 254 192 South Dakota . 249 268 102 75 1 1 1 0 0 0 387 432 Nebraska . 745 496 775 573 70 43 0 0 380 11 2,045 1,302 Kansas . . . 1,313 948 1,032 583 34 21 25 5 213 7 2,901 2,185 Western Division: Montana . 124 140 39 38 0 0 0 0 0 0 163 194 Wyoming . 14 18 41 33 3 3 2 0 0 0 66 94 Colorado . 348 237 245 163 17 13 11 3 254 15 891 604 Arizona . . 64 53 : 27 8 0 0 0 0 0 0 91 61 Utah . 251 164 78 84 0 1 0 0 0 0 464 416 Nevada.. . 69 44 93 50 0 0 0 0 0 0 169 186 Idaho . . . 117 72 39 21 2 2 0 0 0 0 158 95 W ashingt on... . 303 ISO 360 163 5 6 0 0 2 ! 1 670 418 Oregon . . . California . . . 476 1 355 202 1281 2 5 7 0 157 8 950 743 836 j 394 2,212 I 1,016] 130 1 80 5 9 1 " 602 ] 51 3,905 1,626 INSTITUTIONS FOR HIGHER EDUCATION. 1671 Table 12. — Students pursuing various courses of study in universities and colleges for men and for both sexes . State or Territory. m -p © 01 © -p So © Students reported as pursuing courses leading to— Stu¬ dents in peda¬ gogy. Stu¬ dents in commer¬ cial courses. ai © So © W < © © Sc © ed © © So © 'd hi pi © © © to m © u bfl © >d b W © © S: © H S pi © © f-t fcxi © •d H pi © © So © Sr <5 pi © f-t 3) rd -P O © a I © a © & © a © © United States - §3.019 31,762 5, 702 4,110 I 12,711 u« 736 926 191 1,223 2,909 3,050 3,970 1, G88 North Atlantic Division. . 21,217 11,060 1,895 279 3,84s1 1 677 447 556 60 182 452 229 319 46 South Atlantic Division.. 6.523 4, 476 225 194 618 111 28 15 1 60 382 378 389 52 South Central Division... 8.739 3,646 125 500 2,247 68 108 15 4 177 472 271 736 134 North Central Division. .. 2i5. 573 10,497 3, 203 2,288 5,015 229 144 285 124 720 1,171 1,329 2,276 799 Western Division . 5,027 2,083 254 849 983 29 9 55 2 84 432 843 250 55 North Atlantic Division: 712 676 469 234 98 124 374 151 58 61 ! 22 19 17 26 2 1..... 3 920 3 016 65 560 88 0 21 0 '798 299 999 10 24 28 25 30 2 159 60 ! 5i 494 2i 199 565 100 1,025 320 278 380 34 72 196 108 174 1,195 705 331 85 10 Pennsylvania . . . . 6, 096 2,295 340 81 1,677 226 '122 149 110 143 89 124 46 South Atlantic Division: Delaware _ 76 30 8 4 12 Maryland _ _ 840 I 739 6 36 2 18 19 2 District of Columbia . . 548 321 93 67 57 26 0 Virginia _ 1,107 982 30 20 70 in 13 29 2 West Virginia _ 429 130 5 61 54 22 24 44 30 11 161 26 North Carolina . . . 1.500 952 j 138 1 116 4 61 1 70 7 South Carolina _ 693 471 4 66 80 4 56 63 8 Georgia. . . . . 1,081 702 1 78 172 11 1 42 169 13 Florida . . 249 149 30 47 3 8 13 46 63 15 South Central Division: Kentucky. _ _ 1,386 cw 27 211 392 9 50 3 84 69 235 37 Tennessee _ 2, 510 962 1 76 595 29 138 118 95 83 1 17 Alabama . . 904 408 312 6 23 32 11 58 30 Mississippi . . . 605 343 | 23 12 I 262 1 16 32 19 40 1 Louisiana . . 935 456 15 190 49 148 44 162 ! 25 Texas . . . 1.649 725 ! 41 195 418 14 54 30 133 24 Arkansas . . . . . 712 194 6 6 71 10 ! 9 15 4 12 25 1 Oklahoma . . . . 12 1 Indian Territory _ _ 26 6 1 ~ North Central Division: Ohio . . . 4,902' 1,985 i 839 433 576 59 | 50 103 33 295 275 309 357 j 103 Indiana. _ _ 2,292 1,534 ! 301 126 1 250 9 9 2 97 j 63 7 1 7 Illinois _ _ 4. 919 1.860 504 217 1,216 f 113 152 198 562 201 Michigan . . 2,465 ' 713 507 331 417 71 88 59 1 S3 Wisconsin _ _ 1.730 462 103 i 141 486 248 66 57 82 3 20 15 79 ! 27 Minnesota . . . 2,249 437 325 409 28 27 62 14 109 54 32 104 7 Iowa . 2, 511 767 | 525 25 795 39 68 221 i 258 321 1 131 Missouri. _ _ 2,268 932 105 240 467 28 10 25 74 4 112 ; 92 352 84 North Dakota . 97 68 3 14 1 12 12 31 19 South Dakota _ 177 73 1 3 21 38 5 7 14 32 18 Nebraska. . . . 1, 348 848 41 21 416 1 :::: 112 64 i 131 34 27 Kansas . . 1, 615 838 134 60 169 98 117 338 137 W estern Division: Montana » . . 77 30 13 8 5 12 Wyoming . . . 74 25 21 24 9 i 22 ! .... Colorado _ _ 408 130 81 10 57 6 1"” 22 20 45 1 Arizona . . . 22 13 2 "2 4 io 5 Utah. . 162 79 3 81 160 219 ! . Nevada . 143 63 80 5 70 9? 16 Idaho . . 60 9 10 25 11 3 2 1 Washington. . 523 188 104 25 114 10 13 13 31 ..... 39 12 Oregon . 330 111 1 20 52 95 31 10 37 9 2 California . 3,228 1,448 26 760 J 489 31 ! 999 419 165 20 I 1 1 1 1672 EDUCATION REPORT, 1896-97. Table 1%.— Preparation of freshmen of universities and colleges for men and for both sexes. State or Territory. Number of institutions reporting prepara¬ tion of freshmen. Number of freshmen included. Freshmen prepared by— Preparatory departments of colleges. Private pre¬ paratory schools. Public high schools. Private study. Number. Percent. Number. Per cent. Number. Per cent. Number. Per cent. United States . 256 11,121 3,810 34.26 2, 189 19. 68 4,825 43.39 297 2. 67 North Atlantic Division. 47 3,112 672 21.59 838 26.93 1,523 48. 94 79 2.54 South Atlantic Division. 33 1,026 370 36.06 429 41.81 208 20.28 19 1.85 South Centi-al Division.. 34 1,064 487 45. 77 213 20.02 336 31.58 28 2.63 North Central Division. . 117 4, 678. 1,927 41.19 368 7.87 2 227 47. 61 156 3. 33 Western Division . 25 1,241 354 28,52 341 27.48 ’531 42. 79 15 1.21 N or th Atlantic Division : Maine . 3 226 0 0 89 39.38 137 60.62 0 0 Vermont . 1 34 0 0 13 38.24 21 61.76 0 0 Massachusetts . . 4 589 63 10.70 251 42. 61 269 45.67 6 1.02 Rhode Island . . 1 165 5 3.03 20 12.12 135 81.82 5 3.03 Connecticut . 1 94 1 1.06 64 68.08 25 26.60 4 4.26 New York . 17 624 284 45. 51 151 24.20 168 26.92 21 3.37 New Jersey . 1 45 18 40.00 9 20.00 18 40.00 Pennsylvania . 19 1,335 301 22.55 241 18.05 750 56.18 43 3.22 South Atlantic Division: Delaware . 1 21 0 0 2 9.52 19 90.48 0 0 Maryland . 5 107 78 72.90 17 15. 89 12 11.21 0 0 District of Columbia. 2 40 40 100.00 0 0 0 0 0 0 Virginia . 2 25 14 56.00 4 16.00 7 28.00 0 0 West Virginia _ 1 25 0 0 10 40.00 is 60.00 0 0 North Carolina . 7 418 116 27.75 237 56.70 57 13. 61 8 1.91 South Carolina . 6 131 30 22.90 44 33. 59 51 38.93 6 4. 58 Georgia . 7 234 89 38.03 102 43.59 43 18.38 0 0 Florida. . 2 25 3 12.00 13 52.00 4 16.00 5 20.00 South Central Division: Kentucky . 4 170 80 47.06 44 25.88 43 25.29 3 1.77 Tennessee . 10 311 97 31.19 106 34.08 97 31.19 11 3.54 Alabama . . 1 45 20 44.44 8 17. 78 7 15. 56 10 22 22 Mississippi . 4 178 99 55.62 12 6. 74 67 37. 64 0 ' 0 Louisiana . 4 115 61 53.04 25 21.74 29 25. 22 0 0 Texas . 6 138 56 40.58 12 8.69 68 49.28 2 1.45 Arkansas . 3 95 63 66.32 5 5.26 25 26.32 2 2. 10 Indian Territory _ 2 12 11 91.67 1 8.33 0 0 0 0 North Central Division: Ohio . 19 995 331 33.27 94 9.45 562 56. 48 8 .80 Indiana . . 9 246 120 48.78 19 7.72 103 41. 87 4 1.63 Illinois . 15 695 343 49.35 43 6. 19 303 43.60 6 .86 Michigan. . 7 226 115 50.88 0 0 111 49. 12 0 0 Wisconsin... . . 7 608 149 24.51 62 10.20 314 51.64 83 13.65 Minnesota . 4 131 62 47.33 5 3.82 64 48. as 0 0 Iowa . 16 643 258 40. 12 72 11.20 310 48.21 3 .47 Missouri . . 14 468 211 45.09 43 9.19 172 36.75 42 8.97 North Dakota . 3 58 43 74. 14 0 0 15 25. 86 0 0 South Dakota . 4 58 50 86.21 1 1.72 7 12. 07 0 0 Nebraska . 6 105 70 66. 67 6 5. 71 27 25.71 2 1.91 Kansas . . 13 445 175 39.32 23 5.17 239 53. 71 8 1.80 Western Division: Wyoming . 1 12 11 91. 67 0 0 1 8.33 0 0 Colorado . 2 82 20 24.39 0 0 62 75.61 0 0 Arizona . 1 12 9 75. 00 0 0 3 25.00 0 0 Utah . . 2 128 83 64.84 12 9.38 33 25. 78 0 0 Idaho. . 1 32 23 71. 87 0 0 9 28.13 0 0 Washington . 5 65 47 72.30 O 3.08 14 21.54 2 3.08 Oregon . 6 91 67 73.62 3 3.30 21 23.08 0 0 California . . . 7 819 94 11.48 324 39.56 388 47. 37 13 1.59 INSTITUTIONS FOR HIGHER EDUCATION. 1673 Table 14. — Degrees conferred on men by universities and colleges for men and for both sexes. State or Territory. ffl < 02 P ffl S m m . . Eel w | B. Min. E. | | B. M. E. 1 | B. E. E. j | B. C. E. 1 T < &£ < PQ I B. Ped. j 1 rq 0 i a < cc j § d W S a | Ped. M. Q1 TJ j <0 Oh p 0 02 p fi United States - 4,528 1,506 280 737 1 33 9 42 5 11 10 15 38 11 2 978 j 103; 13 25 144 S h; 174 4 5 1 10 269 N. Atlantic Division . . S. Atlantic Division-.. S. Central Division - N. Central Division . . . 2,127 494 352 1,379 176 568 66 167 615 90 45 357 9A\ is ’1 14 ‘i 16 25 9 3 1 3 9 10 10 5 2 9 517 93 66 280 99 37 5 11 47 3 3 18 122 61 164 l 5 1 6 1 127 53 25 171 22 302 43 12 2 'i 'i 5 1 25 9 ’3 1 "9 1 -7 3 14 9 17 ”9 J 3 :: *3 '83 6 "** _ _ _ _ N. Atlantic Division: 99 25 New Hampshire - 61 17 21 17 18 6 4 605 73 85 3 3 2 120 i 41 35 1 9 314 12 183 3 1 29 14 21 360 143 24 70 14 '9 "8 153 15 2 4 46 29 i38 '5 1 "3 37 187 64 67 15 1 9 4 411 *>»>•> 4 60 2 9; 119 : 15 "i 60 31 24 1 91 S. Atlantic Division: 4 1 2 1 98 4 1 43 District of Columbia Virginia 30 14 1 1 23 33 4 .. 8 81 6 7 4 10 3 2 West Virginia _ 26 "2 North Carolina _ 112 14 5 8 10 1 South Carolina _ 56 1 2 C-enrgia 82 12 4 3 1 1 Florida _ 5 3 1" r S. Central Division: Kentucky _ 70 32 J 4 9 1 15 3 Tennessee 108 41 5 4 17 "i Alabama _ ' 46 41 3 9 5 Mississippi 23 7 1 4 5 Louisiana _ i 41 16 1 5 4 1 12 " Texas 43 24 "7 1 r :: 11 6 9 Arkansas _ _ 21 6 3 5 3 9 1 1 N. Central Division: Ohio . _ 345 88 19 60 86 „ 4 13 9 3 1 17 Indiana . _ .. _ 187 27 12 37 6 22 1 1 1 12 Illinois . . . 196 141 16 70 L: 1 38 19 ‘3 2 1 1 33 Michigan . . _ _ _ 96 91 27 33 1 9 T >>o 6 3 1 9 1 Wisconsin _ 65 59 50 9 19 3 9 9 Minnesota . . . 65 31 12 12 L 24 9 9 in 8 9 Iowa _ _ 92 72 3 56 4 17 5 '3 6 1 Missouri 144 41 24 13 3 24 9 North Dakota, 8 1 South Dakota . 9 5 1 3 1 r 1 Nebraska. . 76 43 2 3 24 1 4 Kansas . . . . 96 17 3 9 5 1 15 1 1 1 Western Division: Montana _ f 1 I 1 W y oming 2 5 L 1 9 1 L | Colorado _ 18 5 2 1 1 I 2 Arizona _ . _ _ 2 ... Utah . . . . i 4 1 1 Nevada . i 7 r Idaho . . . 2 9 Washington . ii 9 2 1 9 1 1 1 Oregon . 15 14 2 1 !... I-. California . _ . 126 42 8 37 1 1 9 1 :: 4 1 1 1674 EDUCATION REPORT, 1896-97. Table 15. — Degrees conferred on women by universities and, colleges for both sexes . State or Territory. A. B. B. S. B. L. Ph. B. h4 H . U1 2 s PQ Ph m B. Paint. 1 A. M. co N S £ Ped. M. Ped. D. Ph. D. 713 327 283 375 11 60 27 4 101 23 28 18 8 3 14 North Atlantic Division .. 155 36 18 79 8 1 .... 3 13 1 8 3 6 South Atlantic Division . - 43 12 6 1 3 4 1 South Central Division . . . 41 64 16 6 'll 2 i 6 1 7 North Central Division ... 385 204 205 259 34 21 .... 67 20 19 18 8 89 11 38 30 13 5 11 2 North Atlantic Division: 34 3 8 4 5 34 8 Rhode Island . 16 11 :::: 8 1 8 1 24 16 3 38 7 3 4 1 8 3 1 Pennsylvania . 31 15 15 9 1 6 4 South Atlantic Division: 9 1 District of Columbia . . 9 5 3 1 Virginia _ _ _ 3 West Virginia _ 4 1 3 5 3 North Carolina . 4 1 i. South Carolina . . 2 1 1 Georgia _ 6 2 Florida _ _ * _ 6 1 | South Central Division: Kentucky _ _ 3 17 2 1 i 1 1 Tennessee _ _ _ 10 22 4 1 2 1 Alabama _ _ _ 4 4 2 Mississippi. . . 3 Louisiana . . 8 5 1 2 Texas . . . 14 10 1 2 7 Arkansas . . . 6 1 4 9 Indian Territory _ 1 i North Central Division: Ohio . . 79 25 62 75 2 3 15 1 Indiana . . 52 10 4 31 4 3 "i" 6 1 Illinois _ _ _ _ 56 39 23 46 4 1 8 4 13 6 Michigan 40 18 25 42 5 2 ] 8 1 Wisconsin 12 10 36 3 1 3 Minnesota _ _ 10 15 27 9 4 2 .... o Iowa . . . . . 32 36 3 25 3 8 1 15 13 2 Missouri . . . 14 26 14 11 2 .... 2 North Dakota . 1 1 South Dakota . . 3 1 2 1 1 Nebraska . . . . 39 20 1 3 . 3 Kansas . . . 47 4 8 13 15 1 1 7 Western Division: Wyoming _ _ 1 3 Colorado _ _ _ 5 1 2 12 2 Arizona . . . . 1 Utah . 1 Nevada . . 6 Washington . . 1 1 .... Oregon . .... 13 3 9 2 2 California 62 5 27 18 13 7 2 1 1 INSTITUTIONS FOR HIGHER EDUCATION. 1675 Table 16. — Honorary degrees conferred by universities and colleges for men and for both sexes. State or Territory. ft ft ft ft ft ft ft ft * ft EO 0 ft W ft © 02 ft d ft 0 B 02 ft © 02 3 < 02 3 ft 3 ft * ft a ft 02 ft ft d ft 3 ft ft ft ft 03 3 3 ft 3 s ft ft ft ® ft 3 United States. 323 186 14 30 3 13 10 7 3 1 163 15 5 3 2 2 5 1 1 1 1 1 1 99 95 9 11 1 11 8 3 3 1 80 1 2 i 1 S. Atlantic Division 45 29 1 ft 1 23 1 i 1 1 38 9 3 14 3 133 51 4 17 2 9, 2 43 11 5 i 2 3 1 1 1 Western Division .. 8 2 3 1 N. Atlantic Division : 4 2 4 2 3 11 1 2 11 10 4 1 10 2 i 17 16 1 2 2 3 3 17 1 14 39 i 1 2 1 47 20 8 1 36 S. Atlantic Division: Maryland _ _ 5 6 5 i Dist. Columbia _ 4 7 4 1 Virginia . . 10 6 1 West Virginia _ 3 2 1 1 ... N or tb Cai'olina . . . 17 T 1 South Carolina _ 4 ~~2 Georgia _ _ 5 5 4 Florida . . . 1 1 S. Central Division: Kentucky _ 4 3 9 3 - Tennessee _ 12 3 2 ^ Alabama _ 4 2 Mississippi _ 2 Louisiana . . _ 4 3 Texas _ _ _ 10 1 ... Arkansas g 1ST. Central Division: Ohio . . 44 r. 6 1 1 14 3 1 1 I i Indiana . . . 24 7 2 3 Illinois _ _ _ 21 13 4 7 1 4 4 Michigan _ _ 6 1 3 1 1 1 Wisconsin _ 10 5 2 1 5 3 1 Minnesota _ 2 Iowa . 8 5 Missouri . 6 10 North Dakota _ 1 South Dakota .... 1 Nebraska _ 6 2 2 1 1 Kansas . 6 1 4 1 4 i 1 Western Division: Colorado . 5 1 Arizona _ _ 1 Idaho . 1 1 Oregon _ 1 2 1 California . 1 1 1676 EDUCATION REPORT, 1896-97. Table 17. — Property of universities and colleges for men and for both sexes. State or Territory. Num¬ ber of fellow¬ ships. Num¬ ber of schol¬ ar¬ ships. Libraries. Value of scientific apparatus and li¬ braries. Value of grounds and buildings. Produc¬ tive funds. Bound volumes. ! Pam¬ phlets. United States,. . 382 5,463 6,668,046 1,737,981 $16,014,347 $120,142,990 $114,212,392 North Atlantic Division, 167 2,967 3,071,196 868, 992 7,743,353 49,064,317 59,732,098 South Atlantic Division. 32 508 722,039 156, 527 1,257,890 13,745,085 8,486, 124 South Central Division, , 26 696 485, 055 131,810 1,068,160 10,458,000 7,677, 160 North Central Division., 151 954 2,069,137 492,070 4,825,780 37,875,097 31,315,966 Western Division . 6 338 320, 619 88, 582 1,119,164 9,000,491 7,001,044 North Atlantic Division: Maine . . . . 0 224 110, 859 10,800 200,000 850,000 1,382,975 New Hampshire . 75,000 20,000 100,000 400,000 1,634, 773 Vermont.* . ... 0 195 72,590 12,000 205, 000 700,000 776,000 Massachusetts . . . 47 575 720, 150 538,525 1,418,000 7,807,088 14,203, 444 Rhode Island - 1 100 90,000 20,000 540,000 1,177,967 1.160,000 Connecticut . 27 88 337, 000 7,000 645,255 6,731,300 5,852, 295 New York . 56 1.310 869, 717 151,919 2, 860,250 17,280,269 22,276, 679 New Jersey . 7 104 168,867 6,250 575, 000 2,530,000 3,500,000 Pennsylvania, . . . 29 371 627,013 102,498 1,199,848 11,587, 693 8,945,932 South Atlantic Division: Delaware . 0 0 8,500 8,300 46,500 88,700 83,000 Maryland . 21 191 171,850 32,100 323,700 2,119,000 3,047,000 District of Columbia, 3 31 101, 800 49,112 172, 500 4,427,500 1,080,552 Virginia . 6 90 147, 900 18,600 231,290 2, 151,000 1,680,682 West Virginia . . 0 31 17, 600 4,700 101,000 470,000 114, 750 North Carolina . 0 138 111,850 '22, 950 154, 800 1.506,500 777,479 South Carolina . 0 10 69,800 4,550 80,600 799,000 535,700 Georgia . 2 10 74, 893 11,465 120,500 1,768,500 866, 161 Florida . 0 7 17,846 4, 750 27,000 414, 885 320,800 South Central Division: Kentucky . 2 121 79,347 18,035 124,035 1,238,000 1,373,047 Tennessee . 18 365 161, 737 72, 275 382, 650 3,313,000 2,463,80) Alabama . 0 38 42,400 4,550 118,100 1,062,500 385, 00) Mississippi . 3 9 30, 700 9,500 59, 700 490,000 690,500 Louisiana . 0 107 70,280 12,000 169,250 1, 863, 000 1,943,813 Texas . 3 46 74, 941 4,550 170, 575 1,827,500 685, 500 Arkansas . 0 0 21,600 10, 800 37, 750 562,000 155,500 OklnTinmn, o (j 3,000 5,000 65,000 Indian Territory . 0 10 1,050 100 1,100 37,000 0 North Central Division: Ohio, . 21 170 407,488 95, 975 852,450 8, 176,688 7,662, 166 Indiana . 1 22 189, 025 15,900 351,500 3,600,000 2,040, 711 Illinois . . 80 270 536, 478 118,288 859, 900 8,092,602 9, 827, 796 Michigan . 3 28 215, 118 63, 750 851, 745 2,198,757 1,692,596 Wisconsin . 13 53 128,996 26,290 348,200 2, 622, 000 1, 504, 743 Minnesota . 1 0 94,079 21,200 228, 630 2, 768, 100 1,623,348 Iowa . 9 136 151,284 30,200 370,230 2,202,000 1,459,978 Missouri . 5 168 166,577 68,983 428, 275 4,241,000 3,721,849 North Dakota . . 0 0 8,000 5,300 29,000 190,000 30,000 South Dakota . 0 61 11, 131 4,200 10,300 394, 450 60,000 Nebraska . 18 30 61,919 6,550 203,600 1,587,000 1,256, 779 Kansas . 0 16 99,042 35,434 293,950 1,802,500 436,000 Western Division: ft, o o 4,400 5,700 3,000 12,200 185,000 Wyoming . 0 0 4,680 50,000 100,000 0 Colorado . 0 32 64,400 10,500 138,978 1,242,306 549,206 Arizona 0 0 2,600 40,000 85,000 0 Utah . . . 0 130 18,500 10,600 67,100 420, 000 196, 427 Nevada . . . 0 0 5, 892 3,620 26, 178 145,332 95,000 Idaho . 0 0 3,500 9,500 35,000 125,000 6,638 Washington . 0 6 20, 480 8,920 41,808 804,000 85,000 Oregon . . . 0 57 24, 767 8,342 56,400 726,000 350, 048 California- . 6 113 171,400 28,400 651,500 5,167,853 5,718,725 INSTITUTIONS FOR HIGHER EDUCATION. 1677 Table 18. — Income of universities and, colleges for men and for both sexes. State or Territory. Tuition fees. From pro¬ ductive funds. State or municipal appro¬ priations. United States Govern¬ ment appro¬ pri¬ ations. From other sources. Total in¬ come. Benefac¬ tions. United States . $7,064,016 $5,414,686 $2,789,965 $831,468 $2,872,279 $18,972,414 $7,608,144 N or th Atlantic Division . 3,289,021 2,733,921 425,012 565,443 133,000 840,329 7,561,714 3,544, 132 South Atlantic Division. 632,078 181,815 179,200 165, 403 1,583,508 585,631 South Central Division. . 600, 156 437, 254 144, 112 127,464 214, 790 1, 523, 776 283, 410 North Central Division. 2,303,034 1,430,306 1,452,211 206,804 1,588,478 6,980,833 1,275, 217 Western Division . 239, 727 388,193 446,384 185,000 63,279 1,322,583 1,919,754 N orth Atlantic Division : Maine . . 51,515 60, 941 0 0 0 112,456 37,003 New Hampshire . 36,000 50, 000 0 0 2,000 88,000 58,000 Vermont..., . 11,791 33,569 8,400 22,000 15, 542 91,302 3,366 Massachusetts . 763, 179 709, 178 0 0 187,861 1,660,218 668, 873 Rhode Island . 100,000 70,000 0 0 0 170, 000 3, 000 Connecticut . 518, 658 284,024 0 0 52,494 855,176 456, 556 New York . 898, 931 1,036,405 163,699 37,000 352,935 2, 488, 970 1,019,386 160, 394 748, 553 171,000 318,804 0 oo S3 COCO 142,000 510,394 1,585,198 Pennsylvania . 393,344 87,497 1,297,948 South Atlantic Division: Delaware . 360 4, 980 0 8 CO of CO 1,260 39,200 0 Maryland . . . . 205, 153 102,500 16,000 0 9,600 333,253 64,300 District of Columbia 174,784 87,951 0 96,600 24,620 383, 955 217, 843 Virginia . 94,930 S9, 155 65,000 0 18,895 267, 980 50, 775 West Virginia . 11,204 6,708 36,050 17,000 450 71,412 0 North Carolina . 82,625 34,331 20,000 0 39, 698 176, 654 161.837 South Carolina . 21,080 27,051 30, 000 0 22,019 100. 150 2; 021 Georgia . 25, 673 54,019 10,265 22,000 25,962 137,919 79. 855 Florida . 16,269 18,317 4,500 11,000 22,899 72,985 9,000 South Central Division: Kentucky . 61,990 62,706 32,429 33,810 8,932 199,867 65, 135 Tennessee . 150,094 127,093 20,450 37,000 139, 196 473,833 148,415 Alabama _ 93,672 29,200 350 0 6,933 130,155 20, 100 Mississippi . 22,200 41,603 5,460 0 5,000 74,263 12,000 Louisiana . . 89,684 100,856 16,317 25, 654 14,860 247,371 6,250 Texas . 140,470 57,000 22,500 0 33, 109 253, 079 27,895 Arkansas . 35,946 10,996 27, 106 31,000 4, 760 109,808 3,125 Oklahoma . . 0 7,800 19,500 0 0 27,300 380 Indian Territory.... 6,100 0 0 0 2,000 8,100 110 North Central Division* Ohio . 314,875 344,152 236,997 22,000 70,127 988,151 216,552 Indiana . 256,595 113,066 80,000 0 37,030 486, 691 92,555 Illinois . 661,022 415,032 121,215 37,000 1, 173, 119 2,407,388 379,973 Michigan . 247,890 99,353 197,000 0 32, 752 576,995 128,873 Wisconsin . 65,557 60,837 283,476 37,000 81,261 528, 131 144, 687 Minnesota . 103,950 71,875 82,333 38,000 100, 710 396, 868 96,622 Iowa . 200,996 91,664 76,000 0 21,939 390,599 45,943 Missouri . . 301, 669 187,500 66,318 35,804 19, 462 610, 753 31, 741 North Dakota . 3,243 1,000 30,000 0 12,457 46,700 5,000 South Dakota . 16, 497 1,822 20,000 0 5,858 44, 177 53,500 Nebraska . 37,211 17,001 158,072 37,000 9.031 258,315 19, 616 Kansas . 93,529 27,004 100,800 0 24,732 246, 065 60, 155 Western Division: Montana . 15,850 9,000 7,500 0 3,700 36,050 18,000 Wyoming . Colorado . 1,371 55,952 0 29,585 7,502 60,000 37,000 0 0 7,344 45,873 152, 881 171,899 Arizona _ _ _ 120 0 11,996 60,000 37,000 0 49, 116 82,555 Utah . 7,555 15,000 0 0 200 Nevada . . 0 5,080 15,625 37,000 312 58,017 1,000 Idaho . 340 500 6,000 37,000 0 43,840 100 Washington . 27,619 4,600 70,000 0 25,814 128,033 53,100 Oregon. . 24,255 25,042 30,000 0 3,400 82,697 2,280 California . 106,665 299,386 177,761 37,000 22,709 643,521 1,673,175 1678 EDUCATION REPORT, 1896-97. Table 19. — Professors and students in colleges for icomen, Division A. State. Number of institutions. Professors and instructors. Students. Prepar¬ atory depart¬ ments. Collegiate depart¬ ments. Total number (excluding dupli¬ cates). Preparatory. Collegiate. Graduate. Total number (ex¬ cluding dupli¬ cates). Male. Female. Male. Female. Male. Female. United States. . 14 0 22 342 282 248 313 168 3, 72i 192 4,421 North Atlantic Division. . 10 0 6 218 238 218 244 13 3,312 185 3, 682 South Atlantic Division. . o 0 3 22 22 22 25 50 359 5 414 North Central Division .. 1 0 6 'o 1 12 2 19 92 38 2 185 Western Division _ 1 0 7 2 10 6 25 13 12 0 140 North Atlantic Division: Massachusetts . . 4 0 0 122 147 122 147 0 2,252 79 2,374 New York _ _ 4 0 0 54 75 54 75 0 803 60 992 New Jersey . 1 0 6 20 4 20 10 13 14 0 27 Pennsylvania _ 1 0 0 22 12 22 12 0 243 46 289 South Atlantic Division: Maryland . 1 0 0 12 16 12 16 0 236 5 241 Virginia . . . 1 0 3 10 6 10 9 50 123 0 173 North Central Division: Illinois . 1 0 0 0 12 2 19 92 38 2 185 Western Division: California. . . . 1 0 7 9 10 6 25 13 12 0 140 Table 20. — Students in various courses of study of colleges for icomen, Division A. State. Students in undergrad¬ uate courses. Students pursuing courses leading to — Students in pedagogy. I Students in business course. 1 A. B. degree. Pla. B. degree. B. L. degree. B. S. degree. United States _ _ _ _ _ 3,721 2,671 6 615 100 152 3 North Atlantic Division _ _ _ 3,312 359 38 12 2,333 300 38 609 100 132 20 South Atlantic Division . . . . North Central Division . Western Division . . . . . 6 6 3 North Atlantic Division: Massachusetts _ _ _ _ 2,252 803 14 243 236 123 38 12 1,357 729 4 243 230 70 38 604 68 32 96 15 N e w Y ork _ .. New Jersey _ _ 5 Pennsylvania. _ _ _ _ 21 South Atlantic Division: Maryland . . . . . Virginia ._. . . 20 North Central Division: Illinois .... _ _ Western Division: California.. . . 6 6 3 INSTITUTIONS FOR HIGHER EDUCATION. 1679 Table 21, — Preparation of freshmen of colleges for women , Division A. State. Number of institutions reporting preparation | of freshmen. Freshmen reported upon. Freshmen prepared by — Preparatory departments of colleges. Private pre¬ paratory schools. Public high schools. Private study. Number. +i a in colon "Herbling Collecro . . . ...... .. M F, . 1853 5 „ „ 4 Bloomington . Illinois Wesleyan University . M.E . 1850 6 2 11 1 Bourbonnais . St. Viateur’s College . . it. c . 1868 6 0 25 0 Carlinvxlle Blackburn U niversity .............. Presb _ 1861 2 5 2 Carthage . Carthage College . Luth . 1870 2 3 7 0 1 Chamnaign . University of Illinois . . None . 1868 5 1 79 5 [ Chicago . St. Ignatius College . It. C . 1869 3 0 15 0 I . do . University of Chicago . . Bapt . 1892 g 2 145 10 Effingham . Austin College . . None _ _ _ 1891 5 1 8 2 Elmhurst . Evangelical Proseminary . Ger. Ev . 1871 1 0 0 Eureka, _ _ Eureka, College . Christian ... 1855 2 o 8 o Evanston . Northwestern University . - . M.E . 1855 9 6 41 3 Ewing . E win cr College . . . . Bapt . 1867 3 3 4 0 Fulton . Northern Illinois College . None . 1865 12 2 12 2 Galesburg . Knox College . . . None . 1837 8 5 15 5 .... do . Lombard University... . TTniv _ 1852 2 2 9 9 i Hoopeston . _ Greer College . . None _ _ 1891 4 7 3 2 Jacksonville . Illinois College . None . 1829 7 0 12 0 Lake Forest . . Lake Forest University _ Presli _ 1876 9 14 14 o Lebanon . . MeK en dree College _ . M. E 1828 8 0 8 0 Lincoln . Lincoln University . . . Cumb. Presb. 1866 2 1 4 1 Monmouth . Monmouth College . U. Presb _ 1856 9 6 9 6 Naperville . Northwestern College . Ev. Assn . . . 1861 8 1 6 1 Peru . St. Bede College . . R. C . I 1891 3 0 4 o Quincy . Chaddock College . . M.E . 1876 6 i 3 6 3 . do . St. Francis Solanus College . R.C . 1860 2 1 0 12 0 Bock Island . Augustana College . Lnth _ 1860 11 1 10 o Teutopolis . St. Joseph’s Diocesan College* . R.C . 1862 3 0 9 o Upper Alton . Sliurtlefi College . . . Rapt . . . ! 1827 7 6 9 o Westfield. . Westfield College . U.B . 1 1865 5 1 6 1 Wheaton . "Wheaton College . Cong . 1860 11 7 11 7 INDIANA. i Bloomington . Indiana University . . . None . 1 1820 0 0 52 1 Crawfordsville . W abash College . None ....... 1 1832 6 0 20 0 Fort Wayne . Concordia College . Luth - 1 1839 7 1 0 0 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION 1695 colleges for men and for both sexes — Continued. Professors and I Students. instructors. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates) . Preparatory department. Collegiate department. Graduate depart¬ ment. | -d„„- + Nonresi- Resident. dent Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates). Male. £ Male. <5 15 a o N r £ 15 a Female. Male. Female. Male. 'cS a © pH Male. © 9 © pR Male. Female. Male. £ 15 g ft 9 so 11 S3 13 14 15 16 17 18 19 26 21 22 23 24 0 0 12 10 59 95 9 7 0 0 0 0 0 0 68 102 | 0 0 11 5 46 7 59 24 2 0 0 0 0 0 151 47 0 0 7 3 50 40 12 7 0 0 0 0 0 0 62 47 0 0 6 , 0 24 0 14 0 0 0 0 0 0 0 38 0 0 0 4 2 15 20 35 50 0 o 0 0 0 0 50 70 0 0 9 8 34 32 15 17 0 2 0 0 0 0 49 5! 35 0 34 0 0 0 248 0 l 11 0 0 0 193 0 449 0 0 0 4 1 34 0 9 0 0 0 0 0 0 0 43 0 0 0 9 10 76 7 20 10 0 0 0 0 0 0 98 144 0 0 5 6 110 192 11 0 0 0 0 0 16 0 167 255 0 0 i 2 28 20 30 27 0 0 0 0 0 0 58 47 0 0 5 3 89 43 35 13 0 0 0 0 0 0 125 64 4 0 14 0 46 0 181 0 0 0 0 0 16 0 233 0 5 0 15 0 39 0 235 0 0 0 0 0 7 0 281 0 0 0 5 6 35 34 6 3 0 0 0 0 0 0 41 37 0 0 2 3 85 68 23 28 0 0 0 0 0 0 108 107 0 0 4 | 5 75 58 142 60 0 0 0 0 0 0 217 118 0 0 17 6 117 72 39 21 2 2 o 0 0 0 158 95 0 0 12 8 no 85 32 13 0 0 0 0 0 0 142 98 7 0 23 10 112 39 71 33 0 0 60 2 701 666 4 0 39 0 60 0 150 0 0 0 0 0 16 0 241 0 0 0 5 2 32 17 7 4 0 0 0 0 0 0 39 21 0 0 9 3 31 65 33 16 0 0 0 0 0 0 67 123 8 0 92 6 136 43 492 134 41 6 9 1 175 6 882 193 0 0 18 0 22 0 454 0 0 0 0 0 0 0 476 0 15 0 168 12 143 81 521 557 505 212 0 0 319 18 1,488 868 0 0 8 2 100 80 80 61 0 0 0 0 0 0 160 141 0 0 8 0 19 0 86 0 0 0 0 0 0 0 134 0 0 0 12 3 58 27 56 26 0 1 0 0 37 2 127 83 168 24 235 36 332 155 303 193 14 6 0 3 1, 302 165 2, 000 508 0 0 4 5 47 17 24 4 0 0 0 0 0 0 71 21 0 0 12 2 96 100 15 20 0 0 0 0 0 0 123 120 0 0 19 13 98 54 165 147 1 1 2 1 0 0 292 358 8 2 9 5 16 13 33 29 0 0 0 0 18 2 70 90 0 0 4 7 150 no 25 15 0 0 0 0 0 0 175 125 0 0 15 0 115 0 93 0 0 0 0 0 0 0 208 0 122 0 144 14 97 109 60 25 1 1 3 0 1, 874 0 2, 035 135 1 0 13 1 83 24 27 9 0 0 17 0 15 0 183 124 o 0 8 2 49 26 23 19 0 0 1 0 0 0 86 84 0 0 9 6 45 33 62 57 0 0 0 0 0 0 152 139 3 0 16 ! 4 117 47 56 16 6 0 0 0 43 2 256 120 2 0 10 0 44 0 13 0 0 0 0 0 2 0 59 0 4 0 10 ! 3 22 33 18 2 0 0 0 0 7 1 47 36 0 0 13 1 0 16 0 184 0 0 0 0 0 0 0 200 0 5 0 20 5 66 21 109 11 1 0 16 1 62 0 356 156 0 0 12 0 17 0 168 0 0 0 0 0 0 0 185 0 0 0 13 6 91 55 48 24 0 0 0 0 0 0 139 79 0 0 8 3 50 19 25 18 1 1 0 0 0 0 90 67 0 0 11 7 72 41 36 37 0 0 0 0 0 0 145 131 3 0 55 1 0 0 501 294 45 14 0 0 90 0 636 308 0 0 20 0 72 0 115 0 5 0 0 0 0 0 192 0 0 0 7 . 0 54 0 99 0 0 0 0 0 0 0 153 0 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 1696 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and Location. Name. Religious de¬ nomination controlling. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and icfors. 1 Collegi¬ ate de¬ part¬ ment. Male. Female. Male. Female. 1 2 3 4 5 6 7 8 Indiana — continued. 98 Bnpt, 1834 7 O „ 2 99 M. E . 1837 6 1 15 2 100 Presli 1832 6 1 10 1 101 T'JVvnn 1855 3 1 2 14 3 102 Christian ... 1859 3 1 5 1 103 M E 1856 8 1 ' 5 o 104 R. C . 1842 8 o 36 o 105 ! Friends _ 1847 2 2 10 3 106 j Onnor . 1867 3 1 l 4 1 107 ! R. c . 1857 3 0 10 o 108 M E 1847 1 1 5 3 INDIAN TERRITORY. 109 Bapt, . 1880 2 3 2 1 110 Presb _ 1894 3 6 3 6 IOWA. 111 Cedar Rapids _ - Coe College . . . Presh 1882 4 3 4 3 112 Cliarles City .... Charles City College _ ....... _ ... M E 1891 5 0 3 0 113 Clinton. . . Wartburg College . . . Till tli _ 1868 7 0 7 0 114 College Springs .... Amity College . Kone ...... 1855 6 2 8 7 115 JDecorali. ...... _ _ Luther College . . . T, n tli _ 1861 I 12 0 12 0 116 Des Moines _ _ ... Des Moines College . Bapt, _ 1865 1 4 7 3 117 do . . . Drake University .................. Christian ... 1880 8 3 14 0 118 Fairfield . . . Parsons College . . Presb . 1876 1 2 12 2 119 Fayette ... _ _ - Upper Iowa U ni versity . . M. E . 1857 4 2 8 2 120 Gnunell ... _ ...... Iowa College . 1 C nn cr 1848 2 4 20 4 121 Hopkinton ......... Lenox College . Presb . . 1859 2 3 4 4 122 Tti d i nn nl a, _ 1 Simpson College . . i M. E 1867 5 6 3 123 Town. City _ _ _ State U ni versity of Iowa ........... "NYvne 1856 0 1 0 44 ! 4 124 Mount Pleasant . * German College ...... . . . M. E 1873 1 0 1 | 0 125 . do . [ Iowa Wesleyan University* . M.E . 1844 0 2 12 3 126 TVTnunt, Vernnn _ Cornell Collecre _ _ M E 1857 4 ; 7 16 4 127 Oskaloosa . ! Oskaloosa College . . . Christian . . . 1862 2 3 2 3 128 _ _ _do . Penn College . Friends . 1873 1 2 7 2 129 Pella . Central University of Iowa . Bapt . 1853 1 1 7 5 130 Sioux City . Morningside College . M.E . 1890 7 5 6 5 131 Storm Lake ..... _ Buena Vista College . Presb . 1891 2 0 2 0 132 Tabor . Tabor College . . . Cong . 1866 - 2 8 j 4 133 Toledo . W estern College . . . U.B . 1856 1 0 c KANSAS. 134 A tehisnn . . Midland College . Luth . 1887 3 4 8 2 135 _ do . . St. Benedict’s College . . R. C . 1858 9 0 11 0 136 Baldwin _ Baker University . . . M. E . 1858 4 3 8 6 137 Dodp'e C!it,y . _ Soule College . . . M. E . 1893 2 1 6 1 138 Emporia, _ College of Emporia . Presb . 1883 5 1 1 139 Highland . Highland University.. . Presb . 1857 5 6 2 140 Holton . Campbell University * . Hone . 1882 13 4 13 4 141 Lawrence . University of Kansas . Hone ....... 1866 0 0 40 4 142 TiP.e.ompton . . . T.nne University _ _ U. B . 1865 5 0 5 0 143 Lindsborg Bethany College. . . . . T, n tli 1881 18 5 18 5 144 Ottawa . Ottawa University _ _ _ _ Bapt .. 1865 7 2 6 2 145 St. Marys . St. Mary’s College . R. C . 1869 12 0 8 0 146 Sfilina Kansas Wesleyan University . M. E 1886 4 4 3 147 Sterling . Cooper Memorial College . . U. Presb _ 1887 3 1 5 0 148 Topeka . Washburn College . Cong . 1865 6 3 9 2 149 "Wie.hitn. Fairmount College ............ _ _ Cong . 1892 3 3 8 1 150 Winfield . . . St. John’s Lutheran College . Luth . 1893 4 4 1 151 Southwest Kansas College . 1 M.E . 1886 ii : 4 11 4 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION. 1697 colleges for men and for both sexes — Continued. Professors and instructors. Students. Preparatory department. Collegiate department. Graduate depart¬ ment. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates). Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates) . Resident. Nonresi¬ dent. Male. Female. Male. Female. Male. Female. Male. © '3 a © pH Male. 6 'cS i PH Male. Female. Male. Female. Male. Female. 9 io 12 13 14 15 ,« 17 IS 19 20 1 22 23 24 0 0 8 4 59 38 67 65 8 8 0 0 0 0 146 119 7 0 23 9 147 117 207 143 9 6 0 0 40 1 403 307 0 0 10 1 20 12 60 10 1 1 0 0 0 0 83 37 0 0 17 5 60 36 66 65 8 1 2 0 0 0 136 102 2 1 6 3 41 24 25 15 3 1 4 0 38 7 181 72 0 0 8 1 57 26 31 19 0 1 0 1 0 0 97 55 9 0 56 0 387 0 200 0 0 0 0 0 43 0 630 0 1 1 10 3 15 8 108 97 3 2 1 0 12 8 131 112 0 0 6 1 40 30 5 3 0 0 0 0 0 0 45 33 7 0 14 0 14 0 55 0 0 0 0 0 46 0 115 0 2 0 8 4 28 22 30 12 2 0 0 0 52 2 145 36 0 0 2 3 22 28 3 4 0 0 0 0 0 0 25 32 0 0 3 6 33 42 8 10 0 0 0 1 0 0 0 41 52 0 0 8 5 20 17 32 26 1 0 0 0 0 0 53 43 0 0 8 0 45 11 4 4 0 0 0 0 0 0 100 57 0 0 7 0 42 0 26 0 0 0 0 0 0 0 68 0 1 0 8 7 49 51 20 17 0 0 2 0 6 0 107 103 0 0 12 0 103 0 89 0 0 0 0 0 0 0 192 0 0 0 8 5 37 23 41 24 0 0 0 0 0 0 78 47 28 0 45 3 120 160 157 150 2 0 3 0 232 66 400 385 0 0 12 2 13 17 70 40 4 0 1 0 0 0 90 72 0 0 17 8 75 54 108 59 2 1 6 0 0 0 219 186 0 0 20 10 82 73 132 117 14 6 0 0 0 0 240 245 0 0 6 7 31 32 29 12 0 1 0 1 0 0 60 46 0 0 9 9 199 170 49 41 0 0 0 0 0 0 253 279 83 4 93 8 0 0 375 169 40 18 24 15 710 30 1, 099 232 I 1 0 1 0 6 6 5 1 0 0 0 0 15 0 26 7 0 0 12 4 56 31 64 57 0 0 0 0 0 0 146 194 0 0 20 11 126 130 155 192 4 0 0 0 0 0 285 252 0 0 2 5 30 32 14 _9 0 0 0 0 0 0 44 41 0 0 9 7 75 59 70 47 1 2 0 0 0 0 147 131 0 0 8 6 67 61 19 9 0 0 0 0 0 0 80 70 0 0 7 5 95 81 6 5 0 0 0 0 0 0 101 86 0 0 5 1 12 5 5 2 0 0 0 0 0 0 75 73 0 0 13 6 42 44 32 38 0 0 0 0 0 0 74 82 0 0 10 4 66 30 42 18 0 0 0 0 0 0 148 90 0 0 8 4 32 27 35 11 2 0 0 0 0 0 69 38 1 0 21 0 91 0 63 0 0 0 0 0 6 0 160 0 0 0 12 9 177 111 96 51 3 3 15 4 0 0 1 320 212 0 0 8 2 62 49 18 14 2 0 2 0 0 0 I 84 63 0 0 8 1 18 17 40 35 0 0 1 0 0 0 59 52 0 0 7 5 19 35 10 9 0 0 0 0 0 0 29 44 0 0 13 4 249 300 54 62 0 0 0 0 0 0 303 362 17 1 50 6 0 0 378 224 25 12 5 1 201 7 629 375 5 1 35 20 18 4 0 0 0 0 6 0 62 63 0 0 18 5 40 13 41 15 0 5 0 0 0 0 252 170 0 0 11 5 90 79 54 41 0 0 0 0 0 0 ! 178 293 0 0 25 0 164 0 52 0 0 0 0 0 0 0 216 0 0 0 5 3 40 12 21 15 1 0 1 0 0 0 63 27 0 0 8 3 28 42 19 23 0 0 0 0 0 0 73 138 0 0 9 6 75 31 76 43 1 0 1 0 0 0 154 99 0 0 11 4 42 62 22 29 0 0 0 0 0 0 64 91 0 0 4 1 25 17 17 1 0 0 0 0 0 0 42 18 0 0 11 4 126 133 18 6 0 1 0 0 0 0 1 144 140 ED 97 - 107 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 1698 EDUCATION REPORT1, 1896-97, Table 37. — Statistics of universities and 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 Location. Name. Religions de¬ nomination controlling. Tear of first open¬ ing. Professors and instructors. Prepar¬ atory depart¬ ment. Collegi¬ ate de¬ part¬ ment. Male. g ® Male. Female. 1 3 3 i 4 5 6 7 8 KENTUCKY. _ M F 1886 0 1 3 2 None _ 1 .1855 l 15 12 15 12 None . 1877 1 4 j 0 4 0 Fresh 1819 2 C 9 0 "Rapt, 1829 2 4 9 i 5 Liberty College . . . "Rapt _ 1875 2 4 2 4 Christian 1849 0 2 5 3 N on e . _ 1866 4 0 20 0 lege of Kentucky. . do . Kentucky II Diversity . . . Christian 1836 2 1 9 1 Fresh . _ 1874 9 6 10 1 1854 0 0 6 0 St. Marys . St. Mary’s College . R. C . 1 1820 9 o ! 9 0 M. E. So _ 1 1860 3 3 8 0 LOUISIANA. Baton Rouge . Louisiana, State Tin i varsity . Nrme _ 1860 2 0 1 17 0 Convent . J eti'erson College . R. C . 1S65 1 0 13 0 Jackson . Centenary College of Louisiana . M. E. So .... 1841 2 0 5 0 1 Keacbie. . . . . j Keachie College . . . . . Rapt, 1856 0 0 4 4 -New Orleans . . College of the Immaculate Concep¬ R. C . 1847 5 0 12 0 tion.* . do . Lei an d Tin i vers ity . . . . Bapt 1870 3 5 3 5 1 . do. . New Orleans University.. . . M. E . 1873 4 3 4 2 1 . do... ........ _ Straight University . . . . . Cong _ ... 1869 2 2 2 2 . do . Tulane University.... ........ ........ None . . 1834 0 5 | 29 10 MAINE. Brunswick . Bowdoin College _ _ _ _ Conv 1802 1 o 0 20 0 Lewiston . . Bates Coil-eve _ _ _ ------- Free Bapt 1863 0 G 13 1 "W aterville . . C olby U ni vfersity .... . . . . Bapt _ _ 1818 0 0 13 1 MARYLAND. A is 1 St. John’s Collevfl. . . . !N”on0 - • * i 1789 4 0 10 0 Baltimore . . 1 Johns Hopkins University . . . None _ 1876 0 0 74 ! 0 . do . „ . Loyola College . . R. C . 1852 8 0 6 0 . do . Morgan College . . . M. E _ .... 1876 3 1 3 Chestertown . Washington College . None _ 1783 5 2 2 ! Ellieott City . Rock Hill College _ _ R. C . 1857 8 0 10 I 0 . do . . St. Charles College . . . R. C . 1848 9 0 15 i 0 Mount St. Marys. . . Mount St. Mary’s College . R. C . 1808 18 0 14 ! 9 New Windsor . New Windsor College . j Presb . . 1843 2 2 3 ! 3 Westminster . Western Maryland College.... . ! M. P . 1863 1 2 11 6 MASSACHUSETTS. | A mherst . 1 A mherst ColTecro . . . Nr»no . 1821 0 0 34 | 0 1 Boston . . Boston College . . . . . R. C . 1863 13 0 16 0 . do . Boston University. . . . . 1 M.E . 1872 0 0 21 2 Cambridge . Harvard University _ .... _ _ None . 1638 0 0 219 ! o Springfield _ _ < . . _ French American College _ None . 1885 5 3 5 3 Tufts College _ Tufts College . . . . Univ . 1855 6 0 36 0 Wiliiamstown _ ... Williams College . . . j None . 1793 0 o 29 0 W orcester . Clark University . . . . None ....... 18S9 0 1 o 11 0 j . do . . . College of the Holy Cross . R. C . 1843 12 o 14 0 MICHIGAN. 1 Adrian. - . 1 Adrian College ....... . . . . . M.P . 1859 1 1 1 6 2 ! Albion Albion College M. E . 1843 5 1 2 ie 1 1 Alma . 1 Alma College . Presb . 1887 1 6 I ,5 1 6 ! 5 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION. 1699 colleges for men and for both sexes — Continued. ] Prc sioir partii Professors an d num- (ex- ing jates). Students. fes- il de- rents. Total ber clue dupli< Preparatory department. Collegiate department. Graduate me Eesident. e depart- irit. Nonresi¬ dent. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates). Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 6 'eS © 'cS a ® <£ a 6 nt. Nonresi¬ dent. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding duplicates) . Male. 6 Male. Female. Male. Female. Male. l r2 3 § Male. 6 *3 i 9 io 11 13 13 14 15 16 17 IS 19 20 21 33 23 24 94 0 114 1 0 0 0 148 6 1 0 0 0 530 2 679 8 0 0 L2 0 44 0 102 0 0 0 0 0 0 0 146 9 0 0 6 5 32 44 34 14 0 0 0 0 0 0 66 58 5 0 27 0 122 0 133 0 0 0 0 0 42 0 297 9 0 0 7 1 68 32 52 15 0 1 0 0 0 0 120 48 4 0 6 0 0 0 27 0 0 0 2 0 17 0 46 0 5 0 23 1 102 14 187 17 0 0 5 4 75 0 369 35 0 0 14 0 38 0 84 0 0 0 0 0 0 0 122 0 9 0 19 5 86 23 76 4 0 0 0 0 24 0 186 27 0 0 29 0 0 0 274 0 11 0 21 0 0 0 306 0 0 0 16 0 77 20 151 8 0 0 13 1 0 0 241 29 0 0 8 1 27 12 42 15 2 0 0 0 0 0 85 32 0 0 13 9 141 47 120 42 1 0 0 0 0 0 377 282 0 0 17 0 0 0 104 0 5 0 0 0 0 0 109 0 5 0 23 0 77 4 182 0 2 0 10 0 58 0 329 4 0 0 22 7 94 84 188 37 0 0 0 0 0 0 291 134 8 0 10 0 0 0 137 0 0 0 0 0 49 0 186 0 0 0 17 4 121 26 135 47 0 0 0 0 0 0 256 73 0 0 7 1 27 3 36 9 0 0 0 0 0 0 63 12 0 0 12 3 36 21 84 50 0 0 0 0 0 0 120 71 0 0 38 0 0 0 1, 038 0 18 0 0 0 0 0 1, 056 0 0 0 16 0 130 0 58 0 0 0 0 0 0 0 188 0 159 0 | 242 0 0 0 626 291 137 24 0 0 1, 774 4 2, 492 319 0 0 11 3 16 19 40 60 0 0 0 0 0 0 56 79 2 0 ( 18 0 20 0 178 0 0 0 0 0 8 0 216 0 2 0 11 1 80 15 56 3 0 0 0 0 10 0 146 18 0 0 40 0 0 0 347 0 4 0 14 0 0 0 365 0 0 0 46 2 35 6 239 10 4 0 0 0 0 0 334 16 0 o ; 15 8 0 0 78 94 0 0 0 0 0 0 78 94 5 0 14 0 33 0 90 0 0 0 0 0 17 0 140 0 0 0 6 1 28 37 54 46 0 0 0 0 0 0 82 83 0 0 16 0 72 0 228 0 1 0 0 0 0 0 301 0 0 0 76 0 0 0 671 127 34 18 46 12 0 0 751 157 0 0 6 0 0 0 36 0 0 0 0 0 0 0 36 0 0 0 6 0 11 5 31 20 2 0 0 0 0 0 44 25 3 0 4 0 4 3 4 0 0 0 0 0 8 0 18 3 1 0 11 0 0 0 132 16 0 0 0 0 14 0 146 16 0 0 7 0 39 0 101 0 3 0 0 0 0 0 143 0 0 0 10 0 57 0 111 2 0 0 0 0 0 I 0 168 2 0 o 8 0 41 0 74 0 1 0 4 0 9 0 120 0 0 o 9 11 263 250 9 2 0 0 0 0 0 0 272 252 0 0 10 0 43 0 155 0 0 0 0 0 o ! 0 198 0 0 0 3 3 14 58 9 1 4 0 0 0 0 0 0 23 62 0 0 5 3 22 24 10 8 0 0 1 0 0 0 33 32 0 0 7 5 44 I 26 24 15 0 o 1 0 0 0 0 68 41 0 0 14 7 94 103 29 28 1 1 0 0 0 0 154 171 0 0 9 4 75 57 30 20 0 0 0 0 0 0 109 126 29 0 37 155 106 J 9 0 0 0 0 161 0 356 115 0 0 5 0 1 10 0 65 0 0 0 0 0 0 0 75 0 cl 0 11 i o 1 0 0 130 | 0 0 0 °l 0 30 9 147 0 352 353 354 355 356 357 358 '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 3S9 390 391 392 393 394 395 396 397 398 399 400 401 1708 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 Location. Name. Religious de¬ nomination controlling. Year of first open¬ ing. Profess iustru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. 1 6 *c3 a | Female. 6 rc5 a 6 *3 g . o pH 1 3 3 4 5 6 7 8 TENNESSEE— COnt’ (1. None . 1893 4 6 12 0 M.E . 1849 0 0 3 0 Bapt . 1847 2 1 9 1 U. Presb _ 1875 5 14 5 14 ! . dO . None . 1794 0 0 24 0 Cumb. Presb 1842 3 0 9 0 Cumb. Presb 1850 4 4 2 1 Presb .... 1819 3 3 8 0 R. C . 1871 4 0 ; 10 0 Christian . . . 1882 2 1 4 1 Bapt . 1851 6 3 6 3 M.E . 1866 3 1 3 1 . do . Cong . 1866 5 8 7 4 . do . Bapt . 1863 5 6 5 1 None . 1785 4 5 28 0 . do . Vanderbiit University . M. E. So .... 1875 0 0 34 0 Sewanee . University of the South . P.E . 1868 4 0 10 0 Spencer . Bnrritt College . _ . Christian . . . 1848 2 1 2 1 Sweetwater . Sweetwater College _ _ _ None . 1874 2 0 2 0 Tnscnlnm _ _ Greeneville and Tusculum College.. Presb . 1794 5 3 5 3 Washington College Washington Colleo’e . Presb . 1795 1 1 4 2 TEXAS. i Austin . St. Edward's College . R. C . 1881 18 0 5 0 . do _ . University of Texas "None . 1883 0 0 26 4 Brown wood . Howard Payne College . Bapt . 1890 3 2 3 0 Campbell . Henry College . . None . 1892 0 0 9 4 Fort Worth . Fort Worth University . M.E . 1881 5 4 8 4 . do . Polytechnic College . M. E. So _ 1891 1 1 7 8 Galveston . St. Mary’s University . R. C . 1854 1 0 7 0 Georgetown . Southwestern University . M.E . 1873 3 2 9 5 Marshall . Wiley University . M.E . 1873 2 1 2 1 San Antonio . St. Louis College . . . R. C . 1894 10 0 4 0 Sherman . A ns tin Colleo-e . . . Presb . 1850 9 0 9 0 Tehuacana . Trinity University . . Cumb. Presb 1869 4 3 6 0 Waco . . Add-Ban Christian University* _ Christian . . . 1873 1 1 6 5 . do . Ba.vlor University _ _ _ _ _ Bapt . 1845 6 4 10 2 . do . Pa.nl Quinn Colleo-e _ A. M. E . 1881 3 3 3 3 UTAH. Logan . Brigham Young College* . L. D. S . 1878 14 0 14 0 Sait Lake City . University of Utah . . None . 1850 14 3 15 2 VERMONT. Rnrlino-ton University of Vermont and State None . 1800 0 0 30 0 Agricultural College. Middlebury . . 1 Middlebury College . . None . 1800 0 0 11 0 VIRGINIA. Ashland . . "Randolph Macon Colletre _ _ _ M.E. So _ 1832 0 0 10 0 Bridgewater . Bridgewater College . Dunkard ... "1882 7 2 4 0 Charlottesville . Universitv of Virginia . None . 1825 0 0 24 0 Emory . Emory and Henry College . M. E. So .... 1838 2 0 6 0 Fredericksburg . . . . Fredericksburg College . . Presb . 1893 4 0 10 3 Hampden Sidney . . Hampden Sidney College . None . 1776 0 0 7 0 Lexington . Washington and Lee University _ None . 1749 0 0 15 0 Richmond . . . "Richmond Colleo-e . _ . . 1832 0 0 15 0 Salem _ _ Roanoke Colleo-e . . Luth _ _ _ _ 1853 1 0 10 0 Williamsburg . College of William and Mary . None . 1693 0 0 1 9 0 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION. 1709 colleges for men and for loth seres — Continued. 1 Pro sionf partn Professors an d num¬ b¬ ing sates). Students. fes- il de- lents. Total ber clue dupli Preparatory department. Collegiate department. Craduati me Resident. b depart- nt. Nonresi¬ dent. Profes¬ sional de¬ partments. | Total num¬ ber (ex¬ cluding duplicates). Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. © s o h Male. © s O © A © 9 io 11 12 13 14 15 16 ir IS 19 20 21 22 23 24 0 0 17 6 113 44 31 25 0 0 0 0 13 0 227 1 149 0 0 3 0 0 0 20 10 0 0 0 0 0 0 20 10 0 0 10 1 28 0 127 22 0 0 0 0 60 0 223 47 0 0 14 14 46 47 11 10 0 0 0 0 0 0 57 57 37 0 58 0 0 0 225 58 12 3 0 0 238 0 466 61 8 0 20 0 51 0 81 0 0 0 13 0 126 5 255 5 0 0 4 4 65 60 30 20 0 0 0 0 0 0 95 80 0 0 11 3 143 74 83 38 0 0 0 0 0 0 226 112 0 0 16 0 60 0 80 0 0 0 0 0 0 0 169 0 0 0 6 1 52 25 55 24 0 0 0 0 0 0 107 49 0 0 6 3 75 37 89 40 0 0 0 0 0 0 164 77 23 0 26 10 26 18 17 3 0 0 0 0 203 4 363 201 4 0 9 8 59 11 47 7 0 0 0 0 7 0 112 18 0 0 5 6 108 115 19 3 0 0 0 0 0 0 127 118 18 0 40 5 150 200 208 336 0 0 0 0 204 2 462 538 60 0 90 0 0 0 191 30 35 3 0 0 424 0 641 33 20 0 34 0 93 0 124 0 0 0 0 0 116 0 333 0 0 0 4 5 60 34 40 22 0 0 0 0 0 0 100 56 0 0 4 0 35 0 45 0 0 • 0 0 0 0 0 80 0 0 0 5 3 70 40 30 12 0 0 0 0 0 0 100 52 0 0 5 3 42 30 30 23 0 0 0 0 0 0 72 53 0 0 23 0 75 0 01 0 0 0 0 0 0 0 136 0 22 0 48 4 0 0 215 107 8 5 0 0 429 2 652 114 1 0 5 5 43 41 33 16 0 0 0 0 21 10 89 75 0 0 9 4 0 0 165 105 0 0 0 0 0 0 165 105 23 0 32 15 109 73 23 12 1 0 0 0 135 2 268 87 0 0 7 8 115 80 70 33 0 0 0 0 0 0 185 113 0 0 8 0 30 0 95 0 0 0 0 0 0 0 125 0 0 0 12 7 107 30 172 78 0 0 0 0 0 0 286 139 1 0 3 1 27 3 8 1 0 0 0 0 10 0 45 4 0 0 14 0 80 0 15 0 0 0 0 0 0 0 95 0 0 0 9 0 44 0 72 0 0 0 0 0 0 0 116 0 0 0 8 3 70 35 60 16 0 0 0 0 0 0 130 51 1 0 8 6 40 45 36 28 0 0 0 0 15 0 91 73 0 0 14 8 220 112 112 91 1 1 3 c 0 0 336 194 0 0 5 3 12 5 16 9 0 0 0 0 7 1 42 17 0 0 14 0 183 127 4 0 0 0 0 0 0 0 187 127 0 0 19 3 68 37 74 84 0 1 0 0 0 0 277 289 22 0 52 0 0 0 218 50 2 1 0 0 221 0 486 51 0 0 11 0 0 0 59 47 ' 0 1 0 0 0 0 59 48 0 0 10 0 0 0 113 3 6 0 4 0 0 0 123 3 0 0 7 2 67 67 10 0 0 0 0 0 0 0 77 67 32 0 55 0 0 0 224 0 30 0 0 0 270 0 504 0 0 0 8 0 7 0 101 0 0 0 0 0 0 0 108 0 0 0 12 3 18 26 40 60 0 0 0 0 0 0 58 86 0 0 7 0 0 0 110 0 2 0 0 0 0 0 112 0 3 0 18 0 0 0 119 0 0 0 0 0 54 0 173 0 2 0 17 0 0 0 179 0 0 0 0 0 36 0 215 0 0 0 11 0 32 0 103 5 0 0 0 0 0 0 163 7 0 0 9 0 0 0 40 0 0 0 0 0 5 0 151 0 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 1710 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and Location. Fame. Religions de¬ nomination controlling. Year of first open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. Male. Female. Male. Female. 1 3 4 5 3 8 WASHINGTON. 452 Burton _ Va.shnn ColletrA . . . . . Fone . . . 1892 1 4 5 2 453 Col fa v. . . Colfax College* . . Bapt . 1885 2 2 3 2 454 College Plac.fi. _ W alia W alia College . . . 7th D. Ad... 1892 1 2 7 3 455 Seattle . University of Washington . . Hone ....... 1862 0 0 16 2 456 Spokane . . . Gonzao’a College. ................... R. C . 1887 1 0 13 0 457 Sumner . . Whitworth Collece _ _ Presb . 1890 1 1 3 2 458 Tacoma . . Puget. Sound TTnivorsity . . M. E . 1890 2 2 10 3 459 Walla Walla . Whitman College _ _ Cong ....... 1866 6 1 7 1 WEST VIRGINIA. 460 Barboursville ... _ Parhonrsvillfi College _ _ M. E. So _ 1888 1 0 3 4 461 Bethany . . Bethany Col lege _ _ _ Christian ... 1841 0 o 8 4 462 Morcantown _ VV eat Virginia, University _ _ Fone _ 1867 4 0 21 0 WISCONSIN. 463 A pplfitnn . . Lawrence University. . . m.e . 1849 2 4 12 g 464 Beloit, _ Beloit, Collecffi _ _ _ Cong _ 1847 6 0 20 o 465 Franklin . . . Mission House . . . . . Reformed. . . 1859 9 o 8 o 466 Mad ison _ _ University of Wisconsin.. . Hone . 1849 0 o 84 10 467 Milton _ Milton College . . . . . 7th D. Bapt- 1844 5 1 6 1 468 Milwaukee. . . Marquette College . . R. C . 1881 4 0 5 0 469 Ripon . Ripon College . Hone . 1853 10 7 10 7 470 St. Francis . Seminary of St. Francis of Sales ... R. C . 1856 0 0 9 0 471 W at, er town . . H orth western University . . . Luth . 1865 3 0 5 0 WYOMING. 472 Laramie . University of Wyoming............ Hone . 1887 11 3 11 3 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION. 1711 colleges for men and/or both sexes — Continued. Professors and Students. Profes¬ sional de¬ partments. Total num- VX-LitU. UctlO KXKJ jJiXL U* ment. Profes¬ Total num¬ ber (ex¬ cluding duplicates) . ber (ex¬ cluding duplicates) . r i a ij department. department. Resident. Nonresi¬ dent. sional de¬ partments. 6 1 6 15 r2 rc3 * <5 18 r2 r© 15 6 © 'cS 6 r2 13 *2 © a s pH 0? Ph ’cS Earl barn College . 65 140 175 0 22 6, 500 25, 000 106 Lirl geville Cnlleve _ _ 27 54 75 3, 000 1, 000 2, 000 107 St, M einrad College __ _ 1 13, 000 2, 000 18, 250 108 Taylor University . 36 72 2, 000 1,000 8, 000 INDIAN TERRITORY. 109 Indian University . . . 18 0 90 0 0 450 100 100 no Henrv Kendall College . 22 112 10 600 1, 000 IOWA. 111 Coe College . 37 125 150 2, 500 1, 000 10. 000 112 Charles City College . 39 78 100 4 1, 200 500 130 11 ; Wart burg College . 40 85 2, 000 2, 500 114 Amity College _ ... _ _ _ 30 80 100 2, 600 300 4, 000 115 'Luther College . . 0 12 66 8, 495 11, 000 116 Des Moines College . 36 126 172 50 4, 000 500 4, 700 117 Drake University . . . 40 4, 500 1, 500 20, 000 118 Parsons College . 38 250 300 19 5, 000 10, 000 119 U pper Iowa U niversity . . 36 57 76 5 5, 000 1, 000 15. 000 120 Iowa College . 50 20 200 300 o j 20 23, 000 6, 000 121 Lenox College . 30 135 175 2, 400 1, 500 3, 500 122 Simpson College . 31 6 95 135 3,200 1,800 7, 000 123 State Universitv of Iowa _ ... 25 0 130 200 4 2 43, 000 15, 000 225, 000 124 German College .... | 110 150 800 400 125 Iowa Wesleyan University * . . . . 4, 000 1, 000 1, 000 126 Cornell College . 41 1 0 30 60 0 15 15, 089 3,000 20, 000 127 Oskaloosa College . 32 90 110 0 0 2, 500 500 2, 500 128 ! Penn College . . . . 36 100 150 1 3 4, 600 1, 200 8,500 129 ' Central University nf Town, 8 5 134 150 4, 000 5, 000 130 Morningside College . 33 95 114 o 1 o 1, 000 2, 000 131 .Buena Vista College . 36 4 150 175 ! 400 400 1, 000 132 Tabor College . . 39 150 250 4 18 8, 000 1, 000 9, 000 133 Western College . 36 . 80 100 4,000 2, 000 KANSAS. 1 134 j Midland College . 40 150 200 4, 000 1, 000 4, 000 135 i St. Benedict’s College . 40 160 1 15, 000 2, 000 136 | Baker University . 30 0 45 75 5, 000 2, 000 20, 000 137 Soule College . 30 3 108 125 1, 200 200 500 138 I College of Emporia . 30 150 200 0 0 4, 000 500 5, 000 139 i Highland University 28 6 100 125 l 0 0 5, 000 3, 500 140 Campbell University* . 0 0 600 141 | Uni versity of Kansas . . o i . 125 250 1 o 4 1 27, 000 220, 000 Statistics of 1895-y6. INSTITUTIONS FOR HIGHER EDUCATION, 1717 for men and for both sexes — Continued. m If ct'2 <5 Amount of productive funds. Income. Benefactions. 1 From tuition fees. From productive funds. From State or mu¬ nicipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. 34 35 36 37 38 39 40 41 43 $135, 000 0 $3, 000 0 0 0 0 $6, 000 210, 000 $60, 000 11,173 $3, 559 0 0 $16, 671 31, 403 $3, 733 100, 000 0 22, 000 0 0 0 0 22, 000 100, 000 112, 527 6, 500 5, 500 0 0 500 12, 500 4,790 25, 000 3, 000 1, 600 0 o 300 4, 900 133, 000 40, 000 6, 600 2, 000 0 0 10, 840 19, 440 8, 988 | 200, 000 600, 000 11, 000 30, 000 $80, 000 0 0 121, 000 j 225, 000 449, 840 7, 800 22, 000 0 0 0 29, 800 75, 000 100,000 12, 400 12, 400 88, 000 191, 000 4, 500 12, 500 0 0 0 17, 000 11, 000 320, 000 216, 000 18, 920 , 11, 480 0 0 0 30, 400 900 100, 000 175, 000 0 10, 000 0 0 2,500 12, 500 150, 000 250, 000 5, 000 18, 000 0 0 0 23, 000 i 25, 000 40, 000 2, 877 2,286 0 0 602 5, 765 155 55, 000 16, 871 3, 200 1.800 0 0 627 5, 627 1 2,000,000 0 175, 000 0 0 0 0 175, 000 0 150, 000 102,000 J 11. 998 5, 000 0 0 18, 601 35, 599 1 40, 000 0 700 0 0 0 300 1,000 2, 500 125, 000 0 1 12, 000 0 0 0 0 12, 000 42, 000 0 3,600 0 0 0 2, 000 5, 600 3,000 25, 000 0 500 0 0 0 2, 000 2, 500 no 12, 000 0 5, 600 0 0 0 0 5, 600 95, 000 40, 000 40, 000 16, 000 2, 800 900 0 0 1, 000 4, 700 500 75, 000 0 3, 042 0 0 0 6, 829 9, 871 50, 000 30, 000 3, 600 2, 400 0 0 0 6, 000 80, 000 8, 527 1, 581 526 0 0 0 2, 107 40, 000 56, 796 2, 229 3, 699 0 0 914 6. 842 10,565 145, 000 159, 830 29,096 9, 434 0 0 415 38, 945 90, 000 170. 000 3,500 9, 000 0 0 0 12, 500 100, 000 57, 000 10, 000 2, 000 0 0 0 12. 000 1,500 1 100, 000 275. 000 22, 000 21, 000 0 0 2, 000 45, 000 3, 500 31, 000 8, 000 2, 966 450 0 0 125 3,541 100, 000 64, 825 8, 875 3, 581 0 0 1, 929 14, 385 | 400, 000 230, 000 56, 361 16, 016 76, 000 0 0 148,377 20, 000 26, 000 800 1, 600 0 0 0 2,400 300, 000 60, 000 3,400 3,500 0 0 4, 000 10,900 | 215, 000 100, 000 20, 426 4, 357 0 0 577 25,360 | 3, 225 20, 000 75,000 1 30, 000 6, 770 1, 200 0 0 650 8, 620 I 3, 000 37,000 ! 25, 000 50,000 j 0 3, 000 0 0 0 1,500 4,500 1 20, 000 26,000 i 0 2, 000 0 0 0 0 2,000 45,000 83, 000 3, 450 6, 621 0 0 0 10,071. 3, 653 68,000 0 5, 000 0 0 0 2, 000 7,000 ; 46, 500 24, 000 3, 524 1,787 0 0 5, 487 10,798 ^ 80, 000 40, 000 8, 000 1, 000 0 0 3,000 12,000 j 6. 000 100, 000 0 1, 100 0 0 0 800 J , 900 i 2, 300 100, 000 0 2, 000 0 0 0 8, 000 10, 000 12.000 20, 000 40, 000 800 2, 700 0 0 0 3,500 200 40, 000 0 10, 000 0 0 0 0 10, 000 i . 450, 000 135, 000 345 7, 000 100, 800 0 875 109, 020 0 1 a Includes tuition. 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 1718 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and colleges 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 Name. Expenses in collegiate department. Living ex¬ penses. o ■ £> OQ ©2 p_, 02 <0 a P fn 0 O W ° to I ffl p, ° 'S n 0 0 O cq - r-j P Pamphlets. Value of scientific ap¬ paratus and library. Tuition fee. Other fees. Lowest. Moderate. 1 _ 25 20 ! 27 28 29 30 31 32 | 33 Kansas — continued . ! $27 $75 $100 0 0 600 150 000 40 $5 68 o o 5, 000 1 000 tpj., uuu 2 000 Ottawa University . 30 8 116 150 0 0 3, 000 2, 000 l\ 000 30 170 7, 300 1 Kansas'Wesleyan University _ 33 5 80 133 6 1 3, 000 1,000 500 Cooper Memorial College . 30 3 80 125 0 0 500 300 1,000 40 0 100 175 ■■■■ 7, 000 5, 000 10, 000 30 111 150 ! 8, 000 20, 000 lij ooo 1 342 84 450 30 60 1 100 "o’ 10 2, 500 ‘ 200 3,000 KENTUCKY. 38 114 140 ! 1, 061 0 65 86 12, 000 3, 500 9, 000 | Ogden College . 40 10 100 120 0 40 2, 900 1, 056 6, 500 Centre College . 50 16 125 250 49 12, 154 2, 593 10, 000 Georgetown College . 45 5 75 150 10 12, 000 3,000 15, COO Liberty College . 40 0 110 125 "o’ 0 0 0 35 South Kentucky College . 40 100 110 2, 000 1, 500 Agricultural and Mechanical 20 0 200 1 250 2 0 2, 732 186 50* 000 College of Kentucky. Kentucky University . 2 20 95 152 15, 000 1, 200 15, 000 Oentrftl TTniversiliy »- 60 10 112 165 5, 000 2, 000 6, 000 Bethel College . . 55 | 100 20 8, 000 1, 000 5| 000 St. Mary’s College . . 175 200 2 4, 000 2, 000 4, 000 Kentucky Wesleyan College .... 30 20 125 200 "o’ 0 2, 500 1, 500 3,’ 000 LOUISIANA. Louisiana State University . 0 7 126 138 0 0 20,000 2, 000 90, 000 J efferson College .... _ _ _ a 250 3, 080 1, 500 8 000 Centenary College of Louisiana. . 50 5 90 135 0 0 2,500 ’500 Keachie College . . . 50 ‘4 120 150 1,200 1,500 College of the Immaculate Con¬ I 15, 000 2, 000 ception. * Leland University . *. _ 0 8 90 o 0 1,000 1, 000 Hew Orleans University ........ 80 5, 000 500 2’ 000 Straight University . 8 0 96 120 0 0 2, 500 1,000 250 Tnl art p, Uni ver si ty . . . . 105 o 198 20, 000 5, 000 56, 000 MAINE. Unwdoin College _ _ _ 75 114 152 o 98 60, 259 800 100, 000 Bates College . 50 15 100 150 0 46 18, 000 25, 000 Colby University . 60 30 114 152 0 80 32, 600 10, 000 75, 000 MARYLAND. St. John’s College . 75 13 150 170 o 67 6, 500 5, 000 Johns Hopkins University . 150 190 228 21 72 80, 000 30, 000 241, 000 Loyola College . . . 50 12 35, 000 60, 000 Morgan Coll eve _ _ 12 0 62 0 8 3, 000 150 1, 200 Washington College . 50 0 130 140 0 32 2, 500 3, 000 Bock Hill College . . . . 60 8 200 230 7, 200 450 4, 500 St. Charles College . 15, 650 | Mount St. Mary ’s College ....... a 300 15, 000 1,000 I 5, 000 Hew Windsor College . 45 155 2, 000 500 1, 000 Western Maryland College. 45 180 5, 000 3, 000 MASSACHUSETTS. Amherst College ... 110 200 250 3 90 69, 000 15,000 250, 000 Boston College . . . 60 53 30, 000 5, 000 ' Boston University .... _ ...... 110 144 270 2 109 21. 000 30, 000 Harvard University . 150 | 372 472 24 238 - 190, 300 1490, 300 1 1, 000, 000 * Statistics of 1895-96. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1719 for men and for doth sexes — Continued. 3 © £ Income. Value of grounds i buildings. Amount of producl funds. From tuition fees. From productive funds. From State or mu¬ nicipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. Benefactions. 34 35 36 37 38 39 46 41 4 ‘4 $40, 000 $1, 600 0 0 0 $400 $2, 000 0 125, 000 0 10, 000 0 0 0 2, 000 12, 000 13, 220 65, 000 180, 000 50, 000 $84, 000 4, 500 $6, 720 0 0 2, 000 o 8, 000 6, 500 500 0 0 0 7, 000 $1, 800 26, 000 25, 000 3, 000 1,500 0 0 1, 000 5, 500 1, 300 285, 000 80, 000 7,021 5,797 0 0 1, 170 13, 988 1, 555 60, 000 0 2,000 0 0 0 0 2, 000 15, 000 35, 000 0 517 0 0 0 0 517 60, 000 0 6, 122 0 0 0 0 6, 122 20, 000 10, 000 8, 0C0 1,700 380 0 0 0 2, 080 500 114, 000 40, 000 101, 568 3,517 4, 403 0 0 0 7, 920 28, 135 130, 000 1,009 6, 580 0 0 748 8,337 0 100, 000 250, 000 6, 000 14, 000 0 0 0 20,000 150, 000 225, 000 9, 0( 0 13, 000 0 0 0 22, 000 500 25, 000 75, 000 0 0 2, 000 0 0 0 0 2, 000 0 6, 000 0 129, 000 165,000 1, 429 0 $32, 429 $33, 810 5, 152 72, 820 250, 000 203, 479 5,085 11, 593 0 0 232 16,910 150, 000 175, 000 5, 000 6, 000 0 0 2, 000 13, 000 20, 000 55, 000 80, 000 4, 000 5, 000 0 0 800 9,800 65, 000 0 12, 000 6, 250 0 0 0 0 12, 000 75, 000 35, 000 1,750 0 0 0 8, 000 10, 000 300, 000 318, 313 740 14, 556 16, 317 25, 654 0 57, 267 0 100, 000 0 28, 800 0 0 0 0 28, 800 75, 000 50, 000 2, 000 2, 500 0 0 600 5,100 30,000 0 1,500 0 0 0 4, 600 6, 100 2, 500 175, 000 92, 500 0 3,500 0 0 0 3, 500 3, 500 100, 000 0 0 0 0 0 9, 660 9, 660 125, 000 6, 000 4, 000 24, 644 300 0 0 0 4,300 250 808, 000 1, 477, 000 80, 000 0 0 0 104, 644 500, 000 549, 4/5 28,085 1 21, 588 0 0 0 49, 673 17, 500 150, 000 338, 000 9,000 21, 000 0 0 0 30, 000 17, 000 200, 000 495, 500 14,430 18, 353 0 0 0 32, 783 2,503 200, 000 0 4, 000 47, 000 0 9, 000 0 4, 000 17, 000 1,000 939, 000 300, 000 3, 000, 000 100, 000 0 0 0 147, 000 57, 000 50, 000 22, 000 2, 000 1,000 1,500 0 0 5, 600 8, 600 1,300 60, 000 25, 000 2, 500 7, 000 0 0 11, 000 65, 000 0 24, 000 0 0 0 0 24, 000 0 200, 000 0 53, 903 0 0 0 0 53, 903 150, 000 0 50, 000 0 0 0 0 50, 000 30, 000 125, 000 0 0 3,000 0 0 0 0 3, 000 5, 000 750, 000 1, 500, 000 43, 000 63, 000 0 0 0 106, 000 100, 000 400, 000 0 25, 000 0 0 0 0 25, 000 800, 000 787, 000 63, 000 88, 000 0 0 0 151, 000 3,450 4, 000, 000 8, 963, 053 549, 575 405, 159 0 0 186, 246 1, 140, 980 445, 906 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 1720 EDUCATION REPORT, 1896-97, Table 37. — Statistics of universities and colleges Name. Expenses in collegiate department. Living ex¬ penses. 1 Number of fellow¬ ships. Number of scholar¬ ships. Bound volumes. ^ | ST 1 P Pamphlets. ^ Value of scientific ap¬ paratus and library. Tuition fee. CO 1 © £ o Lowest. Moderate. 2 25 26 27 28 29 30 31 32 33 MASS ACHUSETTS— continued . 191 a$140 850 225 $3, 000 192 Tufts College . $100 $10 163 $286 2 56 35, 000 8,000 70, 000 193 Williams College . 105 8 350 500 8 40, 000 15, 000 40, 000 194 16 16 16, 000 3, 000 195 60 25 190 5 18, 000 7, 000 20, 000 MICHIGAN. 196 45 126 6, 000 1, 500 197 21 100 150 11,100 500 50, 000 198 32 136 160 9 15,000 10,000 22, 000 199 University of Michigan . 530 0 200 300 *3 16 112,275 18,083 700, 000 200 35 105 125 4, 000 5, 000 201 6, 000 1,000 500 202 40 0 o 9, 500 203 2 17 125 200 9,490 3, 880 23, 002 204 18 130 150 10, 000 2, 000 205 Kalamazoo College . 26 5 115 1 150 3 6, 253 3,287 3, 500 206 Olivet College . 22 23 125 1 200 25, 500 25, 000 46, 243 MINNESOTA. 207 St. John’s University . . a 200 6, 000 1, 000 2, 000 208 Hamline University . 30 6 150 250 6. 000 500 ' 7, 000 209 Augsburg Seminary 15 10 50 1, 500 210 University of Minnesota . 0 5 200 300 1 50, 000 17, 000 145, 000 211 Carleton College . 26 6 125 175 0 0* 15, 000 50, 000 212 St. Olaf College . 0 10 95 125 0 0 1,750 500 4,130 213 Macalester College . 6, 500 3, 000 214 Gustavus Adolphus College . 32 5 80 150 0 0 6, 929 2, 000 15, 000 215 Parker College . 10 10 75 100 400 200 500 MISSISSIPPI. 216 Mississippi College . 30 5 120 160 8,000 2, 500 217 University Institute . 40 5 80 90 3, 000 2, 500 2,500 218 Rust University . 15 0 24 40 2, 700 3, 000 3, 500 219 Millsaps College . 30 5 80 150 3 3, 000 2, 000 1,200 220 University of Mississippi . 0 16 105 175 "*3* 6 14, 000 2, 000 50, 000 MISSOURI. 221 Central Christian College . 40 5 170 210 125 60 175 222 Northwest Missouri College . 55 10 86 104 7 1, 000 500 200 223 Southwest Baptist College . 36 76 95 800 250 1,200 224 Pike College . 40 0 150 175 600 100 500 225 Missouri W esleyan College . 37 0 100 125 0 0 1,100 20 600 226 Christian University. . 39 3 80 100 500 400 1, 000 227 St. Vincent College . a 175 12, 000 2, 000 18, 000 228 University of the State of Mis¬ 20 76 104 4 6 26, 971 34, 203 140, 000 souri. 229 Grand River Christian Union 36 72 90 1, 000 500 College. 230 Central College . . 50 100 200 1 2 5, 500 1, 000 15, 000 231 Westminster College . 50 0 80 140 6, 000 1,800 13, 000 232 Pritchett College . 46 130 175 0 13 450 16, 000 233 La Grange College . 40 95 114 5, 000 1, 000 1, 000 234 William Jewell College . 40 10 90 150 20 9, 000 8,000 235 Missouri Valiev College . 40 6 80 120 62 ’ 2, 700 1, 300 8, 000 236 Morrisville College . 40 2 90 100 "o 0 800 200 1, 300 237 Soarritt Collegiate Institute .... 42 0 0 2, 000 200 3, 000 238 Park College . 30 60 150 23 6, 000 1, 450 1, 000 239 ! Christian Brothers College . 50 12 250 275 ""o’ 0 20, 000 2, 000 5, 800 240 St. Louis University . . 60 10 30, 000 241 1 Washington University ... 150 200 300 30 5, 000 178, 000 242 Drury College . 48 3 120 160 ”6’ 5 23,000 1 20, 000 10, 000 * Statistics of 1895-96. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1721 for men and for both sexes — Continued. Value of grounds and buildings. Amount of productive funds. Income. . . . . Benefactions. Trom tuition fees. Trom productive funds. Trom State or mu¬ nicipal appro¬ priations. Trom TJ nited States Govern¬ ment. Trom other sources. Total income. 34 35 36 37 38 39 40 41 42 $50. 000 0 $1, 671 0 0 0 0 $1,671 $12,218 600, 000 $1, 300, 000 23, 018 $62. 368 0 0 0 85, 386 80,000 i 439, 950 853, 391 34, 115 42, 651 0 0 $582 77, 348 27, 299 267, 138 0 19, 800 0 0 0 1, 033 20, 833 140, 000 85, 000 13, 500 5, 100 0 0 0 18, 600 125, 000 200, 000 12, 000 12, 000 0 0 5, 000 29, 000 51, 000 83, 500 3. 250 4, 390 0 0 3, 000 10, 640 6,700 j 1, 200, 000 546, 000 169, 810 38, 500 $197, 000 0 16, 325 421, 635 5,000 ! 100, 000 0 16, 373 0 0 0 3, 662 20, 035 0 57, 000 0 1,700 0 0 0 1, 300 3, 000 160, 000 0 8, 000 0 0 0 0 8, 000 67, 000 240, 300 21 14, 432 0 0 0 14, 453 8,000 80, 000 234, 344 2, 821 6, 700 0 0 2, 400 11, 921 100,000 60, 000 228, 452 3, 415 12, 231 0 0 1, 065 16, 711 2,563 158, 757 75, 000 17, 000 6, 000 0 0 0 23, 000 6,610 | 300, 000 0 17, 000 0 0 0 23, 000 40, 000 198, 000 109, 110 6, 578 4, 500 0 0 3, 535 14, 613 100, 000 40, 000 2, 500 2, 000 0 0 0 4, 500 4,000 1, 652, 500 1,201 238 55, 000 49, 266 82, 333 $38, 000 59, 492 284, 091 15,000 ! 200, 000 200, 000 11, 070 13, 369 0 0 1, 359 1 25, 798 42, 045 32, 600 4, 000 1,690 240 0 0 47 1,977 5,783 200, 000 8, 000 3, 000 500 0 0 6, 500 10, 000 60, 000 0 6, 412 0 0 0 6, 777 13, 189 26, 794 25, 000 61, 000 700 2, 000 0 0 0 2, 700 3, 000 50, 000 43, 500 7, 500 2, 460 0 0 0 9, 960 20, 000 0 3, 200 0 460 0 0 3, 660 125, 000 0 1,800 0 0 0 5, 000 6, 800 75, 000 107, 000 4, 500 6, 500 0 0 0 11, 000 12,000 220, 000 540, 000 5, 200 32, 643 5, 000 0 0 42, 843 0 30, 000 8, 000 3,500 640 0 0 0 4, 140 35, 000 0 8, 000 0 0 0 1, 000 9, 000 3, 000 25, 000 2, 000 1, 900 140 0 0 0 2, 040 16, 000 0 30, 000 1, 30G 5, 000 0 0 0 0 5, 000 40, 000 15, 000 2, 200 900 0 0 0 3, 100 100 75, 000 0 1,200 0 0 0 0 1,200 898, 000 1, 229, 839 13, 687 61, 168 66, 318 35, 804 6,400 183, 377 25, 000 3, 400 0 0 o 1,000 4, 400 150, 000 130, 000 6, 125 5, 175 0 0 0 11, 300 35, 000 209,710 4,127 9,326 0 0 0 13, 453 577 50, 000 77, 000 2, 750 6, 300 0 0 0 9, 050 275 45, 000 10, 000 2, 300 500 0 0 350 3, 150 2, 000 100, 000 205, 000 8, 000 13, 000 0 0 3, 000 24, 000 10, 000 125, 000 115, 000 5, 000 9, 000 0 0 5, 000 19, 000 2, 000 10, 000 0 2, 500 0 0 0 0 2, 500 30, 000 0 5, 000 0 0 0 0 5, 000 350, 000 425, 000 600, 000 0 60, 000 0 0 0 0 60, 000 0 500,000 0 20, 000 0 0 0 0 20, 000 0 650, 000 950, 000 120, 000 40, 000 0 0 0 160, 000 200,000 ' 225, 000 7, 000 13, 400 0 0 600 1 21, 000 5, 300 b To residents; $40 to nonresidents. 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 2!5 236 237 238 239 240 241 242 1722 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and colleges Name. Expenses in collegiate department. Living ex¬ penses. Number of fellow¬ ships. N umber of scholar- ships. Bound volumes. ^ o3 JO f-J Pamphlets. Value of scientific ap¬ paratus and library. Tuition fee. Other fees. Lowest. Moderate. 2 25 kv ®l 2? | 28 29 30 ! 31 32 33 Missouri — continued. 1 243 $30 $5 $116 $170 1, 031 1, 000 $4, 000 244 40 80 100 0 o 1, 000 2, 000 245 Central Wesleyan College . 36 4 90 125 0 0 5,000 1,000 500 MONTANA. 246 2, 000 4, 000 3, 000 247 Montana Wesleyan University.. 50 275 310 0 0 800 1,000 1, 200 248 0 10 150 200 1, 600 700 8, 000 NEBRASKA. 249 University of Omaha . 36 7 86 95 10 2, 500 250 3,000 250 500 200 600 251 Union College . 35 5 110 120 0 0 1, 269 100 1, 500 252 Doane College . 24 4 100 150 7 7, 300 4, 500 10, 000 253 32 0 100 150 300 200 500 254 27 120 200 5 3, 500 1, 000 1, 500 255 University of Nebraska.. . 0 5 is" 2 30, 500 150, 000 256 Oates College _ 29 100 150 o G 5, 050 6, 000 257 Creighton University . . 0 10 150 200 1 7, 500 200 25, 000 258 Nebraska AFesleyan University 20 3, 000 5, 000 259 York College . . 18 100 125 o 0 500 100 500 NEVADA. 280 State University of Nevada . 0 216 300 o 0 5,892 3, 620 26, 178 NEW HAMPSHIRE. . ' 281 Dartmouth College . 100 6 146 285 75, 000 20, 000 100, 000 NEW JERSEY. 262 St. Benedict’s Colleo-e . __ 60 1, 000 250 263 B.n tpppsrs College . . 75 24 171 228 o 34, 560 5, 000 264 Princeton University 150 320 440 7 89 123, 307 265 Seton Hall College . 30 a 350 5 10, 000 1,000 O o d Amount of productive funds. Income. Benefactions. From tuition fees. From productive funds. From State or mu¬ nicipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. 34 36 37 38 39 40 41 43 j $200, 000 $164,000 co o o $11, 000 $30, 000 0 0 $44, 700 105, 000 100, 000 4,000 5, 042 0 0 $2, 000 11, 042 8, 000 0 600 0 0 0 900 1, 500 40, 000 35, 000 1, 500 3, 500 0 0 0 5, 000 15, 000 7,000 2, 000 i; 000 0 0 0 3, 000 $2,000 j 8, 000 4,048 655 900 0 0 0 1, 555 280 250, 000 40, 000 5, 300 3, 600 0 0 500 9, 400 . 100, 000 6, 500 0 0 0 0 6, 500 289, 000 345, 000 65, 200 15, 500 1,750 0 0 82, 450 115, 000 100, 000 148, 000 3, 397 6, 863 0 0 1, 600 11, 860 12,812 50, 000 11,000 2, 806 524 0 0 580 3,910 360 1 150, 000 0 40, 000 0 0 0 0 40, 000 0 | 150, 000 120, 000 5, 000 6, 500 0 0 0 11, 500 10,000 90, 000 100. 000 200 5, 500 0 0 0 5, 700 3,000 303, 300 345, 829 500 17, 290 0 0 24, 913 42, 703 130, 000 120, 000 182, 000 7, 000 6, 800 0 0 3, 700 17, 500 25, 515 j 650, 000 302, 000 11, 000 16, 000 0 0 0 27, 000 229, 500 205, 000 13, 548 10, 048 0 0 1, 225 24, 821 3,600 60, 000 60, 000 5, 000 3, 350 0 0 0 8, 350 | 130, 000 0 19, 000 0 0 0 4, 000 23, 000 4,000 | 400,000 650, 000 33, 000 18, 000 0 0 0 51, 000 962, 000 225, 000 350, 000 0 16, 000 0 0 8, 500 24, 500 30, 000 250, 000 400, 000 15, 000 17, 500 0 0 17, 500 50, 000 172, 000 467, 650 260 16, 517 0 0 5, 500 22, 277 100, 000 200, 000 200, 000 12, 200 8, 000 0 0 3,000 23, 200 21, 000 22, 000 4, 475 2,614 218 0 0 1,174 4, 006 400 250, 000 200, 000 1, Oil, 363 0 0 0 215,466 0 0 215, 466 200, 000 I ’ 3, 179, 530 1, 873. 043 337, 524 86,495 | I 125, 000 0 0 549, 019 0 0 120, 000 0 10, 000 0 0 0 2, 000 12, 000 300 50, 000 43, 000 5, 000 2, 000 0 0 0 7, 000 1, 200, 000 1, 900, 000 24, 000 0 0 0 0 24, 000 750, 000 517, 000 0 31, 020 51, 128 $37, 000 9, 371 128, 519 500, 000 250, 000 49, 613 12, 300 0 0 4,434 66, 347 8, 961 350, 000 6, 000 0 2, 000 0 0 0 0 2, 000 250, 000 271, 935 14, 366 12, 379 0 0 0 26, 745 1, 000 1, 177, 967 1, 160, 000 100, 000 I 70, 000 0 0 0 170, 000 3, 000 100, 000 293, 700 30 11,280 2, 000 0 0 13,310 14, 000 0 1,200 0 0 0 300 1, 500 0 20, 000 0 800 0 0 0 3,500 4,300 300, 000 o ! 3, 690 0 28, 000 0 1,100 32, 790 0 50, 000 82, 000 750 5, 000 0 0 0 5, 750 1, 021 75, 000 63, 000 5, 500 4, 500 0 0 0 1 10, 000 35, 000 32,000 2, 500 2, 000 0 0 1 1, 000 5,500 80, 000 0 3,000 0 0 0 11, 000 14, 000 1,000 125, 0C0 65, 000 3, 610 4, 271 0 o 1 5, 119 1 13, 000 5 Includes tuition. 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 1728 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and colleges Name. Expenses in collegiate department. Living ex¬ penses. Number of fellow- 1 ships. Number of scholar¬ ships. Lihi OD a "o 0 M rary, ro © P< a <5 Value of scientific ap¬ paratus and library. Tuition fee. Other fees. Lowest. Moderate. 3 35 36 3? 38 39 30 31 33 33 SOUTH DAKOTA. 394 2 1 600 $250 395 Black Hills College . $18 $12 $106 $136 9 500 800 396 30 4 115 150 1 700 500 3 000 397 9 100 175 0 0 1 500 1 000 4 250 398 30 75 125 0 50 5, 831 2,’ 700 2, 000 TENNESSEE. 399 30 9 45 95 6, 000 1, 500 400 King College . 50 10 85 100 1 5, 000 2, 000 4, 500 401 60 11 80 108 10, 000 2, 000 10, 000 versity. 402 American Temperance TJniver- 39 72 90 25 600 300 500 sity. 403 40 2 25 100 2, 000 1, 000 404 60 73 4,’ 000 ’500 8, 000 sity. 405 5 51 51 0 66 2 000 150 2 000 406 University of Tennessee . 0 20 135 150 0 6 14’ 000 8, 000 75^ 500 407 Cumberland University . 60 16 90 135 0 1 6, 000 500 15, 000 408 . Bethel College . 45 4 119 129 0 0 1,000 500 300 409 Maryville College . 12 60 71 0 2 10, 000 2, 500 410 Christian Brothers College . 2, 000 1, 500 411 Milligan College . 36 0 60 81 .... 2, 000 ’ 150 1, 000 412 1 f! arson and Newman College* 0 5 3 Q00 2 000 1 200 413 Central Tennessee College . 18 1 80 85 0 2 ; 4] 000 ’375 5,’ 000 4)4 ! Pisk University _ _ ....... _ 14 1 105 0 10 i 6, 387 300 10, 000 415 j Roger Williams University . 8 0 72 72 4’ 000 6, 500 416 University of Nashville.... . 10 135 180 204 1 12, 000 25,' 000 417 Vanderbilt University . 85 15 LOO 150 ’n’1 26 15, 000 10, 000 160’, 000 418 ' University ot the South . 100 24 150 200 0 18 39, 000 40, 000 50, 000 419 Burritt College . 40 4 100 120 3, 750 1, 500 500 420 Sweetwater College . 36 150 421 Greeneville and Tusculum Col¬ 38 100 130 8, 000 500 2, 000 lege. 422 Washington College . 27 3 45 60 0 2, 000 1,000 1, 500 TEXAS. 423 St. Edward's College . , a 220 3, 000 500 4, 000 424 University of Texas _ _ 0 10 135 153 0 21 40, 000 125’ 000 425 Howard Payne College . 50 0 85 100 T 500 1, 000 2’ 000 426 Henry College . 42 0 75 80 3 0 i 700 400 1, 500 427 Port Worth University . 48 2 130 1, 241 7, 500 428 Polytechnic College _ ... _ _ 50 80 100 2, 000 300 1, 000 429 St. Mary’s University . . 60 15 3, 000 500 5, 000 4:i0 Southwestern University . 60 5 85 150 0 3 2, 300 3, 000 431 Wiley University . 10 84 90 2 1, 000 350 432 St. Louis College . a 200 1, 200 1, 000 433 Austin College _ _ 50 11 100 135 7, 000 10, 000 434 Trinity University . 50 6 90 120 0 20 4, 000 500 3,000 435 Add-Ran Christian University* 2, 000 5, 000 436 Kavlor University . . . . 50 3 90 125 5, COO 500 2, 500 437 Paul Quinn College . 23 2 60 90 1, 000 500 75 UTAH. 438 Brigham Young College* . 0 30 2, 500 600 7, 100 439 | University of Utah . 0 10 75 160 0 100 16, 000 10, 000 60, 000 VERMONT. 440 University of Vermont and 60 20 125 200 0 75 51, 000 10, 000 175, 000 State Agricultural College. 441 Middlebury College . 60 12 114 133 0 120 21, 590 2, 000 30, 000 Statistics of 1895-96. :nstitutxons for higher education, 1729 for men and for both sexes — Continued. Value of grounds and buildings. Amount of productive funds. Income. Benefactions. From tuition fees. From productive funds. From State or mu- | nicipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. 34 35 36 37 38 39 40 4 8 42 $33, 400 36, 000 $20, 000 $1, 250 $800 0 0 $1, 250 . $3, 300 $2, 800 70, 000 0 3,457 0 0 0 3, 579 7, 036 700 125, 000 0 3,722 122 $20, 000 0 929 24, 773 0 130, 050 40, 000 4, 068 900 0 0 100 5, 068 50, 000 150, 000 7, 000 1,397 173 0 0 1,952 3, 522 2, 000 30, 000 22, 000 2, 890 800 0 0 0 3, 690 50 60, 000 190, 000 2, 600 10, 000 0 0 2, 000 14, 600 8, 000 100, 000 0 4, 000 0 0 0 3, 000 7, 000 8, 000 10, 000 0 500 0 0 0 0 500 50, 000 70, 000 8, 500 4,200 0 0 0 12, 700 100, 000 0 500 0 450 13,800 14,750 0 586, 000 425, 000 5. 822 25, 410 0 $37, 000 497 68, 729 100, 000 86, 000 9, 600 4,800 0 0 1, 960 16, 360 1,000 20, 000 0 4, 500 0 0 0 1,800 6, 300 0 125, 000 225, 000 2, 199 6, 760 0 0 8, 642 17, 601 j 85, 000 80, 000 ! 10, 000 0 3, 000 0 0 0 0 3,000 6 75, 000 30, 000 3,200 1,600 0 0 700 5,500 105, 000 10, 000 10, 500 350 0 0 7, 500 18, 350 150 1 350, 000 50,000 i 5,436 3, 000 0 0 33, 145 39. 581 j 36, 365 150, 000 0 1, 500 8, 000 9, 500 300, 000 3, 800 7,000 0 20, 000 0 50| 000 77, 000 575, 000 1, 180, 000 40, 000 60, 000 0 0 0 100, 000 250. 000 160, 000 16, 000 9, 600 0 0 8, 000 33, 6U0 5, 350 15. 000 6, 000 A 0 o 0 6, 000 10, 000 0 2, 000 U 0 0 0 0 2’, 000 27, 000 0 2, 200 0 0 0 200 2, 400 500 35, 000 5, 000 1, 750 400 0 0 0 2, 150 2, 000 100, 000 30, 000 0 0 0 0 30, 000 500, 000 578, 000 22, 500 15, 000 50, 000 7, 500 0 0 0 1,500 9, 000 9, 000 25, 000 0 8, 000 0 0 0 0 8, 000 0 125, 000 0 12, 000 0 0 0 0 12, 000 25, 000 0 8, 000 0 0 0 0 8, 000 170, 000 0 1,810 0 0 0 0 1.810 100, 000 0 15,000 0 0 0 2, 965 17, 965 35, 000 2, 000 0 0 0 3,500 5, 500 . 166' 120, 000 0 10, 000 0 0 0 0 10, 000 50, 000 70, 000 5, 500 3, 500 0 0 0 9, 000 87, 500 34, 000 6, 000 3, 400 0 0 0 9,400 140, 000 0 9, 000 0 0 0 0 9,000 200, 000 3,500 19, 250 100 0 0 1, 500 20, 850 100, 000 2, 250 3, 644 5, 894 3, 795 140, 000 96, 427 2, 500 15, 000 0 0 0 17, 500 280, 000 100, 000 5, 055 0 60, 000 0 0 65, 055 200 600, 000 406, 000 10, 291 15, 569 6, 000 22, 000 14,442 68, 302 3, 366 100, 000 370, 000 1, 500 18, 000 2, 400 0 1, 100 23, 000 0 a Includes tuition. ED 97 - 109 394 385 396 397 398 399 400 401 402 403 404 405 408 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 1730 EDUCATION REPORT, 1896-97. Table 37. — Statistics of universities and colleges Name. Expenses in collegiate department. Living ex¬ penses. Es o ^ OQ ©,d f-l ® CO rO a 3 Number of scholar¬ ships. Library. Value of scientific ap¬ paratus and library. Bound volumes. Pamphlets. Tuition fee. Other fees. Lowest. Moderate. 2 25 2© 2^ 28 1 © e» 39 33. 32 33 VIRGINIA. 442 $75 $21 $190 $240 o 3 9, 000 $12, 000 443 38 80 107 o 0 600 100 590 444 75 50 175 225 4 9 40, 000 445 Emory and Henry" College . 50 12 155 175 0 2 10, 000 0 10, 000 446 55 120 140 0 0 300 300 447 Hampden Sidney College . 50 22 90 140 1 10 15, 000 3, 000 15, 000 448 W ashington and Lee University. 50 30 150 250 1 16 30, 000 10, 000 63, 400 449 Richmond College . . 70 24 120 150 26 13, 000 2, 500 75, 000 450 "Roanoke College _ _ _ 50 12 145 175 20 20, 000 30, 000 451 College of "William and Mary . . . 35 6 120 150 4 10, 000 3,000 25, 000 WASHINGTON. 452 Vasli on College . 60 115 132 0 0 1, 030 720 1, 400 453 Colfax College* . 250 200 150 454 Walla Walla College . 36 90 99 700 1, 258 455 University of Washington . 0 0 133 171 7,000 5, 000 25, 000 456 Gronzaga College . 30 250 2, 000 457 Whitworth College . 36 150 200 2, 000 500 500 458 Puget Sound University . 30 8 57 0 0 2, 500 1,000 5, 000 459 Whitman College . 48 2 150 200 6 5, 000 1, 500 2, 500 WEST VIRGINIA. 460 Rarhonrsville College _ 36 6 120 150 o 0 600 200 461 Betlianv College . 40 10 67 114 31 2, 000 1, 500 1,000 462 West Virginia University _ 0 150 200 15, 000 3, 000 100, 000 WISCONSIN. 463 Lawrence University . 2 10 90 175 0 2 15, 097 3, 000 35, 000 464 Beloit College . 36 13 120 200 0 40 23, 000 5, 000 40, 000 465 Mission House . . . 20 10 80 0 0 5,000 500 2, 500 466 Uni versify of Wisconsin . . . (a) 12 200 13 3 48, 500 12, 000 240, 000 467 Milton College _ 36 120 170 3, 000 1, 040 8, 000 468 Marquette College _ . 60 8 9, 200 1, 050 2, 700 469 Ripon College . . . . . 12 32 57 86 9, 000 2, 000 10, 000 470 Seminary of St. Francis of Sales . £>165 0 0 13, 000 1, 200 471 Northwestern University . 33 10 80 100 3, 199 500 10, 000 WYOMING. 472 University of Wyoming . 0 Q 99 126 4, 680 3, 000 50, 000 Statistics of 1895-96. a Free to residents; $18 to nonresidents. b Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1731 for men and for both sexes — Continued. Yalue of grounds and buildings. Amount of productive funds. Income. Benefactions. From tuition fees. From productive funds. From State or mu¬ nicipal appro¬ priations. From United States Govern¬ ment. From other sources. Total income. 34 «■» «r 36 37 38 39 4© 41 43 $110, 000 $100, 000 $9, 000 $6, 000 0 0 $4, 000 $19, 000 $3,125 ! 4, 000 11, 000 3, 000 125 0 0 0 3, 125 40 1, 000, 000 344, 100 52, 263 20, 861 $50, 000 0 6, 301 129, 425 30, 810 100, 000 10, 000 2, 664 600 0 0 5, 194 8, 458 12, 000 0 4, 200 0 0 0 500 4,700 100, 000 140, 000 1,673 7, 7i 5 0 0 0 9, 388 200, 000 644, 682 9, 900 31, 500 0 0 0 41, 400 6,000 ; 400, 000 265, 000 7, 500 16, 200 0 0 0 23, 700 5, 500 100, 000 40, 000 4, 000 2, 200 0 0 2, 900 9,100 5, 300 ; 125, 000 125, 900 730 3, 954 15, 000 0 0 19, 684 32, 000 0 5,726 0 0 0 1,820 7, 546 0 12, 000 0 1, 600 0 0 0 200 1, 800 50, 000 0 2, 483 0 0 0 12, 294 14, 777 500, 000 0 0 0 70, 000 0 0 70, 000 2, 000 25, 000 0 2, 000 0 0 0 1,200 3. 200 400 1 150, 000 0 6, 510 0 0 0 10,300 16, 810 700 1 25, 000 85, 000 5, 300 4, 600 0 0 0 9,900 50,000 S 20,000 0 1,100 0 0 0 450 1, 550 200,000 0 6, 000 0 0 0 0 6, 000 250, 000 114, 750 4, 104 6, 708 36, 050 $17, 000 0 63, 862 220, 000 215, 000 5, 300 6, 800 0 0 14,100 26, 200 112,000 335, 000 400, 000 10, 500 15, 000 0 0 0 25, 5U0 15,000 1 40, 000 24, 000 2, 368 1, 200 0 0 0 3, 568 15, 538 1, 500, 000 532, 000 3, 000 21, 000 283, 476 37, 000 49, 731 394, 207 32, 000 83, 743 2, 189 1, 837 0 0 630 4, 656 149 130, 000 0 6, 000 0 0 0 0 6, 000 500 100, 000 250, 000 200 15, 000 0 0 4, 800 20, 000 1, 500 200, 000 0 35, 000 0 0 0 0 35, 000 65, 000 0 1, 000 0 0 0 12, 000 13, 000 100, 000 0 1,371 0 7, 502 37, 000 0 45, 873 442 443 444 445 446 447 443 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 1732 Table 38. — Statistics of colleges IB 14 Location. Name. Peligious denomina¬ tion con¬ trolling. Year of open¬ ing. 1 *■* c* I i p. i ® i cu | department. Collegiate de¬ partment. I Total num- 1 1 ber‘ Preparatory. Collegiate. Graduate. Total number. I © l IS is Female. Male. R c3 ,2 ! la 5 I 2 3 4 5 7 8 9 1® »l 12 13 14 CALIFORNIA. Mills College _ Mills College . Vnnfi . . . . . 1871 I 0 7 2 10 6 25 13 12 0 140 ILLINOIS. Pockford . Pockford College None - . 1849 o 6 o 12 2 19 92 38 2 185 MARYLAND. i Baltimore . Woman’s College of M. E . 1888 o 0 12 16 12 16 1 0 236 5 241 Baltimore. j MASSACHUSETTS. | Cambridge . Badcliffe College . None . 1879 ! o 0 94 0 94 0 0 330 39 369 Northampton . . Smith College . None _ 1875 0 0 22 37 22 37 0 886 3 932 South Hadley . . Mount Holyoke College None . 1837 0 0 1 0 41 0 i 41 0 339 0 339 Wellesley . W elleslev Col lege . . 7 . . None . 1875 0 0 6 69 6 69 0 697 37 734 NEW JERSEY. Princeton . Evelyn College . None . 1887 1 o G 20 1 4 20 10 13 14 0 27 NEW YORK. Aurora . Wells College . None . 1868 0 0 5 14 5 14 o 88 0 88 Elmira . Elmira College* . Presb .... 1855 o 0 4 14 4 14 o 98 0 158 New York . Barnard College . None . 1889 o 0 33 2 33 2 0 85 49 203 Poughkeepsie . . Yassar College . None . 1865 o 0 12 45 12 45 o 532 11 543 PENNSYLVANIA. Bryn Mawr . Bryn Mawr College None . 1885 0 0 22 12 22 12 0 243 46 1 289 VIRGINIA. Lynchburg . Pandolph-Macon W o- M.E.So 1893 0 3 10 6 10 9 50 123 0 173 man’s College. Professors ancl instructors. Students. * Statistics of 1895-96. OoA 4 :nstitutions for higher education. 1733 for women. Division A. m ft 2 aa £ O co fr CD a Ex¬ penses in col¬ legiate depart¬ ment. Annual living ex¬ penses. Library. CO p 1 cS ft ft . © S3 2 g 43,© 0:2 ‘3 ,© a aa to 9 to q Income. CD © © © 'P O CD © r2 a © © U o O © rQ a p 6 © Tuition fee. Other fees. Lowest. 3 0$ © £ © > rp P 3 O cq Pamphlets. ©^J Is o © rc5 > 0-9 t-, WO © © t> o *s © a < o a f-i £ o © r* p< a © & CD u © o a o u s Total income Benefactions 15 IS 17 18 19 1 3© 31 33 33 34 35 36 37 38 39 30 0 15 $175 $350 5, 300 $10, 000 $300, 000 $75, 000 $54, 300 $3, 105 0 $57, 405 . | 0 3 60 $225 260 6, 000 16, 000 150, 000 42, 580 26, 424 2, 451 $519 ! 29,394 o 20 125 250 7, 000 1, 500 44, 000 688, 000 369, 000 25, 300 21, 000 16, 600 62, 900 $50, 000 o 5 200 0 275 350 10, 000 17, 000 150, 000 225, 000 58, 272 9, 000 0 67, 272 0 100 100 152 228 6, 000 27, 825 659, 533 667, 389 96, 990 44, 408 31, 082 172, 480 13, 935 0 23 75 175 16, 000 40, 000 250, 000 241, 675 68, 443 12,225 0 80, 668 113, 746 0 48 175 175 175 47, 444 550 147, 000 1, 148, 400 132, 000 215, 131 10,315 0, 225. 446- 11,149 l 0 1 150 $10 300 350 2, 000 0 0 0 8, 000 0 o! 8, 000 2, 500 0 0 100 5 300 6, 095 4001 5, 275 192, 025 200, 000 3, 900 10, 002 32, 209 46, 111 1, 600 0 3 75 275 275 6, 000 30, 000 182, 000 73, 000 25, 244! 3, 000 0 j 28, 244 0 8 150 15 1, 000 200 1 7, 310 618, 000 28, 749 19, 780! 919 o' 20, 699 262, 518 2 7 100 300 300 26, 000 1, 500, 163, 709 866, 000 997, 665 56, 170, 32, 582 170, 367 259, 099 10, 000 14 33 100 275 325 25, 000 7, 000 100, 000 800, 000 1, 000, 000 27, 000 50, 000 0 77, 000 25, 000 0 12 75 15 185 200 1, 000 2, 000 130, 000| 102, 000 16,000 5, 800 4, 000 25, 800 8, 000 1 1 2 3 4 5 6 7 3 9 10 11 12 33 14 1734 EDUCATION REPORT, 1896-97. Table 39. — Statistics of colleges 1 2 3 4 5 G 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 Location. Name. Beligious denomina¬ tion con¬ trolling. Year of open- ing. Pro¬ fess¬ ors and in¬ struct¬ ors. Students. Elementary. Preparatory. Collegiate. | Graduate. j Total number. Graduated in 1897. | JD pq 6 o 1 2 3 4 5 7 8 9 19 11 S3 ALABAMA. H Athens . Athens Female College . ... M. E. So . . . . 1842 0 12 25 180 205 21 Bailey Springs. . . . Bailey Springs University. None . 1893 2 1 6 ”3 35 38 1 N Tlft 1836 1 6 15 20 40 75 5 Presb . 1849 1 6 30 10 70 1 5 123 9 Tuscaloosa . Tuscaloosa Female College. M. E. So _ 1860 0 12 30 37 142 1 0 209 31 Tuskegee . Alabama Conference Fe- M.E ........ 1855 7 12 20 142 5 167 44 male College. ARKANSAS. Conway . Central Baptist College .... Bapt . 1892 1 8 25 25 60 110 3 CALIFORNIA. San Jose . College of Notre Dame . B. C . 1851 1 20 6 36 20 2 72 5 GEORGIA. 1 Athens . Lucy Cobb Institute . Nrmo . 1858 0 15 10 22 95 6 133 8 Collegepark . Southern Female College .. Bapt . 1843 9 22 35 >80 10 225 23 Cuthberi . Andrew Female College. . . . M. E. So .... 1854 5 8 *35 30 90 1165 7 Dalton . .... _ Dalton Female College *. . . . TVf . Fi 1872 2 7 40 20| 80 140 9 Forsyth. . Monroe Female College Bapt . j 1848 1 4 12 12l 1 30 6 ! 54 5 Gainesville . Georgia Female Seminary.. None _ _ 1878 15 50 40 !l50 2 242 36 Lagrange . La Grange Female College. M.E. So .... 1833 7 13 57 24! 131 10 ,240 32 . do . . . Southern Female College . . Bapt . 1842 7 13 15 20| 120 1155 3 Macon . . Wesleyan Female College.. M. E. So .... 1839 7 101 0 12 185 "2 ,199 33 Milledgeville . Georgia Normal and In¬ None . 1891 2 19 64 58 312 6 440 29 dustrial College. 1 Borne . . . Shorter College . Bapt . 1877 5 12 30 145 175 20 Thomas ville . Your0, Female College . None . 1870 1 4 20 80 r*e 106 9 ILLINOIS. Jacksonville ..... . Illinois Female College . M.E . 1847 4 12 28 64 55 147 19 . do . Jacksonville Female Acad¬ None . 1830 3 6 18 16 53 "2 1156 11 emy. l Knoxville . St. Mary’s School . P. E . . 1868 3 11 0 10 95 ! 0 107 9 INDIANA. 1 \ Terre Haute _ _ _ Coates College . Presb 1885 10 70 10 80 4 KANSAS. Oswego . College for Young Ladies * Presb . 1888 3 7 4 10 33 47 4 Topeka . College of the Sisters of P. E . 1859 2 16 30 59 44 2 195 8 Bethany. KENTUCKY. Bowling Green ... Potter College .iiiaim..... "NVvno .... 1889 2 18 0 0 210 2 212 22 Danville _ _ _ Calrlwell College _ _ Presb _ 1860 0 12 20 20 95 3 138 *5 Hopkinsville ...... Bethel Female College Bapt - _ _ 1854 3 9 15 80 95 6 Lexington . Hamilton Female College. . . Christian.. . 1869 4 12 16 20 140 176 17 . do . Sayre Female Institute Presb . . 1854 3 7 50 20 40 110 10 Millersburg _ Millersburg Female College None _ _ - 1851 2 14 34 26 48 108 16 Nicholasviile ..... Jessamine Femalelnstitute None _ _ 1854 1 12 20 40 60 *2 122 10 Owensboro . Owensboro Female College. None . 1890 2 5 15 30 43 88 0 Pewee Valley.... Villa Bidge College . . None . 1896 4 7 35 20 45 ICO Bussell ville . Logan Female College . M.E. So . 1856 2 10 24 35 59 i 119 'i.3 Stanford .......... Stanford Female College . . . None . 1871 1 4 25 30 48 0 1031 1 * Statistics of 1895-98. INSTITUTIONS FOR HIGHER EDUCATION. 1735 for women, Division B. Annual expens¬ es in college depart¬ ment. Annual living ex¬ penses. Volumes in library, Value of scientific appara¬ tus and library. Value of grounds and buildings. Productive funds. Income. Bene¬ fac¬ tions. Prom pro¬ duc¬ tive funds. Prom tuition fees. Prom State or munici¬ pal ap¬ propria¬ tions. Prom other sources Total in¬ come. Tuition fee. Other fees. Lowest. Moderate. 33 34 15 16 17 38 19 2© 21 23 24 35 2© $50 500 8100 $35, 000 0 0 $2, 500 0 $5, 000 $7, 500 $2, 500 1 117 1, 000 500 20, 000 5, 000 2, 000 7, 000 2 45 135 $150 ' 600 50 30, 000 6, 500 0 0 6, 500 3 60 150 2, 000 3, 000 15' 000 10, 000 0 0 10, 000 4 ' 631 5! 000 5 1, 200 70, 000 0 10, 000 8,000 18, 000 6 60 140 '400 600 20, 000 7 36 0 200 100 500 30. 000 0 0 4,000 0 0 4, 000 8 50 0 100 120 26 1,000 15, 000 0 0 5, 000 0 7, 000 12, 000 0 9 50 200 2, 500 1,000 90, 000 0 0 4, 000 0 13, 000 17, 000 0 10 50 $2 120 130 500 600 25, 000 3, 000 7, 500 10, 500 400 11 a300 5, 000 10, 000 235, 000 30, 000 0 0 30, 000 6, 000 12 60 3 200 4, 000 50, 000 13 5, 500 8, 000 53, 000 0 0 14 50 110 500 200 30, 000 0 0 5, 000 0 4, 000 9, 000 1,000 15 0 0 20, 000 0 0 2, 000 0 3, 000 5, 000 16 30 1 90 200 1,000 20, 000 0 0 1, 600 $200 0 1. 800 0 17 50 175 600 1, 000 75, 000 0 0 25, 000 0 0 25, 000 P, 000 18 54 1 100 150 1, 000 250 100, 000 0 0 0 1, 000 19 50 3 100 115 1, 000 500 40, 000 $2, 500 $150 12, 000 0 500 12,650 3, 000 20 60 6 160 3, 000 4, 000 250, OOOj 0 0 30, 000 0 0 30, 000 3, 500 21 0 10 100 iio 2, 500 4, 000 150, 000 0 0 3, 800 22, 900 2, 500 29, 200 22 i 2, 000 3, 000 130, 000 40, 000 23 135 .... 300 20, 000 1, 500 1, 500 24 50 225 2, 000 4, 000 60, 000 5, 000 250 10, 000 0 10, 000 20, 250 2, 500 25 50 225 2, 000 150 60, 000 26 60 0 300 300 2, 000 4, 000 100, 000 0 0 45, 000 0 0 45, 000 0 27 80 5 220 1, 500 1, 000 60, 000 0 0 7,500 0 3, 500 11, 000 4, 000 28 1, 000 1, 800 40, 000 1, 200 7, 000 8, 200 29 45 200 255 4, 000 1, 000 300, 000 30 60 200 6, 000 5, 000 80, 000 0 0 25, 000 0 0 25, 000 31 52 275 400 75, 000 32 50 .... 275 ’306 1, 000 1, 200 30, 000 0 0 5,000 0 oj 5, 000 0 33 50 180 1, 200 1, 000 50, 000 0 0 34 65 200 "206 3, 500 100, 000 35 60 .... 220 1, 000 500 15, 000 0 0 8, 000 0 0 8, 000 36 50 0 160 300 0 20, 000 0 0 0 37 50 120 120 1,200 1,000 30, 000 0 0 4, 800 0 0 4, 800 38 60 240 300 70, 000 39 50 **~5 150 1, 500 1,800 30, 000 2, 000 0 4, 500 0 350; 4, 850 40 50 2 120 ieo 1,000 3, 000 6, 000 01 0: 4, 000 0 0 4, 000 200 41 a Includes tuition. 1736 EDUCATION REPORT, 1896-97 Table 39. — Statistics of colleges for 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 Location . Name. Keligious denomina¬ tion con¬ trolling. Year of open¬ ing. Pro- ■fhaa. Students. O ai ii stri or 6 15 S rs id i- LlCt* ■s. ® c3 0 « Ph Elementary. Preparatory. Collegiate. Graduate. Total number. Graduated in 1897. | 1 2 3 4 5 6 7 8 9 to 18 12 LOUISIANA. j Presb . 1852 3 11 31 38 55 |... 124 3 Institute. M. E . 1855 2 4 24 46 1 70 3 Minden Female College *. . . None _ | 1853 2 5 60 45 40 '145 2 MAINE. 1 TTniv _ 1834 3 4 j 6 70 21 3 100 21 M. E . 1864 4 2 5 l 12 1 17 1 College. ... MARYLAND. E. C . 1895 4 20 50 65 2 117 4 Frederick . Woman’s College . Eet'ormed . . . 1893 4 13 29 15 68 1 151 ■ 9 Kee Mar College * . Luth . 1852 6 8 120 22 Luth . 1853 6 6 1 5 81 86 1** Ladies. , : MASSACHUSETTS. Auburndale . Lasell Seminary . Hone . 1851 H 20 0 26 127 0 1 53 23 MINNESOTA. Albert, Lea _ Albert Lea College. . . Presb . 1885 o - 0 13 23 0 36 5 MISSISSIPPI. Blue Mountain . . . Blue Mountain Female Hone . 1873 6 H 233 ! 13 College. ! Brookhaven . Whitworth Female College. M. E . 1857 2 H 30 16 87 133 1 12 : Clinton . Hillman College* . Hone _ ... 1853 1 6 20 30 50 "ft1 105 3! 1 Columbus . Industrial Institute and Hone . 1885 l! 19 0 210 139 1 850 ! 12 College. | | Freneb (lamp - - Central Mississippi Insti¬ "Presb . 1886 2 4| 1 5 1 10 30 55 2 tute. 1 Jackson . Belbaven College for Young Hone . 1894 2 10 26 102 16 144 10 Ladies. | I McComb- . - . McComb City Female In¬ Hone . 1894 1 4 18 10 36 64 3 stitute. | Meridian . East Mississippi Female M. E . 1869 2 14 32 35 107 253 17 College. _ .do . Stone College for Young Bapt . 1893 3] 4 16 8 53 2 79 7 Ladies. i Oxford TTninTi Female College C um b . Presb 1854 7 11 25 50 75 0 1 50 1 Pontotoc Chickasaw Female College. Presb . 1854 1 4 20 20 35 o' 75! 3 ! Port Gibson . Port Gibson Female Col¬ M. E . 1843 1 8 19; 5 30 2I 66 0 lege. ■ W^ ater Y alley Hamilton College . Hone . 1894 2 9 2i| 25 65 0111 5 MISSOURI. ' j Col n mhi a, . Christian College . . Christian . . . 1851 3 12 24 40! 100 3,167 36 1 . do . Stephens College . . Bapt . 1856 5 11 28 1 1 6 ..144 23 Fayette . Howard Payne College . M. E. So _ 1844 2 10 47 47 11 95 6 Fulton . Synodical Female College . . Presb . 1872 2i 12 30 97 I ;128 11 Independence .... Presbyterian College . Presb . 1871 9 24 15 18 2 59 1 Jennings _ _ _ . St. Louis Seminary . Hone . 1871 1 5 ... 20 Lexington _ _ _ Baptist Female College. Bapt . 1855 7 8 22 76 5 103 ioj . do . Central Female College . M. E. So.... 1869 4 9 12 23 73 2:110 8 . do . Elizabeth Aull Female Presb . 1859 2 6 0 20 40 0 60 7 Seminary. Liberty . Liberty College for Young Hone . 1890 4 9 10 20 116 0,146 21 Ladies. I TVT p.yi rn Hardin College _ ... _ ... Bapt _ ... 1873 10 12 40 173 1 1 234 30 NArada . Cottey Female College . M. E. So.... 1884 1 1 9 30 45i 65 0140 4 St. Charles . Linden wood Female College Presb . 1830 i 3 11 151 50! : 11 66 8 * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION, 1737 women, Division B — Continued. Annual expens¬ es in college depart¬ ment. Annual living ex¬ penses. Volumes in library. Value of scientific appara¬ tus and library. Value of grounds and buildings. Productive funds. Income. Bene¬ fac¬ tions. From pro¬ duc¬ tive funds. Prom tuition fees. From State or; munici-i pal ap- 1 propria- tions. From other sources. Total in¬ come. Tuition fee. Other fees. Lowest. Moderate. 13 14 15 16 It 18 19 20 21 22 23 24 25 26 $50 $10 $150 1, 000 $1, 000 $50, 000 $30, 000 $3, 000 $7, 600 0 | $1, 300 $11, 900 42 50 2 125 $150 500 200 26, 000 2, 000 o! 0 2, 000 $1,000 43 800 15 000 900 $3, 200 4, 100 44 30 2 160 200 3, 200 4, 000 100, 000 30, 000 1,600 2, 600 0 800 5, 000 10, 500 45 7, 000 8, 325 120 000 115, 000 5, 000 6, 500 ■ 0 0 11, 500 46 10, 000 30, 000 400 000 47 50 2 175 175 2, 500 6, 000 50! 000 20. 000 1,000 2, 500 0 10, 000 13, 500 20, 700 48 2, 500 500 50 000 1,000 18, 000 18, 000 100 49 80 170 170 1, 500 500 40 000 25, 000 25, 000 50 100 400 400 2,200 2, 500 140, 000 0 o j 15, 000 0 60, 000 75, 000 0 51 31 18 169 2, 000 4, 000 20, 000 25, 000 800 5, 600 0 0 6, 400 1,000 52 50 1 50 100 1, 800 1, 500 30, 000 0 0 ' 0 53 25 J 100 125 750 1, 000 70, 000 0 0 3, 000 0 12, 000 15, 000 0 54 1, 500 5, 000 30, 000 55 0 80 1, 200 2, 500 125, 000 o o 4, 000 25,000 . 0 29, 000 56 40 .... J 125 1 165 600 500 5, 000 I 0 0 350 1, 000 1, 350 2, 180 57 60 9 100 1, 000 1, 500 40, 000 15, 000 1 15, 000 58 126 300 4, 000 59 50, 2 1 125 150 5, 000 2, 000 25, 000 0 0 7, 590 0 8, 000 15, 590 0 60 43 0 86 99 0 0 12, 000 0 0 4, 200 0 3, 850 8, 050 0 61 50 ; 4 144 300 30, 000 62 45 ! 80 ioo 2, 000 100 20, 000 o o 63 40 105 I 30, 000 o o 3, 460 o 1, 521 4, 981 0 64 50 2 100 125 250 25 15, 000 0 0 4, 000 4, 000 10, 000 65 40 .... 1, 000 17.6 60. non o o o 66 30 175 195 1, 000 1, 200 125, 000 20, 000 1, 000 13, 500 0 14,500 12, 000 67 55 160 1. 000 2, 500 50, 000 10, 000 600 15, 650 0 . ° 16, 250 10, 175 68 50 175 ' 725 1. 500 ' 20' 000 69 60 ] 4 175 700 600 45. 000 8, 100 o 0 8, 100 15 70 80 200 3,000 60, 000 71 50 200 500 500 10, 000 6, 000 6, 000 12, 000 72 50 166 1 180 600 1, 250 , 75, 000 0 0 20, 000 0 0 20, 000 73 50 F° 146 ; 160 300 1, 500 20, 000 0 0 2,500 0 0 2, 500 74 50 226 260 1 1, 400 1, 500 55, 000 0 0 22, 000 0 0 22, 000 0 75 40 3 150 160 1, 000 1, 500 100, 000 56, 000 1, 800 13, 300 0 20, 000 35, 100 76 45 i 4 140 ' 140 600 700 30, 000 0 0 2, 000 0 8, 000 , 10, 000 75 77 55 235,.... 2, 000 1 3, 000; 75, 000 22, 800 1,320 13, 100, 0 7, 150| 21,570 350 ! 78 1738 EDUCATION REPORT, 1896-97. Table 39. — Statistics of colleges for Location. Name. Religious denomina¬ tion con¬ trolling. Year of open¬ ing. Pro¬ fess¬ ors and in¬ struct¬ ors. Students. Elementary. Preparatory. Collegiate. Graduate. | Total number. 03 00 .s O 2 1 5 JO ro3 Eemale. | 1 3 4 5 © 7 8 9 SC) ,11 12 NETT HAMPSHIRE. 79 Tilton . M. E . 1845 5 7 0 1 50 30 0 180 26 ence Seminary and Fe- male College. NEW JERSEY. 80 None . 1853 5 G 11 18 10 0 57 6 lege. NEW YORK. 1 81 Nnne _ j 1845 r 49 41590 146 12 719 43 NORTH CAROLINA. 82 Asheville . Asheville Female College .. M. E. So.... 1854 4 11 27 123 0 160 8 83 T/uth _ 1879 2 4 23 10 30 4 67 2 84 Greensboro . Greensboro Female College. M. E. So. . . . 1846 -3 10 150 150 11 85 Hickory . Claremont Female College. . None . 1880 8 G *20 12 120 1 153 2 88 Louisburg . Louisburg Female College. . M. E . 1857 1 7 25 30 35 0 90 3 87 Murfreesboro . Chowan .Baptist Female Bapt . 1852 3 3 6 . 38 24 0 68 6 Institute. | 88 Oxford . Oxford Female Seminary*.. Bapt . 1850 1 7 25 25 55 0 105 5 89 Salem . Salem Female Academy. . . . Moravian . . . 1802 4 28 64 157 292 52 OHIO. SO Cincinnati. . . . Bartholomew English and P. E . 1875 1 12 17 69 86 7 Classical School. 91 Glendale . Glendale Female College. . . PtosIi 1854 1 11 3 35 40 0 78 5 92 Granville . Granville Female College . . Presb . 3827 9 75 5 S3 Oxford . Oxford College . Fresh _ 1849 4 20 35 72 189 21 94 _ . do W estern College . 1855 o 22 76 61 3 140 10 95 Paines ville . Lake Erie Seminary . 1859 0 21 44 67 1 112 10 PENNSYLVANIA. 98 Allentown . Allentown College for Reformed. . - 1867 4 9 14 25 43 1 83 13 Women. 97 Bethlehem . Moravian Seminary for Moravian. . . 1749 5 18 90 9 Young Ladies. 98 Carlisle _ _ _ Metzger College . . None . 1881 1 9 112 5 99 Cbambersburg. . . . Wilson College . Presb . 1879 4 22 37 236 4 ,277 31 ICO Lititz . . Linden Hall Seminary . Moravian . . . 1794 3 10 7 28 33 6 101 Mechanicsburg _ Irving Female College . Luth . 1856 6 7 4! 103 i 108 13 102 Ogontz School . . . . Ogontz School . None . 1850 5 19 ii 125 136 13 103 Pittsburg . . . Pennsylvania College for Presb . 1870 3 21 0 151 52 2 205 8 Women. SOUTH CAROLINA. 104 Columbia . Columbia Female College . . M. E. So . . . . 1859 5 8 10 140 150 6 105 Due West . Due West Female College.. None _ ... 1858 5 8 *30 35; 120 'ioi 195 12 106 Gaffney . Cooper- Limestone Institute Bapt . . 1845 2 5 25 15* 85 o: 125 12 107 Greenville . Greenville College for None . 1894 2 7 10 61 66 0 82 13 Women. 108 . do . Greenville Female College. Bapt . L854 6 10 25 150 2 177 12 109 Spartanburg _ Converse College _ _ None _ 1860 10 20 20 30 384 7 431 36 130 Union _ _ ..... _ Clifford Seminary . Presb . 1881 3 4 8 sj 33 0 49 2 111 Williamston _ Williamston Female College None . 1872 2 6 0 43 62 6 111 5 TENNESSEE. 112 Prist, ol _ Sullins College . M. E. So . . . . 1869 2 11 12 26 62 0 100 5 113 ‘Rrownsyillo Brownsville Female College Pa,pt _ 1851 2 7 15 35 31 0 811 5 114 . do . Wesleyan Female College.. M. E. So .... 1870 1 6 32 27 63 3 1251 11 115 Columbia . . Columbia Athenaeum . None . 1852 5, 9 38 41 56 5 140! 5' * Statistics of 1895-96. INSTITUTIONS FOR HIGHER EDUCATION. 1739 women, Division B — Continued. Annual expens¬ es in college depart¬ ment. A nnual living ex¬ penses. Volumes in library. Value of scientific appara¬ tus and library. Value of grounds and buildings. Productive funds. Income. Bene¬ fac¬ tions. Prom pro¬ duc¬ tive funds. Prom tuition fees. Prom State or munici¬ pal ap¬ propri¬ ations. Prom other sources Total in¬ come. Tuition fee. | Other fees. Lowest. Moderate. 13 14 15 IS 17 18 19 SO si | SS S3 S4 S5 SG $50 $200 $200 3, 000 $4, 000 $76, 200 $28, 500 $1, 000 $4, 000 0 $15, 000 $20, 000 79 2, 500 30 000 0 0 8, 560 0 0 8, 560 0 80 160 0 600 .... 6, 905 24, 455 219, 523 40, 000 1, 842 74, 679 $100 1, 368 77, 989 $300 81 80 $1 1, 000 82 35 0 60 $75 500 4G0 8, 000 0 0 1, 343 0 1, 053 2, 396 0 83 50 4 130 4, 300 15 000 100 000 12, 000 18, 000 30, 000 7, 400 84 40 2 80 125 lj 000 l| 000 30’ 000 4^000 4,000 8, 000 1 85 50 0 85 1, 000 1, 500 10! 000 0 0 4, 000 0 2, 000 6, 000 0 86 48 0 "92 .... 400 300 30, 000 0 0 2, 800 0 3, 700 6, 500 0 87 800 15 000 88 0 a250 6, 000 6, 000 200, 000 12, 000 500 29, 500 0 0 30, 000 1, 000 S9 160 1,000 35, 000 0 0 90 60 50 200 3, 000 5, 000 75 000 0 0 91 36 250 1, 000 20’ 000 3, 360 3, 360 92 50 230 5, 000 4, 000 60' 000 28, 000 28, 000 93 #250 8, 500 15, 000 200, 000 60, 000 4 000 20, 000 0 0 24, 000 94 #250 5’ 200 loj 000 300', 000 34’, 000 T800 25,' 009 0 0 26, 800 16, 580 95 40 20 200 230 800 300 60, 000 7, 500 7, 500 3, 000 96 2300 3, 000 10, 000 100, 000 » 0 97 50 1 2, 000 50, 000 40, 000 2, 000 6, 574 8, 574 0 98 60 190 190 2, 000 3, 875 100, 000 20, 000 58, 000 78, 000 99 z250 2, 600 3, 000 20, 000 8, 294 1, 300 9, 594 100 50 0 175 *200 1,000 40, 000 0 6 5, 000 0 0 5, 000 0 101 200 800 800 10, 000 2, 000 0 0 0 0 0 102 110 ’"6 330 350 3, 000 8, 000 200, 000 0 0 16, 000 0 20, 000 38, 000 11, 015 i 103 50 10 82 150 800 75, 000 7, 500 0 9, 500 17, 000 104 38 113 800 8, 000 105 50 100 400 1,500 50, 000 0 0 1, 200 0 5, 000 6, 200 106 50 600 20, 000 107 50 10 120 120 100 200 25, 000 0 0 10, 000 0 0 10, 000 108 55 30 150 200 3,500 2, 500 150, 000 0 0 15, 000 0 20, 000 35, 000 109 40 100 110 500 200 6, 000 0 0 0 0 0 no 44 120 3, 000 2, 000 15, 000 111 40 180 220 2, 500 3, 500 50, 000 5, 000 300 4, 700 0 5, 000 10, 000 0 112 50 "**6 110 135 1, 750 2, 000 15, 000 0 0 4, 000 0 0 4, 000 0 113 50 2 125 150 10, 000 0 0 3, 500 0 0 3,500 0 114 30 2 SO 1 7, 302 20, 000 1 80, 000 115 a Includes tuition. 1740 EDUCATION REPORT, 1896-97. Table 39. — Statistics of colleges for Location. Name. Religious denomina¬ tion con¬ trolling. Year j of open¬ ing- Pro¬ fess¬ ors and in¬ struct¬ ors. Students. Elementary. Preparatory. Collegiate. Graduate. Total number. j Graduated in 1897. | Male. a 3 9j 800 34 2 120 l'ooo 5, 000 45, 000 6, 000 10, 000 16, 000 o l' 500| 2, 000 20, 000 o 0 | ! 50 .... 2 82 150 2, 500 3, 000 100, 000 0 0 15, 000 0 20, 000 35, 000 $10, ooo 45 9 126 ...J 435 5, 050 8, 000 0 0 5, 559 0 0 5, 559 0 45 3 1 100 150 1, 000 200 12, 000 2. 500 0 500 3, 000 50 1, ooo! 1, 500 50, 000 8, 000 8, 000 j 16, 000 , 40 125 1 1. 000 1, ooo 20, 000 1 • 5, 600 j 160, 000 1"*' 0 40, 000 i 0 o 6, 000 6, 000 35 1 100 50 12 8. 000 0 0 0 50 0 120 350 250 35. 000' _ 3, 100 0 0 3, 100 0 50 126 900 2, 000 25,000 2, 385 2, 730 5,115 . 1 60 186 2, 000 2, 500 | 150,000 0 . 0 20, 000 0 0 20. 000 0 35 5 100 110 300 225 15, 000 2, 000 2, 000 400 60 12 135 150 290 1,500 looiooo 0 0 12, 000 0 0 12, 000 0 80 .... 2, 000 85 1 150 65, 000 . o o 18, 000 o 0 18, 000 50 250 i. 500 1, 000 60, 000 . 45 110 135 500 250 15, 000 2, 500 2, 500 1 180 350 6, 500 ! . 1 . 120 ..... 250 250 4, 059 7,000 65, 000 150, 000 6, 000 11, 801 1 0 14, 785 32, 586 2, 000 I 116 117 118 119 120 121 122 123 124 i 125 i 126 127 128 129 130 131 i 132 i 133 134 i 135 i 136 ! 137 138 139 140 141 142 l|l43 1742 EDUCATION REPORT, 1896-97. Table 40. — Statistics Location. Name. to a '3 4 0 24 6 10 2 0 0 0 0 34 8 0 0 9 0 9 0 0 0 47 0 0 0 0 0 47 0 1 0 14 0 14 0 40 0 ! 140 0 0 0 0 0 180 0 10 2 33 1 43 17 198 83 133 23 0 0 0 0 353 725 0 0 57 6 57 6 0 0 553 61 22 23 4 1 579 85 0 0 21 0 21 0 0 0 110 0 2 0 0 0 112 0 42 13 42 13 16 11 432 97 10 3 4 o 462 111 2 2 19 5 27 8 59 8 411 210 17 25 3 1 490 244 0 0 30 1 30 1 0 0 290 17 0 0 0 0 298 19 0 0 66 0 68 0 0 0 254 0 0 0 0 0 254 0 1 0 10 0 11 0 26 0 89 0 0 0 0 0 115 0 0 0 18 0 18 0 0 0 129 0 4 0 0 0 133 0 0 0 126 1 126 1 0 0 1, 127 71 0 0 0 0 1,127 71 0 0 30 0 30 0 0 0 214 0 7 0 0 0 221 0 0 0 30 2 30 2 0 0 326 43 9 2 0 0 380 45 0 0 15 0 15 0 0 0 137 0 2 0 0 0 139 0 4 0 18 0 22 0 145 0 213 2 7 0 1 0 366 2 j 8 0 6 0 14 0 308 10 36 0 0 0 0 0 344 10 i 0 2 11 3 11 5 27 15 10 6 0 0 0 0 80 54 0 0 21 0 21 0 0 0 65 19 2 0 0 0 106 28 11 0 23 0 32 0 188 0 263 0 0 0 0 0 451 0 1 0 7 0 8 0 56 0 150 0 0 o 0 0 206 0 1 2 13 2 13 3 48 23 34 22 1 0 0 0 105 48 1 0 1 0 2 0 16 0 11 0 0 o 0 0 27 0 0 0 5 1 5 1 0 0 14 4 0 0 0 0 48 42 0 0 18 0 18 0 0 0 135 0 0 0 0 0 135 0 i 0 0 54 0 54 0 0 0 288 0 0 0 0 0 288 0 1 8 1 8 1 8 1 22 9 37 10 0 0 0 0 59 19 1 1 0 20 0 21 0 28 0 212 0 7 0 0 0 247 0 I 1 0 14 1 15 3 105 37 28 14 3 0 0 0 136 51 | 0 0 20 0 20 0 0 0 240 0 4 0 0 0 244 0 1 1 „ 1 9 0 10 1 33 39 48 11 0 0 0 0 81 50 0 0 19 4 19 4 0 0 177 107 3 18 1 0 181 136 0 0 19 6 19 6 0 0 S9 46 0 0 0 0 99 46 : 0 0 8 0 8 0 0 0 123 0 0 0 0 0 123 0 4 0 21 0 25 0 200 0 240 0 8 0 0 0 448 0 18 3 18 3 45 19 186 71 9 0 13 0 253 90 ! 0 0 2 0 2 0 0 0 44 7 0 0 0 0 44 7 i 0 0 22 0 22 0 0 0 290 0 7 0 0 0 297 o i 7 2 16 4 18 6 240 73 86 36 10 7 0 0 348 140 0 0 8 0 8 0 0 0 47 0 0 0 0 0 47 0 3 0 28 0 31 0 19 0 288 0 29 0 0 0 336 o ! 0 0 14 0 14 0 0 0 192 0 2 0 0 0 194 0 j 6 1 20 1 22 3 94 48 117 48 0 0 0 0 212 104 1 l 2 3 4 5 6 7 8 9 L9 11 12 13 14 15 16 17 18 19 2G I 21 22 23 24 25 26 27 28 29 | 30 ! al 32 I 33 I 34 35 36 37 I 38 i 39 40 41 j 42 i 43 44 45 46 47 48 1744 EDUCATION REPORT, 1896-97. Table 40. — Statistics of schools Name. 3 1 2 3 4 5 6 7 8 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Alabama Agricultural and Mechanical College . Colorado State Agricultural College . Colorado State School of Mines . Storrs Agricultural College . Delaware State College for Colored Students . Bliss School ot Electricity . Georgia State School of Technology . Armour Institute of Technology . Purdue University . . Rose Polytechnic Institute . , Iowa State Agricultural College . Kansas State Agricultural College . . University of Maine . United States Naval Academy . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Worcester Polytechnic Institute . Michigan Agricultural College . Michigan College of Mines . Mississippi Agricultural and Mechanical College . Alcorn A gricultural and Mechanical College . Montana College of Agriculture and Mechanic Arts . . New Hampshire College of Agriculture and Mechanic Arts Stevens Institute of Technology . Newark Technical School . New Mexico College of Agriculture and Mechanic Arts. ... New Mexico School of Mines . . . Thomas S. Clarkson Memorial School of Technology . Rensselaer Polytechnic Institute* . . . United States Military Academy . Agricultural and Mechanical College for the Colored Race. . North Carolina College of Agriculture and Mechanic Arts. North Dakota Agricultural College . Case School of Applied Science . . . Oklahoma Agricultural and Mechanical College . Oregon State Agricultural College . Rhode Island College of Agriculture and Mechanic Arts... South Carolina Military Academy . Clemson Agricultural College . . South Dakota Agricultural College . South Dakota State School of Mines . . Agricultural and Mechanical College of Texas . v. . - Utah Agricultural College . Norwich University . Virginia Agricultural and Mechanical College . Virginia Military Institute . Washington Agricultural College and School of Science... Ex¬ penses Annual in colle- living giate depart¬ ment. 20 21 0 $100 25 75 (6) 100 0 0 0 0 24 (e) 200 160 (d) 0 0 ex¬ penses. 33 33 34 35 $115 $171 125 170 200 1 300 64.... 128! 160 125! 150 150 225 200 j 250 111 .... 76 114 193 230 10 60 ri50 1225 150 .... 231 370 _ ; 500 200 300 90; 110 133j 171 0 8 20 0 100 0 40 3 .s 'So a £> '3 S | Sanitary engineering. * o3 Theology. Medicine. | Dentistry. c3 a u £ Veterinary medicine. Pedagogy. | Domestic science. | Military science. d S3 p a u <1 | Commercial course. 1 O O 4 5 6 7 8 ft 10 11 22 13 14 15 10 17 18 19 20 FLOEIDA. lx X X x X X X x x x x x j x X x Seminary West of the Suwanee x x X X X GEOEGIA. X X X X x X x x x x X X X x x x North Georgia Agricultural College. Mercer University . . x x X ; x Emory College _ _ _ _ x Clark University . . x x x jl Nannie Lou Warfhen College _ 1 ... x X" Young Jj. G. Harris College . . . x X x IDAHO. University of Idaho. . . X X X X X x X ILLINOIS. TTeddinf’‘ College _ _ _ X x x x Illinois Wesleyan University . X ... x x St. Yiateur’s College . x x x Blackburn University . x x Carthage College . . x x x University of Illinois . X X X X X X X X x X x X St. Ignatius College . x University of Chicago . . . V x X X Austin College . x X x x Eureka College . x x X Northwestern University . ::: X X x x X X x Ewing College . x x Northern Illinois College . X X X x x x Knox College . . . x x Lombard University . . . x x x Greer College . x x x x' Illinois College . x Lake Eorest University . X X x X x x X X McKendree College . x Lincoln University . x Monmouth College . x Northwestern College . x x X x St. Bede College . x x Chaddock College . X X x x x St. Erancis Solanus College . X x Augustana College . X x x x x St. Joseph's Diocesan College . X X Shurtleff College . x x x X W estfield College . x X x x Wheaton College . x X x X 1 ° . ' ' ' INDIANA. Indiana University . X x x x Franklin College . . . x x Do Pauw University . X X X X 1748 EDUCATION REPORT, 1896-97. Table 41. Technical, professional, and special courses of study maintained by universi¬ ties and colleges for men and for both sexes — Continued. [Note.— X indicates that the courses are offered by the several institutions. Institution. 1 Agriculture. I £ o 4-3 O % Civil engineering. 1 Electrical engineering. | Mechanical engineering. Mining engineering. | Sanitary engineering. £ a (J Theology. Medicine. Dentistry. i j 03 ! ; eS V eterinary medicine. Pedagogy. Domestic science. Military science. Music. Art. Commercial course. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 '17 18 19 20 Indiana — continued . ... X ... X X X 1 x .. . x x x x x x x X X X x x x x x x x 1 x x ... X x INDIAN TERRITORY. I * ... x x x 1 ! ... I X IOWA. 1 '■ Coe College . . . 1 x Charles City College . ... ... X x Amity College . . - _ ...... ... | x x X x Luther College _ _ _ _ ..... ... x Dps Moines College _ ... x Drake University _ _ ... x X x X x ... x x x Parsons College . 1 X TTpppr Tnva. Uni versify _ _ X X X x Iowa College . . . . . 1 X Lenox College _ .... . . . . ... X x x Simnson Celle ere . _ V X x x University of Iowa . . X x x X X x X x Iowa Wesleyan University . . . . ... x X x x x x x x x Cornell College . 1 X x x x x x Oskaloosa College . "1 x x x x Penn College . x ... x x Central University of Iowa . x X 1 X x x Morningside College . . ... X X x x Buena Vista College . ... ... | lx x X X x Tabor College . | ... ... ... X x Western College . 1 X X x x ... KANSAS. 1 Midland College . . . 1 ... X x St. Benedict’s College . . . 1 "1 ... X X Baker University . _ . J X x X X X Soule College . X ... X x Highland University . 1 X ;;; X Campbell University . ' ... x j X x X University of Kansas . X x X x ... X X ... X X Lane University . x X ... x X Bethany College . X -- x x x Ottawa University . .. X X St. Mary’s College . 1 X X Kansas We-levan University . ... x X x Cooper Memorial College . | 1 ... x 1 X X x Washburn College . ... X X Eairmount College . 1 ... ...! X X x x St. J ohn’s Lutheran College . 1 | X Southwest Kansas College . ... X X x X KENTUCKY. ... Union College . ! ..J x Berea College . ■ | ! 1 X X 1 X X X INSTITUTIONS FOB HIGHER EDUCATION. 1749 Table 41.- • Technical, profession a 1, and special courses of study maintained by universi¬ ties and colleges for men and for both sexes — Continued. [Note. — X indicates that the courses are offered by the several institutions.] Institution. 1 Agriculture. Architecture. Civil engineering. Electrical engineering. j Mechanical engineering. Mining engineering. Sanitary engineering. Law. | Theology. Medicine. Dentistry. Pharmacy. Veterinary medicine. I Pedagogy. | Domestic science. Military science. Music. 1 y universi¬ ties and colleges for men and for both sexes — Continued. [Note. — X indicates that the courses are offered by the several institutions.] Institution. Agriculture. d rJ © © o r. <1 | Civil engineering. Electrical engineering. Mechanical engineering. Mining engineering. | Sanitary engineering. •MB'! | CJO o O O d .2 ‘3 © | Dentistry. | Pharmacy. Veterinary medicine. to to Domestic science. d O ; 3 .2 : ‘3 50 t^\ | Music. 1 Art. | Commercial course. 1 2 3 4 5 6 7 8 9 10 11 12 13 i14 15 10 17 it ! 19 20 NEVADA. V X x X x X X x x NEW HAMPSHIRE. X x NEW JERSEY. 1 1 x x 1 X V x i x 1 X ;;; x 1 x x 1... 1 — 1 x x x NEW YORK. 1 Alfred University _ ............. sv X X x St Bonaventure’s College _ _ _ X X x Adeiphi College _ .... _ X x Polytechnic Institute of Brooklyn.. X 1 x Era-rims Collficft _ _ ... 1 X x x y St. John’s College . . . . 1 ... 1... X Canisius College _ _ I L.l ::: X x x St Lawrence l Diversity . ...' : x Hamilton College . . . 1 X Colgate University _ _ _ _ x Cornell University _ _ _ _ _ x X x i [ X x X X X x x College of St. Francis Xavier . x Columbia University . ! X X x x x X X x X x Manhattan College . . j x x x X X Hew York UDiversitv . ... X lx x X St. John’s College . . . 1 x X Niagara University _ ... ... x x x x University of Bochester . x Union University . . ... x x x X x X Syracuse University . 3 y x x X x x x x NORTH CAROLINA. St. Mary’s College . x y X x University of North Carolina . X X X x Biddle University . x x Trinity College . X Elon College . x x Guilford College . x x x Lenoir College . ...1 X X North Carolina College . . . X Catawba College . x X Shaw University . . . x x x X x x ... II ut her ford College . . . x x X x Livingstone College... . x x X Wake Forest College . x Weaverville College . x x NORTH DAKOTA. ... Fargo College . . x x University of North Dakota . x x Bed Biver Yalley University . X X OHIO. Buchtel College . x x x Mount Union College . x x x x Ohio University . 1 X 1 1 X X X X 1752 EDUCATION REPORT, 1896-97, Table 41. — Technical, professional, and special courses of study maintained hg universi¬ ties and colleges for men and for both sexes — Continued. [Note. — X indicates that the courses are offered by the several institutions.] Institution. | Agriculture. Architecture. Civil engineering. | Electrical engineering. 1 Mechanical engineering. Mining engineering. Sanitary engineering. £ Theology. Medicine. to 33 PI a> P >> § a u cS 5 Veterinary medicine. bC O be c3 2 Domestic science. Military science. 1 2 8 4 5 6 7 8 9 10 11 12 18 14 15 16 17 OHIO — continued . 1... x ... x x X x x x V X X X X X x X x X X X X X x X X x 1 x Hiram College . x X Lima College . X Ma7 ietta College . I"* X Franklin College . X Muskingum College . X Oberlin College . V L X Richmond College . Rio Grande College . 1 Scio College . . I... X X Wittenberg College . W Heidelberg University . ... X X Otterbein University . ... X Wilberforce University . r: x X X X X Wilmington College . . . x I Universitv of Wooster . X Antioch Ciollege . X 1--- OKLAHOMA. University of Oklahoma . x OREGON. University of Oregon . x x x x x x Pacific University . . McMinnville College . x Pacific College . Philomath College . i X Willamette University . x X y Portland University . ... ... X X PENNSYLVANIA. . Western University of Pennsylvania X x x x X x X X Muhlenberg College . X Lebanon Valley College . ;;; ... . . X 1 ... St. Vincent College . ... x ... ... Geneva College . . . ... ... Moravian College . x ... j Dickinson College . x x Pennsylvania Military College . . . . x .. x Ursinus College . . . . . x x Lafayette College . x x x . ... Thiel College . ... Grove City College . I . . ... ... X | Haverford College . . x ... Franklin and Marshall College x Buckneli University . 1 i ... Lincoln Universitv . 1 '* 1 x ■"j ... 1 19 i 20 ... X X X X X X I X X X X X ... X X X ... ... X ...I... ... X X X X I x INSTITUTIONS FOR HIGHER EDUCATION. 1753 Table 41. — Technical, professional, and special courses of study maintained hy universi¬ ties and colleges for men and for both sexes — Continued. [Note. — X indicates that the courses are offered by the several institutions.] Institution. Agriculture. Architecture. bb p '1 8 fcJC jj 5 I Electrical engineeri © .9 'So © ■a ! .s n « a [ Mining engineering Sanitary engineerin I Law. | Theology. | Medicine. m | 1 P-1 | Pharmacy. j Veterinary medicin | Pedagogy. [ Domestic science. Military science. Music. < Commercial course. 2 3 4 5 6 7 8 9 10 11 h 13 14 15 10 17 181 I19 j20 Pennsylvania — continued. 1 X v 1 j.. x X X ... . . I.. ... X I-- - x x*- X ... x X X X X X X X X X I X x x X x x x x X X x x x X X x x x x X x x x X y X x 1 X x X lx RHODE ISLAND. ... ... 1 Brown University . 1 X X x x 1 J SOUTH CAROLINA. ... . Presbyterian College of South Car¬ olina . x A lien University . ;;; x x x X South Carolina College . X X X X Claflin University . 1 . x x v SOUTH DAKOTA. !/" ! Pierre University . . x x X x Black Hills College . X x x x Dakota University . X x I x Bedtield College . . . x 1 X University of South Dakota . . x x x X 1 X Yankton College . . . x x TENNESSEE. U. S. Grant University . , . X X x X x i x Southwestern Presbyterian Univer¬ sity . X American Temperance University.. i... X x x X 1 x Hiwassee College . . . . . " x Southwestern Baptist University. . . X 1 X Knoxville College . 1 x 1 1 X x X x x [ University of Tennessee . X X X X X X X ... X i x ... Cumberland University . X X X X 1 Bethel College . x X i 1 ^ ! ! x Maryville College.: . X x X Christian Brothers College . X i x Milligan College . x X ;;; X Carson and Newman College . x x x Central Tennessee College . ... x x x x X X x x Fisk Uni versity . x X x ... ... Boger William's University . X x x University of Nashville . x X W Y a nderbilt University . X x x x x x x X X University of the South . X X x X Burritt College. . "1 ... X x Sweetwater College . I'" I x Greeneville and Tusculum College.. x "Washington College . x 1 '■’1 1754 EDUCATION REPORT, 1896-97. Table 41. — Technical, professional, and special courses of study maintained by universi¬ ties and colleges for men and for both sexes — Continued. [Uote. — X indicates that the courses are offered by the several institutions.] Institution. 6 Ph bJQ | Architecture. bi) V > a •S!).9]T[dUIT? • Cl • co ■ uo j O • O O • O O • CO co~ • 00 2, 200 7, 865 i 10,000 6, 350 CM O O 05 0 co I> O CO cm'' CM CO 186 O O O CM 3,975 400 0 13,400 po 3 ■ soumxo^ 11,011 2. 600 7, 426 64,000 9,710 5, 281 8, 500 2, 596 28, 584 5, 000 30,100 7,480 11,000 17, 018 2,732 20,000 10, 000 1,750 18, 080 43, 558 All other depart¬ ments of college or affiliated depart¬ ments. •U9TH0 a\ os 00 OT> Ol rH 000 O O i 05 OOO 36 O CM O O O GO "p © *a9J^ 359 . 238 1, 087 O O 05 O O • Hi . O . CM OOO 43 O 00 0 O O J 43 P . mrg © •U9at0 A\ O O rH O O O O CM t> ^ CO CO CM CM CM O O O O rH p< © J? P'S pu U P w to •U9K 16 0 14 CO O O CM t> CM O iC COHO CM n CM lO O O O Hi O ,© M . •P9UI0 A\ O O 0 CO C5 H CM a O rH O O O P © P Colk ate •U9K O l> O O CO CM rH CM rH rH +=> m u • eS >* •nemo a\ [ O cc [ u: 1 0 0 OOO t- 0 CM CO t- H« OHX 20 O OOOO &O •U9H CO Tt ^ SG < tC5 0 > 00 t- O O CO 0 t> CO r- CO 0 CO 0 rH lO 00 CO 93 O 05 O O t>> •n9taoA\ | O K ) O O CO ^ O 1C 0 CO CO CO CO 00 0 O i-l O O O 1 Pp •ugh 3 = « (M r> 1 e* m O CO CM CM rH ss- m X> t> CM O ^ CM OO 19 Ot-OOH CO rH rn 10 •uoiq/B^s ^aaxniiadxa jo jgi'B^g ) r> 05 t>iC» * 0 O C5 CO CM H OOOO <=> ^ I ^ <© § 5 © ^ O *> pa a >>8 a : • • ^ . ■ . • . • . • II A © "£ ® 8| © rp iHffl .2 3 a ^ ©A a p PI'S rp a ston Ellis . E. Koons . 0. A. Harte . • ! 0 00 ;P i ^ 0 © ^p a 03 dp © . • © -si cq O oW pH © » GG O •g ©O -§1 3 c3 H.P ®~ © 5 a t>_ ' rP >5© • S’ ® - - t> © E?© be .S • o ^ p Sci^Ss oS-S^'rO ,SH 'S-S.S's-a Tr&M-S £ &Tl© ©-S . ^5a.^®o ^ © 5 =e °5 a-g^S Sfl ®§|Ssm1oU p 2 .2 ;2 ©<1fl®^g'3j'£o® -P © 3Q © ©S3 © iz t'i'p P"©^ 9 "5 s p ^ •s ° t! d © s M a 5 alt a ©2 a ©5 g ® *-g r2d2,M-rt2p;-o dl! ®q3 ?- ^ o 2 p u ^ m =sS3p'l §<1 © © >jtM s>i2fl “S e3 e3 P bfi 2 p C © WP5 — p >>2 28§ © rbi'+3'' 2 t: ®h >; © p PC MO 2^© §H ^ o &c H in- 2g° o s © 2 t-i .p © s4 p as ^2tb rs o © cs lA P S rt -ng, 43 a § © 3.2*- 3 p 9 .3 2 ft 2 3^3S.2'£ss HptOr^®.^©® c3 3 A n© P P £ oTee-^ w> .3*1 O’S 0©P ^ 2 c_i © ^(K (JU ib O ^ ^ **H r, rrt O C-) ^ .£ £ §4’S > ^ *£ ra -h 2k ©Ho©pP25r State AGRICULTURAL AND MECHANICAL COLLEGES. 17G7 O O O O 05 tO O O O o o o o o o o m O O O o o o o o o o o 00 tO to o rl CO O O o CO C^ftO to 05 o o O i 05 o o OJ rH CO tjToT co* co o o CO CO o co O to O rH to 00 oftO~ o o o o o o o o O CO o rH O O O O O CO CO o to CO o tH O 05 0 COO 0 05 O O CO O O O CO to O to rH COO too OtO O O O 05 o O to O CO o CO o O O tPOO o O -ah© gs la a o . a OH .•a © t> o U © ^ Oh,* >3 © ,f>W nil Hb sf* sbo a a .© a W ..a fig* o aril® Oiao - » p * H © fa j* I— 4 H , *ri >H m • fefs'S-; ^ 'W> O ^ k— J 2 § go! &S g'g^.j 3 ysa-3y o-o ?a CU . — i 3 h,3 . d> 1 *S § 3 3 5 5 h* . 33 > ® a® .2 J3 00 O 11 °-a^ «« ■§#•§ og ,2P - © tTo 5 §c ‘3 5 . a J 1 & § -W 3 ^ be b£ ’-5 £ ® g>| 020 3 a -2 6 ©v, 0,23a wo •aSlosS H © a£l ©'d tip c 03 5 - O 3^1 O «3 Wfl ■ o :o cS-h f> g b£+3 p3 js.g ^ bfl «1 a co « 53 111- 1 • Jk. PI <3 pf « l£' *-> X * H Qn= w.s+3 r^'SC0BC3o’§ a.llpllHal2||l^ o ©a 0 3. a p«w rta fto =3 s.bp«w § s ® © a ® ®e.®5.g ® ® . “3-r-i ^ _ 2 s-i T3 i— ' 2 ffl 2 (3, © i? ! h ®_-S C3 Wo ® La3g 3 3 H 3 O -O ■a ®^h b£a C3 «/£.© ©Mg g ®W © « oT2 o , O ® -+3> ■—< ,_ i gfe bti'C ,0 _ _ »: ii. o bt®- ® « © cs >2 c_. . Ah hnd -5 pal g.£ g^.S-5 beg .•1 l^lilf 13 Ifi I bj[) o3 »»Q©^0^ - O 2 » r -3 So £,<1 p f-i bJD ® Q © f. iljlli i|M3 :®^-S *JJJ r~* ^J »r-( M W _J «-( - ? o ^ s •< w . -“.r!?-P^0c3L c3tD©^ ; > .2 bc^ §h>1® j sJ bxi^ 3 -2 *3 o 3 .2 ® © _ ^ Pl?l||l| O^^rjGQ^H ^ 02 © . ro ®T©-HO©0.9©©_3o^)2^r-li— » 2 a .© w>i3.g Srg a ► bb'S §* o o 2 ^ i3 ^ O Sr^.S^p-S q .2 bjo^S bjo.2 q-2 q -2 a These statistics are not included in summary. b This may include some 32 students classed as “ agricultural.” Statistics for 1896-97 of institutions endowed by the acts of Congress approved July 2, 1862, and August 30, 1890, with public lands or a part of the proceeds arising from the sale thereof, or both — Continued. 1768 EDUCATION REPORT, 1896-97. Property. •uoi^BArjfno jopun spuux Sutpnput ^ou ‘s iu9tn) jnd -opxnonmxoom pun x^juj -Xnoijgu jo s^uomdinbo pun eSuipxxnq jo ouxba $11, 189 7, 600 19, 500 30, 000 8, 000 54, 158 145, 000 61, 000 8, 500 70, 000 617, 000 35, 263 Value of farm lands. $10, 000 6, 000 7, 105 4, 200 1, 850 6, 000 2, 500 2, 300 3, 750 19,950 32, 000 2,750 •aoi'XBAixxno jopun bo joy o CO O rH 00 VO O O iftO lO 05 05 O O • CO o ■ 05 o rH CO 00 • O O • CO CO t> tH 05 • CO CO i ^ i 8, 556 600 Students, by departments. All other depart¬ ments of college or affiliated depart¬ ments. •uouio^ ° 1 OO O Ol O O t-O • t>- o • o o •uojsj; ° OO O 05 o o coo ! CO • o o Post gradu¬ ate. •uomoM ° OO o o o o OO o 03 O •uoh 1 ° OO O O O O OO o o o Collegi¬ ate. •ua mo ,\\ o o (MO O CO t> O OO CO t— 1 00 rH 152 0 •no pj; CO 00 OO rH 03 03 O 1005 VO rH rH uO O O 1 Prepara¬ tory. •nomoA\ CP SO VO CO O l> O 005 SO lO (M t-H 03 03 CO 258 67 •uo]A[ vO o ^ ^ 05 O O 00 D- O -05 C3 -H t* CO O 03 Cl rH rH CO vO 369 33 Faculty. •uquio^y CO OO O rH t- O rH rH rH Ol 03 •uopf VO l> SO 03 03 O vO 00 Cl 03 •uoTuns ^uemijadxe jo jgnxg o OO O O O O OO o O >3 3 o H p : ^ O 03 -50 A hD 't- 1 t> p- o es 1-5 w £ © i *c 1 H Anp fl C3 ^© 1 © .« ‘C Ah 3 p4 © r© ^ w c3 0 £ g PQ ccP 3 * ej © ■a ^ ^ © p -c Vs Ah ©H 0 |ll J . * © -goS § *-l Pi ©+= Jz?l3 &o® _ -a £ ®'3 _t§o-n ® ;m eS«* '^is© 02 s . if }?f -50 .'g 3rtH 3 >©C0 a s^'-^ g § ..s P a jj-g 2-go o P 0 && ©rM $HA2 «3 I9||6* ® g ©' g J © m3 cg^ «t> _ i; ca » fl a M 'd ja © .p llliJSS&Ns .s febo-fS £H Iw © fee ^.3 ks ,.a p tc p S •« se-Ocs Financial statistics for 1896-97 of institutions endowed by act of Congress in 1862 and 1890 with public lands or apart of the proceeds arising from the sale thereof, or both. AGRICULTURAL AND MECHANICAL COLLEGES. 1769 § «©•£ aJ igo|i ® P.S * a -3 « fir© & • .+3 p « o-g « a ^ SS ®o®®C5HOWO)»flt'OW(0’ roi>rHccr^rcQ^ot^'t>< . (M rH 03 CO CO rH < > m lO ^ m *40 iO 0ifl<00l0r((00000 oooooo^^ooooo OHOOOOOOOOOO icTooccTodt^cxfirfoio'to' ' H OO O N W O IO)H © l> I 03 CO ooco r r— 7 co” cq © cxT iO^OOCO- )OC5l>^(NO( (OCCCOCO O 03 o CO < CO o O CO CO I (OOCOOOON OCftNCOrHOH ^OOriiUCW ' -hT t|T *cf c7 T lOOhWOOh^: _ _ . J O O CD CO O O rH O < '00000c0(000(00000wc0( r of csf csf c iocor>ic< < co © © © © © mt ) m o o oh< < th o m m cm i 7 in of co~ i-T < O O 00 o O ' CJOCOH' co oTc > CO to o < » Ol OCOt-0 (N lO I> CO I> Cl W lO 00 00 > ^^LOHlOCOOC5 — 1© a © I J1 rp'o P « « >, t>v^ a.g g o J g § i^8 bo 111 >>o® i ® 2 a -£ c8 C3 p< _j w/3 'p 2 ^ P +3 O -jf -H .O a "P .2 t>J0^ IUc © tt P i o — c« ~ © « © MOt ® '““3 P k*V-h ^ 2^3 QHJ w "T -gSS g.g gOs'io'c4's4'co'i-7c|'T--r to" 0 324 445 2, 240 230 0 Eederal aid— Eor sup¬ port of experi¬ ment stations. Ills imiiiiiiiiiiiii ° o o o o o o id id id co id id jo id id jo id id id id id jd id ia id id From act of Au¬ gust 30, 1890. 1111 gffSfg 22, 000 22, 000 22, 000 22, 000 22, 000 22, 000 11, 000 22, 000 22, 000 16, 500 22, 000 22, 000 14, 667 22, 000 17, 000 22, 000 22, 000 9,988 IIIIII co CO to From act of July 2, 1862. 13°S s' 0 32, 952 0 7, 165 25, 637 1,919 5, 754 0 23, 960 14, 280 0 8, 130 20, 659 0 6, 708 16, 000 0 0 O O CO o O C5 s £ td id State aid by en¬ dowment and ap¬ propria¬ tion. !°l° OO of S3 ”gSS“>' -* 4, 000 0 0 5,000 9, 000 14, 000 Balance on hand July 1, 1897. $5, 581 0 15, 131 40, 074 sS§l0&§§00000^§°§ ° ” ^ ss d ^ OOhW T-r^r Science . . . • • • • eg • ; ; : : a : : : ; :.s : (V 3 O WJUO u ^ ^ mm mu ■sflijle AGRICULTURAL AND MECHANICAL COLLEGES. 1771 _ CHAPTER XXXVIII. PROFESSIONAL SCHOOLS. Medical schools in the Northern, Western, and some of the Southern States now require attendance upon courses of four years as a condition of graduation. Eleven schools havesan annual session of nine months, and nineteen schools have sessions of eight months. In the University of Michigan “the literary student who intends to enter medicine has an opportunity, by electing from the courses of the first two years of the medical curriculum, of shortening from one and one-half to two years his total period of residence at the university.” In the medical school of Yale Uni¬ versity “ graduates in arts, philosophy, or science, who have pursued studies in chemistry, physiology, anatomy, and histology during their undergraduate courses maybe admitted to thesecoud-year class, with certain conditions.” A large number of medical schools have similar regulations. Upon examination of the diagram showing the percentage of increase in the num¬ ber of students during the ten years 1887-1897, it will be found that while theo¬ logical students increased thirty per cent in number, dental students increased 284 per cent, or nearly ten times as fast. While medical students increased 108 per cent, law students increased 228 per cent. Diagram 2. — Percentage of increase in number of students in ten years, 1887-1897. 1773 1774 EDUCATION REPORT, 1896-97. Table 1. — General summary of statistics of professional and allied schools, for 1896-97, Class of schools. Schools. Instruct¬ ors. Students. Gradu¬ ates. Per cent graduat¬ ing. Theological . . . .... _ .......... _ 157 980 a 8, 173 1,672 3, 016 20 77 744 b 10, 449 29 Medical . . . . . 150 3, 986 826 24, 377 5,564 23 Dental _ ............ _ ....................... 48 6, 460 1,640 1,005 130 25 Pharmaceutical . . . 43 362 3, 426 29 V eteHnary _ ..................................... 12 153 364 36 Nurse training _ _ . _ _ . _ _ . . . . . c 298 7, 263 2, 498 34 Total . 785 7, 051 60, 512 15, 525 26 a 193 of these were women. c Since this tabulation was made, several other schools b 131 of these were women. for nurses have been added to the list in this office. Table 2. — Summary of statistics of schools of theology, for 1896-97. States. Schools. Instruct¬ ors. Students. | Volumes in libraries. Benefactions received during the year. a a m H3 • 9 Si o.2 o g o a o a a $400. 000 15. 000 44, 000 168, 500 627, 500 68, 850 204, 067 170, 000 37, 000 15, 000 2, 000 4, 000 17, 758 ’40, '666 30, 000 10, 000 442, 917 54, 000 4, 000 87, 758 10, 000 598, 675 PROFESSIONAL SCHOOLS. 1779 Table 4. — Summary of statistics of schools of medicine, dentistry, pharmacy, and for nurses and veterinarians, for 1896-97 — Continued. States and classes. B.— BY STATES AND classes — continued. Nurse training— Cont’d. Delaware . Maryland . District of Columbia .... Virginia . "W est Virginia . North Carolina . South Carolina . Georgia . Florida . . Kentucky . . . Tennessee . Alabama . Louisiana.. . Texas . Ohio . Indiana . Illinois . Micliigdn . Wisconsin . Minnesota . Iowa . Missouri . . . Kansas . Colorado . Oregon . California . Utah . North Atlantic Division . South Atlantic Division. South Central Division . . North Central Division . . W estern Division . United States _ Pro/essors and in¬ structors. Students. a 0 0 0 0 i 16; 0 0 ol 0 12 0 0 15 119 119 56 7 17 33 53 10 15 5 119 42 119 56 56 20 14 7 21 0 49 53 7 10 1 4 43 7 16 47 18 43 7 28 47 18 27 1 7 10 7 32 201 0 38 17 549 51 187 0 90 80 277 80 101 2 115 1 23 83 12 215 96 38 79 33 42 7 0 0 5 0 49 52 49 17 52 18 216 20 251 4, 227 27 429 12 131 263 1, 581 5 337 4,478 456 143 1, 590 141 52 1, 844 605 342 110 558j6, 705 7, 263 2, 498 1780 EDUCATION REPORT, 1896-97. Table 5. — Statistics of professional and allied schools for a series of years. Class. 1870. 1875. 1880. 1885. 1890. 1895. 1897. Theology. Schools . 93 123 142 152 145 149 157 Students . 3, 254 5, 234 5, 242 5, 775 7,013 8, 050 8, 173 782 719 790 1, 372 1, 598 1, 672 Law. Schools . 28 43 48 49 54 72 77 Students . 1, 653 2, 677 3, 134 2, 744 4, 518 8, 950 10, 449 823 1, 089 744 1,424 2, 717 3,016 Medicine. | Schools . 72 80 90 113 129 151 150 Students . 6, 194 8,580 11, 929 11, 059 16, 660 22, 887 24, 377 Graduates . 2,391 3, 241 3,622 4, 556 4, 827 5, 564 Dentistry. Schools . 6 12 16 18 27 45 48 Students . 257 469 730 1, 116 2, 696 5, 347 6, 460 Graduates . 151 266 458 943 1, 297 1, 640 Pharmacy. Schools . 10 14 14 21 30 39 43 Students . . . . 512 922 1,347 1, 746 2, 871 3, 859 3, 426 fi-rad 1 1 at.es . 208 786 396 759 1, 067 1,005 Veterinary medicine. Schools ........ ............ rj 9 12 Students . 463 474 364 Graduates . 143 155 130 Nurse training. Schools - - _ _ - . 15 34 35 131 298 St udents ..................... 323 793 1, 552 3,985 7, 263 Graduates . 157 218 471 1, 498 2,498 PROFESSIONAL SCHOOLS. 1781 Table 6. — Students and length of course. Class. Theology. 1870. 1875. 1880. 1885. 1890. 1895. 1897. Law. 1870. 1875. 1880. 1885. 1890. 1895. 1897. Medicine. 1870. 1875. 1880. 1885. 1890. 1895. Dentisry . 1870.. . 1875.. 1880.. 1885.. 1890.. 1895.. 1897.. Pharmacy. 1870. 1875. 1880. 1885. 1890. 1895. 1897. Whole number of stu¬ dents. Students with de¬ grees. a \ Course of four years. GO © © o GO Students. 3,254 (6) (6) 5,234 1,254 26 1,527 5, 242 1, 345 21 1, 074 5, 775 1, 312 26 1, 923 7, 013 1, 559 (&) 8, 050 2, 354 23 979 8, 173 2, 566 22 1,054 1,653 (6) (&) 2, 677 623 0 3,134 758 0 2, 744 632 0 4,518 983 0 8, 950 1,867 0 10, 449 4, 932 0 6, 194 (6) (6) 8, 580 394 0 11, 929 953 0 11. 059 861 0 16, 660 1, 387 (6) 22, 887 (&) 42 8, 312 24, 377 1,498 99 16, 542 257 (6) (&) 469 65 0 730 49 0 1, 116 71 0 2 696 100 0 5, 347 (6) 0 6, 460 1 18 512 (6) 922 0 1, 347 0 1, 746 0 2, 871 3, 859 0 3, 426 0 Course of three years. Course of two years. (6) 77 85 98 (6) 114 116 (6) 5 (&) 16 21 (6) c 3 c 3 5 (&) (6) 0 2 5 (») 45 47 (6) 0 1 0 (6) . (6). 2,942 | 9 3, 368 8 ! 3,091 6 ! . (6) | 6,719 9 i 6, 523 7 165 502 547 2. 786 4, 942 502 539 757 12, 769 7, 774 74 213 5, 347 6,442 150 694 529 204 153 320 217 7, 721 11, 305 10, 302 222 469 635 903 Course of one year. 2,173 2, 422 2, 134 5, 928 5, 095 845 1, 287 1,746 3, 668 2, 398 324 199 236 255 47 41 275 357 0 85 | 0 (d) (/) 236 596 608 157 ■/- 30 59 a So far as reported. 6 Not indicated in table of the Education Report for that year. c Distinction between medical schools having courses of two and three years in 1875 and 1880 can not be made with entire certainty. d There were five postgraduate schools. e Preparatory schools. /There were seven postgraduate schools, with 1,533 students. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 EDUCATION REPORT, 1896-97. Table 7. — Statistics of s< Location. Name of school. 1 Cullman, Ala . Talladega, Ala . Tuscaloosa, Ala . Oakland, Cal . San Anselmo, Cal . San Mateo, Cal . University, Cal . Denver, Colo . University Park, Colo Hartford, Conn . St. Bernard Seminary (R. C.) . Talladega College, Theological Department (Cong.) . Stillman Institute (Presb.) . Pacific Theological Seminary (Cong.) . San Francisco Theological Seminary (Presb.) . Church Divinity School of the Pacific (P. E.) . Maclav College of Theology, University of Southern Cali¬ fornia (M. E.). Denver Theological School, in Matthews Hall (P. E.) . Iliff School of Theology, University of Denver (M. E.) . Hartford Theological Seminary (Cong.) . Middletown, Conn - New Haven, Conn "Washington, D. C . . do . . do . . do . Atlanta, Ga . . do . Bourbonnais, Ill . Chicago, Ill . . do . . do . . do . . do . . do . Eureka, HI . Evanston, Ill . . . do . Galesburg, Ill . N aperville, Ill . Rock Island, Ill . Springfield, Ill . Greencastle, Ind . Merom, Ind . St. Meinrad, Ind . Upland, Ind . Charles City, Iowa. . . . Des Moines, Iowa . Dubuque, Iowa . Mount Pleasant, Iowa Atchison, Xans _ Danville, Xy . Lexington, Xy . .. Louisville, Xy . - do . New Orleans, La . Bangor, Me . Lewiston, Me . Baltimore, Md . Ilchester, Md . Mount St. Mary’s, Md W estminster, Md . Woodstock, Md . . Berkeley Divinity School (P. E.) . Yale University Divinity School (Cong.) . Catholic University of America, Theological Department (R. C.). Howard University Theological School (nonsec.) . Xing Hall Theological School (P. E.) . Wayland Seminary (Bapt.) . Atlanta Baptist Seminary . Gammon Theological Seminary (M. E.) . St. Viator’s College, Theological Department (R. C.) . Chicago Theological Seminary (Cong.) . Evangelical Lutheran Theological Seminary . German Theological Seminary (Ev. Luth.) . McCormick Theological Seminary (Presb.) . University of Chicago Divinity School (Bapt.) . Western Theological Seminary (P. E.) . Eureka College, Bible Department (Disciples) . . . Garrett Biblical Institute, Northwestern University (M. E.) . Norwegian -Danish Theological School, Northwestern Uni¬ versity (M. E.). Ryder Divinity School of Lombard University (Univ.) . Union Biblical Institute (Ev. Asso.) . Augustana Theological Seminary (Ev. Luth.) . Concordia College (German Ev. Luth.) . De Pauw University School of Theology (M. E.) . Union Christian College Theological School (Christ.) . St. Meinrad’s Seminary (R. C.) . Taylor University Theological School (M. E.) . Charles City College Theological School (M. E.) . Bible College of Drake University (Disciples) . German Presbyterian Theological School of the Northwest. Theological Course of the German College (M. E.) . Western Theological Seminary (Eng. Luth.) . Presbyterian Theological Seminary . Theological Course of the College of the Bible (Christ.) - Louisville Presbyterian Theological Seminary . Southern Baptist Theological Seminary . Straight University, Theological Department (Cong.) . Bangor Theological Seminary (Cong.) . Cobb Divinity School, Department of Bates College (Free Bapt.). Theological Seminary of St. Sulpice and St. Mary’s Univer¬ sity (R. C.). Redemptorist College of Ilchester (R. C.) . Mount St. Mary’s Theological School (R. C.) . Westminster Theological Seminary (Meth. P.) . Woodstock College (R. C.) . . . . * In 1895-96. a Two women included. b One woman included. c Three women included. d Seven women included. e Also $431,952 nonproductive real estate. PROFESSIONAL SCHOOLS. 1783 of theology, for 1896-97. President or dean. In- struct- ors. Students. Length of course. Value of grounds and buildings. Endowment funds. Benefactions received in 1896-97. Volumes in library. m f-r o 02 z+-i o p-i Ph co o3 U +3 © P 'S.a *3 « > a ■9 0 £ 4 5 6 7 8 © 1€> 11 13 13 14 15 | 4 2 22 6 0 3 40 1,000 G-. W. Andrews, D. D . 2 0 a 18 1 0 3 34 $5, 000 $8, 000 $375 2, 000 2 10 1 3 32 1, 800 1, 600 John Knox McLean, D. D- 7 1 b 26 4 6 3 32 75, 000 233, 000 2, 600 7,200 H. C. Minton, D. D . 6 1 27 8 17 3 32 179, 000 380, 000 16, 000 ¥m, Ford Nichols, D. D. . 3 2 6 4 1 3 36 18, 000 50, 000 1,400 George Cochran, D. D - 2 2 c 23 3 2 3 36 16, 707 0 . 2,000 John F. Spalding, D. D - 4 1 5 3 1 3 35 150, 000 0 0 8, 000 Arthur H. Briggs, A. M.. 5 4 b 32 6 13 3 39 75, 000 100, 000 3,000 3, 000 Chester D. Hartranft, 12 12 cZ 63 11 60 3 32 265, 000 171, 000 9, 364 71, 548 D.D. John Williams, D. D., 5 2 36 12 18 3 34 85, 820 350, 305 500 22, 000 LL. D. 8 104 29 87 3 34 LL.D. Thomas J. Shahan, D. D. . 7 61 19 38 350, 000 350, 000 5, 000 15, 500 3 5 b 34 6 0 3 34 40, 000 1, 400 William V. Tunnell . 5 11 4 0 3 34 25, 000 0 0 G. M. P. King . 1 1 39 7 0 32 George Sale . 2 4 11 0 0 2 24 0 0 2, 000 Wilbur P. Thirkiel, D. D. 4 2 87 10 11 3 32 100, 000 550, 000 800 11, 000 4 16 Franklin W, Fisk, D. D., 12 ”'4’ 167 36 91 3 30 308, 228 1, 114, 044 3, 769 14, COO LL. D. It. F. Weidner, D. D., 3 6 67 22 38 3 •30 100, 000 0 8, 000 3,500 LL.D. J. D. Severinghaus, D. D. . 3 12 5 4 34 11. 000 2, 500 Andrew C. Zenos, D. D . . . 9 150 58 22 3 32 407, 000 c479, 189 30, 000 30, 000 Eri B. Hulbert, D. D . 16 13 /337 43 234 3 36 165, 000 400, 000 . 40, 000 W. E. McLaren, D. D., D. 5 2 23 3 7 3 36 125, 000 125, 000 4, 000 C.L. J. H. Hardin . 3 0 a 39 2 4 3 39 3, 000 340 Charles J. Little . 6 1 153 18 36 3 32 150, 000 500, 000 7, 000 Nels E. Simonsen, D. D . . . 1 20 3 3 32 16, 000 6,000 C. Ellwood Nash . 5 2 a 20 5 0 4 38 Thomas Bowman . 2 0 a 45 5 8 2,3 42 20, 000 500 O. Olsson, Ph. D., D. D _ 3 1 62 20 15 3 30 0 7,000 4,000 Keinhold Pieper . . 4 1 111 27 3 40 125, 000 2, 100 4, 500 1, 200 Hillary A. Gobin, D. D . . . 7 641 3 5 3 40 L. J. Aldrich . 2 " 3 g 27 2 1 3 36 50, 000 200 600 Abbot Fintan . 7 0 43 12 4 40 0 14, 000 T. C. Eeade, D. D . 2 2 a 54 2 0 3 36 J. F. Hirsch . 1 0 10 0 0 3 39 9, 000 500 Robert T. Mathews . 3 0 M34 10 4 2 38 1, 000 Adam W. Bingland, D. D. 2 12 5 3 32 27, 577 17, 050 3,000 2, 500 E. E. Schnette\ . 3 2 18 2 4 38 25, 000 26, 000 500 1 000 Frank D. Altman . 1 2 8 3 4 2 37 ’ 854 354 ’ 400 None . 2 3 41 3 20 3 32 40, 000 195, 000 900 8, 000 J. W. McGarrey . 4 0 137 *31 3 38 40, 000 71, 000 Wm.Hoge Marquess, D.D. 6 1 65 *17 3 31 200, 000 3, 000 Wm. H. Wkitsitt, D. D., 6 3 290 44 3,4 35 260, 000 500, 000 26, 500 LL.D. George W. Henderson _ 1 2 58 1 1 3 32 0 0 None . 6 2 50 14 7 3 35 80, 000 200, 000 7, 000 20, 000 James A. Howe, D, D . 5 2 £40 3 7 3 36 3, 670 A. Magnien, D. D . 16 227 46 3 40 30, 000 Elias Fred Schauer . 7 28 7 4 48 200, 000 7, 625 18, 000 Wm. L. O’Hare . 5 "o’ 32 3 21 4 38 50, 000 0 0 15, 000 Hugh L. Elderdice, A. M . 4 11 7 0 0 2 32 9, 000 3, 200 2, 500 J, M. Jerge . 12 0 109 21 40 250, 000 0 6 40, 000 f Seventeen women included. h Thirty-eight of these were women. g Eight of these were women. i Five of these were women. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 EDUCATION Table 7. — Statistics of schools of Location. Name of school. Andover, Mass . Andover Theological Seminary (Cong.) . Boston, Mass . . . Boston University School of Theology (M. E.) . do . Cambridge, Mass . do . . do . St. John’s Boston Ecclesiastical Seminary . Episcopal Theological School (P. E.) . Harvard University Divinity School (nonsec.) . New Church Theological School . Newton Theological Institute (Bapt.) . Tufts College Divinity School (Univ.) . Adrian College School of Theology (M. E.) . Hillsdale College Theological School (F. W. Bapt.) . Western Theological Seminary (Ref. Ch. in Amer.). St. John’s Seminary (R. C.) Newton Center, Mass. . Tufts College, Mass _ Adrian, Mich . Hillsdale, Mich . Holland, Mich . Collegeville, Minn . Faribault, Minn . j Seabury Divinity School (P. E.) Minneapolis, Minn . Red Wing, Minn . Robbinsdale, Minn . St. Paul, Minn . . do . . do . Florisant, Mo . Kansas City, Mo . St. Louis, Mo . . do . . do . W arrenton, Mo . Blair, Nebr . Omaha, Nebr . . . Santee Agency, Nebr Bloomfield, N. J . Madison, N. J . Augsburg Seminary (Luth.) . Red Wing Norwegian Evangelical Lutheran Seminary* ... Luther Seminary . . do . St. Paul’s College Theological School (M. E.) . St. Paul Seminary (R. C.) . . St. Stanislaus Seminary (R. C.) . . Redemptorist Seminary of the St. Louis Province (R. C.)-. Concordia Theological Seminary (Luth.) . Kenrick Diocesan Seminary (R. C.) . . Theological Seminary of the Herman Evangelical Synod of North America, Eden College. Central Wesleyan College (M. E.) . . Trinity Seminary (Luth.) . . Presbyterian Theological Seminary . Santee Normal Training School (Cong.) . German Theological School of Newark (Presb.). Drew Theological Seminary (M. E.) . . New Brunswick, N. J . Seminary of the Reformed Dutch Church in America. Princeton, N. J . Theological Seminary of the Presbyterian Church. . . . . South Orange, N. J . Alfred Center, N. Y . Allegany, N. Y . Auburn, N. Y . Buffalo, N. Y.... Canton, N. Y.... Geneva, N. Y . . . Hamilton, N. Y . Hartwick Seminary, N. Y. . . Seminary of the Immaculate Conception (R. C.) . . Alfred University Theological School (7th day Bapt.). St. Bonaventure’s Seminary (R. C.) . Auburn Theological Seminary (Presb.) . . German Martin Luther Seminary . Canton Theological School, St. Lawrence University (Univ.) . De Lancey Divinity School (P. E.) . Hamilton'Theological Seminary, Colgate University (Bapt.) _ „ , _ Hartwick Seminary (Luth.) . New York, N. Y . | General Theological Seminary of the Protestant Episcopal Church. Jewish Theological Seminary. . Union Theological Seminary (Presb.) . . . Seminary of Our Lady of Angels, Niagara University (R. C.) . Rochester Theological Seminary (Bapt.) . - do . _ do . Niagara University, N. Y. Rochester, N. Y . .do Stanford ville, N. Y. Yonkers, N. Y . Belmont, N. C . Charlotte, N. C . Hickory, N. C . Raleigh, N. C . St. Bernard’s Seminary (R. C.) . Christian Biblical Institute . St. Joseph’s Seminary (R. C.) . . . St. Mary’s College (R. C.) . Biddle University Theological School (Presb.) . St. Paul’s Evangelical Lutheran Theological Seminary. Shaw University Theological School (Bapt.) . Salisbury, N. C . Livingstone College Theological School (A. M. E. Zion) - Berea, Ohio . . . J German Wallace College, Theological Department (M. E.). 1808 1847 1884 1867 1817 1866 1825 1887 1873 1884 1868 1860 1869 1879 1876 1885 1889 1895 1823 1889 1839 1893 1850 1864 1886 1891 1870 1869 1867 1812 1856 1857 1859 1821 1854 1858 1861 1819 1816 1817 1886 1836 '1850 1893 1868 1896 1885 1868 1888 1882 1865 * In 1895-96. a One woman. b Eleven of these were women. c Eight of these were women. PROFESSIONAL SCHOOLS. 1785 theology, for 1896-97 — Continued. President or dean. In¬ struct¬ ors. Students. Length of course. Value of grounds and buildings. Endowment funds. Benefactions received in 1896-97. Volumes in library. Professors. Special or as¬ sistant. In attendance. Graduating. Having degree A. B. or B. S. Years. Weeks in year. | 4 5 6 7 8 9 1© 11 12 13 14 15 2 52 21 48 3 35 $250, 000 $800, 000 51, 000 9 al43 16 96 3 32 S. T. D. 9 2 130 16 100 3 40 350, 000 10, 000 George Hodges, E.E . 6 2 38 15 31 3 40 300, 000 200,000 0 8, 300 7 39 4 30 3 38 27, 107 J ames Reed . 3 3 5 2 1 3 38 | 55, 450 57, 150 $1, 100 2, 363 Alvah H o v e y , D . H . , 7 2 b 98 22 39 3 38 198,315 456, 497 3, 457 22, 000 LL. D. 6 3 c35 13 11 3 40 i 35, 000 G.B.McElrov, D. E . 11 28 1 3 36 20, 000 0 500 4 ✓7 7^ 4 5 3 38 ! JohnW. Beardslee, E.E. 3 1 18 6 3 32 10, 000 48, 000 6, 000 6 36 7 3 40 12, 000 Henry B. Whipple, D. D., 6 2 31 7 3 36 8, 000 LL. D. 2 1 33 10 3 36 50, 000 50. 000 4, 000 H. H. Bergsland . . 2 0 24 10 15 3 36 25, 000 1, 000 4, 800 300 J. B. Frich . 4 0 36 11 3 40 5, 000 1, 510 0 500 2 1 33 14 3 40 25, 000 500 O. W. Hertzler _ _ 1 3 | 7 0 0 3 37 L. E. Cailler . 10 5 1 101 10 20 4 40 500, 000 . 300,000 25,000 50, 000 Fred . Ha.o-emann . . 4 0 58 13 6 4 42 75, 000 George Hild . 6 0 ’ 32 9 0 4 46 50, 000 6 0 6, 000 Francis Pieper . 6 0 182 51 3 40 250, 000 0 0 25, 000 Francis Nugent . 11 0 78 13 7 3 37 150, 000 2,000 Louis F. Haeberle . 3 1 54 14 0 3 38 100, 000 0 7, 000 3, 000 George B. Addicks . 2 0 51 5 0 3 39 2,500 Peter S. Vig . 3 0 12 2 32 14, 000 0 0 0 Joseph J. Lampe, Ph. X)., 7 3 31 8 16 3 32 25, 000 5, 000 D. D., sec. ... A. L. Rives . 2 2 8 0 0 3 38 ~~ " ©6° . Ifo report . Henry A. Buttz, D. E., i 6 1 134 37 18 3 34 460, 000 405, 000 42, 000 LL! E. I Samuel M. Woodbridge, 5 2 46 15 35 3 32 350, 000 375,000 0 43, 000 E.E..LL.E. Wm. Henry Green, E. E., 8 3 253 65 206 3 32 506,150 1, 399, 248 58, 800 LL. E. Joseph J. Synnott, E. E. . 4 2 34 5 34 4 0 5, 000 Boothe C. Eavis, Ph. E . . . 2 0 3 0 | 0 3 38 0 I 26, 000 437 J oseph F . Butler . 4 0 49 14 0 3-4 40 20,000 0 0 3, 119 Henry M. Booth, E. E„ 6 4 120 45 89 3 33 300,000 ! 620, 893 28, 275 24, 390 LL. E. I. A. Graban . 1 3 11 3 0 3-4 40 10,000 0 0 1, 800 Isaac M. Atwoods . 4 2 e 24 9 1 4 3,4 38 40, 000 154, 000 3, 250 8, 000 Charles W. Hayes, E. D. . 3 0 6 0 4, 500 57, 897 1, 000 Sylvester Burnham, E. E. 6 3 50 *10 3 35 125, 000 Alfred Hiller, E. E., ch . . . 2 0 8 3 2 3 39 11, 000 10, 000 0 [ 3, 360 Eugene A. Hoffman, D.E., 12 3 132 39 80 3 37 1, 353, 000 1, 068, 147 81, 370 27, 53 'J E. C. L., LL. E. S. Morals, LL. D . 4 2 36 0 0 40 25, 000 4, 000 1, 00® Charles C. Hall. E. E . 7 5 al34 33 113 ”3’ 36 500, 000 1, 350, 000 20, 000 71, 576 J. P. Cribbins, director. . . 7 48 3 Augustus H. Strong, E. 12 "l 148 44 29 3 35 131, 630 603, 946 /28, 619 29,203 E., LL. E. j .Tames ,T. Hartley . . 9 0 57 8 4 40 250t 000 8, 500 J ohn B. W eston . 7 1 <7 21 6 0 3 34 40, 0U0 52, 000 2, 400 2, 100 Edward R. Eyer... 9 101 9 4 39 1, 100, 000 21, 000 Leo Haid E i) 5 2 12 2 5 5 40 5,364 E. J. Sanders, E. E....... 5 0 20 5 10 3 32 30, 000 8, 000 H. K. G. Eoermann . 2 1 ■ 22 7 2 3 42 8, 000 0 2, 500 750 M. W. E. Norman, A. M., 1 18 0 prof. W. H. Goler . 3 2 21 0 2 3 32 10, 000 0 1,000 2, 100 William Nast . 2 *37 ' 2 d Thirty-three women included. / $20,000 received from John D. Rockefeller, of New York. e Three of these were women. g Four of these were women. 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 gi¬ gs 96 97 98 99 100 101 102 103 104 105 106 107 108 1786 EDUCATION REPORT, 1898-97. Table 7. — Statistics of schools of Location. Name of school. bb OQ U «P1 L09 L10 111 L12 L13 L14 L15 L16 I* 3 Carthagena, Ohio . St. Charles Borromeo Seminary (B. C.) . Cincinnati, Ohio . Hebrew Union College . - do . . . Lane Theological Seminary (Presb.) . . . Cleveland, Ohio . St. Mary’s Theological Seminary (B. C.)*.- . Columbus, Ohio . Evangelical Lutheran Theological Seminary. . Dayton, Ohio . | Union Biblical Seminary (United Brethren) . Gambier, Ohio . I Kenyon College Divinity School (P. E.) . Oberlin, Ohio . Oberlin College Theological School (Cong.) . . 1860 1875 1832 1848 1830 1871 1828 1835 L17 L18 L19 120 L21 L22 123 L24 L25 L26 .27 :28 Springfield, Ohio.. Tiffin, Ohio . . Wilberforce, Ohio. Xenia, Ohio . Eugene, Oreg _ Allegheny, Pa . . . . - do . _ do . . Beatty, Pa . Bethlehem, Pa Collegeville, Pa . . . Gettysburg, Pa . . . "Wittenberg College Theological School (Ev. Luth.) . Heidelberg Theological Seminary (Bef. Ch.) . Wilberforce University, Theological Department (A. M. E.) . Xenia Theological Seminary (U. Presb.) . Eugene Divinity School (Disciples) . Allegheny Theological Seminary (U. Presb.) . Beformed Presbyterian Theological Seminary . . Western Theological Seminary (Presb.) . St. Vincent’s Seminary (B. C.) . Moravian Theological Seminary . Ursinus College Theological School (Bef. Ch.) . . Evangelical Lutheran Theological Seminary . 1845 1850 1892 1794 1895 1825 1856 1827 1846 1807 1870 1826 .29 Lancaster, Pa Theological Seminary of the Beformed Church 1825 130 L31 Lincoln University, Pa Meadville, Pa . Lincoln University Theological School (Presb.) Meadville Theological School (Unit.) . 1870 1844 L32 .33 :34 .35 .36 Overbrook, Pa .. Philadelphia, Pa Selins Grove, Pa Upland, Pa . Villanova, Pa . . . St. Charles Borromeo Seminary (B. C.)* . 1832 St. Vincent’s Seminary (B. C.) . Susquehanna University Theological School (Luth.) Crozer Theological Seminary (Bapt.) . . Augustinian College Theological School (B. C.) . 1868 1858 1868 1843 .37 Columbia, S. C Presbyterian Theological Seminary * 1831 .38 .39 .40 .41 .42 .43 .44 .45 .46 .47 .48 .49 .50 .51 .52 .53 .54 .55 .56 .57 Due West, S. C . Xewberry, S. O . . Athens, Tenn . Clarksville, Tenn . [ Knoxville, Tenn . | Lebanon, Tenn . I Hashville, Tenn . . do . . do . I Sewanee, Tenn . I El Paso, Tex . Marshall, Tex . Hampden Sidney, Va . Petersburg, Va . Bickmond,Va . Theological Seminary, Va. . . Franklin, Wis . . . Hashotah, Wis . . . St. Francis, Wis . Wauwatosa, Wis . Erskine Theological Seminary (A. B. Presb.) . Evangelical Lutheran Theological Seminary . U. S. Grant University School of Theology (M. E.) . Southwestern Presbyterian University Theological School.. Knoxville College Theological School (U. Presb.) . Cumberland University Theological School (Cumb. Presb.) . Central Tennessee College, Theological Department (M. E.) .j Fisk University, Theological Department (Cong.) . Vanderbilt University, Biblical Department (M. E. So.) . University of the South, Theological Department (P. E.) - Bio Grande Congregational Training School . Wiley University, Theological Department (M. E.) . Union Theological Seminary (Presb.) . . . 1837 1892 1885 1885 1893 1854 1867 1892 1875 1880 1890 1824 Bishop Payne Divinity School (P. E.) . Bichmond Theological Seminary (Bapt.) . . Protestant Episcopal Theological Seminary . Mission House (Bef.) . - . . 1878 1886 1823 1860 Hashotah House (P. E.) . Seminary of St. Francis of Sales (B. Lutheran Theological Seminary . . . C.) 1843 1856 1878 * In 1895-96. c Four of these were women. a One woman. d Fourteen women included, in training department for 6 Three of these were women. Christian workers, not for ministers of the gospel. PROFESSIONAL SCHOOLS. 1787 theology, for 1896-97 — Continued. President or dean. In¬ struct¬ ors. Students. Length of course. Value of grounds and buildings. Endowment funds. Benefactions received in 1896-97. Volumes in library. Professors. Special or as¬ sistant. In attendance. Graduating. Having degree A. B. or B. S. Years. Weeks in year, j 4 5 6 7 8 9 1© 11 13 13 14 15 Boniface Buss . . . 3 0 16 0 0 3 45 $30, 000 $6, 000 0 8, 000 Isaac M. Wise . 9 0 a 63 4 0 4 42 30, 000 60, 000 $10, 000 14,000 4 2 44 14 3 30 162, 000 330, 567 I 17, 500 4 0 37 4 4 42 75, 000 0 8, 200 M. Loy, IX D . 3 0 39 12 35 3 40 125, 000 5, 000 6, 000 G. A. Funkhouser, D. D . . 4 2 5 43 7 4 3 32 38, 000 84,000 43, 000 2, 300 4 2 13 2 8 3 36 35, 000 110, 000 8, 000 Owen H. Gates, Ph. D., 8 4 c69 22 15 3 32 75, 000 132,695 5, 407 registrar. 3 1 40 7 3 32 90, 000 5, 000 LL. IX 5 0 22 5 3 1 1 3 28 28, 000 11,000 John G. Mitchell, D.D... 3 13 1 0 3 36 8, 500 0 2,000 James Harper, D. IX, 4 i d 71 21 56 3 33 12, 000 124, 000 5,447 LL. D. Eugene C. Sanderson, 1 2 e 21 0 4 4 36 5, 000 500 500 450 IX D. James A. Grier . 4 1 89 28 81 3 32 60, 000 240, 000 5, 000 5, 000 David B. Willson . 2 26 1 24 3 32 25, 000 74, 323 1,316 3, 425 William H. Jeffers, D. D., 5 "*i 105 26 95 3 32 250, 000 530, 055 19, 000 LL. D. T.Piaxidfvr fichu err _ 4 42 10 3 42 0 0 50, 000 j4.Ligu.stus Schultz©, D. D 4 i 17 0 14 2i 40 6, 000 .T fi,rn p.s T fyonr| T) Y) 6 24 13 19 3 32 Milton Valentine, D. D., 4 56 15 44 3 35 160, 000 201, 689 12, 000 LL. D. Emanuel "V. Gerhart, 5 .... 68 27 47 3 36 120,000 148, 614 12, 000 D.D..LL.D. Isaac M. Kendall, D. D - 8 49 18 36 3 35 35, 000 84, 100 0 George L. Cary, A. M., 5 "2 / 28 8 5 3 38 35, 000 430, 678 25, 000 L. H. D. John E. Fitz Maurice 12 1 145 16 4 44 23, 000 D.D. James McGill _ _ 5 3 34 1 4 40 12, 500 J. K. T)imm, D. D _ _ . 2 1 10 4 2 3 39 50, 000 43, 000 5, 000 Henry G. Whs ton . . 6 1 104 29 3 36 175, 000 417, 500 14, 000 Thomas C. Middleton, 5 17 40 D.D. J. D. Tadlock, D. D., 5 1 27 6 19 3 32 50, 000 222, 000 20, 000 LL. D. W. L. Pressly, D.D . 4 0 15 5 3 2 36 32, 000 0 2, 000 A. G. Voigt, D. D . 1 1 9 1 8 3 33 0 24, 000 0 2, 000 G. T. Hewesent, D. D . 3 30 7 200, 000 1, 800 George Summey, D. D _ 5 ”i" 30 10 13 2 40 J. R.Millin . . . 1 2 4 3 3 36 J. M. Hubhert, D. D . 6 1 e49 "T 29 3 34 40, 000 70, 000 1, 100 8, 000 J. Braden, D. D . . 2 1 24 1 0 3 36 2, 300 0 500 E. M. Cravath, D. D . 2 2 7 0 2 2, 3 38 30, 000 2, 283 550 Wilbur F. Tillett, D. D . . . 5 41 14 33 3 40 fir 150, 000 2, 000 5, 000 William P. Dubose, S.T.D 4 "i" 22 11 3 40 40, 000 50, 000 0 A. C. Wright . 1 9 0 0 4 40 11, 000 200 M. W. Dogan, A. M . 1 10 1 Charles C. Heraman, 5 *’i’ 66 13 41 3 35 150, 000 295, 000 0 15, 000 D.D..LL.D. C. K. Haines, D. D . 2 1 9 0 1 3 36 5, 000 15, 000 500 1, 200 Charles H. Corey, D.D ... 4 53 8 1 4 30 30, 000 60, 000 4, 800 Cornelius Walker, D. D .. 4 V 39 9 22 3 38 h 5, 000 H. A. Muehlmeier, D. D . . 3 1 29 9 24 3 40 6, 000 Wm. Walter Webb, M. A. 4 3 36 7 5 3 40 125, 000 80, 000 3, 000 20, 000 J oseph Kainer . . . 13 2 95 28 4 45 200, 000 13, 500 A. Hoenecke . 3 1 33 10 25 3 40 60, 000 1, 200 e Sis of these -were women. g Estimated value of “Wesley Hall. /Five of these were women. AF rom Miss Whitridge, of Baltimore, Md. 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 129 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 1788 EDUCATION REPORT, 1896-97. Table 8. — Statistics of Location. Name of institution. Year of first opening. President or dean. 1 3 3 4 1 University, Ala . 2 Little Kock, Ark . ! 3 San Francisco, Cal .... 4 Stanford University, Cal. 5 Boulder, Colo . 6 Denver, Colo . 7 New Haven, Conn.... 8 Washington, D. C - 9 . . do . . 10 . do . 11 _ . do . 12 Jo . 13 ; Athens, Ga . . 14 1 Atlanta, Ga . 15 Macon, Ga . 16 Bloomington, Ill . 17 ! Chicago, Ill. 18 . do . 19 . do . 20 ..... do University of Alabama, School of Law. [ 1874 Arkansas Industrial University, Law j 1890 Department. University of California, Hastings 1878 College of the Law. Leland' Stanford Junior University, j 1893 Law Department. University of Colorado Law School. .. j 1892 University of Denver, Denver Law j 1892 School. Yale University, Law Department. ... 1824 Catholic University of America, Law j 1895 Department. Columbia University Law School . 1862 Georgetown University School of Law. 1870 Howard University School of Law....} 1870 National Uni versify, Law Department. 1870 University of Georgia Law School _ 1859 Atlanta Law School* . | 1891 Mercer University Law School . j . Bloomington Law School, Hlinois Wes- j 1874 leyan University. Chicago Law School . 1896 Kent College of Law . 1892 Lake Forest University, Chicago Col- J 1888 lege of Law. Northwestern University Law School. 1859 21 Lebanon, Ill . 22 Quincv, Ill . 23 Bloomington, Ind . 24 Danville, Ind . 25 Indianapolis, Ind. .... 26 Notre Dame, Ind . 27 Valparaiso, Ind . 28 Des Moines, Iowa . 29 Iowa City, Iowa . 30 Lawrence, Kans . 31 Louisville, Ky . 32 New Orleans, La . 33 Baltimore, Md . 34 . do ... . . 35 Boston, Mass . 36 Cambridge, Mass . 37 | Ann Arbor, Mich .... 38 Detroit, Mich . 39 Minneapolis, Minn . . . 40 Universitv, Miss . 41 Columbia, Mo . 42 St. Louis, Mo . 43 Lincoln, Nebr . McKendree Law School . Chaddock College Law School . I Indiana University Law School . Indiana Central Law School . Indiana Law School, University of Indianapolis. University of Notre Dame, Law Department. northern Indiana Law School . | Iowa College of Law, Drake Univer¬ sity. State University of Iowa, Law Depart- I ment. University of Kansas, School of Law.. University of LouisArille Law School.. Tulane University of Louisiana, Law Department.' Baltimore University School of Law.. University of Maryland Law School e. Boston University School of Law . Harvard University Law School . University of Michigan, Law Depart¬ ment. Detroit College of Law . University of Minnesota, College of Law. University of Mississippi, Law De¬ partment. University of Missouri, Law Depart¬ ment. St. Louis Law School, Washington University. University of Nebraska, College of Law. 1860 1887 1889 1888 1894 1869 1879 1892 1866 1878 1847 1847 1888 1814 1872 18 17 1859 1892 1888 1856 1872 1867 1891 Kichard C. Jones, LL. D . . F. M. Goar . Charles W. Slack . Nathan Abbot, prof . Moses Hallett, LL. D . Albert E. Pattison . Francis Wayland, LL. D.. William C. Kobinson . Walter S. Cox . Jeremiah M. Wilson, LL.D Benjamin F. Leighton, LL. D. Kichard H. Alvey . . William E. Boggs . . Andrew J. Cobb . Emory Speer . Owen T. Keeves, LL. D . . . George W. Mar velle, LL.D Marshall D. Ewell, LL. D. Thomas A. Moran, LL. D. Henry W ade Eogers, LL.D. K. A. Mooney ham . Thomas K. Petri . William P. Kogers . J. A. Joseph . W. S. Fishback . William Hoynes, LL. D. . . Mark L. DeMotte . Chester C. Cole, LL. D - Emlin McClain, LL. D - J. W. Green, A. M . W. O. Harris . Henry C. Miller . William F. Campbell . John Prentiss Poe . Edmund H. Bennett, LL.D James Parr Ames, A. M . . Harry B. Hutchins . Philip T.Van Zile, LL. D. . William S. Pattee, LL. D . . G. D. Shands . Alexander Martin, LL. D. William S. Curtis . M. B. Keese . * In 1895-96. a T wo years will be required hereafter. b In addition to the regular day course, there is an evening course covering three years. PROFESSIONAL SCHOOLS, 1789 schools of law, for 1896-97. In¬ struct¬ ors. Students. Length of course. Tees. Value of grounds and buildings. Endowment funds. Volumes in library. Benefactions received dur¬ ing the year. Is the instruction given during the day or mthe evening ? Regular profes¬ sors. Special or assist¬ ant. Men. Women. Graduating. Having degree A. B. or B. S. Years. Weeks in year. Tuition fee. [ Graduation or ex¬ amination fees. Cost of entire course. 5 6 7 8 9 19 11 12 13 14 15 16 17 18 19 2Q 3 0 36 0 30 20 al 36 $50 $3 $53 0 1, 000 0 Day... 1 6 37 0 6 4 9 40 50 5 105 1 Eve . . . 4 0 147 5 36 61 3 36 0 0 30 0 0 Hay . . . 1 2 122 0 8 9 40 0 0 20 500 0 Day _ 8 17 26 0 10 2 2 36 35 0 75 1,500 I 0 Day _ 9 2 47 5 10 6 2 34 75 10 160 . | 2, 500 Day & . 27 213 0 98 81 2 38 cl50 5 315 Day _ 5 4 37 0 10 22 3 32 5 205 $50, 000 1, 000 ! $50, 000 Both. . 14 0 318 0 91 2 33 . 80 10 170 ' 3, 000 Eve . . . 10 10 274 0 145 48 2-3 35 80 10 170 ; $60, 000 0 2, 000 . Eve. .. 6 3 77 2 2 36 0 3 1, 200 Eve _ 3 6 95 0 48 3 32 80 2 177 1 40, 000 0 Eve _ 4- 4 55 0 40 1 38 75 0 75 Day _ 5 1 9 0 1 1 40 75 10 95 0 0 4 0 16 0 7 1 32 60 5 65 0 0 I 6 2 55 3 25 2 39 60 5 125 0 1 0 Dav _ 8 12 184 5 60 37 2 36 60 5 130 . i Evei . . 5 6 213 5 79 11 2 36 75 6 156 0 0 0 Eve ... 9 3 540 13 169 53 3 39 60 5 185 1, 000 Eve. . . 6 0 185 3 76 3 38 105 10 330 0 0 1, 116 0 Day. . . 1 0 15 0 5 0 2 36 45 5 95 Day _ 4 0 7 1 2 1 2 36 60 5 125 0 0 0 Eve. . . 3 ] i 90 0 20 8 2 38 37 5 95 4,000 1 Day .. 2 0 I 35 0 7 i 48 5 0 500 0 Day . 13 6 ; 86 2 46 5 | 2 32 80 5 170 0 0 1,000 0 Both.. 4 i 3 ; 43 0 5 7 3 42 100 10 2,700 Day . . 4 2 160 4 44 31 2 40 48 5 101 3, 000 0 300 0 Day .. 4 2 88 0 39 2 36 50 5 55 1,000 Day . . 5 4 214 3 83 23 2! 36 60 7 127 8, 700 Day .. 2 i ! 6 147 3 54 10 2| 36 1 0 5 5 1, 200 Day . . 3 1 o 64 29 2 28 80 0 160 100,000 0 0 0 Day .. 5 85 36 5 2 36 80 0 0 Eve. . . 3 4 90 0 23 2 34 d 75 ! I 20 125 1 400 Eve _ 10 184 0 53 28 2,3 35 70 10 /180 | 10, 000 800 (g) 11 '2l 387 9 89 72 3 32 125 i 10 i 385 1 225,000 0 7, 500 0 _ Day .. 7 4 475 0 i 103 385 3 39 150 0 *135, 000 *360,000 *38, 000 Day . . 12 17 580 6 61 92 3 36 35 10 125 53, 000 13, 500 Day . . 18 ! 121 5 ! 38 18 h 2 40 50 10 1 110 Eve. . . 3 1 15 364 1 ; 39 3 36 45 10 I 155 45, 000 0 5, 000 Day b . 1 4 ' 42 0 *20 2 38 50 0 105 1,700 Day . . 3 6 133 0 57 20 2 38 50 3 104 50, 000 5, 200 0 Day .. 12 0 164 1 ! 40 2 32 80 0 160 7, 000 13 75 2 36 25 2 33 45 5 100 1 . 2, 200 0 Day .. c Average. /$220 for three years’ course. d$100 for the two years if paid in advance. g Afternoon and evening, e Reorganized in 1869. h Three years hereafter. | | I 1 2 3 4 5 6 7 10 11 12 13 14 15 17 ! 18 19 |20 21 ! 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 I1 42 1790 EDUCATION REPORT, 1896-97. Location. Name of institution. Year of first opening. 1 2 3 44 Albany, H. Y . Albany Law School, Hnion Hniversity 1851 45 Buffalo, H. Y.. ....... Buffalo Law School, Hniversity of Buffalo. 1887 46 Ithaca, H. Y . Cornell Hniversity School of Law . 1887 47 Hew York, H. Y . Columbia Hniversity School of Law . . 1858 48 . do . . 1891 49 Hew York Hniversity School of Law . 1834 50 Syracuse, H. Y. . Syracuse Hniversity, College of Law.. 1895 51 Chapel Hill, H. C . University of Horth Carolina, Law School. 1846 52 Baleigh, H. C . 1889 58 Ada, Ohio . Ohio Hormal Hniversity Law School.. 1835 54 Cincinnati, Ohio . Law School of Cincinnati College d . . . 1833 55 . do . Hniversity of Cincinnati, Law Depart¬ ment. 1896 56 Cleveland, Ohio . Pranklin T. Backus Law School of Western Beserve Hniversity. 1893 57 58 Columbus, Ohio . Lebanon, Ohio . Ohio State Hniversity School of Law.. Hational Hormal Hniversity College of Law.* 1891 59 Portland, Oreg: . Hniversity of Oregon, School of Law.. 1884 60 Salem, Oreg . Willamette Hniversity Law Depart¬ ment. 1887 61 62 Carlisle Pa. _ Dickinson School of Law _ _ 1834 Philadelphia, Pa . Hniversity of Pennsylvania, Law De¬ partment. el790 63 Pittsburg, Pa . Pittsburg Law School, Department of Wes ternD ni ver sity of P enns yl van ia . 1895 64 Columbia, S. C . South Carolina College Law School. . . . 1884 65 Harriman, Tenn . American Temperance Hniversity, Law Department. 1894 66 Knoxville, Tenn . Hniversity of Tennessee, Law Depart¬ ment. 1890 67 Lebanon, Tenn . Cumberland Hniversity Law School.. 1847 68 Hashville, Tenn . Central Tennessee College, Law De¬ partment. 18S0 69 . d° . Vanderbilt Hniversity, Law Depart¬ ment. 1875 70 Sewanee, Tenn . Sewanee Law School, Hniversity of the South. 1893 71 Austin, Tex . Hniversity of Texas, Law Department. 1883 72 Port Worth, Tex . Port W orth Hniversity, Law Depart¬ ment. 1881 73 Lexington, Ya . Washington and Lee Hniversity School of Law. 1849 74 Bickmond, Ya . Bickmond College School of Law . 1870 75 Hniversity of Virginia, Va. Hniversity of Virginia Law School. . . . 1825 76 Morgantown, W. Ya. . West Virginia Hniversity, Law De¬ partment. 1878 77 Madison, Wis . Hniversity of Wisconsin College of Law. 1868 * In 1895-96. a Three years hereafter. 6 Day course, two years ; evening course, three years. c In addition to the regular day course, there is an evening course cover d Cincinnati College Law School was consolidated with the law depar Cincinnati in May, 1897. Table 8. — Statistics of President or dean. 4 J. Hewton Piero . Charles Daniels, LL. D... Prancis M. Pinch, LL. D. . "William A. Keener, LL.D. George Chase . Clarence D. Ashley . James B. Brooks . John Manning, LL. D . E. A. Johnson . S. P. Axline . Jacob D. Cox, LL. D . Win. H. Taft, LL. D . Evan H. Hopkins . William P. Hunter _ ... George W. Stanley . Bichard H. Thornton . I S. T. Bichardson, A. M _ William Trickett, LL. D. . William D. Lewis, Ph. D.. John D. Shafer . . . Jos. Daniel Pope, LL. D. . . Shirley E. Spence . Henry H. Ingersoll, LL. D. Hatkan Green, LL. D . J. W. Grant . Thomas H. Malone . Burr J. Bamage, Ph. D _ Geo. T. Winston . Augustus J. Booty . John Bandolph Tucker, LL. D. g Boger Gregory, LL. D _ W. M. Lile, sen. prof . Okey Johnson . Edwin E. Bryant . ing three years. tment of the Hniversity of Regular profess- PROFESSIONAL SCHOOLS. schools of law, for 1896-97 — Continued. 1791 In¬ struct¬ ors. Students. 46 73 249 361 C17 5o 72 11 129 120 44 68 132 30 44 21 355 48 36 119 103 184 44 27 81 72 123 ®pq i© 17 203 249 110 14 9 Length 1 of Fees course. 3* © f-t " ® a o o«8 P • t>> © S tf © s .s _© S+H .2 o *4 *03 rt H— ( rz © O m .2 & a © o3 © O © : £ ‘3 H si; a « Cosi ii 12 13 14 15 i 34 $100 $10 $110 2 34 100 0 200 a 2 35 100 5 205 3 36 150' 25 475 2 34 100 10 210 62,3 34 100 20 /220 \320 2 37 100 5 221 2 40 100 5 205 3 21 60 10 220 3 36 45 9 144 3 33 75 5 230 3 30 75 10 235 3 36 100 0 300 3 36 60 5 185 3 32 40 5 125 2 31 60 10 130 2 36 53 10 2 33 80 10 176 3 34 150 0 455 2 33 100 5 210 2 36 40 3 83 2 36 50 5 150 2 36 50 6§ 1.16 1 40 100 10 115 1 36 30 10 70 2 38 110 5 225 2 40 100 10 ‘ 240 2 39 0 0 30 2 32 37 10 90 2 36 105 2 39 40 5 85 2 39 100 0 247 1,2 40 0 5 3 36 7i 50 0 150 1© $22, 000 0 100, 000 0 150, 000 0 30, 000 20, 000 100, 000 40, 000 86, 000 17 $1, 000 0 0 20, 000 S3 ■o 18 ® . > fH if f-i © 2-3 a ® 19 1, 478 25, 046 25, 000 10, 122 0 1,500 1,000 2, 800 4, 000 12, 500 300 500 200 6, 000 200 3,200 4, 500 650 2,500 400 3, 500 rfl ( HO r© © 2© Day Day .. Day .. Day .. Dayc Day . Day . Day . Day . Day .. Day . Day .. Day .. Both.. Eve.. . Day .. Day . (f) Day .. Day . Day . Day . Day . Day . Day . Dayc Day Day . Eve . . . Day .. Day . Day .. e Reorganized in 1850. /From 3.30 to 5.30 p. m. g Deceased, .February 3, 1897. h Average. 1792 EDUCATION REPORT, 1896-97. Table 9. — Statistics of schools Post-office. Name of institution. Year of first opening. Dean. 3 4 1894 W. H. Johnston . 1859 George A. Ketchum . 1885 H. G. Brainerd . 1896 Winslow Anderson . 1859 Henry Gibbons, jr . 1864 Kobert A. McLean . 1888 Luman M. Griffin . 1881 Samuel A. Fisk . 1887 Thomas H. Hawkins . 1812 Herbert E. Smith . 1824 D. K. Shute . 1851 G. L. Magruder . 1868 T. B. Hood . 1884 H. H. Barker . 1857 W. S. Kendrick . 1879 James B. Baird . 1829 Eugene Foster . 1882 William E. Quine . 1891 Francis Dickinson . 1895 Wm. F. Waugh . 1893 C. W. Hawley . 1859 Nathan Smith Davis . 1 Isaac N. Danforth . 1 1843 E. L. Holmes . 1879 Christian B. Stemen . 1879 S.E. Earp . 1869 Joseph W. Marsee . 1882 Lewis Schooler . 1870 Wm. D. Middleton . 1849 J. C. Hughes . 1890 George F. Jenkins . 1890 Edward Hornibrook . 1894 J. W. May . 1889 JohnE. Minney . 1873 P. Kichard Taylor . 1850 Samuel E. Woody . 1869 Clinton W. Kelly . 1837 J. M. Bodine . 1889 L. G. Adkinson . Birmingham, Ala. Mobile, Ala . Los Angeles, Cal . San Francisco, Cal - . . -do . . .do Boulder, Colo. I I Denver, Colo . .do ! N ew Haven, Conn Washington, D. C - _ do . ....do . ....do . Atlanta, Ga. . _ do . Augusta, Ga. Chicago, Ill. . . do . I ! . do . Fort Wayne, Ind. ..... Indianapolis, Ind... - do . . Des Moines, Iowa. . Iowa City, Iowa .... Keokuk, Iowa . - do . Sioux City, Iowa. . . Kansas City, Kans . Topeka, Kans . Louisville, Ky . - do . - do . - do . New Orleans, La. Birmingham Medical College . Medical College of Alabama, Depart¬ ment of University of Alabama. College of Medicine, University of Southern California. College of Physicians and Surgeons of San Francisco. Cooper Medical College . . University of California, Medical De¬ partment. University of Colorado, Medical De¬ partment. Denver School of Medicine, Depart¬ ment of University of Denver. Gross Medical College . Yale University, Department of Medicine. Columbia University, Medical De¬ partment. Georgetown University, School of Medicine.* Howard University, Medical Depart¬ ment. National University, Medical De¬ partment. Atlanta Medical College . Southern Medical College . University of Georgia, Medical De¬ partment. College of Physicians and Surgeons, University of Hlinois. Harvey Medical College . Illinois Medical College . Jenner Medical College . Northwestern University Medical School. Northwestern University Woman’s Medical School. Kush Medical College, Lake Forest University. Fort Wayne College of Medicine, Taylor University. Central College of Physicians and Surgeons. Medical College of Indiana, Univer¬ sity of Indianapolis. Iowa College of Physicians and Sur¬ geons, Drake University. State University of Iowa, Medical Department. College of Physicians and Surgeons . . Keokuk Medical College . Sioux City College of Medicine . College of’ Physicians and Surgeons. . Kansas Medical College . Hospital College of Medicine . Kentucky School of Medicine . Louisville Medical College . University of Louisville, Medical Department. New Orleans University, Medical School. In 1895-96. PROFESSIONAL SCHOOLS, 1793 of medicine , for 1896-97. In¬ struct¬ ors. Students. Length of course. Annual charge for tui¬ tion. Graduation or examina¬ tion fees. Cost of the entire course. Estimated value of grounds and buildings. Permanent productive funds. Volumes in library. Is the instruction given during the day or in the evening? Professors. Special or as¬ sistant. Men. s s o £ Graduating. 2 . -§m bf ® .5 m |H W Tears. "W eeks in year. 5 6 * 8 9 io 11 12 13 14 15 19 17 18 19 10 10 34 2 7 o 3 25 $100 $30 $330 300 Day . . 9 5 134 0 34 3 24 100 25 300 Day . . 19 2 74 9 13 4 4 32 130 40 445 $21, 000 0 Day. .. 14 190 8_j 12 10 4 25 75 25 335 0 Day 14 6 170 36 37 28 4 24 130 40 460 450, 000 $56, 000 2, 200 Day .. 14 10 87 16 7 14 4 32 100 25 437 20, 000 0 500 I Day .. 22 6 54 14 22 4 36 50 - 10 a 27 5 Day .. 16 10 40 .5 9 12 4 28 75 25 400 10, 000 0 0 Day .. 18 7 70 15 16 12 4 28 75 30 280 20, 000 Day . . 13 1-2 138 0 35 10 4 34 140 30 530 5,000 Day .. 26 5 186 0 24 4 28 106 424 100, 000 Eve _ 24 9 82 0 11 4 32 100 0 426 50, 000 0 8 6 133 10 22 10 4 28 60 0 260 15, 000 Eve _ 7 15 59 6 10 3 4 28 100 405 25, 000 Eve _ 8 10 230 0 39 3 24 100 30 350 30, 000 300 Day . . 16 6 96 0 30 3 26 75 30 320 30, 000 0 0 Day .. 9 4 135 0 17 3 26 80 30 335 30, 000 0 5, 000 Day .. 38 32 308 0 83 52 4 30 110 0 a 520 140, 000 0 2, 000 Day ..| 52 5 127 13 7 22 4 36 60 30 a 400 200 Eve. . . | 19 12 64 11 10 10 4 26 75 30 395 0 0 200 Day .. 25 10 81 3 7 9 4 40 75 0 315 Eve _ 33 18 327 0 56 67 4 32 125 0 605 150, 000 50, 000 2,500 i Day .. 27 17 0 120 35 4 30 75 30 385 30, 000 1, 000 . 20 54 813 0 *210 4 34 125 d 500 157, 855 Day . . 23 3 38 5 10 4 24 70 25 310 5, 500 400 Both . . 1 22 10 111 7 34 16 4 28 60 25 275 15, 000 3, 000 Day .. 8 20 188 10 63 4 26 75 25 350 Day . . 1 32 8 77 12 22 4 24 65 25 250 10, 000 12 7 209 5 60 20 4 26 65 0 260 1, 200 Day . . 12 3 155 23 61 4 26 33 30 150 3,500 Day . . 12 3 170 14 48 4 26 33 30 167 30, 000 0 0 Day .. 17 3 28 3 10 7 4 28 48 20 232 0 0 Day . . 27 8 59 16 22 20 3 26 55 25 a 200 0 0 Day .. 18 6 70 20 22 3 26 60 30 170 18, 000 Day . . 10 10 394 0 77 57 4 26 110 30 0 500 Both.. 9 10 325 0 82 56 4 26 75 30 430 100, 000 0 10 7 240 0 70 4 24 75 30 430 140, 000 0 0 Both.. 11 8 237 0 68 3 26 75 30 75, 000 0 3, 000 Both.. 10 36 2 8 o 4 24 30 10 148 18, 000 Day .. a Approxira ate! y . ED 97 - 113 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 17 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 94 EDUCATION KEPORT, 1896-97. Table 9. — Statistics of schools of Post-office. Name of institution. si .9 a) U Dean. 4 regulab — contin lied. New Orleans, La . Brunswick, Me . Portland, Me . Baltimore, Md . . do . . . . do . _ do . _ do . . do . . Boston, Mass . - do . . do . Ann Arbor, Midi . Detroit, Mick . _ do . Saginaw, Mich . Minneapolis, Minn. . . . - do . Columbia, Mo . Kansas City, Mo . _ do . _ do . St. Joseph, Mo . . do . St. Louis, Mo . - do . _ do . _ do . _ do . _ do . Omaha, Nebr . _ do . Hanover, N. H. . . . _ Albany, N. Y . Brooklyn, N. Y . Buffalo, N. Y . _ do . New York, N. Y . _ do . do do Syracuse, N. Y _ Chapel Hill, N. C. Davidson, N. C... Tulane University of Louisiana, Medical Department. Medical School of Maine . Portland School of Medical Instruc¬ tion, a Baltimore Medical College . Baltimore University School of Medi¬ cine. College of Physicians and Surgeons. . John Hopkins Medical School . University of Maryland, School of Medicine. Woman’s Medical College of Balti¬ more. College of Physicians and Surgeons.. Harvard University Medical School. Tufts’ College Medical School . University of Michigan, Department of Medicine and Surgery. Detroit College of Medicine . Michigan College of Medicine and Surgery. Saginaw Y alley Medical College . Minneapolis College of Physicians and Surgeons, Hamline University. University of Minnesota, College of Medicine and Surgery. Missouri University, Medical De¬ partment. Kansas City Medical College . University Medical College of Kan¬ sas City. Woman’s Medical College . Central Medical College . Ensworth Medical College . Barnes Medical College . Beaumont Hospital Medical College.. Marion Sims College of Medicine . Missouri Medical College . St. Louis College of Physicians and Surgeons. * St. Louis Medical College . John A. Creighton Medical College .. Omaha Medical College, University of Omaha. Dartmouth Medical College . Albany Medical College . Long Island College Hospital . Niagara University, Medical Depart¬ ment. University of Buffalo, Medical De¬ partment. Bellevue Hospital Medical College . . . College of Physicians and Surgeons in the City of New York, Columbia University. University of New York, Medical Department. Woman's Medical College of the New York Infirmary for Women and Children. Syracuse University, College of Medicine. University of North Carolina, Medi¬ cal Department. North Carolina Medical College . 1834 1820 1858 1881 1884 1872 1893 1807 1882 1880 1816 1893 1850 1867 1887 1896 1883 1888 1845 1869 1880 1895 1894 1877 1892 1885 1890 1842 1879 1842 1892 1881 1798 1838 1860 1883 1845 1861 1809 1841 1865 1872 1891 1890 Stanford E. Chaille . . . Alfred Mitchell . Stephen H. Weeks _ David Street . Hampson H. Biedler.. Thomas Opie . Wm. H. Welch, LL. D. R. Dorsey Coale . . Eugene F. Cordell - Augustus P. Clarke . . Wm. L. Kichardson . . . John L. Hildreth _ Victor C. Vaughan _ Theodore G. McGraw Hal C. Wyman . . J. L. McLaren . Leo M. Crafts . Perry H. Millard . A. W. McAlester . J. D. Griffith . C. E. Wain wright . Elavel B. Tiffany . T. E. Potter . Hiram Christopher . . . C. H. Hughes . Erank J. Lutz . . Young H. Bond . . P. G. Itobinson . W aldo Briggs . Henry H. Mudd . D. C. Bryant . . Harold Giffard . Wm. T. Smith . Willis G. Tucker . Jarvis S. Wight . John Cronyn . Matthew D. Mann - Austin Elint . . James W. McLane - Charles Inslee Pardee .... Emily Blackwell . Henry D. Didama . Edwin A. Alderman . J. P. Munroe . . * In 1895-96. a A preparatory school ; does not confer degrees. b Approximately. PROFESSIONAL SCHOOLS. 1795, medicine, for 1896-97 — Continued. In¬ struct¬ ors. Students. Length OI course. Annual charge for tui¬ tion. Graduation or examina¬ tion fees. Cost of the entire course. Estimated value of grounds and buildings. Permanent productive funds. Yolumes in library. Is the instruction given during the day or in the evening ? Professors. Special or as¬ sistant. Men. Women. Graduating. Haying degree A. B. or B. S. Years. Weeks in year. 5 6 7 8 9 1© 11 12 13 14 15 16 17 18 19 7 10 350 0 83 3 20 $150 $30 $465 $135,000 $8, 000 3,500 Day .. 10 3 140 0 30 22 3 24 78 25 246 12, 000 0 4,000 Day .. 14 3 27 0 (a) 5 1 22 50 (a) Day . . 12 28 440 0 142 4 27 90 30 6 275 . 0 0 Day . . 24 12 110 0 54 c 3 24 70 30 240 20, 000 Day . . 12 14 284 0 83 4 26 100 30 430 80, 000 0 Day . . 14 20 98 25 * 15 123 4 36 200 0 800 Day .. 10 13 250 0 74 33 4 26 105 30 470 250, 000 0 2, 000 12 11 0 21 7 2 4 34 100 30 430 16, 000 0 300 Day .. Day .. 30 12 80 15 10 4 36 100 30 6475 30, 000 1, 500 Day .. 21 11 593 0 73 4 40 (2200 30 715 2, 134 Day . . 18 13 148 35 41 14 4 32 100 30 6 450 500 Day . . 16 22 377 71 63 4 36 300 10, 000 Day . . 21 34 226 0 81 3 30 60 30 325 Day . . 14 6 104 14 46 4 4 24 50 25 290 25, 000 0 3, 000 Day .. 25 3 36 4 7 3 3 34 50 25 240 0 0 0 Day .. 27 9 93 11 30 17 4 32 65 0 243 0 0 0 Day .. 31 9 202 19 *45 4 32 100 10 400 150, 000 1, 000 Day . . 7 5 52 0 4 3 42 50 3 6153 Day . . 18 15 85 0 3 26 70 20 220 15, 000 Day . . 22 15 204 0 83 22 3 30 60 20 213 1, 300 Day . . 21 10 0 18 3 5 3 30 75 30 280 0 0 Day .. 16 2 52 0 22 3 26 60 25 6240 25, 000 Both. . 14 34 3 18 3 24 50 25 200 40, 000 6 8, 000 Day . . 22 ’’7" 501 0 118 4 26 55 25 6 200 140, 000 0 Day . . 21 6 72 0 29 29 3 26 75 220 50, 000 0 Day . . 21 9 240 0 90 c 3 26 70 25 230 65, 000 0 400 Both.. 16 16 212 0 64 15 3 26 100 0 305 100, 000 Day .. 18 10 280 0 68 3 28 60 25 205 75, 000 1,500 22 89 0 39 21 3 31 100 0 305 150, 000 Day . . 26 "s’ 47 6 1 20 4 30 70 0 290 100, 000 0 Day .. 26 10 84 8 26 4 4 27 65 25 275 25, 000 Day . . 8 5 145 0 3 22 77 25 267 Day 13 15 244 0 60 26 3 29 100 25 380 35, 000 7, 500 Day .. 20 22 383 0 71 40 3 26 125 25 475 Both . . 18 16 52 3 10 0 3,4 30 75 25 330 50, 000 Day . . 7 22 290 36 72 43 4 30 100 40 6475 195, 500 0 6, 077 Both. . 10 14 713 0 133 85 3 26 150 30 6550 100, 000 0 0 Day .. 11 20 641 0 40 4 34 200 25 850 Day 8 16 378 0 106 56 4 28 150 30 732 250, 000 0 0 Day .. 11 7 0 111 16 12 4 32 130 30 515 0 Day . . 16 17 87 8 23 4 32 125 25 500 0 3, 780 Day 5 34 0 (a) 3 1 36 100 1, 000 Day . . 5 0 42 0 2 i 2 3 36 75 25 265 3, 500 0 Day .. c Four years hereafter. d $100 the fourth year. 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 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 EDUCATION REPOET, 1896-97. Table 9. — Statistics of schools oj Post-office. Name of institution. Year of first opening. Dean. 3 4 1882 James McKee . 1851 S. C. Ayers . 1890 John M. Withrow . 1819 W. W. Seely . 1852 N. P. Dandridge . . 1864 Charles B. Parker . 1864 Marcus Rosen wasser . 1892 George M. Waters . 1847 Starling Loving . 1889 Selden S. Scoville . 1882 J. H. Pooley . _ . 1887 S. E. Josephi . 1865 W. H. Byrd . 1826 James W. Holland . 1881 Isaac Ott . . . 1765 John Marshall . 1850 Clara Marshall . 1886 J. C. Lange . 1828 Francis L . Parker . 1889 E. A. Cobleigh . 1896 E. L. Randall . 1889 J. C. Cawood . . 1878 W. B. Rogers . 1876 G. W. Hubbard . 1850 W. L. Nichol . 1877 Paul F. Eve . 1876 Wm. L. Dudley . 1892 J. S. Cain . 1894 Bacon Saunders . 1891 J.F. Y. Paine . 1823 A. P. Grinnell . 1893 Hunter McGuire . 1825 J. W. Mallet . 1894 Wm. H. Earles . 1893 W. H. W ashburn, sec'y . . . Raleigh, N. C _ Cincinnati, Ohio. . do . . do . . do . Cleveland, Ohio. .do 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. Nashville, Tenn _ do . . do . _ do . Sewanee, Tenn . . Port 'Worth, Tex Galveston, Tex . . Burlington, Vt. . . Richmond, Va . University of V i r- ginia, Va. Milwaukee, Wis . . do . regular — continued. Leonard Medical School of Shaw Uni¬ versity. Cincinnati College of Medicine and Surgery. Laura Memorial 'Woman’s Medical College.* Medical College of Ohio, University of Cincinnati. Miami Medical College . Cleveland College of Physicians and Surgeons, Ohio Wesleyan Univer sity. W ooster University, Medical Depart ment.* Ohio Medical University . Starling Medical College . College of Medicine, National Nor mal University. Toledo Medical College . University of Oregon, Medical De partment. Willamette University, Medical De partment. Jefferson Medical College of Phila delphia. Medico-Chirurgical College of Phila delphia. University of Pennsylvania, De partment of Medicine.* Woman’s Medical College of Penn sylvania. Western Pennsylvania Medical Col lege. Medical College of the State of South Carolina. Chattanooga Medical College, U. S. Grant University. Knoxville College, Medical Depart¬ ment. Tennessee Medical College . Memphis Hospital Medical College Central Tennessee College, Meharry Medical Department. University of Nashville, Medical De¬ partment. University of Tennessee, Medical Department. Vanderbilt University, Medical De¬ partment. Sewanee Medical College, University of the South. Fort Worth University, Medical De¬ partment. University of Texas, Medical De¬ partment. University of Vermont, Medical De¬ partment. University College of Medicine . University of Virginia, Medical De¬ partment. Milwaukee Medical College . Wisconsin College of Physicians and Surgeons. In 1895-96. PROFESSIONAL SCHOOLS. 1797 medicine for 1896-97 — Continued. In¬ struct¬ ors. Students. Length of course. Annual charge for tui¬ tion. Graduation or examina¬ tion fees. Cost of the entire course. Estimated value of grounds and buildings. Permanent productive funds. Volumes in library. Is the instruction given during the day or in the evening? Professors. Special or as¬ sistant. Men. a ® a o £ Graduating. Having degree A. B. or B. S. OD u <3 ol, 234; New York Postgraduate Medical School and Hospital, 513; Philadelphia Polyclinic and age for Graduates in Medicine, 117; Philadelphia Postgraduate School of Homeopathics, 14. il. 1,684. PROFESSIONAL SCHOOLS. 1799 medicine, for 1896-97 — Continued. In¬ struct¬ ors. Students. Length ot‘ course. Annual charge for tui¬ tion. Graduation or examina¬ tion fees. Cost of the entire course. Estimated value of grounds and buildings. Permanent productive funds. Volumes in library. Is the instruction given during the day or in the evening ? Professors. Special or as¬ sistant. Men. d © a o t* Graduating. Having degree A. B. or B. S. Tears. Weeks in year. 5 6 7 8 £> 1® 11 12 13 14 15 16 17 18 19 20 0 70 10 30 4 32 $100 $40 $390 $25, 000 0 200 119 12 8 69 2 22 3 26 70 25 268 15, 000 0 Both-. 120 25 10 98 10 37 3 3 32 no 340 40, 000 0 GOO Day .. 121 24 8 66 13 27 8 3 26 25 241 40, 000 Day . . 122 15 6 60 10 24 2 4 24 25 234 20, 000 0 Day . . 123 17 9 40 2 15 4 26 50 25 200 0 0 Day . . 124 12 14 97 14 11 14 4 29 100 30 450 40, 000 4, 000 Day .. 125 12 3 34 7 12 3 26 75 25 250 0 0 500 126 14 4 174 13 55 21 4 26 75 25 a 350 60, 000 0 500 Day .. 127 21 9 18 11 19 3 4 27 100 40 6 350 10, 000 Day . . 128 19 7 23 14 13 4 26 75 30 385 5, 000 0 Day . 129 22 21 155 0 54 25 4 26 65 30 400 125, 000 0 0 130 19 14 39 11 8 12 4 28 100 0 405 50, 000 0 450 131 14 27 163 •65 73 4 26 70 40 360 187, 000 $70, 000 1,500 Day . . 132 16 17 29 26 19 3 4 27 100 0 400 25, 000 Day .. 133 27 17 185 33 27 4 24 65 25 300 134 5 1 11 61 9 16 5 4 26 20 25 176 30, 000 350 Day ... 135 17 3 22 14 11 4 26 85 0 380 0 0 0 Day .. 136 15 11 34 5 13 2 4 26 100 30 440 30, 000 500 Day .. 137 17 134 64 30 20 4 30 125 30 518 250, 000 0 3,952 Day .. 138 5 1 4 ! 40 7 6 8 4 36 35 10 240 50, 000 7, 000 Day .. 139 21 .... 28 4 11 4 4 32 c 90 0 360 1,500 Day . .' 140 9 21 *43 *10 14 4 28 50 25 255 10, 000 o Day .. 141 16 10 60 16 .26 4 26 60 25 a 250 15, 000 0 0 Day .. 142 25 12 116 0 16 15 4 29 125 30 510 0 2, 600 Day .. 143 20 3 0 26 6 0 4 26 100 30 460 0 Day .. 144 15 7 35 7 17 4 26 65 30 285 20, 000 0 0 Day .. 145 15 11 123 24 50 20 4 26 75 25 330 75, 000 0 500 Day .. 146 22 6 112 14 51 45 4 26 80 25 350 80, 000 10, 000 1,000 Day . . 147 8 4 258 0 37 45 4 30 125 30 500 690, 154 d223, 762 10, 000 Day .. 148 23 5 45 10 13 3 4 30 80 0 340 200 Day . . 149 17 4 46 11 22 4 26 60 240 1,500 Day .. 150 1 a Appr oxim ately . & No tuition the fourth year, c Average. d $10, 000 received during the year from the estate of Edward Bamber, and a gift of $6,000 from Anna M. Jeanes. 1800 EDUCATION REPORT, 1896-97. Table 10. — Statistics of schools Location. Name of institution. Year of first open¬ ing. Dean. 1 2 3 4 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 | 28 29 Birmingham, Ala . San Francisco, Cal. . . . . do . Denver, Colo . | Washington, D. C _ . do . . - do . A tlanta, Ga . . do . Chicago, Ill. . do . . do . . do . . do . Indianapolis, Ind. Iowa City, Iowa . . Louisville, Ky. Baltimore, Md . _ do . Boston, Mass . - do . Ann Arbor, Mich. Detroit, Mich . Minneapolis, Minn. . . . Kansas City, Mo. _ do . St. Louis, Mo - - do . Omaha, Nebr Buffalo, 1ST. Y , New York, N. Y _ do . Cincinnati, Ohio . do . - do . Cleveland, Ohio. . Columbus, Ohio. . Philadelphia, Pa . Pittsburg, Pa. . . . Knoxville, Term. Nashville, Tenn . Birmingham Dental College . College of Physicians and Surgeons, Dental Department. University of California, College of Dentistry. University of Denver, Dental Depart¬ ment. Columbian University, Dental Depart¬ ment. Howard University, Dental Depart¬ ment. National University, Dental Depart¬ ment.* Atlanta Dental College . Southern Medical College, Dental De¬ partment. Chicago College of Dental Surgery. . . . Columbian Dental College . German- American Dental College . Northwestern College of Dental Sur- gery. Northwestern University Dental School. Indiana Dental College, University of ludianapolis. State University of Iowa, Dental De¬ partment. Louisville College of Dentistry . Baltimore College of Dental Surgery *. University of Maryland, Dental De¬ partment. Boston Dental College . Harvard University, Dental School.. . University of Michigan, College of Dental Surgery, Detroit College of Medicine, Depart¬ ment of Dental Surgery. University of Minnesota, College of Dentistry. Kansas City Dental College . Western Dental College . Marion Sims College of Medicine, Den¬ tal Department. Missouri Dental College . University of Omaha, Dental Depart¬ ment. University of Buffalo, Dental Depart¬ ment. New York College of Dentistry . New York Dental School . Cincinnati College of Dental Surgery. Miami Dental College . Ohio College of Dental Surgery, Uni¬ versity of Cincinnati. Western Reserve University, Dental Department. Ohio Medical University, Dental De partment. Pennsylvania College of Dental Sur- gery. Philadelphia Dental College . University of Pennsylvania, Dental Department.* Pittsburg Dental College, Western University of Pennsylvania. Tennessee Medical College, Dental Department. Central Tennessee College, Meharry Dental Department. * In 1895-96. 1893 1896 1881 1887 1886 1881 1883 1893 1887 1883 1893 1888 1885 1886 1879 1882 1839 1882 1867 1875 1891 1888 1881 1890 1894 1866 1895 1891 1893 1893 1846 1892 1892 1853 1863 1878 1896 1889 1886 T. M. Allen . Charles Boxton . L. L. Dunbar . A. H. Sawins . J. Hall Lewis . Thomas B. Hood . H. H. Barker . Wm. Crenshaw . Sheppard W. Foster . . . Truman W. Brophy . . . . George T. Carpenter... Fritz W. Huxmann _ L. L. Davis . Edgar D. Swain . George E. Hunt . Charles A. Schaeffer . . . P. Richard Taylor . M. W. Foster . Ferdinand J. S. Gorgas . No report . Eugene H. Smith . J. Taft . Theodore A. McGraw . Thomas E. Weeks . J. D. Patterson . D. J. McMillan . Young H. Bond . Henry H. Mudd . J. Carroll Whinnery. . . W. C. Barrett . Faneuil D. Weisse . Dwight L. Hubbard ... G. .S. Junkei’man... _ C. A. Schuchardt . H. A. Smith . Henry L. Ambler . A. O. Ross . C. N. Peirce . Simeon H. Guilford _ Edward C. Kirk . J. G. Templeton . R. N. Kesterson . G. W. Hubbard . Professors. PROFESSIONAL SCHOOLS. 1801 of dentistry, for 1896-97. Instructors. fH +3 c Pi r-i Students. 41 111 155 27 60 20 490 82 23 47 494 182 180 146 206 210 11 4 6 50 19 142 12 15 132 54 34 37 44 62 Years in course. Weeks in year. Tuition fee. Graduation or ex¬ amination fee. Cost of entire course. Estimated value of grounds and buildings. 1 Is the instruction given during the day or in the | evening ? 1© 11 12 13 14 15 16 3 26 $100 $25 $360 Day .. 1 3 26 100 25 332 Day .. 2 3 34 120 25 360 3 3 28 75 25 265 Both.. 4 3 30 100 0 300 Eve . . 5 3 28 60 200 Eve . . 6 3 28 a 60 30 215 Eve '..I 7 3 24 100 25 350 Day 8 3 24 80 25 265 $15, 000 Day . . ! 9 3 26 125 375 Day . . 10 3 26 80 0 240 6, 000 Day . 11 3 26 80 25 275 0 Day .. 12 3 26 100 5 320 0 Day .. 13 3 26 105 0 315 Day .. 14 3 25 100 10 325 50, 000 Day .. 15 3 24 75 0 225 Day .. 16 3 26 115 30 365 24, 000 Both.. 17 3 25 100 30 350 1 18 3 25 105 30 355 Day .. 19 20 3 36 a 166 0 500 Day .. 121 3 34 a 40 10 204 Day .. 22 3 36 60 30 260 ' 23 3 30 100 0 300 Day .. 24 3 24 100 20 450 12, 500 Day .. 25 3 26 100 20 325 Day . . 26 3 28 100 0 305 Day .. I 27 3 31 100 0 305 Day .. 28 a 26 75 29 3 32 100 35 340 50, 000 Both.. 30 3 35 165 30 540 120, 000 Day .. 31 3 32 150 25 505 0 Day .. 32 3 26 100 0 300 30, 000 Both.. 33 3 25 100 300 Dav . . 34 3 26 100 25 350 10, 000 Day .. 35 3 32 100 30 335 Day .. 36 3 28 50 10 205 60, 000 Both.. 37 3 26 100 30 345 80, 000 Both . . 38 3 26 100 35 370 150, 000 Both.. 39 3 35 100 30 345 Day .. 40 3 26 100 30 350 Day .. 41 3 26 60 25 240 Day .. 42 4 20 30 10 120 Day .. 43 131 192 79 94 105 166 60 100 48 216 248 39 75 8 r 207 70 324 399 323 114 18 18 82 10 27 0 50 32 21 101 135 74 5 7 6 a Average cost of tuition. b Also 24 taking special courses. 1802 EDUCATION REPORT, 1896-97. Table 10. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. Dean. 1 3 3 4 Nashville, Tenn . . do . Richmond, Ya . Tacoma, Wash . Milwaukee, Wis . University of Tennessee, Dental De¬ partment. Y anderhilt University, Dental Depart¬ ment. University College of Medicine, Den¬ tal Department. Tacoma College of Dental Surgery. . . . Milwaukee Medical College, Dental Department. 1877 1879 1893 1893 1894 J. P. Gray . W. H. Morgan . L. M. Cowardin . John M. Meyer . B. G. Maercklein . PROFESSIONAL SCHOOLS, 1803 dentistry, for 1896-97 — Continued. Instructors. Students. Years in course. "Weeks in year. Tuition fee. Graduation or ex¬ amination fee. Cost of entire course. Estimated value of grounds and buildings. Is the instruction given during the day or in the evening ? Professors. Special or as¬ sistant. Men. "Women. ■ Graduating. 5 © 7 § 9 1© 11 12 13 14 15 1© 9 4 71 0 14 3 25 $75 $25 $275 Day .. 44 6 5 168 2 42 3 25 80 25 290 $20, 000 Day .. 45 9 6 30 0 8 3 28 100 30 , 330 Day .. 46 9 11 32 0 4 3 24 100 0 300 0 Day .. 47 13 89 0 21 3 28 60 30 300 Day .. 48 1804 EDUCATION REPORT, 1896-97. Table 11. — Statistics of schools Location. Name of institution. 1 2 3 4 5 6 7 8 9 10 11 12 1 3 Auburn, Ala . Mobile, Ala . San Francisco, Cal. . . . W askington, D. C . . . . . . do . Atlanta, Ga . Chicago, Ill . - do . Lafayette, Ind . Des Moines, Iowa .... Iowa City, Iowa . Lawrence, Kans . Alabama Polytechnic Institute, De¬ partment of Pharmacy. Medical College of Alabama, School of Pharmacy, University of Alabama. California College of Pharmacy, Uni¬ versity of California. Howard University, Department of Pharmacy. National College of Pharmacy . Atlanta College of Pharmacy . Chicago College of Pharmacy, Uni¬ versity of Illinois. Northwestern University, School of Pharmacy. Purdue University, School of Phar¬ macy. Iowa College of Pharmacy, Drake University. * State U niversity of Iowa, Department of Pharmacy. University of Kansas, School of Phar¬ macy. 13 Louisville, Ky. . . 14 ! New Orleans, La. 15 Orono, Me . 16 Baltimore, Md . . . 17 Boston, Mass .... 18 Ann Arbor, Mich 19 ; Detroit, Mich - 20 Minneapolis, Minn .... Louisville College of Pharmacy _ Tulane University, Department of Pharmacy. Maine State College, Department of Pharmacy. * Maryland College of Pharmacy . Massachusetts College of Pharmacy . . University of Michigan, School of Pharmacy. Detroit College of Medicine, Depart¬ ment of Pharmacy. University of Minnesota, College of Pharmacy. 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Kansas City, Mo . St. Louis, Mo . . . Newark, N. J . Albany, N. T . . Brooklyn, N. Y . Butfalo, N. Y . New York, N. Y . Raleigh, N. C . Ada, Ohio . Cincinnati, Ohio . Columbus, Ohio . Scio, Ohio . Philadelphia, Pa . Pittsburg, Pa . Charleston, S. C . Brookings, S. Dak _ Nashville, Tenn . I . do . ! Galveston, Tex . I Richmond, Ya . ' Kansas City College of Pharmacy . St. Louis College of Pharmacy . New Jersey College of Pharmacy . Albany College of Pharmacy, Union University. Brooklyn College of Pharmacy . Butfalo College of Pharmacy, Uni¬ versity of Buffalo. College "of Pharmacy of the City of New York. Shaw University, Pharmaceutical De¬ partment. Ohio Normal University, Department of Pharmacy. Cincinnati College of Pharmacy, Uni¬ versity of Cincinnati. Ohio State University, Department of Pharmacy. Scio College, Department of Phar¬ macy. Philadelphia College of Pharmacy . . . . Pittsburg College of Pharmacy . Medical College of the State of South Carolina, Department of Pharmacy.* South Dakota Agricultural College, Department of Pharmacy. Central Tennessee College, Depart¬ ment of Pharmacy. Vanderbilt University, Department of Pharmacy. University’ of Texas, School of Phar¬ macy. University College of Medicine, De¬ partment of Pharmacy. * In 1895-95. a One year if the student’s whole time is given to his studies; shop and college. 1895 1873 1868 1872 1891 1859 1886 1884 1882 1885 1885 1871 1838 1895 1841 1867 1868 1891 1892 1885 1866 1892 1881 1891 1886 1829 1891 1884 1871 1890 1821 1878 1895 1889 1879 1893 1893 Dean. 4 E. R. Miller . George A. Ketchum . ¥m. M. Searby . Thomas B. Hood . Francis M. Criswell . W. S. Kendrick . F. M. Goodman . Oscar Oldberg . Arthur L. Green . Louis Scmidt . Emil L. Boerner . Lucius E. Sayre . Gordon L. Curry . Stanford E. Chaill6 . . W. F. Jackman, prof . Charles Caspari, jr. . . J. W. Baird . Albert B. Prescott. . . J. E. Clark . Frederick J. Wulling August Brennert.... James M. Good . P. E. Hommell . Willis G. Tucker _ Elias H. Bartley . Willis G. Gregory ... Edward Kemp . Wm. Simpson . H. S. Lehr . Charles T.P. Fennel. George B. Kauffman. J. H. Beal . Joseph P. Remington J. A. Koch . Francis L. Parker . . . B. T. Whitehead . G. W. Hubbard . . James M. Safford _ J. F. Y. Paine . . T. A. Miller . two years if divided between the PROFESSIONAL SCHOOLS. 1805 of pharmacy, for 1896-97. Instructors. Students. Years in the course. "W eeks in year. Years of training in a pharmacy required. Tuition fee. _ J Graduation or ex¬ amination fees. Cost of entire course. Estimated value of grounds and buildings. Is the instruction given during the day or in the evening? Professors. Special or as¬ sistant. Men. "Women. Graduating. 5 6 7 8 9 to 1 1 12 13 14 15 16 17 1 3 27. 0 3 2 36 0 0 $24 $4, 000 Day .... 1 3 1 8 2 26 0 $50 $10 120 Day _ 2 5 6 88 7 26 2 26 4 90 25 200 10, 000 Day .... 3 3 o 16 1 8 2 28 4 60 0 130 Eve . 4 4 2 67 2 21 3 26 4 60 0 185 15, 000 Eve . 5 3 23 0 7 2 26 4 45 15 130 Eve . j 6 4 3 175 6 * <10 2 28 4 75 0 150 7 4 6 168 9 122 a 1,2 40 0 150 5 40, 000 Day .... 8 3 8 89 1 32 2 30 0 5 105 9 6 2 17 1 7 2 24 4 65 20 145 10 5 5 58 4 11 2 24 0 71 10 147 Day .... 11 10 15 54 4 26 2 40 0 0 5 b 50 Day .... 12 5 3 52 0 12 2 25 4 70 10 155 Both.... 13 3 3 25 6 17 2 26 2 70 20 155 Day .... 14 2 5 10 2 0 2 36 3 30 6100 Day .... 15 4 3 113 0 50 2 30 0 90 u 180 37, 000 Day .... 16 5 6 223 9 19 2 34 4 100 10 215 68, 850 Day ... 17 8 6 65 7 21 2 39 0 30 10 6120 Day .... 18 5 2 19 0 7 2 30 0 40 10 120 Eve . 19 12 6 33 2 *15 2 32 ° 1 40 10 165 Day .... 20 7 2 32 3 17 2 26 4 65 10 145 Eve . 21 5 2 192 2 68 2 26 4 79 10 167 so, ooo Eve . 22 4 1 27 0 8 2 26 4 75 15 195 Both.... 23 3 4 59 1 21 2 23 4 64 10 138 Eve . 24 5 9 67 3 32 2 26 4 60 10 140 Day .... 25 5 6 94 2 45 2 26 0 65 10 140 Both. . . . 26 7 5 363 12 127 2 28 0 75 10 160 204, 067 Day .... 27 1 10 1 8 3 21 2 32 10 106 2, 000 Day .... 28 4 2 224 5 66 1 40 0 60 3 140 29 8 41 5 1 42 4 80 10 175 7, 758 30 12 4 47 1 11 3 39 0 0 5 50 31 6 2 54 2 16 42 0 30 5 76 10, 000 Day .... 32 4 5 535 17 73 3 26 4 90 15 290 150, 000 Day .... 33 7 3 74. 3 28 2 22 4 75 10 160 20, 000 Day .... 34 3 1 13 0 7 2 24 2 65 125 Day _ 35 7 10 0 2 38 0 9 2 Day .... 36 4 12 1 2 3 20 0 30 10 120 Dav .... 37 4 4 14 0 2 36 0 50 5 200 Day .... 38 5 1 24 2 11 2 32 2 0 0 50 Day .... 39 4 5 20 0 5 2 32 3 60 15 135 Both.... 40 6 Approximately. 1806 EDUCATION REPORT, 1898-97. Table 11. — Statistics of schools of Location. Name of institution. Year of first open¬ ing. Dean. 1 2 3 4 University of Vir¬ University of Virginia, Department 1884 • ginia, Va. Pullman, Wash _ _ _ of Pharmacy.* Washington Agricultural College, School of Pharmacy. University of Wisconsin, School of Pharmacy. Received too late to include in summary. Cleveland School of Pharmacy. ....... 1896 Elion Eulmer . . . Madison, "Vis. . 1883 Edward Uremers . Cleveland, Ohio _ 1882 .Toseph Efvil _ In 1895-96. PROFESSIONAL SCHOOLS. 1807 pharmacy, for 1896-97 — Continued. Instructors. Students. Years in the course. Weeks in year. Years of training in a pharmacy required. Tuition fee. Graduation or ex¬ amination fees. Cost of entire course. Estimated value of grounds and buildings. Is the instruction given during the day or in the evening? Professors. Special or as¬ sistant. Men. Women. Graduating. 5 0 7 8 9 io 11 12 13 14 15 10 1? 4 2 3 0 1 40 0 $120 0 $170 Day .... 41 4 1 7 0 0 2 36 0 0 0 Day .... 42 3 5 51 9 9 2 40 0 a 40 0 6175 43 4 1 46 0 22 3 32 0 45 $10 155 Both....1 44 a For incidental expenses. & Approximately. Table 12. — Statistics of schools of veterinary medicine , for 1896-97. 1808 EDUCATION REPORT, 1896-97. •QSjnoo 9JIJU9 JO S99JI 14 lG> O O O O lO \0 io io ri in a p in ^ Q O O uo io -o o t- a o mio <&■ O IO o o OhP o 5 HOCOOOH ca (M CQ H in L- (M H HC^lH IO rH HHCOlCO HXHHO . © • d S ® •JUB -J8I88B JO ptI09 MU2X 53 | ®^ 2 So • y -._i J3 S*i £*g 8P ^ r* S • =3 a tn • -S • ce • ^ CC 0 P P o P H O H P I 00 00 OC 00 CO 00 00 *00' rH r-i rH rH rH rH • r—i a ha < * © h’o >P iff rf 2 P ft v_ © ofl aT ’© a ® '3 © ~P F-S 'p ® A"'72 |||^ '3 go § a « © o go.5.3 © © o'Sc^^O •- 2 oQ ^ ^ ^ u «-> a 'u -e ft -a ® 3 ° a r . .® © ° -2 £ 2 ® a© “§ go t*«2 ©£ ft a *S © -S £ si ® >- © t c ® So a 2 rH a 3 be ® S ®ft"aS PoPopqq P«1PoP be © a ® rJ2> III!! a o ®cZ2p Tl^P .-to © ►ft >a 02 +5 h 3 -e a i® e3 _ to a P ~ © f_| © _.5 be®Q, 3o£uP° . p a^-S^a bSr" 3 o'P S a" 'S3 3 If _ 02 -1 o ■ a a ft' e« k. . ft CCP .Oi S.g ia 5 g-S PP P ►£ ,2P 0-5 ,3 © Szi _ ap o 1' a ^ a~ ■5 © : o.a hP .op i ca co -# io «o i OCfflOHN Table 13. — Statistics of training schools for nurses, for 1896-97. PROFESSIONAL SCHOOLS. 1809 • noil's np'exo qv umijejouojj M * • -oo • o • O • • O • • • O - 1>* L- LO t-H T-HrHrHrH Hr l r— 1 6 | ■€£- 1 rO •jt?a£ qono noiqnnj:q.s -ui qons jo e.moq jo aoqmnjj © 00 O <00003000 • « *00 • iO • • • ‘OO COOOO OO • O OO O lO 00 lO • ■ • O ■ L- « • • • ^ o CM o c o H H 1 N H t— 1 H tH • 1 1 CM • • • ■ • H H CM CM l suoij'bjiooj: puy sojuj -08X jo esjnoo n oxeq noA o(j © O2GGaQO5G3GOOQO3a}OTGOGOOT®OQ03 & • CO W W iTJ W W W 0000041000000000© <& i <0 O O 0^ ® a a m N 't-oaaa oo ca gi rH^oa® •oxuuioj I ®ff5at-aoa®^i®^oi_ i>nwon t-aao HraNHmraH cq a fp" g S a Hioo g^pna'S bL’Saw^ t»a.© ^ g ^g^^ Jjaiga^aSigSa^js Oi_ ol r2.S © > O ^.9 1-5 1a C ® S oxo.2W^ •gnl | tJaps^ &V - coO^cc •Suiuedo jsxg jo xisgx !Ot>^COHlOOlO( • CJODOOCOOOOJOit _ _ _ _. _ _ _ _ > CO 00 00 00 00 CO 00 GO 00 00 00 CO 00 oo oo oooooooooo oooocooo bo .9 u. .9 ® .9 o W! SS:s' fee: ,02 c W)o o „ S^oo o .5 o o 9 ? §;s^£ii£^!! Wms *,!! O 2 o fee£ bcMcocc^ ro §7J^.gHaiH'g.gr^.9-3 M'aco Mr© bCPM.g J.S-S.9.9'S w^-5 $ cs-p o 5 I- .2 I* fee ifli-i p2 S^H s. ©p ©bj:9 CC^CCW. ft fee J fee’s S ^ r« '9 o «« S .g 5 fee a 'o, a £ .g S cq lfee|WH&|-g-S^§^H£ §=H § 2s“jfa^ n ft p CO m w) c3 *S, S 5.9 ° ■* 2 5H rt C3 SJ-.tSSoa'tSJSOQ.oaHiB^Q I«ri«ili2w|wsi gIw-rsSH|t-ss-si> 5 O ^ O d ri PTM ' ' o o. e_, >-* Vw w r-£ cSQ'o Oh cj o 8 ^ £ 03 £ &£<£ O ® O ^ ^’S S <*°> h h ©J Pj, 1 cfvQ +J d O dP ^ C h c3 j^§ 9 pM p HS o b pm H-fb cs !n ® a ^ a a © ” k2 1> i? t>- * «}HI©OOOpHH^a2«lGQMAHo W ^ ft w £ &D§ h.9 H ®H.g^ "9-9 "a m ’a .9 $ § sls Sfl •a,*-1 pa ft f^O £A sH^ a a ^WSIS pj . w#. - O C^r-H O ® S S rl p, P,id ^ ^ ^ O O/C 2 Pi^®ni£®5 0' fet.U ©,© ’3 a co fee •9 ’a § o'SH'S CO 0^,02 fe^g J fee .9 x ft.g .g be g © g.gM a b.s”h H W’H^ .-9 H 1 .-§ pm Pp< ® =| O ® O ft ® o M p-SH ro q ^ ® O |_J o flWH 2 § Sa5 a -9 a a (l, ^OJzIAh o g go C) o o - ^Og p 3ooooo«o; r.;iS 3 ft a3 a3 ns > ”c .ft-0 +s • ® • '£ a a © :q • • • • ■ lT ■ P L' 9 J3 © ooooo©o®g<£W a © H6 ggrf lit *ts- o . IWW H (H t* I* >H ro • GO GO 03 CO WfflMOJcCOQOjajajffia}®®® © • <3-> O © ©©©©©©©©©©©©©© t* H I* £ £ i* £ f* f* H £ I* •98JtlOO oq^. UI SJB9i C3 CO 22 .9 H bfl.g ^ .9 a ® g a cs g lc g g-g s P/ad-S^ ■3®. I 2„- « -a 2 1:3 ^ o.S H P o co bt d '3 '9 o o£ Odd _C O - oCO d «2 bX)S bong d '3 ‘2 rc CO bX) „ d H tCoo O . o^. fcfiSil-g'g 2 §-3 co 2 o 2 a © Orn © 2 Vj •5 3«2CO &§» ©-goD 1 2 H ^ m 1 .1“ ,g -g “ S m'2, a1 PrH b.oEH 3 3-2 q S-§ o"3 ft|-si2||;sl|ir 2 Pi.3 -g EH EH L, si 1 d d - §.s '£#.§ o a wl§”|w° Wg ■gH J.CQ '3 |o^ aw- H S § w; s* ;m#s go © w < os 53 . §1 -1-iS I f|t|Si3? Ifilla ffl CQ H OQ a ^CQCuP ^ cs d op oc3 © - ^ cs .2 f- • dH i— i o-g+i ocosl d or- 1 5 p if s J"| 1 | !-§p3 §^-g >,1^3 | ©| g §|j Sco<1 • • » • • ■ • 0 ° ; ; 0 j . . 0 j O O O ; O • O Cl CO ^ O 03 „„ -s (M H$0'iOOOiilOOO(MO Cd^^Oot>oooo5oo eq cs,^ rH ^ ^ rH rH iH rH rH rH rH rH ^ Ojl rH rH rH rtf to »n rUlMOCO^O O 10 O O Q 05 r— 1 ONI rH l — 1 CO O H O 'LOONiOOO OOlOO -o • CO • 0 0 0 HXCO 1 CO C5 H I> 05 O COt-HO • UO 'rH • O O 00 HHN ' rH rH *-H 0 • id rH 05 C^J rH rH ' rH rH CM H rH ' ^ CQ 03 CO CQ ® (D OC 5©COCZJCQ©OQrocOOOCOCQ ^CQCOrocOCQ ' 02 ® t® ® !C S j ® to to m e m id iraro©®mm®® ©©©©©©©©© © © © © © ©©©©©© t* f* {* [X \M f* |X fx [X t* ix lx t» i* f* h H t* H h I* t* t* [x : M h t* >H >H >H f* fc* I^OOO^OOMONOlOCq 'NCONOO O^OOOlOOiOiiOC5( O O OO H ^ lO t> O O O I 2J 31 o ri ' ° ,1 ©co a • ^ ; 0WCO • © •rr'OHoH = 3 p ©iH cS, : -9 s © M' I p ^ r© M Hili-i^iw J gx^J'P • ©P > P J ©'P . p ! a i Es J ' K® • Obd ;02hm !3h'h _ h*. b*s w h llli’Sil ggl5 spg OH t>P 13 rt o £ £ >>P b * ^ ” ssl rp,®tf 3© £-5 S3 g-rtCOd 1 ^Mls^IgSS l , C 00 J LJ ^ © r/' • Cw r> Cu r—y • pH P© 3 H H ^ J [S *-< fi ® 1-s i.s§i!^^lls|51w§i OS ^ co 00 00 ©oooococo^ oooooocbcbooooocoooooooooo lO lO lO CO 05 ’ C5C5QO 00 < !S& £& 3 M ■§.s 3 83 Ml2 p © ill o ® a Mo fexHty W3.S^ H §.© •2fi.gaa.g © § P bf)PH ® •rH ^ ^ 0£ ^ -x ^ g 9H.9h,pl! p > ^5 ► © © kS ^ § f © gJ.-Sj’S ° asSoSbp! O ^ * C\5 ^ ^ 1 ® P- P . ^ •h'S ;0 -O.rf • t 32 : | «h .Jill ?SfslSfi5ll3 2 *pLi-S bD 9 C p .B p‘3 2 o2-9cS g J § 233^ >3 H +2 ® oc.9 m . m 33S|f © O P.S 0 02 P fl OJDcj^'P © PhbjSh ; '3, es ; p © ® j o o-P :|sS;.... i> s.2 ©r23’p p’St: '2 s ^ tfP va J ® ^ 5P o-P ©OrP.P IpHOHai^Oha^OPM 1^.^ . O o p © M!»l| M 23 Mg -a .2£ g>P^‘|o||?|^| -.9 bxvS3HJ.2u.-2 .23-313 g ® J 23 fcJo1).S^3'§ w>f ® wj e W p1^ & P cs .9 2JSW'9Ht7"2^ o®^®® g JJ3 ® 8 .^_m p g ® ® ® j ®°-p. >j a ^tEJl©S3o o 2-, h p 3 2 2 fccj ® 1 'r “ “ ' “■ O .pl .’g P P © P o ©^‘33 Sjp9^ ^0 T J © 3 ® ^-3 «j ^ . .-H S J 2 ©3 ®0’3.lSH ©Ho‘3m o lOH I § « poH p5l Ppj3 ^-8 SH®5Pfl oW |-1 |S5i3I|tlaw ^ g 2* a^S^-gt _j © cQ cd d o o 33 sj d . -*•. n ^ SUI^p^pp^U^WoO^pSW 'SrH3 5 •dv^oo2'cc3^JDC^c5Sji^^‘^^3d2'£So£'c3 3 3M ?3 >s- p ; M © pvp p ^ 1 cfu . . _, |°S,85il55? •s^s §-;gs ; ;| ^eh : :jzi • p ^ ■ ; p 0 cs ; ; • 9 OB • * ■ • : p 0 : : : : ■ MP4PQ :op : : : : uj'Maaffld ■ fl33»»»J»a-a fl Pi S p rJk a - k^Sflog^pO p pu J ©3^^ ^ p3 ;^UPp.'S£o©3 |>v p iOiOOiOOOiOOOCOOOO (MC^-HL^OI>COQO OOl^ 1^ t- L- Iu 1895-96. a Text- books and uniforms are furnished free. & Each pupil is charged $20 for the course. c Eour months. d Months. Table 13. — Statistics of training schools for nurses, for 1896-97 — Continued. 1812 EDUCATION •uoijbtipbjS }B rani ib jo non I M eS £ S § © •JB9j£ JS.ITJ[ •jB9i£ t[0B9 uoijonjjs -ux tjoiis jo sjnoq jo aaqranjq l saotjBjpai ptre samj -09J JO OSJllbo B 9ABq UOA 0(J © 02 OQ CO CO <£> H l •9SJT109 9qj m SIB9i ® (M W M ^1 -.s © c3 £tg* >>h ®,hW-S.SH l W $3 « fl ^ s © dr Fq ^ b/]q£ w l C l ^ O CO 00 CO 00 00 1 CO m Cl 00 CO 05 O > CO 00 00 CO 00 00 05 ) GO 00 00 00 OC GO 00 CO CO OQ 00 00 00 CO 00 00 o o om Jill £tf-p 6J0-S X &J0 C.gH H pt^s csH.* 2 rv p Eh3 *H _ += o _ a'p-Wj SiS«* o 72 2 be Iljs Sllf o o, 3 m < 2 ©Jp ~ © .g 72 bB _ « bn.2 S’ g-'g i.g a .S.occ W-? «W I|1l a £ ® • © +3 © fi 1*H gwui a Xh h ’3 p .2 W beg aH i S a H.t ?S5-al15 8 PhP 05 o © W* F-i d €> O & VA H cS pj I, w &,2 § bioj oWJ: pi* |pq «W o p* O S 2 ft •§ § C X .3 © -S5 2% © ® S o bJCW u o.S'S -“.2 § o bt «j © 2.sq a Ja2'Sr *2 .d ^ floor « C3 r ” r 3 al5®dWogo®oa p ',rt H 'P H 3 © .*3 © j o.w ©,w^ © o C( i ^3 2 S §3 3 £ fH O ft 2 ^ o H 5-S |m - ^ 2^ 2 p ■M 2*3 — , d ’bf, ro • ^ qd ^ oq :-9 |8|8 -S e 9 ! 3 ^ .diT © _r a 3,0 “ 2^ [z; s 8. c3 © O " O. «s >-^ K. .02 . |N-2 §5 |g^sl II : iollps © © © © PROFESSIONAL SCHOOLS. 1813 ■ © 10 : & © © • © • © © © ! C lO ^ O O 10 ^2 ( lO©©00 © 00 00 00 © 00 © © © 00 © © 00 00 lO 00 © © © lO t» © id 00 00 t> OC 00 © t> t- 1111s : :|sll §| :1 §g|!2 :11s : jSSgSggg ;®g£ £ £ |X £ t* t* £ £ >H (* t* ^ pH ^ >H t=-l MNNCCWNMIMNNlM i 1 «'S « i s * e -0 Table 13. — Statistics of training schools for nurses, for 1896-97— Continued. 1814 EDUCATION REPORT, 1896-97. •nopunp’BjS w ramjujonoH M . o • o • o o • o o o • . • IP « 'O' • ' ‘ • rH • O ; jOO ; O O 001 tJ3 ^ ft © 1 © O a 3 3 •JB9A pU009g ^ CQ IP 00 (M (M IP • IP CO r~i rH Cl H H • H -68- O ^ 1 *1 3 S ; CN ddddO^ClO rH rH rH rH rH d rH O d IP IP d O ip •au9i£ jsji^; 11 O CO IP O O O CO O • IP CO £0- Cl rH i rH OOOCOl>OOdOCO d rH rH ociot»ooo rH rH muoA t[obo uor^onj^s -at t{ons jo ejuoq jo aoqnm^j; © I ye* rH ip omomocicioo • O O O d O ip o o • O o d00lC^mt>HCKD *ooipa;ooooo * Cl HH Cl rH CO Cl rH • C! 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Sj2.g -SjSl rtH'Sc^H cd-a-S.9 a^. a S-s^ s^i!e P c3 £P O - - ’r-i r-i Pro* ao 2 2 £ "3 "a 3 5 s .StdHft £ ^ "S ©<4 o rLrs 'a © ©, a -a ft a — ; ^ 9 _, a ^ o-3 £ aj © +2 9®d®5«d9dS® | § § -g a % m W 'Us -3 ft® © 2 ^ oM ® ® g g ■ v^£-:g|,|S5»2lM?l SlU 2§S=.SS! - ■ ^ © a a a >5©.^ Ort " fc, g fg-g.S o s a 2^ ffl a © . ® XTX a J^Vd^'a a SS ®'-d^ oflSo5®nO fec-a '© 2 2 ^ -a s 2 ouj'd'ddJ1— ' ® a -a ^ 2_2t?,a 2 © Bd £ P S -u 2 © a k2dd 13 3 3 'S © © 2-m>5 o ^.4W* rf& bit t Mtfg - S»”-S a^rg O § aS ^ ■ oad 5a ® ® © INM^o©NWOi©HN«Tt M 10 HONMONOH'NOOJ ' HHH rH r-4 rH H H M rH H • ^ O O OCOtXO 05 l> 0 10 05 10 00 00 1© 00 0 i> M 00 0 00 0 ih 0 0 • 0 ■ 0 • • coot>^< • Id ■ LO « • H lO H 00 • rH • rH • • rH M 1— 1 OOiOOO OOOOOOONOOMOOCOMW • O O H O O Cl • O O *M b*NWOH M OOOOHOOOO HOt>t>XCOOOOOCC«OOOfl50if3MOCi^iOOCOOOl>T}l OO Q ^MtJiCOO^OHCOH C0(MC4(MHH.-a © § «8 © © Mra CSK. • — ® ? 3 ^ . . - -H a bft a a © & . © . ' " a^p,^'g«SfiHBfiWs§ >°Sra.2^S.4253?a.2i2 • S . Hfi^MMH®3oQ©cQSftoh> OO 00 00 OO 00 CO 00 CO 00 CO CO 00 oococococooooooccocooooooooocooocococ ) 00 00 00 00 CO 00 OO ■3* O HH Ul^ bX)§ .9-3 .9 <8 If a. 9 so. :o :-y 1 O UN O © ©ft ft ft! |tel gs2 g *cj fl o .9 a o pi 9^5 o.9 .HT® © H r^fcc* i-3 a a s ii^l! 5 a£3' < w H H cs : H 3 .aft ©ftftft, 02 5 1^ as” O O O c3 O NNN&W £ fc-g g © © © o © 2 ® © 2 3£®3 „J®§»2 ■§o§§g»!* <£ © ft ft -9 © ft a a o o B+3 cj‘2 bC ©02 02 ^ Ik^laHI sirliftp ftasIMn ®M-S.a ^3 ,u> -H . c3 W c3 l^gojg |®| -si , |tr)WW ®y g-gjjij RTI42 '“i0 a „: © 9 ft © ■ft "© ft I23 os os , _ ; +a © 9ft ^ a o tiaieisw PMP?020202ll>02!>OW 2 o i o a *3213. bf|r^ j Mg'g'g^ g^o-g-s s-g-a-i^00 5.33 •g .a ^ a 5 «2 S ft H H .£ £ m 9 a © 5 _i --S 02 .a pC -S .3 "3 buft ft® - h 1 1 fig 1 1 1 »l 3 1 g fS 3 ! I f f J 1 1 1| 1 1 1 p 5°IS--S §tt.9 gH g£g a%®2c , . CL.9r-H&-ir^ ©. ^ ?hP-i o.H'-i o ^ o ^ Pmh2 ^ 33 ^ ^ ^ p S aS-gW^H fl So fl: «n ft C2 ^ i-H -4H CD m hH ,« bflgW © J-® §5 |W |aa a a §H g | 3 | a’ra^M^ og a-9M g3®'jaM gos-airj^^a^ a Oft02 ©®3 © ©I © J o a ^ 9 ? s o ^.5^ ® ® o ®L br ft o ®+> 9^ g-1 2 ^-2 5 o'te.2 > > ® p^I ^ ©5'®^ g. ® >>3 3 a 43 1? 43 -9 .9 © ^ a a3. W0202EHEHpH02P02a2Q0l-5OOOOO02HQ0tlla2':l1WOOCl :N : Nft : o © o ^ a © © rH M +3 OD ^ OJ ooooood-^oo C^^rHr-Jrj © bJC^ : ; ; : : :§o® : ..... .op^w . : Spa ■ .9 P-1 ^ ip! ft® g ^ pj ^ ■ 3s ihp : in^S : : :5 : :6h :n3 : :^wo663^ 00 00 0000 00000 rH (M (N(NNN (M COOOHNMHOOOOiHNMHOOO>OHNMH • • • • Monthly allow¬ ance to pupils. "jvoA puooog 5* OOOCOCIOJOMM HHri Cd t— 1 rH -ee- i © © © CQ © HO® rH rH i i oisoooeq c^ooooooo HHHH rH rH •anaA jsaijj; T* O^t'COOOOOOOO ■€©■ r-i rH rH CO 00 © 00 © © 1ft lO tH © io oo th m co oo m 10 © oo •juoA rpao uoi4onj;s -ut Tjons jo sjnoq jo joqranj^; 00 O -ON ■ '0-1 1 HOlOCO • 1C 'IfJlCOOOOOO • OO • 03 tH 1 • © 1 CO h* 'M CJ 1^1 • ch © © © © © • o >o o H rH rH • rH | * »H • H N H • CQ • H d H H N N • HHHH l snoijnjiooj: pun ea.mj -oat J° ssanoo n 9Auq noA o(j Si ® 05 05 05 05 CC 'TJir/lTHGlTJlTJlTflTJl1JlTflTllTllt/ltnTnilT/l TH TJ1 TJ1 TJl TJ1 © »G)G2OOCO«OONNO(NTHHilOO(NOlHOlOXCO(NCO^O CQ L- -H © 'H COHHHHtHCOODOOH(MHW(^HHCO!NCO CO H H rH •oi^K OOOO^OOOOOOrHOOOOOOOOOOOO NO OO Superintendent, of nurses. AdaB. Shaw . Pena Schneider . Mary H. Kiefer . S. Gertrude Patterson - S. Elizabeth Winter . M. P. Yaughan . Mary A. Knabb . Susan C. Earle . Eliza Hanson . Katharine A. Taylor . Alice M. Seabrook . Lucy Walker . Marion E. Smith . Fannie M. Shaw . Maud Banfield . Caroline I. Milne . Sister Adelaide . Eliza D. O’Hara . M. E. P. Davis . Anna L. Fetting. . . Gertrude Y. Dunlap . Laura L. Lindley . Emma Church . Mary L. Bose . Elise K. Kraemer . Mrs. A. W. Smith . Victoria White . •SuiUOdO JSJtf JO JB9A 1” Oi'NOt-00(N05000505 05 00 C00000 QOOOOOO 00 00 00 00 00 00 00 00 00 00 OO 00 00 00 OO OO 00 00 00 00 00 00 OC 00 OC 00 CO 00 00 HHHHHHHrlHHHHHHHHHHHHHHHH HHhHH Name of school. « City Hospital Training School . Charity Hospital Training School . Children’s Homeopathic Hospital Training School . Frederick Douglass Hospital Training School . Friends’ Asylum for the Insane . Germantown Hospital and Dispensary Training School. Gynecean Hospital Training School . Jefferson Medical College Hospital Training School . Jewish Hospital Training School . Medico-Chirurgical Hospital Training School . Methodist Episcopal Hospital Training School . Pennsylvania Hospital Training School — . . Philadelphia Hospital Training School . Philadelphia Lying-in, Charity, and Nurse School . Philadelphia Polyclinic Training School . Presbyterian Hospital Training School . St. Joseph’s Hospital Training School . Samaritan Hospital Training School . University Hospital Training School . Woman’s Hospital Training School . . Women’s Homeopathic Association Training School. . . . Pittsburg Training School for Nurses, Homeopathic Hospital. Western Pennsylvania Hospital Training School . Beading Hospital Training School . . Lackawanna Hospital Training School . Moses Taylor Hospital Training School . St. Luke’s Hospital Training School . Location. Meadville, Pa . Norristown, Pa . Philadelphia, Pa . . do . - -do . . . ... . do . . do . . do . )OOOOOOOC S ^3 *0 ’VJ xs 'C t . do . . do . . do . . do . . do . . Pittsburg, Pa . . do . Beading, Pa . Scranton, Pa . . do . South Bethlehem, Pa . ®NooaoHNcoTiiin(»050HNci5')iififflt'Ooa in iruft co to c3 to co to cd co id cd r^- h- Ih tH PROFESSIONAL SCHOOLS. 1817 o o • o o O O • O O o (M ooooooc^toot^iqc'-oocn LO i>oooooooo( rH CQ nH r-H o © ©©©©©•CC©©©©©©© '©©©©©©©©©CD ^ M !* t* t* t* : N >* £ M t>i t* £ t* £ t* • « 00 oooo)oc'fo^t>^cDioirj ooooooocoo< OOOOOOOOO! • o o o o ” ^.2'^ fc»2^ o C.2I® ! ^ • H ^Sjfg §'| § sii | S S| S * 2s. § >00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 l S r» -g be -h:-^ ^STg 3 ” o S?*;5 JS a § S£ 8tt'l,8.§ p O - HH ^ fljHH C^-I O ®TrTA O C or: O ^ m .23 _2 a S ^ 2^ © cd M H hj ^ O -g fl ro "d hj ^ § § £ .8 rg-g-g^^gs S'! e>s^z I OO^-^i^lS^PHOMOi-jM^^lWcofliccCH^SpH 6 : 3 ■ cS :P 1®-^ H^1'- ft spm o ^-cs ^ se¬ ts. ” ► C9 >£ - 2£ r , ® %2 0,5 © o OM c3 f> 03 • Gfj c ^ ^ © v-» » r £3 S 9 a a > ®^.s § fto £ a ® go * | !»■ > ^ P rj^3 > r-H M q ^ S_q © £ ^ 0 d ^ o ■ ■ <3 ,5 ®r— ^ © 9 ^)-S ; c3 cs Jz5Ph : :oo^ X Cl O H C-l M rH ic 0 h lOiOH^fC^iOOl CHAPTER XXXIX. STATISTICS OF NORMAL SCHOOLS. In the scholastic year 1896-97 there were enrolled in various institutions in the United States 89,934 students pursuing training courses for teachers, an increase of 5,534 over the previous year. Of the above total 67,380 normal students were in public and private normal schools, 6,489 in universities and colleges, and 16,065 in public and private high schools and academies. Of the 89,934 normal students a little more than 60 per cent, or 54,039, were in public institutions. The public normal schools reported 43,199 of these students, public colleges and universities 1,839, and public high schools 9,001. Of the 35,895 normal students in private institutions 24,181 were in private normal schools, 4,650 in private universities and colleges, and 7,064 in private high schools and academies. The following table shows the number of institutions of each class and the number of normal students in each class for three scholastic years : Normal students reported for three years. Classes of institutions. 1894-95. 1895-96. \ 1896-97. Insti¬ tutions. Students. Insti¬ tutions. Students. Insti¬ tutions. Students. Public normal schools . . . Private normal schools . Public universities and colleges . Private universities and colleges . Public high schools . Private high schools . . . Grand total.... . In all public institutions . In all private institutions . . . 155 201 26 166 483 458 36, 276 21, 927 1,075 5,327 6,809 9, 124 160 169 27 166 447 439 40, 421 20, 777 1,691 5, 335 8, 246 7, 930 164 198 80 166 507 422 43, 399 24, 181 1, 839 4, 650 9, 001 7, 064 1, 439 80, 538 1, 408 84, 400 1,487 89, 934 614 825 44, 160 36, 378 634 774 50, 358 34, 042 701 786 54, 039 35, 895 The 89,934 students included in the above table are those who were actually pur¬ suing teachers’ training courses in these various institutions. Students in public and private normal schools pursuing other courses of study are accounted for else¬ where in this chapter. The 164 public normal schools had more than 48 per cent of the normal students reported by the 1,487 institutions, or an average of 263 students to the school. The average number of normal students to the private normal school was 122. The 196 colleges and universities reporting had an average of 33 normal students to the institution. The 507 public high schools and the 422 private high schools and academies reporting had an average of 18 and 17 normal students, respectively. More than 18 per cent of the students enrolled in the public and private normal schools were graduated at the end of the year, 6,738 in all. It is safe to estimate that a like percentage of normal students in colleges and universities and public and 1819 1820 EDUCATION REPORT, 1896-97. private high schools graduated at the same time. The students pursuing teachers’ training courses in the various institutions who graduated or completed their courses of study at the end of the scholastic year 1896-97 must have numbered approxi¬ mately 16,188. PUBLIC NORMAL SCHOOLS. The statistics of the 164 public normal schools are summarized in Tables 1 to 8 in this chapter. Information in detail concerning the individual schools is given in Table 19. Table 1 shows that there were 1,773 teachers in the public normal schools instruct¬ ing students in normal courses. This was an average of nearly 11 teachers to the school. There were 703 teachers wholly for other departments. The States of New York and Pennsylvania have 14 schools each, Massachusetts 9, West Virginia, North Carolina, Mississippi, and Wisconsin 7 each. No other State reports more than 6, and a few States are yet without public normal schools. The number of students in the public normal schools of each State is shown in Table 2. Of the 43,199 students in training courses for teachers more than 70 per cent, or 30,592, were women. The North Atlantic Division had 17,651 normal students and the North Central 15,818, these two divisions having more than 77 per cent of the students in the public normal schools of the United States. The States of New York and Pennsylvania alone had 13,699 of these students, or more than 31 per cent of the number for all the States in the Union. There were 1,339 students in business courses in 14 of the States. Commercial courses are not maintained in the public normal schools of the other States. In 24 of the States the public normal schools reported 5,145 students in secondary grades. Most of these are students preparing to enter the regular normal courses. In 35 of the States 14,601 pupils were reported in elementary grades of the public normal schools. These pupils are reported as actually belonging to the normal schools, and it is said that thousands of them will go up through the secondary grades and finally enter the training courses for teachers. These elementary pupils now form the model schools in many of the institutions. Table 3 shows that the total enrollment in all departments of the public normal schools was 64,284. In the 43,199 normal students there were included 1,800 colored students. The colored normal schools of the two Southern divisions reported 1,551 of these students; 202 were reported from the North Atlantic Division and 47 from the North Central. The last column of Table 3 shows that 28,038 children were in the model schools used by the public normal schools, 7 of the States not reporting model schools. The number of graduates from public normal schools for the year 1896-97 was 8,032, as shown in Table 4. Of these graduates 6,369 were women and 1,663 men. It was shown above that the two Northern divisions had more than 77 per cent of the normal students. This table shows that they had 6,648 graduates, or nearly 83 per cent of the whole number of graduates from the public normal schools of the United States. Notwithstanding the “hard times” the States continue to increase their support of the normal schools. As shown above in Table 5, the aggregate amount appropri¬ ated by States, cities, and counties for the running expenses of the public normal schools for 1896-97 was $2,426,185, an increase of $238,310 over the previous year. This aggregate of nearly two and a half millions was a sum larger than ever before received by the public normal schools for support for a single year. In addition to public appropriations these schools received $466,195 from tuition, $77,720 from pro¬ ductive funds, and $294,828 from sources not named, making a total income of $3,264,928 for the year. It is probable that a large part of the $294,828 mentioned as receipts from other sources really came from public appropriations. Table 6 is a summary showing the value of property of various kinds possessed by the public normal schools. The number of volumes reported in 141 of the schools STATISTICS OF NORMAL SCHOOLS. 1821 was 461,075; of an estimated value of $485,383. The value of buildings, grounds, scientific apparatus, etc., aggregated $18,455,742. The schools received from public sources for the year for buildings and improvements appropriations amounting to $743,333. This sum is less than the sum received by the schools for this purpose for any year since 1892. The amount of money received by the public normal schools from public sources for support for each year from 1891-92 to 1896-97 is shown in Table 7. The amounts received in the same years from public sources for buildings and improvements re given in Table 8. PRIVATE NORMAL SCHOOLS. There were 198 institutions in 1896-97 reporting to this office as private normal schools. This was an increase of 29 schools over the number reporting the previous year. These are not new institutions, but are schools transferred from other lists. A few of them were formerly reported by their principals as public normal schools, because they had received certain public aid. Others had been academies, semina¬ ries, and other institutions of secondary grade, which their proprietors transformed into training schools for teachers. The summaries of private normal school statistics are given in Tables 9 to 14, while he information concerning the separate schools is given in Table 20. As may be seen from Table 9 there are 15 States and Territories which do not have any private normal schools. There were 1,030 teachers instructing students in teachers’ training courses in the private normal schools. There were 689 teachers for other departments. Table 10 shows that the students in the normal departments of these schools were divided almost equally between the sexes, 12,095 males and 12,086 females, making a total of 24,181. There were 3,875 students in business courses, 7,585 in other courses equivalent to courses in high schools, and 17,234 pupils in elementary grades. The total enrollment in all grades in these institutions was 52,875. In the model schools there were 4,560 children, most of whom were counted in the elementary grades of the private normal schools. Of the 24,181 normal students in these schools, 2,383 were colored students, 2,347 of whom were in colored private normal schools of the two Southern divisions, and 36 in schools of the North Central division. Table 12 gives the number of graduates from the teachers’ training departments of the private normal schools as 2,294 men and 1,814 women, a total of 4,108. There were 1,511 graduates from business courses, and 1,706 from the secondary or high school courses. The income of the private normal schools, so far as reported, is exhibited in Table 13. These schools received from tuition $632,218, from public appropriations $49,013, from productive funds $50,564, and from other sources and unclassified $294,282, making a total of $1,026,077. Table 14 exhibits the value of the property possessed by the private normal schools. Only 155 of the 198 schools reported libraries. These had 223,067 volumes, whose value was estimated at $225,069. The value of buildings and grounds and scientific apparatus aggregates $6,911,131. The value of benefactions received by these schools for the year amounted to $205,238. The endowment of the private normal schools now aggregates $2,880,225. DISTRIBUTION OF NORMAL STUDENTS. The statistics of public and private normal schools are compared in Table 15. It shows that in the public normal schools the male students comprise 29.18 per cent of the total number and the female students 70.82 per cent, while in the private normal schools the students are almost equally divided between the sexes. The percentages for the different States show great variation, the female students in public normal 1822 EDUCATION REPORT, 1896-97. schools comprising from 90 to 100 per cent in at least 10 States. In 1897 the per cent of graduates to the total number of students in the public normal schools was 18.59, while the per cent for the private normal schools was 16.99. Table 16 summarizes the students pursuing training courses for teachers in insti¬ tutions other than public and private normal schools. Thus 196 colleges and uni¬ versities reported 2,656 men and 3,833 women pursuing such courses. In 507 public high schools there were 2,490 male and 6,511 female students, and in 422 private high schools and academies there were 3,068 male and 3,996 female students pursu¬ ing teachers’ training courses, making a total of 22,544 in these institutions. A general summary of the normal students in the five classes of institutions is given in Table 17, showing a grand total of 89,934 such students in the United States for the year 1896-97. A list of the colleges and universities in which courses designed for the profes¬ sional training of teachers are maintained is given in Table 18. The number of normal students in each institution each year for the past four years is given so far as reported. For a number of the universities and colleges which have regularly organized pedagogical departments the number of students in pedagogy could not be learned. The details of public and private normal school statistics are given in Tables 19 and 20. STATISTICS OF NORMAL SCHOOLS. 1823 Table 1. — Summary of statistics of public normal schools. SCHOOLS AND INSTRUCTORS. State or Territory. Schools. Teachers for normal students. Teachers wholly for other departments. Total number teach¬ ers employed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 164 746 1, 027 1, 773 144 559 703 890 1, 586 2,476 North Atlantic Division. . . 53 249 483 732 55 269 324 304 752 1, 056 South Atlantic Division. . . 29 91 146 237 23 62 85 114 208 322 South Central Division.... 24 68 62 130 27 49 76 95 111 206 North Central Division. . . . 44 273 267 540 36 162 198 309 429 738 W estern Division . 14 65 69 134 3 17 20 68 86 154 North Atlantic Division: Maine . 4 11 16 27 0 7 7 11 23 34 New Hampshire . . 1 4 4 8 1 5 6 5 9 14 Vermont . 3 4 13 17 0 1 1 4 14 18 Massachusetts . 9 28 66 94 8 35 43 36 101 137 Rhode Island . 1 4 7 11 0 7 7 4 14 18 Connecticut . 4 9 44 53 1 44 45 10 88 98 New York . 14 66 159 225 12 112 124 78 271 349 New Jersey . . . 3 13 19 32 3 25 28 16 44 60 Pennsylvania . 14 110 155 265 30 33 63 140 188 328 South Atlantic Division : Delaware . 1 0 2 2 0 8 8 0 10 10 Mainland . 2 5 7 12 0 4 4 5 11 16 District of Columbia... 2 2 11 13 0 4 4 2 15 17 Virginia . 4 27 43 70 7 18 25 34 61 95 West Virginia _ , .... 7 23 18 41 5 4 9 28 22 50 North Carolina . 7 14 28 42 6 3 9 20 31 51 South Carolina . 2 7 23 30 0 4 4 7 27 34 Georgia . 2 7 13 20 1 11 12 8 24 32 Florida . 2 6 1 7 4 6 10 10 7 17 South Central Division : Kentucky . 4 7 3 10 3 4 7 10 7 17 Tennessee . Alabama . 6 26 34 60 19 27 46 45 61 106 Mississippi . 7 15 3 18 3 10 13 18 13 31 Louisiana . 2 4 13 17 0 3 3 4 16 20 Texas . 2 3 5 8 1 2 3 4 7 11 Arkansas . 2 8 1 9 1 3 4 9 4 13 Oklahoma . 1 5 3 8 0 0 0 5 3 8 Indian Territory . North Central Division : Ohio . 6 8 23 31 2 12 14 10 35 45 Indiana 3 32 16 48 n g g 32 24 56 Illinois . . 3 28 27 55 A 12 16 32 39 71 Michigan . 3 26 19 45 o 32 32 26 51 77 Wisconsin . 7 52 60 112 0 28 28 52 88 140 Minnesota . 5 29 41 70 0 13 13 29 54 83 Iowa . . . 6 33 21 54 3 11 14 36 32 68 Missouri . 5 30 22 52 26 40 66 56 62 118 North Dakota . 2 9 5 14 1 3 4 10 8 18 South Dakota . 2 5 14 19 0 0 0 5 14 19 Nebraska . 1 7 6 13 0 3 3 7 9 16 Kansas . 1 14 1 13 27 0 0 0 14 13 27 Western Division : Montana . Wyoming . ! Colorado . 1 11 8 19 0 0 0 11 ! 8 19 New Mexico . 1 2 1 3 0 1 1 2 2 4 Arizona . 1 2 3 5 0 0 0 2 3 5 Utah . Nevada . 1 . . i Idaho . . . . 2 6 3 9 0 0 0 6 j 3 9 Washington . 2 5 10 15 2 3 5 7 1 13 20 Oregon . 3 14 9 23 1 4 5 15 I 13 28 California . 4 25 35 60 0 9 9 .1 25 44 69 1824 EDUCATION REPORT, 1896-97. Table 2. — Summary of statistics of public normal schools. STUDENTS AND COURSES OF STUDY. State or Territory. Students in normal depart¬ ment. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elementary grades. Male. Female. Total. 1 Male. s . 16 36 52 1 Kansas.. . . . 38 66 104 Western Division : Montana . . . 1 "Wyoming . . . . i 1 ... . Colorado . 9 35 44 New Mexico . 14 17 i 1 2 0 0 0 A rizona _ 5 12 17 Utah Nevada _ TdaTin o 0 0 TVnshingtnn 20 69 89 Ore von . _ . 29 64 93 California, . _ . 16 101 117 STATISTICS OF NORMAL SCHOOLS. Table 5. — Summary of statistics of giiblic normal schools. INCOME FROM VARIOUS SOURCES. 1827 State or Torritory. Appropri¬ ated by States, counties, or cities, for sup¬ port for 1896-97. Received from tuition and other fees. Received from productive funds. Received from other sources and un¬ classified. Total income for the year 1896-97. United States . $2, 426, 185 $466, 195 $77, 720 $294, 828 $3, 264, 928 North Atlantic Division . 1, 005, 972 291, 491 500 110, 651 1, 408, 614 South Atlantic Division . 257, 836 33, 898 30, 604 152, 235 474, 573 South Centra] Division . . . 75, 940 23, 710 0 29, 934 129, 584 North Central Division . 852, 787 99, 446 46, 616 957 999, 806 "Western Division . . . . 233, 650 17. 650 0 1, 051 252, 351 North Atlantic Division: Maine . . . 26, 900 2, 266 0 0 29, 166 New Hampshire . 13, 000 550 0 0 13, 550 Vermont . 12, 426 1, 200 500 0 14, 128 Massachusetts . 168, 207 255 0 0 168, 462 Rhode Island . 20, 000 0 0 0 20, 000 Connecticut . 42, 695 0 0 0 42, 695 New York . - 484, 801 24, 391 0 2, 456 511, 648 New Jersey . . . 44, 943 26, 055 0 0 70, 998 Pennsylvania . . . 193, 000 236, 774 0 108, 195 537, 969 South Atlantic Division : Maryland . - . 12, 500 8, 000 240 0 20, 740 District of Columbia _ ............. Virginia . 38, 333 2, 084 30, 264 138, 145 208, 826 West Virginia . — . 42, 200 2, 894 0 5, 000 50, 094 North Carolina . 41, 316 13, 926 100 4, 090 59, 432 South Carolina . 62, 229 2, 936 0 3, 000 68, 165 Georgia . - . 45, 400 3, 680 0 2,000 51, 080 nyi cl a, _ _ _ _ _ 15, 858 378 16, 236 South Central Division: Kentucky . 5, 775 920 0 3, 499 10, 194 'T’Annpasp.e _ Alabama . 29, 450 13, 272 0 20, 285 63, 007 Mississippi . 6, 615 5, 459 0 0 12, 074 Louisiana . 15, 000 2, 341 0 3, 150 20, 491 'T'exas . 1,600 800 0 0 2, 400 Arkansas . - . 5, 500 918 0 0 6, 418 Oklahoma . 12, 000 0 0 3, 000 15, 000 Indian Territory _ _ North Central Division : Ohio . 3,500 4,240 0 0 7, 740 Indiana . . . 60, 720 4, 740 0 0 65, 460 Illinois . 64, 000 10, 800 0 0 74, 800 Michigan . 63, 850 8, 155 4, 200 0 76, 205 Wisconsin . . . . . 288, 540 17, 136 28, 000 0 333, 676 Minnesota . 95, 000 8,164 0 0 103, 1*4 Iowa . . . 42, 625 33, 888 0 400 56, 913 Missouri . 143, 552 22, 684 0 0 166, 236 North Dakota . 20, 000 3, 385 100 0 23, 485 South Dakota . . . 26, 000 2, 154 316 557 29, 027 Nebraska . 25, 000 1,100 0 0 26, 100 Kansas . 20. 000 3, 000 14, 000 0 37, 000 Western Division : Montana . . . . . Wyoming . . . Colorado . 35, 000 2, 000 0 375 37, 375 New Mexico . 6, 000 3, 500 0 20 9, 520 Arizona . 8, 000 650 0 0 8, 650 Utah . . . . . . Nevada . . . . Idaho . . 17,000 500 0 556 18, 056 Washington. . 26, 500 1, 000 0 0 27, 500 Oregon . 15, 650 7,450 0 100 23, 200 California . 125, 500 2, 550 0 0 128, 050 1828 EDUCATION REPORT, 1896-97. Table 6. — Summary of statistics of public normal schools , VALUE OE BUILDINGS AND OTHER PROPERTY. State or Territory. Schools report¬ ing libra¬ ries. V olumes in libra¬ ries. Esti¬ mated value of libraries. Value of buildings, grounds, apparatus, etc. Value of bene¬ factions received 1896-97. Total money value of endow¬ ment. Appro¬ priated by States, counties, and cities for build¬ ings and improve¬ ments. 141 461, 075 $485, 383 $18, 455, 742 $38, 385 $1, 157, 114 $743, 333 North Atlantic Division. . . South Atlantic Division. . . South Central Division. . . . North Central Division. . . . 50 22 18 39 12 187, 861 36, 237 19, 992 187. 266 29, 719 205, 358 33, 420 15, 105 201, 000 30, 500 9, 682, 636 2, 015, 159 361, 746 4, 9J0, 201 1, 486, 000 0 0 8, 645 10, 240 19, 500 15, 914 1, 117, 200 24, 000 0 0 146, 044 253, 045 15, 250 203, 669 115, 325 North Atlantic Division : 4 4, 670 3, 000 5, 700 5, 900 3,000 5, 000 30, 300 3, 000 22, 000 79, 373 3, 510 53, 275 0 176, 000 100, 000 32, 000 1, 398, 512 4, 000 280, 000 3, 468, 813 498, 000 3, 727, 311 0 o 68, 000 715 0 1 0 0 2 o 9,000 0 8 30; 210 3, 000 22, 567 59, 614 4, 107 54, 993 o 10, 000 o 1 o 0 3 0 0 o 14 o 0 16, 895 330 3 o o 14 o 6, 914 50, 104 South Atlantic Division : 0 0 Maryland . 2 4, 500 919 5, 000 500 195, 000 0 6 0 District of Columbia.. 2 Virginia, _ 3 14, 522 5, 800 5, 700 9, 800 7, 700 5, 270 847, 059 410, 000 88, 100 0 o 1, 117, 000 200 166, 405 61, 400 190 VT est V irginia ......... 7 North Carolina.. 4 o 0 South Carolina . 2 2, 100 2, 000 696 2, 200 243, 000 o 0 50 Georgia, _ 1 2, 000 190, 000 o 0 35, 000 0 Elorida, _ _ 1 950 42, 000 o 0 South Central Division : Kentucky . 3 917 450 28, 703 0 0 2, 700 Tennessee . . . A la, ham a. . . 6 7, 100 3,740 3, 360 5, 175 3, 600 134, 643 23, 400 5, 495 0 24, 000 0 50 Mississippi . . 3 20 Louisiana . . 2 3, 200 50, 000 2, 500 72, 500 3, 150 0 12, 480 0 Texas . . 1 75 30 0 0 Arkansas _ 2 3,800 1,000 1,450 1, 200 0 0 0 Oklahoma . 1 50, 000 0 0 0 Indian Territory . North Central Division: Ohio . 4 1, 430 18, 100 36, 600 18, 303 1, 000 90, 000 255, 000 900, 000 0 0 3, 000 10, 000 56, 000 25, 000 55, 889 Indiana . . 2 27, 075 38, 000 27, 500 35, 125 16, 500 8, 800 10. 100 0 0 Illinois . . 3 0 0 Michigan . 3 248, 355 795, 000 10, 000 240 0 Wisconsin . . 7 34, 365 17, 880 8, 765 0 Minnesota . . 5 640, 500 0 0 12, 500 3, 000 6, 280 0 Tnwa . . 5 162, 500 953, 846 0 0 Missouri . 4 12, 649 0 0 North Dakota . . 2 2, 910 11, 445 2, 700 8, 200 14, 000 12, 000 130, 000 118, 000 0 0 South Dakota, _ 2 0 0 0 Nebraska . 1 12, 000 200, 000 0 0 20, 000 Kansas . . . . 1 12, 839 417, 000 0 0 12, 000 Western Division: Montana . . WvominP1 . . . » T V - ...««<■ Colorado . 1 8, 000 1,000 700 7, 000 600 150, 000 0 0 0 N ew Mexico . . . 1 40, 000 51, 000 0 0 10, 000 35, 000 Arizona . . 1 1,000 0 0 Utah _ Nevada, . . . Idaho . 2 656 800 65, 000 160, 000 83, ono 957, 000 11, 500 0 0 1, 000 62, 825 4, 000 2, 500 Washington. .......... 1 3, 513 2, 500 0 Oregon . . 3 850 1, 100 8, 000 0 California, _ _ 3 15, 000 17, 500 0 0 STATISTICS OF NORMAL SCHOOLS, 1829 Table 7. — Review of public normal school statistics, 1891-1897. APPROPRIATION S FROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory. 1891-92. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. United States . North Atlantic Division. . . . South Atlantic Division .... South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . New Hamnshire . . Vermont . . . Massachusetts . Rhode Island . Connecticut . . New York . New Jersey . Pennsylvania . South Atlantic Division : $1, 567, 082 $1, 452, 914 $1, 996, 271 $1, 917, 375 $2, 187, 875 $2, 426, 185 702, 284 93, 260 83, 800 527, 038 160, 700 698, 603 62, 268 56, 344 465, 319 172, 380 907, 010 121, 460 119, 949 651, 824 196, 028 773, 035 141, 017 113, 460 668, 063 221, 800 887, 590 146, 592 106, 043 769, 900 277, 750 1, 005, 972 257, 836 75, 940 852, 787 233, 650 24, 650 9, 000 8, 670 105, 011 14, 000 34, 600 334, 847 21, 500 150, 000 28, 600 12, 000 16, 100 121, 731 14, 000 49, 000 336, 645 28, 750 89, 777 26, 450 12, 000 13, 039 122, 164 16, 000 79, 656 397, 523 34, 083 206, 095 25, 600 12, 000 7, 264 78, 397 18, 000 72, 000 360, 111 40, 570 159, 093 9, 100 10, 500 27, 350 10, 000 13, 032 138, 294 39, 000 444, 954 40, 570 174, 390 9,042 10, 500 26, 900 13, 000 12, 426 168, 207 20, 000 42, 695 484, 801 44, 943 193, 000 Maryland . 10, 500 10, 500 10, 500 12, 500 Virginia . West Virginia . North Carolina . . South Carolina . Georgia . 58, 500 13, 430 6, 000 1, 050 17, 000 15, 000 4, 300 5, 250 27, 950 18, 718 29, 235 7, 250 23, 207 3, 600 23, 588 1, 500 23, 411 3, 950 12, 500 35, 000 12, 500 7, 500 30, 200 28, 267 19, 800 5, 250 32, 900 5, 000 9, 200 15, 000 18, 525 8, 425 13. 750 40, 500 8, 060 31, 000 35, 100 20, 750 32, 900 7, 300 10, 350 20, 225 22, 418 6,350 13, 750 28, 000 4, 950 38, 333 42, 200 41, 316 62, 229 45, 400 15, 858 5, 775 29, 450 6,615 15, 000 1, 600 5, 500 12, 000 Florida . South Central Division : "Kentucky . . 3, 780 10, 218 Tennessee . . Alabama . Mississippi . Louisiana . Texas . Arkansas . Oklahoma . . . 16, 000 31, 000 2, 500 10, 000 20, 000 4, 300 1, 500 27, 604 2, 500 12, 500 6, 240 6,000 Indian Territory . North Central Division: Ohio . Indiana . Illinois . . Michigan . Wisconsin . Minnesota . . Iowa . . . Missouri . North Dakota . . South Dakota . Nebraska . Kansas . Western Division : Montana . 6, 000 41, 100 100, 104 49, 908 121, 201 68. 500 25, 000 37, 250 13, 500 21. 500 19, 350 23, 625 1,500 40, 000 56, 105 56, 647 123, 417 76, 300 21, 000 26, 250 23, 000 21, 100 20, 000 800 42, 700 96, 104 62, 298 120, 911 82, 000 27, 875 142, 561 20, 000 26. 250 21, 200 9, 125 5, 000 40, 000 56, 500 58, 450 155, 271 88, 000 38, 525 142, 317 22, 000 26, 000 30- 000 e; ooo 1. 800 65, 827 123, 610 61, 400 .165, 086 91, 500 39, 075 142, 352 19, 000 12, 500 19, 500 28, 250 3, 500 60, 720 64, 000 63, 850 288, 540 95, 000 42, 625 143, 552 20, 000 26, 000 25, 000 20, 000 Wyoming . Colorado . . . New Mexico . 35, 000 35, 000 35, 000 3, 500 7, 200 35, 000 0 0 35, 000 7, 000 6, 000 35, 000 6, 000 8, 000 Arizona . Utah . . 6, 000 Nevada . Idaho . 7,600 39, 000 23, 200 117, 000 50, 500 42, 000 16, 000 121, 250 17, 000 26, 500 15, 650 125, 500 Washington . Oregon . California . 28, 300 900 - 90, 500 43, 880 48, 000 45, 500 37, 500 18, 528 94, 300 1830 EDUCATION REPORT, 1896-97. Table 8. — Review of public normal school statistics, 1S31-1S97. PUBLIC APPROPRIATIONS EOR BUILDINGS AND IMPROVEMENTS. State or Territory. 1891-92. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. $394, 635 $816, 826 $1, 583, 399 $1, 003, 933 $1, 124, 834 $743, 333 North Atlantic Division.... South Atlantic Division .... South Central Division . North Central Division . 169, 050 42, 624 11, 948 100, 913 70,100 48, 516 35, 074 24, 450 168, 686 105, 100 856, 670 49, 580 23, 350 374, 799 279, 000 449, 959 100, 309 11, 200 320, 165 122, 300 564, 118 83, 168 9, 798 288, 250 179, 500 146, 044 263, 045 15, 250 203, 669 1 15,325 North Atlantic Division: 5, 000 2, 000 12, 500 39, 000 17, 000 68, 000 715 0 0 0 0 1, 000 10, 300 276, 200 0 0 200, 000 0 125, 000 250, 000 20,000 140, 869 10, 000 o 0 0 0 75, 000 92, 391 12, 000 103, 125 125, 000 240, 000 60, 142 10, 693 100, 124 o 44, 550 97, 793 10, 000 324, 877 16, 895 330 0 1, 249 10, 000 94, 000 50, 104 South Atlantic Division : 5,912 1, 631 2, 224 2 224 43, 776 0 0 0 0 5, 050 20, 000 4, 630 5, 125 55, 000 166, 405 61, 400 190 "West Vircrinia, _ _ _ 40, 400 0 27, 300 42, 000 North Carolina . 150 5, 033 South Carolina ......... 0 2, 000 50 G^urcria, _ _ _ _ 2, 500 7, 400 1, 000 7, 000 35, 000 El nri rl a _ _ - 1,400 8, 500 8,500 0 South Central Division : TC en tn ek y _ 2, 500 2, 700 Tennessee .............. 4, 000 5, 448 0 0 Alabama,. _ _ _ 200 1, 300 500 3,002 0 50 "Mississippi _ _ _ 0 0 0 20 T.enisiana, _ _ 2, 500 1,250 1, 250 7,500 3, 000 200 12, 480 0 Texas _ _ _ 0 3, 000 300 2, 500 1, 296 Arkansas . . 0 6, 000 0 Oklahoma. _ _ 17, 000 15, 000 3, 000 0 Tnrlia.n Territory _ North Central Division: Ohio . . . 0 0 1, 000 0 3, 000 10, 000 56, 000 25, 000 55, 889 12, 500 3, 000 6, 280 0 Indiana . _ ............ 0 40, 000 40, 000 20, 000 40, 000 Illinois . . . 0 0 47, 000 Miehicran . . . 4, 000 22, 913 20, 000 20, 000 20, 000 116, 000 3, 000 20, 000 W is eon sin . 2, 686 12, 736 54, 500 36, 000 131, 929 155, 800 11, 750 Minnesota . . 25, 000 6, 000 66, 000 0 Tnwa . . . 30, 000 35, 400 Missouri . . . 0 0 104, 479 "N"orth Dakota _ _ _ 40, 000 0 40, 000 0 18, 220 South Dakota . . . 3,100 0 0 0 TvTehrnska, . . _ _ 3, 000 5,000 3, 000 20, 000 12, 000 Kansas . . 0 50, 000 4, 300 Western Division: Montana _ _ Wyoming _ _ _ Colorado . 30, 000 20, 000 35,000 10, 000 20, 000 10, 000 11, 500 0 New Mexico . 12, 000 8, 000 10, 000 Arizona . . . 0 1,300 35, 000 TTt,a,h _ .. Nevada . . Idaho . . . 25, 000 6, 000 70, 000 60, 000 3,000 5, 000 1,000 62, 825 4, 000 Washington . 0 0 135, 000 Ore cron . . . 1, 100 10, 100 75, 000 11, 000 California . . 39, 000 78, 000 80, 000 2, 500 STATISTICS OF NORMAL SCHOOLS. 1831 Table 9. — Summary of statistics of private normal schools. SCHOOLS AND INSTRUCTORS. State or Territory. Schools. Teachers for normal students. Teachers wholly for other departments. Total number teach¬ ers employed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Malo. Fe¬ male. Total. United States . 198 625 405 1, 030 286 403 689 911 808 1, 719 North Atlantic Division. . . ±7 63 76 139 27 23 50 90 99 189 Sonth Atlantic Division. . . 39 68 77 145 27 140 167 95 217 312 South Central Division. . . . 56 122 93 215 59 127 186 181 220 401 North Central Division. . . . 80 342 145 487 170 108 278 512 253 765 Western Division . 6 30 14 44 3 5 8 33 19 52 North Atlantic Division : Maine . . . 4 8 6 14 0 3 3 8 9 17 1 M assachusetts . 3 3 15 18 0 0 0 3 15 18 Ehode Island . . New York . 2 19 34 . 53 4 7 11 23 41 64 New Jersey . Pennsylvania . 8 33 21 54 23 13 36 56 34 90 South Atlantic Division : Delaware . . 1 2 0 2 0 1 1 2 1 3 Maryland . 3 8 2 10 2 0 2 10 12 District of Columbia. . . 1 0 4 4 0 0 0 0 4 4 Virginia . . 6 14 7 21 5 11 16 19 18 37 West Virginia . 3 10 5 15 3 2 5 13 7 20 North Carolina . 9 12 24 36 4 40 44 16 64 80 South Carolina . 6 6 9 15 10 29 39 16 33 54 Georgia . 6 4 20 24 3 52 55 7 72 79 Florida . 4 12 6 18 0 5 5 12 11 23 South Central Division : Kentucky . 11 18 12 30 7 15 22 25 27 52 Tennessee . 16 45 48 93 25 47 72 70 95 165 Alabama . 5 1 0 1 0 1 1 1 1 2 Mississippi . 9 22 14 36 10 29 39 32 43 75 Louisiana . 1 2 0 2 6 6 12 8 6 14 Texas.... . . 8 20 12 32 7 17 24 27 29 56 Arkansas . 6 14 7 21 4 12 16 18 19 37 Oklahoma . Indian Territory . North Central Division: Ohio . 13 57 17 74 24 15 39 81 32 113 Indiana . . . 12 59 39 98 53 23 76 112 62 174 Illinois . 10 44 15 59 30 22 52 74 37 111 Michigan . 4 6 6 12 3 6 9 9 12 21 Wisconsin.... . 2 16 1 17 0 0 0 16 1 17 Minnesota . . 2 8 0 8 0 2 2 8 2 10 Iowa . 18 56 30 86 35 23 58 91 53 144 Missouri . 6 9 6 15 9 5 14 18 11 29 North Dakota . 1 2 1 3 3 1 4 5 2 7 South Dakota . 1 5 2 7 0 0 0 5 2 7 Nebraska . 4 32 11 43 5 4 9 37 15 52 Kansas . . 7 48 17 65 8 7 15 56 24 80 W estern Division : Montana . Wyoming . 1 . Colorado . 1 6 5 11 0 0 0 6 5 11 New Mexico . 1 Arizona . . Utah . 1 18 4 22 3 5 8 21 9 30 Nevada . . Idaho . Washington . . . . Oregon . California . 4 6 5 11 0 0 0 6 5 11 1832 EDUCATION REPORT, 1896-97. Table 10. — Summary of statistics of private normal schools. STUDENTS AND COURSES OF STUDY. State or Territory. Studente in normal depart¬ ment. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elementary grades. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States . 12, 095 12, 086 24, 181 2, 751 1, 124 3, 875 4, 686 2, 899 7, 585 8, 005 9, 229 17, 234 North Atlantic Division. 886 1,411 2, 247 242 182 424 297 297 594 577 463 1,040 South Atlantic Division. 752 1, 065 1,817 85 32 117 101 233 334 1, 856 3,296 5, 152 South Central Division . . 2,476 2, 024 4, 500 346 118 464 627 599 1,226 3, 326 3, 578 6, 904 North Central Division.. 7, 664 7,153 14,817 2, 005 789 2, 794 3, 659 1, 770 5,429 2, 091 1, 700 3, 791 Western Division . 367 433 800 73 3 76 2 0 2 155 192 347 North Atlantic Division : Maine . 73 107 180 20 14 34 142 136 278 4 13 17 0 167 167 0 0 o New York . 54 507 561 0 0 0 77 96 173 121 65 186 Pennsylvania . 709 630 1,339 222 168 390 78 65 143 452 385 837 South Atlantic Division : Delaware . 5 3 8 0 0 0 0 0 0 11 7 18 Maryland . 50 12 62 10 0 10 2 1 3 22 14 36 District of Columbia. 0 40 40 0 0 0 0 0 0 0 0 0 Virginia . 125 127 252 20 5 25 19 34 53 331 396 727 West Virginia . 192 153 345 15 1 16 4 2 6 62 91 153 North Carolina . 125 296 421 10 14 24 15 25 40 389 927 1,316 South Carolina . 69 139 208 0 0 0 23 45 68 660 733 1,393 Georgia . 41 153 194 7 9 16 35 124 159 260 995 1, 255 Florida . 145 142 287 23 3 26 3 2 5 121 133 254 South Central Division : Kentucky . 273 268 541 104 34 138 219 162 381 399 431 830 Tennessee . 986 935 1,921 92 41 133 117 90 207 1,114 1, 211 2, 325 Alabama . 617 313 930 0 0 0 19 36 55 339 354 693 Mississippi . 183 172 355 59 14 73 172 185 357 840 833 1,673 Louisiana . 2 13 15 7 3 10 5 10 15 107 107 214 Texas . 218 206 424 53 11 64 68 91 159 267 427 694 A rkansas _ _ 197 117 314 31 15 46 27 25 52 260 215 475 Oklahoma . . Indian Territory. .... North Central Division : Ohio . 2, 402 1, 584 3,986 375 84 459 1,574 544 2, 118 137 95 232 Indiana . . 2, 151 1, 849 4,000 117 74 191 1,086 292 1,378 463 179 642 Illinois . 907 735 1, 642 239 102 341 240 181 ! 421 312 164 476 Michigan . . . 176 276 452 73 55 128 95 84 179 57 91 148 Wisconsin . 43 24 67 36 0 36 8 0 8 80 84 164 Minnesota . 34 8 42 22 3 25 0 0 0 69 24 93 Iowa . 1, 033 1,593 2,626 513 192 705 229 287 516 326 329 655 Missouri . 124 179 303 38 17 55 37 23 60 77 63 140 North Dakota . 75 10 85 75 10 85 South Dakota . 50 38 88 0 0 0 0 0 0 0 0 0 Nebraska . 419 666 1,085 295 112 407 15 10 25 390 528 918 Kansas . 250 191 441 222 140 362 375 349 724 180 143 323 Western Division: Montana, _ Wyoming . . Colorado . 28 133 161 0 0 0 0 0 0 12 18 30 New Mexico ......... Arizona . Utah . 276 236 512 73 2 75 0 0 0 143 174 317 Neva, rla, . . Idaho _ _ _ _ Washington . Oregon . California . 63 64 127 0 f 1 1 2 0 2 0 0 0 STATISTICS OF NORMAL SCHOOLS. 1833 Table 11. — Summary of statistics of private normal schools. TOTAL ENROLLMENT OF STUDENTS, ETC. State or Territory. Total enrollment in all departments. Colored students in¬ cluded in normal de¬ partment. Number of children in model school. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 27, 537 25, 338 52, 875 1, 165 1, 218 2, 383 1, 874 2, 686 4, 560 North Atlantic Division.. 1, 952 2, 353 4, 305 0 0 0 303 265 568 South Atlantic Division. . . 2, 794 4, 626 7, 420 265 490 755 362 1, 013 1, 375 South Central Division. . . . 6, 775 6, 319 13, 094 881 711 1, 592 727 961 1, 688 North Central Division. . . . 15, 419 11, 412 26, 831 19 17 36 482 447 929 Western Division. . 597 628 1, 225 0 0 0 0 0 0 North Atlantic Division: Maine . 239 270 509 0 0 0 0 0 0 Massachusetts . 0 167 167 0 0 0 9 13 22 New York . 252 668 920 0 0 0 228 177 405 Pennsjdvania . 1,461 1,248 2, 709 0 0 0 66 75 141 outh Atlantic Division : Delaware . 16 10 26 0 0 0 0 0 0 Maryland . 84 27 111 0 0 0 0 0 0 District of Columbia.. 0 40 40 0 0 0 0 0 0 Virginia . 495 562 1, 057 11 22 33 173 228 401 West Virginia . 273 247 520 32 28 60 North Carolina . 539 1, 262 1, 801 110 158 268 84 254 338 South Carolina . . 752 917 1, 669 70 139 209 81 78 159 Georgia . 343 1,281 1, 624 30 136 166 0 421 , 421 Florida . 292 280 572 12 7 19 24 32 ' 56 South Central Division : Kentucky . . . 995 895 1,890 60 130 190 61 90 151 Tennessee... . . 2, 309 2, 277 4, 586 107 146 253 357 509 866 Alabama . . .. 975 703 1, 678 597 291 888 46 82 128 Mississippi . ..... 1,254 1,204 2, 458 25 22 47 72 80 152 Louisiana - ......... 121 133 254 2 13 15 65 89 154 Texas . 606 735 1, 341 20 42 62 10 18 28 Arkansas . . . . . 515 372 887 70 67 137 116 93 209 Oklahoma . Indian Territory...... North Central Division: Ohio . 4, 488 2, 307 6,795 11 5 16 167 146 313 Indiana . . . 3,817 2,394 6, 211 2 9 11 133 114 247 Illinois . 1 6QR 1,182 2, 880 5 2 7 Michigan . ’401 506 907 0 0 0 0 0 0 Wisconsin . 167 108 275 0 0 0 80 84 164 Minnesota . 125 35 160 0 0 0 60 50 110 Iowa . 2, 101 2, 401 4, 502 0 0 0 24 SS 62 Missouri . 278 282 558 0 0 0 0 0 0 North Dakota . 150 20 170 0 0 0 0 0 0 South Dakota . 50 38 88 0 0 0 0 0 0 Nebraska . 1,119 1, 316 2,435 0 0 0 18 15 33 Kansas . . . 1,027 823 1, 850 1 1 2 0 0 0 W estern Division : Montana . W yoming . Colorado . 40 151 191 0 0 0 0 0 0 New Mexico . . Arizona . Utah . 492 412 ' 904 . 1 . Nevada . Idaho . Washington . . Oregon . California . 65 65 130 0 0 0 0 0 0 1834 EDUCATION REPORT, 1898-97. Table 12. — Summary of statistics of private normal schools. NUMBER OE NORMAL AND OTHER GRADUATES. State or Territory. Normal graduates. Graduates in business 1 courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. ! Total. United States . 2, 294 1,814 4, i08 1,016 495 1,511 996 710 1,706 North Atlantic Division . . 41 176 217 49 51 100 34 32 66 South Atlantic Division . . . 90 135 225 38 14 52 26 36 62 South Central Division. . . . 274 197 471 75 30 105 107 56 163 North Central Division . . . 1,874 1,259 3, 133 850 399 1, 249 829 586 1, 415 "Western Division . 15 47 62 4 1 5 1 0 0 0 North Atlantic Division : Maine . o 9 11 9 6 15 15 12 27 I o 68 68 Rhode Island . ! . 1 New York . 2 23 25 0 0 0 2 4 6 Pennsylvania . 37 76 113 40 45 85 17 16 33 South Atlantic Division : 5 3 8 Maryland . 12 2 14 5 0 5 0 0 0 District of Columbia . . 0 27 27 Virginia . 22 11 33 4 1 5 15 14 29 West Virginia . 6 2 8 2 1 3 6 0 6 North Carolina . 9 26 35 4 1 5 0 2 2 South Carolina . 12 27 39 6 6 12 0 0 0 Georgia . 4 29 33 4 4 8 0 18 18 Florida . 20 8 28 13 1 14 5 2 7 South Central Division : Kentucky . . . 31 22 53 0 0 0 0 3 3 Tennessee . 127 103 230 41 18 59 25 9 34 Alabama . 27 28 55 0 0 0 22 14 36 Mississippi . . 49 23 72 19 6 25 44 13 57 Louisiana . 0 1 1 0 0 0 8 6 14 Texas . 22 16 38 1.5 5 20 3 3 8 Arkansas . 18 4 22 \J 1 1 5 8 13 Oklahoma _ Tnrlia/n Territory _ ; . ;■ North Central Division: Ohio . 887 475 1,362 198 61 259 308 79 387 Indiana . G04 350 954 146 107 253 251 218 467 Illinois . 89 74 163 52 21 73 23 31 54 Michigan . 12 23 35 24 39 63 44 65 109 Wisconsin . 11 6 17 1 0 1 1 0 1 Minnesota . . . 13 3 16 0 0 0 3 4 7 Iowa . 74 77 151 162 54 216 64 63 127 Missouri . 4 0 4 21 3 24 16 13 29 North Dakota . 0 0 0 10 2 12 0 0 0 South Dakota . . 0 2 2 Nebraska . 111 208 319 133 50 183 26 35 61 Kansas . 69 41 110 103 62 165 93 80 173 Western Division : Montana, _ Wvomin p* . . . 1 Colorado . . 0 22 22 New Mexico . Arizona, . . . Utah . 11 8 19 4 1 5 0 0 0 Nevada . . Idaho . . . 1 . . W ashington . 1 Oregon _ | California _ _ 4 17 21 1 1 STATISTICS OF NORMAL SCHOOLS. 1835 Table 13. — Summary of statistics of private normal schools. INCOME FROM VARIOUS SOURCES. State or Territory. Appropri¬ ated by States, counties, or cities for sup¬ port for 1896-97. Received from tuition and other fees. Received from produc¬ tive funds. Received from other sources and un¬ classified. Total in¬ come for the year 1896-97. $49, 013 $632, 218 $50, 564 $294, 282 $1, 026, 077 12, 850 2, 179 30, 084 3,900 0 99, 884 35, 670 134, 825 336, 644 25, 195 2, 740 5, 659 13, 670 28, 095 400 96, 323 63, 290 56, 915 46, 527 31, 227 211, 797 106, 798 235, 494 415, 166 56, 822 North Atlantic Division : 2, 850 4, 144 . 740 700 8, 434 0 2, 300 11, 548 13, 848 0 54, 705 0 79, 560 134, 265 10, 000 38, 735 2, 000 4,515 55, 250 South Atlantic Division : Maryland . . . . 0 1,200 2, 000 4,066 2, 150 10, 516 4, 290 7, 238 4, 210 33, 913 33, 448 7, 626 30, 838 457 13, 700 14, 843 1, 100 8,050 10, 350 2, 000 13, 007 8,553 22, 326 15. 910 28r942 5, 710 37, 033 107, 978 13, 522 33, 387 3, 107 18, 260 22, 207 District of Columbia ................ Virginia,. . _ _ 0 0 251 150 278 1,500 800 22, 580 3, 170 2, 274 0 560 700 2, 000 1, 559 0 1,000 6, 941 4, 844 11, 559 10, 470 21,426 "West Virginia, . . . North Carolina, _ _ South Carolina . Georgia . . . . . . Florida . . . South Central Division : Kentucky . . . 0 3, 800 2, 726 0 2, 400 2, 500 2, 244 2,320 48, 150 0 275 250 1, 500 4, 420 Tennessee . . Alabama . . Mississippi . . . . . . Louisiana . Texas _ _ _ _ Arlc ansa, a . . . Oklahoma . . Indian Territory . North Central Division : Ohio . . . 3, 200 700 0 0 0 0 0 0 0 0 0 0 58, 796 125, 451 34, 445 9, 665 0 10, 000 975 4, 625 8, 241 2, 405 66, 621 144, 392 37, 825 9, 665 9, 551 7, 800 50, 885 9, 340 2, 000 4, 000 36, 965 36, 122 Indiana . . . . ...... Illinois . . . . . Michigan . . . . Wisconsin . . 5, 740 0 11, 200 80 0 0 0 100 3, 811 6, 300 500 160 0 2, 500 15, 985 2, 000 Minnesota, _ _ _ 1, 500 39, 185 9, 100 2, 000 1, 500 20, 980 34, 022 Iowa . . . Missouri . . . . . . North Dakota . South Dakota . Nebraska . . . Kansas . . Western Division : Montana . Wyoming . :::::::::::: Colorado . New Mexico . . . _ _ Arizona . Utah . . . . 0 13, 300 400 31, 227 44, 927 Nevada . Idaho . W ashington . . . Oregon . California . 0 11, 895 0 0 11, 895 1836 EDUCATION REPORT, 1896-97. Table 14. — Summary of statistics of private normal schools. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Schools report¬ ing libra¬ ries. Volumes in libra¬ ries. Esti¬ mated value of libraries. Value of buildings, grounds, apparatus, etc. Value of bene¬ factions received 1896-97. Total money value of endow¬ ment. 152 223, 067 $225, 069 $6, 911, 131 $205, 238 $2, 880, 225 13 30 43 62 4 28, 250 29, 310 54, 721 98, 623 12, 163 • 21,044 26, 358 58, 400 102. 522 16, 745 1, 774, 861 836, 870 1, 455, 600 2, 703, 500 140, 300 96, 726 49, 640 24, 172 34, 700 0 1, 455, 081 256, 800 502, 000 626, 344 40, 000 North Atlantic Division: Maine . . . 4 7,080 1 2,920 35, 500 3, 500 30, 000 2 , 3,420 3,030 70, 000 :::::::::::: 2 8, 563 . 10,726 1, 251, 061 93, 226 1, 250, 081 5 1 3 1 4 2 6 5 6 2 6 12 4 8 1 6 6 9, 187 2,000 5, 520 300 2, 050 5, 240 3, 708 3, 150 5, 962 1, 380 4, 080 20, 400 7, 876 7, 295 1,000 7, 220 6, 850 4, 368 5, 000 5, 508 400 2,075 3,500 2,850 1,575 4, 100 1, 350 1,825 33, 700 3, 600 8, 675 1,000 4, 800 4,800 418, 300 10, 000 154, 500 0 175, 000 South Atlantic Division : 50 0 District of Columbia . . . . V irginia _ ..................... 71, 500 71, 000 1 217, 836 93, 000 189, 034 30, 000 71, 200 653, 200 320, 500 166, 200 40, 000 131, 000 73, 500 35 3,515 23, 484 4, 500 18, 056 1, 200 100, 000 70, 600 85, 000 W est Virginia . . . . N orth Carolina .......... South Carolina _ _ _ ........... _ Georgia . . . Florida . South Central Division : Kentucky . . . 132 0 19, 620 7, 000 65, 000 290, 000 Tennessee .................. _ _ A 1 aba.m a _ _ _ _ ... Mississippi _ _ _ _ Louisiana _ _ . . . . Texas . . . . . . 0 4,420 32, 000 108, 000 Arkansas . . . . - - _ Indian Territory . . . North Central Division: Ohio ........... _ ........ _ 9 7 10 3 2 2 12 4 1 1 4 7 11,155 20, 598 29, 330 2, 040 3, 200 700 12, 275 1,000 1, 200 1,000 7, 425 8, 700 23, 175 27, 875 19, 250 3,000 3,200 500 11, 495 500 500 1, 000 5, 227 6, 800 274, 000 742, 000 493, 500 21, 000 2, 100 1,600 5, 000 75, 000 103, 000 141, 000 Ind; ana ... ........... Illinois . ■ . . . Michigan _ _ .................... VV i scon sin . _ _ ..... _ .... 113, 344 30, 000 40, 000 9, 000 Minnesota . 56, 000 452, 500 34, 500 33, 000 30, 000 335, 000 232, 000 3, 500 0 500 T flM _ _ _ _ _ Missouri . . . Worth T)alrota, _ South Dakota . . . . 0 0 22, 000 0 45, 000 70, 000 N ebraska _ _ _ ............ Kansas ... _ _ _ ......... Western Division : Montana _ _ _ ................ W yomin pr _ _ P.nl ora VI o . . . . . . . 1 400 400 300 New Mexico ..... _ ... _ _ Arizona. ..... . . Utah . . . . . . . 1 9,963 14, 845 80, 000 0 0 1ST evada . \y ashington ...................... Oregon ............................ California . 2 1, 800 1,500 60, 000 0 40, 000 STATISTICS OF NORMAL SCHOOLS. 1837 Table 15. — Percentage of male and female students and percentage of graduates to total nunibei' in normal course in public and private normal schools in 1896-97. State or Territory. In public normal schools. In private normal schools. Male. Female. Graduates. Male. Female. Graduates. United States . 29. 18 70. 82 18. 59 50.02 49. 98 16. 99 North Atlantic Division . 25. 06 74. 94 24. 18 37. 21 62. 79 9. 66 South Atlantic Division . . . 32. 16 67. 84 10. 55 41. 39 58. 61 12. 38 40. 22 59. 78 20.29 55. 02 44. 98 10. 47 North Central Division . 32. 71 67. 29 15. 05 51.72 48. 28 21.14 Western Division . 22. 38 77. 62 12. 69 45. 88 54.12 7. 75 North Atlantic Division : Maine . 40.80 59. 20 18. 39 40. 56 59. 44 6. 11 1. 05 98. 95 38. 95 84. 05 34. 19 Massachusetts . 4. 65 95. 35 34. 91 0 100. 00 40. 72 1. 18 98. 82 16.57 1. 14 98. 86 51. 99 New York . 17. 17 82. 83 21.45 9. 63 90. 37 4.46 9. 47 90. 53 26. 64 Pennsylvania . 40. 16 59. 84 22. 67 52.95 47. 05 8. 44 South Atlantic Division : Delaware . 0 100. 00 80.00 62. 50 37. 50 100. 00 Maryland . 7. 64 92. 36 17. 36 80. 65 19. 35 22. 58 District of Columbia . 8. 51 91. 49 0 0 100. 00 67.50 Virginia . 34. 05 65. 95 17. 69 49. 60 50. 40 13. 10 West Virginia . 53. 14 46. 86 5. 18 55. 65 44. 35 2. 32 North Carolina . 13. 23 86. 77 8.50 29. 69 70. 31 8. 31 South Carolina . 2. 82 97.18 16. 90 33. 17 66. 83 18. 75 Georgia . 23. 60 76. 40 8.31 21.13 78. 87 17. 01 Florida . 50. 00 50. 00 16. 00 50. 52 49. 48 9. 76 South Central Division : Kentucky . 38. 23 61. 77 23. 55 50.46 49. 54 9. 80 Tennessee . . . . 51. 33 48. 67 11. 97 Alabama . . 39. 45 60. 55 18. 35 66. 34 33. 66 5. 91 Mississippi . 46. 00 54. 00 5. 20 51. 55 48. 45 _ 20. 28 Louisiana . 20. 22 79. 78 64. 04 13. 33 86. 67 6.67 Texas _ _ _ 49. 72 50. 28 51.42 48. 58 8. 96 Arkansas . . 64. 66 35.34 6.47 62.74 37. 26 - 7.01 Oklahoma . . 40. 88 59. 12 2. 76 Indian Territory . North Central Division: Ohio . 7. 15 92. 85 52. 42 60. 26 39. 74 34. 17 Indiana . 44. 73 55. 27 6. 55 53. 78 46.22 23. 85 Illinois . 28. 78 71. 22 3. 40 55. 24 44. 76 9. 93 ' Michigan . 21. 36 78. 64 25. 60 38. 94 61. 06 7. 74 Wisconsin . 31. 28 68. 72 7. 58 64. 18 35. 82 25. 37 Minnesota . 21. 56 78.44 27. 98 80. 95 19. 05 38. 10 Iowa . 30. 33 69. 67 15. 02 39. 34 60. 66 5. 75 Missouri . 44. 02 55. 98 24.44 40.92 59. 08 1.32 North Dakota . 41. 91 58. 09 16. 18 88.24 11.76 0 South Dakota . 34. 01 65. 99 8. 80 56. 82 43. 18 2. 27 Nebraska . 22.22 77. 78 48.15 38. 62 61. 38 29. 40 Kansas . 40. 00 60. 00 5. 78 56. 69 43. 31 24. 94 Western Division: Montana . Wyoming . Colorado . 21.29 78. 71 12. 32 17. 39 82. 61 13. 66 New Mexico . 23. 53 76. 47 50. 00 Arizona . 41. 46 58. 54 10. 37 Utah . 53. 91 46. 09 3. 71 Nevada . . . Idaho . 37. 69 62. 31 0 Washington . 33. 13 66. 87 27. 05 Oregon . 42. 15 57. 85 21. 78 California . 11.44 88. 56 7. 65 49. 60 50.40 1 16. 54 1838 EDUCATION REPORT, 1898-97. Table 18. — Normal students in universities and colleges and public and private high schools and academies. State or Territory. In universities and colleges. In public high schools. In private high schools. ; Grand total. Institutions. Male. Female. Total. | Schools. Male. Female. Total. Schools. Male. Female. Total. United States . 136 2, 656 3,833 6, 489 507 2,490 8, 511 9, 001 422 3, 068 3, 996 7, 064 22, 554 north Atlantic Division. 30 348 334 682 143 291 3,649 3,940 71 489 708 1,197 5,819 South Atlantic Division . 31 382 721 1,103 48 247 316 563 71 536 517 1, 053 2, 719 South Central Division. . 37 330 582 912 141 930 1,089 2, 019 144 1,144 1, 154 2, 298 5,229 Horth Central Division . . 83 1, 164 1, 343 2, 507 172 1, 015 1, 417 2,432 107 810 1,382 2, 192 7, 131 Western Division . 15 432 853 1,285 3 7 40 47 29 89 235 324 1, 656 north Atlantic Division : 8 11 60 71 2 23 84 107 178 . 1 0 6 6 2 0 9 9 15 Vermont . 1 0 2 . . 2 16 29 108 137 8 13 49 62 201 Massachusetts . 5 88 96 184 8 0 136 136 1 0 2 2 322 Phode Island . 1 25 30 55 1 4 4 8 1 0 7 7 70 2 0 120 120 1 5 0 5 125 new York . 9 105 123 228 67 169 785 954 17 24 22 46 1,228 new Jersey . 1 0 39 39 9 6 159 165 4 11 46 57 261 Pennsylvania . 13 130 44 174 31 72 2, 271 2, 343 35 413 489 902 3, 419 South Atlantic Division : Delaware . . 2 3 5 8 1 0 1 1 9 Maryland . 2 2 33 35 3 3 8 11 2 11 1 12 58 District of Columbia. 1 67 57 124 0 0 0 0 0 0 0 0 124 Virginia . 5 111 35 146 12 93 121 214 12 54 85 139 499 West Virginia . 2 30 11 41 3 9 13 22 5 58 39 97 160 north Carolina . 5 61 47 108 0 0 0 0 28 168 144 312 420 South Carolina . 4 56 75 131 3 2 12 14 2 15 34 49 194 Georgia . 8 42 417 459 16 75 88 163 18 230 199 429 1, 051 Florida . 4 13 46 59 9 62 69 131 3 0 14 14 204 South Central Division : Kentucky . 5 84 62 146 14 163 148 311 26 390 298 688 1,145 Tennessee . 10 118 137 255 21 30 101 131 35 280 240 520 906 Alabama . 3 32 36 68 11 50 71 121 19 77 140 217 406 Mississippi . 11 32 119 151 25 205 240 445 17 126 150 276 872 Louisiana . 3 6 186 192 2 5 11 16 4 16 23 39 247 Texas . 4 54 30 84 50 274 295 569 28 145 200 345 998 Arkansas . 1 4 12 16 17 183 223 406 12 105 92 197 619 Oklahoma, _ 0 0 0 0 .0 0 0 0 0 Indian Territory.... 1 20 0 20 3 5 11 16 36 north Central Division : Ohio . 13 285 317 602 59 271 358 629 12 112 114 226 1, 457 Indiana . 5 97 63 160 9 42 28 70 4 41 27 68 298 Illinois . „. 13 152 213 365 16 75 125 200 14 70 153 223 788 Michigan . 6 71 88 159 23 127 209 336 2 53 173 226 721 Wisconsin . 4 20 15 35 13 54 76 130 3 70 84 154 319 Minnesota . . 3 54 32 86 2 5 17 22 6 49 60 109 217 Iowa . 10 204 229 433 24 115 196 311 15 100 244 344 1, 088 Missouri . 10 112 112 224 10 205 203 408 30 213 306 519 1,151 north Dakota, 1 0 12 12 2 6 16 22 34 South Dakota . 3 7 14 21 0 0 0 0 6 55 92 147 168 Nebraska . 6 64 131 195 5 10 24 34 6 12 67 79 308 Kansas . 9 98 117 215 9 105 165 270 9 35 62 97 582 W estern Division : Montana, _ 1 2 6 37 43 43 Wyoming . 1 2 22 24 0 0 0 0 1 1 8 9 33 Colorado . 1 20 45 65 0 0 0 0 2 0 16 16 81 new Mexico . 0 0 0 0 1 0 1 1 1 Arizona . . 0 0 0 0 0 0 0 0 0 Utah . 1 160 219 379 0 0 0 0 4 30 38 68 447 nevada . . . 1 5 70 75 0 0 0 0 75 Idaho . 0 0 0 0 1 16 6 22 22 Washington . 2 13 31 44 0 0 0 0 3 1 13 14 58 Oregon . 3 10 37 47 0 0 0 0 8 24 39 63 110 California . 6 222 429 651 1 1 3 4 9 17 114 131 786 STATISTICS OF NORMAL SCHOOLS, 1839 Table 17. — Distribution of students pursuing teachers1 training courses in various institutions. TOTAL NUMBER OF NORMAL STUDENTS. State or Territory. In public normal schools. In private normal schools. In univer¬ sities and colleges. In public high schools. In private high schools. Total normal students. United States . 43, 199 24, 181 6, 489 9, 001 7, 064 1 89, 934 North Atlantic Division. . . . 17, 651 2, 247 682 3, 940 1, 197 25, 717 South. Atlantic Division . . . . 3, 743 1,817 1, 103 563 1, 053 8, 279 South Central Division . 3, 016 4, 500 912 2, 019 2, 288 12, 745 North Central Division . 15,818 14, 817 2, 507 2, 432 2, 192 37, 766 Western Division . . 2, 971 800 1, 285 47 324 5,427 North Atlantic Division : 772 180 71 107 1 130 New Hampshire . 95 6 9 ’ no 351 2 137 62 552 Massachusetts . 1, 246 167 184 136 2 1,735 169 55 8 7 239 527 120 5 652 New Fork . 6, 918 561 228 954 46 8, 707 792 39 165 57 1 053 Pennsylvania . 6, 781 1, 339 174 2, 343 902 11* 539 South Atlantic Division : 20 8 8 1 Maryland . 432 62 35 11 12 552 District of Columbia.... 94 40 124 0 0 258 Virginia . 605 252 146 214 139 1,356 West Virginia . 1, 274 345 41 22 97 1,779 North Carolina . 635 421 108 0 312 1, 476 South Carolina . 213 208 131 14 49 615 Georgia . . . 445 194 459 163 429 1, 690 Florida . 25 287 59 131 14 516 South Central Division : Kentucky . 327 541 146 311 688 2, 013 Tennessee . . 1, 921 255 i 131 520 0 007 Alabama . 1, 493 ’930 68 121 217 oLi 2, 829 Mississippi . 250 355 151 445 276 1,477 Louisiana . 356 15 192 16 39 618 Texas . . 177 424 84 569 345 1,599 Arkansas . 232 314 16 406 197 1, 165 Oklahoma . 181 0 0 181 Indian Territory . 20 16 36 North Central Division : Ohio . 517 3,986 602 629 226 5,960 Indiana . . 1,558 4, 000 160 70 68 5, 856 Illinois . 1, 855 1,642 365 200 223 4, 285 Michigan . 1, 203 452 159 338 226 2, 376 Wisconsin . 2, 756 67 35 130 154 Z, 142 Minnesota . 1,433 42 86 22 109 1, 692 Iowa . 1, 751 2, 626 433 311 344 5, 465 Missouri . 2, 156 303 224 408 519 3, 610 North Dakota . 272 85 12 22 QQ1 South Dakota . 409 88 21 0 • 147 665 Nebraska . 108 1, 085 195 34 79 1, 501 Kansas . 1, 800 441 215 270 97 2, 823 Western Division : Montana . 43 AO Wyoming . 24 0 9 *±0 09 Colorado . 357 161 65 0 16 OO 599 New Mexico . . . 34 0 1 35 Arizona . 164 0 0 164 qcq Utah . 512 379 0 Nevada . 75 0 DO Idaho . 130 0 99 1 0 Washington . 329 44 0 LL 14 ±DL Oregon . 427 47 0 63 DO / California . 1,530 127 651 4 131 OO 1 2, 443 EDUCATION REPORT, 1896-97. 1840 Table 18. — Colleges and universities reporting students in teachers’ training courses. Location. Institution. Normal students. 1894. 1897. 1895. 1896. Athens . . Blountsville Cullman - Lafayette..., Selma . Talladega .. Tuskaloosa . Arkadolphia. Clarksville .. Conway . Do . Fayetteville . Little Bock . Mountain Home CALIFORNIA. Berkeley . . Los Angeles . Oakland . . Pasadena . San J ose . . Santa Bosa . Stanford University University . . COLORADO. Boulder . . DISTRICT OF COLUM¬ BIA. Washington Do . De Land . Leesburg St. Leo . . Winter Park Atlanta . Do . Do . College Park. Cuthbert .... Dahlonega . . . Gainesville Lagrange . Do . Macon . South Atlanta Wrightsville . Young Harris Abingdon .. Carlin ville.. Carthage ... Champaign , Athens Female College . Blount College . St. Bernard College - - Lafayette College . Selma University . Isbell Female College. . . Central Female College. 17 150 15 I 44 14 Ouachita Baptist College . . Arkansas Cumberland College.... Central Baptist College . Hendrix College . Arkansas Industrial University (public). Philander Smith College . Mountain Home Baptist College . . 10 University of California (public) a St. Vincent’s College . California College . . . Throop Polytechnic Institute College of Notre Dame . Pacific Methodist College . Leland Stanford Junior Univer¬ sity. a University of Southern California. University of Colorado (public) a. 57 24 Gallaudet College. . . Howard University. John B. Stetson University. Florida Conference College. St. Leo Military College.... Bollins College . . . Atlanta Baptist College . . . Atlanta University . . Morris Brown University . . Southern Female College . . Andrew Female College . . North Georgia Agricultural College. Georgia Female Seminary . . La Grange Female College . Southern Female College . . Mercer University . . . Clark University . Nannie Lou Warthen College - Young L. G. Harris College . 21 45 Hedding College . . . . . Blackburn University . Carthage College . «... University of Illinois (public) 17 10 a Has pedagogical department. 40 40 j. 17 100 158 5 188 269 78 105 26 18 31 195 10 20 67 18 10 10 11 29 0 | 14 15 12 367 45 57 0 127 11 225 23 27 15 562 65 124 2 127 16 225 23 25 STATISTICS OF NORMAL SCHOOLS. 1841 Table 18. — Colleges and universities reporting students in teachers’ training courses — Continued. Location. Institution. Hormal students. 1893. 1894. 1895. 1896. r2 S 1897. 6 75 B Total. Illinois — continued. 52 110 130 50 60 110 40 33 von 1ST. A 11 20 4 16 20 6 3 9 35 40 30 50 6 40 46 4 51 24 20 44 5 T)r> 7 7 7 0 15 15 90 40 15 12 16 13 12 6 6 12 10 10 12 8 17 12 2 3 5 3 5 9 9. 7 10 17 6 11 17 INDIANA. Bloomin gton . Indiana University (public) a . 52 Hanover . Hanover College . 5 Merom . . Union Christian College _ 26 18 47 54 17 6 23 Moores Hill . . Moores Bill College . . 67 104 98 98 10 10 20 Bidgeville . Bidgeville College . . 10 15 90 40 25 65 Upland . Taylor University . 12 25 50 40 30 22 52 INDIAN TERRITORY. Bacone . . . Indian University . 9 19 IOWA. Charles City . riiiiy rollp.gp. . . . . . . . 22 19 33 32 6 16 22 College Springs . Amity College . . 30 49 16 10 8 18 Des Moines.. . Drake University . 358 88 Payette . . Upper Iowa U niversitv . 1 28 Hopkinton . Lenox College . . 3 3 Indian ola . Simpson College _ 24 54 66 124 64 50 114 Iowa City . . State University of Iowa (public) a 51 23 31 54 Mount Pleasant . German College _ _ _ 15 6 4 0 2 2 Do . Towa, "Wesleyan University.. . 4 5 19 • 10 9 19 Mount Vernon . Cornell College . 64 78 35 37 72 Pella . Central University of Iowa . 8 22 30 Sioux City. . . Mominp'side College . . 12 25 30 55 Storm Lake . Buena, Vista College _ _ 87 33 59 23 24 47 Toledo . Western College . . . 68 35 21 14 Waverly . Warfhurg College . 10 KANSAS. Atchison ............ Midland College . . . | 9 Baldwin . . Baker University . 32 39 62 77 Dodge City . Soule College _ _ _ _ 49 20 17 11 28 Enterprise . Central College . 29 20 20 Highland . Highland University . 4 0 3 3 Holton . Campbell University . 65 g 18 7 11 18 Lawrence . . . University of Kansas (public) a.. 18 21 39 Lecompton . Lane University . . . 7 o 23 5 15 20 Lindsborg . Bethany College.... . 48 27 Oswego . Oswego College for Women _ . 1 Ottawa . Ottawa University . . . 4 13 11 4 4 8 Salina . "Kansas WAsleyan University 50 66 50 54 33 27 60 Sterling . Cooper Memorial College... . 12 5 0 5 Wichita . Eairmont College . 2 Winfield . . Southwest Kansas College . . 1 18 36 9 25 34 a Has pedagogical department. ED 97 - 116 1842 EDUCATION REPORT, 1896-97. Table 18. — Colleges and universities reporting students in teachers’ training courses- Continued. Location. KENTUCKY. Berea . Bowling Green Columbia . Danville . Glasgow . Hopkinsville . . Lexington . Millersburg . Ficholasville Owensboro . . Bichmond ... Winchester. . Institution. Berea College . . . . Potter College . . Columbia Christian College . Caldwell College . Liberty College . South Kentucky College . A. and M. College of Kentucky (public). Millersburg Female College . Jessamine Female Institute . Owensboro Female College . Central University . . Kentucky Wesleyan College . Formal students. 4 227 10 45 1894. LOUISIANA. i Convent . ! College of the Immaculate Con- 124 ception. Keatchie . j Keatchie Male and Female College . Mansfield . ! Mansfield Female College . I . Few Orleans _ Do. Do. Do. Kents Hill. MARYLAND. Baltimore . Baltimore (Station L) Chestertown . MASSACHUSETTS. Cambridge.... Do . South Hadley. Wellesley . Worcester .... MICHIGAN. Adrian .... Albion . Alma . Ann Arbor. Benzonia .. Hillsdale .. Holland.... Olivet . MINNESOTA. Excelsior - Minneapolis . St. Peters . Winnebago City. MISSISSIPPI. Brookhaven Columbus . . Daleville . French Camp. Holly Springs. College of the immaculate Con¬ ception. Leland University . Few Orleans University . Straight University . Maine W esleyan Female College . . 8 Morgan College . Fotre Dame of Maryland. Washington College . Harvard University a... Badclifl'e College . Mount Holyoke College. Wellesley College . Clark University a . 82 17 1895. 1896. 1897. 12 142 34 42 20 26 21 Adrian College . Albion College . . Alma College . University of Michigan (public) a Benzonia College . . Hillsdale College . Hope College . * Olivet College . Forth western Christian College.. University of Minnesota (public) a Gustavus*Adolphus College . Parker College . 1 . Whitworth Female College . Mississippi Industrial Institute and College (public). Cooper-Huddleston College . Central Mississippi Institute . Bust University . 27 67 20 15 17 72 | 77 23 130 84 16 28 142 15 18 I 12 16 40 10 2 15 15 23 12 a Has pedagogical department. 10 142 12 23 STATISTICS OF NORMAL SCHOOLS. 1843 Table 18. — Colleges and universities reporting students in teachers’ training courses — Continued. Location. Institution. Normal students. 1893. 1894. 1895. 1896. 1897. r2 l & o H Mississippi— cont’d. 8 0 10 10 Do . 6 0 5 5 10 10 0 10 10 8 0 15 15 1 0 2 2 18 27 40 24 7 31 6 0 5 5 2 MISSOURI. 70 10 [ 4 1 5 Do . 20 18 15 12 12 16 28 10 6 16 16 16 1 . I 26 43 [ 20 ! 14 14 28 41 3 4 Columbia . University of the State of Mis- 84 112 70 1 52 32 25 I 57 souri (public) a. l 12 70 lege. 1 14 1 0 | 3 Lagrange . Lagrange College . . 1 . 7 12 19 Lexington . Baptist Female College . 1 2 Nevada . Colley College for Youn g Ladies 0 20 20 St. Charles . St. Charles College . . 10 Springfield . 1 Drury College . . r ■■ . 10 4 14 Tarkio . | Tarkio College. . . 27 ... 8 Trenton . . . | Avalon College . . 45 34 31 22 Warrenton . . Central Weslevan College . 8 9 5 22 20 10 [ 30 MONTANA. i Helena . Montana "Wesleyan University 1 15 NEBRASKA. Bellevue . . . University of Omaha, . 12 12 10 8 5 13 Bethany . Cotner University _ 25 l : 43 12 7 12 Crete . Doane College . 11 15 13 Fairfield . Fairfield College . ! 34 37 28 1 25 4 i 5 i 9 Lincoln . University of Nebraska (public) ! 60 ^ i 15 1 65 80 Neligh . Oates College _ 76 51 17 39 56 University Place .... Nebraska Wesleyan University .. 15 50 York . . York College . 15 6 ... 1 1 15 15 i 10 25 NEVADA. Reno . State U ni versity of N evada (public) 40 40 67 94 5 70 75 NEW JERSEY. Bordentown . Bordentown Female College . ! o 39 39 NEW MEXICO. 1 Albuquerque . University of New Mexico (public) j 63 30 4 1 NEW YORK. | 1 Alfred . Alfred University . . 15 14 3 14 17 Allegany . 1 St. Bonaventure’s College . . i 10 o 10 Brooklyn . 1 Adelphi College . o 24 94 Clinton . j Hamilton College . 10 20 0 20 Elmira . Elmira College . J 12 Hamilton _ _ Colgate University . ] 10 Ithaca . Cornell University a . New York . Barnard College . 4 0 15 15 Do . Columbia College a . ] Do . [ Manhattan College . | 1 | 4 i o 1 4 a Has pedagogical department. 1844 EDUCATION REPORT, 1896-97. Table 18. — Colleges and universities reporting students in teachers } training courses — Continued. Location. NEW YORK— cont’d. New York . Syracuse . NORTH CAROLINA. Chapel Hill. Charlotte . Guilford College. . . Hickory . Lenoir . Louisburg . Mars Hill . Murfreesboro . Ealeigh . - . Kutlierford College Salisbury . NORTn DAKOTA. Fargo . University OHIO. Akron . Alliance . Athens . Berea . Columbus . Defiance . Delaware . Findlay . Glendale . Hiram . Lima . Marietta . New Concord . Eichmond . Tiffin . Westerville . Wilberforce . Wooster . Yellow Springs... OREGON. Forest Grove . McMinnville . Philomath . Salem . University Park.. PENNSYLVANIA. Allentown . Do . Annville . Beatty . Bryn Mawr. . . . Ch’ambersburg. College ville.... Easton . Gettysburg Greenville . New Berlin .... Philadelphia. . . Do . Pittsburg . Selinsgrove Volant . Institution. University of the City of New York, a Syracuse University . . University of North Carolina (public). Biddle University . . Guilford College . Claremount College . . Davenport Female College . Louisburg Female College . . Mars Hill College . . Chowan Baptist Female Institute. Shaw University . Eutherford College . . Livingstone College . . Fargo College . . University of North Dakota (public). Buchtel College . . Mount Union College . Ohio University (public) a . Baldwin University . Ohio State University (public) . Defiance College . Ohio Wesleyan University . Findlay College . Glendale Female College . Hiram College . Lima College . Marietta College . Muskingum College . Eichmond College . HeidelbergU niversity . Otterbein University . Wilberforce University . University of Wooster . Antioch College . . . . . Pacific College . McMinnville College . . Philomath College . Willamette University Portland University... Allentown College for Women. Muhlenberg College . Lebanon Valley College . St. Vincent’s College . Bryn Mawr College . Wilson College . Ursinus College . Lafayette College . Pennsylvania College . Thiel College . Central Pennsylvania College . Central High School (public) . . University of Pennsylvania a . Duquesne College . Susquehanna University . Volant College . Normal students. 1893. 134 50 25 28 21 74 50 24 9 144 30 1894. 189 10 52 12 24 135 105 30 1895. a Has pedagogical department. 81 175 ”53' 19 59 62 74 10 10 25 107 76 27 1897. 1896. 100 50 52 20 15 39 22 107 15 19 14 107 33 40 15 12 10 6 181 40 13 70 12 17 21 138 12 50 20 95 128 26 STATISTICS OF NORMAL SCHOOLS. 1845 Table 18. — Colleges and universities reporting students in teachers’ training courses — Continued. Location. RHODE ISLAND. Providence SOUTH CAROLINA. Columbia . . - Do . Do . Due West... Orangeburg. Union . Williamston SOUTH DAKOTA. East Pierre . Hot Springs Mitchell - Redfield .... Vermilion .. TENNESSEE. Brownsville . . Chattfanooga . . Columbia . Franklin . Harriman . Hiwassee College Huntington . . Knoxville . Do . McKenzie . . Milligan . Mossy Creek . . Nashville . Do . Do . Do . Pulaski . Rogers ville . Sewanee . . Spencer . . Sweetwater . . Washington College. Winchester . . Austin . Bonham . Brownwood . Camp bell .... Fort Worth.. Marshall .... San Antonio. Sherman,.... Tehuacana .. Waco . Logan . Salt Lake City . VERMONT. Middlebury .... Institution. Brown University a Normal students. 1893. 49 Allen University . Columbia Female College . I . South Carolina College (public) a. . . Duo West Female College . . Claflin University . 45 Clifford Seminary . . Williamston Female College . | G Pierre University . Black Hills College . Dakota University . Redfield College . University of South Dakota (pub¬ lic). Brownsville Female College. . U. S. Grant University . Columbia Athenaeum . Tennessee Female College . American Temperance University Hiwassee College . Southern Normal University . Knoxville College . University of Tennessee (public)a Bethel College . Milligan College . Carson and Newman College . Central Tennessee College . Fisk University . Roger Williams University . University of Nashville . Martin College . Rogersville Synodical College .... University of the South . Burritt College . Sweetwater College . Washington College . Mary Sharp College . University of Texas (public) a Carlton College . Howard Payne College . Henry College . . Fort Worth University . Wiley University . St. Louis College . Austin College . Trinity University . Paul Quinn College . Brigham Young College . University of Utah (public) a 101 55 1894. 1895. 28 14 203 68 25 10 20 24 Middlebury College . a Has pedagogical department. 86 14 1896. 25 20 27 16 82 39 132 125 107 70 24 92 420 46 129 18 320 160 219 20 12 15 81 32 15 | 7 22 30 20 50 12 379 1846 EDUCATION REPORT, 1896-97. Table 18. — Colleges and universities reporting students in teachers’ training courses — Continued. Location. Institution. Normal students. 1893. 1894. 1895. 1896. 1897. Male. Female. Total. VIRGINIA. 5 10 8 5 3 8 0 10 10 7 6 10 0 20 20 lege, a 114 125 106 0 106 2 2 1 o 2 2 WASHINGTON. Burton . V asbon College . . . 28 20 25 6 12 18 Colfax . Colfax Collepe . . 5 College Place . Walla Walla College . 20 Seattle . University of Washington (public) 14 59 107 4 Tacoma. . . Puget Sound TTni versify . 6 39 49 7 19 26 "Vancouver . St. .Tames College . . 14 14 W allawalla . . Whitman College . 14 12 WEST VIRGINIA. Barbours ville . Barboursville College . 60 57 20 10 8 18 Morgantown . West Virginia University (pub¬ 21 20 15 20 3 23 lic) . a WISCONSIN. Appleton . Lawrence University . . 22 9 12 21 Beloit . Beloit College . 7 0 7 Franklinton . Mission House of the Reformed 15 Church in the United States. Fox Lake . . . "Dnvmer College _ _ 4 Gales vtll e _ Gale College 14 Madison . University of Wisconsin (public) a 62 Ripon . . . Ripen College . 151 W a fcertown . northwestern University . 13 4 3 7 WYOMING. Laramie . University of Wyoming (public) . . 1 . 21 20 25 2 22 24 a Has pedagogical department. 1848 EDUCATION REPORT, 1896-97. Table 19. — Statistics of public 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 18 17 18 19 20 21 22 23 24 25 X Location. 1 ALABAMA. Florence . Jacksonville . Livingston . Montgomery . Normal . . Troy . ARIZONA. Tempe . . . ARKANSAS. * Paris . Pine Bluff . CALIFORNIA. Chico . Los Angeles . San Francisco . San Jose . COLORADO. Greeley . . .. CONNECTICUT. Bridgeport . New Britain . New Haven . Willimantic . DELAWARE. 'Wilmington . DISTRICT OF COLUM¬ BIA. Washington . _ do . . . FLORIDA. De Funiak Springs . Tallahassee . GEORGIA. Athens . Milledgeville . Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below nox-mal grade. In nor¬ mal course. 1 C2 3 £ 3 a © ft r © 3 3 3 * a © Ph © a 3 § fH © 3 a r2 3 a © ft © 3 s © •a a © Ph 2 3 4 5 6 7 8 9 10 ii 12 State Normal College . 4 5 1 3 109 201 18 31 91 170 State Normal School . 3 7 3 3 117 113 68 67 22 33 Alabama Normal College 0 10 0 7 0 138 0 69 0 69 for Girls. State Normal School for 9 11 9 11 415 463 178 158 237 305 Colored Students.* Agricultural and Meehan- 19 15 6 4 199 201 90 106 10 27 ical College. State Normal College . 10 13 7 G 337 424 60 65 229 300 2 3 o 3 68 90 68 96 School. Paris Academy . 3 3 2 0 165 145 100 105 65 40 Branch Normal College . G 1 6 1 128 65 41 23 85 42 California State N ormal 6 8 C 6 142 286 101 107 41 179 School. State Normal School . 9 19 9 12 208 629 130 140 78 489 San Francisco Normal 0 3 0 3 1 101 0 0 1 101 School. State Normal School . 10 14 10 107 706 52 120 55 586 State Normal School of Colo¬ 11 8 11 8 169 386 93 105 76 281 rado. Bridgeport Training School. 0 8 0 5 0 24 0 0 0 24 New Britain Normal Train¬ 4 30 4 30 1 210 1 210 ing School. State Normal Training 4 33 4 3 0 173 0 o 0 173 School. - do . 2 iv ; 1 ! 6 5 114 0 0 5 114 Wollaston School . 0 i 10 0 2 0 20 0 0 0 20 Washington Normal School. o 9 o 5 o 64 0 64 Washington Normal School 2 6 2 6 8 22 8 22 (colored) . Florida Stato Normal Col- 4 1 o 0 70 80 10 12 lege for W hite Students. State Normal and Industrial 6 C 4 1 58 124 46 103 2 1 College. Stat^ Normal School c 4 6 4 105 180 105 180 Georgia Normal and Indus¬ 2 20 1 9 7 429 7 93 0 160 trial College. * Statistics of 1895-96. STATISTICS OF NORMAL SCHOOLS, 1849 normal schools , IS 96-97. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. Years in normal course. "Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. 1 Amount of State, county, or city aid. Total income for the year 1896-97. Amount received from State, county, or city for buildings and improve- 1 ments. In busi¬ ness course. In high- scliool grades. Male. Female. r2 'cS 6 a ® pR <6 a Female. <0 rc3 CD a 218 4 40 165 50 838 0 0 0 0 117 110 0 0 4 37 8,000 150, 000 42, 000 55,000 3,000 10 6 16 25 3 1 4 40 0 0 15 20 o o 0 0 3 36 50 1, 500 575 575 0 15 15 25 25 100 100 0 0 0 2 4 36 400 11, 000 500 60 80 19 30 125 130 0 0 1 6 3 40 150 47 7° 6 1 38 66 4 40 I 12 839 417, 000 1 20 000 37, 000 . 48 50 4 3 3 36 1 1 717 23 203 5 000 8, 374 2, 000 8 1 J |u 8 0 0 0 0 L 18 2 40 200 3, 000 475 1, 420 700 26 188 0 0 0 0 0 0 0 27 2 40 | 0 0 1 1 0 0 0 0 ! o 1 2 20 0 2, 500 300 400 . 0 ! 0 0 1 2 6 75 69 0 0 28 188 4 oji 3,160 50, 000 15, 000 20, 491 12,480 0 0 14 22 0 0 0 12 2 38 200 0 0 0 0 10 15 6 36 2 38 1, 200 50, 000 8, 000 8, 696 0 0 2 1 41 52 0 0 | 41 2 38 ! 1, 910 60, 000 8,’ 900 9’, 770 20, 000 0 0 26 39 .... 6 6 4 32 300 16, 000 3, 000 3, 100 27 3! 72 93 0 0 3 37 3 38 1,260 1 50’ 000 7, 000 7, 600 48,000 ; 0 0 0 o 1 10 40 0 0 3 75 3 38 2,500 175,000 10,500 18, 500 0 0 0 0 0 0 0 9 25 0 7 3 41 [ 1 2,000 20,000 I 1 2, 000 2,240 0 I 26 28 41 46 1852 EDUCATION REPORT, 1896-97. Table 19. — Statistics of public normal 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. Eemale. QJ : a Female. 6 rc5 a Female. 6 *3 a Female. Male. Female. 1 2 3 4 5 G 7 S 9 10 11 13 MASSACHUSETTS. 53 3 10 1 3 10 0 1 298 0 298 54 8 5 0 2 40 175 2 12 School. rj 18 7 7 210 432 171 216 39 216 56 1 5 1 3 0 20 0 0 0 20 57 5 16 5 6 2 108 0 0 2 108 58 1 17 1 17 0 142 0 0 0 142 59 4 9 4 9 0 142 0 0 0 142 60 do . 3 H 3 5 6 71 6 71 61 Worcester . Massachusetts State Normal 4 10 4 7 33 206 24 27 9 179 School. MICHIGAN. 62 1 21 1 3 0 130 0 130 63 Mount Pleasant . . . . Central Michigan Normal 5 8 5 3 66 130 0 0 66 130 Sch hoi. 64 Ypsilanti . Michigan State Normal Col¬ 20 22 20 13 358 869 139 130 191 686 lege. MINNESOTA. 65 Mankato ' State Normal School . 5 16 5 8 91 319 88 302 66 Moorhead . i . do . 4 8 4 8 116 224 59 65 1 57 159 67 St. Cloud _ ......... _ _ do . 8 8 8 8 226 337 114 75 112 262 68 St. Paul . Teachers’ Training School .. 5 8 5 3 213 238 ,213 161 0 77 69 W^ inona State Normal School. . . . 7 14 7 14 136 442 84 118 52 324 MISSISSIPPI. 70 Holly Springs . Holly Springs Normal Insti¬ 2 2 2 0 82 40 70 35 12 5 tute. 71 Mississippi State Normal 5 1 4 0 97 93 31 25 34 48 School (colored). 72 Louisville . Louisville Normal School . . . 3 2 2 1 73 64 40 30 28 31 73 Plattsburg . W inston N ormal High 1 2 1 1 43 37 40 31 3 6 School. 74 Sherman . Mississippi Normal Insti¬ 3 2 2 0 113 120 97 110 8 10 tute. 75 Troy . Mississippi Normal High 2 4 2 1 111 115 61 59 10 15 f School. 76 Walnut Grove . Mississippi Central Normal 2 0 2 0 65 65 45 45 20 20 School. MISSOUHI. 77 Gape Girardeau _ State Normal School . 9 3 9 3 178 132 0 0 178 132 78 Gainesville . Gainesville Normal School . . 2 1 2 1 42 36 30 28 12 8 79 Kirksville . State Normal School, first 9 3 9 3 427 397 54 51 373 346 district. 80 St. Lon is Normal and High School . . . 25 46 0 7 577 1472 0 234 81 Warreushuro- State Normal School, second 11 9 10 8 386 487 386 487 district. NEBRASKA. 82 Pern . State Normal School . 7 9 7 6 191 426 83 100 24 84 NEW HAMPSHIRE. 83 Plymouth . . | State Normal School . . 5 9 4 4 120 225 79 91 1 94 NEW JERSEY. 84 Newark . Newark Normal and Train¬ 2 10 2 6 174 249 174 178 0 71 ing School. 85 Paterson . ! Paterson Normal Training 1 2 1 2 0 68 0 0 0 68 i School. 86 Trenton . j State Normal and Model 13 32 10 11 375 960 ! 300 382 75 578 1 School. 1 1 1 Statistics of lSgO-^O. STATISTICS OF NORMAL SCHOOLS. 1853 schools, 1896-97 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. Years in normal course. u © Pi 'o O A © CO .0 co © © P" Volumes in library. Value of grounds, buildings, furniture and scientific apparatus. Amount of State, county, or city aid. Total income for the year 1896-97. Amount received from State, county, or city for build¬ ings and improvements. In busi¬ ness course. In high- school grades. r2 75 S I ffl r2 a Female. 6 oliool 4 1 2 1 60 70 10 12 Wadsworth Normal School. . 2 3 2 2 103 228 69 178 27 39 OKLAHOMA. 117 Edmond . OREGON. The Normal School of Okla¬ homa. 5 3 5 3 74 107 0 0 74 107 118 119 Drain ............ Oregon State Normal School. _ do . 3 4 2 3 114 124 62 68 50 54 IVTnnmnntb . _ _ 8 5 8 5 92 131 12 8 80 123 120 Weston . [ Eastern Oregon State Nor¬ mal School. 4 4 4 1 161 170 111 100 50 70 Statistics of 1895-96. STATISTICS OF NORMAL SCHOOLS. 1855 schools for 1896-97 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. Years in normal course. Weeks in school year. Yolumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Amount of State, county, or city aid. Total income for the year 1896-97. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In higli- scliool grades. Male. Female. Male. Female. Fc5 Female. *3 a Female. Male. "3 a <0 ft 13 14 15 16 17 18 19 SO 21 22 23 24 25 2tt ! 27 28 29 5 .... 3 14 4 40 1 1,000 $40, 000 $6, 000 $9, 520 $10, 000 0 0 0 0 209 332 0 0 17 87 2 40 1 3,200 219, 911 28, 978 40, 3S3 9, 000 41 38 181 163 0 0 17 77 4 40 6,000 210, 000 25, 350 26, 711 0 0 0 0 S93 705 0 1 0 182 1 40 3,000 150, 000 58, 000 58, 000 1 1, COO 3 4 0 0 180 271 0 0 14 69 4 40 7,000 254, 850 26, 000 29, 582 0 220 233 1 0 16 60 4 40 6, 000 260, 052 28, 989 29, 185 i 41 69 167 228 8 56 4 40 3, 000 219, 500 23, 500 24, 500 i 60 15 210 240 0 2 28 142 4 40 6’ 000 215, 000 28, 000 29, 500 13 14 115 121 16 89 4 40 3, 025 120, 000 20, 000 21, 000 1 ° 0 0 843 235 865 0 2 0 250 4 38 ! 6,000 1, 250, 000 150, 000 150, 000 0 12 20 107 178 27 115 4 40 2, 855 255, 000 25, 000 27, 230 0 0 0 0 259 273 0 0 5 66 3 40 6, 453 11, 300 24,184 26, 139 2, sir 0 0 76 87 0 0 0 2-1 4 40 2, 000 150, 000 20, 800 21, 800 o ! 0 1 200 246 1 0 24 89 4 40 5, 000 150, 200 25, 000 26, 618 4, 576 .. J 52 123 5 1 4 36 81 1, 000 1 j 1, 000 1, 000 0 0 1 5 12 4 7 4 36 100 1,000 1, 068 1, 606 0 1 31 40 6 36 500 1, 150 1, 600 1, 750 20 15 i 16 23 29 46 6 4 4 32 10,000 2, 000 7, 000 0 40 1 o 1 o i 64 72 0 0 0 23 4 32 5, 000 75,000 25,000 37, 426 0 0 ! 12 23 9 1 3 40 100 450 10, 000 10, 000 0 0 0 j 0 0 J 0 0 0 0 0 0 3 36 500 l’ 650 l| 650 | 23 | 12 4 36 2, 160 100, 000 10, 000 1 12, 200 ! 0 0 ! 0 0 0 0 4 5 I 4 36 750 30,000 io’ 000 11, 285 o 0 0 0 0 182 178 0 0 0 58 I 2 40 200 1 320 o 0 0 350 i 350 0 1 0 109 2 38 0 0 0 0 212 208 0 2 0 J 1 36 380 120 0 0 100 110 0 0 0 26 2 36 250 i o 0 0 50 j 58 0 | 0 3 5 10 12 4 1 38 600 40, 000 3, 500 4,300 2, 000 7 11 3 5 4 40 50, 000 3 000 1, 000 0 0 | 0 0 I 0 o 1 0 0 2 ! 1 3 1 3 1 38 1, 000 50, 000 12, 000 15, 000 2 1 2 0 0 0 o 0 0 4 7 3 40 250 18, 000 650 2, 300 0 0 0 0 85 120 20 48 3 40 450 35, 000 9, 000 13, 700 °l 0 0 0 ioo ! 90 0 0 5 9 3 40 150 10, 000 6, 000 7, 200 4, 000 a No report received. 87 88 89 90 91 92 93 94 95 96 97 98 99 300 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 1856 EDUCATION REPORT, 1896-97. Table 19. — Statistics of jjublic normal Teachers. 1 Students. Entire num¬ I In- struct- Entire Below In nor¬ ber ing nor¬ mal stu¬ dents. number normal mal em¬ enrolled. grade. course. Location. Name of institution. ployed. 6 ,2 6 © © 6 *3 a 13 1 ph r2 13 s 'eS 9 © pH 6 13 s 13 a S| « 2 .2 •2 O rO ® j£ni 5 c« 3 p ® -4 m 5 s P< r!m ej ' t> Amount of State, county, or city aid. Total income for the year 1896-97. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In high school grades. © £ | Female. r2 rc3 a Female. r2 n © 13 a » Ph g ids, buildi and scien o « , ©3 m d c ® © ^ +3 © 0 Jd a *3 fcJD d a 2«5 . ©^gg © S ^ 2 £ r-rg 3 ^“ © ® a u o 'A O - co > £ g-2 o fl •S U ® 3 ’© © © £ Q. oj Vi c3 1 © a Male. ,2 1 £ i 2 3 4 5 ; s 7 8 9 19 11 12 MISSISSIPPI. 104 Abbeville . Abbeville normal School. . . . 2 4 1 0 88 90 65 59 3 8 105 Houston . Mississippi normal College. . 4 7 4 7 290 261 151 142 20 25 106 5 3 5 1 190 169 130 120 60 49 107 Lake Como . Lake Como normal School 3 1 2 1 53 59 40 52 10 7 and Business Institute. 108 2 3 2 1 120 168 86 94 4 12 109 Poplar Springes ... Poplar Springs normal Col- 2 3 1 1 104 79 56 46 30 24 lege. 110 5 17 3 3 177 183 152 161 25 22 111 Tula . 5 3 2 0 107 100 73 * 86 11 7 112 Yale . Oakland normal Institute. . . 4 2 2 0 125 95 87 73 20 18 MISSOURI. 113 4 1 o 3 60 40 18 12 114 College Mound . . . McGee Holiness College 2 3 0 1 29 ] 35 19 12 6 21 115 ElDorad* Springs El Dorado normal School . . . 3 2 3 2 59 ' 100 10 4 42 95 1-16 Licking . Licking College . 2 2 2 0 27 i 25 11 17 9 5 117 Thornfield . Thomiield normal Institute 4 2 3 0 35 ! 32 9 7 23 22 118 W eaubleau . Weaubleau Christian Insti¬ 3 1 1 0 66 50 28 23 26 24 tute. NEBRASKA. | 119 .Fremont . Erem out normal School _ 12 4 12 4 300 300 45 120 120 100 120 Hoi-mal . Lincoln normal Hniversity. 17 2 15 1 350 450 115 285 150 150 121 Santee Agency . . . Santee normal Training 4 4 1 1 42 47 40 43 2 4 School. 122 W ayne . nebraska normal College . . . 4 5 4 5 427 519 190 80 147 412 NEW YORK. 123 Butfalo . School of Pedagogy, Hniver¬ 5 2 2 1 23 136 0 0 19 104 sity of Buffalo. 124 Hew York ..... Teachers’ College . . . 18 39 17 33 229 532 121 65 35 403 1 NORTH CAROLINA. • 125 Asheville . normal and Collegiate Insti¬ 0 15 0 5 0 224 0 77 0 133 tute. 126 Beaufort . Washburn Seminary . 1 4 1 2 49 52 36 48 13 4 127 Concord . Scotia Seminary . 1 16 1 5 0 267 0 254 0 13 128 . Kings Mountain.. Lincoln Academy . 0 7 0 6 80 138 78 124 2 14 129 Lumberton . Whitin normal School . 1 1 1 1 25 43 11 23 14 20 130 Baleigh . St. Augustine’s School _ 7 9 5 1 143 168 117 152 26 16 131 Trapkill . Eairview College . . 3 1 1 0 70 45 30 15 15 5 132 Wilmington . Gregory normal Institute .. 1 9 1 2 86 197 74 178 12 19 133 W inton . Waters normal Institute ... 2 2 2 2 86 128 43 56 43 72 NORTH DAKOTA. 134 Grand Porks . Grand Eorks College _ 5 2 2 1 150 20 75 10 OHIO. 135 Ada . Ohio normal Hniversity _ 23 9 10 4 2294 890 2 0 711 449 336 Augusta . Augusta normal School - 2 0 2 0 24 6 0 0 24 6 137 Canfield . northeastern Ohio normal 5 3 2 1 134 145 82 78 42 56 College. 138 Davton . St. Marv’s Convent . 13 0 13 0 70 0 70 0 139 Defiance . . Defiance College . 5 3 3 1 78 67 12 9 34 40 140 Ewington . Southern Ohio normal Col¬ 1 2 1 0 12 19 0 0 1 7 lege. 141 Eayette . Eayette normal Hniversity. 8 3 6 1 140 118 0 0 75 68 * Statistics of 1895-96. STATISTICS OF NORMAL SCHOOLS. 1867 schools for 1S96-97 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. Gradu¬ ates from normal course. Years in normal course. Weeks in school year. V olumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Total money value of endow¬ ment property and funds now possessed, received from private sources. In busi¬ ness course. In high school grades. rS c3 £ 6 | Male. © 1 A •aim r2 a o Male. r2 O Male. 1 1 13 14 15 16 17 IS 1© 20 21 , K 1 » | 23 24 i 25 2® 27 28 29 20 23 1 9 40 125 $5, 000 $500 104 19 4 100 90 .... 0 0 8 7 3 40 500 10, 000 1, 000 0 0 105 0 0 0 0 0 0 0 0 21 2 4 48 800 60, 000 0 106 8 0 9 40 0 1, 200 384 107 30 62 0 2 3 36 120 2, 000 108 6 1 12 8 150 3, 000 i 109 79. 80 22 4 2 4 32 4, 000 80, 000 110 23 7 0 0 0 0 0 0 0 0 3 40 600 3,000 0 0 0 m 8 9, 10 2 0 0 15 6 1 40 1,000 2, 000 390 I 112 12 8 30 20 0 0 0 0 400 2, 000 o o 0 113 4 2 0 0 0 0 0 0 0 0 2 40 5,’ 000 0 0 0 114 7 1 4 0 2 40 200 10, 000 | 115 7 3 o o o o 0 0 2 40 100 8, 000 0 0 0 116 3 3 0 o 2 40 1, 500 117 12 3 300 8, 000 $500 $9,000 1 118 135 80 45 50 3 50 4, 000 120, 000 o 119 70 5 15 10 1 0 0 0 0 30 25 3 48 800 135, 000 120 18 15 o 1 3 38 1 425 45, 000 o 0 45,000 I 121 90 9" 0 0 0 0 36 132 2 50 1, 200 35, 000 o 122 0 0 4 32 41 41 0 0 0 5 1 2 32 63 1, 061 0 0 81 123 0 0 73 64 187 136 0 0 2 18 34 8, 500 1,250,000 93, 226 1,250,000 ! 124 0 14 1 16 0 0 0 11 4 38 858 125, 000 0 6, 000 0 125 0 0 0 0 36 48 13 4 0 0 4 32 0 7, 000 0 0 o 126 0 131 0 13 0 5 2 35 1, 000 65, 000 0 10, 000 69,500 ! 127 2 14 0 2 4 34 3, 500 51 128 10 20 14 20 o 0 4 24 200 1, 250 50 1,100 129 37 39 26 16 2 3 3 32 0 5, 000 130 10 0 15 25 1 0 3 40 1, 100 3, 000 131 0 0 0 0 0 0 12 19 3 3 4 32 300 12, 000 0 500 0 132 43 72 2 32 250 1, 086 200 1,934 133 75 10 0 0 0 0 2 32 1, 200 33, 000 0 134 225 ! 32 1356 409 0 0 0 0 69 18 2 49 5, 475 75, 000 75, 000 135 0 0 0 0 0 0 0 0 5 36 0 o 0 0 138 10 11 82 78 6 5 3 40 2, 000 35, 000 1, 100 137 4 40 198 18 | 5 14 13 1 0 0 0 4 40 150 30, 000 o 139 0 o 11 12 0 o 0 0 2 40 40 3, 000 o q n 140 23 1 2 42 48 0 0 0 0 4 2 40 560 15, 000 1, 800 0 u 0 141 1868 EDUCATION REPORT, 1896-97. Table 20. — Statistics of private normal Location. Name of institution. Teachers. Students. 1 Entire number em¬ ployed. In- struct- ingnor- mal stu¬ dents. Entire number enrolled. Below normal grade. In normal course. Male. a ® pr 6 s Female. Male. Female. Male. F emale. Male. Female. 2 3 4 5 6 7 § 9 1° Ml 12 OHIO — continued. 142 Fostoria . Fostoria Normal School and 4 3 1 2 1 47 22 14 8 21 8 Academy. 143 8 5 8 5 1481 940 1243 850 and College of Teachers. 144 Middlepoint ...... Western Ohio Normal School 2 1 2 1 I 44 30 0 0 44 30 145 N ew Philadelphia . John P. Kuhn’s Normal J 2 1 1 1 40 30 40 30 School. 146 4 2 4 2 80 40 80 40 Pedagogy. 147 4 o 3 0 44 0 27 0 17 0 PENNSYLVANIA. 148 Ebensburg . Ebensburg Normal Insti- 2 1 1 1 30 46 8 10 22 36 tute. 149 15 2 7 1 194 112 181 107 150 Indiana . Indiana Normal School of 11 14 11 12 244 426 67 101 143 289 Pennsylvania. 151 Muncy . Lycoming County Normal 5 1 5 1 232 104 0 0 226 104 School. 152 Philadelphia . Institute for Colored Youth. 3 7 1 3 135 199 81 170 49 23 153 1 Pittsburg . Currv College . 9 6 3 9 250 200 20 25 154 Rimersburg . Clarion Collegiate Institute. 3 1 1 0 i 21 7 2 6 8 155 Waynesburg . I Waynesburg College . 8 2 4 i 351 140 289 102 62 38 SOUTH CAROLINA. 1 156 Aiken . Schofield Normal and Indus¬ 7 7 0 2 ! 190 160 175 150 15 10 trial School. 157 Charleston . Avery Normal Institute .... 2 6 1 3 122 252 86 122 13 85 158 rlo . 1 Wallingford Academy . 1 4 1 1 83 121 74 106 9 15 159 Chester . I Brainerd Institute . 2 6 1 80 88 76 81 4 7 160 Frogmore . Penn N ormal and Industrial 3 8 1 1 157 140 137 122 20 18 School. 161 Greenwood _ Brewer Normal School _ ... 1 y 1 1 120 156 112 152 8 4 SOUTH DAKOTA. 1 162 Sioux Falls . i Lutheran Normal School 5 2 5 2 50 38 50 38 TENNESSEE. 163 Andersonville .... J Big Valley Academy . 3 1 1 0 90 63 55 46 15 5 164 R1 onrn i ti gd fl.l p | Fimrsley Seminary _ 3 o 1 0 69 32 37 22 18 4 165 Chattanooga . Chattanooga Normal Uni¬ 9 11 4 5 80 120 25 50 8 11 - versity 166 Dickson . j Dickson Normal School . 5 6 3 3 325 250 138 147 175 100 167 Edgewood . Ed ge wood Normal School . .. 3 2 3 2 80 75 40 50 25 20 168 Fountain City Holbrook Normal College . . . 4 5 1 2 ! 119 75 90 56 14 9 169 Greenbrier . Central Tennessee Normal 1 2 1 1 128 145 45 32 83 113 College. 170 Hornbeck . West Tennessee Normal 4 4 3 1 180 100 90 60 65 35 College. 171 Huntingdon . Southern Normal University 12 12 6 6 300 200 70 80 200 100 172 McLemoresville .. McLemoresville Collegiate 3 2 2 0 60 50 34 38 10 6 Institute. 173 Memphis . The Le Moyne Normal In¬ stitute. 3 14 3 5 312 453 234 355 78 98 174 Morristown . Morristown Normal Acad¬ 2 12 2 6 ! 130 174 101 126 29 48 emy. 175 Nashville — . Peabody Normal College 13 15 13 15 208 336 0 0 208 336 176 Orlinda . Orlinda Normal Academy . . . 1 3 1 0 48 37 45 32 3 5 177 Sparta . Dibrell Normal Institute* .. 1 4 0 1 100 100 60 70 25 25 178 1 Wheat . Roane College . 3 2 1 1 - 80 67 50 47 30 20 ' * Statistics of 1895-96. STATISTICS OF NORMAL SCHOOLS. 1869 schools for 1896-97 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. Gradu¬ ates from normal course. Tears in normal course. Weeks in school year. Volumes in library. 1 Value of grounds, buildings, furniture, and scientific apparatus. Amount of State, county, or city aid. Value of benefactions re¬ ceived during the year. Total money value of endow¬ ment property and funds now possessed, received from private sources. In busi¬ ness course. In high school grades. •9IBH Female. Male. Female. Male. Female. Male. Female. r2 lS S 15 356 California . . 28 439 484 923 11 72 98 170 16 286 382 668 STATISTICS OF SECONDARY SCHOOLS. 1891 Table 8. — Public high schools — Number of secondary students pursuing certain studies in 1896-97. State or Territory. Psychology. Rhetoric. History. Schools re¬ porting. Male. 6 'cS a o Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 840 1 00 lO CO | _ 7,499 11, 857 4,408 57, 056 1 83, 151 140, 207 4, 326 59, 587 86, 837 146, 424 Uorth. Atlantic Division - 123 561 1, 429 1,990 1, 064 15, 681 22, 953 38, 634 1, 026 18, 902 28, 238 47, 140 South Atlantic Division - 34 146 374 520 287 3, 107 4, 364 1 7,471 290 4,397, 6,205 10, 602 South Central Division .... 181 1, 097 1, 230 2, 327 455 4, 988 7, 092 12.080 393 4, 98ll 7,459 12, 440 North Central Division . 477 2, 395 4, 156 6, 551 2, 425 29, 044 42, 650 71,694 '2, 430 26, 694 38, 041 64,735 W estern Division . 25 159 310 469 177 4, 236 6, 092 10, 328 187 , 4,613 6,894 11,507 North Atlantic Division: 1 Maine . 21 103 156 259 126 1, 065 1,438 2,503 103 1, 058 1, 485 1 2,543 New Hampshire . C 17 17 34 38 444 593 1, 037 42 600 ! 803 1, 403 Vermont . . . 19 39 127 166 44 357 540 897 41! 382 523 905 Massachusetts . 9 49 135 184 203 5, 134 6, 492 11. 626 212 6,984 8, 763| 15,747 Ehode Island . 3 1 76 77 14 425 450 875 13 617 830; 1, 447 Connecticut . 4 20 57 77 56 820 1,152 1, 972 56 1,171' 1,668 2, 839 New York . 18 89 327 416 293 3, 366 4,279 7, 645 290 3,547 5,765 9,312 New Jersey . 11 30 150 180 71 1, 083 1, 841 2, 924 69 1,327 2, 064: 3, 391 Pennsylvania . 32 213 384 597 219 2, 987 6, 168 9, 155 200 3,216 6,337 i 9, 553 South Atlantic Division : 1 Delaware . . . 1 1 4 5 13 145 236 381 13 175 277 452 Maryland . 6 30 169 169 30 467 265 732 36 1, 304 ! 1,293 1 2, 597 3 461 693 1, 154 4 434 762! 1, 196 Virginia . 6 39 74 113 55 641 1, 002 1, 643 53 810 1,269! 2,079 West Virginia . 1 4 8 12 21 152 291 443 25 268 413 681 North Carolina . 2 12 16 28 6 38 72 110 11 115 222 337 South Carolina . 3 9 5 14 55 303 409 712 57 437 620 ' 1, 057 Georgia . 6 23 52 75 80 634 1, 071 1, 705 71 644 1, 093 1,737 Florida . 9 28 46 74 24 266 325 591 20 210 256 466 South Central Division : Kentucky . 22 147 250 397 47 756 1,135 1, 891 43 546 1, 160 1, 706 Tennessee . 16 44 78 122 88 800 1, 074 1,874 64 700 1,059 1, 759 Alabama . 7 117 32 149 41 494 680 1,174 33 435 623 1, 058 Mississippi . 10 62 86 148 57 475 660 1, 135 54 457 637 1, 09 1 Louisiana . 2 1 9 10 16 230 373 603 15 320 507 827 Texas . - . 111 557 675 1,232 165 1,818 2, 753 4, 571 153 2, 164 3, 111 5, 275 Arkansas . 10 118 83 201 36 332 378 710 27 307 337 644 Oklahoma . 2 11 17 28 3 11 39 50 2 14 25 39 Indian Territory . 1 40 0 40 2 72 0 72 2 38 0 38 North Central Division : Ohio . 74 360 507 867 478 5, 029 7, 263 12, 292 470 5,135 6, 997 12, 132 Indiana . 62 309 461 770 310 4, 109 5, 233 9, 342 304 ! 3,234 4,095 7. 329 Illinois . 21 117 269 386 290 4, 759 7,483 12, 242 295 3, 736! 5,770! 9,506 Michigan . 59 231 392 623 264 2, 749 3, 973 6, 722 267 3, 120 I 4, 432 7, 552 Wisconsin . 114 463 653 1, 116 138 1,038 1,429 2, 467 172 1,509 2,072 i 3, 581 Minnesota . . . 2 16 25 41 90 1,272 1, 850 3, 122 92 1,358 1,787 : 3, 145 Iowa . 33 166 311 477 300 3, 423 4, 959 8, 382 293 2,949 4.371 ! 7. 220 Missouri . 63 403 994 1, 397 178 2, 557 4,526 7, 083 163 2, 177 3, 463 5, 640 North Dakota . 1 3 0 3 19 193 314 507 18 179 247 i 426 South Dakota . 3 13 23 36 25 184 274 458 20 143 217 ! 360 Nebraska . 6 33 54 87 i 177 2, 046 ' 2,985 5, 031 176! 1,548 2, 233 3, 781 Kansas . 39 281 467 748 156 1, 685 2, 361 4, 046 160, 1, 606 2, 357 i 3, 963 Western Division: Montana . 12 101 129 230 101 77 101 178 W yoming . 2 103 117 220 21 28 41 69 Colorado . 10 74 163 237 39 723 1, 028 1, 751 391 1,242 1, 760 3, 002 New Mexico . . 6 28 58 86 6 19 57; 76 Arizona . 1 23 26 49 ll 7 9 16 Utah . 2 17 39 56 2 241 374 615 2 54 106 160 Nevada . 1 0 4 4 5 34 81 115 5 60 104 161 Idaho . 1 12 12 24 6 34 66 100 7 47 09 116 Washington . 8 35 63 98 24 399 625 1, 024 24 383 540 923 Ore yon . 1 1 5 6 9 150 279 429 11 214 374 588 California . 2 , 20 24 71 2, 400 3, 309 5, 709' I 1 s» 2, 482 3, 733 6, 215 1892 EDUCATION REPORT, 1896-97. Table 9. — Public high schools — Proportion of male and female students, per cent of students pursuing certain courses, per cent of graduates, etc., in 1896-97. Per cent to total number. Per cent of gradu¬ ates pre¬ pared for college. State or Territory. Total secondary students. Males. Females. College classical prepara¬ tory students. College scientific prepara¬ tory students. Gradu¬ ates in 1897. United States . 409, 433 42. 36 57. 64 6.62 5. 55 12. 22 29. 26 North Atlantic Division.... 126, 399 43. 16 56. 84 8. 99 5. 29 12. 85 24. 48 South Atlantic Division . 20, 521 42. 01 57. 99 9. 82 1.80 9. 83 24. 48 South Central Division . 29, 652 42.44 57. 56 9. 56 4. 35 8.68 35. 12 North Central Division . 210, 538 41.99 58.01 4. 53 5. 93 12. 53 30. 59 Western Division . 22, 323 41.57 58.43 1 6.11 8. 55 12.64 42.36 North Atlantic Division : Maine . 8, 177 44.54 1 55.46 13. 89 4.19 12. 63 25. 27 New Hampshire . 3, 458 43. 35 56.65 11.05 8. 36 13.97 27. 54 Vermont . 2, 752 42. 41 57. 59 7. 45 11. 95 13. 01 42. 18 Massachusetts . 31, 360 44. 49 55. 51 13. 77 4.80 14. 77 25. 45 Rhode Island . 2, 909 43. 52 56. 48 23. 03 5. 64 13. 68 39. 70 Connecticut . 6,126 44. 06 55. 94 11.72 7. 23 15. 36 22. 85 New York . 38, 957 45. 86 54. 14 6. 13 5. 67 8. 29 32.78 New Jersey . 8, 616 39. 77 60. 23 5. 87 6. 69 15. 49 17. 98 Pennsylvania . 24,014 37. 63 62.37 4. 29 3. 46 15. 92 15. 16 South Atlantic Division : Delaware . 1, 251 38. 77 61.23 6.24 1.20 14. 63 17. 49 Maryland . 3, 427 45. 34 54. 66 18.12 0.18 9. 16 9. 87 District of Columbia. . . . 2,413 38. 29 61.71 4. 93 3. 32 10.19 10. 98 Virginia . 3, 468 40. 89 59.11 10. 03 1.27 10. 96 10. 53 West Virginia . 1,299 39. 26 60.74 7. 93 1.39 12. 55 25. 15 North Carolina . 472 37. 92 62. 08 15. 68 4. 03 16. 10 57. 89 South Carolina . 2, 303 46. 37 53. 63 18. 58 3.56 9. 42 49.31 Georgia . 4, 652 38.99 61.01 16. 44 1.76 7. 87 43. 17 Florida . 1,236 43.04 56. 96 3. 16 1.86 5. 91 19.18 South Central Division : Kentucky . Tennessee . 3,799 42.77 57. 23 9. 21 3. 66 9. 77 34. 77 4, 805 42.89 57.11 7. 99 4. 10 10. 88 27. 15 Alabama . 2, 547 43.42 56. 58 7. 42 2. 71 7. 03 20. 67 Mississippi . . 3,151 44. 78 55. 22 14. 03 7. 05 7. 65 40. 66 [Louisiana . 1,425 29. 68 70. 32 3. 72 4.35 16. 49 39. 15 Texas . 11, 105 41. 76 58.24 9. 54 3.89 7. 28 40. 59 Arkansas . 2, 480 45.44 54. 56 13.83 5.16 7. 94 36. 55 Oklahoma . 230 36. 96 63. 04 6.52 | 0. 00 6. 09 42. 86 Indian Territory . 110 100.00 0. 00 0.00 30. 36 5.45 0. 00 North Central Division: Ohio . 37, 958 43.23 56. 77 4.21 | 3. 23 13.22 23. 33 Indiana . 21,344 44.26 55. 74 2.71 | 2.71 12. 06 22. 80 Illinois . 31, 909 39.31 60. 69 4.18 5. 72 13. 06 25. 75 Michigan . 25, 745 42.54 57.46 3.36 9.10 11.38 31.33 Wisconsin . . 15, 587 43. 82 56. 18 3.62 1 5. 48 11. 98 29. 28 Minnesota ............ _ 10, 550 24, 626 42. 65 57.35 2.70 20. 39 12. 12 56. 45 Iowa . 41.70 58.30 6.31 5.03 13. 75 35. 35 Missouri . 16, 820 40. 37 59. 63 5. 29 4.87 10. 98 31.31 North Dakota . 909 40.92 59. 08 8. 91 3. 96 9. 24 38.10 South Dakota . 1,420 42. 46 57. 54 2. 46 5.42 14.01 17.59 Nebraska . 12,111 41.16 58.84 5.75 5. 52 13. 56 32. 40 Kansas . 11,559 40. 72 59. 28 9.20 5. 74 12. 07 48.75 W estern Division : Montana . 943 42. 84 57. 16 6.36 6.04 9. 86 49. 46 Wyoming . 220 46. 82 53. 18 18. 64 1.36 18.18 80 00 Colorado . 4,635 40. 65 59.35 7. 16 14. 69 11. 50 36.77 New Mexico . 206 36.41 63. 59 0. 00 0.97 7.28 13. 33 A ri 7, ors a, _ _ ...... 127 46. 46 53. 54 9.45 0. 00 6. 30 62 50 Utah . 650 40. 15 59. 85 18. 46 6. 15 5. 69 35.14 Nevada . 375 39. 20 60. 80 0. 53 11.73 16. 80 14. 29 Idaho . 292 36. 99 63.01 5. 48 4.11 12. 33 36.11 Washington . 2,561 41.70 58. 30 4. 26 4. 57 13.28 24. 71 Oregon . 1,521 41.55 58. 45 1.05 0. 26 14. 99 3. 95 California . 10, 793 42. 06 57. 94 6. 08 8. 79 13.23 55.04 STATISTICS OF SECONDARY SCHOOLS. 1893 Table 10. — Public high schools — Percentages of secondary students pursuing certain studies in 1896-97. Per cent to total secondary students. State or Territory. Latin. Greek. French, j German. Algebra. Geome¬ try. Trigo¬ nome¬ try. Astron¬ omy. United States . 48. 36 3. 13 6.86 12. 42 55. 46 26. 71 2. 45 4.21 North Atlantic Division . . . 46. 98 6. 22 15. 36 15. 26 50. 52 26.32 2.13 5. 26 South Atlantic Division . . . 66. 03 3. 08 8. 80 14. 03 68. 27 30. 33 5.28 4.12 South Central Division .... 53.69 1.81 5. 04 4.34 68.11 32. 58 6. 24 4.90 North Central Division. . . . 46. 36 1.42 2. 14 11. 89 54. 84 24. 73 1.55 3.67 Western Division . 51.77 3.54 3.91 10. 71 60.70 36. 45 5. 16 2: 47 North Atlantic Division : Maine . 48.31 11. 69 16. 88 0. 97 53.80 26.11 0. 40 10. 26 New Hampshire . 56. 62 7.92 31. 09 2. 05 46.44 28. 28 0.84 7. 89 Vermont . 39. 46 6. 83 8. 90 3. 67 45.24 24. 31 0. 00 10. 39 50. 76 49. 64 9. 48 10.73 36. 87 23. 00 9. 97 12. 20 46. 21 58. 99 27. 54 32. 49 0. 86 2. 20 5.92 5.12 Khode Island . . . Connecticut . 57. 04 8.75 12. 08 22.30 49. 77 30. 71 7. 22 9. 29 New York . 37. 32 4.26 5. 55 19.35 40. 00 19. 54 1. 90 3.41 New Jersey . 36.84 3. 68 4.83 25. 65 70. 71 26. 81 3. 53 6.37 Pennsylvania . 57. 45 2. 66 4.82 18. 45 65. 22 33. 72 3. 34 3. 34 South Atlantic Division : Delaware . 71.70 0. 00 0.00 4. 00 60.11 26. 30 2. 24 0. 40 Maryland . 73. 71 4. 26 9. 13 29. 76 71.02 62. 24 10. 56 7. 32 District of Columbia . . 43. 31 3. 56 13. 51 34. 40 32. 41 22. 54 3. 03 0.00 Virginia . 77.45 0.35 8. 33 23. 88 70. 73 26. 33 6. 66 2. 54 West Virginia . ! 35. 03 0.00 0. 62 0. 62 72. 13 24. 17 2. 46 3. 39 North Carolina . 93.01 5.51 0. 00 0. 00 90. 47 18.01 0. 00 5. 30 South Carolina . 65. 05 4.56 7. 95 2. 13 74. 38 17. 89 1. 87 1. 22 Georgia . 71.99 5.29 13.91 1.68 77. 56 26. 57 5.12 7. 05 Florida . 1 52. 99 0.89 3.24 1. 38 73. 06 20. 87 6. 15 6. 23 South Central Division : Kentucky . 66. 36 4.90 1.40 14. 40 59. 38 31. 56 7. 21 0. 05 Tennessee . 52. 92 1.00 2. 14 2. 00 65.72 28. 60 2. 87 3. 93 Alabama . 58. 74 3. 22 9. 50 2. 67 68.98 37. 85 14. 64 14.13 Mississippi . 48. 71 2.19 0. 48 0.25 67. 22 16. 06 3.46 3. 74 Louisiana . 83.58 0.42 64. 77 2. 81 60.63 48. 77 0.56 1.40 Texas . 48.40 0.98 1. 04 3. 85 74.45 37. 53 6. 61 4. 54 Arkansas . 43.83 1.49 1. 77 3. 15 62. 34 26.94 8. 39 1.29 Oklahoma . 45. 22 0.00 0. 00 9. 57 78. 70 33.91 0. 00 0. 00 Indian Territory . 60. 91 0.00 1 0. 00 0. 00 42. 73 7. 27 5. 45 0. 00 North Central Division : Ohio . 49. 51 2.24 2. 01* 11.46 60. 16 26. 63 3. 03 4. 69 Indiana . 61. 22 0.48 i 0.41 7. 92 60. 21 24. 88 1. 19 1.52 Illinois . 49. 09 1.85 4. 59 14.58 48. 58 26. 48 1.74 5. 05 Michigan . . . 34.43 1.77 3.13 14.23 50. 08 20. 26 0. 93 3.66 Wisconsin . 22. 08 0.87 0. 33 23.51 41. 57 22. 02 0.46 0.28 Minnesota . 63. 04 1. 60 5.37 15. 02 48.72 31.28 0. 52 2. 95 Iowa . 39. 46 0.49 0. 66 7.21 53 35 22. 56 1.10 5. 51 Missouri . 45. 59 2. 04 2. 34 9. 32 64. 08 20. 60 2. 30 2. 66 North Dakota . 73. 82 0. 99 0. 00 2. 31 65. 68 40. 59 0. 22 2.31 South Dakota . 40. 07 0. 70 0. 92 10. 56 52. 75 27.54 2. 18 6. 27 Nebraska . 51. 98 1. 02 1. 48 6. 78 63. 85 27.21 1. 43 2. 07 Kansas . 53. 78 0. 70 0.24 9. 45 58. 61 27. 36 0. 70 4. 77 Western Division : Montana . 35. 84 0. 00 0. 95 0. 00 42. 95 19. 72 0. 74 3. 61 Wyoming . 67. 73 0. 00 0. 00 10. 00 65. 45 36. 36 11.36 5. 00 Colorado . 60. 82 5. 72 6. 49 18. 96 51.61 35. 62 4. 64 4. 29 New Mexico . 31. 55 0.00 0. 00 0. 00 55. 34 12.14 0. 00 0. 00 Arizona . 37.01 0. 00 | 0.00 0. 00 51. 97 11.81 7.09 0. 00 Utah . 49. 38 1.38 7. 69 20. 15 71. 08 26. 62 5. 69 4. 62 Nevada . 39. 47 0. 00 0. 00 0. 00 62. 40 34. 93 0. 00 3. 73 Idaho . 48. 63 0. 00 0. 00 0. 00 63.70 25. 00 0. 00 6. 85 Washington . 43. 19 0. 00 0. 00 15. 62 61.46 35.49 0. 62 2. 38 Oregon . 32.35 0. 46 0. 00 11.44 62. 13 29. 85 3. 55 3.35 California . 54. 93 4. 73 4. 75 7. 27 65. 11 41. 13 7.31 1. 22 1894 EDUCATION REPORT, 1896-97. Table 11. — Public high schools — Percentages of secondary students pursuing certain studies in 1896-97. Per cent to total secondary students. State or Territory. Physics. Chem¬ istry. Physic¬ al geog¬ raphy. Geology. Physi¬ ology. Psy¬ chology. Rhet¬ oric. History. United States . 21.09 8. 83 25. 38 4. 62 30. 84 2. 90 34.24 35. 76 North Atlantic Division... 19. 69 9. 74 19. 54 6. 24 29. 57 1.57 30.57 37.29 South Atlantic Division... 27.78 8. 13 29. 68 2. 57 31. 22 2. 53 36.41 51.66 South Central Division - 31.44 8. 96 38. 08 7. 37 49. 15 7. 85 40. 74 41.95 North Central Division .... 19. 83 7. 75 27. 41 3. 44 30.81 3. 11 34. 05 30. 75 W estern Division . 21. 04 14.43 18. 54 4. 85 13. 55 2. 10 46. 27 51. 55 North Atlantic Division: Maine . 20. 79 11.72 20. 09 9. 91 21. 67 3.17 30. 61 31. 10 New Hampshire . 26. 84 12. 12 11. 89 7. 84 12. 90 0. 98 29. 99 40. 57 Vermont . 15. 04 9. 19 25. 00 8. 54 22. 57 6. 03 32. 59 32.89 Massachusetts . 21. 30 12. 49 8. 04 4. 08 16. 94 0. 59 37. 07 50. 21 Rhode Island . 21.83 11.28 13.44 4. 61 4. 54 2. 65 30. 08 49. 74 Connecticut . 19. 15 13. 03 17.81 7. 20 16. 39 1.26 32. 19 46. 34 New York . 10. 76 5. 65 20. 30 6. 86 38. 02 1. 07 19. 62 23. 90 N ew J ersey . 25. 30 10. 78 25. 48 5. 72 35. 17 2.09 33. 94 39. 36 Pennsylvania . 29. 43 10. 44 32. 64 6. 45 42. 62 2.48 38. 08 39.73 South Atlantic Division: Delaware . 33. 01 18.71 36. 93 0. 40 50. 28 0.40 30. 46 36. 13 Maryland . 46. 37 6. 80 21.51 0. 88 29. 76 5.81 21.36 75.78 District of Columbia . . 20. 97 8. 37 0. 00 1. 37 0. 00 0.00 47.82 49. 56 Virginia. . . 25. 46 10. 58 40. 20 2. 54 34. 23 3. 26 47. 38 59.95 West Virginia . . 19. 01 4.54 39. 18 1. 39 42. 96 0. 92 34. 10 52. 42 North Carolina . 28. 18 21. 19 38. 35 14. 19 33. 26 5. 93 23. 31 71. 40 South Carolina . 20. 93 0. 78 39. 43 4. 17 39. 12 0. 61 30. 92 45. 90 Georgia . 26. 27 9. 16 30. 16 3.87 29.43 1. 61 36. 65 37. 34 Florida . 18. 28 2. 43 40. 13 0. 81 47.41 5. 99 47.82 37. 70 South Central Division : Kentucky . Tennessee . 31. 88 25.06 10.42 4.93 18.74 28.24 3. 79 15. 92 36. 43 40. 65 10. 45 2. 54 49. 78 39. 00 44. 91 36. 61 Alabama . 30. 86 16. 53 38.04 14. 33 54. 97 5. 85 46. 09 41. 54 Mississippi . 43. 07 5. 46 40. 53 4. 54 56. 59 4.70 36. 02 34. 72 Louisiana . . . 32.70 20. 00 38.74 0. 35 34. 81 0. 70 42. 32 58. 04 Texas . 32. 99 7.83 47. 22 5. 29 54. 01 11.09 41. 16 47.50 Arkansas . 23. 10 10. 28 43. 99 5. 65 59 92 8. 10 28. 63 25. 97 Oklahoma . 20. 43 9. 57 26. 09 11.74 10. 00 12. 17 21.74 16. 96 Indian Territory . 13. 64 0. 00 27.27 7. 27 47. 27 36. 36 65.45 34. 55 North Central Division: Ohio . 18. 66 8. 74 27. 57 2.97 39. 77 2. 28 32.38 31. 96 Indiana . 21.63 8. 97 27. 77 3. 88 21. 37 3. 61 43. 77 34. 34 Illinois . 17. 22 9. 64 31. 63 3. 57 25. 52 1. 21 38. 37 29. 79 Michigan . 17.77 8.82 18. 75 3. 14 26. 38 2. 42 26. 11 29. 33 Wisconsin . 16.89 3. 14 33.57 1.44 24. 68 7. 16 15. 83 22. 97 Minnesota . 15.28 9. 74 16. 68 2. 26 22. 70 0.39 29. 59 29. 81 Iowa . 21. 58 3.82 27. 60 5.35 30 57 1.94 34. 04 29. 72 Missouri . 21. 50 7. 25 20. 77 4. 12 38. 98 8. 31 42. 11 33. 53 North Dakota . 25. 63 4. 84 25. 85 2. 20 50. 28 0. 33 56. 88 46.86 South Dakota . 21. 83 5. 85 32. 75 5.77 44. 44 2.54 32. 25 25. 35 N ebraska . 24. 99 10. 04 32. 14 2. 68 38. 72 0. 72 41. 55 31. 22 Kansas . 28. 00 6. 12 39. 04 3.83 36. 10 6. 47 35. 00 34. 28 Western Division : Montana . 18. 56 2. 97 30.43 7. 95 22. 38 0. 00 24. 39 18. 88 Wyoming . 16. 82 5. 00 53. 64 4. 55 59. 55 0. 00 100. 00 31.36 Colorado . 23. 91 15. 92 16. 74 10.42 13. 16 5. 11 37. 78 64. 77 New Mexico . 15. 53 2.43 39. 81 7. 28 37. 86 0.00 41.75 36. 89 Arizona . 9. 45 8. 68 47.24 0.00 40. 94 0. 00 38.58 12. 60 Utah . 14. 92 4.46 19. 38 25. 54 7. 38 8. 62 94. 62 24. 62 Nevada . 34.40 26. S3 39. 47 0. 00 32. 53 1.07 30. 67 43. 73 Idaho . 27. 74 6. 16 43. 49 3.42 33. 90 8. 22 34. 25 39. 73 Washington . 22. 41 4. 84 40. 30 5. 35 25. 34 3. 83 39. 98 36. 04 Oregon . 25. 05 12. 43 30. 24 1.05 23. 41 0. 39 28.21 38. 66 California . 19. 19 18. 23 8. 55 1. 58 6. 19 0. 41 52. 90 57. 58 STATISTICS OF SECONDARY SCHOOLS. 1895 Table 12. — Statistics of public high schools' in cities of 8,000 population and over. State or Territory. Schools. Secondary instructors. Secondary pupils. Male. Female. Total. Male. Female. Total. United States . 627 2, 288 3, 632 5, 920 73, 872 107, 538 181, 410 North Atlantic Division . 229 883 1,548 2, 431 30, 492 40, 205 70, 697 South Atlantic Division . 42 125 199 324 3, 665 5, 978 9, 643 South Central Division . 64 149 186 335 3, 239 6, 199 9, 438 North Central Division . 256 958 1, 475 2, 433 31, 335 47, 642 78, 977 Western Division . 36 173 224 397 5, 141 7, 514 12, 655 North Atlantic Division: 1 Maine . 9 22 44 66 853 1, 152 2, 005 New Hampshire . 6 15 30 45 602 788 1, 390 Vermont . 1 3 2 5 33 98 131 Massachusetts . 64 285 502 787 9, 651 11, 712 21, 363 Rhode Island . 7 52 56 108 1, 060 1, 382 2. 442 Connecticut . 16 60 98 158 1,763 2, 144 3,907 New York . 52 198 414 612 9,798 10, 467 20, 265 New Jersey . 20 51 128 179 1, 892 3, 197 5,089 Pennsjdvania . 54 197 274 471 4, 840 9, 265 14, 105 South Atlantic Division: Delaware . 1 5 13 18 262 362 624 Maryland . 8 25 38 63 1,179 1,124 2, 303 District of Columbia . 4 44 55 99 924 1, 489 2,413 Virginia . . . 11 19 51 70 740 1, 292 2, 032 West Virginia . 3 4 5 9 78 178 256 North Carolina . 1 3 0 3 46 85 131 South Carolina . 2 4 2 6 61 90 151 Georgia . 10 17 31 48 286 1, 200 1, 486 Florida . . . 2 4 4 g 89 158 247 South Central Division : Kentucky . 13 43 38 81 807 1,261 2, 068 Tennessee . . . 10 20 31 51 486 1, 086 1,572 Alabama . . . 9 11 27 38 370 666 1, 036 Mississippi . 5 7 10 17 190 331 521 ^Louisiana . 6 16 33 49 288 709 997 Texas . . 15 40 38 78 838 1, 753 2, 591 Arkansas . 5 10 7 17 199 312 511 Oklahoma . 1 2 2 4 61 81 142 Indian Territory . North Central Division : Ohio . 53 186 269 455 6, 241 9, 437 15, 678 Indiana . 35 119 128 247 3, 502 4, 955 8, 457 Illinois . 44 224 270 494 5, 541 10, 134 15, 675 Michigan . 28 96 203 299 4, 095 5, 728 9, 823 Wisconsin . 22 70 113 183 2, 221 2, 901 5, 122 Minnesota . 14 59 152 211 2, 496 3, 184 5, 680 Iowa . 23 65 137 202 2, 304 3, 577 5, 881 Missouri . 17 89 114 203 2, 795 4, 643 7, 438 North Dakota . South Dakota . 1 2 3 5 76 97 173 Nebraska . 9 24 50 74 1, 065 1, 505 2, 570 Kansas . . 10 24 36 60 999 1, 481 2, 480 W estern Division : Montana . 2 2 9 11 125 215 340 Wyoming . . . 1 1 4 5 68 82 150 Colorado . 10 53 49 102 1,101 1, 691 2, 792 New Mexico . Arizona . . . Utah . 2 14 11 25 261 389 650 Nevada . - Idaho . Washington . 4 17 23 40 558 819 1,377 Oregon . 2 8 16 24 395 614 1, 009 California . 15 78 112 190 2, 633 3, 704 6, 337 1896 EDUCATION REPORT, 1896-97. Table 13. — Statistics of public high schools outside of cities of 8,000 population and over. State or Territory. Schools. Secondary instructors. 1 Secondary pupils. Male. Female. Total. | Male. Female. Total. United States . 4, 482 5,370 5, 519 10,889 | 99, 573 128, 450 228, 023 North Atlantic Division . 998 1, 077 1, 646 2, 723 24, 061 31, 641 55, 702 South Atlantic Division . 313 312 334 646 4, 955 5, 923 10, 878 South Central Division . 466 568 474 1,042 9, 346 10, 868 20, 214 North Central Division .. . 2, 528 3, 159 2,867 6, 026 57, 072 74, 489 131, 561 Western Division . . . 177 254 198 452 4, 139 5, 529 9, 668 North Atlantic Division: Maine . . . 142 1 140 1 114 254 2, 789 3, 383 6, 172 New Hampshire . 46 43 61 104 897 1, 171 2,068 Vermont . 49 43 77 120 1, 134 1. 487 2, 621 Massachusetts . 161 171 302 473 4, 288 5, 709 9, 997 Phode Island . 7 11 12 23 206 261 467 Connecticut . 48 45 76 121 936 1, 283 2,219 New York . 292 297 665 962 8,068 10, 624 18, 692 New Jersey . 56 66 119 185 1,535 1,992 3, 527 Pennsylvania . . . 197 261 220 481 4, 208 5, 731 9, 939 South Atlantic Division : Delaware . 13 10 20 30 223 404 627 Maryland . 33 32 31 63 | 511 613 1, 124 District of Columbia . 0 0 o 0 0 0 0 Virginia . 53 50 54 104 678 758 l, 436 West Virginia . 22 28 37 65 432 611 1,043 North Carolina . 11 12 13 25 133 208 341 South Carolina . 65 67 67 134 1,007 1, 145 2, 152 Georgia . 90 81 88 169 1,528 1,638 3, 166 Florida . 26 32 24 56 443 546 989 South Central Division : Kentucky . 40 40 56 96 818 913 1,731 Tennessee . 87 102 58 160 1,575 1, 658 3, 233 Alabama . 43 48 40 88 736 775 1,511 Mississippi . 76 83 71 154 1,221 1, 409 2, 630 ^Louisiana . 12 16 18 34 135 293 428 Texas . 166 220 190 410 3, 799 4,715 8, 514 Arkansas . 38 51 38 89 928 1,041 1, 969 Oklahoma . 2 2 2 4 24 64 88 Indian Territory ......... _ 2 6 1 7 110 0 110 North Central Division: Ohio . . 531 646 474 1, 120 10,167 12, 113 22, 280 Indiana . 310 450 231 681 5, 945 6, 942 12, 887 Illinois . 283 366 359 725 7,004 9,230 16, 234 Michigan . 257 301 382 683 6, 857 9,065 15, 922 Wisconsin . 162 190 224 414 4,609 5, 856 10, 465 Minnesota . 88 113 136 249 2, 004 2, 866 4, 870 Iowa . 302 363 441 804 7,964 10, 781 18, 745 Missouri . 172 228 206 434 3, 995 5, 387 9, 382 North Dakota . 21 21 30 51 372 537 909 South Dakota . 28 26 35 61 527 720 1,247 Nebraska . 210 232 176 408 3, 920 5, 621 9, 541 Kansas . 164 223 173 396 3,708 5, 371 9, 079 Western Division: Montana . - . 12 11 20 31 279 324 603 Wyoming . 1 1 2 3 35 35 70 Colorado . 31 54 40 94 783 1, 060 1, 843 New Mexico . 7 7 3 10 75 131 206 Arizona . 2 6 2 8 59 68 127 Utah . 0 0 0 0 0 V 0 Nevada . 6 4 12 16 147 228 375 Idaho . . . . . ... 7 9 4 13 108 184 292 Washington . 30 34 19 53 510 674 1, 184 Oregon . 10 14 10 24 237 275 512 California . 71 114 86 200 1,906 2, 550 4, 456 STATISTICS OF SECONDARY SCHOOLS. 1897 Table 14. — Average number of teachers to a public high school, students to a teacher, and students to a school, in cities and outside of cities of 8,000 population. State or Territory. Schools reported as departments of city or village systems. Schools reported as independent. Average teach¬ ers to a high school. Average 1 students to a teacher. Average students to a high school. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. I In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and | over.' 1 In cities of 8,000 popu¬ lation and over. ! In schools not in cities of 8,000 and I over. United States . 4, 195 914 9.4 2.4 30.6 20.9 289. 3 50.9 North Atlantic Division . 1, 055 172 10.6 2.7 29.1 20.5 308.3 55. 8 South Atlantic Division . 235 120 7.7 2.1 29.8 | 16.8 229. 6 34.8 South Central Division . 363 167 5.2 2.2 28.2 19.4 147.5 43.4 North Central Division . 2, 378 406 9.5 2,4 32.5 21.8 308. 5 52.0 W estern Division . 164 49 MM 2.6 31.9 21.4 351.5 54.6 Nor tli Atlantic Division : Maino . 121 30 7.3 1.8 30.4 24.3 222.8 43.5 New Hampshire . 44 8 7.5 2.3 30.9 19.9 231.7 45.0 Vermont . 41 9 5.0 2.4 26.2 21.8 131.0 53. 5 Massachusetts . 215 10 12.3 2.9 27.1 21.1 333.8 62.1 Rhode Island . 13 1 15.4 3. 3 22.6 20.3 348.9 66.7 Connecticut . 60 4 9.9 2.5 24.7 18.3 244.2 46.2 New York . 261 83 11.8 3.3 33.1 19.4 389.7 64.0 New Jersey . 72 4 9.0 3.3 28.4 19.1 254.5 63.0 Pennsylvania . 228 23 8.7 2.4 29.9 20.7 261.2 50. 5 South Atlantic Division : Delaware . 12 2 18.0 2.3 34.7 20.9 624.0 48.2 Maryland . 29 12 7.9 1.9 36.6 17.8 287.9 34.1 District of Columbia . 4 0 24.8 24.4 603.3 Virginia . 43 21 6.4 2.0 29.0 13.8 184.7 27.1 W est V irginia . 20 5 3.0 3.0 28.4 16.0 85.3 47.4 North Carolina . 8 4 3.0 2.3 43.7 13.6 131.0 31.0 South Carolina . 38 29 3.0 2.1 25.2 16.1 75.5 33.1 Georgia . 63 37 4.8 1.9 31.0 18.7 148.6 35.2 Plorida . . 18 10 4.0 2.2 30.9 17.7 123.5 38.0 South Central Division : Kentucky . 46 7 6.2 2.4 25.5 18.0 159.1 43.3 Tennessee . 61 36 5.1 1.8 30.8 20.2 157.2 37.2 Alabama . 31 21 4.2 2.0 27.3 17.2 115.1 35.1 Mississippi . 42 39 3.4 2.0 30.6 17.1 104.2 34.6 Louisiana . 12 6 8.2 2.8 20.3 12.6 166.2 35.7 Texas . 132 49 5.2 2.5 33.2 20.8 172.7 51.3 Arkansas . 36 7 3.4 2.3 30.1 22.1 102.2 51.8 Oklahoma . . 3 o 4.0 2. 0 35.5 22. 0 142.0 44. 0 Indian Territory . . 0 2 3! 5 15! 7 55! 0 North Central Division: Ohio . 478 106 8.6 2.1 34.5 19.9 295.8 42.0 Indiana . 286 59 7.1 2.2 34.2 18.9 241.6 41.6 Illinois . 296 31 11.2 2.6 31.7 22.4 356.3 57.4 Michigan . 244 41 10.7 2.7 32.9 23.3 350.8 62.0 Wisconsin . 158 26 8.3 2.6 28.0 25.3 232.8 64.6 Minnesota . 85 17 15.1 2.8 26.9 19.6 405.7 55.3 Iowa . 249 76 8.8 2.7 29.1 23.3 255.7 62. 1 Missouri . 180 9 11.9 2.5 36.6 21.6 437.5 54.5 North Dakota . 18 3 2.4 17.8 43. 3 South Dakota . 27 2 5.0 2.2 34.6 20.4 173.0 44.5 Nebraska . 191 28 8.2 1.9 34.7 23.4 285.6 45.4 Kansas . 166 8 6.0 2.4 41.3 22.9 248.0 55.4 W estern Division : Montana . 14 0 5.5 2.6 30.9 19.5 170.0 50.3 Wyoming . 2 0 5.0 3.0 30.0 23.3 150.0 70.0 Colorado . 39 2 10.2 3.0 27.4 19.6 279.2 59.5 New Mexico . 7 0 1.4 20. 6 29. 4 Arizona . 1 1 4.0 15.9 63.5 Utah . 2 0 12.5 26.0 325.0 Nevada . 5 1 2. 7 23.4 62. 5 Idaho . 4 3 1. 9 22. 5 41. 7 Washington . 33 1 10.0 1.8 34.4 22.3 344.3 39! 5 Oregon . 11 1 12.0 2.4 42.0 21.3 504.5 51.2 California . 46 40 12.7 1 2.8 33.4 22. 3 422.5 62.8 Table 15. — Public high schools— Equipment, income, benefactions, and endoivments. 1898 EDUCATION REPORT, 1896-97. Total money value of endowment. Amount. I i 609, 246 12, 900 106, 100 198, 008 13, 400 79, 975 39, 825 50 142, 282 90, 000 2, 591 214, 523 2, 000 38, 000 9, 400 1 :§ ; ill j Crf | iff iff cf •Snrptodoj spoqog 2 1 — HCDO) Productive funds. 1 .. 1 1 I §§111 1 ggS3”88 IS 1 eoV hT oo" ■ of 5 50 4, 500 2, 903 900 795 400 •Sat^jodoj sjooqog 1 75 9 31 74 11 | j1" MO ■HC1H rH ^ CO Tuition fees. Amount. $500,263 117,234 59, 857 125, 203 184,005 13, 964 4,164 2, 113 5,756 15, 495 199 4, 922 69, 275 2, 471 12, 839 811 1,880 7, 834 15 1, 055 17, 961 29,218 1, 083 8, 537 17, 792 21, 235 •gurjmdoj sjooqog 1,700 398 142 285 820 55 QCCOCOCQC'ICO^’MGiOO lO kO 21 1 4 45 58 3 19 46 36 State and munic¬ ipal aid. Amount. g 5 1, 442, 519 249, 259 445, 283 1, 765, 515 259, 199 88, 234 33, 768 20, 724 364, 256 9, 062 36, 117 524, 487 57. 049 308, 822 27, 241 13, 079 25, 475 59, 060 6, 666 6, 640 36, 453 53. 230 21,415 49, 618 50, 542 28, 523 •Saipiodoi sjooqog 2 05 1381* . i 106 16 13 56 3 17 197 14 78 7 9 1 27 4 5 52 65 15 23 46 38 Grounds, build¬ ings, scientific apparatus, etc. Value. 1 1 to" fc 8S1SS 739,675 724, 995 503, 400 7, 980, 870 469, 000 910, 057 8, 080, 062 1, 698, 081 5, 046, 546 175, 500 226, 700 135, 800 349, 675 211,900 55, 900 162, 975 482, 170 125, 850 585, 075 588, 035 260, 500 •Sui^jodoa sjooqog g HT mis of gggspggsg 338 Libraries. Volumes. 1 i cf 799,421 1 64,774 97,092 | 1, 161,473 86, 429 1 iimssll 888338883 lea j waf^gfodqrrHefof « ® o # io a ® a « of jo tf •Sui^jodai sjooqog 3 ■nT 1,009 156 276 2, 484 186 83 36 37 181 12 61 327 64 208 8 28 4 21 16 6 24 33 16 34 40 18 State or Territory. United States . j North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsvlvaiiia . South Atlantic Division : Maryland . District of Columbia _ Virginia . West Virginia . . North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky . Tennessee . Alabama STATISTICS OF SECONDARY SCHOOLS. 1899 1 i§ : - :S : PSsllllI ill i ; oTaT j il |ef : :i i i- H © rH © 00 CM rH © CO tx rH H< CM © CM rH Hi Hi H rH CO GC C5 CM © CM ri n H 00 rH CO n rH rH rH rH Benefac¬ tions. •nnnomy $627, 524 OO-^HOH CM GO O CD id D O vjl O rH CO O' —7 Iff OO X* CO CM H CM CM CM © © 00 © © CO © © © © © CM © iO © rH © © O O © O O © CO © rH CD CO © CM ID H ID O O © 00 CM CM © © tx Hi © Hi CM CO OO © rH © ID CO CM © © i — 1 CM rH © CO tX © Hi tH ID CO © •h'cTcD© oThTOt-T CCHHHbTHi' OCT Hi" cf r-T r-T CC CO CM rH 00 CM rH CM CM CM •Sappiod -9J sfooqog 10 00 D Q M H H O CM CM ID H CO CO © CO H CM ID Hi Hi O CO H H H 00 H H O Hi CM CM ID CM ID rH rH CM rH Total income from other sources. •^unomy $8, 676, 284 D H O H r- CO rH t- OO CM OHiOOtN CM CO Hi © ID Hi © rH Hi © 00 © tx © rH © CO © © 05 CO rH © Hi CM OC 1 — 1 tx O iO O © lC H ©rH©HirH4D©©tD CO if 5 00 CM CM © Hi ©C©HHC5COCOD ©COlD©rHHHiiDCO IX IX © 00 © ID © O CD CO H H t> lO CD OO O O O OO CO H Hi* rH r-T tx Hi Hi © Hi © IXr r-* Hi rH tx © CO © 05 tX ID Hi CM Hi I- rH CM ID CO tX O © © H CM CM ID CO CM © rH Cl CO Hi tx CO ID H © r-i H H H» rH 00 rH CM Hi CO tX CM CM iH CM rH rH rH CM rH rH •Sui^jod -er sfooqog O CO Ci CO H o CO H CD tx Hi CM CO CM OOiDOO©txOOCMHirH CM ID Hi © © CO *H iD CO CM (M © © © CO ?H CM rH H CO CM CO CO © rH lO rH © CM tx ©OOlDlDrHlDCM tH Income from other sources and unclassi¬ fied. •^unomy CO rH ■ee- HHCDOOt- I> D Ol H H H LO I> O O CO CM © ID © © rH © © © HO CM CO i — 1 H © © © © »D Hi O H CO CO ID © Cl © © HI © CO ©©©©OlDCOHilD IX © CO © Hi rH © ID CC CO H 00 D tO O LD rHlDtX©©©©©00 CO © © © © © © ID O ID CM 00 O CM CO ID CO Xh CM rH CM CM ID CO © CO fM CO © CO rH tx CM © CO © ©" 00 rH © © © © rH CM CO CM rH © rH CO CO CM © Hi rH CO Hi HHH © •Suipiod -on sfooqog 445 O O O yjl O HEHOOHCO - - ExOr-iiOCM©tx©Hi rHHiCM©HiHiOO©CM © © © ID CM GO CO rH CM ID CM rH CM CM rH rH tH Productive funds. •'j.unoray $1, 866, 181 1, 499, 459 198, 929 43, 707 SI, 248 32, 838 CM © GO © CO rH H © 00 © GO © © © O © © ID ©©©rH©©© IX H iD |X ID © H 00 CO © Hi O JD © LDO LD CM © »X © © ID © CO HirHHi©rii|X©lD© ©txOOrHtxHiCOIX CO CM rH LD CM ID CO CO © Hi ©" © CM" Hi" © rH rH co" rH rH rH ID rH CM ©" ©" © © CO CO OO* CMHirH©rHtX©CMlx tH IX rH © rH •Suppiod -or Sjooqog CO CO O GO IX O O 1 © CM Hi t— CM 1 I H O iD tx CO rH iD O CO rHHirHHiCMHCMCMH © CO Hi © CO CO CO CM rH H CO H CO H H rHrH rH- Tuition fees. •q.unoury CD »D © Hi »o ■ee- 3, 007, 255 586, 904 623, 260 1, 021, 788 255, 956 34, 194 31, 166 33, 054 604, 805 90, 893 140, 797 1, 163, 602 268, 418 640, 326 19, 500 105, 209 12, 000 179, 320 24, 513 122, 091 30, 345 90, 951 2, 975 119, 564 117, 113 63, 925 81, 337 36, 380 163, 490 30, 069 •Snrjjod -9J sfooqog 1, 319 00 C CO to H II O ID CM LD IX 1 Hi CM CO CM | tx CM tx rH tx © CO CM CO CMCOCOlD©CO©GOCO © © ID tx © H H CM rH tH tx CM CM CO 00 rH iDHOOH© Hi tx iD Hi rH ID CM State and municipal aid. •q.unouiy $181, 168 -H O tx O O 1 OOIXOO O Q CO CO O oocfo'cfeo' | ID Hi id H CO iD CO © © © © Hi © ©©©ID •©©©© ©©CM©©©© COCO©© OHH © tx • ID Hi H CO 00 CO CM LD © LQ 00 © © ID rH © CO CO © *©00© © © CO CM © © © ©'rH'CMrH' Hi'©"©' rH* r-T • H^ CO C©OlMiDHO©©iM© ©©©© • lO©© CO rH 00 OO © cf • rH © CO CO (M 0^<0?Ot>OHGOCO 'HNO COC50HOOl>l> OOOOO HO CC 05 CO HI H OJ CO lO © tH © O O CO O © © IOH05HCQOIOCO b- © CQ O 00 W CO r-T © co* of oT iff nfT af of rf i>t>oo cf r-T ■€©■ COHMHHHHH CQ © -Hi cf © © © © * co 00 00 © CO cf r-T cf CO •Sappiod -9J sjooqog rH CQ COCO t^Ot^CC lOOOHt^H HHHH rH r-J rH CQ rH CQ CQ CO tH Productive funds. •^anoiuY © oo © © oo © © © cq © © © © © © co © m i>Ht>©c5©©© cq © co © © ih rH O00©t>CQt>©C0 © 00 rH rtf |> rH © © © © © © © © © 00 © © of ©~ •Sappiod -9J exooqog t— 1 © ce -tf •># rH os O CO lO © HHHO CO Tuition fees. •|uuouiy CQ O HOOOiflOOOOOOOH O O O O O © 00© ©rH©©©©©©©©00© ©Or-iOOL^ © 00 ©CQ©©©00 00©-HiCO©-Hl -<* © 00 © © " cT ©coufr>irf©©*'t>cfcfoorH rA co^ of rH © © CO |> CQ © © 'HI nco m (MHt>HCC©HHCQlONHI HHHHHH COHCOHHNCOCO HH r-J © OO -HI OO rH CQ State and municipal aid. •q.unouiY i © © © © © •©©©©©©© ©©©©©© © © © • © © © © co t> © • oo © © © 00 rH • 00 cf r-T ; © . . © 'Sui^jod -9J ejooqog © H H CO © © © © rH H © © © © © © © rH rH © © © © Grounds, build¬ ings, scientific apparatus, etc. •qunoaiY $18, 500 136, 000 1, 320, 650 875, 400 1, 767, 080 1, 020, 119 1, 477, 000 1, 273, 700 543, 100 1, 586, 900 20, 500 123, 900 475, 000 405, 450 40, 000 10, 000 546, 162 50, 000 25, 000 387, 600 78, 000 254, 300 482, 500 1, 564, 900 •Suppiod -9J sjooqog rH © © ^ (M ©CQOO O CO 00 © H HI of © of CQ of cf iff iff CO of cT tf cf rH © - r-T CO* tH lO* rfl rHH W rH CQ CQ CQ r-T r-T rH CO r-T rH CQ r— 1 Male. 1 173, 445 11111 -.'"'as?'® ISslIllal 933333838 If§3!S§ss jO^^-eOrHCqt-'eo'or r-T rf HH HCirtH xfrf r— i rH J | 1 r E xoxai puDiic aii cl private secondary students. Total. 584, 904 1112! gsW eiisiiiii miimi iiisiini r-T CO of co" h o' ~ t> CQ t> Td" O N of ef co CO t-7 -f Female. 267, 289 317, 615 _ §1 Ill stags' ilismis 831838889 988181838 co" of ef o' ef -df o' to o' co~ ef rjT r-T of ef icf r-f -sf to co >-7 of ef Male. 1 83, 012 21.955 29,326 118, 245 14, 751 5,268 2, 772 2, 225 17, 130 1,771 3, 877 27, 613 6, 268 16, 088 630 3, 080 1, 684 3, 623 1,080 3, 908 2, 509 4, 571 870 4, 580 6, 164 3, 282 3,526 1, 137 7, 842 2,218 250 327 1 State or Territory. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division ...... Western Division . North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . . . Ehode 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 . STATISTICS OF SECONDARY SCHOOLS. lililiSlIsl! 3llllll”llg SIISSIlssllI sSlasIsSSII rHr-lC^’^COO^jrH tr— CO (N r-trH^O ISillllllsgs 85888838888 «g of tq^' r-T 00“ 00 so" r-T nhV Sslllellilsi 88888888888 COCvTt-j'ci'od'lOcra'^r to (O cf l-i" rH r-i tO Table 40.— Distribution of secondary students in public and private institutions of all classes reporting to the United States Bureau of Education for the scholastic year 1896-97. 1926 EDUCATION REPORT, 1896-97. In private institutions. Total private secondary students. Total. 164,445 49,817 24,487 31, 805 49,852 8,484 3,371 2. 107 2. 108 6, 080 1,117 2, 684 16, 298 4, 179 11, 873 210 2, 738 1,310 4, 167 775 6, 701 2, 335 5, 695 556 5, 594 7, 819 4,104 4,019 1, 505 6, 552 6 1 76, 526 22, 569 11, 842 16, 333 21, 615 4, 167 IsISIIsll millsll SSS9SS d rtd hVh« r-T d cod'd deodd to Male. 87,919 27, 248 12, 645 15, 472 28, 237 4, 317 sllalasll allslllpl Hills HHHM Hffldo d d CO rid dddd d Secondary students in manual-training schools. Total. 3, 418 11 ill d : si it § is is i j i M i i j ; I j 6 i 1, 359 ss jM -I • CO :s ° j§ j : : i : :::::: Male. 1 d ggj :g§ d j is i i° is : M i j j M j N Secondary students in private normal schools. 7? "o EH 6 1 <0 Eh 7, 585 594 334 1, 226 5, 429 a :g 143 0 s 53 6 40 68 159 5 381 207 55 357 15 159 1 d 297 233 599 1, 770 0 3 ig Male. 4, 686 297 101 627 3, 659 2 % CO ONOOtHIQWIOM ®t~|05CaiOM In pre¬ paratory depart¬ ments of colleges for women. | e 1,151 1,032 1,461 1, 007 49 75 150 0 26 0 0 520 31 349 0 65 0 275 16 206 147 323 0 241 421 139 445 107 83 1 In preparatory depart¬ ments of private univer¬ sities and colleges. Total. | 3 slllS ia d d o' d 000lT0slS °Ii§2SSlS gggggg d r-T d d dd d 1 § d 13, 153 p 40 (M CO O C0 C0 CO O OOOOOOOO^ OgOglOO||g 6 i 27,956 0 0 0 471 0 0 2, 569 365 1, 471 0 537 406 124 5 683. 458 617 167 876 1, 441 443 238 213 972 In private high schools. Total. 107, 633 mu 3,018 1,957 2,108 5,459 787 2, 684 11, 523 3,748 9, 184 210 2,018 874 3, 424 743 5, 326 1,404 4, 174 217 3, 546 4, 909 3,165 2, 847 1,042 4, 914 Female. 1 54, 415 19, 524 8,947 11, 591 11, 301 3, 052 Isllsllls “sllSIllS BIISSS d dd diodd d d d d dddd d Male. 53, 218 20, 944 9, 443 10, 268 10,279 | 2,284 llllsslls allslllls mill dddd dddd d d d dddd d State or Territory. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . W estern Division . . . North Atlantic Division : Maine . 1 9 d jj r * l ® a Massachusetts . Rhode Island . «jonnecticut . New York . "XT ATTT Al O W O CL OOJ . 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 . Douisiana . Texas . 501 | 500 | 1,001 STATISTICS OF SECONDARY SCHOOLS. 1927 IIS SSISSSIISasS S§l«83 r-T o> ^ oo c O O O O O OOOOOOOOOOC5 m gssasgggssss rr°r°i§§ CO^oTrH pfeo rH 1928 EDUCATION REPORT, 1896-97. Table 41. — Number secondary students to each 1,000 inhabitants in each State in 1897 ; also number students in higher education to each 1,000 of population. State or Territory. i Estimated total popula¬ tion in 1897. Total number secondary students in 1897. Number secondary j students to each 1,000 inhab¬ itants. Total number students in higher education in 1897. Number students in higher education to each 1,000 inhab¬ itants. United States . . 71, 374, 142 584, 904 8.19 140, 133 1.96 North Atlantic Division . 19, 947, 800 178, 935 8. 97 44, 286 2.22 South Atlantic Division . 9, 732, 882 45, 937 4.72 18, 798 1. 93 South Central Division . 12, 844, 600 63, 190 4. 92 18, 750 1.46 North Central Division . 24, 933, 500 264, 143 10. 59 50, 365 2. 02 Western Division . . 3,915, 360 32, 699 8. 35 7,934 2. 03 North Atlantic Division : Maine . 657, 300 11, 674 17.77 1, 312 2. 00 New Hampshire . 398, 700 5, 645 14. 14 736 1. 84 Vermont . 333, 000 4,860 14.59 646 1. 94 Massachusetts . . 2, 634, 000 37, 641 14. 29 10, 830 4. 11 Khode Island . 395, 700 4,108 10. 37 995 2. 51 Connecticut . 840, 100 8, 810 10. 49 3, 059 3.64 New York . . . 6, 851, 000 57, 067 8. 33 13, 689 2. 00 New Jersey . 1, 768, 000 12, 851 7. 27 2, 232 1. 26 Pennsylvania . 6, 070, 000 36, 279 5. 98 10, 787 1.78 South Atlantic Division : Delaware (1892) . 173, 200 1,491 8. 62 89 0. 51 Maryland . 1, 179, 000 6, 191 5. 25 3, 795 3.22 District of Columbia . 277, 782 3,723 13. 39 2, 106 7. 58 Virginia . 1, 704, 000 7, 679 4.51 3, 350 1.97 West Virginia (1896) . 849, 300 2, 255 2. 66 548 0.65 North Carolina (1896) . 1, 763, 000 7, 232 4.10 2, 785 1.58 South Carolina . . 1, 274, 000 4,869 3. 82 2, 290 1.80 Georgia (1896) . 2, 015, 000 10, 459 5. 19 3, 582 1.78 Florida . 497, 600 2, 038 4.09 253 0. 51 South Central Division : Kentucky (1896) . . 1, 993, 000 9, 504 4.77 4, 104 2.06 Tennessee (1896) . 1, 877, 000 12, 624 6. 73 5, 303 2. 83 Alabama . 1, 741, 000 6,985 4.01 2,274 1.31 Mississippi (1895) . 1, 431, 000 7, 766 5. 43 1,748 1.22 Louisiana (1896) . 1, 253, 000 ' 3, 031 2. 42 1,640 1.31 Texas (1896) . . 2, 979, 000 17, 684 5. 93 2,776 0. 93 Arkansas . 1, 290, 000 4, 466 3.46 808 0. 63 Oklahoma . 280, 600 568 2. 02 71 0.25 Indian Territory . . . . 562 26 North Central Division: Ohio . 3, 834, 000 47, 415 12. 37 8, 507 2. 22 Indiana . 2, 244, 000 25, 820 11. 51 4, 278 1.91 Illinois . 4, 594, 000 40, 093 8. 73 11, 300 2.46 Michigan . 2, 246, 000 28, 558 12. 72 4, 790 2. 13 Wisconsin . 2, 072, 000 18. 191 8.78 2, 411 1.16 Minnesota . - . 1, 700, 000 12, 757 7.50 3,464 2. 04 Iowa . 2, 101,000 30, 698 14. 61 4, 394 2. 09 Missouri . 3, 036, 000 27, 028 8.90 6, 072 2. 00 North Dakota (1896) . 303, 600 1,476 4. 86 142 0. 47 South Dakota (1896) . 342, 900 2,226 6. 49 496 1.45 Nebraska . 1, 131, 000 14, 233 12. 58 1, 776 1. 57 Kansas . 1, 329, 000 15, 648 11.77 2, 735 2.06 Western Division : Montana . 229, 400 1, 348 5. 89 93 0.41 Wyoming (1896) . 99, 700 282 2.82 80 0.80 Colorado . 564, 800 5,603 9.92 1, 105 1.96 New Mexico . . . 174, 900 354 2. 02 68 0. 39 Arizona . 80, 650 449 5. 54 35 0. 43 Utah . 260, 700 2, 517 9. 64 302 1. 16 Nevada . 41, 610 488 11. 62 143 3. 40 Idaho . 138. 100 641 4.64 64 0. 46 Washington (1896) . 479, 700 3,767 7. 85 699 1.46 Oregon (1896) . 378, 800 3,015 7.96 818 2. 16 California . 1, 467, 000 14, 235 9. 70 4, 527 3.09 Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97. STATISTICS OF SECONDARY SCHOOLS. 1929 •enq.'BJBd&e ogx^u9ios put? ‘einq. ^ | •xujnj ‘eSuipjmq ‘epunojS jo oiq^A ® I © © © iO CO rH cT •jSj'B.iqi]; aqij m s9ump>A jo Jaqumjq H « ; © to 4, 000 150 © © tO © tH © cq 300 -Iiwp AJ^rfira ui equ9pnq.s jo jaqumjsj © • © ; •sregA nr osjnoo jo q^Sng’q © H CO • CO CD o Second¬ ary stu¬ dents. ’91^019^ (20 lOOOOHOWOKOOMOOlMlMiOiiOOOOO^ HH HOJ® CO (MWHHH pq CO 05 *» iP©00©(M©COO^iOiON01t'^l>iOiO©QG Nrlt-H CP CO PJ P5 rH P3 CO H H CQ H ^ O Second¬ ary in¬ struct¬ ors. ^luuxa^ | » rH^HO©rH©T-lrH©TH©o S cj o o • r— 1 O .2 blrO S -2 * s -g >:p -c M § Q H eg £S3Soo a,| Jg § « ©^ " doW^d«ipp<#^dP^H^i-ip£p# PWoWHp 1# fep » . © n o o o,a ft! © o®. m _P ‘ft < bO ft) ' & am Mo ^«2 MOgO a O O Oi JC'ScQ o b/y 'as ®, 1 ! P Wa a a r © *. © pfr O fco O P: n3 © a 2 e3 <0 <0 O H +s m ££ fl rd'ft o a a -2 - cs « |b#J P 1: © s © a P ' a igi e^| © a%*z '^’^fl’®©.2£cs©ao,a aft o © MI a 2 § » o . a O >3® ® f-tr& 02 ci •oxbiuoa ■91VJK •Axejqtx 9qx tit sstunxoA jo jgquinsx « 50 0 001 0 25 700 0 001 001 o o • -I1“P AxBpExttu ut e^u9pnxs jo igqumjq f? ! ! ! ° i © © : : : o o « ■sjugA ut 9SXU09 jo qX"U9TT © • ^ -rH t ^ rH ^ co ^ co xH cq co oa co j co Students. College prepar¬ atory stu¬ dents in tlie class that gradu¬ ated in 1897. •9X13019^ IS 1 O O O © o o o o o o o ■oprp[ t=H | O O O O o o o o O CO o • o Gradu¬ ates in 1897. •9XBTU9A IS O O O O o o o rH CO rH o o co o O rH •9F*H 1 O O O O © rH © © © © © o o CO o o o Preparing for college. Scien¬ tific course. •9XBUI9A 14 1 O O O O o • O O (M ■ o o • •9IUK M 1 © r— i inoooo •9IT?K *» O CD 00 I © co co © © © o © in oo © t~ in •9IUOI9A tS CO © © i i o t-i , : | t S'-p . ©ft as S'? § 2 1 *•=< ' Tr, O g “ w "p To 2 Pj J3 OrP _ iS^ooSttMoo s « a •/. ® ~ © ~ §^O^HP«2g® g QO Jj O ® 02^3^ O P hp bJD >/g _y> fa r-H mpp 3 Kg, © © 3 o p1® j G * | "T V IpoPOo §■§“ S-SP HP g^aaj ha d a 8 2o °p ® * ho «S o WMWpSSS ® p Cu-*-o C c3 Wga bC t> O o <£> &D o If H 2 S P pS p £ J ;°® iiS^p ■ SS -SPo A 2-^ oSa, £3 8 ® © rP . ppp; ; u o ift p I O cS iPPh STATISTICS OF SECONDARY SCHOOLS. 1931 ) iO o o o irT r-T id* tjT inf cf id* oooo *00000000000000 • o OOOO ■ O O O O O . - - ■ WiftCOMHCOrjlONWl>HC5Tj1 oooo oooo 0^100 O O O O O 10 ci co id* oo cf O 0 0*00 ^ • Cl ’T# ClTtfCOCOCO^COCOTflCO O O • Cl O • O tH o o o O O O • CO O O O CO t — I o o OOCKMtH (MO^O t-OOt> OOCOOii O • O O O »H O O O (M O (M O iO 1 O *D lOOrjl . O O OO TH (MOO • o ICIO M> o O o eo io o o CD i^^tHNON • o ^oooo O ID O O CO o o o o o O CO o O CD o o o o oo ^ rti d OOOt^OCDOOCQOOOOOOOCDor^OO OlOOO TjH CO CM OO ID Cl ci 00 o o o o o iO io wvocoio«t>ioc5 do ocot-o^oooio^oioicio-f^Nor — ^ o wono t-ciiocq^io o n o cqcqcqi— lr->£ _2 p o % ®«2 S pffl P, O -H 0<1M pM P +2 g O t>a-2 P 3 5 p ® MPhojoj p 0 &D . y P >.© 'So* «g£S! *a o till's feS bC ■S be a ^2 p — jail 15 f| sillin'3" P P ?H rt ® i ^ ^ w.„ ^ > ®5i ”2 MuciH©iS2PHt2>C©f4^3a++2Wr!-4S+2 4 rt bJO^ '2 5 p fe ^ 'P H rp£ S ®’2 Sp5^ oSOobS®OOdrtffl£ • PPPP ®®®SS© pp - o o o o o o o o LO O O CO O C- lO C3> CO O • , S40 ©ft, ft Png © ©'gft1 ft © ft ft ^ si a S' Oft ft ft bo a •9X'BTXl9tJ I ® w ' ■9FH P ©’ •9XBTXI9J; I ® I H •9TBK o o o o £ •9113019,3; ■8pM II ® © © 5 p * n.?e 8 t»s5 © -g m ® •9XBUI9^X O © O (M • •9It?K OO ONWtf N 00 •9TBm9 ©o oocoom o ooo- UO CO CO I •9FM ft o o © o o ooo o o •9IBTO9jj; ® j C9 in C/2 2- © ft ft © b0§ lJj ft} ©w © 50 d* CC D <^43 Q. HW :5S S WPW W tf OOOOC5C5C5 ®j t • • : © : . | I sy ; ! ^ .s : : : E a ■ ■ & a • a • : g : ft j S • S O ®ft fl ; 8 © p g|i ■cS ■© ft ca be bo : a a I'E’B w a ® ft ft ft® c/2 ^ a ® ®Mfti ft ©p ft o 3 o : ft o § >>* 3 O 5 C3 ^ © ■® ca © i ft u S : ft ft CZ2 92 02 +3 C/2 a ft © ft STATISTICS OF SECONDARY SCHOOLS. 1933 ) O O O O O O I ooooooooo ooooooooo OlOOOCMOOOO O lO o o o o kO T-. o kO O O O kO o -H ^(NO (N0ClWt>0^0 O O CD CQ lOCOCHMOl t-OTHMO (N lO CO -H ' lO 05 H I t> CO OOCLOO 'lOCOHWO O O cd 'cqiorn o oo ooooo o < ooooooooo- OOOOOOO O OOOCOOOOOOOOOOO 0 0 0 OOOOO O rH 000000000000 OOOOOOO 0 OOOtHOOOOOOOOOO L- 00 C0H(M^l005C0 OCOkOHHkOWOOrllOCOCOOJH kQ r-4 CO kO CO CD 1-0 O O n wp (M ri O t>- OOOCOOHCO WCOiOOOkO T-i rH CO rH r-< t> rH rH rH HDt>kOOkOkO HCOCQCOHtN CD (N OHHCCOX05(MCqt>COOC5H DHWHH(NNNr-ir-CqWCqH CO rH O O CO ^rH^rH^ rH O HOHC^HO-iCCHHO OH^OHOO kflCLMriCHHWHlflOCOWO rH HHHiMH rHrH H 1 — i H H H . H P^r- hPhPh a a 4-3 .-P-P43 . -4-3 • H3 . S'g'S^'g §*2 g^-g PhPPPmmPhPm rs XS ■P ^ 'TS x: a a a a a a a HHMHHHM 5 M g1 g1 g^ a g'S g2 g'g g g2 PPP^^P^PPP^PP^ 71" • M >p O r-J j ! is! f-1 1 H *H ,—. C D , d > O 1 ■ • I • ■ 1 1 1 4 • ( . I • » • • 1 1 • • , £3 »«»>«» e , » « : i : : : ! § -^06 mA’ ; bJD jW o O ; s OQ -fl C 'o-a'S^3 -3 O fcJOO eg o ,d ® _ j 0H0 S-S-g 0W0 S! ® H h. • ice : • .P • : &fl : :w^ ! !n o rd ; pjq o . o m 'Vi ^ d o o «d o ^ . — . w r—i h wrg : WP : ;wppm « O-C' W’3 : :.Srp.S'ffcQ.2f'; p : :wpwo w d ^ • • ^H o , M o o 6pa o o aM a“ C . -O Hi TO /o. _0 rH rH >| ||p OPPWPW^ J © a o !a®^ l-H _ ® O ?toP.s • :.j*o fits > g.g-p >*■ <1(5 ® - -r-, C i ® = ® « C« t! Ci !3 3 PPp^gP^pCOOf4PP Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1934 EDUCATION REPORT, 1898-97. ogijugios prrc ‘9.1114 -iujuj ‘eSuipxinq ‘spunoaS joonjBA « fill i! |rfs"s SI »,-r 00 : : :: O m • • • < 10V I \ | 81U 10, 000 20, 000 25, 000 20, 000 40, 000 11, 000 1, 000 10,700 30, 000 1,350 •AxEjqix oqi tit soump)A ;o aaqran^j; « 395 250 600 610 375 581 458 700 800 750 1,000 1,000 1, 200 600 2, 800 784 1, 148 500 300 150 651 640 200 UUP ajt?xi{ttti tit spuapnjs jo jgqmnj^ § 0 : :° : . •s-reoL tit QSJTioo jo TXjJoug'j; 2 Hi Students. College prepar¬ atory stu¬ dents in tlio class that gradu¬ ated in 1897. •GXeuiOjj; H c: rj< 10 h to 0 0 COOnnfflNt- •COiOt-'OOrH • O ■ei'BH - rH cq © in t- ts ,h 10 w w h n rq • O Gradu¬ ates in 1897. •Gperug^ s ?° ■8FR Preparing for college. Scien¬ tific course. 14 sss-g i1 50 hH 38 20 15 20 PS00 : is : •9ITJK e? 3°§S i' 35 O 43 0 30 50 : is 1 Clas¬ sical course. •OXTJUIO^ « O 'CIC • < • °£g i : 0 ^ co 0 O O CO Hi 3 0 j m 00 ■ 1 3 : m 0 0 • • D vO LO O O O Ol Elementary students. •9XBUI9jJ © H OOOOOOOOOOOOOOOOOOOOOOOO ■iFR • 000000000000000000000000 Second¬ ary stu¬ dents. •9p?UI9£ * ^ssg3§^s3o|sgsass§gsgss§? Second¬ ary in¬ struct¬ ors. •ojeuia^ © HOCOT}iCOt>H(NOO^lNCO^HHWCCMOnOlM^O rH rH * •9IBK •9. NHM O O T* O ' O d CO CO L- O O O CO O OHO^CJ > d d M Cl vO> CD CO d o ci i — i co d • U0 Cl Cl OOOOOC^f O lO o OOOWC5 O M O O OOO O O O O O O CD o o o oooooo O O O O O io o o o OOO OOOOOOMOOO oooooo oo o oooooo o o o o o vro o o o CO Cl I Cl 05 VO Cl ) O VO CO Cl i Cl CO Cl d OHHtMd d ' IWlOCOHd I d I— ! CO d CO A Ah * Pr— P P, ; © h o © h © jppppflQ r^j ftftf ft Pi IflRRfl pp p 43JJ+5+S+3+3 43 43 43 4-3 43 .434343 P!_;■[> - a o*g AdptfdEHRfiflW -9 ■ e« P- I go o o £ ffl .0 ■2r”g|^S|a | sw' 3 ! a . ea • a. IxC Pi _ • © ® 3 P 10 ® dS^S* >, >> O £>A pp H 3 ^.USarig* jopg I ^0 p 1 Mo 02 « a m 3 rt o cj[P fc>, O ®r4cc 53 o.a_ a Mgb go Pop 2 g ajHa aJ as o —00 gas so3.2o»® a tea ,--5va p a naaa s.sa’ps P|S>gtg§3':|§: 02 6m': EAcJwAJ0^!»'il biSE 1 ^ Jf PArj § If a § 02 Ifl Tlf^f W HH02 Wm p w : :rww w g w : :ww O 00202 0 Q ' - r3 O 2 fig's ca ^-s^J-s a oa.2 SH-noSaSi- 02 02 02 02 p P r-3 P P © .,— < l “ p S-l gfgag &jg «H«ipq.pq o §3 g i o . 'O Sp ‘ ® o o o <§ ■a r— r— ( 1— < P o © © © OAAA g :oe5 M VO O t- CJO OO CO CO 00 00 00 00 05 d d Cl d d d Cl * Statistics of 1895-96. Table 42. — Statistics of jmhlic high schools in the United States for the scholastic year 1896-97 — Continued. 1936 EDUCATION •snq.'u.redd'B oijTjaoios put? ‘9juj 1 ^ -iTLinj ‘eSuipimq ‘spmioj§ | ^ 0000 0000 000 000 O »H O o o o o I o o ' oof o o o o o o nx soailixoA jojoqnm^T , ^ OOOOOC^ICQOO lOOiOOOOHO !>• CO O U (M ' — I HiOH •ItFP © nr sjiiopnjs jo j9qu1n.Ni; | 1 •sje9.£ hi osxnoo jo q^SaoT; bju d . ,rH S ^ - « ft 63 ® ,d M'S •®l«H i H •9X^019^ •®T®K O O CO o o o (MtOOCO o o o t> [C0WO5000r^(NCCl0^?0O' OO^HOOOlOOOi o o o o o • P-g © w pH a o S *9i*nu9£ .2^ ^ M ^ § I '9PM i ^ ift 5 OlOOvnOOO—IOOOOOOOOOO •oxeuio^ coooo^oooooooooo •®l*K a-P <» O ® pj g CO csr'-' •gX'Btng^ 02 00 o •9i'Bni9lg; Cl IO -^< O s a 9 2 O .&P3 o o © e iCA'A s'm'm 6SS o rd © M o o o M^ .9 173 ■So •go oa"> IM §513 &>vS o ^ § 3^ d'd M © <£ ,£> h3 S'd ? ®^'a-© o o* 3 3 S s M M 1-1 1-5 1-1 ^ S O Ph '^CCCOCOH 111 ^ ©©oo o ift©© . © t>- o m © © c- o o o © iin©©©inin©inmmo©coco©©©(M© © © m ^ t-h o © © ^ © ©m© < o os oj cuo m in rH © tjh .d."OHcc^^H©r-it>©co m©^rH^ ©©coco rHinin© co x^coi> • m h co co h H • H rf ©f r-T -rjT rH • rH rH . .... • © o . i . . .o . i . . . . .o * • • • « • • m © • • •© • © ......... Tiw^cortf^coeoco^co^ciin^^ ^CQco^^^tci'^'^r^ CO rH r# rH ^ CO rH rH rH CO Cl © m •©©©©© © *H © rH • r^ © © d © ©© CO © © CO © © d • oo d © © © © rH rH © d © Cl CO Cl • rH © © © © m rH © rH • 00 © © d © Cl © © CO d CO H © o rH • rH O © rH d © CO rH m ”«h © ©©in^t>©t^^in©coi-H-cor>rHco r-i © HH rH rH © 0 11 9 co m rH m in co co co co Cl d ©HO^HHO^H©HHHOCOO©nH^©^ CO in ’-1 Cl Cl rH ^ © © © © © © • © c- • • rH Cl • « © ' HHCHOCOddOO « > © rH • © © © © rH © © © d rH rH '©©©©©Cl©©©©©© 1 © tH- • . 00 rH • . © ■ t> H d © © H © © 00 • • d rH ' © © © © m d ^ 00 rH O^C’COOOO^OO^OOOlOOCOOOOOOOirtOOCXOO ©©©©CO©rH©©©©© ©©©©©MOO© 00 C<1 CO CO rr © l — 1 rH ©C0t"©©O©©H<©^rH©©©in©©©©O©©©C0© ©©©©m©CO©©©©© t- rH (M (MrHrH rtf CO ©©o©©t-©©o in©co©©©rH©©oo©cot'-©t>d©mcoi in d © d d CO Cl CO m © © © ■ I © kO OC © rH m • Cl © © © t> rH ’ - 00 © ic m © 00 T © CO 00 CO in 1 i N LO CO C l H - UOOOHOI>lONOW(NI ©<3i>03)O®0Q00©©0CD00i2 bJ:'36^ "P a»i . . . . . . _ - - c®oio> looimoio®®©®®®® NNWNPINNflflNnN M C^) CJ : ED 97- -122 * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1938 EDUCATION REPORT, 1836-97. •enj'BJ’Bddu ogijuaros pin? ‘ajn;} -iu.inj ‘sSuippuq ‘spunoaS jo oujba 8 — — 7 ii ii Is ;S :ill ; IS * j 1,200 25, 000 7,000 3, 000 10. 000 5, 500 10, 000 •AJBjqiy eqj m saauqoA jo aaqum^f art « 600 200 1,400 1,500 200 110 1, ooo 183 652 800 500 350 75 006 001 ‘HUP ^jujifini ui sjuapnjs jo jaqtanjq; § : : : : : : : : : : : : : i :°° ur 9SinoD jo qjSrt9T; art 3 4 4 4 4 4 4 -#CO rH^HCM NNC9 'COCO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. 'opiums JO H O O rH O rH O CO • CO o rH | rH O •91*11 OOWNO CM in - i rH O O • rH rH Gradu¬ ates in 1897. •ap?ni9£ 9 W « CO t> O (MO COb- CO rH CO 1 O H 00 l> C rH ' rH *01*11 art -^CO^IOO lOOl rH (M O lO M • CO rH M M rH Preparing for college. Scien¬ tific course. •apjraa^ * 1 «rt o o o O O O O -ppp +j p p i PrtPrtPHP-P4 P< ftP4 PhPhP. 33333 33^33 £33 333333 Principal. W : g3 : :.S g-23 3g3|| : >> is i i^s ! sm ; a§a ! 'ill 1 03a2i= \< ; a ill : ft ^ a C : : g ti Ii HI *J Hi 1| 5s»A H. V. Holloway . Roman Tammany . M.S. H. Unger, A.B .. Walter Sparklin . © I fc « High School . . do . Enfield High School..:. High School . 3 • • f M I Mi Li i* i1«oS hail II ilS j ill i ill s Windham High School* Union School . High School . do * . do . Union School . State and post- office. H CONNECTICUT — continued. Terryville . Thomaston . Thompsonville . . . Torrington . Wallin o-fnrrl ii ! Ill - 3 : <,© a HI 1 ils 1 Willimantic . Windsor Locks. . . DELAWARE. Delaware City. . . . Felton . Georgetown . Laurel . Lewes . saasi “1818 »»! 811888 STATISTICS OF SECONDARY SCHOOLS. 1939 5, 000 12, 000 10, 000 8, 000 20, 000 85, 000 135, 800 1, 000 20, 000 4,500 5, 500 5,000 1 ills 3,000 2,000 5, 000 4.500 300 1, 000 7, 600 3. 500 6, 000 15, 000 750 50 0 1 102 300 7, 000 1,572 1,200 566 150 200 635 75 0 0 1, 000 300 100 150 35 1° 11 I® in t-t : : : ° : : : : : : : :° .... 05 0 : : : : . : M « ^ CO CO -«# TH t* Cl ‘ ' H< j Hi Hi Hi CQ CO iH Hi Hi H< j o HI TjfOHCI CO CJ^OlO Cl o • © : i° j : j*° : : • © CO • • © • • • • O to Cl © H H lO © UO © O rH © • © ° • CO • • 1 O O' • o 1 • • ^ o ^ Conoco g (MWO © ©©ci©© ci H»iHiroco© j CO CO CO Hi© MOO r^OJOOift r— t i— ( © © iH © © © © © rH CO © tH • Hi © © rH © • © 1 © • o © © lO • • © i © • © • o o • • :° : : • © • ' LO © .© • Cl • Cl tH LO lA • ■ O * to • • * • O • 1 Cl ' 1 © • © © • • ■ H 1 • • © • • Hi © • © N ^ '^CO CO Cl'©© •©• ■ CO ' CO • 1 • © • © © * © • © © • H< © • © © © * r-i © tg • UO © ' o © • © © ; © "o’ 10 l 0 0^0 oooo o oooo ^ooSS MOO^OO ooooogo^ oo oo o o o oooo o oooo 000S°3g3 00 8° S 50 8 | gags SSSSS'-SS 3oS *• * 3 £233 I 3gg| wcqrit-SH £2 ££ © © © Cl H H Cl CO CO © T-j H H CO (N © rH © © Cl © rH (M©^©HOHH Cl rH rH© iH r-f © HHHH kO ©©©CO H Cl H tH H © iH rH © H* © CO Cl tH Cl tH H tH tH tH rH tHCO , -4_> -H -P-P-P-P -J> -PPPH # -H -H . » -H > -H . . p+3pfjPPP . PP • H rH a ft ft ft ft ft ft rH ft ftrH r~* ft)H ft P-H rH ft ft ft ft ft ft ZL^ ft ft H ft S fl.fi PPPP P PPPP 2pPhh PhRPPh PPPPPPP^ PP 2P DeKeller Stamey . Daniel S. Ells . C. B. Morris . A. Lee Ellis . George W. Andrew . . . A. C. Brower . Charles Howell Le Eevre, A. M. A. H. Berlin . Dr. Francis R. Lane . . Hosiner M. Johnson .. W. S. Montgomery _ Edith C. Westcott - J. F. Ruff . W. F. Yocum . Thos. C. Walton . Eobt, M. Ray . Mrs. .Tflssie Perlcius _ J. H. Gans . W. H. Peek . J. A. Cox . Edwin P. Cater . Mrs. J. B. Johnston . . . F. B. Shipp . A. M. Lambdin . J. T. Mallicoat . J. H. Fulls: s . Theo. J. McBeath . S. J. Halley . J. L. Boone . 1. 1. Hines . W.J. Odom, A. M . H. 0. Hamm . __ . -r-pu .d gmpmiui ”(§ll :^allMS(S~sa ilia ?§*** ;S|g llljs ’111 111 II ■§ J £ :£o3 iiiim ii n I I 3 Il!§ 1 1111 SUSi . h< no o co © • co co co co co co ssssas as Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-07 — Continued. 1940 High School ( STATISTICS OF SECONDARY SCHOOLS. 1941 111 ^Tr-Tr-T iiiiiiii «D o’ rH O O 11 HO § min i ii CO Kin* H* ,H OOrH 300 250 l“l°iil!® 1 . 1 . 0 001 °°li ° 300 • © 200 :3 :> o ° ! o . . . . ... o O O' • ; ; • © i i c H CO ' Hi • ^ CO Hi CO CQ CO CO • CO ’ CO rH co ; • CO Hi C<1 HJI ■ Hi j • • Hi lO CO CM • CO oo iC j jccoo j CM 05 O O O j CO lO • © « lO © j • © ■ © CO o • • rH CO O ' O iH O O O • lO C3 j © • Hi © j j © i ° 00 O O 00 ' l lOONWOO 05 03 © O O O O CO lO ■ O j tH © © ■ © . o © 00 © © © • D O H CO lO O CO tH o OOOLO (M • © • © © © • © • © © ■ o • o o o t> i ° . .’ o ‘CO • 1 O rH O o o o « © • • < © ; ! ° : ^ : O CO iH CM :-■ • :« :*■ i *OH O © © rH • © • • < © • • © CO O CM CO O • to ■ o oo ; j O rH O OCN (MO rH (MKMOS.O ■!«» lO.® oo o' ef r-T r w o“ i r- T irT •iCj'BJLqq oqj ui 89uiuxoa jo a»qran^j; & O tO CM O • to o o o o • t-O to • CM o . O O O 1 to CM | H o o I o •* to • to • *ll“P ui ejuopnjs jo jgqumtq; © « • • . • o • • • to o I : : : : •bjtjq^ ui 9SIU00 jo qjSnoT; 19 CO J CO CO j • CMOOtOCCCOCOCMcO • H-- • « Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •opiums ® T*< OH CO j o • j O CO • • • • o o 1 • • fr* OHM j ° i • O CO • • • * O to Gradu¬ ates in 1897. •oxmuo^ 16 O CM CO CO o • O O Ci • ZD • • o O ’8FR O CO CM to o • rH O CO • rH O • ‘ O UO Preparing for college. Scien¬ tific course. •oxuma^ 14 o o o o • • o : :° : • tH • • O » 1 • '9FR w * o ooo • • o • • CM • • 00 • • o 1 • I Clas¬ sical course. •apjuiojj; « 1 o H 00 O • C5 • CM CM • • ^ CO • CM • O • rH CO £> CO • •91T?M 11 - rH N l£S • IO • CO O CM CM | O * CO o o Elementary students. £ •9X^019^ © H OCOHOOO lO CO O O tH i— t lO O O O CO oo CO CM CO CD ?H Cl Cl to CM CO CO ‘^K © O CO ^ O to O OtO rH OOO'dhHOOLOO OO 05 CO CM to r-t CM CM ^ CM Second¬ ary stu¬ dents. •9XBm9J 00 rjl CO tO CM O tO LO LO CJOr^OO^OiflOCO rH CO CM CO CO ^ tH tH rH rH CM ^ lO H CMtH •9FK * O (M H OO iO >0 tO GO O OOtOOOCMtOOtOtOH* O CO CO CMCMO rH CM rH CM CMiHCM^H rH CM Second¬ ary in¬ struct¬ ors. •QX'Bumq; © OOHOHO rH O O HHHOHNNHH rH 30 ,alBET » | CM rH rH CO rH O O CM iH OHHtMHHHHO HO Depart¬ ment or in¬ depend¬ ent. * -4^ -H . qj , +3 , , 4^ . -4H . -H 4© . . -4-5 -H P< P-rH P* Pi -^5 P"-H rH rH Pm-H PrH Ph P-( Pi PAhAPh Ah m hCPhAmAAhh PP Principal. w ! 1 W. L. Abbott . Rev. E. P. Johnson ... W. E. Rambo . S. V. Sanford . J. W. Frederick . Win. E. Reynolds, A.M. .1. R. Williams . Prof. J. M. Clement, A.M. E. E. Gardner . W. S. Short . . J. E. Pendergrast . A. M. Smith . W. C. McKenzie . H. A. Lawrence . E. M. Gammon . Henri H. Hoop . Miss Witt Moseley .. . E. Newton Ellis . C. Whitehurst . 1 © a e3 6 « High School . Public School (colored) . Bryan Institute * . High School . . do . Middle Georgia Milita¬ ry and Agricultural College. Hmh School _ Male and Eemale Insti¬ tute. Hi.o-h School * _ . do . Central Academy* . Public High School . Glade Academy . High School . Henry Grady Institute. Alex. Stephens Acad¬ emy.* High School* . . do . State and post- office. GEORGIA — cont’d. Madison . . do . Malden Branch . . . Marietta . Marshallville . Milledgeville ..... Milner . Mineral Bluff . Montezuma . Newfian . Note . Perry . Point Peter . Ouitman . . Rome . Rooxiville . Roscoe . Roswell . Sandersville . O H CM CO to 05 Oi O) 05 05 a CO CO CO CO CO CO OOHNf0.^iO 0500000000 I ; I ; t STATISTICS OF SECONDARY SCHOOLS. 1943 ill 000 ‘I 1 T-t 2, 500 1,000 8, 000 500 1, 150 15, 000 8, 000 1, 500 1,500 2, 500 18, 000 12, 000 600 800 1 il S' 5, 000 15, 000 40, 000 30, 000 8, 000 40, 000 3, 000 27, 500 25, 000 8, 000 4, 500 1, 500 £ 10 .. 100 0 . .. 300 0 .. 600 .. 450 o o 001 • • .. 750 1 SI illss§sl CO I CO • • co h < co co CO CO < CO • H 1 CO cc It# COCOH1COH*COt#H* COCO 12 0 C5 o o OONN o o © m o O rH CO • '53IONH ■ 'H ' CO o rH o o OOCOH OOONH o o t# j | (M Cl H © • | O • O T# • O O rH O OO • O O UO © C<1 O © rH rH CO © rH ®°CO 00 o • O O rH O OO looWHOHCO^N rH O © WtOHI t# © CO CM © rH CO 00 C* Cl O CO • CO 0^0 • rH O ‘ o o o o o © © O © - ©C0©CMO>©©CCC3T#u0©ii0©i0)CO 51 25 15 25 6 12 50 SSg§3g383oc> © SSSSS^SSS*- rfHHH H rH HNHOOOOONHHHHOH^HOO rH © rH rH © © rH rH © CQ ^ rH O O C3 O O HHHHHHHHNHHOHHNOHHH (NHHHHHd HNNO^HWnrlH 13555 5 5533$991HS$m§Si3 3133113 1311133133 Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1944 EDUCATION REPORT, 1896-97. •STlTe.n!Cldl3 0TJIJU9T0S pm? ‘Oil'll -until ‘sgiapfinq ‘spunoaS jo orqiq^ fill: ' to o' o' 1 fill 3 Ills 3®g-' oqj ut souuitoa jo .leqnin^- ! ^ .CtB^TL'.il 88§!§2SI§ I PI |S|SggS§: ■oiboA UT osauoD JO qj.oiTOrx a w| CO xj< CO hH t?lO ^ ^ rH Tti^^^cocq^OTji i ^ co CO ® i , .g s ' (3 IPiPiP •Qpjuiaj 3D © oo r-i co o : o o oo O Cj C'J 1C • •ai«K t* COONWiO © 9 CO 0.0 9 O 9 O W M ^ • AS . •0TUni9^ « OS LO ceHococNOOO^®»tg Sj-3 •9IBK >9 ! o WOONfON CSCOOHi>HlO(NOT}i^^H £ j s o ro £ .®«fl “ bC® © .S SP 1 “ U •o^uaioq • *'0009 § | | iO 43 . 4^ 43 +3 43 43 4= 43 4-3 43 4=> ft ft-d ftftftftftftftftftft 111 4 1 I Ss M® G ®Qfq-£ IMw&wgJSa | OOOOOOO -w rr w * w _□ © t> CO cc > CN ld©^^©^d©00 £ * © 2383 S ! g 74 192 i m © m m 0^000 rH © CO < M©^00©^© 5 T* TH r- 1 ^ 1 r— 1 d d © © 2 I 8 §§0S8 •H d l 00 1 2 40 INHH00 m 8° © « CO °8‘° rH © © © 300 10 CO © © © o o o © 10 1 _ CO d © CO 00 © © 8 200 10 © o © © © © 2 • 1 ^ LO d © © 00 © £ COW CO 17 © 8 CO • tH o © © © © • « d CO d © © 8 © 88^8 a 00 8 d • 00 o o o o © ©©©©©©©©©©©©©© 7— i * © ' © > © © © © © * © © © © © © > © © © © © © © © o o o o o °o >©©©©©©©©©©©©©© > in © © © © ' © © © © © © > © © © © > © © © © 2238 3 88§888£888g8S§SS8S83g | ° mi | g | g 8838! ^28£ s 28|383d3S3£88dS300S;SS | 3 3238 g s | | 8283; ICSffllMNOCJHMONOCJHOHOHrtL') lO O N ■sJIlO l!i © O O HHOI iCOCCC<5C?P-«l ! p-i ido .3 § m § § § i ^i| | « »2Sw I llli i r~j ^=xi-cs S S H QOHb O Jg 110 iSSiS ^criaiS^ s§« § ISlilSiillllllliilll 1 I Ills Isis ssgli * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 16 EDUCATJ •sn'j'BJ'Bdd'B ogipuatos puc ‘ainq. -lujnj ‘s3uipxtnq ‘epanoaS joaap^ [ON « REPORT, 1896-97. ©O •© • © O •©© © • . * © • © © ©o • o • o •© • © © © • • • © • © © ■rtf ip •© • © •© • © © © • • • © • © © to © • • © • © • ip © . . • © * © <&- • • • * CO T-H • • • • C4 18, 000 45, 775 45, 200 20, 000 9qx nt BanuqoA jo jaqrunj^ H ©©©©©©©©©©© !r-»© !©©©© OOOOWO©iO©iO© 1 © iO • © © © lO to H H CO © • C4 • r-i.CQ IP t-rH^C CO ©-C0 CO rH ©©©© © lrtt^^tiO©OOOOCOT^rH^©t>. rHCQC^C0(M©C4CJC0»O HHNCOnCCWHlMH^Q Second¬ ary in¬ struct¬ ors. •axcma^ © OHHNOWOMOHN ■♦NMHONHinWHHfflH •8l»K »9 HHHOC^HCIHCOHH hhhwhhhowhhcoh Depart¬ ment or in¬ depend¬ ent. 4J+3 4J-P-P . -P-P-P-P-P -4H 4-> , -p -p -P -p -p -P 1 PP-P P P Pi Pi pL,r^ P P P P P Pi P-^ P P P P P Pir— » p, Pi Pi ppppp^ppppp PPhPPPPPPhRPP Principal. « 1 John McClenahan .... L. W. Haviland . Edson A. MacMillan. . C. A. Darnell . Guy W. Bohannan _ J. R. Siiner . J. E. Bryan . . Frank P. Fisher . J. J. Sheppard . Joseph Gray . F. E. Calkins, super¬ intendent. Mary S. Porteuss . J. K. Rassweiler . S. M. Abbott . Charles E. Knapp - T. A. Gallagher . Leila Britt . H. H. Robinson . Jas. S. Farrell . Gus. E. Reiss . I. A. Smothers . Eugene C. Peirce . 0. E. Taylor . © a c3 £ « o I!1!!!!!! ! r=i ::::::::: : :::::::: a ....... * .. ..... ^oooooooooo ooooooooc .Tj/wJ M • •«•»••••• I...I..I H •••••••»•• .....».i . do . . do . Public School . State and post- office. | 1 ILLINOIS— con t’d . Colchester . Colfax . Coulterville . Creston . Cuba . Danvers . Danville . Davis . Decatur . Dekalb . Delavan . Dixon . Downers Grove... Dundee . Duquoin . Durand . Dwight . Earlville . East Dubuque.... Edinburg . Effingham . Elgin . Elizabeth . lOCI>00 0)OHlMrtilO <0t^00 05OHWM^»nOt>00 H H H H rH (M (M M (M (M N (NOKMtNCOCOCOCOWMMCOCO ipLpipiptpipipipipiPipipip STATISTICS OF SECONDARY SCHOOLS. 1947 3, 000 23, 000 35, 000 20, 375 3, 500 15, 000 25, 000 17, 000 15, 000 35, 000 20, 000 10, 000 ll ill : §8 :§S ; 15, 000 30, 000 20, 000 15, 000 11, 000 II illlllil illlll il S'a jSgassS :^'ssrf s' i sills allll II II HH rH • • • • O . 2§§ ii CO O CO . ( r-T . . 250 .. 500 ! il§|Ssllll-gl»gllllll”IISI et5COCO^<^ «-# -tflM'*! i ^ CO • ^ c ° ° . . ° ^ • • °° • O O M ^ (M « j i 00 •HCOtJI • cm o • CO O CM ^ too ‘OO • 1 ONOON © O ■ ■ O ria • • • O -H CO CM CM CO • • CO •OOLO • CQ rH •MOOOMOO *OH • * O O CM O M iOCOt>0*OCI ^WOOO: t^OOiMO ON^N'OWHNt'OOOONNMH^nOOONWOOOf O O tO O M O O *HH lO I OOOOO! OOOOO OO OOOOCOOOOOOOOOO^OCOOOOOOOOOOOOt-OOOOOO „ooog ooooo «o o.«ooSooooooooogooooooooooooogoooogo fegssss s^gagsgs-ssssss^s^sg-s’ssgsssjsssasssgcsss OrtWHN HOMOH IHLOW«I>WNWHHaOHOOOOOHOHH?qHC1W. iHH^HnHHCl^HHWHHi I Cl H (M n H W H iM rj ft A £<-3 P,P< pp i «*l Ml’i'Illils '3I’"U9jI is O O 'OWO 'HWW^ MCOH 1 CO CQH I'll o Tji h l's lo a : ■9I»H I « |,gl I- 1 ■9VemQ& J •0I*H * 2 Jig q “ § •9X,enx9ljj ■»FK £ “ : :g itjo ‘co !l® •gX'Bragj •oxm ^ ■gx'Btng^ K oeoooooooggjfloooo oopoooo OO O O lO © © o ® i§S§gf|58SS3SS3Sc3a! I &! - •9X«M ; 4» •9X6019^ | «g •9IUH ft Sargggg iLOOMOQHCUHWOOONnM (MHOrlriNH lOHCOlO' |li|g p< ft' a,' ft g. ft ft p. ft^j a. ft ft.3 ft ft ft ft ft ft ft P^PPPPP o.-g8«8*j § OOOOOOOOOOOOOO-® 2^000000 s Js'c! ■ o ^ .ft: Ilsim 28 . . «»flL0.B a_ IssllJl IJJJftlJ IgllllllSIlsllli lllllll STATISTICS OF SECONDARY SCHOOLS, 1949 I I £ 8 liiiii “SSSS1 11111 cooio— ■ O lllllllil pC*plftCOOO^COCO !«fi)HCOHMMiON.'OCOiaOHOOI>(NTi - w„gki>ai|D«1 k sodpfe g^IzH 8 J § g | £ g«H.sfi gE1M£Hfld»tf.sS If ** o ill *!l &%x.< *ft3 «> w w 1 . , r— -> r-J t| ooooooP'/Joooooc 'SP’SPPP P'PJ’O'P'O'P’Op; ".2® W I 3 fj H 44 §0 £ 1 S 1& I I I • • lilt : : : : :g ; ® : : ■ * • ■ • Ti • rn ■ ■ A o © © 7- ■ .2 mu If o ^ S> 3 slsssssllSlIIIIIIlIslIIIISlllilllllsslllllll Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1950 EDUCATION 0IJIJU9I9S pin? *9jn| -iuxnj ‘eSuipxinq ‘spunoj3 jo • iO O O O O O • O c •Aiviqii at 89nmiOA jo J9qnm£[ if OH lO tD > to > . ‘r’ 2 +i C3 2 O 2^ O p. 2 ® 1 M'S' •QXBUIO^ COOOIOI OCt) 'NOO^Ot- CO 'NHHOi Ota •9X^018,1 tNcowoiao«N®oocqcqiflooio«eit'tnciot' •9XT?H OOOOtfiniOOOOOCOCiNtOMNffli Pty F-t P •9X^019^ •9Xt?H •9XBUI9A yi*W P< STATISTICS OF SECONDARY SCHOOLS. 1951 o o o o o o o o o o o o o o O O O rH O CM O ooooooooooHO C'«WCOHOHt>CCI>ir3^HMHlOOOON ' tJI N CJ O ' COHi(TjU>OClifliOOOHHOCOOOt-' HCOiOOOtN lOCHMHiOrllOOCJ • O iO rH O Cl 10 lO •lOOt'N O O • • O O o lO lO O CD CD -H I CM »0 CO CO CD P|D®PC^<0 >' Q rrj i> O © © © O O 02 02 <*> — ' H -j m t>'b_f5 S55A o S a S 9 s cs cs cj"2.H ooooooooo 3j j s g S K PPhPPPPhPhPh &"& #^#$############0202020202020202 -3-F R c3 O -g _C3 CS © rjH w g o cs h3S° - _ J cs,p ® R Pi Pf l> t>ip c3 ej c3 ® o o 2 rP! P g r p c3 CS 03 f- p ho k PR'S ^ R ® 2 .P .PIP-P O 02 02 02 02 02 © t> tpiK be be be p < 't; -g P R P3 r; 03 e3 "P ‘G 5n ftftP Ru ® 02 02 02 02 02 »COgE>.<0-t©-<©5C>-tj5-COt,.t_t«.t~c~c-.r'. ! _ _ OlM^lOfflt- IHNNO^NriMNN • C"-E'*c-t~c-t-t-t-C'"C-c-t-t'*e-t>c-C'i * Statistics of 1895-96. Table 42— Statistics of public high schools in the United States for the scholastic year 1896-97— Continued. 1952 EDUCATION REPORT, 1896-97. •SiupweddB oxjtjuqios paw ‘ojn; -nury ‘sSaipixnq ‘epanoaS jo 9x1113 a min 8“ a'8v lllllllllll s'ss'^s's'g as oqx nx senmjoA jo .xaqxanjq 133*18 rH rH lssllsalllSlll! r-T 11 lip-ip I AiBiTqm tsi siTr9pnq.s jo J9g ;un\r § •sxeaA at 98.IU00 to qii?tx9rj[ mm TKM-^eoeOCOM'^tCQeOOOeOTHrl-^iHThCiiTit'itM^'atM'^ it I 3D (N 1 CO • O ' ' CO 'OHSH •« ■ 50 03 i CD S'* |sl° •9 [X?K N •9IBXU9^ © ifiHNCNO On O^COC8iM«OriOOHH«HHN •9IBH ■cjlririMWHHMHOHHrtHlOHlMHHNHHIN, s q.3 g A f a e ® ® P< Pn Oh Ph P Prrj r ri pH PiOCOOOO»OONH o o o o o o o o o o o o o o O O O O 10 o o OlfiNOCC O O O O lO OiO®(NO o o o o o o o o o o OOIOOC O O CO vO l> o o o o o o o o o o o o OlOH tHCOtACMCM^CO^tHCN' OOONCO • CM CO -r* O O CM 03 ' rH OHrtiCOOCOC^LOiCfOOOM l^COCOCM^-^CO^COCOxfC^ O CO CC 1.0 o lOHWOHOCO O CO ^ CUO O ^ H t> lO (M OO (M 00 O^O^WOOIM' OO^COOQiOi o o o owoo COfMiOHHOO UO'^OCCiOO’fCOCOCClCCO’^lO OCOOCOOOOOHN OOiOOOOOOOOOOOOO ooooocoo © o o o co • OOlOlO o® (MOCOOOOOOO lOOOOOOOOO t-oooor-HO oooo^cooooomooo a ooooooooo CM COCO t> l> CO ^ t ® © as sh 53 «j od ,-,'3© te g o ft 0 u &=5 1 %£ S.S3S.S.S.S § O - a s ,© . © r© S ^ ° p, « ? & j 6*a © © b-a go PH £ PPE' § : .a § : ft - o © T/2 g*-s;g s.2 j' ^ t. m ^ p I §-£J5 . ca R, •2 £ •p S' P-T . ® £ P « « . C3 BPS ^ I 2Whp>h sri.i^s«| ^ 1 r O 3 sSllnS^S • S mW.S^cg SS? §H* Z pi O o •ss. o . _ ■ ®p= ;S9 0 I S k kk k k L k k k L k k k k kj ^ *— 1 M W HWWWSHf»4k>+3p-''i->r->etf(D(X)C5OH(MM'^i0t0t>( i CM CO 1C JO !>• 00 t- l> t> !>• t- i l- £*- t>> t>- 1> o* t- c^* t> t- ED 97- -123 Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1954 •snpejudd'B opr^naios pur; ‘oxnq. -injnj ‘s.ouipjmq ‘spunorh jo onpA >10 0 0 0' • nr co af t> OOOlOOOOO oocioV hnVc? •AjBjqT[ gq; ui soiuiqoA jo agqum^j oosooiooooo kn« l— co ’I1TJP tit sjuapnijs jo jgqnm^; •ejnai! ui asanoa jo q^Suaq; oocoiMiM-'^W'^'^'^eoeo College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •apjma^ *) F>> 1 • i OlOO ■ o o o CO r— 1 ONOHN tH •0FH W* • • 'ONO • O r-l o ^ O ONOtNH o Gradu¬ ates in 1897. 1 [ •apnuaj » r* »NfflOiOONinM o HCOHOO^OiO^O CO •op?K »a (OMMONOCOrt o Ol^OCOOLOOCOHH o Preparing for college. Scien¬ tific course. •ojnuiaq; 14 0 = 00^000 ; C4 o O vO O CO • *9I»K » HHOONONO ■ O CO O X • Clas¬ sical course. •ajnuia^ O ;OONO joo o CO O • CO 0000000i-H0C50000r^0000000 coo ^ CO to !> •91UJI © OOOOCdCOOOOOiHOrHOOCOOCOOOOOOOO t- VO L- fe5© ft p _ e? 13 : sp* • X □ 05 43 • ftp © p ■ © - ^ (?«a' i Saj'SdSalHdo.s ghhisp |s ft . £ h o o pr 02 coft oo^ooooooooS^oo© |’g’3ftPPPPPr3PPP-?PP'0 • * c3 cO * . * • oc cJQ : hp ::::::: :pp o o o o ftft fee bJO pp §53 ® © • • • s '_ft i!l|1|S ii'glllllllli ••H ?H Q fj • • • • • • rt ©■gj : : : \£% : :© © _i ^X) H ^ ® a*? ®ro ® 2 ® &.rt^ C8 O O O 1^ r~Xi H r-H r— ^ ’H H H ® >rH. 9 jj S -4^ ^*00000^3 aoooooooooo OOHWCO^IOCO a> o o o o L- 00 00 00 CO .tj -rj! uj w n uu uj y n ., ... ... _ _ .. _. — . OOOOOOOOOr-r-i— IHHHr- ~'~'~-'QQCOOCOQOOOCOOCOaOaOOQOOOOCGOOOOOOOO STATISTICS OF SECONDARY SCHOOLS. 1955 OOOOOOO 'OOOOO • cc/j ■ If l fcj ®g ® 2 £ ® £ O OS'S g oM.^oi-^co 0 0 £ o_ SO.S hcS fcC O Ml . r< ^ Sri fl? ®L^fl > 2 > S cs ft ® ~ ^ fl 2 a O £ a .flflh oPTft-2 gTIm.ypNpfebJOcS . .. w _ _ _ _ _ _ _ _ _r_Sf3c3csc3o©^a^iscS'^3rciaj3A a t> OOQOOOOOOOOOOO .OOODODOOflflflPPflPPHHHHHHHHS £ ® es.g SSS-S^OOOO > 00 CO 00 00 CO CO 00 Statistics of 1895-96. Table 42. — Statistics of public High schools in flic United States for the scholastic year 1S9G-07 — Continued. 1956 EDUCATION REPORT, 1896-97. I HI! •fe'n^njBddc OijprTTaps p;n> ‘dai’4 i ~ - - ‘sgaipjinq 'gpiraclo jo onpA. I SI SP” § S •.^.TUjqTT otn uc sauziijOA jo joqamjq ^ j AJTSJI fill 1; CC rf -4 SO iiliiii! ■IIFP TITUI TIT sjnop- lllliri i w .Toqurajq | 2$ sioo.'Z ut osanoo jo qjSuoq ; rr £% 8s§ ins cf 1111“ ( -* CC r* C3 < s-Sj^ j •aiBraoji; Jr. pL 'm - J] ~~ ” ~~ — a _ i o p,* “®| 53 lls j '©ibk g si OtirH •axuoieji; Ci ^ a N N i O O O ’ C C3 « O C-flHTrL-NMOiOO Cl tl O O LO Cl o OHKNO g © i j -9I*ai0jE | 2 S-I «Dw ! ® III ■9jBnra£ | ^ ri * ill '3FM 2 | £? • 3 A § § o ’fa rl A. © -rs~ 'googog oo oooco oooooocoocco ‘9FH 'S008°£ OO OOOO 000000^0^0 A 4 4 Itli ■©PH ^ X C a r-i (N CO lO •©X^Oiajl y© ^ C X Oi O O H O O O rH O O H^HOCOWHW' •9[«H I « ^oo • © to © • to to ©r • 97. O O O O 00 © o to 18, 000 5,300 9,000 o o to o • • o o o o o • • © © © © to • • o o o o CO • • co hT©cT ; ; CM rH •Xjwjqi^ oift nr S9tuu[oa jo aoqum^ 5 OOOOtOOOOOOJ ©uooocmoooocm HHH^OOCIHCO 200 175 250 CO O O O • to CO to to O 50 «l>00 1> CM 00 ■ CM CO ■ii^p Aji5?i][iat ut sjuapn^s jo .Taqmnyx © •ej«8iC ut osanoo jo q^Snaq; 2 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897, •opjuio^ ® O • • • CM CO H o -H CO • CO O • • © © © • * •• i •0FM £ O • • • CM CD H o H H • CM O • • O O HI * Gradu¬ ates in 1897. •opjuio^ s NOHOOXH O O CM CO O^COCOOOOHONHH •9I*K ta HOOlOKOH loot' CMHC5C^OOCO^OHHH Preparing for college. Scien¬ tific course. 14 • 00 ■ • 1 1 III o O CM CM O • O • 13 •is ■ ; • o O CM CO O • CO • Clas- sical_ course. •oxnuro^ « « CM • • O • • • i— i o O to o o ■ o I •QI^K 11 • O J • «o rH o O CO o o * o • Elementary students. •exnmo^ © O 50 tO^> O O 00 to O O oto tOOOOCOOtOOOtOOOO t>(M W CO O CM HH r-l rH O rH rH •OIUK © O^OOOO’-iOOt-Oi-'OOOOOOOOOOOOO IO CM CO CO L'- CM CM O rH CO H< rH rH 1- Second¬ ary stu¬ dents. •Qpunoj QC NOOOHOM>Ot'^(M-J OOLOt'iONOOO^WMM rH CO H CO CM CM tH CO CM CM 05 CO O i — 1 H CO CM •9H?H * OOLOONOC5l>iO^COlOl>l>OOI>CO>OCOlCC0 0^05W rH -rr CO CO CO r-» CM CO CM iH O CO Tji H CM rH CM p |.S O • . d 7* •0X^019^ © OOCaOi-HiHOOOOMO^HOOCqO-^Or-IOOOr-iO o IT1 ^ a $ S~S •9IUK HHOMdNHHlMHinHNHiaflHmHWHHHNN Depart¬ ment or in¬ depend¬ ent. * -H • -43 4J-PP43-P-P43+3 • Pm H rH P< Ph rd Ph Ph Pi Ph Pr—j Ph 0< id p- b. C! a i 2 ii [I ii \< i j » II j a . a (0- | II « a > H ) If* P. B. Hutcheson . Vi red 1 MoTTnicht P. H. Beck . W. F. Clarke . Orange H. Bowman. . . A. E. Bond . . L. H. Kreke . Mrs. Mary E. Stewart. Richard v and erveer. . <0 a yA « High School . Rich Square Academy.. High School* . . do . . do . . do . do . . . J . do . . do . . . : c . do _ . _ rl o _ _ _ _ . _ > c i '* _ do . _ . _ _ _ . do _ _ . do . . do . . do . . do . . do . State and post- office. H INDIANA— COnt’d. Leesburg . Lewisville . Lexington . Liberty . Ligonier . Lincolnville . Linden . Linton . Livonia . Loeansnort . ! London . 1 Lowell . A a > h-i McCordsville . 1 Madison . Manhattan . Marion . Markle . Martinsville . Mentone . Michigantown. . . . Middlebury . Middletown . Milford . 0i05Q050)OQQ05 05 C5QC5050>QC5Q0505C5Q0)0)05 STATISTICS OF SECONDARY SCHOOLS. 1959 oirfooori 10 10' ;o N co i^TirT irf n n «© © g i© illSISIlll! r fcC » NO rH o O-OO, 111111111 N®oV r-T CO~ CO Iftio §! :§g£ 8£§gS§ 1 ialsll |srilllslsslllsl»sgl ,-T rH t>HC5CC O O (M O OHHHLCCJlCW iOHOCOH OClHO^OHWHHiOCOONO^MONWCO O O o O §9 pH fa'sa sS^HMsS a^Hd^s's^l1^ Sg rH a ^ § o -.a Hl« 13 OOOOOO OrJ1 © o o o o o o o o G _ © © © © o o . ° . IS . ■1 . . ;gJ1 :®'o-9 § M o o o o i-spg^p riWO^ 3f |2|1 >J|; III! ll sis • ®02^> ' ® +3 +3 :’S§§ • o o o n~ ^h°nMm ov-Zooooo §■§!§ HU: £> 5 §5 aai|||§§§§ S § 1 § g g*i g ggT| 1 1 1| 1 1 IIJIIIHH J HI l^lllll ISS^Zil^^^i^ilzi^lzi^J^^lziOOOOOOOOPPPPP SSSilSSSSS ISIlllllllllllllllllllllllllIlllllsss CO H< o o Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97— Continued. 1960 EDUCATION REPORT, 1896-S7. •en^BJ'Bdd'B opiquoros pn'B -ininj ‘eSuipyinq ‘epixnoj§ jo onyeA « $25, 000 15, 500 8, 000 5, OOO 0000000 • 0 0 0 OOO OOOOOOO 'OOO 00 to 0 d 10 0 0 0 0 'OOO OOd U- CO CO to 0 LO • 0 Cl 00 o" ^ to WHCO • ^ th d •iTejqtj oqy ur saranjoA jo aaqnmjsj 5 to O 00 Cl to Cl rH lO 0 OOtOOOtOOOOOOOOd HLOO to OH(>OOCOWOOO OHO d 0 tOCOCOd-H CO tO tO Cl 0 CO tH ^ 10 r-T T1«P A.re^qttn nr syuapnys jo jaqum^r; © : : : ! d • co • • 1 0 ! 11 °' • 0 • • • ■s.msK ui asjnoo jo qvSnaq; © & CO M CO CO M«5'#eOeO- W lO •9IBK KS d CO CC THOL^rHtOdOrHdCOOOOO CO O d Preparing for college. Scien¬ tific course. *9IUin9j[ 14 to • ; • CO • O 0 0 • • • • Cl O • rH •aicjy « CO • • i ^ rH Cl • • • • CO rH • CO Clas¬ sical course. •oyeraojy « T=H 1 t i * • CO rH rH • j i Ith ■9IBR IBri ^ ! ; : ^ • to ^ O • j ; j d ! -Hi 0 £ *5 £ +=> P g © ,2 © 4— 1 •oyeoiej © OOOOO OOOOOOOOOOOiOOO ooo H CO CO 'oynpy © OOOOO OOOOO Cl (MOOOOOOO ooo Cl -rtf CO Second¬ ary stu¬ dents. •operaa^ QB OWOO^ W OOWHCOiOl>COCOfl5COO to Cl to WCOHthH COCOC-HlOH HH© 00 rH d CItHCI 'VW fc. ! tOOOOOO IO^CDCC»ONCDOIOI>CO(WOW OlOCO d Cl H Cl Cl nW^HCOHHHWCO CO tH tH r-1 c c 0 ary in - s tract¬ ors. •eymuaj © © rH O d O dr— irHOCOOOOr— 100^00 O O CO •9FK * i dWHHH HWdHWHHdWHH[>Wd CO H H Depart ment or in- depend ent. 4J4J p p-p , pj p) +3 -P . . 4© +3 .papsp© r- i | i ^ i § 2 c jcori J Iriri^ E. P. Hufierd . George E. Dee . John H. J ohn ston . F, O Uni hind _ _ W. C. Burt . D. It. Ellaharger . James B. Humphreys . R. E. Harris . R. L. Thiebaud . Samuel A. Harris . T. E. Berry . a c$ A « High School . . do . . Middle Township High ^School. High School . ' rln _ ) c : 'z > 0 0 c inS'TSnz > 0 0 0 c J t; r3 -d re . do . . do . Broad Ripple High School. High School . . do . State and post- office. H ? : i : 0 • ’ a : trj : c ® 0 — -Si 2 ° ~ 5 "i> ® "© b 3 5 ® S a 1 ®®.gi H HPkpMfl Pittsboro . Pleasant Lake . . . . "PlTTmrm Mi ) |1 ?J • • a \l%i : s| : > O !l f- j : : a t. i fcr© p 5 , a s © i 4pqp^p^Oc Richland . Richmond . Ridgeville . Ripple . Rising Sun . Roachdale . Roann . tO O O 00 O OHdWTtliOCO^CCJJCHWM ^ lO CO HHHHH rtf O O O Cl O © CO © H< O Cl CO CO d o CO CO rH ^ rH ■°s° O 2 ^ C ^ w i-- O O CD CC Cl lOOHO^HO © o © 05 M C CO O <0 © C CC CO C O H- d ; co : • •> • O rH © CO . O o ° ! HH : **>. : : H : T~i Cl o Cl • o o Cl * H< • Cl : °SrH : i © • o CO O © © © -< : o • d rH • CO d H • • Cl • rH • o d H< O d o - : o 1 CO a © © © ^gri00^^0000^00000^10 ofcooooooijgooccoooogooow© CD O O O 0^^00 0 000.00 0 00^^ 00^00000 'c$§000s000s000£°2 oot-cco^coooog^co^goo ^^oco n w c i ^OLO.OOCD 32' '£33388' 2 g.sg 2 S 2 388; tH L~. © H O O Cl OOOOrHOOOO, i O O N O Ot^O5 el, • m ji P rv. . • . p *3 •a*”'3Bq«p'cSCQCOl>HOOHHHOt>C5CClOC50500 01^HOHI> d COt>C-rH H d O t> H Cl d rH rH d Second¬ ary in¬ struct¬ ors. •9X^019^ © OO©MC0HiO©OHd©©HdOO©OH©OHON •»TO *9 ClHHtMHCUMHHHClHClHHHHHHHHHHCCCO 1 Depart¬ ment or in¬ depend¬ ent. rf P p P P P P Pw (H Pft PfH P«-H P P PrH Pr-j p P p P ppppppp£5ppppp£ppp3p>3pppp ,© <3 53.PI 'O t> E ■^33,8 gw.® o hj © £ M2,Ok' a s jf? <1 s^Hrs 2^? § a 500,2 ©3g w.« - • - » © a « - ®W gj^oo^GQ® ®^Wo £>-A go ® grimM .1 gw §jH£ I p< . rH ® rt ° be • 1 Pi 43 ■ £"2 o f .5 a , I -i if jl i ■ ■ '-q ,r" ,fe £ PliS ./ a® £ rt+5 E r22cSrt®cS^3ca*aj'i-|®c;b-ru'j UlS g*^ saas-s^S^ss 2.32:23.3.2 oc 00 00 00 < . OOOOOOOOOOOOOOOOl STATISTICS OF SECONDARY SCHOOLS. 1963 25, 000 10, 000 6, 000 40, 000 20, 000 12, 000 20, 200 15, 000 8, 050 5, 000 12, 000 8, 250 30, 000 13, 000 10, 000 iiiiHiiiHiiiiiiii s' § ■* s"s s a “ -* •» •* “ § “ s' " g a 2, 500 17, 000 20, 185 *81 11 ssssI§l§s8l l3llIs8IS°s°“S2sll rT 369 100 1,500 25 250 400 ::: gg >COHiHiHiH< CO CO © © MrH00©©HiC0©©HiHi©M©H T=* ON • 'NHOil 'HO • LO *0X0 ' O O > « S||;S2JJ;I!!||S|5|H!II3I 5 (Xi d ® ^ o ^ g P d jS .s m I d ^ h © S d d ^ ^ n-i r a £ r-3 a 43 |<8 ala' • 3 !! »ls.s 3.?5£ $i» ; • s pqcq K38SS;g283gg 3 g 6 £ * § P S £ £ £ S g iliiiiiii STATISTICS OF SECONDARY SCHOOLS. § ’ CO CO © © lOH^CO tXN © © © O CC LO CC CC O 'O H H O L" CO © 04 Ol O © ^ © © © rH © © CO 0 0 © r-i CO © tH» © © © © s © co © © © tH 04 CO 4 4 1 59 o OT co„ © Ttf © - © CC © rti © © © 300§ © © C4 © ^ © © © © (M 21 ! 0 CQ © o o o o o o o gsooa o o o o o © © © © © O © © © © © © CC © © rH © © © © © © oooo © o jd<® © ® coo o.oooooojo oooo OT oooo go^ooo^oooooooojnoooooin ooo ^ggg|g|CJg3SSggSSgg 8S8Sg8t“S§SS2-8gg5S^IS8S5®S ^SESSSSS^^gg-^S^S^SS §g£§ S8S8S8”rfS8S8S9SSS8SSgS8 SS88 HClNOOOHOOOOHO'ijaHOOlfl 05 tf cj 9 ® 7l -9 .9 M 1 i 2 Is ;|s rill j* — P S fe. s3Ppb6W«5Tbt>uo©®-^t-rjOHON • CO • •(Mi ■ 1 1 ©©.!■ Clas¬ sical course. •ojeura.^; « 0 L 0 £ 01 CO I> O • j rH •era 11 (M • « • O CO O • 1 1 CO • CO © © J j co m 0 lH •9I6K © 0 0 x-i 00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 03 0 0 0 CO rH L'- CO in 00 Second¬ ary stu¬ dents. * t- a M 0 C5 IM LO l- 00 0 10 W ffl 00 COlOHinfflOOlONOJH 00 rH i— 1 lOr- 1 N H HI (M N 1- lCSlClrj0©0^00 O HH Cl H H H CKO H rH CO CO fc'» H CO 03 00 10 0 Second¬ ary in- struct- ors. © CO C O C "P'-C 00000 ,orordrorcf State and post- office. H I IOWA — continued . Fort Dodge . Fort Madison . Fredericksburg. . . Fremont . Galva . Gardengrove . Garnavillo . Garner . Glenwood . Glidden . Goldfield . . Gowrie . Grand Junction. . . Greene . Greenfield . Grinnell . Griswold . Grundv Center _ Guthrie Center. . . Guttenberg . Hamburg . Hampton . Harlan . ^ WOl>00010HNM^iC0^00050H(NW^iOOb- 03 CO © 03 © ©CO 03 rH © i O © 'CO l©t>©©©©OCO©©H*cOOO ©©©t>t>G0©O3COCOH<©O3l ©03© t> t> © 03 CO 03 rH © © I ©©©0303L'-'rtf©rHlO ' © CO 00 hH © CO 03 © t> CO CO CO©© ©03 03 © 03 © ^ 03 © » 03 © 03 t> 03 CO © © © CO © © 03 © • © *C0 © © 03 © ©©©©©©©©©©©©©©00©©© I © © © © CO 03 © © © © © © © © © © © © © © © © i— I ©C0©O©©©©©©C0©©©©©03© ©©©©©©©©©©©©©© © Ol © © © © © © 00©©©© CO © 00 rH © rH © CO l> 00 Hi © rH © 03©03t>©COr-iH<00 00©r>©©03©H CO H H CO I> CO 03 t-©©00 00'H<©t-©©©©H^©©©00t>' ©©t^©00©00©C000©©H? 4-5 ‘sJPS •'P £ ,2 ftp — 3 B O O p p p P WPHPPP ® »o§§3 ^ © g ftg'H &J0®;3 S O bXj L — — . a £ p ® £ > O ©® ®+3 My 2 •gla^ § O P’S § a p ftp ^ bcp § a S'® CSPPCSPCSPP®®® — — — knnT1 ht « Cl ft o o o o P pppppppg _ _ _ _ _ _ _ . _ _ _ _ _ „ OOOOOOOCCOOOOOOO 00 0)0)0)03 N (MWC4C4C'l(MC4!M,MC'l!MN(NC4!MClC4CO STATISTICS OF SECONDARY SCHOOLS. 1969 10 o m oooooooooooooooo OOOOOOOOOOOOOIOOO OOOOOOOlOOOOOOL^OO CC 00 m o 00 *0 > > CO CM O CM O CM O OOOOO *00000 O O O O O 'OOOOO OOOOO -NOOOO t'* CO O lO o CO o 05 o OlOOOOlOOO ^CWONOO^ OCMOOOCMOOCM»QOOOOOi0OO05OOOOOOO00OC0OO©OOOO O 00-0 OOCOOOOC^OOiOOiCOOlOiOiOCOL'-lOlOlOiOCOOOO'^OOCDO CO O O CM CM CM CM CM lOCCMCi t-i H tji Cl H CM CM H <£> -* OOOOOOOOOO OOlCOOlOQWCO T* ^ T* CO CO - COCO^CM^COCOCOCM^t^CO ' ^ ^ CO CO CO ^ ' CMCO^CMtH^tHCOCMCO CM 'ClONO^OtOH^COO CO O CM CM CO O ^ H CM lO < CM lO CM O 'CM Q^OQt>OOiOt*C5QCM»OeOWCOHOlMOOOl>lOt>Ni >CMCOCMl>iOCMt>TfCMt^ ^OOCOrHrWCOCMCO^ 'OT-HiOCOmOCMCMOCMCMI^lCCOOO lO ^ » CM 00 H CC o C (CMCO^^O^OCOCM CO O O CO H tji O O O CO o I O O CM rH CM 'OHO O O O O O O O 05 • CM O OOOOOOOOCMOOOOOOOOIOOIOOOOOOOOOOOOOOO' OOOCOOOOOOOO' OOOOOOOOCMOOOOOOOOCOO^OO' » o O O O O O < OOOOOCOOOOOOi ■ o O O O o o COOCONCJiOHOCt-OHOC^COt-HlOHHCOOCOOHHOOQOCO'HXOOOHOOHCO’HOOHOt-^OiC^OO ^^iO^COCMH^COCOCCCMCMOHCOCCCMCOi^T*^CMHOCCiOCMrtHHCMCMCOC5HrtCMCOCMn-tCQCOHCOr-j'TtiCOCOr-i OOH^OWOC5(NOOOOOOC5HCOOOt>HI>OHOOOOOMNNOOC5CDiC^NiOHOCHHOH rt O 43 43 43 y^ S 3 3 ^ 0 p 3 P OOOOO g >s'-g Ci d SflH ft © g -§|gfts^^'S£.g &.a .2%© MB® K^t- w\* Uu r— i CT r/-) ' 1 g§S«*,SWHl0Q-3-* : g a *.2 © • -+3 Y3 : 2 © : 2 « ^ ; 2 p 4* § e3 s MO > ^ ^ fn -n s fc.,14 - - ©©©OOOOO ' is © o fcJOo'S^ s E fc © 4, >>£ S £ >'g 1 _,®'°£Aflfc£a522c>©2B2ryi2CiOrtfl-P.5Mro 24,0 © 1-i ^ cl cS o -P ft ft O B3 s-. OB Sh -P § a ro cS © © •: S OO © Mfci ©y O O fci ti k s'HSS y ©3 ft S&fc&fcfcJzjfcfc&fcfcOOOOOOOOOOOO&ftfcftfcftftftft&fcfcfctftftftfMP? ■siL')(oi>(»aoHW«'co •#tfininiOlOiCiniOOOlO!DQO». — .. cseci-5fi^-^'^'M<^f'^'rt‘>oio cocococococococococococococococococococococococococococococococo ED 97- -124 Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1970 EDUCATION REPORT, 1896-97. •sn^'ejudde oijixuaios pue ‘ainx -iiunj ‘sSuipiinq ‘spano.TS jo on^A .1 « OOOOOO OOOOOOO *0000000000 OOOOOO OOOOOOO *0000000000 io o o o o o ooooooo • o m co o o o o o o o ^^cog.-jocT ; (M ■XrBjqiX oq; at saiati|OA jo aeqtanjq IN CM ® ® © ® O OOOlOOOOlOOOOIMOOOOOOO loinoioino osNOOHt-oiiooreoaooooao rH ® CO CO CO N OCOCOClCO^lfiMCiCO rH CO CM r-t -tf O ® CO 5© ® CO rH ® lO ® CO CO t* 5© CO ■<* © CO Preparing for college. Scien¬ tific course. "9X^019^ 2 • ••*•• O • O O * 'Hi ' iO H O • • « •9XBH 2 • t- • CM © • -^ • CD CM CO • • • • Clas¬ sical course. •ax'Bnio^ « H • • | tflOHOCOW *- rH • CO • • • • • m • • •9IBH H H « . • rH • • 50000NH 1 • • rH 1 • CM lO CM • CO 1 • • CM • • i : Elementary students. •9XCUI9J © H lO O O O O O O O O 00 o o o *-* *-» o o o o o o o o lOH t- Cl CO •9XTJK © uo ^ o o o o O O O O CM o o O CO o o o o o o o o CD rH O HP* Second¬ ary stu¬ dents. •axema^ 3D D O O Cl N CO (MOMCOClHHOmHOSCODODDHlO rH HOdH CO CO (N H H HCO COiOdOHCOOCO •9XUR *» Iflt-OOOCDO GOOClHCOOOOHClClHlOMflJHiCO rH CO Cl H CO CM Cl Cl rH CM Tf H COTtfrH^rHCM^HH Second¬ ary in¬ struct¬ ors. •axnraa^ i 50 H O rH CM rH O OdOOClClOHOOHHOCOHdCOCl •9x«K h hhnhhm cihhhcihhhcihhhhhhhh»o Depart¬ ment or in¬ depend¬ ent. h • HH-PH-P HP 4© .-*p .-*p . .HP • • HP HP HP . HP HP HP rH Ph p4 Ph P< CtJ- iH't2 J. L. Mullin . Charles S. Cobh . Miss Nellie Jones . Charles Severance .... F. A. Lacey . B. T. Green . Nellie Johnson . W. H. Turnbull . Name. « High School . . do . . . do . Calhoun County Normal School. High School . . do.* . . do . . . . do . . do . I o c j'SJ'C . do.* . Public High School . High School . . do . o o o '53 rd rd State and post- office. H iowa — continued. j Biversido . Biverton . Bockibrd . Bock Bapids . Bock Valley . Bockwell City .... Bolfe . Sabula . 1 Sac City . . St. Ansgar . St. Charles . Sanborn . Scranton . Sevmnnr. _ Shannon City . Shelby . Sheldon . Shellsburg . Shenandoah . Sibley . Sigourney . Sioux City . OJOHIMMtH i0C0^C005OH(N0:tHiO?01>00(35OHN I> l> i> t^t^t^c^-t-cooooooc oc CO OO CO OO GO 05 C5 Oi CO CO CO CO CO CO COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO HHHHHH rlHHHHHHHHHHrtHHriHH H STATISTICS OF SECONDARY SCHOOLS. 1971 11 i 00 in '; min -'aas'-'g 7,000 3, 600 10, 000 jl • a 8, 000 3, 000 75, 000 29, 200 15, 000 4, 000 10, 000 4, 500 8,000 30, 200 5, 000 12, 000 16, 000 40, 000 3,000 2, 500 5, 000 1 25, 000 25, 000 45, 000 410 25, 000 30 000 25, 000 5, 000 10, 000 10, 150 ill 1 (NOS 200 200 356 200 400 300 30 150 550 1,100 161 60 236 . 100 . 250 324 156 . 900 850 . 576 661 30 . 500 300 . 350 40 . 300 . 110 slllllSlillllsel°s : : : : : ’6 42 ’6 : :° :s :S ;:::::: :§ -0 4 4 3 ^ CO CO CO ^ CO rH T* CQ CQ CO OCQNlqt>T^ HHinwoot>ooomc5CCD ooioo::^MHcowow • c OJDtJICCiOCIOOHHOCUO coh^h^oqhhco inciOi>ccHcoo:iH CIO lOCOHClNNifJlOr- I^HC0Or|i^H50 rH* rH d* rH cT TIFP AJBjqita ui ejuepnjs jo jaqumjq; © 1 « ! • • • • 0 . ...1..1.00 *s.ib9.£ ui 9SJH00 jo qjguoq 10 •^rococo ccco^^^cocococico^^tcoci^roco^roco Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •0IBUI9J 18 _ Cl • rH O | O l> CO 00©HNHr-©Oin©H COOOinOOO^OOTMCOONHiCNCON Preparing for college. Scien¬ tific course. •9jOUI9j[ 14 51 1 0 • 0 1 * * ' ■ 1 ' 1 1 1 1 •9IT3M M I H O rH Cl Clas¬ sical course. •9^019,3; « 00 co 08 9 0 * 0 0 • • 00 • CO • • • • • •9ICK 11 O Cl 1 i • 1 O • • • • Cl • • • • O *©lO * • d •© • • « • • Elementary students. •ajnuia^ © | T“1 OOOO O O O O O O O O O O O O O rH O O O O 0 0 •9IBK © OOOO O O O O O O O O O O O O O r* O O O O O O rH Cl rH Second¬ ary stu¬ dents. •9IBUI9J ® 1 innmo mmoDHNHNOOLnHH'HNNiOinooo OOHHiO CO CO Cl uo ^ C4 CO 04 CO 0 LO H d ^ ri iO Cl CO •9p?K coouolo ^cocuooccooomociootoooHt'CiNin iH CO d Cl d CO 00 rH Cl Cl Cl Cl iO T* rH ddHHHCO Second¬ ary in¬ struct¬ ors. •9JBUI9J; I HOHH H5HflNHlOiJ'#OMOt)OOOOHOH •9[T?H COrr HCO rHdrHOrHOrHOOdCOdrHrHdddrHrHr-i Depart¬ ment or in¬ depend¬ ent. += +3 +3 . 4^-P-P-P-P-P-P'P'P'P'P'P-P'P-P-P-P-P-P-P pH pH Ph— PhPhPhPhPhPhPhP,PhP.PhPhPhPhPhP , « !«; IP E. W. Mvler . George K. Thompson . James Z. Gilbert . Lucy A. Arthur . G. B. Buikstro . T. J. Bo liman . J. B. Bickerdyke . S. S. Coulson . C. S. Fowler . H. C. Campbell . Ira E. Swain, supt _ J. T. Albin . L.J. Hall . Name. « High School . . do . . Labette County High School. High School . . do . . do . . do . > c 1 • 1 1 • 1 • • • « • 1 * t • 1 « • 1 • • • • 1 ■ 1 1 1 t • • « • • * • 1 • • • •«••«■•■•••• • 1 1 • 1 • • • • 1 • 1 1 1 • • • 1 • 1 • • • • 1 • • 1 1 • 1 • 1 • • • 1 1 • > °J2r£r2r2£r2r2r2r2£S£ . . • ••••*••••*«• State and post- office. KANSAS. Abilene . Alma . Altamont . Americus . Anthony . Argentine . Arkansas City. . . . Atchison . * c? ! a 5 £ : t !< Baldwin . Beattie . Belleville . Beloit . Blue Bapids . Brookville . Bunker Hill . Burden . Burlingame . Burrton . Caldwell . Carbondale . Cawker City . OtOt'OOOOHNCOifLlfflt^OOOOHNM'# in m inttKomoto -Si -3< T* Tfl tt ■># ■># ■-# STATISTICS OF SECONDARY SCHOOLS. 1973 ooo oooooo O CO 00 (NiOOMOO- n CM CM H H CM O O O o o o o o' 00 O tH o o o o O CM o o o o oooooo o' CO* o' o' t> CO o o o o o o o o o o o o o' o' ^7 cT l O O O O CM O O O O O O O' cT cTco"ocTo'rHO'OrH'o‘o'cO 0(f < ooo ooo (MHO ooooooooo o 00 o OOOOOO OOOOOOOOOOOOOOOOOOOrHOO OOOOOO OiDHOCMCOiOuOCMCMOCDCMr' OOlOOOHOO O ^Hr?0 (M M O CO 'O H H H CM O CM CM H O CM CM O CO H CO CM t* CO CO t* CO co coco- < tH CO CO H CO CO CO CO CO CO CO Tfl H CO H H 00 CM CO CM CO Ttf CO CO 10^000 H CO H CM t* iO OCOOOO ' CM CO CM OOHHO l> O CD Ol>OOOOOOTi<*OOC ^MOOM^Oh CM CM HOOOHCDOCOOi OOOt>OCOCOOHCM’ I> • O O r-i O CO O t> O CD ■ 'OCOOt>0 OOO OOOOOOOOO oooooooooo o o o o o o o o o o o o o o o o o o o o o o o o o ooo ooooooooo ooooooo O OOOOOOOOOOOCMOOiDOOOOOOOOOO u0 H CO ^ H 1-1 O CO T > CD CO CD O i ... _ _ 1 r-i O CD CO T^ CM O CO no 1 I O O b- lO < lOMM^HOHHCO = „ • c- -+=> • r M *go . © A £■£ o H Si rf. r cS © fl a^ 5 . 3 1-3 c ■ ! rr-f O pi §|p&gi oodooood H rtj rS ^ rK ■§,§'5? ® . £ a o 332 ©-2 § ^ g § O g'gwiMg , 00 o"o o^o o o33 OOOOOPPPPH I ■a fcJD © ^ M • 03 a H H H ^ « s ® ‘a inStsp^ia >>2, s a cs pSga2§Cj®©>'^'3a2^®qpSrfS© o w ® £ ft © f £ 4P ^ > "w d 2 3 £ ^ ca © © © 22® gpSSsssHS^SooooooooooooHbj CM CO H O CD X O O H CM CO H 1 . t-L-L-OOOOCOCOCOCO< . o ■^•^Tt'Tjooooinunuoioioioioioio * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1974 DTjnnaios pm; ‘9jnj g* \ -mjnj ‘sSatppnq ‘spunojg jo ( W j O O O © O O O 0 0 0 3 0 0 0 10 0^01000 c4 ci © co © © - © © © © © © -000300 ' o o o o o o - o o o o ' o o - © © © © o © o a£rsjq!X aqj ui eauirqoA jo jaqmtiH; *mjp ui fijuopnjs jo jeqniuj^ lO o o . o o < •bjv9J£ hi asjnoo jo qj^aoT; iS | OOMCO'*C®SOC®'sHeO-^TjlC'0'& >> . -S f B.S^ ® a a O ft ,53 C® 6f§ •QlBura^ •01BH O Ift OW 'OrtHWHM O cS ' •OpjtUOjI ® t> ® ® o iKMt'NO®®®, ICOHNOO^N '9FW •<* !M N ® © 'NMNNWNWCrtaBOHHNHBO •Qpjura^ '®rBM I ! « •QfBniej ’9FK fO • © CO ' o • o • o O 'WOON >> b a ® ® Si 8 £>§ $ cS^ ■gXBuraj I ! * OOOOOCCOOOOOOOOOt^OOfJOiOOOOO •9l«K •aprora^ 3D •9IT3K •oitfcag^ £ 'NrtNOOrtOOONHiM! { O tH O 1 I I v* ,d 1® § § g ®'Eq rj ® H Tj 12 Sr=!'S 3 ■as M 3 -q is -r o $ so o o 'o 3 M ft fl ^52 o o c ® o o fee w§ .S3 s o 'B'ft'S a -3" ei fcuo §■8 tEj02 3ft ft rrj © S.2 9 63 • ^ .-s O ft t>> m g®.aSo-asog ^ saS^o’oooSS^H M phwHSwwhmwh^iS ■rt'^'SrS * .9 5 :o g's* I sl ^ft !?=3 53 g iO o OOlOO OOOOOOOO iC(N«0«DOiOOO< 10 o o o o o o < o o o O o 10 lOOOlOiC^ Tf. CO C3 CO CO { '^COCQCOCOCOTtl'^COCO^Ttli CO w CO r-i L- OlMOON^^.'O • O CO • O O 00 T O 'OO-IOOOOtHiH • Cl O ! oooooo OOOOOOOOUOOOCQOOOO ^OiOiOI>0^iOCQOiOOt>©^t>OO^MOOOOOTl<{OCOTj!HOO»ANOWCOOOOTHCOOOOOOOH«OlNO« OONOOOOOOHlOOLOOOCOHH050COC50t-OOOCiOiOOO^OOiOOlOb*MifMOO OOH rH rH HH H CO CO H H rH rH rH CQ rH rH r-< » ijj ® ® ^ i>2 2 rO ® ®2 ® p ffl OTSrs = P ® p £i£®_j c8 1*1 SS.slJ? 2®1|1 3CPH^frfcftfcPHPSP3P3a> mohoooo- NMiUOK>t-CCO)Oi INCO^lfl«Ot^( > O O ' I (N CO ^ iO t'^LOOOOCOCCOOGOX IflLOiCLOuOiOiOlOOiOOLOiOiOOiOiOOiOiOOiriiOiOiOlOiOiOiOiOiT. lOLOiOiCiOiOiCiOiOiOiOiOiOOLOiOiOiOlO Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1976 EDUCATION REPORT, 1896-97, •6UjB.T«ddB pun ‘aanj -iujuj ‘sSuipiraq'sptinojS jo onjBA « oooooo .ooooooooooo • oooo OOOOOO 'OOOOOOOOOOO *00 oooo O O ID O O O -iDOOOOOOOiDO© • iD OOlQO t-7 to cq © or o • hTco o © coddio^wo • t> © © i-i id (M t> HHH . Cl H HH CO* CO ID rH ■€£■ • • •jCjBaqix oqj ui eoraiqoA jo jaqnin^ H 400 OOOOOCOiOOOOiO • O O O O O CO ooooo OOOOOL-OIOOOCD 'WOOOiO^l iO © © 00 C4 Cl (M iO C CD O Tjl • h- 1> H d rH LQ rH CO CC r- ^ r-T • H«P AaBjifita: nt ejuapnjs jo jaqran^ © « •O • • O • O O . . o • © • • • •bjboa ui osjnoo jo qjgno'i 19 Students. College prepar¬ atory stu¬ dents in tlie class that gradu¬ ated in 1897. •9JKOI9A GO H CO o t> H H N O H Cl Cl -O -CO • Cl O ! O id • P- •9p?K ir O CD O H Cl Cl O Cl W H • O 'iD • rH Cl • O ID 'ID Gradu¬ ates in 1897. •9[T?CU9J © rH lO D CC b- H H N HDDO^OiOCOMtH^OO Ot^HO rH rH •9IBM OCD HOWflNW^QfOOOOiOHOrlNO OI>Wift Preparing for college. Scien¬ tific course. 14 •' • i • ^ O CD • O i Cl • • « i O •9[t?H 13 • • • • • Cl 00 © • d H *CO os 01 Clas¬ sical course. •9[BUI9£ 2 Ith j j : 1° i i° ;8 : • O 00 • • 'ID • r-i H • • • Cl • t * * •9I«H 11 H : : Is : • d © • • • O • rH c in; . do . City School (dist. 10) _ High School * . . do. * . . do . . do.* . . do . . do. * . . . do.* . High School (Union dis¬ trict). High School . . do . . do . State and post- office. 1 H KANSAS— cont’d. St. John . ce il ! K ! C ;a Scranton...* . Sedan . Sedgwick . Seneca . Severance . Smith Center . Solomon . Sterling . Stockton . Syracuse . Thayer . Valley Falls . Wakeeney . Walnut A _ Wamego . Washington . Wathena . Wier . Wellington . Wells ville . Wichita . . !>0005OH(MC0^l0«0b-00C5OHCqM^i0CD !>■ 00 O* O COXX0505 010}0)fl50Q05050000000 O O O H lOOOiCiOiOiOOOiOifiiOOtOCOCCDCO^CD cocococo HHHHHHnHHHriHHnHHHriHH HHHrl STATISTICS OF SECONDARY SCHOOLS. 1977 oooooooooooo OOOOOOOOOO- “ ooooomoooo H^icfif^HiTHdOtn'cc'© o o o o o o o o o o o o o o o to »n o I o'lO oVhno iC o o o o O o o o o “ in o o o o r»ocT o o o o o o o o o o o o in d © d~ o o o o d CO oow O O Cl CO CO Hi Hi co Hi h h • CO Hi Hi CO CO CO • H 1 d d CO j CO | Hi Hi H< CO Hi Hi Hi Hi d CO O Cl Cl ■ o o -H O O • tH • . o • • m © © tH © © © © © • © . © d in • co d CO o d j rH • ;c j • d © © © in © rH © d • o co d m d ci T— 1 «— 1 tH o o © CO © co rH 11 7 5 1 .... • m o co o oo o © tH © © Hi © © 00 © OCUiC »** o o h d Hi rH H< © d j j o O d O CO o © © © H © d t> d d • mo* O' * • ■ o o o o o • • o d • • co © in rH i° : ° : : : • o m • co • • H d • • o o d o o • • o rH • • d oo t- • in • rH ' • • . • i co o O « » « tH d o CD o ° i j10 © in • d © m co in © © • rH • © Hi O • .1.0 o o 1 • . © © • hi © © d in © © • © • d © CO • • rH oooo t^ooooi>ooooom oooooooooocoooo oot-ooo ooo © © © r- CO t> l> r-< CO Hi CO rH ID d H rH d oooo oooooooooooo oooootnooooooo corwooo ooc> © © © m o oo t» h o co t>- in co © co wmot> i>odoinoominQdoco ooonoooMdo^fooco d © oo © © ooo cooooo d d 00 CO rH © rH r-t CO CO H CO CO H Hi tH © r-H Hi HninHddW HridHCO t- d M H CO t-H r-< m oo © Hi oo ^owoot-oooooDHO t'^©o©int>©H<©©d©d d m d © © o^^ tH in d in d H O H d f— i dCOHHOH CO rH CO CO d tH © rHCOd HHH Hi © rH HHHd d d dOdCO OdHHHHlfliniMdilH ©ddddrHHiiHCO©Or-iHi OOOOO t> © © dHifd rH CO d O ddHHHHHOdHdrl dOHHHHOHOHHHH HOrU HHHrl T— t r— I ■PP WH 43-P43-PH-P-P-PH43-P-P HP43-P-P , J ^ p -P -P . 43 * 43 -*3 -43 -43 43 43 43 43 . 43 43 P P P P PPPPPPPPPPPP P P P P Prj p p P p Pr-3 P p-w P P P P PPP P-3 P p ©CI o wr" o Tj < D X ^ oW bfi a 2.5 PI os o.rt flow XXI “ S §©®!!i3?w! . r- • g S.^gSW'S g.sp HwwS o£W w^ow oSbjO 0-2^0 XI brW-3 Or- o as .5 ^ as as el 5 .61 g j g g _S3 >-9 2P P3 *3 t-i f-i .x. w^ra ,5®5®“oei'S°oon >s«S u H«MPpqpqoooooo oPP WOOOWWWWW A « x'A :£s;o® a lg .2 © ® E o ® 55 i bo 'IS©2 5jC^S . H rj ^ . ffl? x to a -e, .3 P ® 5 t» xd ■M ©Tt p ® S' E S a' ^cs cb Wppi p £ s‘> 0,5.0 » rC O ^ !^5 - c3 CJ c3 INMrU 1 CO CD CD oooooooooooo ooooooooooooo in o t- ~H H< ^-H o o o OOCJOH ^1^10 10 o o o o Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1978 EDUCATION REPORT, 1896-97. •SU^BJ^ddB OTJtpOOIOS pUB ‘9Jnq. -xuanj ‘sfiutpimq ‘epunoafi jo 9n[t3A « ! O O • O O O O • O O' o o o o • m o* o o o o • ■ee- - ■ ^ ~ . o • o O O H . CM . r-t n CM • OOOOOO • • 'OO OOOOOO • • 'OO oomooo • • *oo co* ^ cm in in' in' • • • -hT cm CO t— i • rH •YrBjqq oqi ui 89um]OA jo aoqumx H « CO CO o o o 05 t— © O CM CM OOOOO • O O O o • m ^ tr- • 0 0-0 CO O O 05 o o • m co m i> CO CM • CM rH CD •IIPP Yreiifiui m eiuapn^s jo jaqumjq e « 1 • ; i ; i •baboA hi 9sano9 jo qiSuaq; 19 ^ coco CO H '^co-rum j H CM CO CO Students. College prepar- stu¬ dents in the class that gradu¬ ated in 1897. •opjrae^ «S H O j • j CM O CD ' ' • • 1 1 © j © CM © © © j •9IBH fH 1 ° ! i i° CM rH •• • ■ • • O • O CM H O O • Gradu¬ ates in 1897. " 9(B UUOJf 2 rH t> CD CC CM in b- © i> o • rH • CO CM O b- CC CO O l> •epjH H O CO CO HOlO CM CM O O • nCCOCM H CM O O Preparing for college. Scien¬ tific course. '9^BUI9A 14 : : : is • 00 • © © ■ 05 ■ © © ■ • It •oi 13 j CM • OH 'CO • O O • Clas¬ sical course. •ojBtne^ « • it i ^ o • 00 CO O H CM 05 • O rH • •9IBH ?*i i * 1 « •• • m CO • CM © H O CM 00 CO • O O • CM • • • ■ Elementary students. •9IB 019^ O TH '■ t- coo o o o o o o o o o o o o o ooooo t- CO lO CO 'OPJH CO O© OOOOOOOOOOOOO -<* © >0 © CM 05 GO t— Second¬ ary stu¬ dents. •9TBOI9A * t>- COO) (M W r)< LO h- H iO in O ^ O lO t> © H inCM HHDHXCOHCOHHri^Cl CM rH CO •9IBW j 1. o m -h o o o o oo oo o m oo cm co co m oooooco H CM H CM CM CD CM C3 CM H ^ CM tH CM CM H Second¬ ary in¬ struct¬ ors. •9jpui9,3 ?H CC CM OO^rlHOHHHHnWrl CM rH © CM •9IBR O OO rHHCMHCMCMHHCMHHOH CMrHrHr-i Depart¬ ment or in¬ depend¬ ent. ,-5 r-j 'Ph r-J "pL'Pi G&ftPtft P<"p, p,"p<"P( r -j Ph-tJ "S Gas ii®®®®®®®®®®®® s®p® 8 -Sfl ^pppppppppppp £p5p Principal. W W, E. Eite . Mrs. NT. K. Hibler . J. M. N. Downes, su¬ perintendent. C. J. Hall . R. G. Lowrey . Prof. W. H. Stuart _ il >t3P H* i d£ J. 0. Graves . Nathan T. Groves - J. Y. Chanman . A. Livingston . J. C. Cardwell . J. H. Dickey . A. C. Fleshman . D. B. Showalter . W. W. Bynum . L. J. Alleman . R. N. Sims, jr . Name. « Male and Female Acad¬ emy. Higli School* . Bellevue High School . . . Highland High School* . High School . > *- i| c5 Paducah . Paris _ Rochester . Scottsville . Somerset . Vine Grove . . Williamstown Winchester . LOUISIANA. Bastrop . Baton Rouge . Centerville . Donaldsonville . . . m mm mmmmmcDOcooo* »cT o' o o o o o o o o o o o o o o o o o o o o o o o o o o o o O O O 10 CO M M M M CO CO CO 10 CO CO ^ o M UCOHOM NHWNCi « »— i in :o o ic o t> oo 00 CO 00 CD O tO CD O CO M t- CQ CD lONCOI I O O O O O O ©OOOOOOOOO OOO iH IO CO Ml rH r(^ CO rH rH CO 05 00 CO CO CC (M O (O CUO o ^ (N O O CO ■ ^OCKNDCODH I CDiOCO-^H^^ COO^CO^OOfllCOM (MC5 00 r-i CO (M CO Cl H Ml C1C0 rH O CO Cl Cl ^ D CO Cl H Cl 1 ^PhP.P< ) Q, V ippp ftftft ft, © 33 © © fifiPPt RPPflfiflflflfl ppfipppRppp PPP Q 1 1 E? & sg?fl ! J>*?a “ ^ flOH • >5 ^ fi 1 2 q W ® © £ S^p S o ft f-. . s gpp p tji g . ft © Cfl o0 H a g §w r- Ssa-S --ft a k'S ."iSw p'-cp g ©-g^Pn®^ ipp’Sygp ®p Jpf H © . . C> ® • © © ^ t* t-, • . ® ft >-* i is- . © jd ppoWWtfOhSfr »© fua' P 'g c-f ,tc . § o a o fee ll|2 -■ § § s Sot, &o 1 PI ■ ^ g s §c!§ H? 8-'" J -31 3£ ri-l - fl ^ — <3 © gr p£cl“2o® op g C-g § o Ah ® 5P e8 ’q §8B45|1|2!3«o /~N O .M fn T? — « 3 -r- rtO^IjO • • S O p ,q O ' 1 * • • -ic -Jc oo^*«oMooooo6d ft ft >ift ftft.Pftftftftftftftftftftft r3.Sfg.9> : . <1WoH : W Q-.§^5 ai pft g P P ^ © c3y2 s d wl c* co mi m cq t- oo t> t- tr- i- CD CD CD CD CD CD CD P4d3 ^ lT h ci cc ^ in co oo oo oo oo CD CD CD CD CD M CD {Tr. : J MMMpPPPPPPPPQPP >2' or r _ £ & S S "SicSS S 2 S O P tj ®-H-H © O C k oOhhahtitiha PPPPPPPPPP ®t>»aOHNW^ m5©t-CCC»0^05COTtl lOtDt- oooooo®oooja© ®aa ocaooooo ooo t— t-- Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1980 •sn^B-reddB OTjijuaios pun ‘ajnj -iujuj ‘sSuipxtnq 'epunoaS jo 9np?A O O © 00 CD -rfCitO . o o • . o © • . o o • o o o • o • o o o • o • o o o • o • • o o o o • • o o o o • . o o o o • • cf cf ! tjTco'c^' • 00 • • ecT of fH IG • •jfj'Bjqix 9qx ut samrqoA jo aaqumjq *nFJP ffxejiXiui ui sjuapnjs jo jaqmnjj | ■sanaX ui osjuoo jo qjSuaq; Students. College prepar¬ atory stu¬ dents in tlie class that gradu¬ ated in 1897. •oimuaj 3D 1 H | • rH CO rH © o - • ‘C0 ■ rH rH i— 1 © © © •apJK SI • tH HH O o CO • • O • rH © rH © O O i • • Gradu¬ ates in 1897. •ojcraa^ 21 j OOTjiW © o oo • ' S>- ' © O T*i © © • ( i •oprro; SI • ^ H (M lO rt® ©<©©© o c English High School . . . High School . Boynton High School. . . High School . . do . . do . . do . . do . State and post- office. H MAINE— continued. Cape Elizabeth . . . | Caribou . Cornish . Cumberland Cen- Danforth . T^AAT' TqI a Denmark . Tlfippvflvi 11a ) ; 5 ^ ? ® 4 5 +3 © i x* > ® . £ 1 PP Dover . Easton . Eastport . Eliot . Ellsworth . Fairfield . Farmington . Forest City . Fort Fairfield Franklin . © t- O b- 0005O»-00Ci HH(MNNWIN(NW(N(N(M STATISTICS OF SECONDARY SCHOOLS. 1981 ooooooo *ooo O O i—H O O O < - O O O IQ O ' C O O iO (N • O o • o • o O H • '(Nth lO (NCO O lO CM l> ^ lOOlO^OOOOOO CM CM CO CO O O OlO CO 'COOCO^rJ<' • JO • o o OOOOOOtHO O • O O O . CM • O t— -IOOCMOCOOOO O O O O CO o <0-10000 *1-1 CMOO^-tfCOO^OO o I O OONOCOH CO O CM O rH O O O O ; O O 00 O CO OOOOOOiONWO UO O O O O CM ooooco^cococmo OlOOCOOOlflO^OCJO^COOOOOON^CCOOOLOOOOOMN 00*>000-<*u00000 0*000000 OOO'H'OO'^Ot— IOCO: CJONClClOCCOCOCO^O^Cl^CIXCO'O^OO^Cqrtl^MCOCOCO OCM-H*t^CMOt>iOOr-IOO CO UO CO r#< 00 CO o HHHHH tH CM CO CO CM r-i rH COWHHNCO CO Cl CM CO (M CM H H CM ^NOOCOHCWHOClOOOQQLOCCCOOCllMOt'HM^OCl COOOOO'fCO^LCLOCOOOO CO O ri H CM rH ^ CO Cl r-1 rH t— I •— i CM CM 05 CM CM CM CM rH i-i CM H H H ^ CM CM rH CM r-l CMr-lCMOOrHOi— lOCMOOOOOOOOOOOOr— IOiH-^OrHO HHHOOHHrlOOHH HHHCOHO P,T- Pnr-i P Ph P P (f) * iO — “ ~ — iPPPh ® ® ® 1PPPPPP P Pi P g ‘ jJ , tc • 3, \ dj P 2 Adi :gga W J5p^ 1 ^ ,_ , , O ® - 0.2'-’ ® a ft -pp © £ -• flCO tf orj'd .-J? WT-’ 1-1 P P,. • p ©yP 2 >:: . go P ^ m r3 -p * 2 . ap ^ rr- vh g^ Jn Pfe S 302 m P S O M O 40 H ® PP „?i3* |!2&jj P .-r= i O © © ~ . ® ©| PPPOP o o cP 'd'd'd ® oM oooooooooooo fco s -g-s © -d Ph q P P Iltjl d „ Oj O 'd ® ® 0 bJOfl d olNn«o o oooooooo , ; ■ o « © p d * d ^ d d^ . g .pa S4^ ® ®5 • >,P,d a ® a’> ° S^ooooooooooOfflm^ooo S? w> <^P uH 501 ®5S3 u P & §3 g bLs£ g ®d d § eS 2 d 3 a-P ? © c-d ®5® fl a c^qoOpSc^qqc^CwOO»-H 5q^i> 10 CO 00 O O 1 CI>CO OlOlO t- t- t>- l"- tr» L 1 -# lO o oopcqco^ioot>coc30 oooooooool- t> i> t> t- i . "• L— t>* t— t— t*- t> L'* S* h* Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued . 1982 EDUCATION REPORT, 1896-97. oiji^ua^os ptre ‘9.1114 | & -injnj ‘eSuipjtnq cspuuoj§ jo arq^A j £* 000000 O o o o o o o O 10 o o o 1 CO CO CO CO 00 10 o o o o o o r-< o o irs o o o 00 o O O 10 O O P l*(NOO -OrlOOHNO^ • • €SJ CO *00 OOOOOOO OOOOOOO O O O O CO O lO^OOOMO t- o o o o 0 0^00 •ax^BUiaj OOOOOOOO^OCOOOOOOOOOOr-^OOOO •9I^PI OOiOOOOOiCOuOOCOOOOOOr^OOO^OOr- ^ ^ tn o « fl s b§ •ax^rnaj ‘9M S 2 © co ce a? *9X^019^ lO'MHHNHOi I Cl H Cl N 1 OCOOHOHHO •9IUK OHHWrh IrlOCRDHOi PhQ-cut-; O. <0 © © S flSflHPP; 1 ft in ft Jh ^ 2. ft P^H Ofl®©QJO(C(D®©©-> Ct3 r“ .O >. oT^ ’■? « O © ^ §-5 1 1 1 ~i ~ § 3 ~ g §32 oFpq ■§®% I h3z?! £ I bX)r5 © ^ ^ eg © © — '1 . .© ^ ^ *■< © 3 ooosolaggXsSjoSSfl C o S’sJso os ; , ; ; Ph ■ to 1 ■ na ® a : 0 o ©2 00COHNMT)IOfflt>W»OHIM«'#lOOt>WfflOHIM t>t-00 0j 00 0C00(X!C000«)00©®ffl©05fflraaC!mOOO STATISTICS OF SECONDARY SCHOOLS, 1983 2, 500 2, 000 1,500 14, 000 3, 500 008 3, 000 009 000 ‘01 000 ‘8 14, 600 2, 500 2, 000 6, 000 4, 000 001 1 ill! 1 i i 1 cl jefsfiH' rf ; : 10 40 25 400 §3 400 0 o °1- 200 60 n 25 0 100 350 160 0 500 300 0 150 © • — ' © © ! © © i ;S i o o CO iO J tH h* ^ CO T* 4 4 4 4 3 4 4 4 « 00 tH ITS tH • 00 tH ^ .•OIO'^ th © °H^°00 ©©©CO© °°g rH © o © © to ■ ©•©©• • • © • t • II 1 woooo r> 00 o o ” • CO CO © • M © © © • © © © ® ■ (m ® > i i ° ; © M kO . ^ CO o n3 D • a. ; c • 'c : c * "1 ov- ;S | High School (girls) . Shrewsbury Academy. . j High School (Washing¬ ton County). * Hitrh School . . do . Academy . j State and post- office. rt MARYLAND— -cont’d . Baltimore . Belair . Berlin . Boonsboro . Centerville . Chesapeake City . Clear Snrinsr . Cumberland . Darlington . East New Market Easton . > 5 O i o IM Forest Hill . Frederick . - do . ] Galena . Hagerstown . Hancock . Havre de Grace . . Henderson . *H CO lO © t>- CO © 00050 rfi -H iC O O W lO O O lO tO CO 00 00 00 CO 00 00 OC 00 00 00 00 O0 CO 00 00 00 00 00 OO 00 STATISTICS OF SECONDARY SCHOOLS. 1985 2, 000 2, 000 1, 600 4,000 10, 000 2, 000 20, 000 12, 000 ill! s^'s 5, 000 000 ‘01 000 ‘I 85S ;3S jp10* j 150, 000 15, 000 2, 000 l :i § 1 i l j i s * * °§!§g §| ;js§ 8S 1 ii!!iaissiiss? i ■*" : 7. 000 ' 500 75 . 1, 000 . 3, 100 . 1, 000 o j i ° °g :::::::::: : CO IO CO Tfl JO CO Ol j H< CO tH COCOCO ■*# in ^ tH xH H< ->* Ti< rj< ^ CO t# t* x# CO ^ ^ tH 'I lO ^ • o o o o O O tH OOO NMOt'iOOHOOOOOONOONM • C5 (M o HOIO O • O r— i o o o • o o o • O lO CO H W >-J O H 00 ^ 'OHMO 3 20 OL°gS g : M wnooh • o o o j OOO ^^JiOOCOOO^gOlOt^O OOO i 13 23 8 hwmoh ! ° o o j HOlO rH gt'OOOHOO^JHHOO HO^I NN!0 ■ t i o o * • • O CO O C* O OS O o o © o o o g g o o o o o o o o g 8 OOOOOOOOOCX o o t- o o o o oooooooooocoooooooo o o o o o o SSSS^S^SS 1 I § lOOMOJIO OOOOOCCr— (COOO itHMWiOHHHN^HOHHHHtICIi O rl H rlM C i I H :i (M H O I lOriHNHOHClOrU P"-£ ^ Pi P-^3 Pi Pr^ P P-^ P Pr^ P Pi P^PP^ ^pp^pIpp PPPPPPPPPPPPPP P--j P P P P P p p p p p ^aaa^apappap^aaaaaa a a a Ill'll^ gj P;.2P .pq es«2 II3S3SS lalfafli Hfc “I _ ^ >.& CD Ts¥^^ . o © O^.P m & p b P p 3 « a "& £ ® P 5 os ^ “§b OiOiO iOCQ OOOO CM IOWN1NHH - H CO iohw > ! ! ! I isocot- • • incsro ■ • . eo co • i • • • i-HrHCO • ■ C9H • • . Oi . •saeoA ui esanoo jo q^Suaq; © -«s< co co co t}i • t* -d< (M t# Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •9p3um£ 8 ■ lf5 CO O ©O© ©CO® ; ©HTjllOrtOO© > rH •9IUK •COCQlO OOO Oooci ■ OOlOlOHOOO 'rH Gradu¬ ates in 1897. •oinmaj & •COOO OOOO O HN CO iO ^ O H CO CO O H 05 • rH •ap?K s ■ oc co m © © oo © co © co uo©w©com©©,— tos • W — 1 ® M l8r(tr- 1 r-lf— ( Preparing for college. Scien¬ tific course. •opjtno^ H lOOOO NO • ‘COO • OOCOO 'OOO • o •9p?K A* IOCOHCO OO • '(MCI • O H CO CO 'COOO • O £ X) hloho m co o o co ca ici hcomh^^hoooo CO CO C5 -H CM Hi (M O O H ^ CO « (M rH X CM rH rH tH CO H1 rH © © ■ © © CO © i-H © • © tH © *H • kO CM H H< © © CO CM CM JO © © CO. • © H CM Hi 01 © © 4 9’ 2 18 © r- "OC,St",N5,l °s Hi v- ! - «HI>t>CO©OHi^ 1 CO ^ H i © rH 't— ICO© TT* CO CO ) rH CO CM CO kOHigOkiOCMCMHiCOCMCO © © CM CO CM CO © CM CN 1 © cm cm • • © © > 0 © 00 • id © © © © rH © « © • © ©•© © © © 00 • ' ' 0 0 Cl © © cm cm • • oc c > tH rH CO j kO © © t>- -5 CM • t~ < 0 -if eq 10 © 00 'kO CJO t- ^3- - 11 1 24 G 1 1 14 3 jcorH^g CO CO © °5r” ”8° > © rH © • © H* © © CM Hi °§ © • ©HXl>OHCQO - moo joocog © 00 © © © © © © r- i 0 -* 0 0:0 o-o 0 0 0 O © © C > © ccqoot'000^ I © © © © © © © © © © c > kO © © ©o © © ) © CO © 0 0 0 0 0 0 0 © © © c - © OtH©©iO©©©o: I © ©©©©©©O © © C ) CO ggSSgg00 S§; S3§ S gSggnSg&SSS 8SS8SS5 £55' 10 S^SSS^^SSS Sf. §.§ § SSg^SSg-S*- SS00^^! 58 m co © cm i^HOO iCOhOCO' ‘NOHWC 1 iH rH k£X r-11 p, p, p. pt p, p^ Pi Pt P- Pt py, f p, p, p( p, p, ~p,'p1 pt p_t< , . p p 1 p 1 p , p 1 p , p 1 p 1 p( p^ p, p< ;p pj p< p, p^ p saftsss ssflfiooBSSfi ss si (S aiflRRPofififi gasss^ ssi a § js M I1 . U §5 1— < 33 ' ■02. - cC • fS§MJ S'l '? flSiSISIIl 'aSSS w : :H3 HHHqk :::■:« pH us sfiiias hi S.S’S OOOO - ‘ hhkhhkh Hit!! 1111111111 |i || | !!!!!!!§!! ||1|||| ||| | Statistics of 11 Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-07 — Continued. 1988 EDUCATION REPORT, 1896-87. •snjttattddu opiauops putt ‘ojti; -iu.inj ‘sSuiprinq ‘spunoa® jo eiix^A a • • i i i CC • • i i . ■& ( i • • t >§l : fcfs j 3, 600 225, 000 200, 000 20, 000 35, 000 10, 000 150, 000 15, 000 *X.ittjqxx 9rI? UI soninxoA jo jaquinx; 1 B illls 50 150 ion 1 1111 ill i a : : ■IIPP AJttiiyrnx ut sjuopnjs jo JoqratiKT SI : M j° i : : i is i I200 MM ■sattO-C ux osanoo jo q^Susq; 2 ^ -=l< T* CO ^ ^ Students. lii 3|t stu¬ dents in the class that gradu¬ ated in 1897. •OXttTUOjI ac h O I^OOHOWOHOHHH CN ■ O Tfl O 9 cocoo^c^gggco^o.a^g co-*o-* •0I«K W N^^jrHeoeoeg^TKO^irting £ « £ *° •> « 1 . . . Preparin g for college. Scien¬ tific course. •aittuta^ 14 OOOOOOb-jOOOO 0 0000 o^hoo •QI'BR M NHOOCIHHCilHOM 0 -HlOgJO Clas¬ sical course. •exttuia^ « L-OOMMNOlOOOOHit^ CONN ONiSO 11 OHO.OHO^OHO^HOg g ® ^ ^ H°S° Elementary students. •oxttuia^ © A © o o © o o o o o © o o o o ©oo© © o © © •OXGK © ©©©©©©©©©©©©©© ©©©© ©©©© Second¬ ary stu¬ dents. •axttmo^ 3D g§|Sg§|g!S|SSS| g§|8 SSgS 39 29 97 23 29 40 157 34 26 77 14 7 13 300 131 185 162 20 19 52 120 17 Second¬ ary in¬ struct¬ ors. •oxttuiOA !• ^NONHMH(MMt>(N©HO O Ci H N rH^S>rH T— 1 T— H T— 1 •OX^M 1 « l» t> r* ,-H HHHH Depart¬ ment or in¬ depend¬ ent. 43-p-P .434 Pm Pm P,pH P^ r sSflfiPf ^P.PlP.PlPP.P.P, P.(AiP.A ft P. p4r— ' SSfiRQflPfifl BiSfifi SsbS Principal. M George H. Cofiin . Louis M. Eoody . Jerfe. M. Hill . JohnP. Marston, A.B. Ansel S. Richards . q : : : o . , .a Utr^l ISggS ll^j 5 • — i **¥“. II jl c E. F. Coburn, C. W. Irish. Eugene D. Russell _ Charles S. Jackson _ William E. Palmer _ Waterman S. C. Rus¬ sell, A. B. James H. Johnson - H. A. Macgowan . William E. O’Connor. . Charles R. Copeland . . 1 ft « High School . Barnstable High School. High School * . . . Manning High School . . High School . : : : :] : : : :» : : : ; ; ; ; t ■ • ■ ■£ 5 0 0 o' 3 fp 'C 'ZS • : : : Is : : : :£ High School . fin _ > c ir: . do . Classical High School .. English High School . . . High School . Story High School . High School . . do . . do . 1. 11 m H MASSACHUSETTS— continued. Hudson . Hyannis . Hyde Park . Ipswich . Kingston . • • ; ; % 5 g : ;t § g : 3 r -of iljjj Lexington . Lincoln _ Littleton _ Lowell . Lynn . Malden . Manchester . Mausfield . Marblehead . Marlboro . Marshfield . Illlslllllllll 1111 1111 STATISTICS OF SECONDARY SCHOOLS. • © 0 1 • 0 • 0 • 0 • 1 O rH * • © * O • O • ill i • 0 • • lO • 0 * 10 • rj4 • • « O * • . • « • rH • • :£§ : illl 11111 rs°“s l8lggi°»8Iiisgi Hi 1 ; s 8”i £11 rH' 8*8 mil i 25 250 40 350 75 100 150 • » • ^ . • 'lO • • • 1 • • 00 • £ : : : : : 1989 ‘spliiS ^ Tjt t* t* cq t.x Tii rn eo n< c-i IT)(Tj(«!Ti('ilT^Ti H O O H H « H ■ O •© © d IH OO^OO > © © CO © Cl © rH ■ CO ^ ' Ht>C© • © Cl © Cl rH 0'st>£SM0cqS3'*3t~’-'00 a **8 5 “‘S'* 2 < CO © -* OC CO t> ^H rH © CO »©l£0ClrHCOdr- iOCC.CCO O 03 M lO Cl rH © CO d j O 00 0 d O H O Cl © O • rH CO © rH Cl © r- i 00 © CO tH O rH ©OiCOOOOOCl© j • © © © © • © © * CO © © © © © rH © © • © © © © •© • © © © O O © © id © Cl 00 00 OO CO H ' • c w 0 0 :^° 1 Lf3 CO n M 0 0 tH © CO 'COt--^© • © rH • ' rH • © © LO O Cl OCCl^©t'HOOOMHOC'l 10 OC Cl COHHO CO d © 00 d © © H • tH rH <(NXH©©d ' © © 00 O Cl OWdQlOOO^^H.'OH ftftOO p°l° t- ^ « d X C H j co 00 j d d co © d © • © © © 000 g 0 0 0 0 0 0 0 0 jo 0 0 © CO © © CO © © © ■ OOOOOCjO © © © CO © © © tH © © © © lO © © 000 rH0©0©0000jHj0© © © © © 1-1 © © © ’ 0000000 © © © © © © © rH © © © © © © © 14 25 19 iSSS^^SSSSSSS M rH a®s g£2°g CO r- ; °Sg^SSSC5S|S£t'^| 10 21 14 ONM 84 12 261 I 5 85 ! SSSSSSg 1 © d tH O Cl H CHiOHH«iOWt>«HH © Cl 00 7 1 15 1 2 1 t> ^ LO H H © C3 HW^HHCOC©HH<©OddC5 HHHlOHWOHHHH^OHH d r— i tH d Cl © © ^ 1 CO d t — 1 H H tH CO OHNHHHHriHrHHO©HCO ft ft ft S, ft ft ft^; ft ft ft ft ft ft ft ftft ftftftftft ftftftftp^ftft ““ PPPPP PP^PPPP ft ft ftft ft ftft ft ftftftftft ~rtr *S i3"§ g!>S(|K^$8fe4S5SiH jsig ^ ftPW«=; 5v«ss o ^g.-is* * IP II 1 i Ppl« .g 2 II *2 J I- 6* Lais 1 oO® P II <1P ™ BH iPilii ?|*||*|sij|3|li woiS^s^gs&^l-g . «s|Sifdi«5 l1- • • © O © i(00»n O O 03 LO O O lO (N 1 uct>0 lOOW O CO Hn(M CO • • t-H OJ * 04 r : O O'** O i i • o • O • • ' • 1 •sj:u9.£ ui osjnoo jo qiSuo^; 85 Tfi ^ ^ ^ CO ^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. ■oxnuio^; 00 - •OIB^r MNHCSlO HHHH O HOW.CSI.NH HN HN Depart¬ ment or in¬ depend¬ ent. ftl O4 ftt ftl ft-l f— 4 fti ft ftl ft* ft ft ft ft* ft ftl ft ft^H ft* ftl ©<©©©-© ?;©<©.© - 00 05 O H (M 03 ’#lftCOb‘00050HOI« ^ co co cq co co co -h ^ ^ io i STATISTICS OF SECONDARY SCHOOLS. 1991 Ill if! :i ii : § ;i : ““S ;’cq | • o' ■ co" '50" • j> 1 H 1 ;s' ; 111 §s‘s s 3 £®s II ii :i— i§ ill |S8 gSSg |°|1H ssgglSi - gf" :° : :§: OOiCNO 'H^ JOO • O O © CM Cl O tO ' O CO O • QC CO • O H O CO • O O ■ O O ■ Cl O O O rH O • O t* O O • o o o UO 'OH "H W O • CIO • O OOO 'WO 'HO • W ^ lO t> O O I Cl Cl CO »-H Ttf 1 H O H OO C • H C CO CC O N H O O CO CO UO O O tXMWWOiOHOMiOiO t>HOWWiC5COOi L ^ Cl CO'Ht>OHWWvOi 'SSS;' OOOOO m> 0 O O 000 O 03 O O CO O CO 0 0 0 000 0 0 O rH 0 0 O H O CQ O CO l> O CO CO S.^5 W H H O H CO Til O O O (NOCO CO 0 O Cl CO 0 O O O t> rH rt^ONOWCtNjft.WONMfCS^N t> IO r-l CO 0 0 cc 0 r>W CO CO COH WQt^ coow © © CO r-l O HOOOCOHOCOOCW^OWOHWO l> rH OCOOO NOOHIOO tH CO rH lO Cl Cl O rH 00 o o o o o o o o o o o o o o o o 00 o o o o o o o o oc o o o t> o ocooooooooooooooo^ '0000000000iC00000000C10000©*n0 OOCOO OOOOOOOOOOOOOOOI>- 3S«8S3£g£S§^ggggggg^S&S3£SS g*S-£3 (Mr-icoiMO ^ d io n • tjToo -€£- * *0 lO CM rH • rH 4 O CO H • OH • • rH • •AxBxqrj oq) nr satanjOA jo xaqumjq H OOOkOOOt^O * O O O O 00 OOOCOCOCOXO CM CM rH Tit rH CM rH rH •®I*H 15 ■^jg^eow^congHOHeousNOOMOoseoNNOJOO Preparing for college. Scien¬ tific course. •ajBuia^ 14 T* 1C * cm ; • (M Lh cm • H^t-OO ■ O ^ * HI CO rH h i ■®IBK « IS £ • t* O rH • »OHOOHlOONOOw*OW«OOXCO (MHOHt>ClWCOOH(MLOHN^ H H O (N « CM H Q Cl rH CO CM CNH(NOOCOHHHHlN(MH HHtMC^tMi-iHH Second¬ ary in¬ struct¬ ors. •aiBura^q 1© HWlONNHOHHOHHHHHOOOCON^NH^H •ainpi HNHHHHCCHC5HHHHHHHHNMHINOHC1H 1 Depart¬ ment or in¬ depend¬ ent. ,^+3 43-P , 43 A3 43 43 -P -u -P -P -P .4© -1.3 ,43 rH Pt Pt Pt P IrH Pi Pt P^C Pt Pt Pt Pt Pt Pt P-rH Pt PtrH Ptrr ^C)(D0 0!i0(D0(D©©0O(D0r'D0rt0^ pppppppppppppppp£pp^p>f •43P . ! spam Principal. » C. A. Jewell, jr . Stratton D. Brooks . . . Warren C. Hull, supt . A. G. Gates . H. W. McIntosh . D T, mnrlr _ ; o pf . 00 © ;o£ p A-ciL P ! r 5 • w © ucq a t • « S p3 !P>-si-5h 1 H i > r ><2 IP . ! ® ■ • • • • •' § . . t>£ • » • • • *|^;y & ■ j ,* p til ei S O g &§-3^ awe jHflHpnrtH g p R L ill ;^^P 5 ©K. J ; C.G.AYade . . Belle Hanford . J. D. Carmody . 6 a c3 W « High School . o o c n *3 w . do . . | op . do . . do . . do . . do . . do . Champion High School. High School* . . do _ _ _ . do . Broadway High School . High School . State and post- office. fsl MICHIGAN. Addison . Adrian . Albion . Algonac . Allegan . Allen . . _ Alma . Almont . Ann Arbor . Athena _ i ; e i< Ausablo . Badaxe . Bancroft . Bangor . Baraga . Bath . Battlecreek . Bav Citv . Beacon . . i Belding . Belleville . Bellevue . Benton Harbor . Berrien Springs. __ _ _ _ _ __ lrlHHHHlMNW(N(N!M(M(N STATISTICS OF SECONDARY SCHOOLS. O O O O o o o o CO o o o o o < o o < o o < > o o < ' o o < • o o < O O O C o o o < © o o < ’ 9? • © o ' o o o o o o • o o o oooooooo o o « o o < o o « LO CO t> lO O iC CL idwoinootMOOoOf HH HCKMINtJ'Hi o o o o o COCOOOO^OOiOOOO OCQNO-^OO' © O ClOlO NH(NOO O O O ! O O 10 l HCOiOi inco^th (NOCOClOHHCHDiO ^ CO ^ r}< Cl ^ LOO • O 'OlO^ ' 03 O 'WOO ' CO CO OO 'COO • rH 'dOC(M O • 00 Ol LO I IHHOOHOM OCOiOtNCLNI IOOLOO- o o o o O o O 'OtOO CO OOOLO 0:0000 OOOO o t^ClOOO'lOO^OOOO^OOOlOO-^OOOC^JOCOOO^OOOOOOOOO'r^iiOOOOCOO COH 03 t-1 r-i O OCQHd ^ CO ^HCO^ Tti CO OCOHO h- OOOOOiTjlCOCiiOOCOHOHCOOCIXXC5HC)C005C5 (NCiOCl 03 Cl H CO « O rH L-mHHCI.'OCICOOHHQLCOCICOCOHCIHOCLNhO^COH co »o ^ CO O COQiOlOiOHHClO' i lO H LO H O 00 O IOHOriCOHC10COHHHHHHlO(MHHHCO(NClClWi MHHOHHWi 1 N O C H ] © ©* © ^ QRPh P,^ p p p p p pr p^pppppp, !PPi’ ! PPP : © © © jppqqqq ft p^-j P p^-j P Srpm +S-^+=4^-U-U+=4^-U!-|J+3-t)- PPPPPPPPPPPP ® ® ® ®®®®®®®®®®o®®®®® PPPPPPPPPPPPPPPPPPPt I 0^ rH P-i 0^Bo^ MSP „ o"b’o b b o n & © © © o o ODQOOOOGOOOOOOOOOOOOOOOOOOOOPPRSflP COHiOONCCOJOHdCOHiOOt-OOCJOHCKOHi COCOCOCOCOCOCOHHHHHHHHH^iOLOlOi* " CldCJCLM(MCLNCIClClc3cLNCi(N(MClWCICQClCKICLNClSciCI(MCLNC^Cl 03 03 03 03 03 03 03 03 Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. )4 EDUCAT •sn^'Bj-Bdd-B oijTjneps pun ‘oanx -xuanj: ‘sSuxpxrnq ‘epiraojS jo onx^A [ON e* REPORT, 1896-97. o o o o © o o o o o o o o • o o o o • o • © o o o ©OOOOOOOiflOOOO • © O O © ■© ' © © © o ©0©000i0©c00i0©0 • © © © © •© • LO to © w o o d io 10 ci io ce in h © o ■ -31 ■*# © ei <00 •ee-(M repar- atory stu¬ dents in the class that gradu¬ ated in 1897. •9XBXU9J QD pa O O * © © © © © tH © © rH © © CM • • • • -CM © • •9XBM OO | O O O O rH r- 1 O O CO 0 0 CO . NO ■ Gradu¬ ates in 1897. •9XBUI9A » ©©Ol'i<-'iH-<-(C0-iOr-l©t>CMC0 CM t— 1 •9XBK us niownoaonciM'jiNt- OOCONjjCONHONN Preparing for college. Scien¬ tific course. •9IBTU9A * H © T* ©©©©©©©©© « 0 6 81 0 •9XBK O CO HHO©COiO©^ • © • l> • • |> « • 1 O * Clas¬ sical course. •9XBCU9A « © © ■ ^ *^ © CM © • © • ■ © 1 lO 1 • © 1 • • © • •9FK 2 © © • CM © © © CM • © • • © • © ' ' © * • « © : Elexnentary students. •9XBXU9A © «00©00©H©00«©©^00©©0©©©©©H© iC 00 © © ^ •9FE © ©©©CO©©CO©©©iO©©ilOCM©©©©©©©©©© m 00 ^ Second¬ ary stu¬ dents. •9XBUX9A qb ©kOOO©i-HiO-sf'COLOT-H©CM©©l'OCMCOaOOOl>-©r-l'^©©Oi— <© CM t-H t— ! CO; © CM CM CO CM r— 1 t— 1 tHh^CMiOCMt-It-HCMCMCO Second¬ ary in¬ struct¬ ors. •9XBXU9A © OHOHHlOOCOHINHilMCMHrtCOOinN C0art- ment or in¬ depend¬ ent. « P Pt^ P P pH-rj P Pi Pf-H ppppppppppp P-tH P P P. mPPPmPPPmPPPPPPPPPPPPhiP Principal. M B. W. Taylor . G. A. Dennison . TO. W. Wliflfttnri _ | M. 0. Peck . J. K. Osgerhy . Willis T. Bishop . B. J. Benson . Chester Straight . L. L. Coates . Henry C. Lott . E. G. Van Deventer .. Carrie II. Heaton . LettieO. H. Augustine ,T. D. "FT nsf.nn _ C.B. Chaffee... . A. B. Johnson . Lew D. Bemington _ E. W. Yost . Geo. W. Peavy . Albert Lynch . Nicholas Knooihuizen Ella Kyle Loilin . William E. Gould . Walter N. Isbell . W. E. Conkling . 6 I & e* 1 High School . . do . . 0 coo 000 0 d 0 0 . do . Union School . High School . . do . . do . . do.* . Union School . High School . . . do.* . State and post- office. H MICHIGAN— cont’d . Dryden . Dundee . East Jordan . East Tawas . Eaton Bapids . Eau Claire . Edmore . Edwardsburg .... Elk Bapids . Elsie . Escanaba . . Evart . Ewen . Harwell . Eennville . Eenton . . Elatrock . Flint . Flushing . Fowlerville . Frankfort . Fremont . Gaines . Galesburg . I>t>l>t-Mcco000x0000® 00 00 ©0>0>0)030)0)0)0>010 WOMWCIrJO O CM O CO 0 0 CH>1>0 H CO Cl O CO CO H • t> N NH CO CO' OO O CM. CM WO^COHNW CM rH O CO H • CO CM 00 O rH ' 4 2 SO 10 H CO cm n -i Tji a 0 no a >no ■sue) 0 0 © 0 ® ca h« i> « h so la-^obiot-ca- CM lO 4 1 0 16 r— ( O CM g^S O • O O ' rH 0 28 ;0 3 WOW £<3 0 O «> Oil CO 0 2 1 2 15 r t>GMO lO • O H< 0 12 ®N‘s ^QOO-OQOgOO CO lO jr-1 O rH Hi CM §° OCQO CM O 0 12 L° ! 10 H CO rH O | O CM Hi O lO lO • CO 0 S 3° CQCOO CM O OtXM rH CM lO O H 00 rH joHCO O CM j CO 0 8 OOOO SS34 0000000000 0005000 000 ow^o 00 00® 00 o 000^000000 SS^S§S|Sgg^SSSSS5;S.SSgSS^S!ggSSSgSS:SSgS S 3§2§££§s>g££ SSgSgS&SSSSgSSSSSSglSSgSSSSSSa&SgS^SSSg g &gss SSSSSS! OCar-fNWONN^HMOCQOHONOCOlMMN! iCDCQ^ CO NOHOOOt < rH H CM 7 INHOCGHHCOHHOnHlMHHHNWHH^HM CM HCOHHHHH^CQH -- p p p pppppppppppppp Prn p pppppppppp B^SoSSSSfiQflflfiSflBASBflSSSSSaSfiSafinflfiOfi 3 - - - o g® o so -2 -b o fl M) 6S II %% Im S'Sg t» 'S 02 ooofi®soJ odooooo O O O o-d O'O.OIO'O'O'Cf'O'OO aAf/3 ' §1 O o a .2 “1 b0 it 60 1^ I ! 5 000000000 r§'-§'5-brp'5rd drd 6pr5rSr5pSr5pS'5r5 g 9 :rr@ © > ?„p< 31 :c.'ir5 I I :| l^&g’S : h-3'ga S § ' :*£ g » « © •s EiiSE 1 Ig^i 21! S|i| os c3 cs e8 ce © © £5 oooooodSagoo O^jq © WHHMHKMMWKHWWWSJMHHHHHHHb h <** 0,0.3 © « H w IlSIlallli IIIIIIIlllllIIllIIlllIIlllllIlllIllIl I III1II1II; Table; 42.— Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1996 EDUCATION REPORT, 189G-97. 10, 000 STATISTICS OF SECONDARY SCHOOLS. 1997 © © o o o © © o © © © © © © © © © © © © cT o' »o o' o' © © © © © © ©©©©©©©©©©©©©©©©©© ©©©©©©©©©©©©©©©©o© CMOOOOOOO © © © © O © © © © © © © © © © © 1 1> co 05 CM © o i© cm co © ! i o m © rji co ( ©ioxm©©©oin©©©un©©^© O L'* CD t> © ( WCOOW o h io w © ?: i ^ CM < ©HNO 1 © CO O O CO O • © XH(M^©C0C0C0©L'-©H(Mt-inO(M©©^l©:0 low ©00 coo^t-!>i>coo«o****OTf»cccicocM co^cn©HTMMnHioi>o^T}©in CMxJi^O'-tfOOCMOrHOOOOCMGOiOCMOOCO r^^^^HkT. CQCCCQt- L-CMf- HO©NH r-l 00 CM ^ COCO CM CO H H ©COCO^nCMCMOCOrHCM©COrHCO©CM CCO^OCMCO^?»C©CMOOOOOOCOCMT-tCM©OOTfi|>©^©THCM© ©'^O'^CC©C0CQ©r-U©O©^O©OTtfCMt>CM M(NCO^HWH(M(N'# in HIO HiOMIHH r-t CO CO tH COCO CM H ^CM©©COrHCOCMr-ir-iCO^ CM O CM H CM H © H CO rH CO H CM © CM © © © © tH CO CM CM © © CO H H © H CM Or-fCMCMOCMTHOCMr-iOCMCMr-itHCOTHOCMCOCM WHHWHCMHHHCMHCMHTHHHCONHOHnNHHHHH HH©©HHHn'HHHHHHHHHCMHHH rH & p4 ft P, ©Hr Z © ©©©)©©© iPPPhPP ©ooooooooooo rP o © rP «V ©OOfl^OOO©©©©©©© '©r©r© • ■ 2 fcfl - 2 o o o o oh Crq o . © rP O Pft Orft GG_gcQ ©CO©©©©©©© :pppm: IspsspIS 03 ' -4 a ® g 2*C ® So® a a ltXO^ri65U0s8t! Mtto^ H ojjp K t, .<□; © © ®‘S s >--oabdp-i • © S •SS'oS'aO-P-P-ts • © © ©r Sc2*^ s "S 2 2 2 O ^ 23:™ § § S § 5 § §’3 § § &S lcS S S S3 S S g § S 33 o tc , c3 eS • S'© 9 'S V '° © 9 § £ O O £ o.O fcfi 50CCCO "3 ^ " . .. cS to 3 ^®'3r; h^©^§|d a ^ TC 3 ■ 2 P PH <9 © O H 1$ 3 © © © "© © .2 *2 :£ r2 ~ . ppppa, ^inOt>CO©OHNW^LnC^OOC50HNCO^mCt'OOOOH t^l>M>t-t-OOOOOOCOOOOOXOOOOOOC5CC5C©OQC.OQOO CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM Cl CM CM CM Cl CO CO CMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCM (MC^PinONCOOOHWCOPlOO^COCJOHCl OOOOOOOOT-Hi-Hr-Hr-irHrHrHr-HrH^CMCMCM cococococococococococococococococoeocococo CMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCMCM Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 1998 EDUCATION REPORT, i896-97. STATISTICS OF SECONDARY SCHOOLS. 1999 1,000 12, 617 70, 000 25, 000 6, 000 2, 050 2, 000 17, 000 4, 000 5, 000 6, 500 20, 000 3, 500 75 4, 000 50, 000 6, 000 30, 000 6, 000 8,000 32, 500 125, 000 8. 002 •111111111 illlllll fill ri ii i-mnm iotisii rn j ; CO Tti -tf CO CO OOHWOOOCOH(NHONSLOOOCWOHOOMOa)lOCWI> O O IO rH - cc 1 o cm 'Coocow^honoooo^oh^lo^ho^cho^c:n:ii> ooch id CD id O C lO • r-i • o 'OHCO • • | o o i o ' tO * 'OOOO^OO 1 1 O • • ' o • ^ 00 l> O t- O O * O • O 'OC5t>^ ■ • • ICO O •O • ^ • '^OO^OO • 1 o • • ■ o ■ o • • » • iiii ii frj * O O 1 O O O 'Cl 'OOJN^ ■ • • « • to • MOWN 1 ' ODC1HOO • '00 • • • O • O o o ’ o o o • cc 1 o h r. cd « • • • • r-« » CC O CC H • ' O O O o O O • '1C • • ■ cm • o ooo oo«gooSog»nocoooooog^§oeooogoooeoo50 2jS°° S°° ooSoooS°o£Lt;ooooioooS|gigooooo|ooooooSo 3^00 SqlSftggSS^SS^^.&SgSS^SSSSSSSSgg-SSSSS^g moo3 gss^gs^^s^s-ssss&ai&s^gassssagsss^sss^a CM CO NHOOCCHHHHOCCNO.'CHHWOONOHnHCCOHHTl-HOHHHOiC h H d CO Ir-inHHHWi III lllllllllllllllllllllllllH.lillllllll =||| 3 gjia-st! Wife5! jSli1 ,czjWr^ • • : : : * .so ©coo : ' ! Ofl.g'doOCO_OCOCOOC^C_0©OOCO_Of;'/-'pjC^OOOOCOOOCO ^iiSiiii "Hiiiiiiiiiiiii|w| §1111111111 :::::::::::::::::: :prph :::::::::: ill ili j |fe|lilaS«l| j|i] H Hli ill j |lli S515I3: Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S96-97 — Continued. 2000 EDUCATION REPORT, 1886-97. STATISTICS OF SECONDARY SCHOOLS. 2001 ©©©©©© • © © © © © © (M O • © © © © © © © © © © © 10 © © © 10 ©©©©©©©©©© ©©©©©©©©©© ©©©©©©©©©© © © © o © © © © © © - - “> © © © o © © © © © o © © ©©©©©©©0©000ir. ©c© W0050©( M ©©©©©©©©© )©©©©©r-llO©© l©©©t>UOOO©©CO ©©© ©©OCMCOlflClOCDO(M©M © t- © r-i CO M CCrHCO^T*rH©M © lO lO 1.0 CO ^ •dt'^cuoo > © oo ©CO©©©©©©©© ©©©© '©©©©©< '©©©©©©©© rH © © (M dCiCOt^HI ©©COCO H(MHC1 O © © < I © © © O O CO i ^ O - > - M g^d d * to 9 l«5la,2|ggfl'3pie ©O S-5t> oSfcd - P^o - ^ >iO ! aM ©H ^ £ § ® p 5; S ® © § 3 aP ©jj » ^p p -a :«Jai &c&c :s P a :P I -g 3 g ® ag a-a.g o § |s.S© | 3S ’ll! Il § S lI'S s s § OdbbPPPPP eici,iw - - tj g'5a . ^ Q © § g5© © o a PPPP ■ -Ti rtj O • a£ > §p §< : m ©1§P 2 o r-i^, © a ’d -SP£3§§§%9 : ppp^PSPSP : o © ®. - .^.IpShoSS -j- „ . P ^ ca P += p co P ^ pp£HpMop<^pb«i ? 'i °3,2 ° ° °5 v (, p 5r,H ..p-d^-d-d-dg^i -g||§,Jj, oW ftjgpp oooooooooo EL ©2 © ^ S ® £ ^®a9^a® * P>Cd S p GO O — l'> o ® © ©£ 2 vSkS^J^S'S^-S .£** £ p © o a PPPPPOOPPPPPPPPco IdCO^lOOt-OOOJ©! ' M : i iO> lO wO © lO © »0 © © © © NdddNdClCiciClClClCl Cl Cl CQ 3 s « nS A 43 0-2 o ^ § b§ o 0 0 CD CO O CO CO CO Cl H IM CO O OOOH*X)HOHl>. OQ CD O ID 'COiDHlN^OOHlN O • © © ID © Tfi © © © © © © © © © © © © © © © © © © © © © © © © © © © © ©© ©© t- ©©©©©©©©©©© © © © © © © 4i-P43 43-P 43-P PhP^C>000C)C,C0C>00C00 ^JsSccSomSP w : :q8 MS H | Sill- 433 43 fa fa a gococo to a ® ! « O >3^>j cl 1C. 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O T-l < n t* eo !N ->* ^ co cis • i-i iH O tH O rH O O O ' H CO O H Gradu¬ ates in 1897. •9p3UI9£ ■9pR w4 OfflM-#«MONOt'COH'dlHHONMOCnOHMOM Preparing for college. Scien¬ tific course. •e^nuia^ 14 ^^OOOOOrtNM 'tOOOONMOWHO • o M ©OlHO^OONOM 1 WOHHHOOHHH • • rH • • i Clas¬ sical course. *9IBUI9j[ « V* ©HOMSIMtHO® . • o 'OOOOOOO • o •9IT3K M rM «ooco©«woS • • O • O O O O O O CO • o Elementary students. •9puu9£ © ooooooooooooooooooooooooo © ooooooooooooooooooooooooo Second¬ ary stu¬ dents. •gj'BUiej (X) •91BK 30 60 18 102 54 45 15 95 60 74 18 20 11 36 34 16 15 19 1 11 20 20 16 30 0 1 7 i 2 ! 18 Second¬ ary in¬ struct¬ ors. *9^019^ © HCOH^H^O^HNOHOOHHHMOHOHOC NNHCOIMHHHCOMHHHHMHHHHnHHlMnO Depart ment or in- depend ent. Dept.. Principal. M A. O. Moore . Mrs. A. K.Quisenberry A. A. Antles . W. W. Walters . N. L. Maiden . J ohn A. J ones . A. It. Boone... . S. E. Stout . F. B. Owen . R. H. Eruberson . • ••••••• « «|« ■ •••■•llllla i • • • r5 i ■ • • t < i i i • • •■© i i , • • i ! | s ^ !| la; !< i *-» i i a 4 3 1 1 ! V « Higli School . . . do . . do . . do . . do . Central High School.. High School . . do . . do . . do . . . .... do . . do . . do . > o ; ' o State and post- office. rH Missouri— cont’d. Canton . Carrollton . Carterville . Carthage . Cassville . Centralia . Charleston . Chillieothe . Clinton . Columbia . Vjuruer . Craig . Crystal City . Deepwater . Desoto . Doniphan . Edina . Eldorado Springs. Els berry . Excelsior Springs. Fairfax . Farmington . Favetie . . 1 \w ! I O * II1IIIIIIII STATISTICS OF SECONDARY SCHOOLS. 2007 illiilii ooo o '•'sis llilllllllll ® o tc' eg o n o' o « cd noi !§iii»fif sissiiiiissiiiiiir r-1 H r± 111 2”2 llilllllllll Sf* ” S 3 ”S 3 2 2 S 1II1II1SI1SI1111 rH r-T > -d< O) t- O M ^“sssss^sssssssss l©©©rHrH®rHCO OlN-.OOOr-MM^OOOOfOOMOrH^IOTj(OOBqO(MOr-(COO^ICOOT-IO, )H(N(^HNNHN hoi IWOHHNNWI '£M' lOHNHINOOHWHHNOI ft ft 1111 a ft ft ft ft "aft ft'p.A p. ft“ft p. ' ft p- ft ft ft^J p, ft p, ft ft ft ft ft ft ft ft p, ft ft ft ft & ft ftp. ft ft"ft ft p^PPPPPP ^PPfi5^PPP^PPfiPn5fiPPPfiPPPQflfiflflfiPQflPPQfl£^^ R m M pq 1 (5 1 1 - • 2 1 ' • •••••»*• -4-3 -■••.is^i,.i.TO. CSi|i., -4-3 1 1 1 1 1 1 ( if j § li'jj il| yi iiii i islii^illi! \*HU ;j |?1<§* ut i«i iff l| |5§ii4sfl 11 teSS&lfi Iff li| il^lsi c o o o o o c 't* ^ oooo©^oocoooodo6doooocgr Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2008 EDUCATION REPORT, 1896-97. •sn^BJcddB opijugios pue ‘9jn^ -iTijnj ‘sguipxinq ‘spatuuS jo 9n[iry 8 $5,000 75 20 15, 000 8, 000 7, 000 4, 500 8, 000 25, 000 10, 000 8, 500 4, 800 10, 000 35, 000 7, 500 2, 100 5, 000 40, 000 50, 000 8. 000 1, 000 10, 000 2 0, 000 •AjT3iqi[ oq| ui S9iuuxoa jo jgqumjq; ** sl§l-"llll-IIllllsllll ill rH t—T CO • 'TUJP A.i'e^ijiui ut s;uapnjs jo jaqrau^ 1 •sicaA ui esjuoo jo qxSuaqx 19 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. '9XBTU9J 3D H © © !M rH © CC © ID j •9IBR i* T=i * * • • TfOHOOHO ; © OI ■ W (M © rH O ® • Gradu¬ ates in 1897. •9P3UI3J £ O' CO^^iONOOMONOOOOMt'Wt'O^JWCOOCW •ot*H B3 ■>S<'tfrHT-IOOiM©00©S~:i©©.-'OOCO-3<>-lp-rH<©iHTj<©©'tf Preparing for college. Scien¬ tific course. •9^019^ 14 rHOr-iOOOOOOl^ • LO * • © • • • © *>D H • • • H rH • « • • • * © iii •9PW | 2 ^oocoooooog ;t~.j : j ;3®co^ j j j Clas¬ sical course. •OIBTUO^ 1 s •OHCOOOOGCOO •© • rH © • • • © C4 * CO • • • •9IBK •©tH^OO©©^© ■© ‘rH© • • - CO TiH • rH • • » Elementary students. •gXBura^ 2 00©©©©©©UO©0;H©©©©©©©©©0©©®© •0TO © ^©©©©©©UO©©®®®©®©®®©©©©©©© Second¬ ary stu¬ dents. •0p?UI9J i Q C i> ary in¬ struct¬ ors. •9X15019^ I® Hn'NOOOOOONNOOONOOONMOSHHn 1 I ^ rH'IM HTUNHHNNCSHNHKMKHHOMWNriHH Depart¬ ment or in¬ depend¬ ent. J. aaaftaaftaaaUftP.o.ftc.aaftaftftftft •>2 is. 1 : o o p § -C £ gB1 Hja £& . — - O — ' ■ a !3a a >>| - ■ • ^>0000 ■s^s i 1! I il G'&~ S ^as©wB a ® g,§£» It in §ii si mu il 1 1 mi IIIlIIIlIlIIIllIIlIIlIIl STATISTICS OF SECONDARY SCHOOLS. 2009 mill ill! g s s'1 1-'§ a s s if s llllllll O'r-T OW «« IsaSls l!lssII!!lSII° 1* != -^COINM'tf-^TitcO-tf-tfCqiMCOCOCOeOTtlCOM^Cl -t* : CO OHOOHCI>OOHOO05OTj< 4 12 12 ®^3 i- - i CO o o CO • O CO © CO CO HO £ hi 9SJH00 jo q^aa^; CD • ,g j d op.* .g^g **>* •9[Bm9£ •aiBK TjiiMroiNcO'^'^'^^^eoeO'^ O • CQ ■ O CO CO '<* CO r}( -<* O O M O ffl t- h£ © O hO •C5 C3- e-3 •9[Bnx9^; 50 3 ■9H?K •9p?ra9£ •0IUK mocoo ©N 'OONO -NOlOO •QpjoiQq; g§ S3 •3FR •9[Bra9lg '^FW OOCOOOOOOOOOON OOOO-I^OOOOOOO’ oooooooo oooooooo •9l'Bni9ij 1 O O N O CO CO CO N ^ O H CO •9[«H I rH CQ WrlHOH O N i a, p.-. ftaaaftftftftaa ®®:;®®®©®®©®©© pp^PPPPPPPPPP ®C®®S,i.©3 P2P-P333 ta^lgag-g^slJ r& ^ ^ > tj © C l— 1 Pj p H 3 o^blddaj^p:! >. ss3 :p PP~w..c-- ^ ^ S M %%>£ p a < fj '"‘oooooco to ■ ~ • ■ w; • • . 3 ;*0 © > — 50 . ' -O © • <0 CD 2 9 ® S ■ •c • p g £ . sp 1 ■ i c *, S^.S © ® f~ - cS p.5P5 § a 83 £ ^ppqpqpPPO _ _ . _ _ _ _ • f— F- £*• L— CQ3*° 50 . . 1, 000 50 50 30 ,.. 130 0 . . 1, 000 10 0 . . 400 50 .. 100 .. 300 .. 120 36 .. 200 250 , . . 100 175 96 CO CO CP ^ CO CO -CPCPrH^^CHilOC!:^MOHOHCqCJH(M • CO CO o o o o • • • • » ^ O j • O • O CO o 05 m o • in • ^o« • o 1— 1 • • • • ■ N o • i- : o m o m o o '• m co : joft ; OHNI> a :’ i™ C3 O CO tH o o j o o • > • o C3 ■ • O ^ • O O CO § : rH 00 rH 3 » .2.5 S : p a i rillil!s ft g S3 mil -59 a *-§ ii ^ft P fl o a i'S S1S3 , _ o o t- ci © o ’9j'eni9Li O ® pj o >!© ® L r- j go rt^3 •9FPI O00l0Cl'#ffi'l’'t'r-OMNC3a500®'#«O® © t*ij^ o zn a ® •g^uia^ ;g OHOOHN^I •9I«H L<5 I • M X . . • U -J H . a (H t ; ; m © a 53 ; uJ HoflriN Window 02^ :3d 02^3 'P&P £«0 ^OOOO 6 OOOOOOOOOOOOOOO^OO^OO >5 4-3 S CG I2^I5,s ^,s»sl5' a&lil & g 6o33S6oooo5ooPPPPPPPPPPww i 05 o h ci rc -t lo o i i h W W N N (N CJ ~~ STATISTICS OF SECONDARY SCHOOLS. 2013 3, 435 5, 360 2,000 7, 000 29, 000 5,700 3, 000 12, 000 3, 500 10, 000 7, 000 12, 500 4,000 8,000 10, 000 20, 000 3, 500 mu OMtirilO 000 25, 000 20, 000 10, 000 30, 000 1,680 2, 200 30, 000 6, 500 16, 000 12, 000 40, 000 5, 000 1, 500 4,000 30, 000 6, 000 5, 000 ! 5, 000 1 . 110 50 . 550 . 300 . ICO . 3, 000 48 . 400 . 229 MSS!SS”8S8* J 60 .. 50 .. 157 . . 102 . . 200 . . 120 .. 340 .. 100 50 .. 300 11 .. 300 46 .. 150 50 .. 150 .. 441 50 .. 1, 050 o 03 o ° i lO 03 lO • CO CO rH O lO CO CO 03 OOMdHHld CO - HddHHdH o o o o • rH Ol . o WMOt»LO^ CCHHOCOH OCCHCC^OiOHOlONCOH^iOCCOOCOMOO^CO^CC^iOt-OOH TjiCHCHt>dCCH^CQ0^C500 ONOOOHNHHHMCO^CsIlSlOlOOCOH^ONWOOCONO^WfO tH CO • • 'HO • O i i • CO H • : : :gw :M o o CO • lO • lO • O • O H CO H O o o co o : : o ; rH • OOCOH tH — i O o ^ | O O L- o 11 .... 0T f j co o o ■Hi ^ CO • • j ; O x> • o th : 00 iO rH O to ec m • • • i « i • O 03 • - i : : oooooomoooooooooooo5 jililif o S o ■rp<-’ o Si. t. rvj f a d « S : • O Ld C • rr r S^s^^SWWhj^ms'W ^EH£<^££«ipPh;>-;p«i o o c o o o ooocooooooooooooooooooodoooooooooo5C/''ooooooo B’S'j’S'S'u'v'Sfl'C'u'SflrCrS'SrSflrj^r-^rjrJr-rJrJ^^-rSrS^r;^ i^iS i illllil Hi Isissi Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2014 EDUCATION REPORT, 1896-97. •sn^B.redd'e oqrjuaps pwe -iujuj sSuipjinq ‘spimoiS jo onpjA « « mu 0, 000 4, 250 40, 000 3, 00 3, 500 8. 000 6. 000 40, 000 4,000 10. 000 5, 000 8, 000 5, 000 600, 000 Ajcjqij nr eaumpiA jo jaquinjq Ok O O O lO o °o o (j o 100 250 8,972 350 170 200 °§sIllsIIsll — . - -*• TI«P AJB^tfrui nt e^uopnis jo jgqmn^ % : ; : : : ; : ; ; ; ;s -sxeaj; nr asatioo jo q^Snaq © s£ !i 5* r ;* j ft 1 t E. H. Gerhart . T. C. Grimes . Sara L. Garrett . J. F. Conner . Walter G. Herons _ William E bright . H. E. Mason . William C. Gigg . s . 11 Kft V. D. Timmerman _ Irwen Leviston . Name. « High School . . do . . do.* . . do . . o o CS "C ' d o c ft -ft ~ 5 C 5 'Z 5 c 5 «^C > C j X . do . . do . o c "w r: . do . State and post- office. - NEBRASKA— -cont’d. Louisville . . .. Lyons . McCook . Madison . Aierna . Milford . : !| : !c • • d 111 III -2 I i if 5ft > a y ijz J II ifz 6 > g o III ill Norfolk . North Lend . North Loup . JNorth Eiatte . Oakdale . Oakland . Odell . Offnllaln _ Oliiowa . Omaha _ .. 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Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. STATISTICS OF SECONDARY SCHOOLS. 2017 11 ill ;aa' 1111 i ; illlllll 1111 ilsll ; iilil SSS : : i Jjc-rfg-gg- joog jg-g-ef« j gojjrfo ill! :l ;8®S jg an IS- in S|8S| 111 jge§g3sg« : *s : : : 1 : : jl .. 600 .. 130 0 . . 200 . . 200 .. 350 CO * CO CO -«X ^ ^ tX ^ t* T* CO ^ ( ^ ^ ^ H H • j CO CO O cs • • » — 1 1 — ! 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Gradu¬ ates in 1897. •epma^ S PO 1 os 0 fS M O Ift 10 t- CO OIOCO^N-^COCIO •»I«K 2 0 05 '^OMNO^dO 0* i>* OClHClOCCHOH Preparing for college. Scien¬ tific course. •9XBUI9J H • • * ■ • •t~COOO 'NHOSMOW 0 '®P *t>0 •9IBK W pn • iM CO ® ® '-<#®®OOt~®lO ® i-^CO ‘ ® *CO® ' Cl ' rH • • H 1 Clas¬ sical course. 'OJBUIO.J *> •COP®® • • OOO^OiOOO © | -SPW^p.2°^ a « eS .®SO«wh^ . r-^3 - SO MS SiiO'S cs"5^ O © £ fltj; p PWpPP^PH^ftPPl-i • *0 ' p ■ ® P ® • o • i-h o ^ • d • iijjhi* jS^lsal! 'S >jr,3 >it>scS'/5W o rd ® go P MO wl • go ;p ■ cXft ■a o :W 2 i rd , 02 © “ice" j^ oa oooo a-d®} OPPPPP g MO ; g b£ Sh ^coS d ® _ ;g .-S-tl-P gp-S S £=22^te S t SS ®S = (j © ® ®-gS^S d o SSSfcfcfcfcpu **(!,«# 2 © p3 Jg o ©*3 2 P '“' OOHWM^WO^OOOJOH c^rococococococococcco-H"* ooooooooooooo cococococococococococococo C^CO^tftCOC^OOOO lO ooooooooo cococococococococo STATISTICS OF SECONDARY SCHOOLS, 2019 15, 500 108, 000 30, 000 40, 000 20, 000 8, 000 5, 000 15, 000 6, 000 125, 000 10, 000 60, 000 20, 000 20, 000 40, 000 40, 000 30, 000 15, 000 40, 000 © © © © © o> Or © ©©©©©©© ©©©©©©© ©©©©©©© rH © ©‘ ©' © © © H©C0 03C5r-iH 03 © • § : © • © ... © © • • 1 o oo • • • © • . i -^1 400 290 1, 023 o © o .©©©©©co© ©©©© © C3 © *CO © © © © © O © r-i © © t> CO © ■ (N CQ to H lO ©COCO© ©©©©©t^©'H<03©©©©©^ 030©©©C003t''-© ©©©©-Hi © 03 © 03 © © © CO ^H © © © rH 03* r-T 35 2,550 © • © © ! © 1 lO to ■ I>- . oo © • CO HI Hi ^ ^ ^ CO H< CO CO CO CO 03 HI 03 C003HH03© COrHO3©0C©t-O3 OH>CO©COrHt>UOCOCOCCaO©©tH!>©Oit^HTrH©©CO © © ^ CO 03 T-I ^ © © Cl H b H rH rH rH ©03 -#OffllO © CO © © © © Tfl © © © © 03 OO 03 © 03 03 ^ © © © 03 i-H © 03 rH rH © h* © rH © © rH © 03 © r-l rH ®-** rH rH rH 03 rH 03 C^* © © • © ^ © © ©• • © © •© • • 'COO • © © © 03 © • © © • © • © *03 © © © 03 © © © © 03 03 03 • CO h* © ^ © • • © 03 1 L- • • ^ • © © • - 03 03 © rH • 03 © • © • rH . © © © © 03 HHH03O3 © t> rH © ©©© © • • © © rH © • © © © © tH © 03 © © © © © 03 • © © © 03 © © rH CO © t- © CO H CO ’ — 1 ©©03 © 1 1 © © hH ^ • CO • * © • rH T-I 03 © rH © © • © r-i T* • 03 5 0 42 © © 03 © © ooocxnoooo ©00000^0 ©©©©©©©©©©©©©©©©©©©©©©©© © © © © © lO ^ 10 O CO ©©©©©©03© ©©©©©©©CO ©©©©©©©©©©©©©o©©1 I © © © © © © © © © © © © lO 03 © CDNMC © © © © © rH iiONNMOM- © 03 ^ © H c I CO © CO © © ■ >0303©rHC3©03©03 lAftftftftftftft ftftftftftftftft ftft'ftft' 0<£> <£©©£><£©©© © © © © RfiSPflfiPP pppppppp ppppf ^PyP^P^p^pHp^PnpLiCLipH P-r-- P^PhPhP^Ph r-j ippppppppppp^p^ppppp fipppp cc _ cj w cgfi £ eg g © oft © mW g h'S go ®ft- : ®W :>> £ © t» :P 5 :S :jS| :^-gw£ S'iSS®s1§p?!=ijSi^g 3 §-•*>! §W^ £ . a ^ -m n • ■ "S3c0£^a!5 33flg“Hp:i> ,• aJ fi . *1 2^ftO>-s SBfl fi ft t>vfi r2"Si_ift 2 a ®r-5r

: s >> ^ ©ft .©^ 3 J >ft3 ’ 2 P> i S^“o sjd 83.SS HCCHOO P^PPP;Hi>£| HO^PoQ o o o © o o »o^ o O be © i co cco M-a f-ra Plft §s 3® pp © ft 3 ■ fi t-i ©35 3 Or* ®ft| 3 a a -5 ®e je > © o a-a'ft -3 J25 KPftfqpo o-er HW fl a ® o ft _8 5=2 © _ o ,P lS © ^ ft fi I5B og 21) ^ g bog be pfipfi iofi^S oooooocooo© :o © Zj beg pft : a : : ft ^ a a ft © fi o £ & a o >» ! 50 • ‘ft : : « i» : £ ^ £ > eg , - . ® be | g © 3 3 be !'- - cgftftCOOegoB 3 eft h ® n s« o ? s © c«.” O “ ° ° ° ° o ® OOOOfifififi HPPPWWfiWfip£Wftftft^S^S§^ fi5 ©• & Ssfi © © - s eg r-, 05 co tJ in ® t» w w io io in io m m io oooooooo eocococricocncoco cocneoeocococtoeocoobi Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2020 EDUCATION REPORT, 1896-97. •en!}B.iBdde ogi'juaioe puB ‘am* -tojoj ‘sSuipjinq ‘epiinoaS jo anp?A OOO • 00 © • ©©©© o © o to o o o o o © © ^ ©~ HO ^ •£rejqij in saumiOA jo jaquin^i ©00©©©tO©©©©0C©©i ^©ICICIOJOQ01N©(0©01 “ • - - “ 'I WHO I ICI^HCO. to • c* ^ to „ wp XjT^rjTxn nr g|uopn^g jo joqnmjq •sjuol ni osinoo jo q^Sna^; COCOCOCOClCOCO^COCO^ ® {, . .9 3 p a . ©Sup © 43 H p •9X«ni91j 18 • Cl ^ | © © • • (M •© • • • rH © b- CO © © © © !3g'i»aSS O ft03 ^ g ©» bet«'-' ■®I«K 17 •COCO • ^ © • • rH •© • • • H H (M H © © C a . '2 ® Si •ajBuia,! © rt C0'MO5t>rH©©^COC^i-Oi<0U0©©rHl>- l> C* r-l rH IT5 © ^ 00 © g ©00 oU •®I«K 15 r^CO^-tf©©t-*C^tO©©sg £ CO « « •apjraaj •9IBK Irt r-l -»' © © g a g .-g _gg ;s« ^ '°02i o|dp| sa s* a 1 bt3, MJo ooooo P n-r^ ^ ^ ^ ■ 8‘5'bi)' o-r-O P^P flrQ - ' - ~ ^ o 52 c« ffi c3 ^ O a ® p .y ^ g.H© bc^ © ^ a ’§13,5,e5a2=S®-rHoO SosarifJ cS O V o © o » 02 CO C/2 C/2 C/2 te y © CO .-silg © © © © r~* , . . . cocococococococo: COCOCOCOCOCOCOCO' co ^ to © i- CO CO CO CO CO STATISTICS OF SECONDARY SCHOOLS. 2021 1 ill ” §§§f ill il il 111" 111? i illlsSllllllllll i i !s¥ • o is 38" 3 i II r-T SSSS8 r-Tr-T 8£°§§g! fill 1 Igllslllsgllllllil ef O CO~ r— I H H rHrHrHCQrH CO ^CO^CQ^WCOCO ^ CO CO CO ^ ^ QO00OOON^(9O( rj H< 0 0 H* 05 H< ' Q O 05 CO OOO • #MH rH lO O H Cl H CO • CO H CO • CO U5 (N • •jfjBjqiX oqj ui s 9 anqo a jo aaqraiisj O 10 ) O UTi O O O O 05 O • O O O O O CO 05 H OOO 0 tH *o CO CO 0 0 0 CO 0 *ooihOhooco ooo 10 0 >^*ocoo:ir5i>r>o . r-i 0 ^ co 0 0 ^ co 05 10 • co'co" 'tJT Hco" rH* -H HUP jiTiui ui sqiapiqs jo joqumjq; « *8JB9i£ m 9S.UIOO jo qjSuoq; © '*«•« Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •epnio.q; 2 (M O'ONHOOOOONNOONCOHO • O CO O O ^rH . S O HlOO^OOONCOOOOHClNClHO • O lONO rH CO ^ • SB . Cj tC 35 £ 4500 O rt1-1 •spuiaq; - CO lO-tOO^HOClHOCJ^HO^OHNHO ^ ^ O CO Ol rH rH •9PK >5 rH HlOOlftClMWWXONHNCONHOOO 1>COO 05 CO tH Preparing for college. Scien- tiiic course. 'OXBUIO^ 14 • OfflON • © CO 00 © 50 • CO 50 O O i-l • •© -CO • • • CO • co • • • • •91BM M • O 05 0 CO • O Tf C5 O O 'OCIOOOO • ' O ' 10 • • Cl • lO 1 h H -rtf ' • •• Clas¬ sical course. •9XBm9j[ 2 rH kOrHdO 'OOOIOCOLOOOOOO • O UO tH rH • rH rH • HI rH rH • • •9IBK v4 O rH O O H< • O O tH O tH 05 © O O rH ' H tO 05 05 • HH . O HI 05 • • • 05 • • Elementary students. •oXtraia^ © wH t- ooooomor-iooooooomooo oot- 00 50 CO 1H . •apK © O O O O O O CO O tH O O O O O O O O O O O o O 00 O CO lO lO Second¬ ary stu¬ dents. •oxbuiojx X iO OOOOOOOOiOHOOOOiOCOOlHC^lH'OtHO co rH H1 Clt-COiOnClOCl COOCOOHiOrHCOC5tH OiON CO rH CO rH 05 rH •9pK h iO !>OJHi?OHiOOHOOOH(COOHCOOOOOO C) O CO 05CD05HiC505HiC0tH 00 05 lO ^ 05 CO CO H tOHrH 05 05 CO rH c c a +3 .4^+3 . -P p p 'S ©* & S' 3T S' S4 ©* S4 s4 S4^ S' S4^ ®® ® Principal. M Fred. W. Gray . . H. D. Bartlett . Albert Leonard . A. J. Glennie . C. H. Warfield, A. M . . Henry S. Purdy . William D. Morrow. . . P. E. Marshall . Frank Stanbro . John Micklehorough . Calvin Patterson . Frederick A. Vogt - E. E. Smith . D. D. Van Allen, M. A. C. M. Bean . J. Carlton Norris . N. A. Darling . George H. Ottawav . . . James . W. Alexander . W. D. Hood and H. B. O’Neil. Arthur E. Chase . M. F. Perry . George H. Stratton . . . 6 1 fc « Seminary and High School. TJnion School . Central High School. . . . Union School . Hi^h School . Union School . . do . . do . . . Boys’ High School . Girls’ High School . Central High School.... Union School . High School . Union School . . High School . Academy . Academy and Union School. High School . . do . Union School . State and post- office. | NEW YORK— cont’d. Belfast . Bergen . Binghamton . Bolivar . Boon vi lie . Brewster . Bridgewater . Brocton . Brookfield . Brooklyn . . do . . Buffalo . Cambridge . Camden . Canajoharie . Canandaigua . Canaseraga . Cauastota . Candor . Canisteo . Canton . Carthage . Castile . 00 OiOmMM-)llO»['00®OHINM-tlO!Ct' 00 HO LO (O 3 3 O B O O 3 O 3 t- I' l' I' I' t- t- CO CO CO CO CO CO CO M 00 CO CO CO 00 CO CO CO CO CO CO CO CO STATISTICS OF SECONDARY SCHOOLS. 2023 © © © © © oooooooo © © © c^cooo ooo co* o3~ co* ©~ of irT ©” in~ lo o o © o o o o © o © o © © o © © © lO © © m ©05©©©©m©©0© 03 © O O O © CO © © © © ClNOJOOOMOOOt- i> © © © in o in riT irT ^ o o o o o o o' ocT © O m © 03 WOIOOOO THOt-OOJ © exT rH oT i-T O 05 : O CO < © ' o m o 0^0 © 03 O OCOlOOOCD^ OrJtHOOCOlO OHiOt'OtNO o © © © m o o o o o in 05 o co oo o o n tji tji coo5oooomooooo oow 05000000400t-0 CO oxciHooco^coom t>- © © o o o r- © o © H rj( CO ^ O in o r-i o o 05 hPRPPhQh PP :p : - ■§5 ® ^ gCO o « sr: © fecm a o PP 3 SwmS a=Q g 2 2 s d ^ ^ tdS 3" o . «> gr^ §>s«n ig •p g- i* w«| fee .._qP o Spq 2 S.2Ph ss«w ppO^P^rc hs^P^OPP PO^PO^PPHPO ■ c3 1* £® S£t>- ®OH ® fee H IHlp'^a I PP HPFhP :pl, • © © ® "E jS p u : ® g oIpS' £ rb| p 9 p *"3 o ^ . m ^ «2 1 H-|2; i-jbWPahPOP ^P s ■ o a 'd ®So 0^0 o J o pP ct)P 02 © O ~J1 rJ1 a PH 2 i= cs a PHP ooot.a"s ’Si'S .SP’S - - . . pppp :PHP : : © : : the : . 2 : : S >j • c« - feed a g m OS : is. ^ §'> 4H ! ! ’ a o pi a : : fee S a ^ • a 5 ® 3 :r ® bio 05 P rH II ^ ! »' ’> a ® ?- m 2 p © g 02 m ”1 0 o d O ocg-3 a -r-T pp a" o o si 'd *3.SP Pm ■ -d JS 'o'o o o -a a o o xjiin- aat^aooqo'' a a PP >5ooo D H f-l N>. ti —i ® -t3 rj © a a cs cs cs _© ® ® © co ® a ^ 3 2 © a^oooo OQDOO'J! ;Pg a O'- s-i a oo csaa % a ® b 5 ■ m =P * >» aaa a e3 ® © PPP -. 2 3 f. s * i 3 fl a a a 1PPPPP 2S a o - n - p. * £4rJl ' co CO CO CO CO CO CO CO CO CO CO CO CO CO CO < I 03 03 OJ 03 03 03 03 03 coHFm©i>ccci © 03 03 03 04 03 03 03 OI cocococococococo 03 03 C l 03 CO CO Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2024 EDUCATION REPORT, 1896-97. •finttfJBdtTe ogi^uaps pne ‘aini -rajnj ‘sSaipimq ‘epimcwS jo anpA •^aBjqiXQg^uieaninpA jo jaqmnjq; 'HUP nT s^napnp jo aaqnnijq •6.rea.£ at asjnoa jo q^Suaq; © « u •3 P'0. Out3 O P cd co W05W^f IOOOI>{ I O CO CD 03 CD C3 i oot>cDt>oooo WO 'CO • O CO owo • o O Tf O O L.0 •0[T3 oiaj e ; I #9l^K i © O OUOOCOCOOOOOOOOOOCCOOIOIOOOO 0*1 C c •OIL’UIOJ QC CD OJkOi lOiCiOCOOkO^COiOr^Xim^HOtOlOt CD CO CO I lC5Nif5H(N.*OCOHOCD *9l^K nj g-2g •0JUUI9J C'l lOHCOOCO^HCOi 1 03 H CO 03 CO rH CO CO O i •9I^H I *9 ■g 43 . ^ l!!i ft ft ft ft ft ft ftrH ft ft ft ft ft ft,-- ft ft ft,— — ft ft. W ('k l>n- 1 ^ Jj — © P ®^ © ®<1 |o~ ®g^oWts: ji«i *£3 «:© •© .© P 02 « 72 O is CC - --r Urt Oh OOOOO Oj o -P ® rP © ,© »'J3«03O © ® a S-gw :ofi «> : 3 «1PoPW '£ a p © _ cW OJ 0,3 -3 0^3 .“■s-srs^ WPWPA ®.a | h- !S i w Ph o (H £ | P PPPPPPPPPPPPPPPPPPPPPP COCOCOCOCOCOCOCOCOCOC • CO CO CO CO CO CO CO c STATISTICS OF SECONDARY SCHOOLS, 2025 i S18S1 g iiiii s 3 is fill I 3 -''SSSf <=' HIS 83S8 ISIIIIIIg Sg”8“K'"S'f I -Hiss i S jj lllllllll r-T^V4~ ■ ,-T ISIIIIII rH r-T I IIII W CO illllllllllisls r rH* ocjcqoccq CO CW O O lO O O O CO CO O O 00 ^ rH O O O ICIMOHCOCO CO rH O O O OrHOOOOOCICOO WHOHOi O »irOCO , ’iCiOiOOOOiCOO l rH 04 CO 04 ^ CO *^jTjaqr[ gq^ m samnjoA jo xaqrxrn^ looaooo-t tM©o® iftiaoooooo' •in-ip © AjBjqtoi ui s^uapn^g jo jgqmn^; ! •exeaA ui aexnoo jo q'iSuaq; 19 Students. College prepar¬ atory stu¬ dents in theclass th at gradu¬ ated in 1897. •apjuio^ 3D 1 O O rH OWCDTi 0(M0 O rH • O CO O CO 04 O O •apjp£ O OHO!N WW O rH O rH rH '00040HOH Gradu¬ ates in 1897. •oiuuioj; S| HCOOOOON Ot-H 04 rH OlHCOOlOH HCOHCO •a™ 131 IM HOOWNCO ® rH © HOSOOCOlflHH^CO Preparing for college. Scien¬ tific course. ■apjtua^ 2 ! O OOOOO • O uo o . . . -OOiCOOH< ■9FR M | H O H lO H M • OOO rH • (M . . i lOHHOom Clas¬ sical course. •oimuoq; « ! ri \ 1 O NOOOCOIN 1— 1 O O • rH CO 1 p* 04 • 04 04 O •01BH 2 w* O (NWHHNiO (M OOO ■ to © ■ C04 04^rH04rH04^ •9IBK |« rH C4HHHIOH H^HO H01HH04HH04HH >o o o i-S J _ fl o a; as o'a : bc-a :WP as o— o o o © o o as 2-a.a O S3 O o v CO © CO CO CO ; a J1 a a ka- o-a o o g o afa ’a >5 a ® nd o ©—. 2H 2 • a«aa®as- :W PWPP PPM ” o o asna-a M ;q ! P • a o :p 2..S © ©■3 © §P ^ S .-*§.£.£ o o p p p pp p 5 > o os a o > Is p. 2 rP o o o® 'CPP blj t> 03 ® GD ~ T ^ P’ Hi “3 -3 •« D ^ fi (dT* ^ 3 ^ o bl)S5 3 U CC WCSCSCSCUKCBMDW PP^S SSSaSSSSSS (NW(NCO CO CO CO CO H M CO LO ‘X> N 00 ® O OOOOOOOOO^H cocococococococococo cocococococococococo STATISTICS OF SECONDARY SCHOOLS. 2027 1 lllllll lillllllli illlla a" ?f “s“s‘a''*s"t'’s§ j'=g”ss 22, 650 4, 200 4, 058 5, 000 1 25, 790 i 40, 300 7, 775 115. 000 19, 000 11,000 26, 637 1 27, 000 . . 2, 000 .. 1, 212 .. 500 . . 800 .. 650 _ _ 260 I lillllllli SI rH r-T rH r-Tr-j' . . 22727 .. 700 .. G60 .. 470 1 II IS1IIII1S ill rH r-T rHN I rH 4 .. 4 .. 4 .. 4 .. 4 .. ^ rH H< ^ CO ^ CO CO H CO H O O rH o o ‘OH rH O 030000030 OHWOHO • OO OOHOHIOHCONOOOH rH O rH O Tf< O rH 03 rH 03 03 rH O O 03 O OHHOQHO j OO OOCOOOi-^COOOOOrH O C4 W N H O O H ^OiOWtM^OO^CO C b* CO O OO O CO O 03 MMHOOXOt'WOLOi' tH O t— i tH ^ O O t—1 COHOWCDHOOMO o CO O CO 03 03 O OO H 03 O 03 03 H- 03 O r-» rH rH lO o o o • 03 j O • • rH O O • • O i—-* lO O CO O ii ii 03 ^ *H O H.OOOOCJ 03 CO ^ o o • CO | o • • rH £— CO • • OnU003C0H Lft OO NO-^OOH, joON CO O O 03 CO ' tH HO 03 03 O 03 • iO O • co o o • CO OO O O rH o 03 03 • • CO t> c- r* O 03 ^ • O 03 rH H CO O CO O • rH « 03 CO O j 03 OO 00030t^rH * < O a o o o O O O HJ o o o o 76 21 MOOOOgOOOOOO o o o o o o o o oonjocogo^oo ssr3 3000 o o o OOOOOlCjOOt-OtjO £ pspssps 18 26 175 19 41 53 0 o o 1 CO s ss®ssas!s§s 14 12 152 16 14 68 710 903 s £ iH CO 03 (NHCOOOHM CC H 00 H H ^ O O O rH 03 COH^HlOHHOC-iO^CO ■p s a "p "p, P.'p.'p.'p.’p. P| "prrH rH aftrl PrH 'ft'p rH p"prH "p P P "p P "ft rrt -H rH P p'p'P^J rH "p P| P. P'S. "<1 5 PPPPPPP S^fSfSSP^fS ^PP^PPP P P (5 ^PPp!Ip£^P f ■a : &>?* sgSijlJs JJWS lOlfsIiSdfl p3a S^O-ai O o5 ® oas® 4-111135:3 *a.= «li 5o| o£gJ ssiia, . ^l^liP^ll^ Illllli lillllllli lllllll I I I II iliiliiillii >2 I Onondaga Valley Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2028 EDUCATION REPORT, 1896-97. •sn^JBddi? ogijuatoe pun ‘oanj -iujuj ‘s§aip[inq‘spuno.i§ jo onje^ e» o o © o ©©©©ooo©©© © ooo oo o o co o co o o m o o io o © m © © ©oio ©o © CO rH ■»* NCOffirlNH rH i-li-l •<* rH •X.iBjqti Qqj ut eoranjoA jo joqum^; V*. O M W H o OOOOO^OOOO o WOlO CIO Cl O (N M CD OOCOWlOOOMOO O 04 O rH 00 O 00 O 00 H CO CO tH 05 CD ^ CO t> H I> O 05 I> © Ht^H 04 •9H?K 1*® © H H rH HnHHHHHNO© r-H i-t rH © rH rH Depart¬ ment or in¬ depend¬ ent. H H ni rH Pi'H P* P-i Ch P^i-h Ph Pi Ph—^ Pi P Ph hpaqq fl^p^pppp^p p p^p pp Principal. M A.E. Hoag . Charles W. Richards. . Lewis H. Clark, jr _ Ezra J. Peck, A. M _ William Cary Joslin . . Alvin Z. Pierce . A. E. Barnes . S. Dwight Arms, A. M J. W. Eowler . W. E. Gordon . John Millar . A. D. Dunbar, Pd. D .. George H. Hoxie, A. M Mary E. Catton . Arthur H. Jackson . . . D. D. Edgarton . John G. Peck . Edwin J. Howe . A. A. Lewis and Mary Dugan. Helen D. Woodward . . Wm. L. Harris, A. B .. Name. « Union School . High School . Union School . Academy . Academy and Union School. Union School . Classical Union School . High School . Drum Hill School . Oakside School . Academy . Union School . Evans Academy and Union School. Union and Classical School. Union High School . High School . . do . . do . State and post- office. H NEW YORK— cont’d. Orchard Park . Oswego . Ovid . Owego . Oxford . Painted Post . Palatine Bridge .. Palmyra . Parish . Patcliogue . Peekskill . Penn Tan . Perry . Peterboro . Phelps . Philadelphia . Phoenix . Pittsford . Plattsburg . 1 Port Byron . CO ID CO t> COOJOHfMCO^lOOP- 00 O OH (M CO lOlCiOiOlO lOiOOCDOCO'sOOCO l> l> b- cocorococo CO CO CO CO .O CO CO CO CO CO CO COCOCO COCO CO CO CO CO CO COCOCOOOCOCOCOCOCOCO CO cococo coco STATISTICS OF SECONDARY SCHOOLS. 2029 • oo in • (o o • d CO • rH O • t- CO • ^ o o o o t- © < 1 K0 lO o “1 05 o ; O O ToT o I O O . O o Ot'O i o o .ioo o m io •tow • CO O lO ^ CO O Cl O OOOOOI OtONiOOi' OOOiOrHOOOOO OCJi-HOOOiOOO WW ONOOOt-Wt>OWiO > ^ ^ tH CO r* (M iOOOO OOO 'OO^OOCO oo- CO o o o o o IOO 'WONOOO WON • CO O rH O O O UOHOt>000- CIO OOQOWWiO OCOCOHHOO O rH O O WOiOOWOOH oo o o i-j o d o ' •000^00 KOfOC'llOOWHHH d CO d d CO Cl H< CO 'H* rH CO Cl CO Cl lOCOOO^Ot-Ot-rH Cl CO HOHWH CO I Cl t— Cl CO d i ^rHdlOCOddrHCOO ICOHCOWOWCCHCO rH O rH O O d t -p 4J -p -p • 4P i 4P pppppp-p -p ^4343404343 4J -p 4J 4J p) 4 P-i p4 P* P. Ph P-l P^rH Pir/j P* P^P^P^P^PhP^Ph Ph Ph Ph Pm Ph Ph Ph Pi Ph P| P-l £ ... ©©©©©©©P © d © ©©©©©©© ©©©©©©© ©©©©©©©dd© ©©P©©©©X©© flflflflQflflH P^P fipppfififi ppppppp ppppppp^^p P.PhPPPPmPP ft ft ft ft^J ft ft ft ft-nH ft ft _ (D * di w in b4H I - §HP J'i ® =* :pp OH : t>> : o . . e3 “ • s • s § a | saMft£®£ o | > a © • <| •ggjoHpq-M ft t3 P 02 P © g ft § g0:^ © § «j E^SI^Il -33 Pp^WW^P aMP PHHiPP^P p J ® © ® J o : ! : s >» ,/d M -H ^ H O S I ^ © h *» . ® 2 w ^ ^ 23 ^ 2® ^ d d ^ © © d * 72 .0 , q rd n^Ua gg^o^fl :v2 S|SS^«5 Jw^gHj ®n.W^|2ap-* I! j§ I § II PH^PO^P HPPhPPkWHPP d © S a a g^ alg«e 'Wi a P.I‘ 2 0 ot» :.§■§ Cfig .OOQ fl ® o UJ pi oftftft o' ’3 © ••ST8 PH :WP ' h Oft O :W • © ->zj © jHco a a ;, rd O OCC «2 _ • >> a • d ■ o :H : w-o bficS -rH b£-g ft ••H q a §•3.^ :'3.ac§ g ©^'3 :.ac'3 : =3 M ; :-g : a a P © "3 .Sf’3 *^-'S •H.fJ’3 "3 .SP :pp WPP pp :pWHm HPP JWP :^W : :p : pp HPWP^PpppW • 1 03 > • 1 • . • &e • • > u : © j : S. be : : n : : : ® : : : : g * :« :P.'« or ... . dlle. . Falls. • ■'©_! • • • ts • ft co • • • • * • • • » 00 1 • 1 t ■ • 1 • • • • Wr> • • I • . • 1 © ^ * ' PT ' • • • : >5 : *.9 : : : : ,rH • o j g a •© • ft! rf o o !Z2 "m V o 1 ftl £W j © d Oft ft o pd O ; rz gq ! © P ) © © d :=ift!ft P ’ft •rH © § d © © PPP CS ©^ d © ■o«d w . . dft ft P' © © ft > _ t> ftp © © .00 pppppp o > !•£ g |w O ! (02CC § :oW'f3 a a *§>§ a eft Sd®'CH ft St a ft ft bfl i a a a s > > t>;ft c3cSc3(ScSc3cS© mrJimxnm'j^rmn ft o^j _ _ ftftftoaa®® ©©©©©ftftft, CC«2cOCOMM2CCCOi •JlOOt'WaOH CMCO-# L'iOMKOlOH N 05 H)i in ffl 00 t- £: t- t> t- 00 00 OOOOCO 00 00 00 00 00 05 05 05 05 05 05 05 05 05 McoMMMcocaco co co co cocorococrscoco CO CO CO 05 CO CO CO cooocooscocococo coeoco ec co so co eo co cn cocococopococo lOM • O O < cococbrocococbco co co * Statistics of 1895-96. Table 42. — Statistics of public high ■ schools in the United States for the scholastic year 1S96-97 — Continued. 2030 EDUCATION REPORT, 1896-97. •snjBJBddB opijuaioe pan ‘ojuj -injtij ‘s§uip|inq ‘spuuojS jo anjBA III1111S1 11 111 11 ii gf«f SSS fld‘of i; mu «-o*' •AjBaqix oqj nl samnxoA jo jeqnmx; S ii illllll si III is • rH t-X r-T i— (rL c7 IM" mil -T rH AJB^ntca m e^nepn^s jo J9qum^[ i •SJB8^ ut esanoa jo q^Sueq; 5 ^ ^ rt •8XBUI9.3; 3D w T-i O :^0rHr,0o O^ 0^0 O O O CO o o o •»I* K * o o I • « Martin 11. Wolroth ... Levi W. Herrick . M. J. Fletcher . James L. Lusk . Lewis H. Garris . 1 £ « High School . Academy . .tngu ocuooi . Union School* . High School . . do . Union School and Acad¬ emy. * Griffith Institute . Seminary and Union School. High School . . do . Washington Irving High School. Union School . o' ; ^2 , High School . Union School . . do . . do . . . do . State and post- office. H NEW YORK— cont’d. Silver Creek . Sinclairville . rung rung . Skaneateles . Smithville Flats . . Solvay . Southampton . South Glens Falls. South New Berlin. Springville . Stamford . Stillwater . Syracuse . Tarrytown . Theresa . Tonawanda . Lroy . Tully . Unadilla . Union . Union Springs.... iiiiiiiii ii in mill!! STATISTICS OF SECONDARY SCHOOLS, 2031 lining lllllllll linn 1 1 fill © tO 1 in 1 8S>'^SSg't'" wg«««g*g^,r ss's^ss" ss sss oT 8 THOMS g ISlllll! 500 75 500 225 200 500 270 485 700 800 500 250 400 700 1 > ? M-#D-lOr- 844 483 20 ill 1 T— T r-T HHH r- r ■H ef r-T fff H © bjOTi . cq ^ rH CO VO d O b- CO H to O © o rfi rH © © > Cl Cl r* 'HCO« ) co VO xfi VO CO r- 1 r> CQ O C > © 0 0 0 0-^0 i 05 ; ;° © • • 00 NOOOCOO iH © © > © - © - : N o o r: « io • t- ■ • o 01 QZ HOt'OiON CO rH r- < © -> © rH • gsooooo • l> O • |H to • o © rtf rH • rtf • © VO VO © • to d ; CJOOOOO^j • t> Cl • d SiS i'* rH VO CO d j VO VO • © d d • CO rH • 0SS&0000 © © r-l © r* < © © © © o © o © o o c “S 0 120 n >SC 1 g © °s§s ° °^s§ooo° © © rH © d 1 o o o o OOOHOt- c *§s °£O00C ’ § © © ! ° 1-4 sssssssss gsssss sss sssjsg a s &s§s s OHHW«lOOM NCOH^HOCOWW d'dCO d d CO VO CO d Cl WOrtH 00 Statistics of 1895-9G. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2032 EDUCATION EEPOET, 1896-97. 1 •sn^EJuddE o grumps pus ‘aan} -lujnj ‘sguipxraq ‘spiinoaS jo enpA « « ! $500 5,000 1, 750 30, 000 150 15, 000 1,200 1,500 300 500 40, 000 13, 000 20, 000 6, 000 5,000 125, 000 •XiBjqiq aqi nr saumpA jo jaqtnnj^; r o 1 o .oo ooo -oo o o o o o o o in t— o • o c ui s^uapnp jo joqmnyi; © « ; ; -fjBuqui •sivzl ui osmoo jo q^Sno^; 19 10 CM rji .-JiC<9 Cl r* . .Cl Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •opunoA x ! « : • t>* 00 'CO • • 'Hi©© © rH • © © • © CO © •9IBH 17 • H< ° ;m ; ; ;hom oo jrHin icico Gradu¬ ates in 1897. •0^019^ 2! • rH • rH CO©© • CM © © © Hi ©CM 1 CM © CM tH CO © •9IBK | H • © © © kO • CM © rH © © © © « CM © Hi © CM © Preparing for college. Scien¬ tific course. •01BUI0J | 14 • © ^ • • • 1 • • Hi CO 1 1 « 1 • O • • • • • III* *1 1 1 • -1 • tltl 0IBH 13 i © Hi • • • • • • rH CO * ••••©•••• Clas¬ sical course. •oiBuia^ 2 ! (D CO O • 1 * H H © *04 • « «HHW • • • • •01BH 11 © © Hi • • • H* H1 CO • rH • • 1 H H O • • ' • Elementary students. •0IBUI0A 1 © H CO O CO O CO O H CO 00 O CM O O O © O © O O © IH r—» CO O r-i Cl tH O rH H< Hi Hi H H H t-h r-H > .R.,£ r=5 <1 3«ls!“l &fi ' =3 tCTH fcC^P — r ' U.« o — S M HWMMP ,S o o 2 02-2 S-SP OR £? : a ■ a : a : ® : cc : 5?'® •S'® O M "So-a _=JJ £ _OU o o o c o o o TO G k-.a a a O C8 Poof o 2 © : ® g : a3 .-5 J a -- § ill! suss to a iaog IWOP rsznm\ 2 a a a to to^ >>s mb « 2 iS o « .2 £ « •r. c5 HpH fqoofiPSfHO CO CO CO CO c CO CO CO CO CO 3498 I Hillsboro . I . do . 1 B. G. Skulason STATISTICS OF SECONDARY SCHOOLS. 2033 2, 000 12, 000 24, 000 10, 000 25, 000 15, 000 13, 000 10, 000 10, 000 20, 000 9, 000 3, 000 135, 000 75, 000 6, 000 10, 000 12, 000 5, 000 3,000 15, 000 I 20, 000 5, 000 300 28, 000 5, 000 30, 000 12, 000 8, 000 17, 000 30, 000 600 4,500 20, 000 500 000 ‘6 000 ‘9 000 ‘IT 000 ‘6 .... 600 .... 800 .... 375 .... 140 sllllll " .... 850 .... 1,600 .... 425 .... 108 .... 130 .... 350 .... 150 50 .... 200 .... 1, 250 .... 125 .... 300 . 325 .... 200 .... 1,000 .... 250 .... 120 .... 358 .... 1, 200 Si .... 120 75 23 coeo'suco-'tf cCTii'^coco'co o lOCCO 8 tC- O • co CO wot- • o O O TfJ • O CNJ T 04 rH ; HH © © © © © © tO ©' 20, 000 © © © © © O © © © © to © © © © t^VieTao t> rH H050WC1HCOHNH HM (N H H -1 h CC I b> c-M WHOffioooHK50rJtsiat-ffl -^©sooffiiaN »H Ht-PNH C0HC-JH +3 . ,43 .43 43 . .43434343 Pi--* PPPPPPPP P_* ^ p P—3 rrW p P P P p£ flPflfifiPPfiflMHflHP Pfl^PPPP Principal. 09 £ C! T ’£ p C _C < S. 0. Hale . 1 D. 0. Dean . I Henry A. Cassidy W. S. Lynch . S C Mnmhv -3 a 1 a <0 M C3 ii | 03 r ' 1 fK © ; *’3d^ ?S? © ©c 1 .r' V i^I ‘■ii : : •hoS : : « 1 a : : JKp (=1 • • O . . HO© • 1 W • • C3 l_ • 1 0 © Pi • • "i-I * 4 la^ a^-Sp-go 1 eg fl-" JO g >3 © 1 6 « c c 'c oc fcj s Sugar Creek Township High School. High School . . do . . . do . _ rl o _ _ _ _ _ _ op . do . . . _ rlo _ _ . do . . do . . do . . . do . Jefferson Township High School. High School . . do _ _ 00000 •Op3rOrCrd State and post- office. OHIO— continued . Bellaire . Bellbrook . Belle Center . Bellefontaine . Bellevue . Bellville . Belmont . . ! ® ; p 1*3 P Berea . Berlin . Berlin Heights . . . Beverly . Bladensburcr . Blanchester ...... Bloomingburg .... Blue Creek . Bluffton . Bolivar . Bourneville . Bowerston . Bowling Green . . . Bradford . Bradner . ^ l-j io irj io io to to © © < j io l': i.o io o io io o io to to to to : 5 CO CO CO CO CO CO CO CO CO CO CO CO CO CO : 2035 STATISTICS OF SECONDARY SCHOOLS. o o o © o © o o o o o o lO lO O (M O • 00 O oooooooooo oooooooooo ©m©0l0©0 0©0 iOOOO o o o o o o o o o o o o ' o o o o N(MOOI> ©t>©©rH©cqmi oooomooocooo lOOtOOC^iOOOlOOOC COO HHH O o o o o O CO ooooocoooooooooooo © © © < OCO^OOtHOO OOOOOOOO OOOii H H M n ^ T}( 00 dOHCONCOOn t> I> o o o ooo >co^coco^^^rf<^cocqco CO • ^ CO ^ ^ CO CO ^ CO CO ^ ^ ^ ^ ^ ^ ^ (M OWHOCO cq 1 O H CO N ' d © © © ON • o • o o c cq • o cq rH • o cq : O O CO CO CO O O t- o o o )Cqi>HOHHC.t>0)H tHOOC-OO oooc o co co cq o co lOHocqiooco CqcOCCHlOCJHOlNO < co io © cq cq cq ^t>o© co © © © © © • © ©©t-intr-©©©©©©©©! © cq m cq © i I © © © © -^ ©©CO© ^ cq © m co ^ oo © co m © i cq th cqr-ii-Hcq^cq co t-h •OCQH^O^OO©-f©rH©©©©OrHrHCq©rH N(N©© © N lO © H cq © icqrHcqco©cqrHi-i©cqcqT-[T-ncq Pi f I P Pr^$ p pppppppppppppppppppppppppppppppppp ppps prfpppp p ,§ .rt "® 3 id £ (-1 Vi fH S-i U . o o 2 d to J • : ^ '3 2 £ p p ^ rt ; <23 ^ w> £ .g : ^ r 1 |.s g s > s « g.s § § g.^S'e-gs a s * I'l'S'E s-a g g-e S'S* ,.t.!LJr!-!!-!-r-(:3t>5aSc3c3c3c3C3c3CSc3c3c3<3«3c3c3c3c3c3 ppppppp: iSMUOOOOODODUQdODOOO i C3 co t# m : > l- co © © rH ci co -t< m © t>- co © lOOCCOOQOC5C5C5C5C;nOO i ic io io ic >mc o ic io io io ic io - ) CO CO CO CO © t— ( ci co -tt* in © t- oo © © o o © ©©©©©© ©©©© ©©©©©© COCOCOCO CO CO CO CO CO 0'S Statistics of 1895-90. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2036 EDUCATION REPORT, 1896-97, •sn^'BJBdd'B ogi^naioe pun ‘ajri!}. -iu.mj ‘sSutpjinq ‘epanojS jo gnj!!^ « « oo • o . .oooooo OO • O • .OOOOOO OO • O • ■ iO o o o o o O O 1 to 1 • H lO id CQ O t+ ■€©■ 1 t> » 1 rH rH rjl • t • O O . o o o • o O GO • O ci rH .ID (M • 10, 500 2, 300 •AjBjqij 9q^ ui saunqoA jo Jteqtunjq H 200 o ’oooooooooo ^ .OOOO OOOHOO . CD CO lO CO ^ O CO • CO rH r-T 250 100 300 OOO CO o o (NOCCil0OHl>l^^ ONl> l> ^ CD • CO O O O CO •9I18H 15 HHOiOOOt-CQOHHOCOM^O O H (M (NH COO 4I> CO O O O O O O O O Oi O C4 O O 05 ^ lO 05 T— 1 CO 1—1 Second¬ ary stu¬ dents. •eiBine^ GB OCOt'H^ClCOONHO^t-OfMOOOHNO ICOO OOHHCUOOCO miOCJCOCOWCOLO^COHOOH Cl H CO OCUO kO CO Cl rH •9I«H I4' N'v0 001>^0»0 + OHONiCCDfl50(OOC50 00 lO ^ »H COHHHCO^tOHlMCOHlN^Hai'X’^ CO i.O Ol r-\ rH CO CKMH Second¬ ary in¬ struct¬ ors. •9XCU19J © CPMOHdCOOHClHOOCI^iOOCXNHClO O CO rH CO rH rH rH rH •9inK | ncqhno^ohonhnhoooo^nowh hoh +3 .43-P43-P45 .+3+3 , +3 . +3+3 !a§t‘ © ® 1 "2 ©* & E? ® ' flflfiflflflPQ, ft ftrH ft ft : jQqqpqq^QH \m : ;'S g ^ ® s . W . S 3 B , ^•o : r3 P _ © a_ H P3 os r 05 rt .2 S- •S o •-5 +5 fti o g'-e £ :p |JM|| jn®H^d|dj|d>-8 ■ 2P-3 ,® O O • bfi,p pj 'o •r bti'uo -WW® * ■rt'oC o • • • xfi ? ■ _ W pq O O g tZ2 W JC 0 © o ^ rPrP43,p't5,PrPre,p o ft) rP -5 +2 i : : p br © bo ■ ■ :'2M 'Bid >|A © .2 r o r 2 J3 .5 ps ,® ooooo PW © ,® O fp tq K o rP 'P 1 0 5.2 3 p © £ftft > o P o O 'P ft ■ P o CS o’ si' c:ft o o o OOO HNW^lOCOt'OOOOHNW^iOONOOC: r~. - , - - r— , — Cl T1 : I T-l 71 Cl Ol ? 1 O 1 ■M OODOCOCOOOOCD0( COCOCOCQCOCOCOCOCOCOiT - - 3635 STATISTICS OF SECONDARY SCHOOLS. 2037 oooooooooo COOOCOiOifliOOOCO oooooooooo : O CO lO ^ CQ H ic LO O *00000000 t>r Id'oiN^miodw o o co o o o o o o o o o o o o o o o o o o o icf o o' o' 10 imOOCO(NHd CO O O O S o toS - ■s i§ o a -3 2 . ^ . h> a a £ Wo ^ be O -rt HW O o OOOOOOOOOO ^r^r^r^r^r^rjr^r^rj § O P ,» ftp *5 >3 P2 ®®'§-5poPPrt'S0 ’ £ ^ .M 22 3 u t, » > © ©3 9 P o £ ®«g bips =5 "S © tT >> © 3 fl ® ® © 2 bx.S O®^ a ^ ji2 a © ft OOOOIj£E3tSS53®«®4J©iB®®«®®OLS3iSSoJ(S3 3333231S£aa OOOOOOOOPPPPPPPPPPPPPPPPPPPSHPPPPHPPPPPPP §w _ be >j>; © _g OSS’S cS as ci <3 © .a 34 ft aoHNMiiai UO®t>( co co co co -H ■ . . _ _ . „ _ _ _ _ _ _ _ _ COCOCOCOCOCOCOCOCDCOCOCOC0COCOCOCOCOCOCOCOCO< COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO' * uo CO CO CO CO CO CO < CO CO CO CO CO CO < CO CO CO CO CO CO CO < I CO CO cocococococococo * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896~97— Continued. 2038 EDUCATION REPORT, 1896-97. • sn peirddc opixuaios put; -juxnj ‘sSatppnq ‘spunoag jo onx^A § 11 §11111111 2” 'eo" Jio illlllllll lOO^CO^OCOOO •jCjBjqiXoq^in sGumxoA jo mqran kj * . 150 . 500 . 400 . 500 . 150 200 50 300 100 200 3, 000 200 150 ill :§® „ iujp Ajuaixtra ut sxuapnxs jo jaqxnn^ g ! ! ! ! ! •sj'bgA ui gsjuoo ,;o qx§u9T[ s M so -<* •<# irt -<# eo -P .43PPP43-PP-PPJ-PP PhP, PhPhP^p^p— p^pno^ Principal. W A. It. Taylor . C.S. Voorhees . T. W. Shimp . Ida McDermott . J. C. Boldt . • • , • i • » i t « t • « • i * i • •»•••• » • A < ■ ' 3 > b ! tS ! | ijllj ]J«1 Bell Archer . Frank Elzev . E. W.Yan Pleet . E. TVL T.ntli urn _ T. W. Karr . U. S. Lybarger . ’ o ^ g; M Isaac Mitcneii . H. W. Mumma . J. A. Woodburv . i ft s 1 « High School . jtsetnei xownsmp ±ugu School. High School . . do . . do . . do . . do . . do/. . . do . . do _ _ <1 n . do.* . . do . o State and post- office. H ohio— continued. Eorest . *orsy . | Fort Recovery. . . . Fostoria _ .* . Frankfort . m mill; Fulda . Gahanna . Galena . Galion . 1 Gallipoli s . Gambier . Garfield _ Garrettsville . Genoa . UCUI^CLUWIl . Germantown . Gettysburg . 1 Gibsonburg . 1 II IIIIIIIIIIIIIIIIIIIII STATISTICS OF SECONDARY SCHOOLS, 2039 1 ill CO [igcS 10, 000 30, 000 9, 000 30, 000 5, 000 8, 500 85, 000 8, 000 4, 000 II 1 00 © 4, 500 5,000 4,500 17, 000 5, 668 3,000 40, 000 12, 000 30, 000 5, 000 10, 000 1,000 10, 000 3, 000 lit :§ o’sd'co' • of • 2, 000 2, 200 18, 000 40, 000 20, 000 300 150 750 600 200 38 600 iiai8S8e- in 1, 025 1 300 160 § 3§ig 1° 1 O 600 525 60 40 200 175 300 75 330 §11 : : : ; : : : :::::::: ■ : : : : : : : ::::::::: co^^hco CO CO CO CCCOCOr^COCO^CO • o • o o CM O CM O O CM O HOMHCSO O CM L- O © -(MHO rH O 1 ° '. r— 1 CM o O CO O CM CO OOOH^O CM o o o • m ^ © CO o inoowo tH o 01 T— 1 o o ° a CM lOOMCOCOHHOCO CM HHHHOWOHCIWO H X CM rH O O O CM T— 1 CM CM CO CM n 0 tH OOCONHHHHO CM OqOCOOOHrHHOiOCO O Tf< CO CM r— i rH o • o rH o O • O O • rH © • rH O rH o o • O 00 o cq CM ° i •HOHW o • • o 1 1 o o in o O O OHCO • o • O CO rH CO o • ■ O O C3 H rH * • © • i CO CM lO CO o o OHH ■ © Hooooooogooeo^ O O O O O O OOOOOrH OOO £20380£00S0000 OiOOOOOOGOCOOCCOOOO o o 3gg°&00000s 000ss0g£0g00£000! SSSSSSSSSSSS^SSS ! « S3 1 ss°°sg xXOiHOOCOOtMOOrHr-IMOOO ^OOOOCOOr-iOOOON OMOOOOOOr-IOOC'lt-IOOCqO ics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. LO EDUCATI OTJt^HQlOS pue •xujnj ‘eSuipitnq ‘spanojS jo ON ** REPORT, 1896-97. OOO *00000 *000000 ■ O O OOOOO OOO *00000 -OOOOOO • O O OOOOO lOlM O *COOOOO *00400000 *00 0 0*000 co co h uoo^o'd • uo io t> o © h * io oT dioooco • HH H • rH ONHlO •LrBjqix eq^ ui samtqoA jo jgqran^j; <=H « O 40 O 40 o o * • co • O rH (MOO • 1 00 * CO rH H 40 • « l>- • • • • 0 0 0 0 40000 Hi o o CO CQ O CO £"• OOO rHOO rH rH Ch rH CQ 40 00 CO rH © 1 CO - WP AjB^ipcn ui e^uepn^s jo .laqran^ © « •s.reaA masjnoo jo q^uaq * CO COHiCOCOCOCOCOHiCOCOCOCOHiCOCOHHi Hi H CO Hi CC Students. College prepar¬ atory stu dents in the class that gradu¬ ated in 1897. •oibuio^ QB pN o o O • rH ■ • (O © O O rH O 1 rH * « rH • * i • • « CO •oiBjq 4* * o o CQ • rH * • H O O O CO rH • *-H • • CQ • « « - Gradu¬ ates in 1897. •OIBUIOjJ 2 4040C040CQC040C0OCQOC0HiC04040O On CQ m CQ rH •ap?K CQ H CQ Hi CO rH H CQ r-< O CQ O CQ 40 CO 05 CQ rH 05 CQ 00 Preparing for college. Scien¬ tific course. ’oxnuiaj; 14 : : : : :° o © — ; • ■ | ; ; •epjpt 2 : : : : : © © i : Clas¬ sical course. •eiuuiotf 2 • • CQ 1 1 H< O CQ • CQ CQ *H CO « I> : CO : j-" i i50 O O • rH CO rH CO • t> Elementary students. ■oimuQq; © H (OOOOlM ! T-HOOOOOO(MOOOOOCO 040000 CQ O0 H • O r— 1 H CO rH rH H •epJH S (M O CO 00 •COOOOOCOOOOOiOOO'T* O H O O OO rH 00 CO • CO rH H H CQ rH Hi Second¬ ary stu¬ dents. •oxnuio^ * CQ 00 l> 00 CO CO OO 00 40 00 O 40 CO Hi O Hi tH tH rH O O Cl 05 05 rH CQ CO rH 05 rH HH(MH H CQ H © CQ H 40 * CQ 00 CO © © t> H 40 © H 00 CO CD © CO CO t> 05 lOHOCOC rH rH rH rH CQ rH 40 rH rH rH CO CQ CQ rH t> CO H CO > Second¬ ary in¬ struct¬ ors. •exuni0Lq « i — IOOOOHOHIOHHhO^WNNHO NtqHNr •0X«H HHHHHHHriCOlOHOHOOOHHN CQ H H CQ t- i > i< ) 1 Depart¬ ment or in¬ depend¬ ent. 43+34© 1+3 ,43+3+3-1-4-3 I +3 +3 , ,+3+3 , +3 +3 +3 +3 +; ft ft ft-- ftr* ft ft ft ft ftr^ ft ft^ rr< ft ftr^ ft ft ft ft Q o ® j -S = id* Geo. W. Grissinger . . . B. T. Jinkins, supt - M. W. Wolfe . J. F. Hertlein . C. A. Niman . J. A. Culler . T, L.Wnnds _ A.W. Clutch . Hampton Bennett A f, Elba _ Byron D. Hirst . C. H. Emswiler . H. 0. Merriman . Harvey Brugger . Wm. J. Durn . T. C. Coates . A. E. Gladding, A. M. . M. F, K lino lor _ J. M. Hamilton . S. TL W«hh ! ! ) i i Name. « High School . . do . fin _ Village High School.... High School* . Central High School High School . . do . Salem High School . High School . ' _ do . . do . Union School . High School . Crawfis Collegiate In¬ stitute. 1 High School . . do . _ do _ . do . Albany High School _ State and post- office. - OHIO — continued. Jerome . J erry City . .1 ersftv . Jewett . Johnstown . J unction City .... Kelleys Island .... Kent . Kenton . Killbuck . Kings Creek . Kings Mills . Kingston . Kinsman . Kirkersviile . Lagrange . Lakeside . Lancaster . . do . Larue . O 00C:O^W^'^iAO^00 05OH'NM^ ' 00 O) cococoeocococococccocococococococococo CO CO CO CO CQ STATISTICS OF SECONDARY SCHOOLS, 2041 5, 000 1,500 10, 000 10, 000 7,000 3, 600 5,000 10, 000 10, 000 30, 000 7, 000 8, 000 3, 000 35, 000 20, 000 50, 000 12, 000 30, 000 18, 00C 16, 250 3,000 1 ID 5 1, 500 5, 500 16, 400 2, 500 10, 000 10, 000 5, 500 20, 000 20, 000 16, 000 80, 000 15, 000 a non .. 500 : 6,000 .. 500 8,000 . . 100 10, 000 S£ a*!* igo j|| : : :11s .. 1,000 .. 500 . . 300 . 800 91 . 250 . 450 . 150 38 009 " 111111SS1I1II CO 4 ... 3 ... 4 .. 4 ... 4 . . 4 .. 4 .. 4 .. 4 .. 4 .. r th : CO CO 4 ... CO H i a snjicortf^coHiiiOHtfcOHif-'tfertcu^coco • CO o lOWH i-H ^W»»0NNTH«WG!H®0(S con cq cq OOCOt>^ (MO O HH^OO • O • rH : i : rH O O rH 3 1 0 13 o • • CQ « iH ID • • • HN tH O CO CQ H CO H ■^T rH rH o g ®S3 P •9^131X19^ O O rH O ■9I»H •gperngj; •9pK eo 'ocom ^lOCOCQQ ^ (NCdOOHHl>OOiO 0^0 • O © Cl © • O • CO • rH CO HHLOt^COT I^CUN^OC0 1>HWOCIC1 •gx^ura^ ©p S ■9I®H •9xem9ji •epK ®OHO 'OLOrf © • © co © o • o ■<# c- < o oi 11 11 •9x^919^ •8XT?M 'SB ® g ®-g 8fc8 Xfl <3 •ojutho^ m*Vm OtHOOOOOOOCO ■ t>©t>o©ocooooooo CO©lOLOO©t-©©©©CO© H1 Cl © O UO LO CO H lO H Cl © O OO H CO I Cl © rH rH C I Cl Cl ^ H Cl ?|s m K ® ■9X13UI9JX ooooriHONmo OtHi si : :al :gg •|SSb§a c3 O flj tj ®M r.H §PhP W^^pqpqS^ypi ? 'h ? g & O © u p' . JhoeoO SajP P PPPcPPPHO^srihSO o o o o o ' m ©t> © ; © ^ ft £ ft O ° S . - o o o d S1® ooooooooooo ft ft ft grOft “ftftftftftftftftftftftft ntoJ.S0 p rtS w be J ' ’ 1 ' fj * ■ • i ■ J2 bJO Pi o • • • £ - H ©r-j • • irO la sillglgg 5*53 53 53 tPS Oft-Sft ^ [-1 U f-1 f-i 00 P ©ft 0 <3cScScScSc3o3©®® I ^£f>ft _ 0 J-S.gc§ fttft & p,ft® ® g 3 r— 1 r— < r— ’ r— 1 ( H 0 © o Fh U .o .o t— c© © © ■ IClCOHooo irf r-T o' o c4 o cT o ooooooo - o o o ooooooo «ooo OOOOOOO lOOO O O O O O O O I ooooooo- OOOOOOO' o W05 CO'^^CO^COCOlOCOCO^^W- O OOT?t>THW(M HHc:t1OOM{O^THH^C)W»OOt-Ml>OlOOOMt'lOCOOOHHOfO^CUOtCOOOiOMrtO^^N(Mi< O Hm:4 rH rH CO CM rH C 1H OOWH^OD*vCDt>^HMNHOOC10HiOOOC5HOWNTilMnO(MQH^OfOCO!OOCNHHaOCOOO CO rH rH rH HH(NCO©H H H CO H OHnNHH TH • Ipppp4>ppppp . ,ppp ,4Jp -PPPPP-UP+3- p r . Pj . p p p p Pjp-3 p P,r-J 1 r^w p p P P P p p p p p .. _ I _J p p pir- -. p p p p p p p p P p ©;2©;i;l;®ffi®®®2©®rtr5®®©®®ffl®®©®rtrt®®®H®®®®ffl®®®®© p^p^ppppp^pppnppppppppppppppp^ppppppppppf cMdog ; © ... . ill jjfffil £ J2 lS i3 £ tS t2 .2 J2 .2 l3 i2 lS CO O O i HNMHmOhXOC ^ w w. _ , OiOOOOOiOOOOCDCOCOOOOOOCDl>*C^t^ ^OOCXDOOOOOOQOOOCOOOCOOOCOQOOOOOOO INCOHIin00 OO 1 _ _ >t-h^t-C0 00 00 C0C00000000000OQ05OQC505CJG5 00 00 00 00 00 00 00 00 00 00 X 00 X 00 00000000 ■ ■ ■ "COCOCOCOCOCQCOCOCOCOCOCOCOCOCO > 00 00 00 00 CO < * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2044 EDUCATION REPORT, 1896-97. •en^'Bj'Bdd'B ogitiuops puc ‘eanq. -iiunj ‘sSuipxinq ‘spiinojS jo enjeA « . . o o i o • * O o • o • ■ o o • o • • H< to » LO • • x£r • r— 1 OOOOOOOlOO ooooooocoo moooooorHO cm co cd m m oo in in in tH tH M CO • o o • • < • o o • • c » o o • • c 'ON ■ ' u 0 o o D O O 0 in Hi n CO rH •jf.ii3.iqiX oqq. ui seunqoA jo joqumyj; H « O O O to CO t> ■ o ' © ■OOOOOOOOOOOrlO . • o co o o cm o co o m • •CM rH rH CO lO CM Hi • • • • o o • in o • r H • • • • •©It? pj 11 00 00 o o CM T— 1 LO H lO H< rH lO CO •0p?M © OOOQC0Ob-O^OOl>OO(NOOO^OOO!M00O lO CO rH lO HW O r-< CO tH Second¬ ary stu¬ dents. •9x0019,3; 3D HOOOOCOiO^OJCiiOOCO^OOcCMOOCOOiOCOCOOOO © Hi lO H H (N CO H^HCOO M l0H'^HClC0i0i0',^t>CCOl>t'00 00l>Ot0 0005'^O Hi CM Hi HHH rH CM H t- H Cl H H rH Second¬ ary in¬ struct¬ ors. •0x13019,3; © WNOOrt^OHOHHOHHCNHNOOCOOlflOOH •9X«H Depart¬ ment or in¬ depend¬ ent. -H -H -4^ . -P-PH • +3 • -H -H . , +3 -ip +3 +3 -ts « ft ft P-trH ft ft ft,— * ft ft ft-H ft ft,- -f ft ftr-* i— 1 ft ft ft ft f"bi f ©©©s©®©a©©®rt©©e5©®'8o®aj®©©3 Principal. W James E. Cole . SueE. Harrison . S. E. Miller . . . : c joi i< p Mary E. Edwards . T O. .Tnnfia _ ® !§ Ip ft > « i? Jj. ~R. 'Rohortsoo _ oL fti ftp 1 O n; i .< ilp ftp George P. Harmount . John Schlarb . J. W. Cross . Franlf E "Rrnnke A. T. Marsh . Mary E. Grennen . E. H. Kendall _ : *- ) r ft ft ft E. M. Owey . E. W. Green, supt . W. H. Yant . J. A. Sliadley . Q Cl CIS mv* asm ►J. kj. . Frederic Heckman. . . . H. L. Cosgrove . £ 1 & « High school * . . do.* . o 'Z o o 'd •d o o O ® . do . . do . . do . . Boston High School*. . . High School . . do . O no . do . . do . . do.* . 5 C O 1> rz State and post- office. N Ohio — continued. Norwalk . Oak harbor . ( (akliill . i Oak wood . . Oberlin . Ohio Oitv . . . : 'H 1 1 « ft •O .cs o bj © S-l O Orrville . Orwell . Osborn . Osnaburg . Ostrander . i Ottawa . Owensville . Oxford . 1 Paines ville . Palmvra . : ; ; ia dibC :% ® pS P ' s. t J d >j £ ts cj c« Jj I Peninsula . Perry . C>H(Meo^lf50I>X050H000)C ©©©©©©OOOOrHrHTHr-'rHr-. H.-hhHN'MTINN 05C5Q0505Q05 05 Q050>0505050J050>OiC5C505050)050) COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCO 3925 | Perrys ville . I . do . '...[ E. C. STATISTICS OF SECONDARY SCHOOLS. 2045 ooooooooo ooooooooo oooooooooo CO cf OQ csf CQ O cf o' • o o o o o o o • o o o o o o o • o o 10 o 10 co o o ic o o o o o o m o 10 o~ co~ of cf co o' erf cS co icf irf iff t-f *cf OCOOCsJOlOOOOmOOOOOOOOOOOOOOOiO OOCQt— OCQOOOOl ^ t> CQ(N H codec ^ O O 1.0 iO rti lO O O lO O d O t- 'OOIOOOOOO 00 o' CO CD erf TP o' o' O' 00000^0 ooo COCOCO^^CO^^COCO'^^^^^(M^^COCOCO^(dl'^CO^ d Hd^dddi> h o^ OOO » o • o o o O O oo^co COOCCflIHOOHWOM LOt-dOdOdddHdOHlO CTrHlO OOOilCO -CO ^ • o o * o o • (M O « o CO O O o o o • o o o o o o O O O O CD OdHH • CO 0 00 0 000000 O O O O CO CO iO CO oo CO CO ^ l> CO H ^COO CO CO TfldH CO l> CO C5t>HOI>COCO H dlOC£5l>Ot^THOOOCOOl>^OOdCOt-Od^iOiOCO^OOO THiCC0t>ddTHHd^l>OW0500iC03 l> l> W lO ^ rH HlOd CM CO COLOH dHHHdd OOO C5 riOOWHOHOOJ^OONOOHHNOOOO t-HHOt — IOOO — (HOHOCOOHhCO HHHCOO CO H <£><©© ft ftr R r, B, .R t ftrrtrrj R^.R f)/ ft ft ft a Ph ft ft ( _j pd P^rH Ph Pn - Pi p. Pi flppppp^ppppp^pppp fippfiiS .5 'R ® 2 ^ B* bW Sr, 2 R § S g‘§>0 © go Bm a . „ . as .M) a suw ® © g e o c$ 43 . C ar.iit>r © o bjo a^S ■pw £www^oo| a„-ppwd H W ^ P WO fH ^ W H P F p <1 p p H P O H ^ hi W bfi O Wo 0^0 0 •pbc ww cfl ca ).S3al g-pj-p ■£ (C'SS ^ of'2 3 P > ® .r r bo^ 'Srdr^r® t>jp © .R .SP3 PS PR r* o oooooobPPPcftftf© |II|l||!||.jis|,§li|' P rP JZ3 bX) bJO.S P rP rP rP O Op-nQ &P O O rH ££ ° O O rf> rn ■+S c3 cO c3 c3 XflZfjUllflTfl CD I> 00 03 O i COCOCOCOCOCOCOCOC •HdC0^l0C0t>00 03O ,i03C3C3C3C30303C303G3 cococococococococococo lOOt^OOOOHClMHiOCDI icococococococococo Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2046 EDUCATION REPORT, 1896-97. STATISTICS OF SECONDARY SCHOOLS. 2047 2, 500 80, 000 4,000 20, 000 6, 000 1,000 5, 000 1 in 111 wciio 1, 800 13, 000 6. 250 2, 500 1, 000 5, 000 80, 000 40, 000 3, 000 2, 500 5, 000 2, 800 70, 000 to • • co co • ineain-^ • • 3, 000 30, 000 15, 000 2, 500 IIS’s! If -If 1 . *8 s! © © .. 200 .. 500 .. 300 36 1 .. 500 .. 105 .. 200 .. 2, 460 . . 116 .. 400 1 il ll* - : : uf ^-H CO'^CO'^'^COM'# i CO CO cr CO^-aiTi * co ^ ^ CO O' 1 -5j! -<4( CO © CO © © CO COt>CO©rHrnrH(M rH rH > JS ft£ -S3 1§§ fcJD ® .0 $ a © a ® o=i a 3 a § © « ® fcj rr CO CS Id .2 IS 9 t^P •9I^K "9pnH9£ •9I^M o o o o o 00 iflOCOOO OOOtfSOOOiOO r CO rH c^T cT lcT cq 10 0000 0000 0000 l>0 1C o »c o o o o o o OOCOOOONO CD H LO H O rH *9TBUI9£ •9p?H *9X^019^ •*l«H •9XBHI9j[ *9X^H I> © SO t> H © © © © 1 iO © I>- © I COIOHW CO CO "rH ^ CO CO CJCOTtTfl © 'HNW ©OHiOCOH QP P -i PnH Ph Pi P Pi p P Pr-* P P P P P P ® ® ® ® PPPP M o •S fn 2 1 1 ^ • • P *7^ ^ ' -1 ® ® ^ ' 1-^ ^ ^ S-g® a 3*3® P ■ ©a ® P o^J w P r?. u h *£ s(£rj 5hi 53 §3 f-l >5 ng sss = - -a - - ^P O .S^. :73. " ^ ^ ^ n 3 : . .a * ..„ iH 2- .a.* o ® m ® “'S ^J02 .“fl. iW. >• . u ^ ® . ® P . ?H is«a 32^ P|pq§ ^PPQ ms m Jl|g- P ^ 't3 P S-P® ®^c ao © fl a .5 a i> t^tr.caia a o ® s he :S .’ ft ■ o :h, © ®rr S^3>l -a ooooo^f — S|§||§ - CD O • r-H P_i - 00 43 jg 0.2 00 ^ >5^0 W (U ^ Pi ® P-^rQ flOfl cS S c3 r- OOP % +3 43 2 S S 43 43 P p» h K^-.PP H ® ® ® * ® c3c3 cjc3c^ct* 00 © « I CM CO iC © 00 < 4067 j West Richfield ...i Central High. Sch< STATISTICS OF SECONDARY SCHOOLS. 2049 OlOOOOCNOOOOOOOOiOOiOOOOOOOO • o o o r-T oo 0*10* od“< o o o o O tO o o o o o o WHM (Ml o o o o o o to iO CO O 1 o o o o o o to CO o o o o rH CO CO to ^ COCOH^t>HOlOi ^OrJfOO CO I l- lO H l> IXC3HO I O T-I • HOOO( H©OOOOOC0Ot- COHOHHHNHOWCq i H M H O M , !0000000000 bJD^0 PM © © !n©rP,P,,PrCS'PrOpP'©,P eg p .£3 a .p ® .p a a ' P3 blO Pi bC tad >> be •rt •« © y-J v-j eg — (>PoHWWW p p p p p p— pppppppp ©©© ©®®2»©©ffl®®®® PPP pppflpppppppp • • • 1 • 1 1 1 • 1 1 1 1 . • • • 1 1 1 ■ • 1 1 1 1 1 H • : : pj : • • H • • • • • rH - . ' ' d 'd ' ® ' : : : 0 ® S'g ■ : 0 : s : a : is g • ® g • p • d r*5 ;. •'O’ : • p 0 ® .9 3 ® :_2 .a . ® . 7fl§ -9 • a ■ ® s ® § tCuT eg ® P pg 0 •: 0 -H • Prd' S*! SP wpp Nh p^"h4 a-2£ >>, . ^ § - a 5*^ » a WP-p aOw 6p4^ n ® g 1 p © a > 0'S p IP'NNI §g 5 >> CgO Pa ® POP a 2 %3& ’ 00 eg - L-H <1ppppt a t>r a p ® c be-p.2 ! 2 © £ g 3 iPSePd COGOHNCOHlOCCI>000>OHt>^t-r-L-t^t-t-OOXOOOOCOCOXOOOOCOGOC5C505 ©oooooooooooooooooooooooooo ED 97- -129 00 © O r- (M CO H< to CO cc G5 ©©OOOOOOOOO© H © to « CO (M *H (M • ^ Clas¬ sical course. •0]pUI8J[ 2 i^S O (M j O © CO O © © r* ^ © © 3^© ■3FH S irog O • O CO rH O rH © 00 © rH rc OC rH Elementary students.' •oxutuo^ © Sgoooooo eooogooogogg • © © 'QI'BK © JHMOOCOO0 OOOO^OOOr^OgM ! © © Second¬ ary stu¬ dents. •opeura^ ® ’9IBK ^ rj+3 a" « oj iPJ •0IBTU8J © HCOt-miONHN HHNH«OMHHOOHOOO •0WW i to HOOOIOWHHCQ C < HHOM OOlCOOOOOO- OOOOOOOlO:- ‘ T# Cl ' O O O O O O O : ICOOOMHWO l^CO^COCCCOCQ.COOqsOCOTi O O O lO ! 1C W (N H LO (M Cl Cl rj< Cl O 00. lO ^N!MHOO^NMOOOrJ'Ot>OTHNON^ir5^ 1 W O ifl CO O CO ' OCOCOHMiO O ^ 1 O lO Cl 'HQ^I >00000000 00 OOO 0:0 O O O O o^oooooooocciooooocooooooooooooo OONHOHNOCOONOHfOi IHH^OHCIH^OHCIM! lOOOCICOOOCIO rc th o r-i ci t O M W N H N H H (M H N H W H 1 1 O rH Cl H HCOOHHHHOCOt ) o , § 1 g 3^ SS®^ mH-S | Si | J Jr's o'^’g’f J S'g § I § §>g ©'© Js | §f ^ *'3 S-|Jf2 § o COT'3otf^g';rt^-2oo:59gsr2T;';J'S3c3®g^''f;;Srt,wSr5api§G^S^ssP^ 2 g « ^ a t-l>l-l>l>t^L-t>^COOOCO Statistics of 1895-Q6. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2052 EDUCATION REPORT, 1896-97. •sn4B.redd«ox;xju9xos pun l9.inj -xuxnj ‘sSuxpjrnq ‘spunoaS joenje^ 1 1 000 ‘^'^HOO’^t''^N Jj a £ .« tific course. •oiumoj H r co ; O O • O • o in j © © • » © •9I«H w «■! iC j rH O |0 j a • © © • • (M I1, i sical course. •oxuxuojp e* SX CO • m o • © CO *9T«H r r lO • HOaHHN 10 12 j © rH Elementary students. •ejBxuo^ S r ooooooooowooooooocqooj-jooo •9IBK 9t oooooooooiftooooooogoocoooo | Second¬ ary stu- •exurao^ ® SSSSSSSggSSSfcgSiSgasarsSgS i 1* SSSSSgSgSSSSSSSSSS^gSSSJS n-s'i ^ I^s •OJBXUO^ c OOOO^OOOOONOHNflnfl5HO(MrtW'^0 WHHHHWlMONHNCQMHnNWCONNOHHH Depart ment or in- depend ent. a, a. a,-2 ftftftftaftaftaftaaaftaaftaaft Principal. • « J. J. Unger . B. F. Heiges . 1 ° hr "5 P- E. D. Carotliers . 1 i i|i m ip i s I1- IririJ jdfic William D. Smiley.... F TT Shaw _ W. F. Hoyt . F, ,T. Conner . 2 1 ’£ ii i c ;fcc Samuel G. Landon _ Prof. H. A. Markley . . Mark Creasy . >5 S « |a 3^ J. K. Hamilton . Mrs. Lyde P. Williams J. L. L. Burke, Ph. D . . I « High School . Salisbury Jlign School * . TTip-h School _ . J i ; : 1 r3 r; . do . . do . do _ . do . . do . dn • * * > o c trlrz > o c ! na a i . r j- s^a i; -Loner Acaaemy . High School . o c © © > o o o s'a-aaJ State and post- office. * PENNSYLVANIA— continued. East Stroudsburg Elizabethtown .... 3S 31 sq| i ; a 1 IH Emporium . Ephrata . Frie . _ _ _ Everett . Fleetwood . Franklin _ _© b. ill i a a 111 Greenville . Hamburg' . Hanover _ Harrisburg . naiuoro . Hawley . ■ s • c p a« t? a * 4 a c ns Hollidaysburg. . . . Homestead . Houtzdale . STATISTICS OF SECONDARY SCHOOLS. 2053 o o o o .00 0000 - “ 0000 • o o 000000000000 00 *oo • o o O O 10 o o LO '(MO OOOOCCOOO^^OO^CO • CM • o I 50 CM O CM 1 ^OCOCDOC5CMO(OCOCQCOCMCll>t>OiCH'^ ' ^ OCO^OOH O lO L- O O O O CM O O O O O CM O O O CO >OOOOOOOOCOO^OOOr-IOO 'OOOCOOOOOOO^OOOOOOOOO^OCMOOCOOCMOO 00 OOOOOOCMOO*0[>OO O ^ ^ ic ( Ot>HOWiOCO ICMiOOOiftOHCOO CO CO CM CM O O O ^ CM 00 H lO 03 CM 1 lO^CO^HJONnW COCMCOHCCCMCMiOHrtfNO^i < CM CO — < 5-1 M © h? O w g a p • ^ . SnoRo^o/oe j'Sirii . hsdhsP^oaHajl © © G rw O : “4 IS® H o .® o^. p»,p © § gS §3,£S .m3 - • £ O S3 I g.8 fl * Pi3 . t> ®.b~ u so s aid -W01-® ■* -p swh^ ld^ww^w1wJ w, p^> O w ^ • O Cw V; op4d' ofwd 1 3 >5 © 42 "C © ! IS. ’bHbb bWO tfjjpHW^w CO £ 2 O s* EM ® a -p ps o 02 ' rt O s| -g w> 50 c o o o © o 000000000000000 ; bli ;w :p 00^0 2 ooodoooo'p,® 2 ^ 3 '3 ^ “'b'b'b'® Jo CO fen ■ gOQ “M-SP ’ nl < W ®5fl ® =PgS3 o ® a|| §.s MS a fl S * fl ass 0 * WW agg'gi Pi w jp!^ *1 § £ i-i s§ § § § ©-S’© I'S § ®.9S£ o J ! Po=? P o P O hj S2 © -r- - a te © ■31 GO 'Srg o 5- Ti.2.2 5 n gr 23h)22-a^^®.-g®'3pi' bn a -I5® - o'® 2 £ s a a o ; V ; ® 2',Ss©aaaaa®®® ®^2 S-9p3p;.5 o o o o © ooc50HCico^icot>a)OOHcq . . . .. . . iMCOCOCOCOCOCOCOCOCOCO^TtlTH^^^^ijTjl^iOlOiO I CM CM OQ CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM CM Ol CM " ‘J " “ '' J‘ ^ I CM CM CM CM CM CM < * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2054 EDUCATION REPORT, 1896-97. •enyBjeddB ogr^naioe pun ‘ajnx j -inmj ‘egmp^mq ‘spuuojS jo 9n[B^ fi* $1, 500 25, 000 000 ‘08 10, 000 25, 000 00, 000 50, 000 25, 000 © • © • © © ' © ' © © • © • © m « co • © rH • o^Hmcmofom oo rH CO HH(N©«N OO Preparing for college. Scien¬ tific course. •OXBUIO^ H H o • o co © • © • -n* . cq • • « • © © j e> © '*l*W 99 'M o • o oi © j m • cm i i i © © » • * cq • 04 © Clas¬ sical course. •oXbxuo^ VN i w • © • * o © 1 1 1 • rH « © © • • 04 ! ' ° ■9I*K IN CO i © ! i © Cl • rH j © t- i ' ° Elementary students. •oxBuraj 9 H oooooo^oooooooooooooo om th m •OX^R 9 o o o o o o o o o o o o o o o o o o o o o oo Second¬ ary stu¬ dents. •OXBUIO^ 50 ■^MOTtl^mOCO(M{DOOOXHC5NOOOOMO o m W(NWWfO(NMrlHOOW.*OCimNWnm(NH CM ■9IBK *• OWl>lOOOi(fflOOCiftOT)(«Olfil«OI>t"# LOIO (NnHHWNHHHnt'IMHHMriNnt' rH r-l Second¬ ary in¬ struct¬ ors. •0XBIU9J OMHOOOHOO'jtCOHO'jlOOWINnTjOO WO •9Xm 1* HOHHNNHHHOWHOHriiHHHHHH hh 1 Depart¬ ment or in- depend- 1 ent. l+3^4ap+3p4J45-P+5'P+SP-P-t>'P-tJ+; S®©®®®®®®®®®®®®®®®£ Dept.. Dept.. Dept.. Dept.. Principal. M Robt. G. Allen . <3 'o f-1 X a 3 i <~rn j. H. Swan . Ered. W. Dobbins _ Samuel Haak . A. P. Diffendofer . Prank Huth . W. M. Brown . Miss Mary Aiken .... C. L. Walton . C. J. Walter . . .1 T TCfil l(W _ © • 1 • • H • i • 1 o ® ; : m ^ £ J ro rS ® ©r^ ® ■> • 75 4j ^ j 1 A l ah.^ g >.E- W. A . Parson a _ _ John B. Witmer, A. M E. P. Conley . 1 Jacob H. Schrope . © . 1 « o o 3 m ti W o c 3 : ; O O O . do . . do . . do . . do . . do . _ do _ ) C - op ---- . op . . U°P . . op . . do . . North Londonderry High School. High School . State and post- office. H PENNSYLVANIA— continued. Mount J ackson . . . Mount Joy . Mount Pleasant . . Mount Union . Muncy . Mverstown . Nanticoke . Nazareth . New Bethlehem.. New Brighton. . . . Newcastle . Newtown . Newville . Nicholson . Nori’istown . Northeast . Northumberland . North Wales . Oil Citv . Orbisonia . Palmyra . Parkesburg . Parryville . IOCON00050H> (M(M STATISTICS OF SECONDARY SCHOOLS, 2055 OOO ‘06 75, OOO 500, OOO 27, OOO 18, OOO 10, OOO 35, OOO 75, OOO 110, OOO 8, OOO 20, OOO 37, OOO ill! il ;ssa 1 ill i ii ii iffiiffs S :§S ; is 250 1, OOO GOO 2, 800 2, 500 0 204 200 154 1, OOO 200 750 1, 200 600 1, 200 200 100 150 llllsl 1, 300 1,800 1, 028 500 3,300 300 75 300 300 4 150 2, 500 450 200 100 900 ; ; : : : : ::::::::: : : : : :::::: ::::::::::::::::: CO CO t* CO tJ4 CO OOOCOOOCOOOjHCOlOi-l'qOO O OOO OCQtHOiOOOOOO NlO OONOHONHOH (M OOOanrUCOOOCO^HCOO o o ^ o o o o o o t- OOO * o o O 00 o O(NC0(N(N o o T-i 8 0^0 12 1 58 0 12 ooo j 25 2 cq tj# o HOO^tMO O pH o o o o ONOOCOOOM • o o o o o o O CQ o O O cq O O O O oo § OMONOHOO ; ooco^ o CO 00 o OOCOOH o oo oo ooo ooooooooo ooo o o o o o o o o o o o o o < ooor— ooooooo oo oo ooo oot-oooooo ooo ooot-oooooo o o o o 000^0000000 t'° |° ss|§ sss sissssssss|^s“sss5ss5sjssssg « _ _ °| °g s£sss£g°& ass OO t~ O ^ rH OOO'tfCqOrHOW OOO riOnHH'HOINrlHNCSOOOOOHOHriOMONO Statistics of 1395-9(5. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S9G-97 — Continued. 2056 1896-97. EDUCATION REPORT, •enq.'BJBdd'B agijuaxas pun ‘ojuj -xu-inj ‘sStupxinq ‘spanoxS jo anjnA. § 1 $48, 000 22, 500 15, 000 11111111 : 1 oo 60, 000 20, 000 8,465 •Txcxqix aqj ut samn^oA jo xaqumjq; e* . 310 . 3, 000 . 240 . 304 65 . 400 35 . 1, 800 . 200 . 500 . 250 . 400 . 900 . 400 . 100 . 3, 000 . 600 . 500 jCxE^qiui ui ejuapnxe jo xaqmnq; : : : : •SXCaT ut asxnoo jo qxSuaq 3 4 3 3 4 ^Tj(fococq(MM-<#eo^Ti< ii O ft Nil? gradu¬ ated in 1897. ' •9IBUI9£ is rH CM © CM © © CM © © © © © O 1-H OO CO OOlftMONH CM Gradu¬ ates in 1897. •aiema^ ' 1 ® iirJ^oioOMOt>ino'#« © © © 00 CO io •SUM L-? =■ ©HH t> © i 3 o 1 m o .si ¥ Scien- course. •epjuia^ H H 2 ’ © in • © • © © CO •9TnK W H © j © • in m • o ■ o © 3 li course. •axemaj; e» j © CM © © rH © © - •9TBK © © j © © ^ © CO rH © *- © Elementary students. •9IBUI9J oo ooogo^ooooooooooj-ioooo •9IBK 9i oo oooMogoooeoooooot.oooo Second¬ ary stu¬ dents. •axnuiaq; 00 %% SS$,*S3833!g28SS88t-S§g§8 rH rH •9ICM fr. Second¬ ary in¬ struct¬ ors. •axemen « O T* HOO)NNHO®NNHP1NHOOO^MOO •ax^K VS CM H Depart¬ ment or in¬ depend¬ ent. ftlft "ft'ft’ft-^ ft'ft’ft'ft'ft'ft ft'p.'ft'ft'ft p, ft a"ft ft ft Sp ^S&ppppppr&ppppp^p » S. M. Williamson . Hannah bears . E. J. Kobinson . 1 E. "NT. Sneer LaetitiaM. Wilson.... D. TT. Rnnhfir _ _ J.M. Arnold . D O Conn _ P. S. Bergstresser . William S. Murray . Thomas B. Shannon. . . C. E. Kauffman . T. G. Gardner . H. G. Smith . Lee Smith . Arthur L. Yoder . George L. McCracken. H. S. Dumbauld . j H ><2 ii : rz 5 pc jet i; 3 Z 3 £ I Fred. C. Hanyen . I £ j « High School . South Chester High School. High School . _ _ _ _ _ _ ) o c JtJt: i-s-c . do . . do . . do . Lewisville Graded School High School . . do . _ dn > c ; ^ . do . dn * c c ;x id 5 TZ * > 6 i'w State and post- office. H | PENNSYLVANIA — continued. Tarentum . ihurJow . Tidioute . Tinnestfl _ Titusville . Tnhvhanna Mills . i : | i ! ~ ^ j rs -r ?H > c c • HE- g if : \*U liniM-U > i! >t= Is ill >» if 1 s e 1 I c II Watson town . | Waverly . STATISTICS OF SECONDARY SCHOOLS, 2057 o o o o a cm o o o o o o o' -tjT o' o o o o o o O O *D O o iD lOiCOOiOON OOt-OOOOO 00 o o lOOOOOOOOO ^ o o H W CM ^ 10 lO lO r-t CO CO O O O • CM o o o o o o o o CO CO o lO CO ^ TH CM tH CM t* ^ ^ CO ID < ^ id - t-OOW; OHHNC5CW CO CO CO CO o o OH 1 H H O H CO i CO Ot-HCOOO-t-O^iOOO H0X^0C5C50^(M CO CD t— I CM CM OhOOt'HO^^t o « o o • o o CD 1 O r— I CD O • O CM CMOOOOOCDOO LO CM r- 1 O < lOlOD COH CO t'O HhiOI O ■ O O CM OOOO OOOOOOOOOO' I iD OOOOOOOO OOOO lOOrJUOOOOO' OOOO CM o O O O O O O O O ID OOOOOOOOOO OOOO CM CD 1-1 CO iDOOOt^OCMCD^OOI OCOCO^iDCMCMCMCD C lO O H CO O I iDCMCOCMOCMCMr— 'CM ^ O O CM CO O CM CM lO 00 CD O CM CM CM C I 1C Cl H UO O H iO I CM CO CM H H < CM O O O H CM t 1ft ft ft ft ftftftJ ft ft ft ft ft ftrrj © © © © ©©©£©©©©©©£ flflflQ pflp^PflQPPPH rr* ftftftftftJftftftft ft ft ft ft P©©©©©©©<©© © © © © pppppppppp PPPP Pnftr-J Pirgrtf PRiPrq P-r © © R © R 5 PPflP^Hi ; \ ::::::: 8 ia 1 R c ! © u ■ <•'■•• !R : r ^ tri d 'S ©|X'r-' © •c p rp © © © . © H '« ^ Pr^Ph ,'g . ■S SiJ.S >3 m © p s © 9 d-pj ■ ^ © w s c P^O ■l;gt^rRR§P -‘I ,rt gE^d^d g«HE 50 txo E,R . o S®oo 'R bj) ES o 3 © © -geo 02 -R ^ M P .^E^h ©tS a© R fl 02 ® q02 ^ r^J Q ' eg R .be EopE ceg M 2 PrR 02 ,R .be E^ Ho -t'o'u © <5 o ©"“ rr-© o-R o © — ^02. o O rt o ^ be- I 02 §.§' EM oM " © o |Wd( frksp odw OOOO© © 2 02 -R -©02 cs be dE rR © 1 © 2 02 rR ’ © IS os be © o gl* © &-S'> bb R R +_> m tb tbtfp cb cS © © w6^-aa ■S-g'S g^SS.^©^ 9 £ ®©®.RRlR3^Rt>5^g 3 • R • © :o ’■'Sr g r ce : r-H o ^Roga ic« R rR O R © 0 O O O O O O kO O O O >i 6+ l-a nd . . g m : slfiifejl! g : $ : § -a : *mii =§.§• ►ISiSiiiiifgSIslljll gp^S &**>. §w«£. W^Prcq^H O^otffLioWShihiij^ >a O t>,fl g.f CG o S r tHt'i-asis! © S's J o S s h,^ -p|jlK|§|2ti§ aSi£ia^Hh4.o a|!|!g*i j^mi mini Miemn ‘“ooooooo'oooooo rfrcin2rS'3'S'0'S'tfr3'ci'S'3^ -SP w gill S-ESC =. o o I 111: ZJOfcf a b S|f ’ ^ las 2 9 - a ISSa t^ophSS lillUlllll 1 *5 - §§^.s <0 C±1 PI ml mimisiiii! Hill 1111! liililf lillllllll!! lillillilillll * Statistics of 1S95-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2060 •en^'BJBdd'B opiq.u9T08 pun ‘einq. -imnj ‘sSutpiinq ‘spxinojS jo 9H£BA « ,o • ©©© -oo -oo© •© © © • © © © • © •©©© • © © ' © © © •© o © « © © © .© « © © © • © © • © © © •© ©co • © to m • © • to tei T& ■ zd cc • oo'trf cT • o © • rH • CQ CQ H • • HH *W ;■€©■; ; ; j eqq. ui sguuqoA jo aeqoinjq « ©t>-tO©©©©©©©©©©© • • 03 © © • • ©C000©©i0t000# -to ® 1 M2 College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •QXBuieq; 18 1 i“ ° : i : : • (M 03 • © © Hi © ' © © © • i i •9p?K * * 1 i“ ° : : : : • © © © © -00©© Gradu¬ ates in 1897. •9treiU9^[ H to © ^©C0iOCNH^©tOlO04©© © rH © CO O © •epjK 1 kfl 00 lO © © © CO iH © 03 ^ © (NMCOCO © rH _ . a <© c l d s a ■ .2 ^ ® £ 3 2 X a rS ’3 ® 1? fs 2 12 R ^ f-i oS P-r p Sr2rp PMp^SppppbQccH^PN g S Mr a bfifl o .d 1 £ 0o ® Sftf ?#P f-H 00 -fS t> © ® iiCCOt^OCOJO iCiflidid(00 oo os o i ' LOldO< ' TjH Tf ^ ^ ’ i (M co h< in © • b» t> t> » ^ ^ ^ < ^ ^ ^ STATISTICS OF SECONDARY SCHOOLS. 2061 10, 000 425 800 2, 000 20, 000 800 4, 000 1, 000 25, 000 500 15, 000 800 1, 200 1,200 15, 000 1, 350 1,200 15, 000 1, 500 5, 000 16, 000 1 1 :!ii§!i!i iiiiiii! c4 el" ; t-Tco mi-1 oVh ef co in 0 oo" 0 0 r° 008 75 500 0 250 200 1 . 1 goo 00 ogo 0 mo' '0 t>* • • Ills j : : : : : : : i i • ■ : i in f-ICOtH • CO CO CO • CM CO ^ co m co co ^ ^ ^ COrU ■ CM CC CO CO CM CO co • O © ©•© © • 30 r— t CO ' ^ O j O 0 0 0 ! CM j O O omi> ! 0 H O O : O O • 0 0 0 0 • rH • O O OHH CM 0 ^ 0 0 0 OOOHfflOMN 0^00 HO rH O 0 co 0 0 0 ■«# ; ^ 0 3 1 1 8 4 16 ^OMHOO 2§MHO" m 0 0 0 ho 0 O t>- ^ © 0 0 CM • CO O © h in h <0 tH • .OO ; j 0 j O O 00 0 • 0 0 in 0 • • * j CM © • ' O CM ■ ; 0 • O O p *° 0 0 ! 0 CM t>- O • . . 0 O 'HOlO • CO CO • O O IT 0 0 CM ^O^HMCKNOO CO f 01 T* • CM CM © • rH in > 0 0 0 0 12 m lOCQOOHlMlOOOOCO O !®^0m0®00000S000m o o o o °S £3 £8°°°§: 8§i3P°?30800000g0£0S30 00 °°8 ocooooooo 3~§: s$s ws §s*sssssa§ §®§' iSS^SSSSSSSSS 3P S31 ’8 SS^&SSSSSS !c$Sg; © © © CM © t )OOr-»0(M^OO KMO OO O O O tH t-H —i i-H 1-1 1 IMHOHWHNOHrli r-jrri PPPr- P P P P A PrrH rrj PP ^(5(5(5^^^^ ^ £®^ rrt rr} PrH rrj Hrrt P P~-^ rH P P P P-r^ P p SPPP^PfS g6 ^p|^PPHWh>W^PP^hi«i^6i-s' op t>>5 fl s® ill II P^^'s^pp^pp • s ■ I if rilfj ics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2062 EDUCATION REPORT, 1896-87. •sn^iuudd'e ogi^nsps pm? ‘ajn; -ruanj ‘eSnTppnq ‘spunoiS jo | | i j 11IIIII! Ms NOO“ aqx nr saunqoA jo jgquinjq | ” S S2§ •imp § •sang A nr gsxnoo jo q^Snaq © ' CO CO CO lO 03 CO ^ • CO CO ^ CO CO ^ CO CO Students. •gxnnig^ * ! O 00^00 CO O © CO lO CO Ti< •0I«H eooNao m oo(mo Tji Cl Gradu¬ ates in 1897. •sxmuaq; © * 1 CO CIOOHO CO CO O UO CO O t#| t> o •0I»K « 1 ^ ! rH i ^ © CO ►? ll^I H fcfi to a a & &H*US m '.S . - _H ~ © ^ • §2^ 5,2 |§||§ll^|-sl!§ rH CM cm" CO* hjT cm* tH nT rjT r-T rH CM :§ i = 50 .. 250 § » _salls°l° : s i is .. 200 .. 75 . i§ 183 © © 11I-°S i°*a CO CO CO CO h* co co 1 CO CO cc ) CO CO CM H « M CO Tj< O CO H © © CM • Ttf © © © © © t— 1 rH © © CM © 1 © (M © • M © I ! O tO H CM © M • lO © © © © © © M © © CM © i 10 Til CO 1 CO : : OMrt'rfKNO CM *C0O©O©O©O 0^0 NO O O ICO © © © to H CO © | CM © CO © o toro 0(no (M ;©M^©©©©© © CO co *H © CO © CM © © © © (MiOCO « CO r-i © tH : • © © © © © © j co © iO CO CO j CO © • © © © © • • • CO • 1 • © © S38t-3S853,0S 00 g © rH © O ©©tHCO©©COiO^JJjH'©©©COCOCO ^ 8S588°°!gs3Sa£SS353!®S r— It— (©©r— (©©©i — !HHH0©H©©0© © rH CM © © © CO © H©©OM(M^^M(MHnMH©CO©r( HCOHHHHHHHHHHHHHHrtHH HHHHHCQ rH CM CM CM COHN(M(NHWWHNH ft ft ft ft ft ft-3 ft Pr-J ftr-H r-J ft ft ft ft ft ftr~; ftrj ft ft-H oSJ"hSt*b.Sb' |'An4 i s- i-i eg co T(iinfflt>ooooHC'iM'#io®t'()0( 333353313333331333! 11111 ! Statistics of li Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2064 EDUCATION REPORT, 1896-97. >« STATISTICS OF SECONDARY SCHOOLS, 2065 O 00 o o o o O M 10 O 00 O OOOOOOKOOOOOOOO - - - - - - -IOOOOOOO • o O CTO ooo ooooooooo OOlOOMOOOO OHrl® HIM Xt-OCO(NCO^N o o o o o o O IOOIDO O O O O O VO 00 l£0 ^ o t> tHCOCO •IC^t^OO'^^OO'^tH ^ 00 •OO'^'^HtfOO^^THTtfOOMOOOOOO'Hi'^MOO OOMCOOOrHkOCO^ O ’’H • TH O M MOO • OOOHWOO o o m o o o O 00 tfO 00 C HXHX^'-^HO:Oi lOOWOlMHHHi I O UO O ^H P* Ph Ph P-< Pj Ph ft ftrrj © fl ® ® (D H fl<0*0 n 43 d d .2 2P3 © ’■ - 'Sr3 ; g ce P. (S is o ^.Soooh PPPPPPPPOH IHHOOOPPPHHHHHHHHHHHh I M M M MM O O O O CO 2.2 00 & •ex^K i co o ?h o o d •9 x^ino^; •9XT3K •0XHTH9^; ^ o g O®o ’TO | 3 d • 00 d • o cooo^ O 1-H o O "9XBtH9£ •9XTTRT •oX^ma^ •9X^K OOOOOOOCOOOO-t^dOOOCiOOOOiO^OO CO r— I kO < lO lO COM IdCOdHCHHHd TjiQ©Oi(fl500il^ddOOddOO'JiCOlflO(MOWlf5- 9X^1119^ OOHWi lOrHOCOi— It-HOt—IOOOi •eii?K P p « W +5 ftS-r ® a oggs® fi °-s OHNNNNONNHHHNNH ipppppppppp^ppppppppp, U ^ C3P q bX) P 0 O 3 ■ n ® cs rPp O bfl ,p rr 0 o " o O r— ' rw rw *— 1 f *P : : : g^-Sf W : : :hoW o|-r *1.1? &$' rift P o piH §.2 a 00 a o " pj_o • 2 v 3 32 o g % o bJO t, ' fn >i 1 cj.l^ §> | „ . ■iigls§Sl'&lsSl:s-E„, •g S S ® 65 J § S S.&.S5 O § O oo a © ? I 1C O 00 c. _ _ . . . . . _ iWCO^iO.Ot'OOOOH LO LO bO O O O C C O O O C C N L- t-h t- t- t- t' t- CO CO --lOCDCOOCO'OCCCCOCOOCOOOOCOC 2067 STATISTICS OF SECONDARY SCHOOLS. lO CO O O n l 111111II1111111III211I1I1 ■rf o' o co oc -rf c4~ ^ H" iiiiii iliii cTcoo^ooT cfcfnVo 1,000 250 275 50 0 | £ 8 Is ! °°g§ :g 150 200 60 1 0 190 0 . 400 350 50 12 1,200 100 200 0 150 . 700 . : : : : : CO CO CO 03 CO CO ^ CO ^ CO • CO CO T}< rfl CO • CO CO ^ CO 03 03 CO rH CO T*< NO^O o o in 1 • o o o • o o 1 i ( CO rH o o O - CO LO CO HOCIO o o 03 • 1 o o o • o o rH 03 o o 03 O - CO m -h< 10 0^00 ^ © o m o ^cooooooo 03 UO 03 o o o 03^0000 'COO CO 03 O c- © O O Ol o o ^ © o 03 r— l t-1-HOOOOCOO rH 03 O CO o CO 03 O 03 03 O joo CO rH O t- t- ot> « o •OOOrtON • O O rH O CO t- o © j j o o j O CO • rH « © © CO © rH • O 03 lO o o j I © ^ i io ^ ; CO o o • in 00 o © 03 'O S : CO CO 00 © WOj# © • rH • ow • i — i T-f 0* j 15 25 1 0 O C3 * O 00 I UO 18 4 03 © NlOO 3 in j 0ocogjoSo®«oo§°r;ojgS00 ogowojftt-ogn^ooo ©OOOr-COOO© 0^000 oo o o o o 38' ^00§030£g00080808888Jo3!30g' 0000§£000 O^foo i Ol O H O w H OrHOOrH03OOi — ! i lOHNOHOHHONOM^HO- iONHrH(M(MO( NOHHNHHHi I LO H (M O Ol H Cl ^ iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii mu Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2068 EDUCATION REPORT, 1896-97. be © .2 © u P4 •9IT?K « O g O x o o a §.2 d s m ■QV3W lO © rH © © l© ICOHOOO ioowooocqoM(Nco TtlfflOiOOBOOHCO • -.Z g © p +3 02 53® •QXTjnti)^ IOHMN.«0«NOONCOO '9I^H Sifi HCl(N(MH(NWHn^MN. I -+3 i -f= , 4= -P -P -P -P -P -P . . 441 -P> 4P . rH PirH PlrH Pi pH Pi Pi Pi p4 PlrH H Pi ft PlrH P®p®g®®®®®®®g:;®®®2 HpHpHflPflflflflflHHflflflH .Sflk g ©Ph § ©’ I s«.g Sta-s e frH. a ; g §»> © • g «* o : g p w_o j $ P P2343 ®4S3 p4P I lO CD C- 00 i tp -^i tH -H -Hi- • c~ c~ t> t- t> b- •snx'B.i'BdcI'B oijixuoiog pun ‘eaux -tujnj ‘gguipxinq ‘spunoaS jo ouxba O O tH OOilO X CO © PP © © PA s ® % p EHp 03 rp_ bo o _ © ^ cc HrP P be © p OW STATISTICS OF SECONDARY SCHOOLS. 2069 OOOO 'OOOOO o • o o o o OOOO • o -ooo OOOO ' o 'OOO OOOO • o *ooo ocqoio ' o o o lo co >oic *- O « O • O (N ' O ! (M O (M O H (M WOH-^^O 'CO (Mt>OCO^OOJI> d ^ CM r* O ^ iOOHt>(N OOlOO O CO 00 o co ■ H^OHTiiOHOO UO ^ O CO 1C O ' LO « O O O r-H O CD O lO Cl O CM O O COClHOOi OJ^OHiCCDHO' OOOO^COHCQNO COOO^OOOHOO UD1XMO 0^0 • o CO • O rH O O O O 1 INOMHNHlDCDOOOOHCO OCOQlflO OMOH'HHCO • '0-1 'CO OOOOOOOOOOOOOCOlO OOOOOH OOOO o o o CO O O O O O O CO O CO O O ^ O O O - CO 00 CQ lO o CM rjc lOlDCOOO5iDOHCOCO0OO LOWCl^ CD (M CM OQ ^ CQ r—i lO CQ 05 ^ CO (M TH0lOHCHOt>HIOOHOOCIO OOOOOCO 00 CO O id COHlOCOOOOOHOOOOO r-J OT >*»H^ 'HL® ' * p c_i l-L5 p-i r*- ® *T! 1 © S P ^ 2 © Op2 d g ® .02 £ ©44^ P; «-£<£ . •pCJFH?H©)pdjd?H^i© . GO • ■6 fiSsS^. p4p|o| NfrOPO © <3 9, > ■g'p. _j2 § pq -9 02pq j®2 cq a ■ iU' | : 9 m S • 9 ^ P ft □ c- orf S Sw.g cS-3 5W> 9 rtn^drbi.! So P r® rO w J Jp a Mrs i jjA& § ^ gfip'i gw# •ago. 2 o c8 g fee : : bJD . E r— I ^ o & 2 2 bl) 02 bXl O 51 5g”o 'S-S.9'3 PI biO 6w 9 P O >*9 9 » . M/n O ® Hi © 02 a ’ o “2 £^44 Jfe |w§ g W> WwHW &I >S_; >>9 CS 2.-9 -9 rj rM n :§a£§.2> Iftffl HW p p cS cs MW i T5 . ii| 1 H tsc 19.9’ \S 9 M flip c3 © © £ £ pqpqpqcqpq Ij ill 1 * ■ p P © beg P ^ 9^ © -8 r® S*j •+? oo ® ® .2 ® 2 © Pi P 9 05 RCSPi 944 ®oi5is ■glS® ’3 « .S >» pwww ^ te 9 «ll >s'p g ® a ®9 fi jj P.® i3®3 : 9 2d ® t> §S| be a "3 • >» 9^0 © 990® &2lS!s||,i isaSS^SDo-S ^'S'S'£'3|§ar9,So^• t>- t>* I i "rri tH • * Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S96-97 — Continued. 2070 EDUCATION REPORT, 1898-97. •enpunddu opiptaiDS pun ‘9ju| -tuny: ‘sSuip[tnq ‘spunojS jo onx'BA e> « $18,000 12, 000 20, 000 10, 000 325 ©O ©©OO • © © © © O <=> © © ©OO© • © © © kO © © ©oo © © © to • 00 © © d © © r-T kcT C •0TO ; rH rH • • © © © hhh ; Gradu¬ ates in 1897. •OfBUXOJ S OOOO kC CO o rH rH rH Cl © © © rH © rH CO •©TO S t- CO to O b- O HH © © © © © HHHO Preparing for college. Scien¬ tific course. •exBtnaj; H HO * O • O o o • • © © o • © ° • -»TO 59 CTO j O ; O d d • ■ rH © © t • • rH rH • Clas¬ sical course. •oXbuioj; « CO 05 j O tH O Hd • • rH • © © © rtf *®TO ii co to ; o t> (M W H CD kO | Second¬ ary stu¬ dents. •QXtJUIO^ GO Ht-O Nh OOOO iOW(S'!il«il>CiOr|l«iO r-l C5 - m © © © © © © oo ,4» , . . .p-PH+3 . rH pH Ph P-t PH Pift Pi P* r— < P-irH Tj H rj A Ph P PlrH r-o© OO OOOO S^HrtrtSoOOOP ►"ftp pp flppp ^pp^ppppppp *o #g *S M Fred. T. Sharp, A. B . . C. Z. Hinds . C. C. Davis . Thos. J. Leonard . Edwin H. Wliitehill . . Mrs. C. W. Cranhy - Theodore H. Ficklin. . W. 1ST. Hamlet . Miss Virginia Camp¬ bell. i E. Albert Smith . Malcolm H. Arnold. . . C. H. Diehl . T. E. Crenshaw, A. M. Miss L. B. G-lassell _ Marshall Morton . R. H. Sheppe . W. S. Elory . J. P. MeCluer . D.B. Brown . 6 2 c3 6 « Graded and High School High School . . do . .....do . Guinea High School. . . . Graded School . High School . . do.* . New London Academy . High School . . do . Graded School . (traded School _ High School . . do . . do . State and post- office. rH VERMONT— COnt’d. Wells River . West Rutland .... White River J unc¬ tion. Winnooski . Woodstock . VIRGINIA. Adriance . Ashland . Beaverdam . Bedford City . Bedford Springs . . Berry ville . Big Stone Gap.... Bowling Green... Bovdton . 03 P M o ffl Bristol . Broadway . Buenavista . Cedarbluff . H W W ^ O O O © GO CO 00 00 ^ ^ ©©©©©rHT-irHt-HrHrH OOOOOOOOOOOOOOOOGOGOaO STATISTICS OF SECONDARY SCHOOLS, 2071 o o o o o o o o OOOC'l ooooooooooooo ooooooooooooo oxrooocotoooooooo lO C O (M 1 o o o o o o o o m o o o o o o o o o o o o o o o o o o o o o o (M 1-1 lO r-1 CO CO CO xH xf< CO CO xj< CO CO 1 CO LO COxflxJKCOxfl^xFxjtCOCO CO xj< « CO tH CO ^ xH O O rH O O O o eg • o o o o lOCOHOO, t-ooocow I o o o o o O O iH O O O O -HHO • O O O O CO eg • o © o © o O O O O iO : o o o o • o • o O CO © • o o eg o eg o o o rH o co o o • o • o cocgoocgox^cocoi > co o io o a> o o eg • t-h o o o go •cgcg.'cgioco^xft • o eg co co co co OlHCIHCOHCOHOHOOnOOOHOHCgWOiOi n co o o c eg i NrlOOrlHOi ihhnhhnhwn^hnh. KNHOHNHN 5 p, Pi-rf pH Pri pH Ph p, Ph.- iflfiHfiflHHHMpl1 43 -+3 . .-P-P+3-P .-P43 .43 • 43 43 & ©*2 'rt & & ©* & ©*5 §*§ o4 o4 PhPhPhP.J PhPh P,r^ p, ft' Ph P, J, OcDOOPOOOr-OOOO^P CD © qpfl^QpQ ►i-g *§ c5 S * 2 g 8 Krka S20 _ _ -f>.rPl -Pj X r& A ®-d a> A 13 rd e£p o g1 o£ ■S 2 ° 02 'a rft § bE rt £Bd plows'! PI rt ill rt ! I ~1 - * rrt ! 1 h4 02 sii bfi ; rt bB 3 :X02 H &2ju2 _) t>)P2 >y§ rt o or^ g.1^ g8,0 rt rt +i © © O Is ■© o. >5 Jd PjS a "a rt o m o ftvl &1^11 §1 § a 15 fcac| i=| -fe.a® • of '81**3 • be r— I CJ _ _ ^ a PhPhPhmP5m02 02 02 02 02 02EHHH?: S3 fl rt © Ok! ij pj -1-2 .rt rt ©Prt ' fe: ©NOOOOHN«Tilinffit>oOOOH(Mi ^ ^ X " S3 b-1 M b'1 H^^owiooViodxNinooTddor •^jBjqij 9qj nr 89Tnnp)A jo J9qraufl[ CQHCOi ! CM (M t-i -lO(MCO •upp i © AJBjxtrm nt sjii9pnjs jo J9qmnjsj; | & •sjb9a£ hi 9Sjnoo jo qjSuoq; (MNHCOWCVJTH^(M(MH^COCO co co cq h< oq h< College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •oxnrae^ Vj 1 «! o^coot>^^ O 0 NOC5HCO rH rH H CQ •9l«K 2 iaOOOO^ff3MOWHOM-J O ^4 © ^ be o 02 'S © ® £ n,|wH|a®(g^|ggalgsglga5^ pqpq|WH-^ grfJ^S p< . rrt © rt © rt n .® C3 j3 3 ,rH if o SSs ■ £ ® fg ® © %at I &2 f/D *1 -H /-s c ^ ^ H. ^ aftM2 £<3 OH ill J OS d® ® S.£ g E *43 r3 S Th TO W w ^ O c3 O O O O d ^MPQOOHHfeW^Sfc&OOfcfc&PHfcfcPtoaQda 00 00 00 00 00 ( OOHWCO^lOO^OOO _ _. t- 00 00 OO 00 OO 00 cc 00 OO CO 180 00 00 00 00 00 00 00 00 00 00 00 00 00 00 . 1 ^ rH TH tK t* ■ STATISTICS OF SECONDARY SCHOOLS, 2073 150, 000 30, 000 9,000 30, 000 21,000 110, 000 6, 000 6, 000 4,000 4, 000 000 ‘6 100 15, 000 11111 gg “■“■§? 3 11 i ; !1 |I1 o® : : :® :®®~ 10,000 8, 000 20, 000 9, 200 30, 000 | 40, 000 9, 000 7, 650 60, 000 .. 400 20 .. 200 - . 1, 650 .. 200 .. 600 .. 350 20 .. 350 11 .. 100 . . 300 1 . . 300 .. 700 §sll : !**°83a slasllllsl : : =ici-r 3 .. 4 .. 2 .. 4 .. 3 .. 4 .. 3 .. ^ Os rH CO ITliMTjlMCO'TjlTjlMNCON'jf •WO j T* GO O • CO oo i-j o o o O H o o • O O 03 O • O 03 O CO « o CO ; im th j co CO o • o ^ rH O O rH 1 4 1 4 1 2 co joowo j O 05 O 03 • CO o b- CO 05 ^ 00 CO o • 05 00 03 # 05 H t> U5 O lO H tJI in H (N OO O O Tt< O • O ^ 00 <-< 1-1 CO^HO . ^ o 8°° : ° i j ° jo o • o o o • ^ O 03 ■ o ^ © o j 03 in m o 03 o • 0 0 05 j O rH 03 • rH iH 03 • Oi GO H< « j o §°° : - O ' O0COOH 10 1 6 1 2 18 3 - : o t- 05 j 9 • o CO o o CO ° i r- oo in 03 oi 00 joWIMOH o O CO 3 | m o © o b- oooo ogoooooogooooccooooooooooog oooooooooo O O O 03 OOOO OtjOOt'-^OSOOOOOOOOOOOOOO^JOOjg OO "HOOOOOOO l0!1*^^00 ^3S3^^g8S3gcoss£3^c~3'°s§s COOOOCOHOWOO HrtilHOWnOfOOOrtHiOHHHHHOHOlflHOO HO OOIMt? HHH(N MHiT.ONHi IOONHH!NHO< OHnWMHrt, 'HHHIONH- llillli JO 80] Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued. 2074 EDUCATION REPORT, 1896-97. •enpcanddc otjtiuqtos prre ‘a Jin -injtij ‘sSutpjinq ‘spuuojS jo onje^ 8 $9, 000 6, 000 5,000 90, 000 4, 000 32, 000 50, 000 7,000 30, 000 40, 000 2, 000 20, 000 3, 500 10, 500 21, 000 12, 000 14, 600 7, uuu 10,000- 10, 000 5, 000 14, 000 aqx nt saranjOA jo joqnmjq; s!SI1!!I31S1§11ISI!s!1sks r-4 r-T A ui s^nopn^s jo jaqnm^ i •sivdl ui asjnoo jo q^gaa^ © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. IS •9FH 12 rH rH rH M OO u £ ft I1 Ph Scien¬ tific course. •aimno^ 14 iO • © LO UO O • o • s ! ^ M -=n ■■MU J3g] gd • 5 ® Pi m d < d jpp ®! aj p£ Wc S. E. Pearson . G. W. Gehrand . Geo. E. "Dickinson _ Wm.H.Luehr . Ralph w . Pringle _ .T M. Turner bJO ! id: ipi il; John L. llooper . "W ill is P. Eel Imrn _ Sherman M. Kyes . B. F. Budworth . Frederic A. Thayer. . . ® 1 'A « High School . . do . . do . '. . . do . . do . . do . . do. K . 1 k ■ai % C r“ H-S PP . do . _ do _ i o !"S o c > o :p3- . do . . _ d o _ . do . . do . ! il r U2 WISCONSIN— cont’d . Augusta . Avoca . Bangor . . Baraboo . Barron . Bayfield . Beaverdam . Belleville . -OOIUIU ............ Berlin . Black Earth . Black River Falls . Bloomer Bloomington . Boscobel . Brandon . Brillion . Brodhead . Bnrlin.o-ton .. Cadott . Cambridge . Cassville _ Centralia . Chetelc . Chilton . 4934 4935 4936 4937 4938 4939 4940 4941 4942 4943 4944 4945 4946 4947 4948 4949 4950 4951 4952 4953 4954 4955 4956 4957 4958 iobt. L. Bai STATISTICS OP SECONDARY SCHOOLS. 2075 o o o © o o o o _ . _ _ _______ O O O O • 10 © © cm o o o o o © _ ooooooo OOOOOOOiOOOO i m o ^ io OOOOOOO: 'OOOOCCOOOOOOO* - - tHCMOOOOCMOO©! I CO O O © © CO CM 00 o cm O O t- O 00 < 'OOOOOOOt^OOOOOOOt>"OOCOO»H ‘OOOOOt^-OC^OOOOOOOCOOOOO CO lO ^ cm • ' ' " i CM CM © © ! i^^co^^^^eocoTj^TneO'-tfTflco^co-tf” O O O O CM ' O H CM ^ O I CO O O CO CM l O CM H CO O : CM CM n CM H O i I © CO © CO H ■ MOO^CO^HIOIO^NOO^H rt CO (M ^ ^ O O CQ H lO M : CO O H CM CM CM CM 'C^OCOOi-iOiOt-iCCO^CMCOl-OCMCMCOt-OCO^ti^OCOCMCOlOCM©' ilOOCOOOOCOCOO ‘O o • o • o o o CM O • O O O OOOOOOOOOOOOr^OOOOOOOOOOOOOOOCM OOOOOOO Cl OOOOOOCMCOOOOO CM t- O ^ CO © o o o o o OOOOOOOOOOC ■OOO CM OOOOOOO cm: OOOOOOCOOOOO ^^HO(NiC'!flCOCOONOCX)COOO'MCONl>OO^HCOHa)^a)NOO(Mt'JnWOHQ(OfOt>iCCOOC5CQOHHOO OCO^HHHCO^WiC^ L- (M^^OTficnuOHr-i^OC^CMHCO^tXMCOCMCMHCM^t-HCMCiOCM^COtMW^O^^O Nin-f OOO^HCOO^OMOS^OOOOOOlOincOOOOTHOCiftOW^OO-tl^MCnOCQOinOCOOOCOlO O COr-(HHCQ^CQ'^^^CO^CO^CO^^HHr^ONHC'J^CDCMHCnHHHr-iOinH^CMlMT}lt>C:CMC:HCCMin CO H H OOOHNNHNCMHOt'COOHHOHONMHNH^^COHHO H CO COOOCMHCMCOCMCMOOOCMCMCM OlHHHHHHHHWHHHNOHCMHCQHH^CMHHOWHHOHHHHHOHHlCHHHCMHHHWHHH ft pppp£p£pppppp3ppppppppp£ppppppppppqppppppppp flflppflfl ; » 55 m r— ( ZL : j 2 g Sh 0^OO 05 43 ■ P> « 43 . H 02 § o ^ -g 3 >=.2 • O Icq W- - H - 3 © o jis pp>pppp^«id © 3 Ml- Ph.I p ® a OJU w K_^'/0P .CS.CG'TSr-fr-jdM^^ © g » £=3 X - W & © T* . £ © © © ^ i-3 G b'*' C ^3 r-4 CO C$ P'^.-ksjS^SW a b0^ I^Hpi-sP .r-, cjV ;F4 w p^p'Jd^^Jp o © o o o o ft =3 ©PC P,© * c©oooooo §<%*> IsjL ^ B ^ o o O © o o o c o o o ^ ^ 'O d3 ®43-gr£3' to o fcJO g-g-S.3 >>c3-® -rt P P 5 -P P P3P © o P P OOOOOOO o © c3 2 p.a 00©0©©©00©00C00 wl^S fed s ^po p, 3 .fa fa ^ 5 PO : t p p P -S P Sj © 3 —i S'g^OM^yil,^-Hrr«43--^BM(!)3r« ^ © J5 ev© 5c ffl ted ®S'S-S^p'Sx.2sS® 'I'h^vs' s S3 S 5 o 3 ® S S d«scc. qppppppaftftftftftftftftftftooo lowppt si 5 bjCSd © oS ^ ® 5 -= - U1-:p o c3 > . © ro . ffl r-M H m ® P P did P g § © © *r-< .J-H Cv C^ d C3 IMWr^LnOt>COOOH(NM-HUOOb.COC50i OOHCQWdiOONCCw. w ^ ^ iOOCOOOOOOOOOt^I>-t^t^t>*t'-L- _ _ _ Statistics of 1895-96. Table 42. — Statistics of public high schools in the United States for the scholastic year 1896-97 — Continued, 2076 EDUCATION REPORT, 1896-97. opijuaios pm? ‘gjnj j-iujnj ‘sSntpxinq ‘spunojS jo enx'BA o o o o o o iOOO 88 o o oV oooo • o © o o o o o o o o o © oooo • o o o o o o o o o o o o OOOO • O O iO o o o o o o o o o lOOOiOHHHH •jC.re.iqix 9i ^j'Sjrpoi XJ ut soumxoA jo raqurufj Vi & OOOO © oo © © © © © © © o o © © co © © m © © © o O lO o O lO O to to I-H o o o o o o o O O O o to C4 CO CO WWH^WfOOTHCOOlMiflONlOOCOiO rH CO' C# co tH -># •<# co co •># ■># •># as Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1897. •OfBUIO^ £ O • rH © (M • ■ (N IN CO « ■ » i • 04 (M O O O 04 • rH ^ « rH • • •oiujs O • CO Ifi ' N CO H ■ 1 : : : : ^HO H * tH CO • Gradu¬ ates in 1897. •9p3ai9£ 16 co c© t- Sioointu-^t-totooooHiflCiHciaciNcflffl (M T— 1 rH (M NHHCONHCOCOt>^H CO NH Preparing for college. Scien¬ tific course. •oxuraoj 14 • * O » lA • • rH • i . (M • ' rH ° « i i 0 ' O 05 'HCOO •9ium 13 • ■ ca > o ■ > m CO 0 . . 0 • co 0 • t- 00 'HrHO Clas¬ sical course. •9X^019^ 3 ° iH : : : C4 O • O O O rH O O • rH •9 FW * O • rH ■ (M | ' t~o • tH O ■CJ^OOHO Elementary students. •oinuio^ © OOOO o o o oooooooooooooo©© 00 rH •9XUH © oooo o o o OOOOOOOOOOOOOOOO 00 Second¬ ary stu¬ dents. •9X^019^ 30 COCDHCO H(NCOHHHb-OOiO^NHl>Oim>HHHO HHHCO OiCO^HNNHi^OHHCO^HHCOrtOONHI 04 O CO (N lOHH 00( IO^tpOtHCO' (M H l> lO (M l> 05 CO kfl i CO O O O lO ^ OW^^CO^Tili •COUOCOOilNi IHC^OOOC'lOiOCOCO-^O^^^iOC'l • lO^(N CO Tj< !M o 05 O N O O O O O O I CC 'ICON • lO ICOO(N • O O OOOa)0H0O( IN^COiOWlOCOrt^iOi£ON^iOHH(NWCONr ' “ ' - - IC50LOI>(NOW050CONO}( HW(MCOOCOCONCOO^t>' )(MH(MOOCQWHHHhOOOHOH(MOHCJ(NOi I (M H CO C^l (M i COHCQCvl^tMHi ICQHIMHH, I OKD Ol n ! 43 4J43 43-P-P>P • i43 43 ^43-P43 43 . .4J . 4-3 43. 445 ,43434343+34^434343434343-^ -43434343 , -p 43 -p 43 43 43 P P, P ft P P Ph _j P P P P P p P_j ft,-, p P Prrt PPPPPPPPPPPP P-£ P P P Pr-j P P P P P p ®®®®®ffi®;52ffi©®ffi©©©~i:®:2©®®rt®®®®®®®®®®®®®e1®®ffl®ri®©©®©® CQ ft £ : I a h feS a B 2 a . r> O >a * ®T3 §=|gg|l-g^||M j i|g|- SS'Sl^.a“.-13Sr-«»S^s, oooooooooocooooooooooooooooooooooooooooooooo ) r^j /■ P t§ *§ Ofl°-2 bC-^ -KJ3 g — S 0 p -2 .p ® ^ a ®p O ® ©0^ OOgg©PP>®Pprt<:Jjj-JM-gg;C!3cS®®-^©qPt>®.f3 © O _ fp p o o ^ror§2p’^-g_e)£® W) . . ^ . 2 pD W)1^ 3 g So 5 0 § .. - © o n h s-< ® ® ® ©pppp'o o o (i tj f-< ® p Ujj js asppp-app o pp^^ Izi^!^iOOOOOOOOPHftP-ipHftipHp-# JO CO Tjt -iO^HiOOM Preparing for college. Scien¬ tific course. -opuia^ 2 04 t> • O O O • © O • • • i 04 • 1 CC C4 W H • * O •OIUK 2 ! HO • OHHH • iH rfl rtf • 04 • * ^ 04 04 M H N • • » O •op3K s=l I • • • COO • © ' O 'CO « O • O Cl H H * • • O Elementary students. •apjuia^ © 1 * OOO OOt-Ot-OOOOO-HOOOOOOOOO lO O CO 04 04 - ■0IBK OOO OOOOrHOOOOOOOOOOOOO»“IOO O ic 04 1-i Second¬ ary stu¬ dents. •epjuratf lOOO iOt>dOOHHC)OHO b— CO O 04 CO «— 1 t>- H if3 ’’H 04 CO t^CInOriHC4t>COlOHCOOLOLOCOWHOH •oibk OOiOCOOdXMOOOO^lOOOWOH^H HOI H COCO O0404 rHl0l0I>04C0I>^O04rHT-+t>04 Second¬ ary in- struct- ors. •oiuutaq; 0 J NHM WNOMOOOIN'JWNtqianHHilOWH vs HHH 04 H rH H H H 04 04 H H © HCONOIHOHOH Depart¬ ment or in¬ depend¬ ent. H -4^ -P © <£ 0) 0©0<©©©0©00©©©©'©©©)^©© flfip Qqqqqqqqqqqpqqqqqpqq Principal. es E.E. Beckwith . James Melville . Chas. R. Frazier . Edwin H. Cassells _ Elmer E. Carr . J. M. Powers . Taylor Frye . JohnSteenis . John W. Blodgett . G. H. Landgraf . Chas. F. Viebohn . H. E. Terry - H. C. Curtis . F. C. Howard . Karl Mathie . W. H. Goodall . L. E. Amidon . . J. D. Conley . Edw. A. Ketcham . C. E. Slothower . J. S. Griffin . F. W. Starr . . O’ 3 eS « High School* . . do . Nelson Dewey High School. High School .. . . do . . . . do.* . Queen AnneHigh School High School ..." . - Ido . . do . . do . 00050HNMrjCOC50HNMTj1 oo co co oooocooocooocjc5C50oo55aooooo OOO OOOOOOOOOOOOOOOrHrHr-?^Hr-l io o io w o o o o o »o in o io w o io iO io o o o STATISTICS OF SECONDARY SCHOOLS. 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 EDUCATION REPORT, 1896-97. Table 43.— Statistics of private high schools , endoived academies, seminaries, State and post-office. Name. Principal. Anniston . Ashland . . Auburn Barfield... Bevill - Edwardsville , Elkmont . Enterprise . Equality . Eutaw . Fayette C. H - Flomaton . Florence . Forney . Fort Payne . Gaylesville . Greensboro . Grove Hill . Gurley . Harpers ville . Hartsells . Healing Springs. Hickmans . Holly Pond . Joppa . Keener . Lacy Springs , Lincoln . Marion . Midway . Mobile . . do ....... . do . . do . Monroeville . Montevallo . . Montgomery. Nealton . N ewton . Perdue Hill.. Piedmont Noble Institute for Boys * Ashland College* . Auburn Female Institute Mount Pleasan t High School * . . . . Pelham High School Pollock- Stephens Institute - do . _ _ .do _ _ ----- . South Highland Academy . The Taylor School . . Butler . . . Butler Academy . . . Carrollton . _ _ Carrollton Academy . Codar Bln if _ _ Cedar Bluff Institute . Centerville . Childersburg . Clanton . . . . Centerville Male and Female Col¬ lege. Childersburg High School . . University School . Collinsville _ _ _ _ Collinsville High School _ Cullman . Danville . Demopolis . . .....do . . . Polytechnic College and Ladies Institute. North Alabama Collegiate Insti¬ tute.* Marengo Female Institute * . . Marengo Military Institute . . Pineville Cleburne Institute Elkmont High School . Male and Female High School .... Oak Grove Academy * . Eutaw High School . Jasper District High School . Flomaton High School * . Florence Institute * . Cherokee Wesley Institute . North Alabama College . Gaylesville High School . Greensboro Female College . Male and Female Academy * . Bobert Donnel High School . Elm Hill Academy* . Hartsells College . Industrial High School . Hickmans High School . High School . Industrial Normal and Collegiate Institute. Wills Yalley Institute . Lacy Springs High School* . Lincoln High School . Marion Military Institute . Midway High School . Academy of the Visitation . Evangelical Lutheran Institute * . Hunter’s (Miss) School . St. Mary’s Select School . I Monroeville Academy . Alabama Girls Industrial School. . St. Mary’s of Loretto Academy. .. I Nealton Academy . Marianna High School . Perdue Hill High School* . Cumberland Presbyterian Semi¬ nary. Pineville High School . . . .• _ Joseph F. John . J. A. Lowry . G. W. Duncan . John W. Overton . F. R. Peterson . Charles H. Holmes, A. M. Joel C. DuBose, A. M _ William P. Taylor, B. A. . J. M. Watkins . L. Y. Rosser . W. J. Doster . J. D. Cooper . C. F. Striplin . E. Y. McMorries, Ph. D . . Z. D. McWhorter . . S. A. Felter, A.M.,B.I... D. F. Green, B. S . . J. W. Beeson, A. M . W. Allen McLeod . Charles M. Garrett . Henry J. Fusch . J. A. Steed . R. M. Slaughter. . . Miss K. I. Alexander . W. Turner . J. W. Agnew . Alex. S. Paxton, A. B . Bruce Allen . T. C. Belsher, A. M., president John L. Ray, A. M., Ph. D . W. G. Kearty . . M. B. Du Bose . . E. L. Cunningham . C. H. Florey . J. H. Riddle, Ph.M . Rev. J. B. Hamberlin, A.M _ Miss Mary Park . . D. Y. Smith . John C. Campbell . . John C. Collier, A. M . . James C. Willis . E. D. Acker, A. B., LL. B . . J.T. Murfee, LL. D . G. R. Hall . Sister M. Stanislaus Campbell. Wm. Weinbach . . Miss Sallie E. Hunter . Sister Louise . . J. N. Powers . H. C. Reynolds . . Sister M. Evangeline . . Miss Zeota Calhoun . . R. J. Holston . J. N. Ivey, A. B . N. J. Finney, A. M., president J. T. Adams . . . Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2081 and other private secondary schools for the scholastic year 1896-97 . Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Length of course in years. Number in military drill. Number of volumes in librar Yalueof grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. Male. 1 Female. Male. Female. JD *3 Female. | Male. Female. JD Female. Male. Female. Male. Female. 4 5 3 7 S 9 IO 11 12 13 14 15 16 17 18 19 20 21 22 p. E . 1 0 16 0 12 0 16 0 ol 0 0 0 4 $15, 000 1 1 40 45 35 30 2 0 4 200 2, 000 1 2 15 30 25 35 0 6 3 3 3 200 Nonsect .. 1 0 29 29 47 30 20 18 9 10 0 0 0 0 5 0 400 1 0 7 6 8 12 3 1 4 0 1, 000 Nonsect . . 0 4 0 50 0 50 0 12 0 ol 0 8 0 8 5 50 15, 000 1 0 18 3 0 0 7 3 6 0 400 3, 500 1 1 15 8 14 16 4 3 5 2 4 1 2 22 18 10 12 6 4 8 2 4 0 4 0 0 2, 500 1 0 6 6 16 6 4 4 1 0 1 0 2 0 1, 000 ] 1 19 18 34 44 3 2 2 3 2 3 3 800 2 1 41 23 64 52 .... 3, 500 1 2 27 16 26 30 7 6 0 2 0 2 4 0 3, 500 Nonsect .. 1 1 27 18 21 28 11 5 0 0 0 0 4 100 3, 000 Nonsect .. 1 1 20 30 40 20 6 4 2 1 3 2 3 1 6 100 100 Nonsect .. 2 2 25 35 35 30 0 2 2 2 3 5 3 5 3 " 30 500 3,000 Baptist . . . 1 2 25 20 28 27 7 5 3 1 20 18 3 100 2, 000 Nonsect .. 0 4 0 50 5 45 0 0 0 0 0 9 0 0 4 1, 500 10, 000 Nonsect . . 3 0 37 0 5 0 14 0 10 0 4 24 8, 000 Nonsect . . 1 2 45 20 45 40 2 0 3 2 4 2 150 3, 000 Nonsect .. 1 0 2 3 28 20 0 0 0 0 ! o 0 6 0 3 0 500 Nonsect .. 1 1 1 30 30 50 30 6 5 7 4 4 3 ! 3 2 4 ’*20 4, 532 15, 000 Nonsect . . 1 0 7 8 23 33 6 8 i 1, 000 Nonsect . . 0 2 0 37 12 35 Meth . 1 1 15 20 30 20 10 10 0 0 0 0 0 0 4 3, 500 Nonsect .. 1 0 5 4 13 14 2 2 0 o' _ 4 0 800 Nonsect . . 1 0 14 0 10 0 4 0 o o 4 0 Nonsect .. 1 0 30 4 60 1 60 1, 500 Nonsect .. ] 1 10 10 30 28 0 4 0 0 T 4 0 2, 000 Non sect .. 1 58 56 20 24 24 20 15 21 6 6 1 4 2 4 500 5, 000 Nonsect . . 0 ! 2 g 15 9 35 4 5, 000 Nonsect . . 1 1 1 14 10 22 18 9 7 I T 0 Cum.Presb '2 1 0 35 30 28 20 8 0 27 30 0 0 ; 0 0 4 30 12, 800 Nonsect .. 1 1 1 16 10 22 24 5 60 600 Non sect .. 1 1 1 1 40 40 50 80 0 2 15 20 1 0 100 3, 500 Baptist _ 1 1 i io 12 11 9 1 ... 1 15 1 2, 000 Nonsect .. 1 o n 3 9 Non sect . . 2 1 0 i 13 2 57 48 ........ ! Cong . 1 1 5 2 95 109 o 0 4 150 2, 000 Nonsect - . 1 1 10 14 85 90 o 0 [ 4 200 500 Non sect . . 1 1 c i 6 S i 40 38 _ | 600 Nonsect .. 1 1 1 J 37 28 1 52 43 l 5 5 4 3 3 1, 800 Nonsect . . 5 c >i 112 c 112 0 12 o i 112 : 1,000 75, 000 Baptist . . . 1 1 .1 14 12 1 29 20 i 1 0 i 1 0 2, 000 R. C . 0 1 8 1 0 i 29 i 0 | 20 i 0 0 i 0 1 o 1 0 3 i 0 o 4 3, 500 Ev.Luth. . 2 ;! C 1] 10 i 7 ’ 10 i 15 3 300 4, 000 Nonsect .. 0 1 5 ’ 0 2C l 0 i 30 1 o 1 4 10, 000 R. C . 0 1 1 0 If 1 0 i 164 0 i c 1 0 0 ' o 4 0 c i 4 Nonsect . . 1 ] 8 11 ’ 17 11 0 4 0 4 5 0 1, 200 Non sect .. 1 ■ 12 l 0 il 226 i 0 i 0 1 _ 0 226 850 30, 000 R.C . c i 8 t nl fir I 0 l 70 I 0 1 0 1 0 0 * 0 1 2 ! 0 o i 4 1,000 12, 000 Non sect .. 1 C ) 13 l 11 10 l 7 2 1 1 0 0 4 M. E. So . . 1 ] IE i 12 24 : 23 o i C i . . . . 4 3, 000 Nonsect .. c l ] L IS i 14 1C l 7 30 Cum.Presl ) 2 ! ] L 17 r 23 _ 0 i 2 5 200 25, 000 Nonsect . 1 . 1 L 12 ! 161 18 ! 14 t 8 ! 1C 1 .... 600 i 125 ED 97- -131 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 21 20 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies , seminaries, State and post-offiee. Name. 1 3 ALABAMA — continued. Pisgah . Roanoke . Rutledge ...... Six Mile . Springville Stevenson . Sulligent . Talladega . . Town Creek ... Trussville _ Tuscumbia . Tuskaloosa _ Tuskegee . . Union Springs. Verbena . . Vernon . . Walnut Grove West End . . White Plains . . W oodstock . . . , ARIZONA. Male and Female Academy . Roanoke Normal College . Rutledge High School . Six Mile Academy . Spring Lake College . William andEmma AustinCollege Sulligent Academy . Talladega College . Town Creek Normal School . Trussville Academy . Deshler Female Institute and College. VernerMilitary Institute . Alabama Military Academy* . Union Springs Male and Female College. High School . Vernon Institute . Walnut Grove College . Zelosophian Academy . Talladega District High School. . . Woodstock Academy*. . . Prescott Tucson . St. Joseph's Academy. St. Joseph’s Academy, ARKANSAS. Amity . . . . - Arkadelphia . . . . do . Barren Fork . Belleville . Berryville . Carrollton . Cauthron . . Fordyce . Hamburg . Hazen . Helena . Hope . Magnolia . Mason Valley . Monticello . Okolona . Ozark . Paragould . Pea Ridge . Quitman . Rogers . Rover . Southland . Spielerville . Stephens . Wilmar . Amity High School . Arkadelphia Baptist Academy*.. Shorter University . . . Mount Pleasant Academy . Belleville Normal College . Clarke’s Academy . . Carrollton Seminary * . Cauthron Academy . Training School for Youths - High School* . Rural Academy * . Sacred Heart Academy* . Hope Institute . South Western Academy . Mason Valley Institute . Hinemon’s Uni verity School . Okolona High School* . Franklin Female College . Thompson’s Classical Institute*.. Pea Ridge Normal College . Quitman Male and Female College. Rogers Academy . Fourche Valley "High School *. . . . Southland College and Normal Institute. New Subiaco College . Stephens A. Bemis Institute . Drew Normal Institute . * Statistics of 1895-96. Principal. 3 R. A. Williams . R. M. Crawford, president . T. H. Watkins, A. B . I Rareo and Clayton . . . T. C. Belsher, A.M., president. J. H. Latimer, president . - Zeigler . . W. S. Goss . . J. T. Ferguson . P.L. Acton . . . Mrs. Mary Lindsay W atkins . . j W. D. Fonville, superintendent J. M. Sanders . L. E. Zock . C. V. Thompson . C. L. Murphree . James H. B. Hall, A. B .-. . F. T. Petty . A. W. Hayes . Sister Demetria _ _ .... Sister Elizabeth . Sam’l M. Samson . . F. L. Jones, B. S . Rev. Thos. H. Jackson, D. D . . J. P. Bingham . . D. F. Montgomery . . . . Isaac A. Clarke . J. W. Blankinship . . . W. W. Lundy, A. B . . . J. D. Clary . . John P. Graham . D. S. Harris . Sister Evangelista . T. B. Winston . J. W. Gantwell . O. F. Mason, B. S . J. E. Erwin . J. W. Thompson . S. S. Waters . R. S. Thompson . S. C. Parish . F. M. Malone, A. M . J. W. Scroggs, A. M . . . J. H. Reynolds . . Edgar Ballard . Rev. Thos. A. Keller, O. S. B. . . Thos. L. Bond . Spence and Allen . STATISTICS OF SECONDARY SCHOOLS, 2083 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct ors. Students. Length of course in years. | Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen- tarystu- dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. 6 73 a 6 a a 60 1 _ c l ] 3 3,000 Non sect .. 1 1 20 25 1! 30 1! 35 1 4 c > 0 c 1 c I 4 . M.E. So .. 2 ! 2 1 14 10 i| 65 5? ! g 1 £ 1 .... 4, 500 Nonsect .. 1 1 27 1 10 1 83 i 57 c .... )\ C .... 1 0 1 c ) g c 1 4, 500 Nonsect .. 1 . C 1 201 19 il C »l C l! ] c 1 0 c >1 ( >1 c l! 0 1 . ( ) 4 1. 000 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools , endowed academies, seminaries , State and post-offiee. Name. Principal. 1 3 3 geo rgia — continued . Penfield . John S. Callaway . . Milo H. Massey . . . Powder Springs High School*. . . . Literary and Normal Institute . . . . L. S. Selman. .. W. E. Bryan _ _ _ _ Per. E. W. Ballenger . Morgan H. Looney . W. C. Latimer Savannah (30 Harris st.) . . . Savannah (184 Drayton st.) . Miss .To lift B. Eoril Oglethorpe Seminary (girls) * . Mary Stuart Young . Savannah (334 Bull st.) _ John Taliaferro _ .. Cha,s. B. Jenkins _ Thos. J. Davis. _ Mis« O. A . Henry. _ . A. E. Hill, A. B . Talbotton. . . . . Le Vert College * . . . ..... W\ J. MeKernie _ _ _ Tennille . Tennille Institute . . Z. I. Fitzpatrick! .*. . Thomaston . . B. E. Lee Institute . Henry A. Hayes . Thomasville . . South Georgia College . . E. H. Morrell and A. G. Miller. Thomson . Geo. E . Pierce Collegiate Institute Isaac A. Gibson, A. M., M. D. "W" a.rren ton _ _ Warrenton Academy . . J. E. Purks . Washington . St. Joseph’s Academy _ _ Mother Clemence. . Wavnesboro . W aynesboro Academy . . H. B. E. Close . Weston . Weston High School . . E. E. Morton . Whitesburg . Hutcheson "Collegiate Institute. . . Winterville Academy* . It. E. Hodnett . Winter ville . H. L. Brock . IDAHO. Boise . Sister Francis Clare . William Judson Boone Caldwell . . . College of Idaho . . . Lewiston . . Episcopal School . ,T. D. MeConkey _ _ do . St. Aloysius College . Bev. M . Meyer _ _ _ Paris . Bear Lake Stake Academy . Prof. E. Maesen, B. Pd _ Preston . Oneida Stake Academy . Josiah E. Hickman . . . ... Bexburg . Bannock Stake Academy . Georvo Cole . . . . ILLINOIS. Albion . . Southern Collegiate Institute . 1 Bev. Frank B. Hines . Alton . IJrsuline Academy of HolyEamily Union Academy of Southern Uli- nois. Lee’s Academy . . . Mother Theresa Gillespie . Anna . . . John C. Bansmeier, Ph. B . Ashmore . . . Geo. W. Lee . Bourbonnais . . Hotre Dame Academy ...... _ Sister St. Mary _ _ _ Bunker Hill . . Bunker Hill Military Academy. . . Chase Academy * ..... _ _ _ S. L. Stiver. _ _ _ Cairo _ _ _ Miss J. Chase . . do . Sister Mary Thomas Chicago (4568 Oakenwald ave.). Asckam Hall . Kate Byam Martin . Chicago (2141 Calumet ave.) Chicago (Wabash ave. and 35th st.). Dearborn Seminary. ...... _ _ Mrs J. E. Purington . . . De La Salle Institute . Brother Pius . . Chicago (479-481 Dearborn Girls’ Collegiate School . Miss BebeccaS. Bice, A.M . ave.). Chicago (249 Dearborn ave.) Chicago (2101 Indiana ave.) Grant Collegiate Institute . Miss Marv A. Mineah . The Harvard School . John J. Schobinger and John Chicago (40 East 47th st.) . . Kenwood Institute . . . C. Grant. Miss Annice Bradford Butts. . Chicago (40 Scott st ) . Kirklanfl School.. . . . Emma S. Adams . . . Chicago (2535 Prairie ave.) . Chicago (1357 Sheffield ave.) The Loring School. . . . Mrs. Stella Dyer Loring . Miller’s (Mrs.) Seminary, Girls... Mrs. B. T. Miller . Chicago (2834 Wabash avo.) St.Erancis Xavier’s Academy _ Bev, Mother Mary Genevieve. * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2095 and other private secondary schools for the scholastic year 1S96-97 — Continued. Students. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struct ora. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing college. for | Gradu¬ ates in 1897. College prepara- tor y stu- jdents in the class that gradu¬ ated in 1897. Length of course in years. Number in military drill. Number of volumes in librarj Value of grounds, build- ings, furni¬ ture, and sci¬ entific | appa¬ ratus. Clas¬ sical course. Scien¬ tific course. 1 Male. Eemale. 6 a Eemale. •9it?h Eemale. r2 Eemale. ■®l*K Eemale. Male. Eemale. r2 *c3 a Eemale. 4 5 s - * 9 19 11 12 13 14 13 16 17 18 19 30 31 33 Baptist . . . 0 1 8 1 12 20 30 4 6 4 6 0 i 0 0 0 0 0 $1, 000 Nonsect .. 1 0 11 6 19 5 3 4 0 0 0 0 0 0 4 0 750 Nonsect ... 1 0 11 9 30 25 3 5 1 0 4 0 1, 000 Nonsect .. 1 2 16 19 57 46 3 3 0 0 0 0 0 0 4 75 3, 000 M.E. So .. 2 2 32 140 98 31 19 3 3 350 16, qoo Nonsect .. 2 2 30 25 50 55 10 0 0 0 10 0 4 Nonsect .. 1 1 34 30 31 29 1 2 0 0 1, 200 Cong . 0 3 8 35 104 141 0 0 1 4 0 11 1 4 2 762 12, 258 Nonsect . . 1 4 0 16 0 13 0 10 0 2 0 2 4 350 11, 000 Nonsect . . ? 0 12 0 18 0 12 o o 0 4 300 10, 000 Nonseet .. 1 1 24 13 36 37 4 6 i 3 0 2 3 0 3, 000 Nonsect . . 1 1 17 24 30 32 6 10 .... 4 2, 500 Nonsect .. 2 1 31 18 60 56 2 2 0 3 1 2 1 3 40 2, 000 Nonsect .. i 1 14 12 41 14 9 7 0 0 1 4 1 4 3 0 1, 000 Nonsect . . 0 1 17 26 48 59 0 5 1 0 0 8 0 3 3 1, 800 Nonsect .. 0 3 33 35 45 55 25 20 o 3 6 5 4 500 15, 000 Nonsect .. 1 5 40 39 78 97 1 2 4 350 10, 000 Nonsect .. 1 6 70 30 30 i 17l 60 28 0 0 0 0 0 0 4 100 30, 000 Nonsect .. 0 5 30 j 34 52 68 24 28 2 1 2 1 4 250 4, 000 Nonsect .. 1 2 26 42 48 i 34| 12 20 2 10 2 10 3 250 6, 000 R. C . 0 4 0 27 0 37 0 2 0 5 0 2 4 ;;;; 800 Nonsect .. 1 0 17 20 58 55 10 16 1 2 2 125 9, 000 Nonsect .. 2 o 12 12 35 23 0 1 800 Nonsect .. 1 1 50 30 80 50 40 30 6 4 1 3 250 4, OOOl Nonsect .. I 0 14 11 47 Q1 I Ox 14 10 0 1 0 0 0 0 4 3 1, 500 R. C . 1 J 2 14 15 61 0 0 0 0 0 1 0 0 4 324 18, 000 Presb . 2 1! 21 29 6 26 3 3 3 3 4 2, 000 5, 000 P. E . 1 0| 3 2 6 5 o o 0 0 0 0 0 o 0 R. C . °: 10 0 15 0 2 0 4 20 L.D.S.... 1 o; 20 0 130 92 0 1 0 60 L.D.S.... 3 0 22 8 96 92 I... 3 1, 000 52, 000 E.D. S.... 1 l 21 8 55 47 16 6 3, 000 Cong . 2 l 32 ! 12 58 64 o 1 5 1 4 4 1, 300 1, 200 R. C . 0 i 0 1 30 0 50 o o o o 0 3 o o 4 Presb . 0 2 28 j 17 9 15 4 3 4 0 3 3 2 2 4 .... 500 10, 000 Nonsect .. 1 0 17 8 9 3 2 0 8 2 1 0 570 1, 200 R. C . 0 3 0 35 0 125 0 2 4 600 16, 000 Nonsect .. 2 0 20 0 10 0 10 0 8 0 3 1 o "20 500 25, 000 Nonsect .. 1 2 10 15 56 65 4 105 R. C . 0 6 0 72 69 0 0 ........ 3 300 13, 500 Nonsect .. 0 5 0 20 15 45 0 6 1 . .... 4 500 Non sect .. 0 8 0 60 1 0 3o! 0 30 | 0 12 0 5 1, 000 R. C . 10 0 150 0 175 0 50 0 4 3, 600 200, 000 Nonsect .. 1 3 48 11 29 3 1 0 28 J 4 .... ol 3 4 2, 600 2, 000 Nonsect .. 0 0 32 6 8 0 6 0 6 o 4 4 1, 200 Nonsect .. 7 0 70 0 45 0 40 0 30 0 12 0 12l 1 4 350 28, 000 Nonsect .. 4 14 0 215 0 29 0 29 1, 000 Nonsect .. 0 10 0 75 15 75 6 2 0 12 0 8 0 4 4 800 50, 000 Nonsect .. 0 10 0 39 0 56 o 39 0 13 o 4 2, 000 2, 000 Nonsect . . 1 2 0 12 1 8 i 5 0 2 0 0 0 0 4 ’,200 R. C . 0 10! 0 60 0 240 ol 10 0 101 o! 11 o! ol 4 .‘,000! - . I 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools , endowed academies, seminaries , State and post-office. Name. Principal. 1 2 3 Illinois— continued. Chicago (1401-1403 Wash¬ ington boulevard). Chicago . Chicago (399 Dearborn ave.) Creal Springs . Dakota . Decatur . Evanston . Fairfield.. . Galesburg (Knox and Academy sts.). Geneseo . Godfrey . Greenville . Highland Park . Joliet . Kankakee . . Kenilworth . Knoxville . La Harpe . . Longwood . . . Marissa . Media . Mendota . Morris . Mount Carroll . Mount Morris . N auvoo . Oak Park (Scoville place) . . Onarga . . . i . Ottawa . Paxton . Port Byron . Prince ville . . . Quincy . Springfield . . do . . do . . do . Sycamore . Toulon (P. O. box 33) . Dpper Alton . Y ermilion Grove . Waynes ville . St. Margaret’s School . St. Stanislaus College . University School . . Creal Springs College . College of Northern Illinois . St. Theresa’s Acadomy . The W inchell Academy . Hayward College and Commercial School. St. Joseph’s Academy . Geneseo Collegiate Institute . Monticello Female Seminary . Greenville College . Northwestern Military Academy* St. Francis Academy . St. Joseph’s Seminary . Kenilworth Hall * . . St. Albans School . Gittings Seminary . Institute of our Lady of the Sa¬ cred Heart. Marissa Academy . W e ver-Media Academy . Mendota College . St. Angela’s Academy . Frances Shimer Academy of the University of Chicago. Mount Morris College . St. Mary’s Academy . Classical Home and Day School . . Grand Prairie Seminary . . St. Francis Xavier’s Academy - Kice Collegiate Institute* . Port Byron Academy . Princeville Academy . St. Mary’s Institute . Academy of Our Lady of the Sa¬ cred Heart. Bettie Stuart Institute . Concordia Seminary . St. Agatha’s School * . W aterm an Hall . Toulon Academy . Western Military Academy . Yermilion Academy . . . Waynesville Academy . Yirginia Sayre . . Rev. J. Kruszvnski, C. R . E. C. Coulter, A. M . Mrs. G. B. Murrah . Rev. H. L. Beam, A. M . Mother Lucy . S. Robertson Winchell, A. M. . I. M. Walker . Sister Theodata . : . . . Norbury W. Thornton, A. M. . Harriet" N. Haskell . Wilson T. Hogg, president _ H. P. Davidson, president . Sister M. Stanislas Droesler . . Sister St. Zephyrina . Mrs. Mary Keyes Babcock _ A. H. Noyes, B. A . J. W. Gray . Mother Seraphina . H. W. Speer, A. B . H. W. Bowersmith, M. S., A. B. G. Y. Clum, A. B., president. . . Sister M. Jerome . Frank Justus Miller, Ph. D. . . J. G. Royer . Mother Mary Ottilia, O. S. B Mrs. Helen E. Starrett . Samuel Van Pelt, A. M . Sister M. Paula . R. H. H. Blome . Henry A. Ruger, A. B . Ernest W. Cushing . Mother M. Boniface. . . Mother Mary Agnes . Mrs. A. M. Brooks . Reinhold Pieper, A. B . Mrs. L. A. Smith . B. F. Fleetwood, D. D . G. F. Loomis, B. A . A. M. Jackson . . . George H. Moore . W. H. Smith . INDIANA. Bloomingdale - Collegeville . Elkhart . . Fairmount . . Fort Wayne . - do . Indianapolis . _ do . Friends Bloomingdale Academy.. St. Joseph’s College . Elkhart Institute . . . Fairmount Academy and Normal School. St. Augustine’s Academy . . Westminster Seminary . Classical School for Girls . Knickerb acker Hall . A. F. Mitchel . Aug. Seifert . Willis E. Tower, B. S . . Elwood O. Ellis . Mother M. Ephrem . Miss Carrie B. Sharp and Mrs. D. B. Wells. Mrs. May Wright Sewall . Mary Helen Yerkes . Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2097 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. | Rumber in military drill. Rumber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. © a 6 3 J rS a © S © ft £ a © "cS a © ft £ "cS a A g a ft £ a .2 ’a a © ft aj cS a IS a © © a £ a © Ph 4 5 G 7 8 9 19 11 12 13 14 15 16 17 18 19 20 21 0 4 0 34 13 23 0 4 0 0 0 6 0 0 4 150 R. C 5 0 60 0 0 0 6 0 0 0 4 60 10 2 90 0 50 0 60 0 23 0 9 0 9 0 5 "90 o 2 35 33 47 46 25 23 1 2 350 $12, 000 9 0 19 21 0 0 1 3 0 0 4 500 7, 000 R. C o 2 20 35 90 100 4 1 24 26 36 35 3 1 0 0 4 2, 000 15, 000 1 2 30 16 45 34 5 0 30 10 14 4 4 1 200 10, 000 R. C . 0 4 0 28 60 112 0 18 0 10 0 6 0 6 4 100 6 3 50 95 10 15 5 4 4 16 1 3 4 300 30, 000 Ronsect . 0 16 0 150 0 6 0 18 3,000 500, 000 Metli . 4 5 16 13 46 80 5 6 i 2 6 7 1 3 3 1 _ 700 30, 000 Ronsect .. 6 2 27 0 30 0 0 0 10 ° 4 0 4 0 3 27 1,000 75, 000 R. C . 0 1 0 13 0 37 4 _ R. C . 0 5 0 36 , o 251 .... .... 0 3 4 680 35, 680 Ronsect .. 0 3 0 18 6 H 0 1 0 3 0 0 0 0 4 1, 000 20, 000 Epis . 2 0 43 0 7 0 8 0 21 0 6 0 6 0 4 "43 850 61, 000 M E 1 1 35 42 16 14 6 10 4 3 4 5 3 5 4 27, 000 R C 0 4 0 19 0 60 0 4 4 1 3, 500 60, 000 IT. Presb. . 1 1 17 16 J 6 3 1 3 1 3 25 Ron sect . . 3 2 20 22 14 8 4 5 4 25 6, 000 Adventist 5 24 14 1 16 7 5 2 0 3 400 4, 000 R C 0 5 0 30 o 30 0 8 o 3 Ronsect . . 1 5 0 21 o 39 0 4 0 0 0 5 0 2 4 25, 000 G-er. Rapt. 1 1 156 104 25 - 18 23 18 23 18 4 20, 000 75, 000 R. C . 0 5 0 40 0 36 0 1 0 0 0 5 2 Ron sect .. 0 6 0 30 0 45 0 8 0 6 4 600 M.E . 1 1 20 26 105 99 10 6 15 6 4 11 4 5 4 1, 000 40, 000 R. C . 0 2 0 30 0 120 0 ! 9 0 9 0 9 4 400 60, 000 Cons? 3 1 25 26 2 1 6 11 100 15, 000 ----- Eon o- 2' 1 11 6 15 2 5 1 4 5 j 0 3 200 5, 000 Ronsect .. 1 1 2 21 13 0 0 6 4 14 8 0 1 0 1 4 13 200 2, 500 R. C . 0 2 0 20 0 180 o 5 4 500 R C o 3 0 19 o 36 o 7 4 300 40, 000 Presb . 0 3 0 40 o 85 0 25 0 15 o 7 4 1, 200 20, 000 Ev. Iiiitli 3 o j 192 0 o 0 27 0 14 0 2 2, 200 125, 000 Epis 2 1 1 0 15 0 15 0 8 0 7 0 1 4 300 20, 000 P E 0 i 6 0 42 o 37 0 1 0 8 0 2 2, 500 80, 000 Ronsect .. 1 4 22 34 0 0 1 5 9 6 3 9 3 9 4 50 10, 000 Ronsect . . 7 0 64 0 10 0 10 0 8 0 3 0 4 64 1, 000 70, 000 Eriends. . . 1 1 23 23 6 7 2 2 1 8 3 400 5, 000 Presb . 1 1 16 9 8 6 2 2 4 0 2 1 1 1 4 50 5, 000 Eriends . . . R. C . 1 2 21 23 19 21 1 2 3 6 5 3 800 10, 000 13 0 | 105 0 14 0 15 0 49 Mennonite 5 1 1 120 90 0 0 ...... 3 400 10, 000 Friends . - . 4 2 j 88 85 0 0 4 2 10 7 4 2 3 500 20, 000 R. C . 0 2 0 29 0 311 0 3 4 Presb - 0 11 0 39 0 0 o 6 4 1, 500 30, 000 Ronsect . . 1 13 0 85 0 50 0 65 0 71 0 7 5 500 25, 000 P.E . 0 6 0 18 0 18 0 5 0 3 5 30, 000 ED 97 - 132 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 42G 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 458 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 EDUCATION Table 43. — Statistics of private high schools , endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 INDIANA — continued. Indianapolis (1350 N. Meri¬ dian). Indianapolis . . Lafayette (229 Columbia st.). La Porte . Lima . . Michigan City . New Albany (171 Market St. Agnes Academy . St.John’s Academy _ St. Ignatius’ Academy . St. Rose’s Academy . Howe Military Scnool . . St. Mary’s School . Holy Trinity Academy . Sister Mary Raphael . Sister Superior. . Sister Domitilla Sisters of the Holy Cross . Rev. j. H. McKenzie, rector . . lister M. Emerita . st). North Manchester. Notre Dame . Oakland City . Oldenburg . Plainfield . . do . St. Marys . . South Bend . Spiceland . . Vincennes . _ do . Manchester College . St. Mary’s Academy . Oakland City College* . Academy of the Immaculate Con¬ ception. Central Academy . . Sugar Grove Academy . St. Mary’s Academic Institute . . . St. Joseph’s Academy* . Spiceland Academy . St. Rose’s Academy . Vincennes University . E. S. Young. W illiam Prentice Dearing. . . . Sister M. Veronica . Robert L. Kelly . James W. Edgerton . Sisters of Providence . Sister M. Ambrose . Isadore Wilson . Sister St. Cyrilla . Albert H. Yoder . INDIAN TERRITORY. Atoka . Cameron . Chelsea . McAlester . Muscogee . Ryan . Vinita . . do . Baptist Academy . Cameron Presbyterian Institute.. Chelsea Academy . McAlester Academy* . Harrell International Institute . . . Ryan College* . Willie Halsell College . Worcester Academy . E. H. Rishel . Rev. T. B. Lunsford . Thos. L. Bates . L. V . Williams . W. E. Thornton, president _ W. A. Erwin . W. L. Chapman, A. M., Ph. D . L. A. Ellis . IOWA. Ackley . Ackwortli . Birmingham . Bode . Boone . Cedar Rapids . Centerdale . Charles City . Clarinda . Clinton . Corning . Council Bluffs . _ do . Davenport . _ do . Decorah . Denmark . . Des Moines (566 15th st.) .. Dubuque (West Hill) . Dubuque . Earlham . Elkhorn . Emmetsburg . Ep worth . Fort Dodge . . Graves’ Academic School . Ackw'orth Academy . Birmingham Academy . Lutheran High School - i . Sacred Heart School . St. Joseph’s Academy . Scattergood Seminary . Immaculate Conception Academy . Clarinda Educational Institute *. . Mount St. Clair Academy . Corning Academy . St. Francis Academy . St. Joseph’s Academy. . . Immaculate Conception Academy. St. Ambrose Academy . Decorah Institute . Denmark Academy . Clarke’s (Miss) School . Presentation Convent . St. Joseph’s College . Earlham Academy . Elkhorn Academy . St. Mary’s College * . Epworth Seminary . Tobin College . . . . . G. A. Graves . Samuel A. J ackson . J. W. Wolf . L. O. Lillegaard . Sister Superior . Sister Mary . Henderson H. McKinney . Sister Mary Bernardino . D. A. Cooper . Mother Mary Agnes Mooney . I T. D. Ewing, D. D . I Sister Mary Marcellina . | Very Rev. Patrick Smyth . Sister Mary Editha . J.T.A. Flannagan, president.. J. Breckenridge . J. E. Conner . . Miss Rachael C. Clarke - ... Presentation Nuns . Rev. John P. Carroll, D. D . H. Etta McCarrcll . Rev. P. L. C. Hansen . Sister Superior . W. S. Lewis, D. D . T. Tobin, A.M . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2099 and other private secondary schools for the scholastic year 1896-97 — Continued. Eeligious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. ET umber in military drill. ETumber of volumes in library. Value of grounds, build- ings, furni¬ ture, | and sci¬ entific appa- 1 ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. JD rj a ! Female. [ Male. 4 5 © 7 § 9 1© 11 5 13 14 15 1© 17 18 19 21 22 E. C . 0 9 0 18 0 78 0 3 4 423 E. C . 0 5 0 110 0 215 0 80 0 30 0 14 0 14 4 424 E. C . o 3 o 110 100 0 425 E. C . o 1 o 5 15 o 1 4 $10, 000 426 P. E . 2 0 47 0 21 0 2 0 10 0 5 0 3 0 4 47 1, 000 120, 000 427 E. 0 . 0 4 15 25 135 140 42g It. C . 0 3 0 15 120 115 :::: 0 3 1 4 200 429 2 1 31 167 69 10 4 5 0 0 40 3 3 30, 000 430 E. G 3 0 78 0 119 0 11 4 5, 000 431 Bapt . 3 0 40 20 23 38 15 3 0 i 0 3 2 3,000 15, 000 432 E.C . 0 6 0 55 0 25 0 5 4 2, 500 433 Friends. . . 1 1 52 47 15 24 5 8 J 0 3 7 2 6 3 300 5, 000 434 Friends . . - 1 1 5 8 5 30 2 2 0 0 3 2 1 1 5 60 1,400 435 E. C . 0 7 0 85 0 90 0 13 0 13 A 2, 500 529, 000 436 E.C . 0 0 35 0 80 437 Friends _ 2 2 50 51 0 O1 2 12 3 3, 000 438 E. C . 0 3 0 45 204 251 15 0 6 0 4 439 ETonsect .. 13 49 49 2 7 0 1 6 2 72 5, 000 . 40, 000 1 440 Baptist _ 1 1 24 21 63 55 300 8,000 441 Brest) . 3 0 10 7 58 53 442 Cum.Presb 1 2 11 30 58 36 11 10 0 1 3 20 3, 000 443 Presb . 1 1 5 10 25 25 100 444 M. E. So . . 2 »2 60 40 60 60 .... 1 0 G .... 0 6 3 60 50, 000 445 Cum .'Presb 2 1 20. 32 50 53 18 22 0 1 4 5, 000 446 M.E. So .. 1 2 12 20 66 71 1 0 r~" 4 300 50, 000 447 Cong _ 1 20 25 50 55 3 5 rj 4 o 0 0 0 3 20, 000 448 ETonsect .. 1 0 | 28 13 0 0 0 0 1 3 1 1 ■ i 1 4 449 Friends _ 1 2 15 31 5 8 2 10 0 0 0 6 4 GOO 8, 000 450 ETonsect .. 1 0 8 4 7 q [■-" 100 1, 500 451 Lutb . 1 3 17 6 8 4 | 20 3,000 452 E.C . 0 3 1] '9 62 68 4 200 453 E.C . 0 5 16 33 70 75 .... 1 4 4 15, 000 454 Friends... 1 3 5 10 0 0 0 0 0 0 1 5 0 0 3 400 7, 900 455 E. C . 1 3 18 24 45 64 4 0 o 2 4 100 20, 000 456 ETonsect .. •2 30 47 0 0 25 32 800 15, 000 457 E. C . 0 2 0 15 0 20 o 3 o 0 3 500 30, 000 458 Presb . 3 5 40 80 0 0 10 5 15 8 6 12 6 12 3 0 25, 000 459 E. C . 0 2 0 36 0 139 0 4 0 22 0 6 4 460 E. C . 0 3 0 35 0 0 0 0 0 0 4 0 4 100 461 E. C . 0 4 0 31 0 332 o 3 4 462 E. C . 5 0 75 0 8 0 0 0 1 0 12 0 4 463 ETonsect .. 2 1 21 15 146 74 4 3 4, 500 464 Cong _ 1 2 14 18 45 54 1 2 3 1 1 1 4 1, 500 10, 000 1 465 ETonsect . . 0 3 C 11 2 6 3 0 0 2 o 2 4 i’ ooo | 466 E. C . 0 4 0 50 100 50 3 ’ 100 20, 000 467 E. C . 6 0 100 0 | 468 Friends _ 1 2 33 24 8 6 2 1 6 6 6 6 4 300 12, 000 469 Luth _ 2 3 89 40 146 13 34 15 23 8 6 . 2 4 125 1, 560 45, 000 470 E. C . 0 1 10 15 70 105 |*— 0 1 3 ’ 300 | 471 M.E . 2 3 29 31 10 c 4 1, 600 1 -472 ETonsect .. 4 40 1 20 1 100 140 11 3 1 4 0 ! 13 3 1 5 0 3 1;;;; 500 500 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 508 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 iowa— continued. Hartland . Hull . . Humboldt . Iowa City . Jewell . Keokuk . Lamoini . Le Grand . - do . N ew Providence Nora Springs... Orange City Osage . . Pleasant Plain . . St. Ansgar . . Salem . . Vinton . Washington _ Waukon . . Wilton Junction Hartland Academy . j Barclay C. Winslow, B. S_ . Hull Educational Institute . James F. Eaton, D. I) _ Humboldt College . J. P. Peterson, piesident _ _ Iowa City Academy . W. A. Willis. . . Jewell Lutheran College . Meyer Brandvig . St. Vincent’s Academy . Sister Clarisse . Graceland College . I Prof. T. J. Fitzpatrick . Friends Academy . J. H. Hadley . Palmer College . . . D. M. Helfinstine . New Providence Academy . Laurence T. Kersey, Ph. B _ Nora Springs Seminary and Busi- J. F. Mitchell . ness College. Northwestern Classical Academy . Bev. James F. Zwemer, A. M. Cedar Valley Seminary . Alonzo Abernethy,A.M.Ph.D. Pleasant Plain Academy . J. E. Roberts . St. Ansgar Seminary and Institute I J. O. Sethre, A. M . Whittier College . W. C. Pidgeon . Tilford Collegiate Institute . Thomas Francis Tobin . Washington Academy . J. T. Matthews . Sacred Heart School . Sister M. Margaret . .-. Wilton GermamEnglish School. . . E. G, L. Mannhardt . KANSAS. Arkansas City... Atchison . Concordia . Eureka . Haviland . Hesper . Hiawatha . Leavenworth Lincoln . McPherson . Newton . North Branch.... Salina . Stockton . Tonganoxie . Washington . Wichita . - do . . KENTUCKY. Arkansas City Academy and Busi¬ ness Training School. Mount St. Scholastica’s Academy. Nazareth Academy . Southern Kansas Academy . Haviland Academy . Hesper Academy . Hiawatha Academy . Mount St. Mary’s Academy . Kansas Christian College . McPherson College * . . . Bethel College . . . North Branch Academy . St. John’s Military School . The Stockton Academy . Tonganoxie Academy . Friends Academy . All Hallows Academy . . . Lewis Academy . L. E. Eddy, M. S . Mother Aloysia . Sister Mary Stanislaus . Thaddeus H. Rhodes . Harvey D. Crumly, B. S . Henry H. Townshend, B. S _ L. E. Tupper, A. M . Mother Mary Peter . O. B. Whitaker, A. M., Pd., president. S.Z. Sharp, A.M . Rev. Cornelius H. Wedel . C. W. Marshall . Charles E. Barber, M. Sc . Rev. F. E. Sherman . Irving King, A. B . A. W. Jones, A. M . Sister Mary Anaeeta . J ames M. N ay lor, Ph. X) . \ Albany . Anchorage Auburn . Bardstown . Beatty ville .... Blandville . Boston . Bremen . Buffalo . Cadiz . Campbellsburg Campbells ville. Albany High School . Belle wood Female Seminary . Auburn Seminary . Male and Female Institute * . Beatty ville Episcopal High School Blandville Baptist College * . Boston Male and Female Academy.* Bremen College and Perryman Institute. East Lynn College . Cadiz High School* . Camphellsburg School . Campbellsville High School . L. E. Gray . W. G. Lord . . P. A. Lyon, jr . . A. M. Vardeman . Rev. J. E. H. Galbraith W. H. Wetty . . L. E. Cleland . . Peter G. Shaver . J. C. Pirtle, A. B . H. L. Holt . J. W. Pearcy . . Rice Miller". . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2101 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, build- ings, lurni- ture and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. © © '3 = pR rS rS I © a A 9 © pH 3 a © "c? a © pH r2 3 a r2 3 a © Ph 3 J2 3 i pH © 3 a J2 'rt a © £ 4 5 6 7 8 9 IO ii 12 13 14 15 16 i? is 19 20 21 22 0 1 13 9 3 2 0 2 lj 1 0 0 2 o 0 4 $1, 500 474 Cong . 2 1 16 23 11 19 1 10 2 4 1 4 1 4 3 1,200 10, 000 475 5 2 32 0 10 2 10 4 2, 500 50, 000 ; 476 3 5 84 53 31 16 42 24 26 20 18 6 3 200 477 Luth . 1 1 37 16 30 24 3 0 4 0 4 1 1 0 4 ' 300 24, 000 478 K C . 0 2 0 15 0 210 0 o 0 0 0 10 0 0 I 479 L. D. S _ 1 1 10 5 21 55 4 o 6 4 3 1,000 50, 000 480 3 1 40 30 0 b 4 3 4 3 500 481 5 3 50 30 10 7 14 5 5 3 4 1, 000 . 25, 000 482 1 1 30 20 4 11 6 2 6 2 3 600 10, 000 483 Nonsect .. 7 7 213 220 0 0 5 7 3 6 24 33 8 13 2 " *80 200 10, 000 484 3 2 51 23 0 0 13 4 2, 400 25, 000 485 Bapt . 4 1 75 48 75 48 12 10 10 4 4 25 2, 000 25, 000 486 Friends . . . 1 2 33 35 0 o 4 4 ' 12 9 1 1 1 1 4 300 2, 000 487 Luth . 5 2 36 7 35 15 0 0 7 3 9 0 2 0 3 300 1,200 488 Friends . . . 3 1 59 53 5 3 8 7 6 4 3 3 3 3 4 500 10, 000 489 Nonsect .. 4 2 42 26 126 75 12 8 9 6 12 6 10 ! 6 1,000 30, 000 490 Nonsect . . 2 2 40 43 0 0 28 31 11 13 9 11 8 6 4 15, 000 491 R. C . 0 2 16 36 49 49 0 10 2 12, 000 492 Cong . 5 2 76 63 76 i 63 23 6 8 7 8 5 5 3 40 2, 000 25, 000 493 Nonsect . . 2 3 58 60 12 5 2 3 9 12 4 8 3 100 494 R. C . 0 6 0 90 0 37 1 0 1 1 495 R. C . 0 7 0 75 0 25 o 4 30, 000 496 Cong . 2 2 26 27 0 0 4 1 26 22 4 ! 1 4 4 4 1,000 20, 000 497 Friends _ 1 1 25 20 7 8 2 3 2 3 3 500 4, 000 498 Friends _ 1 1 26 5 0 0 25 5 0 0 0 0 4 500 3, 500 1 499 Nonsect - - 2 4 56 38 2 3 10 6 8 5 7 3 5 300 25, 000 500 R. C . 0 4 0 25 0 40 0 2 501 Christian . 2 3 30 25 30 25 15 10 20 10 8 3 4 2 4 3, 000 12, 000 502 Ger. Bapt. 5 1 41 22 67 59 8 4 18 7 io1 2 6 2 1, 200 60, 000 503 Mennonite 2 1 30 11 45 10 8 0 4 0 _ 1 000 50, 000 504 Friends . . . 1 2 22 20 0 0 2 2 0 0 0 4 ° 2 4 110 2, 000 505 p. E . 8 0 35 0 4 0 2 0 4 0 1 0 4 "35 500 100, 000 506 Cong . 2 2 10 20 14 63 8 4 0 7 2, 3 2 3 3 1,200 13’ 400 507 Friends... 1 1 11 11 12 11 0 0 3 6 Oj 1 0 0 3 400 2, 000 508 Friends . . . 2 0 6 12 44 48 0 3 1 2 , 0 4 ! o 3 3 200 3, 000 509 R. C . 0 2 0 16 0 19 4 0 4 500 8, 500 510 Presb . 2 5 50 65 49 68 20 30 30 35 6 5 4 300 72,' 050 511 Bapt . i 1 30 39 44 51 15 2, 000 512 Presb . 0 4 1 5 29 11 20 1 0 0 0 0 2 0 0 4 500 8, 000 513 Cum. Presb 2 0 26 24 42 37 3 2 0 0 4 8, 000 ! 514 Bapt . 2 2 26 40 19 6 4 0 0 2 1 2 0 3 532 7, 500 : 515 Epis . 1 0 4 4 9 6 0 1 0 0 200 2, 500 516 Bapt . 1 1 30 31 20 20 10 10 0 0 0 0 0 0 4 2 6, 500 517 Nonsect .. 1 0 8 6 10 18 1 5 0 0 3 0 1 518 M.E . 2 0 12 15 25 16 0 0 12 15 1 3, 000 519 Nonsect .. 8 1 175 125 25 1 25 12 8 20 16 1. 3 loj 3 4 1, 000 50, 000 520 Non sect . . 2 1 22 5 50 44 o 0 0 2, 500 i 521 Nonsect . . 1 2 10 15 39 41 2 2 3 75 4, 125 522 Presb . 2 0 20] 15 6 7 I 0 0 ! o! 0 0 3, 500 1 523 2102 EDUCATION KEPOKT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. i 3 Kentucky — continued. 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 584 565 56G 567 568 569 570 571 572 573 574 575 576 Carrollton _ Clinton . . do . Corintli . . . Covington - - do . . . _ do . . Cynthiana - .....do . . Danville . Elizabethtown Elkton . Flippin . Frankfort .... Fulton . Getlisemani. . . Glasgow . Glendale . St.John's Select School . Clinton College* . Marvin College . Northern Kentucky Normal School and Academy. Dcdd Classical High School . Notre Dame Academy - Rugby Preparatory School . Harrison Female College . Smith’s Classical School . Hogsctt Military Academy . Hardin Collegiate Institute . Vanderbilt Training School - Monroe Normal School . St. Joseph’s Academy . Fulton Normal and Business Col¬ lege. Gethsemani College . Liberty Coeducational College.... Lynnland Male and Female Insti¬ tute. Rev. I. M. Ahmann . E. K. Chandler . J. C. Dean . . . Marion Pfanstiel _ _ T. J. Dodd, D. D . Sister Mary Armella . K. J. Morris, A. M . J. A. Brown . N. F. Smith . James C. Dolly, A. M., dean. .. L. W. Doolan, A. B., president. R. E. Crockett . E. T. Thomas . Sister Lignori . B. H. Vance . Rev. B. M. Cyprian . H. J. Greenwell, president - W. B. Gwynn . Greenville . | Hampton . I Harrodsburg . Hartford . Hazel Green . Henderson . . . . do . Hindman . Hodgensville . Hopkinsville . Hyden . Independence . Kirksville . La Grange . . . Lebanon . Lexington . Livermore . Loretto . Louisville . . do . . do . . do . . do . . do . "'"do Lyndon... . Magnolia . Mayfield . Maysvilie . . . do . Millersburg . I Mount Sterling . Greenville Ladies’ College and College for Men.* Hampton Academy* . Harrodsburg Academy . . Hartford College . Hazel Green Academy . Henderson Female Seminary . Henderson High School . Home School for Girls* . . Hindman School . Kenyon College . . . High School . Hyden Academy . Independence High School . Elliott Institute . . Funk Seminary* . St. Augustine’s Academy . St. Catherine’s Academy . Livermore High School . Loretto Literary and Benevolent Institute. Allmond’s University School . Cedar Grove Academy . Flexner’s School . Kentucky Home School for Girls . . Louisville Training School for Boys. Presentation Academy . St. Xavier’s College . Semple Collegiate School . University School of Kentucky . . Kentucky Military Institute . Magnolia Classical and Normal College.* "Vest Kentucky College* . Hays wood Female Seminary . St. Frances De Sales Academy* . . Millersburg Training School for Boys and Young Men. Goodwin’s High School * . Mrs. Sarah T. Hall . C. C. Howard . Boyer and Hill . T. J. Morton . Win. H. Cord . Sue Starling Towles . TV B. Tharp . Miss Mary Stewart Bunch _ George Clarke . T. J. Neafus, Ph. B., P. B . James O. Ferrell . James M. Walton . G. W. Dunlap . Clarence H. Poage, A. B . Thad. Wilkerson, B. S., I. S . . . Sister M. Kevin . Mother M. Cleophas Mills - M. H. Newton . . Mother Mary Praredes . Marcus Blakey Allmond . Sister Mary Flaget . Abraham Flexner . Miss Belle S. Peers . H. K. Taylor, A . M . Sister Eutropia . Rev. Brother Stanislaus . Mrs. Patty B. Semple . D. A. Cbenault . C. W. Fowler, M. A., C.E . R. V an der Maaten . Milton Elliott . Rev. John S. Hays, D. D . Mother M. Dolores . Carl M. Best . M. J. Goodwin . . . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2103 and other private secondary schools for the scholastic year 1S96-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. I Number in military drill. Number of volumes in library. 1 Value of grounds, build- & ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen' tary stu¬ dents. Preparing college. for Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. « ■a © 13 1 ft d rc5 8 d a o PH d d 'c3 a Q d 5 A 13 a V ft d 'rt 3 6 13 a o rS Pc3 a © ft d >1 r2 i ft 4 5 6 7 § 9 10 ii 12 13 14 15 Mi | _ 17 IS 1© 31 33 R. C . 1 2 26 24 14 26 0 2 0 0 ! 6 i 11 0 i 4 75 $5, 000 524 Bapt . 1 2 20 20 GO 60 1 5 1 5 1 4 1, 200 20, 000 525 Metli . 2 0 40 45 10 5 8 5 5 1 4 ’ 300 15, 500 526 1 28 64 45 4 2 0 0 0 0 0 o 1 12 4, 000 527 2 0 13 2 c 0 0 o o o 1 0 1 0 0 o 4 528 R. C . 0 5 24 54 0 o o o 0 I i o o 0 529 Nonsect . . 2 0 10 0 17 0 2 0 4 0 2 0 2 0 4 "io 530 Nonsect .. 0 1 0 40 44 7o 28 0 15 0 25 0 5 0 5 3 500 12, 000 531 Non sect .. 0 1 28 15 15 15 3 0 3 500 2, 500 532 Nonsect .. 1 0 45 0 10 0 9 0 30 0 2 0 2 0 4 500 35, 000 533 Nonsect .. 3 2 35 11 18 11 24 9 8 2 1 1 1 1 4 " 46 47 1 15, 000 534 M. E. So.. 3 0 72 8 0 0 0 0 10 0 10 0 1 4 1, 200 20, 000 535 Nonsect .. 2 60 35 20 15 1 1 2, 500 536 R. C . 0 i 0 8 60 0 0 0 0 o o 0 o 2 0 537 Nonsect .. 1 i 12 j 5 13 13 1 I 2, 500 538 R. C . 3 0 19 1 0 45 0 8 o 4 300 25, 000 539 Bapt . 2 4 25 ! SO 23 92 o | o o 5 I 25, 090 540 Bapt . 1 1 17 20 7 12 5 12 7 8 0 2 0 2 4 500 25, COO 541 M. E. So.. 1 2 6 19 15 10 0 0 6 9 o 3 0 0 200 12, 000 542 Nonsect .. 2 0 16 18 10 6 5 4 5 14 | 30 543 Nonsect .. 2 0 25 ! b 25 8 10 2 12 0 0 6 !■ 6' .... 544 Non sect .. 1 1 11 14 4 L.j 4 250 10, 000 545 Christian . 1 1 40 8 50] 45 1 0 1 0 ij o 3 400 8, 000 546 Nonsecfc .. 2 4 0 26 0 24 0 7 0 ! 7 4 500 5, 000 1 547 Nonsect .. 1 3 64 33 0 oj 6 4 3 0 4 400 15, 000 i 548 Nonsect .. 0 5 0 20 10 20' 0 4 1 4 200 549 Nonsect .. 2 30 10 125 95 12 1 3, 000 550 Nonsect .. 2 0 38 20 62 80 2 1 0 0 0 0 0 0 4 15, 000 551 Nonsect .. 2 0 33 0 0 0 0 0 1 552 Presl) . 2 0 5; 2 63 64 4 2 4 150 2, 500 553 Nonsect .. 2 2 30 22 9 13 i 0 0 0 0 0 0 0 4 500; 2,500 554 Nonsect . . lj 1 4 6l 2 0 0 o 0 o o Oj r;; 1 . 555 Nonsect .. 2| 0 18 15 50 40 1 2 0 1 3 100 5, 000 555 R. C . 0 4 0 20 44 50 o 0 o o 100 10, 000 557 R. C . o' 3 - 0 20 36 64 10 10 o o o 4 o 4 3 600 558 Nonsect .. 2 0 10 16 16 1 0 2 3 0 0 0 0 4 0 559 R. C . 0 4 0 28 0 12 0 10 0 6 0 4 0 4 4 6,000 351, 500 560 Non sect .. 2 0 171 0 0 0 14 0 3 0 4 561 R. C . 0 3 0 15 0 55 0 0 c 4 4 1, 200 40, 000 562 Nonsect .. 1 1 16 3 4 2 10 2 4 0 4 0 4 0 563 Epis . 0 G 0 47 0 50 0 2 4 564 Nonsect .. 2 1 30 2 20 6 4 1 3 0 2 0 2 0 4 500 10, 000 565 R. C . 0 G 0 24 35 99 0 0 4! 500 100, 000 588 R. C . 9 0 105 0 75 0 0 0 0 0 12 o 0 o 4 2, 000 567 Nonsect .. 0 6 0 84 0 61 0 12 0 2 0 2 4 300 563 Nonsect .. 2 1 20 4 8 2 14 2 2 2 9 3 9 3 4 2, 500 1, 500 569 Nonsect .. 4 0 25 0 15 0 2 0 1 0 2 0 0 0 4 *25 570 Nonsect .. 1 0 20 25! 20 25 1 1 0 0 A 3,000 571 Christian . 2 1 35 40 85 110 5 2 10 15 3 0 1 0 4 200 40, 000; 572 Nonsect .. 1 3 3 18 5 32 0 0 0 0 0 4 200 10, 000: 573 R. C . 0 6 0 25 0 55 0 15 0 i| 574 M. E. So.. 2 1 39 ° 8 0 5 0 12 0 4 °| 3 0 4 300 10, 000 575 Nonsect .. 1 o' 31 0 0 0 24 0 6 0 2 0 2 0 350 2, 600 576 2104 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries , State and post-office. Name. Principal. 1 2 3 KENTUCKY— continued. 577 578 579 Mount Vernon . Nazareth . . . Mount Vernon Collegiate Insti¬ tute. Nazareth Literary and Benevo¬ lent Institution. Luther M. Scroggs . Mother Helena Torney . Mother Mary Leo, C. D. P _ Thomas flnrran _ 580 Classical and English Business College.* 581 H. Clay Smith . 582 Sister Isabel 583 Mrs. M. W. Berry 584 Tipton’s (Miss) Select School* .. . Yerkes, W. L., Private School _ Miss M. S. Tipton . 585 . do . . . W. L. Yerkes . 586 Pikeville . Rev. J .Harvey Hammet, A.M . Rev. John M. Richmond, L). D. Miss Elizabeth Sevier . 587 588 Princeton . I Russellville . . . Princeton Collegiate Institute.... Sevier’s (Miss) School . . 589 j St. Joseph . Mount, St,. Joseph Academy _ Mother Florence . 590 ; St. Vincent . St. Vincent’s Academy . . Sistor Mary David . 591 i Sharpsburg . Sharpsburg College . Mrs Fannie B. Talbot . 592 | Shelbyville . Science Hill School . Mrs. Wiley T. Poynter . 593 . do . The Shelbyville Academy* . Geo. L. Sampson and James Henry. J. L. Tait, A. M . 594 Slaughtersville . Van Horn Institute * . . . . 595 Stanford . Stanford Male Academy . . . F. J. Duffy . 596 Taylorsville . . Spencer Tnst.it n te . . . . Geo. F. Winston . 597 Vanceburg . Riverside Seminary . Lawrence Rolfe, A. B . 598 Versailles . . . Rose Hill Seminary _ _ .. Mrs. Gillie B. Crenshaw _ 599 Vine Grove . Vine Grove High school . Professor Cordwell . 600 White Mills . Lynnvale Academy* . W. E. M add err a . 601 Williamsburg . „ . Williamsburg Academy . Charles M. Stevens . . 602 WTlmore . Asbury College . E. A. Seminary . Rev. J, W. Hughes . 603 LOUISIANA. Arcadia . . R. A. Smith . 604 Baldwin . Gilbert Academy and Industrial A. E. P. Albert, A. M., D. D . . . 605 Clinton _ College. Clinton Eemale Academy . Mrs. S. E. Munday . 606 Colfax _ Folfax High School . . . S. M. Collins . 607 - Coushatta . Coushatta Male and Eemale Col¬ W. D. Powell . 608 Donaldsonville lege.* St. Vincent’s Institute _ Sister M. Clotilda . . . 609 Bran kl inton Franklin ton Central Institute. . . . Gibsland Institute * _ _ G. D. Free, A. M . 610 611 Gibsland G. L. Wren . Grand Cotea, n _ . _ Sacred Heart Convent * . Mad am E. Chaudet . 612 Houma ...... _ _ Houma Academy. ................ D. F. Ross, A. B., A. M., LL.B. Miss L. J. Catlett . 613 .Ta.ekson . . .. Feliciana Female Collegiate Insti¬ tute. Mount Lebanon College .......... 614 Mount Lebanon J. N. Robinson . "U5 Mount Zion Mount Zion Academy * _ ...... J. P. Durham . 616 New Iberia . Fasnacht Graded Institute . Miss Marie Louise Fasnacht. . 617 New Orleans - Academy of the Sacred Heart - Carnatz Institute . Madam E. Deigliton . 618 . do . . Miss Leoine de Varenne . 619 Mew Orleans (185 N. Ram¬ part st.) New Orleans (1727 Caron- delet st.) New Orleans(1456 Camp st.) New Orleans (2308 Espla¬ nade st.) New Orleans flolnmhia.n Institute* . Miss H. Fitz Gerald . 620 621 622 623 Dykers Institute . Home Institute . Matthey-Picard Institute . St. Aloysius Commercial Institute St. Joseph’s Academy * . Miss Harriet V. Dykers . Miss Sophie B. Wright . Mrs. E. H. Matthey . Brother Charles . 624 . do . Sister Maria . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2105 and oilier private secondary schools for the scholastic year 1S96-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. N umber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. <6 a 6 1 ® Male. Female. r2 a Female. Male. Female. Male. Female. Male. Female. 'eg Female. 4 5 Q 7 § 9 10 11 13 13 14 15 16 17 18 19 20 21 22 2 2 7 10 48 50 10 10 j 1 1 3 200 $3, 500] R. C _ 0 5 0 32 0 43 0 3 4 4 5, 000 R. C . 0 2 0 20 0 36 0 0 1 4 20 29 4 3 4 3 6 7 4 800 12, 000 2 0 29 22 11 6 4 4, 000 R. C . 2 2 6 20 64 70 o 0 0 o 4 300 5, 000 0 3 0 25 0 39 o 4 15. 000 Nonsect .. 0 3 0 30 0 25 0 4 0 1 0 0 0 0 4 600 3; 000 1 0 21 13 3 0 12 4 5 o 5 o 2, 500 0 1 15 10 20 5 8 3 2 3 0 3" 160 15, 000 Presb . 6 2 21 22 30 38 2 5 4 2, 000 42, 250 Epis _ _ _ _ 0 1 3 14 2 0 1 1 1 R. C . 0 3 0 20 0 25 0 20 0 3 0 3 4 1, 300 R. C . 0 4 0 17 0 63 0 4 4 1, 000 Nonsect . . 1 2 0 17 1 0 0 3 4 Nonsect . - 0 7 0 79 0 48 0 4 0 2 4 | 1,500 25, 000 Nonsect . . 2 0 31 0 15 0 20 0 4 0 16 0 4 3, 000 Nonsect . . 2 1 35 39 41 1 34 4 0 0 0 o. 0 4 35 456 3, 800 Nonsect . . lj 0 25 0 15 0 25 0 0 0 5 0 1 ■ ^ 0 3 0 5, 000 Nonsect . . 1 1 11 23 4 1 32 0 3 Nonsect . . ll 1 12 4 23 17 0 0 1... 3, 000 Nonsect . . 1 2 10 15! 20 30 1 0 0 0 0 1 4 500 8, 000 Nonsect . . 1 0 8 12 4 5 1 1 150 1, 500 Non sect .. 1 1 21 11 1.4 15 1 1 0 0 0 0 0 0 6 0 1,000 Cong . 0 5 24 25 100 134 3 0 4 1, 500 10, 000 M. E. So .. 0 2 79 47 18 13 3 .... 100 10, 000 Nonsect .. 1 1 17 22 26 20 11 13 6 0 6 3 6 3 4 300 2, 000 M.E . 3 3 10 15 112 118 10 15 2 0 2 1 2 1 3 1,000 60, 000 Nonsect . . 0 1 2 14 14 18 Nonsect . . 1 0 10 10 30 30 1 0 0 0 6 Non sect .. 1 0 24 10 29 38 16 18 0 0 0 0 0 0 4 200 2,500 R. C . 0 3 0 27 0 45 1, 000 Nonsect . . 1 0 21 26 39 44 15 18 6 ' 8 3 1 3 40 3, 500 Nonsect . . 1 1 12 15 17 24 2 1 1 0 4 ;;;; 300 4, 000 R. C . 0 8 0 28 0 o 0 o 400 Bapt . 2 1 18 20 15 25 3 2 5 2 1 2 1 1 4 21 7, 000 Nonsect . . 0 5 9 38 11 22 0 13 10, 000 Bapt . 2 2 26 35 34 35 12 14 15 20 2 3 2 3 4 18 250 10, 000 Nonsect .. 1 1 15 15 40 30 4 3 .... 0 0 0 0 Nonsect .. 0 2' 10 10 14 10 3 200 2, 500 R. C . 0 6 0 22 15 38 0 0 0 0 0 5 o 0 4 1, 000 Nonsect .. 0 2! 0 10 0 20 0 5 0 5 0 5 0 5 4 R. C . 0 2 0 14 0 51 3 300 11, 000 Nonsect . . 0 2 13 5 10 o 1 3 _ 250 Non sect .. 0 6 o 62 12 88 0 15 0 0 0 15 0 15 3 500 12, 000 R. C . 3 6 25 10 0 65 25 10 0 3 0 1 2 120 R. C ... 2 o 17 0 155 0 12 0 3 300 25, 000 R. C . 0 8 0 30 0 54 0 4 3 5, 000 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 658 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academics, seminaries, State and post-office. Name. Principal. 1 * 3 LOUISIANA — continued. New Orleans . New Orleans (St. Charles and Lafayette sts.) New Orleans (1923 Coli¬ seum st.) New Orleans . . New Roads . Olla . Opelousas . Ruston . Spearsville . St. Simeon’s School . . SoulAs Commercial College and Literary Institute. University School . . Sister Adelaide Geo. Soule . T. W. Dyer _ Ursuline Convent . Poydras Academy . Olla Male and Female Institute. . . Academy of the Immaculate Con¬ ception. Ruston College . Everott Institute . Mother St. Stanislaus . Charles Cholet . S. N. Young, president . Sister Mary of St. Veronica . . . Tlios. R. Hardin . Geo. W. Mason, B. A . MAINE. Athens . . Bangor . . Bethel . . Blue Hill . Bucksport . Charleston . . Cherryfield . Cumberland Center. Dresden Mills . East Machias . Farmington . Gray . Hampden . Houlton . Kents Hill . Lewiston . Limerick . Limington . . Litchfield Corners.. New Castle . New Gloucester .... North Anson . . North Bridgton _ Paris . . Pittsfield . Portland . Saco . Sebago . South Berwick _ South China . Vas3alboro . Waterford . Waterville . Wilton . Yarmouth . Somerset Academy . Classical and English School . Gould Academy . Blue Hill Academy . East Maine Conference Seminary. Higgins Classical Institute . Cherryfield Academy . Greely Institute . Bridge Academy . Washington Academy . Abbott Family School . Pennell Institute . Hampden Academy . Ricker Classical Institute . Kents Hill Seminary . Bates College . Limerick Academy . Limington Academy . Litchfield Academy . Lincoln Academy . Stevens School . Anson Academy . Bridgton Academy. . . . . Paris Hill Academy . Maine Central Institute . St. Elizabeth’s Academy . Thornton Academy . Potter Academy . Berwick Academy* . Erskine Academy . Oak Grove Seminary . Douglass Seminary * . . Coburn Classical Institute . Wilton Academy . . . North Yarmouth Academy . L. C. Williams . Helen L. Newman . Frank E. Hanscom . Frank E. Briggs . Rev. A. F. Chase, Ph. D . H. Warren Foss . j Lerov S. Dewey . Edgar L. Pennell . A. W. Morelen . Fred. O. Small . A. H. Abbott, A. M . W. B. Andrews, A. M . George C. Webber, A. B . Arthur M. Thomas, A. M . Rev. Chas.W. Gallagher, D. D . Ivory F. Frisbee . Willis B. Moore, A.B . H. L. Whitman, A. B . Thomas C. Tooker . . George H. Larrabec, A. M . M. B. and S. P. Stevens . Walter W. Poore . C. C. Spratt, A.B . James M. Pike . O. H. Drake. A.M . Mother M. Teresa . Edwin P. Sampson, A.M . E. P. Barrell, A. M . Geo. A. Dickey . W. J. Thompson . Wilbur A. Estes, A.B . Miss H. E. Douglass . Franklin W. Johnson . Drew T. Harthorn, A.B . j Rev. B. P. Snow, A.M . MARYLAND. Baltimore (604 Park ave.) . . Baltimore (870 Linden ave.) Baltimore (8 East Frank¬ lin st.). Baltimore (Cathedral and Preston sts.). Baltimore (Cathedral and Mulberry sts.). Baltimore Academy of the Visi¬ tation. The Boys’ Latin School . Boys’ School of St. Paul’s Parish. Mother Mary Leonard Neaie.. Jas. A. Dunham, A.B . Rev. E. de S. Juny . Bryn Mawr School for Girls * Ida Wood, Ph. D., secretary. .. Calvert Hall College. Brother Denis * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2107 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. * Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu- j ates in ! 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Length of course in years. Eumber in military drill. Eumber of volumes in library Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. d H d & cD d % Female. | d IS s Female. . 1 r2 s 3 Missouri— continued. Brookfield . . Butler . . Caledonia . . Camden Point - . do . . Cliillicotlio . Clarence... - Clarksburg - - do . . Clinton . College Mound. . . Columbia . . Conception . . Concordia .... — Dadeville . Excelsior Springs Earmington . . . do . . . do . . Erederickton _ Eulton . Gallatin . . Gravelton - Holden . . Humphreys ... Iberia . . Independence. . Jackson . Joplin . Kansas City . . , Kidder . . Kirkwood . Labaddie . Laddonia . Lawson.. . Lexington - Marble Hill.... Marionville.... Marshall . . Maryville . . Mexico .. . Moberly ...... Moundville Mount Vernon Nevada . Odessa.... _ O’Eallon . . Olney . Otterville . Palmyra . Paynes ville... Piedmont . Pierce City Pilot Grove.,.. Platte City Brookfield College . Butler Academy . Belleview Collegiate Institute .... Camden Point Military Institute. Eemale Orphan School and Chris¬ tian College. St. Joseph’s Academy . Macon District High School * . Clarksburg College . . Hooper Institute * . . Baird College . . . McGee College * . . . Missouri University Academy. . . . Conception College . St. Paul’s College . Dadeville Academy. . . . . . Haynes Academy . . Carleton College . Elmwood Seminary . Farmington Baptist College . Marvin Collegiate Institute . The Orphan School of the Chris¬ tian Church of Missouri. Grand Liver College . Concordia College . St. Cecilia’s Academy . Chillicothe District High School - . Iberia Academy . Woodland College . Carlisle Training School . Academy of Our Lady of Mercy. . St. Teresa’s Academy . . . Kidder Institute . Kirkwood Military Academy and Glendale Institute. Labaddie Academy..., . Collins Seminary . . . Presbyterian Academy of Upper Missouri . Wentworth Military Academy. . . . Mayfield-Smith Academy . Marionville Collegiate Institute.. St. Savior’s Academy . Maryville Seminary . Missouri Military Academy * . St. Mary’s Academy . . . Cooper College . Mt. Vernon Academy . Nevada Seminery . Odessa College . . Woodlawn Institute . Olney Institute . Otterville College . Centenary College * . Sunshine School * . W ayne Academy * . . . . . . Pierce City Baptist College . Pilot Grove Academy . . . Gaylord Institute * . Harry C. Myers, A. M . John TV. Richardson . . J. V. Curlin, president . TV. N. Stagner, president . A. O. Riall . Sisters of St. Joseph . Joel J. Pritchett . . T. M. Netherton . Sebring and Gray . Mrs. H. T. Baird . J. B. Creighton . George H. Beasley, S. B. Pe. B. Rt.R'ev. Erowin Conrad, presi¬ dent. J. H. C. Kaeppel . H. S. Bruce . Anthony Haynes . G. TV. Crow, B. S . Miss S. H. Holliday . . E. J. Jennings . . . Rev. Nelson B. Henry. . James B. Jones . . . TV. Pope Teaman, president .. L. M. Wagner, A. M . . Sister of Charity . L. H. Gehman, A. M., president G. Byron Smith . Geo. S. Bryant . . Willis Carlisle . . . Mother Superior . . . Sister Rose Vincent . . G. M. Shaw, A. M . Edward O. Haight . Wm. S. Allen . E. A. Collins . Carleton B. Marsh . Sanford Sellers . Miss Jennie Satterfield . M. L. Curl . Sister Loretto . Geo. E. Moore, A. M., president A. F. Fleet . Sisters of Loretto . C. H. Miles, president . G. H. Pollard . Mrs. Lulu G. Elliott . J. R. McChesney . Rev. W. T. Howison, A. M _ Mrs. Belinda N. Jones - . P. A. Grove . Charles R. Forster, president - . J. P. Davis . J.M. Ricks . . . Richard D. Swaim, A. M., president. J. L. Green . . Mrs. T. W . Park . . . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2119 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina- ■ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing : college. for Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. r2 a | Eemale. © A © cj a © Male. Eemale. rS 'cS © B © ft © *C3 Eemale. Male. © a ft Male. 'a a ft 4 5 6 7 8 9 19 11 is 13 14 15 i® 17 is 19 S€> 21 3 2 20 22 26 49 0 2 450 $20, 000 Presb . 2 2 20 10 25 10 6 4 4 2 6 4 6 4 4 300 6, 500 2 i 17 24 50 36 3 1 300 2 i 34 0 6 0 3 0 2 0 4 34 64 3, 500 Christian . 0 6 0 70 0 12 0 17 0 13 0 5 0 5 4 500 38, 000 R C 0 2 o 30 o 20 0 3 0 5 0 3 4 40 M. E. So.. 0 3 25 38 40 32 15 18 4 0 2 3 4 500 25, 000 2 1 15 20 20 33 0 0 4 1 000 3, 000 Nonsect .. 4 0 22 18 43 37 0 0 0 0 6 5 0 0 '*40 1. 000 10, 000 0 4 0 60 2 65 0 10 1,000 65, 000 1 1 8 12 40 60 5, 000 Nonseet .. 6 1 102 13 8 2 65 10 25 4 16 2 16 2 3 500 10, 000 R. C . 10 0 44 0 0 0 0 0 6 5, 000 Ger.Ev.L. 5 0 58 0 0 0 58 0 19 0 19 I."" 0 300 25, 000 Nonsect .. 1 o 30 20 20 30 4 1 4 1 4 1 4 1 3 300 150 Nonsect . . 2 0 5 7 5 13 5 6 600 4, 000 M. E . 4 4 33 69 5 6 6 9 6 9 1,867 36, 000 Presb . 0 2 0 20 10 50 0 7 500 Mis. Bapt. 2 0 24 24 11 5 13 7 10 4 0 0 4 100 12, 000 M. E. So 3 4 60 45 15 10 0 0 0 0 4 350 25, 000 Christian . 0 4 0 40 4 30 o 27 50, 000 Bapt . 1 1 16 14 47 37 5 2 500 27, 000 Nonsect . . 2 0 22 20 20 10 4 1 R. C . 0 3 10 35 o 8 4 M.E. So .. 2 1 23 17 -17 18 8 3 a 100 15, 000 Cong . 1 3 15 13 35 37 3 1 10 10 0 2 4 1, 500 5, 000 20, 000 Christian. 1 2 22 25 6 26 5 4 4 2. 000 Nonsect .. 3 0 46 26 9 2 4 3 2 0 0 1 0 1 4 ' 275 10, 000 R. C . 0 4 0 10 10 40 120 R. C . 0 2 0 30 0 140 o 3 4 200 Cong . 3 2 48 40 10 10 5 4 10 9 4 7 2 4 4 1,500 28, 000 Nonsect .. 3 3 14 5 26 2 1 1 4 * 19 200 25, 000 Nonsect .. 1 0 9 15 16 , 15 8 6 o 0 0 0 0 0 4 3, 600 Nonsect .. 1 1 8 19 3 11 0 0 0 0 0 1 0 0 4 .... 350 2, 500 Presb ..... 2 1 20 26 6 2 1 3 1 o 4 600 20, 000 Presb . 7 0 90 0 25 0 20 0 30 0 10 0 5 0 4 50 500 20, 000 Bapt... _ 1 1 12 10 0 0 0 o 0 o Meth . 3 2 51 44 14 10 7 8 3 550 10, 450 R. C . 0 2 0 40 0 20 0 2 3 300 15, 000 Meth . 5 4 196 204 0 0 40 40 20 20 10 0 4 1, 000 18, 000 Nonsect .. 6 0 67 0 20 0 5 0 3 0 7 0 5 0 4 25 350 90, 000 R. C . 2 4 20 30 55 50 20 0 0 0 o o 100 12, 000 Nonsect .. 2 1 20 18 25 28 9 12 1 4 1 2 4 125 6, 000 Presb . 1 1 14 8 7 9 2 2 4 2 4 3 2 2 3 0 5, 000 Nonsect . . 0 2 5 20 10 45 0 5 o 5 4 500 Nonsect .. 3 2 24 22 5 5 0 0 2 1 3 3 0 0 4 200 6, 500 Presb. .... 0 1 10 31 3 1 1 2 o 2 4 300 6, 800 Nonsect .. 0 2 12 9 4 7 0 0 0 0 0 0 0 0 3 208 3,000 Non sect .. 1 1 18 10 12 10 4 4 8 7 8 7 4 500 4, 000 M. E. So . . 2 3 19 29 21 33 0 3 4 700 26, 200 Nonsect .. 2 0 11 11 1 9 1 0 1 0 1 0 2 2, 000 Nonsect .. 2 2 24 30 26 46 4 500 10, 000 Bapt . 2 2 53 46 4 13' 0 0 0 o 5 ’*36 1, 000 20, 000 Nonsect .. 2 3 34 52 6 J 1 1 4 250 4, 000 Nonsect .. 1 2 5 20 11 44! 0 0 0 1 700 20, 000 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 95.1 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1021 1022 1023 EDUCATION Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. Missouri — continued . Plattsburg . Portland . Powersvilie . . Rensselaer . Richmond . . St. Charles . . St. Joseph . St. Louis (South) . St. Louis (1607-1617 Comp¬ ton ave.). St. Louis . . Plattsburg College St. Mark’s School . . York Seminary . Yau Rensselaer Academy . W oodson Intitute . . Academy of the Sacred Heart . . - - do . ... do . . .Bishop Robertson Hall . J. W. Ellis, Ph. I) . Rev. E. E. Alleyne . J. A. Cozad . W. W. Barks . B. G. Shackelford, A. M A. Kavanagh . Madame M. O’Meara. . . St. Louis (4411 Washington ave.). St. Louis (912 South 9thst.) . St. Louis (3532 Washington ave.). St. Louis (4296 Washington ave.). St. Louis . St. Louis (3817 Olive st.) . . . St. Louis . . do . St. Louis (1033 South 8 th st.). Salisbury . . do . Sedalia . Convent and Academy of the Visit¬ ation. Edgar School* . Educational Institute Harvard Academy * . . Hosmer Hall . Loretto Academy . Rugby Academy . . Smith Academy . II rsuline Academy and Day School Walther College . North Missouri Institute . Salisbury Academy . . George R. Smith College. . Springfield .... Spring Garden Sweet Springs . Troy . Weaubleau.... West Plains ... Deer Lodge Helena . Miles City . . Missoula . . . NEBRASKA. Loretto Academy * . Miller County Institute . Sweet Springs Academy . Buchanan College . Weaubleau Christian College. West Plains College . St. Mary’s Academy — St. Vincent’s Academy. TJrsuline Convent . . Sacred Heart Academy Sister Catharine Superior of the convent . Miss Anna Edgar . J. Toensfeldt . . . John S. Molony . Miss Martha H. Mathews. Sister M. Louis . Denham Arnold . Charles P. Card, A. M., Ph. D . Mother Seraphine . August C.Burgdorf, president G. C. Briggs . . Benj. Franklin Heaton . Rev. E. A. Robertson, A. M., president. Sister M. Flaget . J. Ivy Lumpkin . J. E. Barnett, A. M . W. F. Roberts, A. B . . J. Whitaker . . . J. F. Outen, president . Mother Josepha . Sister Mary Anacleta. TJrsuline nuns . Sister Julian . Chadron . Columbus . Franklin . Grand Island... Jackson . Kearney . Lincoln . North Platte... . Omaha . - do . — .do . Pawnee City .... Wahoo . Weeping Water York . Chadron Academy . St. Francis Academy . Franklin Academy . Grand Island College . . . St. Catherine’s Academy . Platte Collegiate Institute . Worthington Military School - School of the Nativity . Academy of the Sacred Heart _ Brownell Hall . St. Catherine’s Academy . Pawnee City Academy . Luther Academy . Weeping Water Academy . School of the Holy Family . . J. N. Bennett . Very Rev. M. Kallmeyer . Alexis C. Hart . George Sutherland, A.M.,B.D_ Sister M, Walburger . Harry N. Russell . Sam’l AV. Murphy, A.M., M.D. Sisters of St. J os'eph . Madame E. Miltenberger - Robert Doherty . Sister Mary Xavier O’Keefe . . Ross T. Campbell, A. M . S.M. Hill. A.M . Frank C. Taylor, A. B . Superioress of TJrsuline Con¬ vent. * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2121 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct ors. Students. Length of course in years. | Rumber in military drill. Rumber of volumes in library. Yalue of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents . Elem en- tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. •818 M 6 % J Female. 6 3 A S * * £ <6 1 O h 1 Female. Male. Female. Male. Female. 1 4 5 6 7 § 9 IO 11 12 13 : 14 15 16 17 18 19 2© 21 22 Ronsect .. 0 1 23 20 20 30 11 6 12 14 3 2 4 3,200 $300 977 1 0 8 0 17 0 2, 500 978 2 1 20 20 0 0 .... .... 979 0 1 0 15 10 5 2 4 3 6, 000 980 M. E. So . . 4 1 60 87 25 28 4 4 2 0 4 1, 500 I 45, 000 981 R. C . 0 2 0 36 0 9 0 16 0 6 1 0 6 1 5 1, 000 982 R. C . 0 8 0 41 0 0 35 0 10 4 3, 000 983 R. C ..... - 0 0 0 54 0 49 0 5 1 4 2, 451 984 0 4 30 0 40 1 0 6 0 1 | 4 3, 000 j 60, 000 985 R. C . 0 29 0 107 0 3 1 6, 000 1 986 1 3 1 10 7 22 0 2 4 1 987 Ronsect . . 7 0 61 0 126 0 10 0 10 0 3; 1, 300 32, 000 ! 988 Ronsect .. 1 1 8 0 11 0 i 6 0 1 . . 0 0 0 0 ”'8 600 13, 000 : 989 Ronsect .. 2 10 0; 60 0 50 1 0 | 10 0 12 0 11 0 6 4 400 20, 000 1 990 R. C . 0 3 0 18 0 72 0 2 0 2 2, 000 50, 000 991 Ronsect .. 2 2 39, 0 9 0 18 0 15 0 4 0 1 0 4 0 25, 000 992 Ron sect . . 10 5 208 0 100 0 185 0 23 0 33 0 33 0 5 1 225, 000 ! 993 R. C . 0 3 0 50 10 225 0 4 0 4 4 :::: 1, 250 76, 000 j 994 Lutli . 5] 1 70 22 15 8! 18 2 3 0 4 400 1 60, 000 995 Ronsect .. 1 1 22 26 31 28 1 2 3 4 40 600 12, 500 996 Ron sect . . 4 3 54i 60j 6 9 2 2 4 1,000 15, 000 997 M.E...... 5 41 45 0 55' 21 35 q 5j 7 5 3 6 3 6 2, 150 , 60, 000 998 R. C ...... 0 4! 20 0 6O1 1 0 4 0 3 4 .... 500 20, 000 999 Ronsect .. 1 1 9; 121 11 10 ... 1 O' 3' 100 2, 500 1000 Ronsect .. 3 1 31 24 4 1 3 2 .... 5 ! 5 0 0 3 300 2, 500 1001 Ronsect . . 2 1 41 37 21 44! 2 5; • 4 400 15, 000 1002 Ronsect .. 1 1 44 35 22 15 2 4 4 0 400 6, 000 1003 Ronsect 1 1 35 30 4 i 2 I 8 200 6, 000 1004 R. C . o 4 0 55 20 15 0 i 1 4 200 1005 R. C . o 2 0 10 0 150 — r'6 0 0 0 4 1006 R. C . 1 0 17 0 0 25 _ 1 230 1007 R. C . 0 2 2 15 87 77 1 n 1 0 4 0 4 3 225 40, 000 1008 Cons- . 1 3 20 20 10 20 0 1 4 0 7 200 10, 000 1009 R.C . 1 2 2 16 102 98 0 0 0 0 1 3 0 0 4 275 30, 000 1010 Cong . . 4 2 44 65 4 21 14 6 14 8 9 6 7 5 4 25 3, 100 20, 500 1011 Rapt . • 1 1 31 14 i 12 5 5 5 8 4 4 3 4 3 3 800 65, 000 1012 R. C. ...... 0 2l 1 0 10 0 45 0 3 4 100 25, 000 1013 P.E . 3 0 13 14 9 10 1 .... 0 1 0 1 0 [.... 50 | 25, 000 1014 Epis . 3 0 15 0 i 10 0 0 0 15 0 0 0 0 0 3 15 450 100, 000 1015 R.C . 0 2 22 16 53 39 0 0 1 1 4 150 3,000 1016 R.C . 0 7 0 12 0 22 0 0 0 0 0 2 4 1017 P.E ...... 1 6 0 33 0 21 0 1 0 3 4 1, 500 150, 000 1018 R. C . 0 5 0 20; 26 50 0 14 0 0 0 0 4 300 1, 000 1019 Presb . 1 2: 33 33 26 26 I 4 6 2 2 3 200 21, 000 1020 Ev. Luth.. 3 2 28 12 10 i 3 14 3 5 1 5 1 3 ‘".I 1, 050 20. 000 1021 Cong . B 2 14 10 6 4 3 3 ’5 ’4 1 4 1 0 3 580 4, 500 1022 R.C . 0 51 3 ! 30 50 1 67 3 ‘*.*1 500 1023 1 1 I 1 ....j 1 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries , State and post-office. Name. Principal. 1 3 3 NEW HAMPSHIRE. Andover . . . . Atkinson . Canterbury . Center Strafford . Concord . . do . . . . . Perry . . Dover . Exeter . Francestown . Franconia . Gilman ton . Hampstead . Kingston . Manchester . Meriden _ _ _ Milton . . Mount Yern on . New Hampton . . New London . Northwood Center. . Pembroke . Plymouth . Portsmouth . . Heeds Ferry . "Wolf boro . NEW JERSEY. Belvidere . . Beverly . . Blairstown . . Bloomfield . Bordentown . - do . Bridgeton . 1 . - do . Burlington . Camden (419 Penn st.) . Cinnaminson . Deckertown . East Orange (63 Harrison st.). Elizabeth (524 Westmin¬ ster ave.). Elizabeth (279N. Broad st.) . Englewood (Lincoln Park) . Englewood . - do . Fort Lee . . . Freehold . . Hackettstown . Proctor Academy . Atkinson Academy . . . Kezer Seminary . Austin Academy . St. Mary’s School . . St. Paul’s School . .. . Pinkerton Academy . . St. Joseph’s High School . The Phillips Exeter Academy .... Robinson Female Seminary . Francestown Academy . . . Dow Academy . . . Gilmanton Academy . Hampstead High School . Sanborn Seminary . St. Anselm’s College . St. Joseph’s High School for Boys. Kimball Union Academy . Nute High School* . McCollom Institute . New Hampton Literary Institu¬ tion. Colby Academy * . Coe’s Northwood Academy - ... Pembroke Academy . Holderness School for Boys . The Morgan School . McGaw Normal Institute . Brewster Free Academy * . Belvidere Classical Academy * . . . . Farnum Preparatory School . Blair Presbyterial Academy * .... Academic Department of German Theological School of Newark, N. J. Bordentown Military Institute . . . St. Joseph’s Academy . Ivy Hall School for Girls . South Jersey Institute . W est J ersey Academy . Van Kensselaer Seminary . Raymond Academy . W estfield Friends’ School * . Seeley’s Home School . East Orange School..... . Pingry School . Vail-Deane School . Collegiate School for Girls . Dwight School for Girls . Englewood School for Boys . Institute of the Holy Angels . Young Ladies’ Seminary . Centenary Collegiate Institute . . . James F. Morton, A. M . Herman N. Dunham . Isaac H. Storer . . . A. E. Thomas, A. M . j Miss Elizabeth M. Montague- ! Gainforth. Rev. Jos. H. Coit, D. D., LL. D. G. W. Bingham . Brother Eodolphus . Harlan Page Amen, A. M . George W. Cross, A. M . Miss Maria Richardson . Frederick W. Ernst... . Elisabeth Colley, A. M . F. E. Merrill . Frederic T. Farnsworth . •Very Rev. Father Sylvester, O.'S.B. Brother Cantidius . W. H. Cummings, A. M . William K. Norton . G. W. Cox, A. B . Atwood B. Meservey, Ph. D., D.D. Rev. Geo. W. Gile . Julius W. Brown . Isaac Walker, A. M . Rev. Lorin Webster, M. A _ Miss Georgiana S. Woodbury. Frank J. Sherman, A. M ..... . Edwin H. Lord . Sarah Cecilia Bale . . . James B. Dilks, M. A . W. S. Eversole, Ph.D . Rev. Charles E. Knox, D. D. . . R. T. H. Landon, A. M . Sister Mary Raymond . Mrs. J. Allen Maxwell . H. K. Trask, LL.D . Phcebus W. Lyon, A. M . Helen M. Freeman . Helen Tux bury, A. M . Annie L. Croasdale . W. H. Seeley, A. M . H. Louise Underhill . Wm. Herbert Corbin . Miss Laura A. Vail . Caroline M. Gerrish, A. B . Miss E. S. Creighton, Miss E. W. Warrar. James B. Parsons, A. M . Sister Mary Nonna Dunphy.. Misses Sewall . Wilbert P. Ferguson, Ph. D. . . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2123 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. 4 Unitarian. Cong . Free Bapt . Ifonsect .. P.E . Epis . Ifonsect .. R.C . Ifonsect .. ifonsect .. Cong . Ron sect .. ifonsect .. Ifonsect .. Ifonsect .. R.C . R.C . Cong . Ifonsect .. Ifonsect .. F.W.Bapt Bapt.... Cong ... Ifonsect P.E .... Ron sect .. ifonsect .. In onsect .. Uonsect .. Ifonsect .. Presb . Presb . Ifonsect .. R. C . Ifonsect .. Bapt . Presb . Presb . if on sect .. Friends . . . Ifonsect .. Uonsect .. if on sect .. ifonsect .. ifonsect .. ifonsect .. ifonsect .. R.C...... ifonsect .. Meth ..... Sec¬ ond¬ ary in¬ struct¬ ors. Students. m u © 5* © GO o © o -d ti) © Hi if umber in military drill. If umber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Pr eparing : college. for Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. | Female. Male. Female. d © 'ea g © pq © A Female. Male. r2 fc5 © r2 s © a © & © *c3 d a © pq 5 6 7 § 9 1© li 12 13 14 15 is it IS i© 3© 31 S3 1 4 12 10 20 19 0 0 0 0 2 i 2 i 0 3 1,444 1 0 9 4 5 1 0 0 1 0 0 0 0 0 4 1,500 1 0 4 10 9 n , i 0 4 30 0 1 $6, 000 1 o 13 9 3 i 3 0 0 3 o o 4 4, 000 1 6 0 32 0 10 0 10 4 900 28, 000 31 0 246 0 91 0 192 0 54 0 69 0 62 0 12, 000 3 3 35 42 15 22 12 18 6 12 4 4 3 3 4 1 3, 664 65, 000 2 2 40 0 160 40 5 0 3 0 1 o 3 400 25, 000 12 0 225 0 0 0 150 0 50 0 32 0 26 0 4 1,600 200, 000 0 5 0 121 o 100 0 15 0 20 0 2 4 1 800 100, oooj o 1 6 10 0 0 o 0 0 0 i 0 0 i 0 0 10, 000 2 9 24 24 49 43 3 3 1 4 300 25, 000 0 i 10 9 8 6 3 2 0 o 0 o 4 500 8, 000 1 0 13 8 7 2 I.... 7 1 2 3 .... 50 10, 000 1 1 *> 30 26 12 1 7 3 1 0 0 1 ! 3 0 0 4 "" 1,600 70, 000 10 i 5 70 0 18 ° 0 0 17 0 13 0 0 0 5 .... 600 4 o 50 0 350 0 20 0 20 0 5 0 • 5 0 4 1,000 2 6 90 76 0 0 28 8 27 7 4 10 2 3 4 2, 000 1 1 1 12 23 0 0 1 1 g 3 1 1 4 1, 000 35, 000 1 1 8 12 0 ! o 1 1 0 1 4 1, 000 7, 000 6 5 124 88 8 15 11 1 2 0 24 4 8 0 3 25, 000 4 5 82 84 0 0 30 10 17 11 12 9 4 4, 000 50, 000 2 1 10 0 3 7 1 0 0 1 0 1 0 0 4 800 20, 000 2 1 18 27 0 0 3 2 1 5 4 1, 600 5, 000 4 0 23 0 6 0 15 0 6 0 4 0 3 0 4 1, 700 50, 000 0 5 0 26 0 26 0 4 0 5 5 18, 000 1 2 13 18 0 0 0 0 0 0 1 0 0 0 4 450 6, 000 4 3 66 65 0 0 13 19 4 15 4 4 3 1 4 1,000 60, 000 1 1 5 8 1 2 2 0 0 0 2 3 2 0 4 0 2,500 1 3 17 39 39 25 1 2 2 13 0 0 3 20, 000 4 3 75 57 9 4 45 17 8 0 10 11 10 7 4 1, 200 300, 000 5 0 21 0 0 0 4 0 4 0 4, 000 27, 000 5 0 64 0 8 0 10 0 15 0 9 0 4 0 64 900 0 4 0 10 3 27 0 0 0 0 0 0 0 0 4 .... 250 2 3 0 20 0 20 0 10 0 9 0 3 4 2 1 80 41 50 10 30 10 0 40 14 12 10 5 4 2,000 150, 000 5 0 54 0 6 0 4 0 46 0 5 0 5 0 4 54 0 2 9 15 9 5 ' 0 2 0 0 0 6 0 28 10 26 0 14 0 4 0 1 5 700 0 1 1 7 3 9 0 3 0 0 4 35 2, 500 0 1 4 10 9 7 1 5 0 0 8, 000 1 8 1 24 8 36 0 8 0 4 0 2 5 15 15, 300 7 1 75 0 80 0 31 0 24 0 8 0 4 0 5 600 45, 000 1 7 0 46 o 35 0 3 0 12 0 9 0 2 4 800 0 5 0 35 0 13 0 30 0 0 0 10 0 9 5 500 0 8 o 76 14 30 0 10 0 4 o 4 30, 000 4 0 40 0 8 0 1 0 1 0 4 40 0 5 0 30 0 34 0 12 0 3 0 3 4 1, 500 0 0 11 8 22 0 1 0 5 0 7 0 6 8 4 96 45 77 54 23 2 7! 6 41 20 21 6 4 2, 000 230,000 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1098 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107" 1108 1109 1110 1111 1112 1113 11 H 1115 1116 1117 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. I 1 9 3 new jersey— continued. Hightstown . Hoboken ( Willow ave. and 5tk st.). Hoboken (285 Washington st.). Hoboken (River and 6th sts.). Jersey City (cor. Crescent and Harrison aves.). Jersey City (144 Grand st.) . Lakewood . _ do . | Lawrenceville . Peddie Institute . Hoboken Academy . . . Sacred Heart Academy . Stevens School . Hasbrouck Institute . St. Peter's College . Lakewood Heights School * The Oaks School . Lawrenceville School . Long Branch . “ Star of the Sea ” Academy. Montclair (776 Bloomfield Montclair Military Academy Joseph E. Perry . Ernst Richard," Ph. D., Pd. D . Sisters of Charity . Rev. Edward Wall, A. M . Charles C Stimets, A. M . Rev. J. Harpes , S. J . J ames W. Morey . Miss E. T. Farrington - Rev. James Cameron Macken¬ zie, Ph. 1). Sister M. Imekla . John George MacVicar, A. M. a vt?. Moorestown . - do . Morristown (163 South st.). Morristown . . do . Mount Holly . - do . Newark (544 High st.) . Newark (993 Broad st.) _ Newark (21 Walnut st.) _ Friends’ Academy (Orthodox) .... Friends’ High School (Hicksite).. Dana’s (Miss) School for Girls .... Morris Academy . St. Bartholomew’s School . . Mount Holly Military Academy . . Mount Holly Preparatory School for Young Ladies.* Newark Academy . Newark Seminary for Young La¬ dies. The Norwood School . Newark (54 Park place)... New Brunswick (66 Bay¬ ard st.). New Brunswick . - do . New Egypt . . Newton . Orange (443 Main st.) . Townsend’s (Miss) Select School.. Anable’s (Miss) School . Rutgers College Preparatory School. St. Agnes Academy . New Egypt Seminary and Female College. Newton Collegiate Institute * .... Dearborn-Morgan School . Passaic (60 High st.) . Paterson (cor. VanHouten and Auburn sts.). Pennington . Plainfield (815 2d place) . Plainfield (123 West 7th st.) Pompton . Princeton. . . . , Salem . . Short Hills . . . - do . South Orange - do . Summit . _ do . . - do . Trenton . Passaic Collegiate School . The Paterson Classical and Scien¬ tific School. Pennington Seminary . Leal's School for Boys . Plainfield Seminary for Young Ladies. The Henry C. De Mille Prepara tory and Boarding School for Girls. Princeton Preparatory School .... Friends’ Select Graded School. . . . Carteret School . Short Hills School for Girls . Baldwin s (Miss) School" . Dryad Hill School . Kent Place School . St. George s Hall . Summit Academy . Dupuy School for Boys . Wm. F. Overman . Charles Sumner Moore . Miss E. Elizabeth Dana . Charles D. Platt, A. M . F. E. Edwards, A. B . Richard F. Loos . C. Cotton Kimball . Samuel A. Farrand . Miss Anna Frances Whitmore Miss Caroline B. Sergeant and Misses Tyler. Miss Anna P. Townshend _ Misses Anable . Eliot R. Payson, Ph. D . Sister Cecilia Joseph . R. S. Wallace, acting presi¬ dent. J. C. Pla . . David A. Kennedy, A. B. Mor¬ gan. Bertha von Moschzisker . Lincoln A. Rogers, A. M . Thomas Hanlon, D. D . John Leal . Miss E. E. Kenyon, Miss I. S. Arnold. Mrs- Henry C. De Mille . J. B. Fine . Carlie McClure . Alfred Colburn Arnold . Martha E. Jansen, A. B... - Misses Baldwin and Nelden .. Mrs. Louise H. Benjamin . Mrs. Sarah Woodman Paul . . . Hartman Naylor . James Heard, A. M . E. D. Montauge . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2125 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. J Length of course in years. Rumber in military drill. Rumber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course 6 © s © £ r2 a

H jZ 3 N 3 a ft 4 5 <3 7 8 9 i© ii 12 13 14 15 i© : it IS 1© 20 21 22 Bapt . 6 7 93 77 0 0 15 10 20 9 21 4 20 4 4 50 2, 273 $113, 520 1212 Ronsect .. 1 3 55 60 15 20 15 20 10 12 2 4 2 4 4 400 12, 000 1213 1 H 0 35 7 25 0 30 0 5 0 5 4 1214 Luth . 3 0 36 0 0 0 36 0 0 0 11 0 11 0 3 350 65, 000 1215 Epis . 1 4 0 15 10 25 0 8 0 0 0 0 0 0 4 200 10, 000 1216 4 6 35 32 129 115 9 6 10 8 4 6, 200 110, 000 1217 0 6 0 30 0 40 0 4 0 4 o 0 ... J 1218 R. C . 0 2 0 20 5 30 0 1 0 0 0 4 0 1 3 1,900 3, 800 1219 3 0 30 0 15 0 8 0 3 0 3 0 4 450 30, 000 1220 R. C . 3 21 0 86 0 46 0 6 4 6, 270 307, 681 1221 Ronsect .. 2 0 8 0 22 0 8 .... 0 0 0 0 0 0 6 41 200 300 1222 Ron sect .. 8 1 68 0 60 0 12 0 29 0 14 0 11 0 4 68 4,500 80, 000 1223 Ronsect .. 1 5 0 15 15 49' 1 0 2 0 2 0 3 0 4 4 15 100 1224 Ronsect . . 14 0 100 0 150 0 100 0 25 0 20 0 4 100 1, 200 700, 000 ; 1225 Ronsect .. 2 25 0 150 0 | 50 0 20 0 0 0 15 0 12 5 3, 000 200, 000 i 1226 Ronsect .. 4 0 26 0 20 0 9 0 11 0 6 0 5 0 4 .... 350 40, 000 1227 Ronsect .. 5 1 25 0 48 0 20 0 4 0 3 0 4 1228 Nonsect .. 2 8 0 26 0 30 0 4 0 4 0 5 0 2 4 500 35, 000 1229 Ronsect .. 8 0 67 0 85 0 0 0 o 0 4 0 4 0 500 1230 Ronsect .. 12 0 110 0 50 0 40 0 60 0 28 0 22 0 3 .... 400 1231 Ronsect .. 9 3 93 0 55 0 56 0 37 0 11 0 9 0 3 93 300 139, 000 1232 Ronsect .. 3 12 0 71 0 ,0 0 8 0 3 0 1 2, 500 1233 Ronsect .. 7 0 37 0 15 0 25 0 12 0 5 0 3 0 4 400 1234 Ronsect .. 8 0 16 0 12 0 1 0 13 0 1 0 1 0 6 28 800 35, 000 1235 Ronsect .. 10 2 97 0 128 0 70 0 25 0 16 0 16 0 4 500 65, 000 1236 Ronsect . . 2 2 4 4 13 13 2 3 2 1 0 0 0 0 5 8 200 30, 000 1237 R. C . 12 0 135 0 90 0 75 0 60 0 20 0 10 0 4 135 I 1238 Ronsect .. 10 0 50 0 30 0 25 0 8 0 13 0 13 0 1239 Ronsect .. 0 8 0 98 0 65 0 50 0 12 0 9 4 5, 000 400, 000 1^0 Ronsect .. 7 0 23 0 25 0 3 0 9 0 5 0 3 4 500 1241 R. G . 0 14 0 123 0 68 0 0 0 0 0 10 0 10 4 6, 595 996, 825 1 1242 Friends... 3 6 30 54 53 34 4 5 7 0 2 5 3 2 6 1,000 50,000 1243 Ronsect .. 3 8 0 24 0 0 0 8 0 2 0 2 1244 Ronsect .. 9 1 40 0 20 0 20 0 10 0 12 0 12 0 1245 Ronsect .. 5 0 30 0 30 0 10 0 20 0 6 0 4 4 20 1,000 1246 Ronsect .. 4 2 3 17 22 33 1 0 0 3 0 1 4 .... 1 5C0 250 1247 2132 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, I 1248 1249 | 1250 1251 1252 1253 1254 1255 1256 | 1257 | 1258 | 1259 ! 1260 | 1261 j 1262 1264 ! 1265 1266 1267 I 1268 | 1269 1270 1271 1272 1273 1274 1275 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 State and post-office. Name. Principal. 1 2 3 new YORK — continued. New York (568 5th ave.) . . . New York (823 Lexington ave.). New York (343 West 42d st,). New York (54 West 84th st.). New York (44-50 2d st.) . . . New York (334 Lenox ave.) . New York (244 - 246 East 52d st.). New York (181 Lenox ave.) . New York (336 West 29th st.). New York (423 Madison ave.). New Y ork (233 Lenox ave.) . New York(26East56thst.). New York (92d st. and Cen¬ tral Park west) . New York (38 West 59th st,). New York (116 West 59th st.). New York (231 East 17th st.). New York (8 East 46th st.) . New York (139 Henry st.) . . New y ork (6 West 48th st.) . New York (147 West 91st st.). New York (282-283 West 71st st,). New York (160 West 74th st.). New York (148 Madison ave.). New York (109-111 West 77th st.). New York (622 5th ave.) New York (417 Madison I ave.). Niagara Palis . Nyack . . do . Oakfield . . Peekskill . . I . do . j . do . . . I . do . . . j Pike . j Plattsburg . j Port Henry . I Poughkeepsie (324 Mill st.) - _ do . . Randolph . . River Head Rochester . Harvard School . Heidenfield Institute * . Holy Cross Academy . . Irving School . La Salle Academy * . Lenox institute . . Lincoln Academy * . Meringtons’ (Misses) School for Girls. Moeller Institute . Morse’s Classical School . W. Freeland . . Theo. E. Heidenfield . Sister M. Helena . . . Louis Dwight Ray, M. A., Ph. Brother Joseph . . Andrew Zerban . . Robert Mezger . Miss Mary E. and Miss Ruth Merington. P. W. Moeller . . J. H. Morse . New York Collegiate Institute - The Ruel School . Rugby Military Academy . Sachs’ (Julius) Collegiate Insti¬ tute. Boys. Sachs’ (Julius) School for Girls . . St. John’s Baptist School for Girls. St, Mary’s School . St. Teresa’s ursuline Academy - Spence’s (Miss) School for Girls.. Trinity School . . . Van Norman Institute * . Veltin’s (Mile.) School for Girls. .. Walker's (Miss) Day School for Girls. Weil’s (Miss) School for Girls. Wilson and Kellogg School . Woodbridge School* . Miss Mary Schoonmooker .... Mile. Isaline Ruel . F. Y. N. Burling . Dr. Julius Sachs . Dr. J ulius Sachs . Sisters of St.John Baptist... Sister Anna . Mother M. Irene . - . Miss C. B. Spence. . Aug. Clmann, D. D., rector . . . Mme. Yau Norman . Mile. Louise Yeltin . Miss Jean G. Walker . Mrs. Matilda L. Weil . P. F. Wilson and John M. Kel¬ logg. J. Woodbridge Davis . DeVeaux College . Nyack School for Girls * . Rockland Institute . Cary Collegiate Seminary . The Institute . Mohegan Lake School . Peekskill Military Academy . St. Gabriel's School . Pike Seminary . D’ Youville Academy . Champlain Institute Lyndon Hall School for Young Ladies. Quincy School . . River view Military Academy . Chamberlain Institute . River Head Academy * . Academy of the Sacred Heart . Reginald H. Coe . Mrs. Imogene Bertholf . Joel Wilson, A. M . Rev. Curtis C. Gove, M. A - Charles TJnterreiner. . . . H. Waters . Louis H. Orleman . Sister Esther . J. B. Coy, W. H. McClelland . . Miss Mary C. Alliger . Joseph B. Bisbee . Rev. E. A. Bishop, A. M., D. D.l George W. Edwards . Rev. Mother Amelia Schnlten. I Sister M. A. Roby . Sister M. Augustine — I Samuel W. Buck, A. M * Statistics of 1895-98. STATISTICS OF SECONDARY SCHOOLS. 2133 and other private secondary schools for the scholastic year 1S96-97 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu- uated in 1897. | Length of course in years. | Number in military drill. Number of volumes in library Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. V S | Female. | Male. r2 C5 a 8, 000 1342 800 1343 1,000 1344 5, 000 ! 1345" 3,000; 1346 1, 000| 1347 . ! 1348 250 1 1349 2,500 1350 1351 1352 1353 1354 1355 1356 600 65, 000 2, 000 800 2, 000 1,000 1, 200; 1357 1,200: 1358 5, 000' 1359 . j 1360 5,000 1361 1,500| 1362 3.500 1363 1, 500! 1364 3,000! 1365 6,000 1366 1,700 1367 . 1368 500 1369 1.500 1370 50,000 1371 1, oool 1372 1,000| 1373 300 1374 . [ 1375 1,000, 1376 500; 1377 5,000; 1378 1,500 1379 600j 1380 3,500! 1381 900, 1382 1383 20, 0001 1384 2, 200! 1385 . j 1386 5.000! 1387 2,500 1388 2,500 1389 1390 1,600 1,000 1.000 1391 1392 1393 1394 1395 1396 900: 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 EDUCATION REPOETj 1896-97. Table 43. — Statistics of private high schools , endowed academies, seminaries, State and post-office. Name. 1 2 NORTH CAROLINA— COUt’d. Mount Olive . Mount Pleasant . Mulberry . Newport . North wilkesboro Norwood . Oakdale . * Oak Ridge . Ora . Oxford . Palmerville . Mount Olive High. School . Mount Amoena Female Seminary. Sulphur Springs Institute . Newport Seminary . Wilborn School . Norwood High School* . Oakdale Academy * . Oak Ridge Institute . Salem High School . Horner Military School . Yadkins Mineral Springs Acad- Principal. David Flowers Nicholson, A .33 . Henderson N. Miller, Pb. D . . . Oscar C. Dancy . G. W. Mewborn . John AY. Wilborn . L. 13. Edwards . . Geo. H. Ross, B. A . J. A. and M. H. Holt . A. F. Howard . . J. C. and J. M. Horner . E. F. Eddins, A. B . Pee Dee Pendleton ... Penelope . Poes . Polkton . Pollocksville Raleigh - do .. emy. Barretto Collegiate and Industrial Institute. Pendleton High School * . . Penelope Academy . Buie's Creek Academy * . Polkton High School . Male and Female Academy (Jones County). Peace Institute . Raleigh Male Academy . A. M. Barrette . J. G. Joyner . Rev. C. M. Murchison . . . Rev. J. A. Campbell . W. F. Humbert . . Alex. H. White . James Dinwiddie, M. A . . Hugh Morson and C. B. Den¬ son. - do . _ do . Ramseur.. . Red Springs . Reidsville . Richlands . Rich Square . Ridgeway . I Rocldngham . I Rocky Mount . Ronda . Rowland . Roxboro . Rural Hall . Rutherfordton . Salem . Saluda . Scotland Neck . Shawboro . Siler City . Snow Hill . St. Augustine’s School* . St. Mary’s School . Ramseur High School . Red Springs High School . Reidsville Female Seminary . High School * . Aurora Academy * . High School . Rockingham Academy* . University School . Ronda Academy * . Plain view High School * . Roxboro Institute * . Rural Hall Academy . Rutherford Military Institute *. . . Salem Boys’ School . Saluda Seminary . Yine Hill Male Academy . Shawboro High School . Thompson School . Snow Hill Academy * . Sonoma . Southport ... South River . Statesville. . . Suxnmerfield . Sunshine .... Sutherlands . . Table Rock. . Taylorsville . Trinity . Union Ridge. Walnut Cove Warsaw . Whittier . Why Not.... Bethel Academy . Southport Collegiate Institute *. . . South River Academy . . Statesville Male Academy . Summerfield Academy and Busi¬ ness Institute. Sunshine Academy . Sutherlands Seminary . Table Rock Academy * . Taylorsville Collegiate Institute. . Trinity High School . Union Ridge Academy . Walnut Cove Institute . Warsaw Institute . Whittier High School . Why Not Academy . Rev. A. B. Hunter, A. B . B. Smedes, A. M . D. M. Weatherly . Duncan R. M elver . Miss Annie L. Hughes . G. Y. Tilley . Miss Annie Parker . John Graham . J.D.Rast . William Holmes Davis, A. B. . O. J. Peterson . . . Jesse R. McLean . W. L. Foushee . S. G. Sutton andE. A. Thomas. W. T. R. Bell . J. F. Brower . Miss Mary C. Phelps . Prince & Wilson . Miss Catherine S. Albertson . . J. A. W. Thompson . Rev. Chas. W. Ray, reporting officer. W. H. Phillips . T. E. L. Lipsic . Miss Annie L. Phillips . Vernon J. Hill . Prof. Charles C. Teague . D. M. Stallings, A. B . W.H. Jones, B.L . Win. Brokaw . . . Rev. J. A. White . Rev. Tiios. A. Smoot . . . Rev. Thos. W. Strowd . Isham Royal . C. G. Welts . . Morrison E. Meriam . J. P. Boroughs . . . . * Statistics of 3895-96. STATISTICS OF SECONDARY SCHOOLS. 2139 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Rumber in military drill. Rumber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Pi sparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. © « a © i Ph © 1 r2 © a © 'S g © Ph © a © a © ph "3 a 6 "3 S Ph r2 i r2 "eS a © PH 6 s a © Eh 4 5 & 7 § 9 JO ii IS 13 14 15 1© ■17 18 19 S© ' SI SS Ron sect .. 1 1 40 40 5 10 10 200 $2, 000 1398 4 5 0 82 0 25 o' 12 0 10 0 2 4 1, 000 8, 000 1399 Ron sect . . 1 0 10 65 67 400 1400 1 2 10 10 30 80 500 1401 1 1 12 53 p. 10 8 7 ] 4 1 1 3 4, 000 1402 1 0 15 9 22 18 5 3 1 1, COO 1403 1 1 14 15 40 36 2 2 2 0 2 500 1404 Ron sect . . 4 9 85 2 132 8 38 2 58 1 13 1 3 2, 000 50, 000 1405 1 i 20 18 49 10 4 0 ;;;; 400 j 1406 4 o 0 5 0 12 0 63 0 1"" 4 | 52 25. oon ' 1407 1 0 12 8 40 42 5 9 j.... 2 400! 1403 2 2 30 23 16 -12 8 6 1 0 350 5, 000 I 1409 Ronsect .. 1 0 5 5 18 22 5 5 .... 1410 Rapt . 1 2 15 20 25 20 10 0 0 4 100 700 1411 Ronsect 3 1 90 70 35 30 1 5 10 0 4 ”60 500 2.500! 1412 Ron sect .. 1 1 30 30 50 45 | 30 20 5 0 5 0 4 L... 300 1,000 ! 1413 Ronsect . . 1 1 11 20 18 16 11 ! 8 11 8 11 8 38 800 1 1414 Ronsect .. 1 s 0 152 0 23 0 8 4 ! * 1 1415 Ronsect . . 2 0 52 0 40 0 25 0 20 0 0 0 7 0 5, 000 ! 1116 p P, 4 1 28 25 109 66 8 ! 5 600 1 1417 Epis . 0 2 0 100 0 50 1 0 5 1 5, 000 80, 000 1418 Ronsect .. 1 1 40 15 45 80 3 i 2 i 4 2, 000 1419 Ronsect .. 1 7 1 55 20 0 0 .... 100 2, 000 1420 Presl) . 0 2 0 29 9 20 oj 10 0 10 0 3 0 2 4 100 5, 000 1421 Ronsect 0 2 15 15 21 19 12 10 3 1 4 100 1,000 1422 Friends ... 2 2 6 54 28 2 3 i... 1 100 1, 000 1423 Ronsect .. 1 35 10 5 2 20 5 L... 20. 000 1424 Ronsect .. 1 2 26 34 23 23 [ 10 1 0 1 0 1 4 * 100 3. 000 1425 Ronsect .. 3 1 32 44 55 44 4 .... 200 10, 000 1426 Ronsect .. 1 0 8 i 4 17 10 1 0 0 50 1, 500 1427 Ronsect .. 1 0 13 15 18 2 3 0 0 1 0 0 0 0 500 1428 Ronsect .. 2 0 8 13 33 37, i 6 7 1 0 4 3 4 1 40 2, 500 1429 Ronsect . . 2 1 32 8 46 6 0 0 4 1 0 0 0 0 1. 500 1430 Ronsect .. 2 2 33 22 46 ] 39 27 22 6 0 4 38 300 8, 000 1431 Moravian. 3 0 50 0 55 0 12 0 2 0 11 0 7 0 4 1 | 15, 000 1432 Cong . 1 2 5 9 70 63 1 0 4 3 I"" 600 4, 300 1433 Ronsect .. 4 0 85 0 0 0 4 500 13, 000 1434 Ronsect .. 0 1 4 4 18 9 0 0 0 0 j 1435 Ronsect . . 1 1 ! 30 15 75 14 10 4 1 ; 3 1 45 1436 Ronsect .. 1 0 5 4 10 8 4 4 . 1437 | Ronsect .. 1 0 25 10 55 50 500, 3, 000 1438 Ronsect .. 1 0 11 0 g 15 3 0 1 0 0 0 0 0 1 1430 Ronsect .. 0 1 16 15 0 0 0 1 0 0 0 0 0 0 4 . 300 1440 Ronsect . . 1 0 27 0 16 0 3 0 4 .... . j 1441 Ronsect . . 1 20 15 20 10 10 10 2 0 4 1, 000 ! 1442 Ronsect . . 2 0 25 15 60 40 10 5 20 5 4 2 4 2 4 1, 500 1443 M. E. So .. 2 1 24 8 78 47 10 2 6 1 1444 Ronsect .. 1 0 i 6 4 36 34 1 1 0 0 0 1 1445 Ronsect .. 4 1 SO 40 50 40 21 15 3 0 0 0 0 0 6 500 3,000 1446 M.E. So .. 2 2 ! 40 20 20 20 30 15 15 0 - 8 4 8 4 3 1, 000 | 30, 000 1447 Ronsect .. *1 2 13 20 16 12 0 K 1 0 ol 1 200 800 1 1448 Ronsect .. 1 0 1 5 30 23 1 -I 0 0 1, 250 1449 Bapt . 1 0 26 20 17 13 10 15 4 l.OOo! 1450 Cons . 2 ft 7 9 49 48 0 0 0 0 600 1 451 Ronsect .. 1 ol 15 12 23 18 3 l' 1 5001 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 EDUCATION Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. 1 NORTH CAROLINA — COnt’d. ■Wilmington . - do . . do . . do . Windsor . Winton . . Yadkin ville . NORTH DAKOTA. Devils Lake . Grand Dorks . . Portland . OHIO. Anstinburg . Bartlesville . Cedar Point . Cincinnati ( Clifton) . Cincinnati (Liddesdale place) . Cincinnati (Oak st., near Beading Load). Cincinnati (519 Main st.) . - . Cincinnati . Cincinnati (16 Morris st.) .. Cincinnati (656 Gilbert a ve. ) Cincinnati (Walnut Hills). Cincinnati (2643 Bellevue ave.). Cincinnati (Avondale, Lenox place). Cincinnati . Cincinnati (College Hill station). Cincinnati (1615 Yine st.) . . Cincinnati (East 6tb st.)... Cleveland (768-770 Euclid ave.). Cleveland (1020 Prospect ave.). Cleveland . Cleveland (Willson st., cor. Sco ville) . Columbus (441 East Town st.). Columbus (151 East Broad st.). Columbus . Columbus (cor. Long and High sts.). Crawfis College . Damascus . . Dayton (17 Third st., east). Dayton (cor Ludlow and Franklin sts.). Dayton . Fostoria . Name. Alderman’s (Miss) Select School Cape Fear Academy . English and Classical School*... School for Young Ladies . Rankin-Richards Institute . Waters Normal Institute . Yadkinviile Normal School . Aaberg Academy * . . St. Bernard’s College j Brad at Academy Grand Biver Institute . Friends’ Boarding School . St. Gregory Preparatory Seminary Academy of the Sacred Heart Armstrong’s (Miss) School for Girls. Butler’s (Miss) School for Girls. . . Principal. Cincinnati Collegiate School . . Clifton School . Eden Park School for Girls . j Educational Institute . Franklin School . | Lupton’s (Miss) School for Girls. j | Mount Auburn Institute . j | Notre Dame Convent and Academy! | Ohio Military Institute* . i St. Francis Seraphicus College - 1 St. Mary’s Educational Institute. . I Hathaway -Brown School . I Mittleberger’s (Miss) English and j Classical School. University School . j LTrsuline Academy . The Columbus Latin School . English and Classical School St. Joseph’s Academy . Thompson’s Preparatory School. Crawfis College . . Damascus Academy . English Training School for Boys and Girls. Notre Dame Academy . St. Mary’s Institute . . Fostoria Academy . . . * Statistics of 1895-96. Miss Mary L. Alderman _ Bev. Daniel Morrelle. . Washington Catlett . . Miss Anna J. Hart . . Bhoden Mitchell . . Bev. C. S. Brown . Zeno H. Dixon . . O. H. Aaberg . Mother Stanislaus Bafter. . . . Bev. J. Tingel8tad . B. G. McClelland, A.M . Wm. L. Ashton . . Bev. Henry Brinkmeyer . Madame M. Garvey.'. . Miss Sarah J. Armstrong - Miss Sarah Butler . Bev. J. Babin, A. B . . Miss E. A. Ely, A.M . Madame Fredin . . Dr. Alois Schmidt . . . Joseph E. White, G. L. Sykes Miss Katharine M. Lupton . Mrs. H. Thane Miller . . Sister Catherine Aloysius superioress. Dudley Emerson . . Bev. Bernard Nurre . . Sister Mary Borgia . — Miss Mary E. Spencer . . Miss Augusta Mittleberger . Newton M. Anderson . . Mother Superior . . Frank T. Cole, A. B., LL. B. . . Miss Lucretia M. Phelps . Sister Mary Yictorine . J. T. Thompson . . J. E. Fairchild, A. P, . . Walter E. Day . A. B. Shauck . Sisters of Notre Dame . . Charles Eichner . . . B. L. DeRau, B. S . . . STATISTICS OF SECONDARY SCHOOLS, 2141 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1897. Length of course in years. Number in military drill. [ Clas¬ sical course. Scien¬ tific course. r2 % Female. % S cS i PR 6 'c? | Female. r2 a Female. 6 Female. | "cS Female. r2 3 Female. 5 6 7 8 9 19 ii 13 _ 1 13 14 15 16 1 1 18 19 39 0 2 11 32 14 18 3 8 P E 9 0 26 0 1 0 20 0! 2' 0 9 o 50 1 16 1 5 0 10 1 o 2 1 16 6 15 1 1 61 12 34 68 3 2 2 56 74 32 54 3 2 3 2 Nonsect .. 3 2 20 15 48 38 0 "I 20 15 1 2 1 2 3 0 0 12 4 48 R. C . 0 8 4 40 16 40 .... ....1 _ 1 _ Luth . 4 1 12 6 83 126 12 0 0 0 6 2 7 °j 3 Nonsect .. 4 2 50 47 0 0 2 0 5 0 6 6 1 2 3 Friends . - . 1 . l 18, 23 0 22 13 1 0 . 1 R c . g 0 89 0 o 7 o' ! 6j R, C . 0 & ! 0 30 0 20 0 4 .... .... Nonscct _ . 0 4 o! 57! 0 43 0 20 0 4 ”6 4 .... Nonsect .. 1 2 0 10 3 20 0 4 0 0 0 0 0 0 4 Epis . 8 1 15 0 0 0 Nonsect .. 0 8, o 28 0 12 0 3 0 2 0 2 i 0 2 4 Nonsect . . o, 5 0 30 o 0 0 3 0 0 Nonsect . . 3 3 13 1 2 4 io! 0 2 1 6 1 2 1 Nonsect .. 6 0 60 0 30 0 30 0 20 0 20 0 20 0 4, Nonsect . . 0 1 3 12 1 ! 4 2 5 0 2 0 2 ] 4 Nonsect .. 1 l! 42 0 40 0 1 12] 1 !* R. C . 0 1 4 0 45 0 1 130 0 6 1 ! 4 Nonsect . . 6 0 28 | 0, « 0 2 0 12 0 4 28 R. C . 8 0 92 ' 0 1 26 0 0 0 0 1 0 10 i 0 0 0 5 R. c . 0 4 ! o I 90 0 i 100 1 o r. 4 Non sect . . 0 9 o 75 10 ' 35 0 ! 10 o 3 4 Nonsect .. 2 13 0 j 93 18 72 0 0 0 0 0 12 0 9 4 Nonsect . . 17 S o 110 0 70 0 23 0 23 0 4 R. C . 0 4 0 40 30 180 0 30 0 4 4 Nonsect .. 2 2 19 1 0 3 1 ! 3 .8 0 10 0 10 0 10 0 4 I"" !.... Epis . 4 10 0 78 12 38 o 6 o 10 0 3 4 R. C . 0 10 0 30 30 120 0 I 3 4 Nonsect . . 2 0 27 ! 17 16 i 13 I""' 4 2 Nonsect . . 1 1 1 30 28 15 12 2 1 4 Friends. . . 1 2 ; 29 24 32 0 1 4 4 Nonsect . 1 1 13 15 6 48 1 0 2 1 R.C . 0 o r 0 ' 18 0 ij 94 0 0 o 0 0 i 2 0 0 4 R. C . 5 0 i 120 0 120 0 16 0 0 1 0 d n 1 4 0 5 Nonsect . . 2 1 35 [ 37 O! 29 6 2 1 3 6 ■ 13 19 n 3 ■ ' 4 Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 31 33 I 100 2. 000 125 $5, 000 650 5, 500 150 11, 860 300 2,500 1453 1454 1455 1456 1457 1458 1459 40 2, 500 500 . 200 18, 000 1462 1460 1461 2, 000 1, 500 2, 000 1,000 500; 1,000 1,000 1, 000 500 2, 000 1, 400 2, 380 1,000 1, 000 3,000 400 30,000 1463 50,000 1464 100,000 1465 1466 1467 25, 000 50; 5, 000 2, 000 100, 000 1,220 . 2, 000 1, 200 220, 000 10, 000 . 4, 000 35, 000 4, 000 1 , 400; 20, 000 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1482 1483 1484 1485 1186 1487 1488 1489 1490 1491 1492 1493 1494 1495 1496 1497 1498 1499 1500 1501 1502 1503 1504 1505 1506 1507 1508 1509 1510 1511 1512 1513 1514 1515 1516 1517 1518 1519 1520 1521 1522 1523 1524 1525 1526 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 1541 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 OHIO— continued. Mrs H N Hills . Germantovr n . Miami Military Institute of Twin Or von Graff Brown, president. Valley College. TTarry W. "Robinson . Geo. P. Clarke, A. M... Frederick W. Ashley, A. M. . . "Rav. .Tarn as A , Burns T. A. Davies . Wm. T. Bland . J. Howard Brown . Mrs. Samuel Mathews . . C. C. Webb . Poland*. . Poland Union Seminary . Walter Houston . Heading . Holers . . . Mount Notre Dame Academy . Mount, Hope College _ _ Sister Agnes Aloysia, superior John Brady Bowman _ St. Martin . Ursuline Academy . . . Sister M. Gabriel . Savannah . Savannah Academy . M. D. Oswalt and G. M. John¬ ston. J. Tuckerman, A. M., Ph. D. . . South New Lyme . New Lyme Institute . South Salem . . Salem Academy . Clair W. Fretz _ _ Springfield (130 East High St.) Steubenville ... Springfield Seminary . Elizabeth H. Talcott . Steubenville Female Seminary - Ursuline College . . Miss M. J. Stewart . Tiffin . Mother Lignoir . Toledo . Smead Seminary* . Misses Smead . . do . Ursuline Convent of the Sacred Sister M. Aloysius, superior.. TJrbana Heart. Urban a University _ _ ... Rev. John Whitehead, presi¬ dent. Rev. T. H. Armstrong, Ph. D. . Theo. Mees, president . West Farmington . Western Reserve Seminary . Woodville . The Teachers’ Seminary... . Zanesville . . . . Putnam Seminary . Mrs. Helen Buckingham Colt. OKLAHOMA. Guthrie _ _ _ Sister Mary Paula _ Kingfisher. . . Kingfisher College . . . J. T. House . Langston . Holy Family School. . . Ht. Hev. Theo. Meeschaert... OREGON. Albany . . Academy of Our Lady of Per- petuaf Help. Albany College . . . Sister M. Pla.ohla, _ . . do . W allace Howe Lee, A. M Baker City . St. Francis Academy . . Sister Mary Cupertino . Coquille . Coquille City Academy. . Marvin O. Hawkins . Cove . Taylor Normal College . O. M. Gardner . Dallas . La Creole Academic Institute _ A. M. Sanders . . . Santiam Academy . Mount Angel Academy . . S. A. Handle . Mount Angel . Mother M. Bernardino, O. S. B. Eev. P. F. Placidus, O. S. B _ - do . Mount Angel College (St. Joseph’s) Pendleton . St. Joseph’s Academy . Sister M. Stanislaus . Portland . Bishop Scott Academy, v . J. W.Hill, M.D . Portland (405 Clay st.) . Portland Academy . St. Helen’s Hall . . S.H. Johnston and J.E.Wilson Portland . . Mary B. Rodney . _ do . . St. Mary’s College Sister M. John Baptist.. Portland (345 14th st.) . St. Mary’s Convent . Brother Lucius . . . Salem. . . . Sacred Heart Academy . Sister M. Celestine . . The Dalles . St. Mary’s Academy . Tillamook Academy . Sister Mary Matthew. . Tillamook . . Joseph Schell . * Statistics of 1895-93 STATISTICS OF SECONDARY SCHOOLS. 2143 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. 1 Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Grad¬ uates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas- si cal course. Scien¬ tific course. Female. 6 Female. Male. .2 rc3 a ® Male. Female. Male. Female. Male. Female. Male. Female. 4 5 6 7 8 © i© 11 12 13 •14 15 16 17 IS 19 2© 21 22 0 8 0 43 4 6 0 3 0 4 0 5 0 3 4 $100, 000 1494 9 0 17 o 1 0 17 1,400 36, OOO; 1495 5 3 22 40 2 0 3 9 3 3 3| 200 I 40, 0001 ' 1496 M. E . 5 25 23 0 12 .... 50, 000 I 1497 Nonsect .. 4 1 55 33 11 7 9 2 10 2 13 2 10 2 4 900 40, 000 1498 R C - ... 0 1 £ 10 99 88 1 1 4I [ 1499 3 1 41 27 0 0 1 0 3 1500 71). Ad... 4 2 33 36 24 35 4 500 1 18, 000 1501 1 0 16 1 0 1 3 0 ....1 1502 0 2 0 10 0 9 0 10 ....1 1, 350 12, 000 ! 1503 Nonsect .. 3 0 25 10 30 20 1 20 5 3 2 2 i 3i 200 5, COO | 1504 Presb . 3 2 30 20 0 0 3 1 3 500 10, 000 1505 R. C . 0 4 0 30 0 65 0 5 4! 3, 000 1506 Nonsect . . 4 3 70 40 10 30l 3 o 6 2 10 5 3 500 1 12, 000 ! 1507 R. C . 0 7 0 35 0 70 o 5 4 3, 000 j 150, 000 1508 Nonsect .. 1 0 28 27 17 24 6 0 4 4 5 3 5 i 1 200 5, 000 L509 Nonsect .. 5 2 60 10 34 28 9 6 1 o 21 15 9 6 3 500 25, 000 1510 Presb . 2 1 30 22 o 0 2 1 9 5 2 2 1 .... 1, 000 5, 000 1511 Nonsect . . 0 4 0 10 4 26 0 o 0 1 0 0 0 n 4 30, 000 1512 Presb . 0 2 0 23 0 7 0 o 0 2 V 36, 000 1513 R. C . 1 5 0 30 0 170 0 n 40 0 9 2, 000 6, 000 1514 Nonsect .. 0 4 0 30 5 40 0 0 0 0 0 1 0 1 4 600 30, 000 1515 R. c . o 4 0 50 0 350 0 7 4 I 1516 NewCh. 3 3 13 25 20 25 0 0 10 0 I 2 1 2 8, 000 60, 000 1517 M.E . 3 1 31 27 4 2 2 2 1 0 1 0 300 10, 000 1518 Liith . 3 0 28 1 o 17 0 0 0 0 0 5 0 0 0 3 1,500 25, 000 1519 Nonsect . . 0 3 0 20 0 32 0 3 0 9 o 2 5, 000 1520 R. C . 0 4 0 1 19 0 23 1 4 18, 500 1521 Cong _ 3 3 27 25 4 2 4 2 4 3 1522 R. C . 0 2 17 20 30 55 1523 R. C . 0 i 3 15 15 20 3, 000 1524 Presb . 6 2 52 31 12 7 8 4 20 300 40, 000 1525 R. C . 0 4 0 15 30 65 0 1 3 600 25, 000 1526 Nonsect . . 2 1 3 19 60 50 600 7, 000 1527 Nonsect . . 2 0 9 n 26 18 4 3 7 2 3 51 2, 400 1528 Nonsect .. 2 o 16 ! -21 0 0 2 3 1 3 ”'i 1 3 140 6, 000 1529 M. E . 1 1 13 ! ii 38 1 3 4 1 5 3 400 10, 000 1530 R. C . 0 1 1 9 65 67 0 2 4 2, 310 33, 000 1531 R. C . 6 0 40 1 0 35 1 0 26 0 6 0 5 6, 000 25, 000 1532 R. C . 0 4 28 261 50 0 1 0 1 4 320 30, 000 1533 P.E . 7 0 44 0 24 o 10 o 20 o g o 5 o ] 200 150, 000 1534 Nonsect .. 7 3 56 | 54 60 33 29 9 3 3 8 5 7 0 5 ’eoo 60,’ 000 1535 P "R 1 10 0 64 2 52 0 4 0 6 480 1536 R. C . 0 3 0 ! 40 0 260 0 2 f) 38 0 5 0 5 4 2, 000 1537 R. 0 . 2 0 60 ! o 115 0 10 0 8 0 12 0 10 0 2 '*40 600 40, 000 1538 R. C . 0 4 0 30 24 40 0 0 0 0 450 50, 000 1539 R. 0 . .0 2 0 ! io 50 120 0 1 600 1540 R. C . 1 1 3 1 7 i 12 15 1 4 7 4 500 O O rH 1 1541 2144 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies , seminaries , 1 State and post-office. Name. Principal. 1542 154:3 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1568 1567 156S 1569 1570 1571 1572 1573 1574 1575 157/; 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 ! 1 PENNSYLVANIA. £ Academia . Allegheny (214 North ave.) - Ambler . Armagh . . Barkeyville . Beaver . Tuscarora Academy . . Park Institute . . Sunny side School. . . Armagh Academy * . Barkeyville Academy . . Beaver College and Musical In¬ stitute. Theo. D. Culp . Levi Ludden, Ph. D . Miss S. A. Knight . C. A. Campbell . W. C. Myers . Rev. N. H. Holmes, D. I) . Beatty . Bedford . Bethlehem . Birmingham . Broadheadsville . . Bryn Mawr . Buckingham . Bustleton . Canonsburg . Chamber shurg . Chester . . . Columbia . j Damascus . Darlington . . Dayton . Dry Run . Easton . . do . Eau Claire . Elders Ridge . Erie . . Factoryville . Fredericksburg. . . . . Fredonia . . . Freeburg . Germantown (Caulker st.) . Germantown . . do . Glenville . I Greensburg . . do . . . Harrisburg . Hazleton . Hawthorn . Hickory . Hollidaysburg . Huntingdon . . . St. Xavier’s Academy . Bedford Classical School . Moravian Parochial School . Mountain Seminary . Fairview Academy . Baldwin’s (Miss) School Prepara¬ tory to Bryn Mawr College. Hughesian Free School . St. Luke’s Boarding School for Boys. J efferson Academy . Cliambersburg Academy . Chester Academy . St. Peter’s Convent . . Union Academy and Commercial Institute. * Greersburg Academy . Dayton Union Academy . Di’y Run Institute . .... Easton Academy . Lerch’s School . . . Eau Claire Academy* . Elder’s Ridge Academy . St. Benedict’s Academy . Keystone Academy . Scliuylkill Seminary . Fredonia Institute . Freeburg Academy . Friends’ School . . . German town Academy . The Stevens School . Glenville Academy . Greensburg Academy . St. Joseph’s Academy for Young Ladies. Harrisburg Academy . Tomkinson’s (Miss) School ....... Hazleton Seminary . West Millville Academy . Hickory Academy . . . . . Young Ladies’ Seminary . Juniata College . Jamestown . Jenkintown .... Kennett Square. Kittanning . Lancaster . Jamestown Seminary - Abington Friends’ School Martin Academy . . Kittanning Academy - School for Girls . . - do . Ligonier . Littlestown. . . London Grove Lorretto . The Yeates Institute . Ligonier Classical Institute . Edge Hill Academy . Friends’ School* . Mount Aloysios Academy * . Sister Inez . C. Y. Smith, A. M . Albert G. Rau, B. S . Miss N. J. Davis . E. T.Kunkle, A.M . Miss Florence B. Baldwin - Cynthia Doane . Charles H. Strout . R. H. Meloy, A. M . M. R. Alexander, A. M . George Gilbert, M. D . Sister M. Flavia . Harry Eugene Coombs, A.M . C. A. Simonton, M. S. D . H. U. Davis, A. B . A. A. Killian, A. B . Samuel R. Park, A. M . Charles H. Lerch . . G. W. Robertson . Rev. N. B. Kelly, A. M . Sister M. Boniface . . . Rev. Elkanah Hulley, A. M . .. Rev. W. H. Kindt, A. M . S. H. Miller, A. M . Geo. W. Walborn, M. E . Davis H. Forsyth . William Kershaw, Ph. D . Mrs. J. Frederic Dripps . E.M. Stahl . J. C. Hock, A.M. ,Ph.D . Mother Mary J osephine . Jacob F. Seiler . Miss Martha M. Tomkinson .. Mrs. Sophia C. Jack . Robert M. Offutt, A. B . H. B. McElree . . Mrs. R. S. Hitchcock . I. Harvey Brumbaugh, acting president. Rev. Jos. L. Hunter . Louis B. Ambler . Edgar Stinson, M. Sc . Rev. Robert Barner . Mrs. Emma Jerome Black¬ wood. M. R, Hooper, M. A . Rev. E. H. Dickinson . Rev. Walter E. Krebs, A. M... Jane B. Rushmore . Sisters of Mercy . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2145 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. | Number in military drill. Number of volumes in library. 1 V alue of grounds, build¬ ings, furni- ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. 6 IS a 6 'cS g r ft 6 cS S 6 IS a ft ® 6 "cS i r 6 'cS 6 IS a ® 6 'cS ® 'is a ® r2 S | ^® a ® 4 5 © 7 8 9 19 11 12 13 14 15 I© 17 18 19 ^0 »1 as 1 i 19 14 6 3 2 0 0 3 3 72 $2, 500 1542 6 3 181 36 0 0 15 1 42 0 15 1 15 1 3 1, 000 1543 0 4 5 15 18 15 1 0 ....1 0 1 0 0 4 200 1544 Nonsect .. 1 0 30 40 25 17 2 0 0 0 3 1 3 1 ”24 5, 000 1545 2 2 19 23 31 17 10 0 6 1 5 1 ' ‘ '4I 400 1, 200 1546 M. E. . 2 4 5 38 0 8 0 7 1, 000 80, 000 1547 R. C . 0 10 0 80 0 5 4I ....1 1, 000 1548 Nonsect .. 1 1 28 4 0 0 9 0 4 0 3 0 3 0 ... 1 1 1549 Morav .... 4 2 58 50 60 60 1 2 17 8 13 7 7. 5 5 .... 5, 666 55," 666 1550 0 4 0 20 0 20 0 15 0 3 0 3 2, 000 1551 B 1 29 19 29 32 .... I”:: 1552 0 18 0 150 o 30 o 30 ... .1 1553 Eriends .. 0 1 29 30 37 34' 1 5 o1 10 - - . . I 4, 000 1554 P. E . 4 0 25 0 15 o 51 0 6 0 4 1 3 0 600 40, 000 1555 Nonsect .. 3 1 35 25 5 l 5 8 0 6 3 8 3 6 0 .... ! 3 2, 500 35, 000 1556 Nonsect . . 3 0 48 0 0 0 18 0 10 0 7 0 7 o 20, 000 1557 Nonsect . . 2 2l 22 18 1 2 2 0 2 1 1 0 4 500 15, 000 1558 R. C . . 0 3 0 40 64 20 0 0 3 485 1859 Nonsect .. 1 1 12 20 12 16; 2 0 1 0 0 2 o1 0 3 500 250 1860 Nonsect .. 3 1 36 23 6 5 ..! 2 1 2 2 3 60 3, 000 1561 Non sect . . 1 1 20 40 4 4 50ft 1562 Nonsect .. 2 0 24 10 9 6 2 3 3 0 5 2 0 I 0 4' 3. ftftft 1563 Non sect .. 3 3 47 20 11 20 9 10 0 16 2; 15 0 3 300 11, 800 ! 1564 Nonsect . . 1 2 . 50 6 20 2 15 0 9 o 12 0 12 0 150 j 1565 Nonsect .. 1 1 50 25 0 0 10 5 5 5 0 1 0 1 .... 3 3, 000 1566 Presb . 1 0 24 13 7 4 12 4 3 o 1 1567 R. C . 0 5 0 9 0 73 ... | 1568 Bapt . 6 2 54 24 .... . 12 5 10 1 3 3, 500 IDO. ftftO 1569 Nonsect .. 2 1 14 6 '7 . 3 1 0 1 0 0 0 3 400 47,000; 1570' Nonsect .. 6 ; 2 100 117 O' n 12 1 0 0 9 6 2 0 5 ftftftl 1571 Reformed. 1 i 30 25 i £t0 2 3 2, 500 • 1572 Eriends 0 6 30 40 fiO 80 30 0 2 6 3 1 1, 000 100, 000 1573 Nonsect .. 8 3 180 0 0 i0o 0 25 0 125 0 27 i 0 15 0 6 500 1574 Nonsect . . - 3 11 0 47 o 40 0 27 4 1575 Non sect .. 1 1 27 3 7 8 0 2 0 2 0 2 0 7, 000 1576 Luth . 6 3 40 35 30 20 0 36 0 12 5 50 40, 000 1577 R. C . 0 4 0 16 j"'0 73 0 5 4 800 300' 000 1578 Nonsect .. 2 1 30 0 o0 0 10 0 15 0 10 0 6 0 4 10, 000 1579 Nonsect .. 2 6 16 22 i 20 22 3 0 0 2 0 0 4 325 400 1580 Nonsect .. 0 4 5 12 1 Q3 12 1 0 3 3 2 5 2 2 4 1, 000 125 1581 Nonsect .. 4 2 28 54 95 48 ' 3 10, 000 1582: Nonsect .. 1 1 24 22 2 2 1 0 3 1 1 0 3 200 ! 1583 Nonsect .. 0 5 0 30 ! o 40 0 5 0 9 0 3 3, 000 85, 000 1584 Ger. Bapt . 6 1 112 67 i 82 45 5 1 16 8 6, 000 125, 000 1585 Nonsect .. 2 1 20 18 0 0 4 1 10 12 5, 100 1586 Eriends .. 2 4 19 32 32 35 6 0 1 6 1 6 4 720 1, 500 1587 Eriends . . . 0 2 20 13 15 5 4 1, 000 1538 Nonsect .. 2 0 32 0 18 10 30 4 1 0 6 2 1589 Nonsect .. 0 4 0 25 0 13 1590 Epis . 3 0 33 0 25 0 5 0 1 0 5 0 2 0 5 1591 Nonsect .. 1 1 36 31 15 10 1 2 0 0 0 0 0 0 4 1592 Nonsect . . 1 0 10 9 0 0 4 0 3 20 4, 000 1593 Eriends. . . 0 1 12 16 0 0 2 3 1594 R. C . 0 5 0 35 0 15 0 0 0 0 0 2 0 0 1595 ED 97 - 135 2146 159G 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 .1636 EDUCATION REPORT j 1896-97. Table 43. — Statistics of private high schools, endowed academics, seminaries, State and post-office. Name. Principal. 1 2 3 j Pennsylvania— continued. Loretto . . McAlevys Fort . . McDonald . - . McSherrystown . Media (Washington and Gay ley sts.) Media . . do . Mereersburg . Mifflintown . . . Monongahela . Mount Pleasant . Murrysville . Myerstown . N ew Bloomti eld . . New Lebanon. . . . Newtown . Newtown Square Northeast . North Hope . North Wales . Oakland . Ogontz . Oley . Oxtord . Pennsburg . Philadelphia (1324 Locust st.). Philadelphia (401 S. 22d st.) . Philadelphia (Chestnut Hill). Philadelphia (701 N. Broad st.). Philadelphia (1408N. Broad st.). Philadelphia (4112 Spruce st.). Philadelphia (4315 Walnut st.). Philadelphia (15th and Pace sts.). Philadelphia (140 N. 16th st.). Philadelphia (2037 De Lan- cey place) . Philadelphia . . . Philadelphia (410 S. Chest¬ nut st.). Philadelphia (921 Bain- bridge st.). Philadelphia (2011 De Lan- cey place). Philadelphia (2100 S. Col¬ lege ave.). Philadelphia (Chestnut Hill). St. Francis College . Stone Valley Academy . Ingleside Academy . St. Joseph’s Academy . Friends’ Select School . Graysdale Academy . Media Academy . Mereersburg College . Mifflin Academy . Monongahela Academy * . Western Pennsylvania Classical and Scientific Institute. Laird Institute . Albright Collegiate Institute . Bloomfield Academy . McElwain Institute . George School . . Newtown Friends’ School . St. Mary’s College . North Washington Academy . N orth W ales Academy and School of Business. Academy of Our Lady of Mercy. . Cheltenham Academy . Oley Academy . Oxford Academy . . Perkiomen Seminary . Academy of the Protestant Epis¬ copal Church. Blight’s School for Boys * . Comegys’ (Mrs.) and Bell’s (Miss) English, French, and German Boarding School. Eastburn Academy * . . English, French, and German School. French and English Boarding and Day School for Young Ladies. French and English Home School * Friends’ Central School . Friends’ Select School . Gibson’s (Miss) School for Girls.. Girard College for Orphans . Hamilton School * . Institute for Colored Youth * . Agnes Irwin’s School . Lutheran School for Girls of the Mary J. Drexel Home. Mount St. Joseph Academy . Brother Angelus, president. . . V. A. Green . W. D. Gamble, A. B . Mother M. Ignatius . Emma Fell Paxson . Miss Mary E. Williamson - Charles W. Stuart . William Mann Irvine, Ph. D. . J. Harry Dysinger . Mrs. Mary M. Scott . H. C. Dixon . John E. Steeves . C. A. Bowman, A. M., Ph. D., president. Harry C. Mohn . J. S. Fruit, B. S . Geo. L. Maris, A. M . Alice Platt Willitts . Aug. Dooper . C. E. Wortman, A. B . S. U. Brunner . Sister of Mercy . John C. Eice . . Howard Mitman . Willard P. Jessup . Eev. O. S. Kriebel, A. M . Dr. William H. Klapp, head master. Wm. S. Blight, jr . Mrs. Comegys, Miss Bell . George Eastburn, Ph. D . Miss E. Hatton Marshall . Miss E. F. Gordon . Mme. H. V. F. Clerc . Wm. W. Birdsall and Annie Shoemaker. J. Henry Bartlett . Miss Margaret S. Gibson . Adam H. Fetterolf, Ph. D., LL.D. Le Eoy Bliss Peackham . Mrs. Fanny J. Coppin . Sophy Dallas Irwin . Eev. C. Goedel . Sisters of St. Joseph . Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2147 and other private secondary schools for the scholastic year 1896—97— Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. 6 3 s ^5 'a a (U PR r2 3 s rS 3 a © Pq © a © *63 a ® Pr r2 5 © 3 a © Eq © 3 a & 3 a © Eq 6 3 a r2 'e3 a r® pR 3 .a JD a © Eq 4 5 6 7 s 9 19 ,n 12 13 14 15 1© 17 is! R. C . f> 0 30 o 34 0 2 o 2 o 1 1 4 4 34 15 .... 0 0 0 o Presb . 2 0 15 15 5 5 3 1 2 0 5 1 5 1 R. C . 0 6 0 23 0 10 0 1 0 3 3 9 12 6 0 1 Nonsect .. 0 9 6 12 2 3 0 5 0 5 Nonsect .. 5 1 34 0 8 0 4 0 10 o 6 0 6 0 Ger. Ref . . 10 0 75 0 30 0 1 55 0 20 0 29 2 24 0 Nonsect . . 3 1 25 25 25 15 | 20 20 5 5 4 3 4 3 0 2 32 41 8 9 1 5 A Bapt . 4 5 65 80 5 20 10 4 2 0 6 8 4 1 Nonsect . . 1 1 15 15 16 14 5 2 7 5 0 0 0 0 Nonsect - . 3 1 25 19 44 53 5 7 1 1 Nonsect . . 1 1 30 12 30 28 2 1 2 1 2 1 Nonsect .. 5 3 75 80 154 163 17 19 40 50 6 5 0 0 [Friends - - . 7 8 97 98 0 0 13 22 [Friends _ 0 1 8 2 1 0 0 0 0 R. O . 9 0 79 0 0 0 7 0 Nonsect . . 1 0 34 27 o 0 2 1 4 3 0 1 Nonsect .. 1 1 14 12 2 2 8 0 4 0 1 1 1 0 R. C . 0 5 0 35 0 6 Nonsect .. 3 1 69 0 11 0 9 0 30 0 16 0 12 0 Nonsect . . 1 0 7 3 20 6 4 1 Nonsect . . 1 o 6 4 3 2 o 1 o Schw . 3 2 41 26 123 59 30 10 15 12 12 5 11 1 P. E . 13 0 142 0 33 0 11 0 10 0 18 0 16 0 Nonsect .. 4 1 26 o’ 27 0 13 0 13 0 1 0 1 0 Nonsect . . 3 10 0 40 0 24 0 1 0 0 Nonsect .. 8 2 93 0 .12 0 14 0 19 0 12 0 6 0 Nonsect . . 0 10 0 45 0 0 0 7 Nonsect .. 0 8 0 60 0 24 0 12 0 0 0 7 Epis . 0 5 0 23 0 0 0 9 0 3 0 7 0 5 Friends _ 13 29 194 321 o 0 28 38 16 6 Friends _ 4 6 80 100 50 80 5 4 5 4 Nonsect .. 0 6 0 20 0 6 0 2 Nonsect .. 10 1 255 0 1450 0 0 0 0 0 22 0 0 0 Non sect .. 4 0 40 0 20 0 20 0 20 0 4 0 4 0 Friends _ 3 7 62 110 47 64 6 8 Nonsect 1 20 0 118 0 36 0 6 0 0 0 3 Eutb . 2 6 0 26 0 20 R. C . 4 6 18 40 2 40 0 3 Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 19 29 21 22 3, 000 100 $80, 000 1, 200 10, 000 4 4| — 26 3, 000 3, 000 300 30, 000 50, 000 500 3,000 300 60 69 400 200 1,985 20 5, 000j 350 500 600 2,000 200 30, 000 2,000 25, 000 7, 000 6. 000 314; 564 1,000 2, 500 1,200 1,200 4, 000 500 14, 786 300 300 1,000 15, 000 100, 000 3, 500 50, 000 14, 000 250, 000 100, 000 3, 250, 000 45, 000 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1630 1631 1632 1633 1634 1635 1636 2148 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. j Name. Principal. * 2 it Pennsylvania— continued. 1637 , 1638 | 1639 I 1640 1641 j 3642 | 1643 I 1644 1645 1646 1647 1648 1649 1650 1651 Philadelphia (4046 Walnut st.). Philadelphia (IN’. E. cor. 18th and Chestnut sts.). Philadelphia (2101 Spruce st) - Philadelphia (1602 Green st.). Philadelphia (2045 Walnut st.). Philadelphia . Pittsburg (5th aAre. and Craig st.). Pittsburg . . Pittsburg (Ross and Dia¬ mond sts.). Pittsburg (Shady Side) _ Pittsburg (East Liberty, 6106 Pa. ave.). Pittsburg . Pleasant Mount . Potts town . Prospect . 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 Reidsburg . Rimersburg .... Pose Point . . Saltsburg . Scranton . . do . . . do . . Sharon . Stewartstown . . Sugargrove - Torresdale . Toughkenamon To wanda . Washington .... . do . W aterford . . Westchester _ 1669 1670 1671 1672 1673 1674 1675 1676 _ do . . West Newton. . West Sunbury. Westtown . Wilkesbarre. . . _ do . _ do . Williamsport . . Pennsylvania School for Girls * . . . Rittenhouse Academy * . . Walton- Wellesley School . West Green Street Institute . West Walnut Street Seminary * . . William Penn Charter School . Alinda College Preparatory I School. Eishop Bowman Institute . Pittsburg Academy . Shady Side Academy . Thurston Preparatory School . TJrsuline Young Ladies’ Academy . Pleasant Mount Academv . The Hill School . . . Prospect Normal and Classical Academy.* Reid Institute * . . . Clarion Collegiate Institute . Rose Point Academy * . Kiskiminetas Springs School . St. Cecilian Academy . St. Thomas College . School of the Lackawanna . Hall Institute * . . English and Classical Institute. . . Sugargrove Seminary* . Academy of the Sacred Heart. . . . j Cope’s Private School . ! Susquehanna Collegiate Institute. Trinity Hall . Washington Female Seminary * .. Waterford Academy . Darlington Seminary for Young Ladies. Friends’ School* . I West Newton Academy . West Sunbury Academy . j Westtown Boarding School . { Harry Hillman Academy . St. Mary’s Academy . Wilkes-Barre Female Institute. . . William sport Dickinson Seminary 1677 Wyncote 1678 York Cheiton Hills School . York Collegiate Institute Elizabeth A. Reinboth . De Benneville K. Ludwig, A.M.,Ph.D. Dr. and Mrs. James R. Dan- forth. Miss Martha Laird . Mrs. Henrietta Kutz . Richard M. Jones, LL. D . Miss Ella Gordon Stuart . Rev. Robert John Coster, D. D. J. Warren Lytle . W. R. Crabbe, Ph. D . Miss Alice M. Thurston . Madame Marie Ursula . J. H. Kennedy . John Meigs, Ph. D . M. M. Rodgers . Geo. Ballentine, A. M . W. L. Smith, A. B . Rev. James S. Kittell . A. W. Wilson, jr . Mother Mary . Rev. D. J. MacGoldrick.. _ Rev. Thos. M. Cann, LL. D . . . C. A. Gilbert . D. C. Weller . R. J. White . Madame Keller . Hanna M. Cope . Edwin E. Quinlan, A. M . W. W. Smith, rector . Miss Nancy Sherrard . J. C. Spencer . Richard Darlington . Frances B. Stevenson . Rev. J. C. Meloy, D. D . Hugh Nevin . Wm. F. Wicker sham . H. C. Davis, Ph. D . Rev. R. A. McAndrew . Miss Elizabeth H. Rockwell .. Rev. E. J. Gray, D. D., presi¬ dent. Mrs. E. W. Heacock . E. T. Jeffers . RHODE ISLAND. 1679 1680 1681 East Greenwich . . Pawtucket (35 Fountain st.). Providence (63 Snow St.) . East Greenwich Academy . . . English and Classical School. - do . Rev. FrancisD.Blakeslee,D.D. Charles A. Cole . Charles B. Goff, Ph. D., and ! Howard M. Rice, A. M. I Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2149 and other private secondary schools for the scholastic year 1896-97 — Continued. Students . Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. 1 Length of course in years. Number in military drill. Number of volumes in librarj Y alue of grounds,! build¬ ings, ; furni¬ ture and sci¬ entific ! appa- | ratus. Clas¬ sical course . Scien¬ tific course. J2 P3 S © Male. d <3 Male. 'ei a 03 r2 cz 3 | Female. A s | Female. | Male. | Female. Male. Female. 4 5 7 8 9 1© 11 13 13 14 15 16 17 18 19 29 21 22 0 6 0 16 0 62 0 2 0 8 0 3 0 1 $25, 000 7 0 39 0 o 0 6 0 8 0 3 0 2 0 5 Non sect .. 2 9 0 36 0 7 0 16 0 1 «! 9 0 7 4 4, 020 .157, 000 Nonsect .. 1 4 0 7 0 0 0 0 0 0 Oj 0 0 0 3 500 5 (4 17 0 6 2, 000 50, 000 7 ftnn 130 0 35 0 40 0 5 2, 000 120, 000 6 15 23 o 17 0 2 0 2 350 •Rpis o 7 0 35 0 5 0 5 A 2, 000 Nonscct 3 120 90 82 30 3 lj 30 2 29 7 15 BI 3 Nonsect .. 11 0 172 0 0 01 80| 0 92 0 28 0, 28 0 6 1,000 100. 000 N0BS6Ct o 6 1 31 39 132; 0 18, 0 2 0 2 4 700 3, 500 *R. C, o 5 o 40 0 35 0 40 0 5 0 5 3, 000 60, 000 JS"onscct . . o o 10 90 40 10 1 0 1 9 _ 3 500 2, 000 Ifonsect .. 12 0 124 0 40 0 40 0, 84 0 21 0 . 20 .... 0 4 124 3, 500 400, 000 Uonseet 1 1 24 16 6 4 4 3 2 3 0 0 0 o1 1, 000 1 2 6 j * 4 11 9 1 0 1 0 300 Rpf 3 1 18 j 19 7i 2 4 4 4 300 5, 000 Nonsect . . 5 1 28 ! 33 0 0 3 4: 0 0 3 1 0 0 3 5, 000 Nonsect .. 5 2 55 0 20 0 30 0 20 0 10 0 10 0 4 500 j 43, 000 R n 1 2 g 37 142! 238 4 0 0 19.... 4 T?. n 1 o! ; 28 o 12 ol 10 0 6 Presb . 5 3 81 52 27 12 37! 5 20 0 8 3 8 3 4 3, 000 I 40, 500 Bapt . 4 0 i 28 12 28 0 9 2 7 6 2 0 2 0 1 600 j 40, 000 FTonsect 1 0 10 11 1 1 1 0 1 2 1 3, 000 TT TCr 3 4 1 13 QA 0, 0 2 9, 1 4 1,400 25, 000 R. n 0 30 o 120 0 17 _ 2, 000 Friends ... 0 ! 3 12 o 0 300 . I 3 ! 4 28 57 30 60 6 n 4 0 3 1, 000 35, 000 Nonsect .. 10 ; 2 40 0 0 0 14 0 26 0 5 0! 5 0 6 2, 000 150, 000 Nonsect . . 0 12 0 81 0 151 0 26 4 25, 000 Nonsect 2 1 1 1 32 25 10 7 20 13 10 5 0 2 0 0 5 500 10, 000 Friends . . . 0 2 0 50 0 10 0 5 0 3 0 7 ! 0 3 3 2,000 25, 000 Friends _ o 3 6 14 4 4 4 5 2 1 2 3 2 3 5 10, 000 Nonsect .. 1 2 15 8 13 19 6 0 2 0 ! 2 6 2 0 3 Presb- _ _ 1 1 1 17 1 13 20 1 83 1 0 2 6 1 0 200 5,500 Friends . . . 11 6 8l| 69 28 18 6 0 14 12 2 0 I 4 5, 200 Nonsect .. 5 2 i 103 0 0 1 o 16 0 13 0 16 0 12 0 4 300 70, 000 Nonsect . . 0 4 ! 12 38 ' 80 200 3 12 0 12 0 15 4 Nonsect . . 0 7 0 60 0 35 0 7 0 7 M. E . 1 1 123 59 26 147 19 22 1 0 ... 150, 000 Nonsect . . 1 1 1 ' 23 7 13 0 3 1 0 1 8 1 1 3 .... 10, 000 Presb . 4 3 53 1 2 15 6 30 23 7 6 7 6 5 3, 500 105, 000 M. E . j 3 4 40 25 ! 62 69 10 1 1 12 2 2 7 2 3 4 57, 000 Nonsect .. 3 2 501 9 28 10 3 2 i 11 1 7 1 2 4 ! 0 .... 250 6, 000 1 j Nonsect .. 14 1 98 1 0 56 0 44 1 ° 1 10 0 11 1 ' 0 5 1 1 0 1 4 ! 98 ;j 1,100 100, ooo| 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 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1697 1698 1699 1700 1701 1702 1703 1704 1705 1706 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1723 1724 1725 1726 1727 1728 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 RHODE ISLAND— continued. Providence (Elmhurst) .... Providence . . Providence (119 Eranklin st.). Providence (59 Angell st.) . Eemale Academy of the Sacred Heart. Eriends’ School . La Salle Academy . . The Lincoln School . . Providence (Claverick st.) . St. Erancis Xavier’s Academy _ Providence (15 Greene st.) . School for Young Ladies . Providence (280 Benefit st.) . do . Providence (26 Cabot st.) .. "Wheeler’s (Miss) School for Girls . Sarah Jones . Augustine Jones . Brother Peter . Miss Ednah G. Bowen, Miss Margaret Gilman. Sister M. Eidelis . Mrs. Annie E. Eielden, Miss Harriet B. Chase. Miss Ireno Saniewska . Miss Mary C. Wheeler . SOUTH CAROLINA. Aiken . . Anderson . Batesburg . Beaufort . Charleston . _ do . Charleston (38 Coming st.) . . Charleston . - do . Charleston (Broad st.) . Charleston (47 Meeting st.) . Charleston (141Meetingst.) Charleston (272 Meeting st.) Chester . Clinton . Cokesbury . Columbia . Conway . Erogmore . Gaffney . Hartsville . Jordan . Lexington . Manning . . do . Aiken Institute . . . Patrick Military Institute . Batesburg Institute . Harbison Institute . Academy of Our Lady of Mercy. . Charleston Eemale Seminary . Gibbes’s (Misses) Private School . High School of Charleston . The Porter Military Academy. . . . Simons’ (Wm.) Classical School .. Smith’s (Miss) Private School _ University School . Young Ladies’ School* . Brain erd Institute . Thorn well Orphanage . Cokesbury Conference School .... Benedict College . Burroughs High School . . Penn Normal and Industrial School. Gaffney Seminary * . Welch Neck High School* . J ordan Academy . Loxington Classical Institute .... Manning Academy . Manning Collegiate Institute . Beedy Creek Beidville .... Dothan High School . Beidville Eemale College - do . Sumter - do . Beidville Male High School St. Joseph’s Academy . Sumter Institute . W alhalla . W illiamston ..... _ SOUTH DAKOTA. Burnside . . Canton . I . . Scotland . Sioux Ealls . . do . Sturgis . Wessington . McCollough’s (Miss) School Williamston Male Academy Ward Academy . Augustana Coilege . Scotland Academy . . All Saints’ School . Sioux Ealls University . St. Martin’s Academy . Wessington Springs Seminary. . . . L. W. Dick . John B. Patrick . D. W. Daniel, A. B . ..... George Milton Elliott . Sister Mary Agatha . Miss E. A. Kelly . Misses S. P. andE.S. Gibbes. Virgil C. Dibble, A. M . Charles J. Colcock, head master William Simons . . . Mrs. Isabel A. Smith . Walter D. McKenney . Miss C. O. Martin . John S. Marquis . Bev.Wm.P. Jacobs, D.D . Bev. J.B. Game, A. M . A. C. Osborn . Wm. A. Dagnail . . Miss E. Murray . W.F.McArthur andB.O.Laws A. Pointdexter Taylor . Gist Gee . O. D. Seay . Mrs. E. C. Alsbrook . E. J. Browne . S.H. McGhee . D. Balharrie Simpson. B. A., B.S. Geo. Briggs . Sister M. Loretto . . Mrs. L. A. Browne, Miss E. E. Cooper. Miss E. H. McCollougli . G. S. Goodgion . Mrs. Olivia Herron . Anthony G. Tuve . Calvin H. French, A. B _ Miss Helen S. Peabody Alfred B. Price, A. M . Mother Angela . . J. G. Baird . * Statistics of 1495-96. STATISTICS OF SECONDARY SCHOOLS. 2151 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Eeligious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu- dants. Elemen¬ tary stu¬ dents. Preparing for College. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1897. . c3 e a © I S § © r_J £2 5 | a ' 3 j 1 0 © r= a s 6 Value of grounds, build¬ ings, furni¬ ture, and scientfic appa¬ ratus. Clas¬ sical course. Scien¬ tific course. *c t>> r2 13 d © Ph © 15 I © © a 15 a © © 15 a r2 a © PR © 15 r© l5 a © pr a © 15 a © & 13 n r® a a © fcD © © a ft 4 5 6 7 8 © i© ii 13 13 14 15 16 17 18 1© 20 31 22 E C 0 13 0 45 0 25 o 0 0 0 0 8 0 5 4 5, 000' Eriends . . . 7 4 60 75 15 17 17 20 31 37 8 21 8 18 4 6, 500 $524,308 E. C . 8 0 167 0 0 0 30J 0 35 0 12 0 10 0 5 1,500 150, 000 3 6 0 30 0 40 0 0 4 0 1 3 500 10, 000; E C . 0 4 0 15 55 0 0 0 0 0 5 0 0 4 550 0 10 0 35 0 11 0 0 0 8 0 4 0 0 4 6 10 0 60 0 0 3 9 0 3S o 17 0 4 o f 3 o 1 5 30, 000 Eonsect .. 3 0 23 29 99 72 3 4 2 0 5 10 2 4 3 200 15, 000 Eonsect . . 3 0 46 0 10 0 2 0 4 *45 Eonsect .. 2 0 30 21 60 42 12 6 4 ... - 3 4 0 4 0 3 100 2, 000 Presb _ 2 1 5 11 74 99 1 0 5 11 3 6, 000 E. C . 0 3 0 45 0 50 5 200 40, 000 Eonsect - . 0 4 0 18 13 10 0 0 0 0 ... 0 0 0 0 4 35, 000 Eonsect .. 0 5 0 19 0 26 0 2 0 2 3 200 500 Eonsect . . 0 147 0 25 0 15 o 132 o 12 0 12 0 4 20, boo Epis - . 2 0 75 0 20 0 26 0 10 0 3 72 ETonseet .. l 0 11 0 1 0 2 0 ETonsect . . o 8 0 80 3 18 O' 1 0 g 0 1 ETonseet . . 2 0 20 1 0 16 0 12 o 5 I ETonsect . . 0 2 0 12 10 21 0 o 0 0 0 2 0 0 4 Presb _ 2 1 4 7 76 81 4 o 1 0 1 1 3 250 10, 000 Presb . 4 5 36 43 20 40 0 5 5, 500 75, 000 El. E. So... 1 0 12 3 5! 7 10 3 4 5, 0G0| Bapt . 6 4 40 35 101 | 106 19 5 0 0 4 7 3 1 4 3, 300 73, 000 ETonseet .. 1 1 21 24 21 15 | 8 9 0 0 B 1 1 0 4 2, 000 2, 000 ETonseet .. 1 1 20 18 1241 1 111 0 0 0 0 5 4 0 0 3 150 3, 000 ETonsect .. 2 3 30 20 60 28 2 1 4 350 j 7, 000 Bapt . 2 1 20 10 30 40 1 10 6 0 0 6 3 3 2 3 200 7, 000 Eonsect .. 0 2 11 15 29 30 0 2 125 1, 200 T.utb . 1 0 30 14 30 34 i 4 5 g 1, 000 ETonsect . . 1 2 94 87 113 13 10 12 94 87 4 349 ETonsect . . 1 0 18 10 50 47 9 5 0 0 4 3, 500 Eonsect . . 1 0 4 5 26 27 4 1 1 0 2 0 2 0 50 Presb _ 0 1 0 29 0 40 0 2 4 1, 000 11, 000 Presb . 2 0 35 0 50 0 1 6 0 7 0 7 0 ‘7 0 3 300 2, 000 E. C . 0 7 0 38 0 22 ° 4 0 2 0 2 Presb . 0 2 0 50 0 28 0 8 20, 000 Epis . 0 2 4 13 20 26 40 2, 050 Eonsect .. 1 1 12 0 48 23 4 0 1,200 Cong . 2 3 30 27 0 0 15 7 2 2 2 2 4 500 10, 000 Luth . 4 1 11 6 56 47 11 6 0 0 4 0 3 0 3 1, 000 10, 000 Presb . 2 2 15 5 13 35 8 2 2 2 3 500 12, 600 P.-E . 0 4 23 0 33 0 3 0 1 5 60, 000 Bapt . 2 1 25 35 35 75 8 6 5 4 2 1 4 700 30, 000 E. C . 0 4 4 16 40 35 0 3 Meth. ..... 4 12 i 16 34 35 0 1 1 ol 4 4 1 1 4 900 1,300 1682 1CS3 1GS4 1686 1687 1688 1689 1690 1691 1692 1693 1694 1695 1696 1597 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 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 EDUCATION Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 TENNESSEE. Alamo . Athens . Atoka . Bellbuckle . Big Sandy . Bloomingdale . Bluff City . Bryson . Butler . Camden . Campbells ville . Carlock . Carthage . Cedar Hill . Centerville . . Chattanooga . Chattanooga (427 High st.) . Chattanooga . Chuckey City . . Clarksville (526 Madison st.) Cleveland . Clifton . Cloverdale . Columbia . . . Cornersville . Culleoka . Cumberland City . . . Dayton . Decaturville . Dover . Doyle . Dresden . Duck River . Evensville . Ewing . Fayetteville . - do . Franklin . Friendsville . G-rand Junction . Grandview . Grassy Cove . Graysville . Henderson . Hilham . . Hollow Rock . Jackson . Jasper . Jasper . Kingston Springs . Knoxville . _ do . . _ do . . . Kyle’s Ford . Lascassas . Lawson . Alamo Male and Female Acad¬ emy. * Athens Female Academy.... _ Robison High School . Webb School * . Big Sandy High School . Kingsley Seminary . . . . Zollicotifor Institute* . Bethany High School * . . . Holly Springs College . Benton Seminary . Campbellsville High School . Hoyle Institute . Geneva Academy . Cedar Hill Institute . Centerville High School . Chattanooga College for Young Ladies. English and Classical School . University School* . Wesleyan Academy * . Clarksville Female Academy . Centenary Female College . Clifton Masonic Academy . Cloverdale Seminary . Columbia Institute * . . . Presbyterial Institute . Culleoka Academy . . . . . Cumberland City Academy . Dayton University . Decaturville High School * ... _ Fort Donnelson Academy . Doyle College . . . High School . Shady Grove Institute . Tennessee Yalley Baptist Insti¬ tute. Ewing and Jefferson College . Dick White College . Fayetteville Collegiate Institute. . Franklin Male High School . Friendsville Academy . Male and Female Institute . Grandview Normal Institute . Grassy Cove Academy . Graysville Academy . . . Jackson District High School .... Fiske Academy . West Tennessee Seminary * . Lane College.. . Pryor Training School . Sam Houston Academy . Vanderbilt Preparatory Academy . Baker-Himel University School .. Knoxville Classical School * . Lee’s (Miss) Fifth Avenue School* Blackwater Seminary* . Lascassas High School* . Holeston Institute . . . J. O. Brown . . L. L. H. Carlock, D. D . R. E. Robison . W. R. Webb . John T. Hill . Joseph H. Ketron, A. M . J. J. Walford, A. B . Thomas C. Young . Jas. H. Smith . I. Wirt Evans . R. L. Kimbrough . H, F. Kinser . . Geo. B. Williamson . J. W. L. Greene . R. S. Ballow . John L. Cooper, A. M . Misses Duval . J. Roy Baylor, B. A., B. Let . . . H. F. Ketron . H. W. Browder, A. M . J. A. Stubblefield . . G. W. Boucher, B. S . W. A. Bell . Rev. Francis A. Shoup, D. D . . R. D. Hall . John P. Graham . J. H. Bayer and A. J. McCoy. . W.E. Rogers, A. B . J. N. Ruddle . Jesse Morgan . Professor Jones . Miss M. Chiles . T. H. Caraway and J. M. Par¬ rish. I. N. Odom . Rev. J. C. Ritter . Z. T. Dake . George C. Simmons . Z. A. McConico . J. H. Moore, A. B . W. R. Lewellen . Henry W. Webb, A. B . T. J. Miles, A. B . W. T. Bland . Bennett & Williams . S. D.Bilyen . Jerry Cole, Ph. D . Rev. R.T. Brown - * . J. R. Hunter . H. R. Gilliam . . . Rufus J. Clark . Lewis M. G. Baker, M. A. ; C. M. Himel. C. Morris . Miss Ida M. Lee . F. R. Anderson . Enoch Winders . R. H. Freeland: . Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2153 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1897. Length of course in years. Number in military drill. Number of volumes in library Yalue of grounds, build¬ ing8.’ furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. £ a Eemale. j£ Is a Eemale. £ a | Eemale. | £ "ci a j Eemale. j £ ■a a J Eemale. Male. I Eemale. j Male. Eemale. 4 5 6 7 8 9 io ii 12 13 14 15 16 17 18 19 20 21 22 Nonsect .. 1 1 15 14 60 36 8 9 0 0 5 4 2 1 2 200 $2, 000 o i 55 15 41 1 50 0 1 0 1 4 1 00 5, 000 1 o 10 20 40 25 4 3 0 0 0 0 -LvU 150 3^ 5001 5 200 25 o 0 200 25 20 3 20 3I 4 .... 2 163 4, 000 1 35 30 40 34 2 1 0 0 0 0 3 .... ’ 150 1, 000 M. E . 3 6 43 8 26 24 15 4 12 3 7 1 5 1 4 :::: 40 3, 000 1 i 22 19 77 86 4 9 0 0 5 0 1 i 8 6 39 28 1 1 4 .... 0 3 o 40 29 42 35 5 2 0 0 0 0 ... 600 4, 000 2 i 21 19 30 32 4 6 3 3, 000 2 i 14 19 26 25 2 2 0 0 0 0 4 3, 000 1 o 5 5 38 57 700 Nonsect . . 1 o 7 6 29 34 4 4 3 2, 000 M. E. So .. 2 0 17 10 45 40 3 1 4 200 4, 000 Nonsect .. 2 0 14 23 59 63 18, 000 Nonsect - - 0 2 0 25 o 23 0 4 0 ■ 2 0 0 .... 4! 1, 700 Nousect . . 0 2 0 10 10 20 4 1, 500 Nousect . . 1 0 15 0 45! 0 2 0 4 Meth . 1 0 i 8 8 48 48 1 * 2 200 3, 000 M.E. So .. 0 4 0 35 10 65 0 6 0 0 0 6 0 1 4 1, 500 1 12, 000 Me tli 4 10 0 136 o 0 0 13 0 12 300 75, 000 Nonsect . . 2 1 28 23 52 40 8 4 6 4 4 100 2, 500 Nonsect . . 1 2 i 12 10 2 1 arm Epis _ _ _ 1 2 1 2 30 16 72 4 nnn1 40. 000 Presb . 1 0 1 36 24 44 31 0 0 0 0 '"3 1, 000 Nonsect .. 1 0 6 4 16 15 6 2 0 0 1 1 1 1 4 1, 200 800 Nonsect . . 2 3 33 31 52 44 10j 12 7 5 1 2 3 300 6, 000 Nonsect . . 1 1 1 15 30 35 50 6 0 4 Nonsect . . 1 2 ! 15 10 40 35 0 0 5 2 0 0 4 2, 500 Nonsect . . 1 1 ! 15 18 33 26 0 0 0 0 0 0 0 0 3 20 3, 500 Baptist ... 1 1 10 7 30 33 5 1 2 3 0 0 0 0 4 10 2, 000 Non sect . . 0 2 6 7 11 9 3 5 3 1 3 1 4 Nonsect .. 2 1 40 30 40 60 2 0 1 0 0 0 0 0 3 ... 2, 000 3, 000 Baptist . . . 1 2 20 30 37 20 12 10 5 0 1 0 4 300 4, 000 Cum.Presb 2 0 15 12 j 20 13 6 1 6 25 4, 000 Cum .Presb 3 1 31 29 45 35 10 5 1 o 1 0 3 15, 000 Nonsect . . 3 1 57 83 28 36 3 2 3 2 4 150 8, 000 Non sect . . 3 0 32 0 25 0 10 0 5 0 ::: 300 3, 000 E'riends _ 3 2 43 31 0 0 1 1 1 1 4 50 2, 000 Nonsect . . 1 0 13 16 32 19 0 0 0 0 3 Cong . 1 4 24 13 58 45 1 0 4 0 3 0 3 0 4 ... 400 6, 000 Prcsh _ 1 1 13 5 42 47 0 0 0 0 3 1.300 1.000 7 Day Ad . 1 2 i 24 20 22 18 5 4 5 L. 300 5, 0001 M.E. So .. 2 0 i 28 37 23 27 22 18 5 8 9 8 9 8 4 4, 500 Nonsect . . 1 0 i 9 2 41 13 2 1, 000 Nonsect .. 1 1 29 40 33 20 18 3 22 18 2 M.E .... 2 3 13 9 60 40 4 3 4 3 | 1, 000 40, 000 M.E. So .. 3 0 37 27 29 29 15 5 10 8 2 0 2 0 4 300 40, 000 Nonsect .. 2 1 12 10 129 112 3 2 6 8 2 1 2 1 3 200 7, 000 M. E. So 2 o 15 10 20 15 0 o 0 ft 4 150 3, 500 Nonsect . . 4 o 66 0 25 0 4 o 2 0 5 500 30, 000 Nonsect . . 1 0 i 25 0 11 0 4 0 4 0 5 4, 000 Nonsect . . 0 1 2 5 2 5 2 2 0 0 0 0 0 0 200 2, 000 Miss. Bapt 2 1 40 10 40 1 30 20 10 10 6 4 2 3 2 4 1, 000 Nonsect .. 1 2 ! 20 10 25 1 20 0 0 0 0 0 0 0 0 4 0 1, 000 [ Nonsect .. 1 0 i 19 17 30 1 29 i .... 0 0 3 40 1 5, 000 1729 1730 1731 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 1752 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 1763 1764 1765 1766 1767 1768 1769 1770 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 1808 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endotved academies, seminaries, State and post-office. Name. Principal. 1 2 3 Tennessee — continued. Lebanon . Leiper’s Pork . Lexington . Lends burg . . . London . Lynchburg . Lvnnville . McKenzie . McLemoresville . Martin . Martin’s Mills . Maryville . . do . Memphis (366 Poplar st.) .. Memphis . Middleton . . . Mont Eagle . Mount Juliet . Mount Pleasant . Mount Yernon . . . Mulberry . M unford . Murfreesboro . Nashville . Nashville (28 Academy place). Nashville (14th and North Vine st). Nashville . _ do . - do . New Market . Orlinda . Ottway . Overall . Parrottsville . Pigeon Porge . Pleasant View . Ready ville . Rogers ville . . do . St. Clair . . . Saulsbury . Sevierville . Shelby ville . . do . Smyrna . Southside . Sweetwater.... . Tazewell . Trezevant . Troy . Union City . Viola . Walter Hill . Wheat . White Pine . Williston . Woodbury . . Cumberland University Annex. . . Hillsboro High School . . Baptist Male and Pemale College* Haynes-McLean School . London Seminary* . Lynchburg Normal Academy .... Wallace Training Sohool* McTyeire Institute . McLemoresville Collegiate Insti¬ tute. McFerrin College . Rose High School * . Freedmen Normal Institute* .... Maryville Normal and Prepara, tory School. St. Mary’s School . University School . Middleton High School . Pair mount Ctnlege . . Mount Juliet High School . Howard Institute . Mount Vernon Academy * . Mulberry Training School . Dyersburg District High School*. Murfreesboro Academy . Bascobel College for Young Ladies Montgomery Bell Academy . St. Bernard’s Academy* . St. Cecilia’s Academy . St. Joseph’s Academy . University School . New Market Academy . . . Orlinda Normal Academy . Ottway College . Salem Academy* . . . Parrottsville Academy . Pigeon Porge Academy * . Pleasant View Training School*. High School * . McMinn Academy . Swift Memorial Institute . St. Clair Academy . Woodland Academy* . Murphy College . Dixon Academy* . University School . Smyrna Pitting School . Southside Preparatory School - Sweetwater Seminary for Young Ladies. Tazewell College . Male and Pemale Academy . Obion College . Union City Training School* .... Viola Normal School . Walter Hill High School . Roane College . . Edwards Academy . Williston Academy . W oodbury Academy . B. S. Poster . James E. Scobey . J. A. Mount . W.W. McLean ; E. J.Meacham . J. C. Reid . W. W. Templeton . Joshua H. Harrison . T. W. Salt, Pb. D., and L. S. Mitchell, A.M. Arthur S. Ramsey . Davis & James . L. H. Garner . . D. R. Haworth . Sister Superior . E. S. Werts ; J. W. S. Rhea. . . . L. E. Wood . Miss S.P. Du Bose, A.M . W. A. Caldwell . James A. Boo tick . . . S. J. Parks . R. H. Peoples . R. L. Taylor . C. C. Crittenden . , H. G. Lamar, president . S. M.D. Clark . Sisters of Mercy . Mother Augusta . P. J. Gleeson, V. G . Clarence B. W allace . Francis A. Penland . William McNeeley . O. M. Duggar . J. R. Bass . . . . . R. P. Driskill . W. W. Matney . W. I. Harper; A. P. Smith .. J. W. Jamerson . Leslie Walker . W. H. Franklin, A.M . Geo. L. Wolfe . Prof. A. E. Handley . J. C. Eckles, D. D . Charles W. Jerome . C. N. Dickinson . James A. Robins . Perry L. Earned . W. D. Powell . Charles F. Kelley . H. B. Wren . James C. Reid . D. A. Williams . C. J. Denton . '.. J. R. Bass . J. P. Griffitts, D. Sc., Ph. D.. Jacobus D. Droke . J. T. Roberts . E. J. Lehmann .. . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2155 and oilier private secondary schools for the scholastic year 1S96-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. 6 a © rc3 g © Pr 'cS p2 "3 a © pR © . "3 a © a © pR J© d '3 a ® fH r2 a 6 '3 a © fn © a © 13 1 fH © 13 13 a © pR 4 5 © 7 § s> i© ii 13 14 15 10 17 1© 52© | 31 32 0 0 55 0 80 0 15 0 25 0 20 250 $30, 000 1785 1 o 9 5 11 8 3 2 1.... 3 3, 000 1786 0 40 20 30 20 9 6 5 1 5 1 4 500 4, 000 1787 1 30 15 20 15 10 4 5 I 4 3 250 12, 000 1788 2 0 10 10 80 40 4 G 1 0 1 0 i o 01. ... 200 2, 500 1789 1 2 20 27 58 1 3, 000 1790 1 1 30 30 20 10 10 1 0 i 1,200 1791 Metlt . . . . 9 1 62 11 10 15 4 600 1792 M.E . 2 0 10 6 35 6 3 7 1 5, 000 1793 M.E.So .. 0 7 31 69 14 20 10 14 4 6 1 0 I 1 0 a 3 500 15, 000 1794 Nonsect .. 2 0 20 10 60 60 0 0 5 3 0 0 0 0 3 200 1, 500 1795 2 2 37 37 84 4 4 4 i 1796 1 1 30 30 80 100 3 1 100 4, 000 1797 Epis . 0 5 0 40 0 80 o 10 0 10 1 1798 Nonsect . . 4 0 50 0 25 0 ! 1 799 Nonsect . . 1 1 8 10 22 22 2 3 0 0 0 0 0 .... 3 1 1 . 500 1 800 Epis 0 3 0 16 0 9 0 9 _ 12, 000 1801 Non sect . . 0 2 18 22 36 35 3 6 0 4 0 3 4 9. 950 ' 1809 M. E. So . . 2 1 55 40 70 50 30 10 8 8 0 1 0 1 5 400 8,000! 1803 Bapt . 2 0 17 16 58 29 8 5 0 0 15 16 8 5 3 1804 Nonsect . . 2 0 45 35 20 15 25 15 4 300 6, 000 1805 Meth . 1 2 20 33 53 51 4 12 5 18 0 0 1 0 0 4 425 7] 000 1 1806 Bapt _ 2 0 26 6 6 8 4 0 I 4 500 25 000 1807 Bapt _ 0 3 0 31 0 69 0 31 ! 1808 Nonsect .. 3 0 54 0 43 0 5 0 4 0 5 0 4 0 4 800 20, 000 1809 R. C . 0 1 0 30 0 60 0 18 0 12 0 4 0 4 4 200 1 1810 R. C , . 0 10 0 50 0 50 0 5 0 5 1 3, 000 1811 R. C . 0 1 0 12 95 ' 208 0 0 0 0 0 0 0 0 3 250 1812 Nonsect .. 4 1 48 1 25 1 16 1 13 0 5 0 5 0 5 1813 Presb . 0 2 25 12 65 48 2 0 1 0 841 4, 500 1814 Nonsect . . 1 0 12 8 38 37 .... 3 200 1, 200 1 1815 Nonsect . . 2 0 21 8 50 25 i 4 3, 500 1816 Nonsect .. 1 1 28 25 30 20 2 6 1 1 8j 8 7 7 4 1817 M.E . 1 0 15 10 70 5 0 1 3 4 41 800 1818 Nonsect . . 1 1 25 12 51 58 1 2 0 1, 000 1819 Nonsect . . 2 1 15 10 55 45 0 0 0 0 4 0 3,000 1820 Non sect . . 2 0 20 19 30 11 .... i 1 1821 Presb . 1 2 40 0 50 35 15 0 0 0 10 0 10 0 .... 3 4, 000 1822 Presb . 0 3 20 25 80 95 0 0 0 0 3 3 0 0 4 500 25, 000 1823 Nonsect . . 0 1 14 20 37 22 4 1 0 0 n o 4, 000 1824 Non sect . . 1 1 16 13 24 22 1 u 1825 M.E . 2 1 45 29 123 113 24 15 3, 1 3 1 4 36 1 200 15, 000 1826 Nonsect . . 1 2 8 7 50 40 4 2 ’ 0 5,’ 000 1827 Nonsect . .: 3 1 17 31 27 15 1 1 4 7 ’ 000 1828 Nonsect . . 2 0 21 15 7 11 21 15 1 4 600 3’ 000 1829 Nonsect . . 1 2 22 17 56 50 5 2 2 0 2 o 4 100 2, 500 1830 Bapt . 1 1 0 50 0 40 0 5 0 18 °j 6 0 6 4 600 20! 000 1831 Nonsect .. 1 0 5 10 35 60 1832 Nopsect . . 1 2 30 36 58 56 1 16 4, 500 1833 Nonsect . . 2 0 15 15 75 75 ... 1 2 100 1; 000 1834 Nonsect .. 2 1 25 28 10 12 2 7 2 rj 4! 425 8^ 000 1835 Nonsect .. 2 1 39 27 50 40 6 5 0 0 4; 3 0 0 3 100 6’, 000 1836 U. Bretb.. 1 1 35 30 35 45 15 15 14 5 0 0 0 0 4 300 3,000 1837 Nonsect .. 2 3 25 30 70 30 4 4 8 4 10 12 4 2 4 400 3, 000 1838 Non sect .. 2 0 20 30 75 125 2 1 3 0 4 200 5, 000 1839 Nonsect . . 1 0 7 8 20 25 2 3 ’ 800; 1840 Nonsect .. 2 0 15 15 30 25 6 5 5 .... o 2 3 2 2 3I 50 5, 000! 1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852 1853 1854 1855 1856 1857 1858 1859 1860 1861 1862 1863 1864 1865 1866 1867 1868 1869 1870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 1893 1894 1895 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. 1 2 3 TEXAS. Abilene . . . Arlington „ . Austin . - do . . do . .. . - do . Beckville . Belton . Bonham . . do . . . Bren bam . . do . Brownsville . Buffalo Gap . . . Burleson . Castro ville . Cleburne . Commerce . Corpus Cbristi . Crowell . Dallas _ *. . . Decatur . . . Denison . Detroit . . Eddy . Eerris . Forney . Fort Worth . . do . Galveston . . . . . .do . . Grandview . Greenwood. . . Henderson . . . Hillsboro . Jacksonville . Jasper . Laredo . . . do . Marshall. . . . do . Midlothian . Minden . Mount Sylvan . Newton." . Omen . Overton . Paris . . . . do . Patroon . Peaster . Pilot Point . Plain view . Banger . . Simmons College* . Arlington College . . . St. Mary’s Academy . Bickler Academy . Stuart’s Seminary . Tillotson College . Hewitt Institute . Belton Male Academy . Carlton College . Masonic Female Institute * . Blinn Memorial College . . . Evangelical Lutheran College St. Joseph’s School . Buffalo Gap College . Bed Oak Academy . Divine Providence Academy . Irving Select School for Young Ladies.* East Texas Normal College . . . Corpus Christ! Female College . . . Crowell College . Central Academy . . Decatur Baptist College * . Harshaw’s Academy . Detroit Normal College . Eddy Literary and Scientific In¬ stitute. Ferris Institute . Lewis Academy . St. Ignatius Academy . Watson’s (Miss) Select School.... St. Joseph’s Academy . Hrsuline Convent . Grandview Collegiate Institute. . . Greenwood Male and Female Col¬ lege. Henderson Normal Institute . Patterson Institute * . Alexander Collegiate Institute . . . Southeast Texas Male and Female College. Laredo Seminary . Hrsuline Academy * . Bishop College . Masonic Female Institute . Polytechnic Institute . . Bock Hill Institute . . . Bose Dale High School . W. H. Ford Male and Female College.* Summer Hill School . Hubbard College- Academy . East Side Boys’ School* . Paris Female College . Patroon College . Peaster College* . Franklin College . Llano Estacado Male and Female Institute. Banger Baptist Academy * . Geo. O. Thatcher . L. M. Hammond . Sister Superior . Jacob Brickler, A. M . Bev. J . M. Purcell, M. A . Marshall B. Gaines . B. C. Odom . . Chas. H. Wedemeyer, A. M.. Chas. Carlton . J. B. Lyle . Bev. C. Urbantke . O. W. Hartmann, president .. Sister Chevrier, O. M. I . John Collier, D. D . L. C. Collier, A. M . . . Mother M. Florence . Peyton Irving, sr . W. L. Mayo . J. D. Meredith . B. B. Blankenship . Waldemar Maicolmson . A. J. Emerson, D. D . George L. Harshaw . Cass Bose . J. M. Bedichek . A. C. Speer . E. C. Lewis . Sister Louise . Miss L. G. Watson . Sister Mary . Mother Mary Joseph, superi¬ oress. J. E. Garrison . Charles S. Garrison . M. M. Dupre . W. A. Patterson . E. B. Williams . J. H. C. Gardner . Miss N. E. Holding . Sister St. Paul . N. Wolverton, president . W. D. Allen . A. E. Hall . G. I. Watkins, A. M . J. S. Magee . Walker De Witt . A. W. Orr . J. N. Huff . . . J. P. Downer . T. J. Sims . B. H. Bonhom, A. B . B. L. Davis . T. E. Peters, A. M . A. Ernsberger . B. W. Bichardson . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2157 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. j Length of course in yearo. Eumber in military drill. Eumber of volumes in library Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific couTse. CD "cS Female. 8 22 16 2 4 2, 500 $30, 000) 1842 9 0 24 26 112 131 4 3 ""I 3l 200 5, 000j 1843 R. C . o 5 0 150 0 100 0 5 4! 1844 i 1 12 5 27 10 6 3 6 2 4! 625 1, 500 1845 i 6 0 39 0 o o 6 900 25, 000 1846 i 4 24 17 62 89 2 1 4 0 41 3 1. 500 50, 000 1847 i 1 10 14 40 11 1 | 58 3, 000 1848 Eonsect .. 2 2 72 27 0 0 2 0 5 2 8 0 7; 0- 4 500 10, 000 1849 2 0 0 50 26 30 0 36 0 7 ! 435 8, 200 1850 2 3 0 60 0 4 o 2 400 25, 000 1851 M.E . 3 0 35 13 53 6 4 1 2 1, 200 16, 000 1852 Luth . 3 0 23 3 13 12 4 0 15 6 4 1 0 0 4 200 7, 000 1853 R. C . 2 0 10 0 30 0 2 0 1854 CumPresb 1 2 40 42 140 96 22 20 a 3 .... 9, 13 4 2,000 15, 000 1855 CumPresb 2 1 30 16 28 : 30 12: 5 2 3 1 0 3 60 4, 000 1856 R. C . 0 2 0 10 0 1 30 ...J 4 100 30, 000 1857 Eonsect . . 2 0 0 j 24 0 1 18 0 8 0 0 .... 0 3 ° 0 1 150 5,000 1858 Eonsect . . 7 1 118 ! 51 28 18 50 24 36 18 g 3 4 3, 000 25, 000 1859 Eonsect . . 1 1 0 50 0 25 0 25 0 25 0 1 4 1, 000 2, 000 1860 Eonsect ^ . 1 1 21 26 34 39 0 0 o 0 4 300 3, 500 1861 Eonsect . . 2 0 331 7 10. 2 6 0 2 2 7 2 3 2,000 1, 200 1862 Bapt . 2 2 43, 30 27 34 40, 000 1863 Eonsect .. 2 1 28 22 : 32 3 6 0 3 0 0 0 0 0 3 1864 Eonsect .. 1 3 20 25 2 1 20 20 0 0 0 0 200 2, 500 1865 Eonsect .. 1 1| 28 36 22 24 9 9 3 - 400 3, 000 1866 Eonsect . . 0 3 119 113 112 107 30 10 0 0 4 2 2 0 4 1, 200 34, 000 1867 Rronsect .. 1 1 15 j 11 25 15 5 3 4 4 0 3 0 3 1 4 450 4, 500 1868 R. C . 0 2 0 38 0 18 0 2 0 2 3 500 50, 000 1869 Eonsect . . 0 2 1! 13 n 2 0 0 0 0 5 1870 R, C . . 0 2 18 j 15 67 110 0 0 0 0 ! . 1871 R.C . 0 3 0 ! 50 0 85 6 0 0 0 0 1 0 0 ! 4 - . - J 1,200 800, 000 1872 Eonsect . . 2 0 54 1 53 118 96 o 0 0 0 2 2 4 132 6, 000 1873 Eonsect .. 1 2 58 i 46 20 80 8; 21 11 12 4 11 4 11 4 500 5, 000 1874 Eonsect . . 2 3 30 24 0 ; o 2 4 0 0 4 500 4, 000 1875 Eonsect . . 4 1 32 i 50 53 ; 85 16 25 1 3 4 160 20, 000 1876 M. E. So 1 1 15 | 15 28 28 0 0 4 50 12, 000 1877 Eonsect 2 3 64 61 0 0 4 3, 000 1878 M. E. So . . 0 0 5 i 24 17 ' 39 1 0 0 1 29 800 ! ion non 1879 R. C . 0 8 0 20 40 100 0 6 0 0 0 0 5 200 80 000 1880 Bapt . i 9 39 15 ! 64 ! 91 2 0 5 1 2 0 4 900 94’ 000 1881 Eonsect . . 0 6 0 70 ! o 80 0 20 0 8 0 8 4 400 1882 Eonsect .. 2 C 17 14 I * 30 38 J 6 I 4 3 2 2 2 2 1 3 75 3, 500 1883 Eonsect .. 2 1 0 20 15 50 , 50 3 0 4 200 3, 000 1884 Eonsect .. 1 1 30 27 60 52 3 4 1 1 .... 1 1 1 1 4 250 2, 000 1885 Eonsect .. 1 0 10 6 30 30 3 3, 000 1886 Eonsect . . 4 0 35 12 160 68 3 4 5 0 .... 1 8 4 8 4 3 900 4, 500 1887 Eonsect .. 1 ! 2 10 10 40 50 0 0 12 15 0 0 0 0 3 .... 250 1, 000 1888 Eonsect . . 1 ! 0 30 0 15 ; o 0 0 0 0 0 0 () 0 0 500 1889 Bapt . 0 4 0 70 0 30 0 15 0 10 0 15 . . . . 4 800' 18 000 1890 Eonsect . . 2 0 26 38 42 41 ! l 8 0 8 ! l 3 4 150 3. 500 1891 Eonsect . . 1 1 11 12 67 65 3 4 2 o i 0 0 0 1 ® 4 50 4, 000 1892 Eonsect . . 3 0 30 44 12 16 4 10 3 3 2 1 4 .... 400 10, 000 1893 Eonsect . . 1 0 18 22 52 64 i 3 0 2 • 1 3 0 3 6 _ 3 75 1894 Bapt . ' 1 1 0 15 15 20 20 ! _ 1 _ _ 3,000 1895 211 1896 1897 1898 1899 1900 1901 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 1910 1941 1942 1943 1944 1945 1946 1947 1948 1949 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal 2 3 Texas — continued . Ravenna . Salado . . . San Antonio...., - do . . _ do . . _ do . ....do . . - do . . San Marcos . . Seguin . Sherman . ....do . _ do . . South Bend . Springtown . . Sulphur Springs Van Alstyne - Veals Station .... Victoria . _ do . Walnut Springs Weatherford - - do . Whitewright Willis . Wills Point . Ravenna College . Thomas Arnold High School . Academy of Our Lady of the Lake St. Mary’s College . . San Antonio Academy . San Antonio Female College . TJrsnline Academy . West Texas Military Academy... Coronal Institute . St. Joseph’s Academy Mary Nash College . . North Texas Female College... Sherman Private School . South Bend 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 . Male and Female College* . Yantis Female Institute . F. M. Gibson S. J. Jones, A. M., Ph. D. : T. J. Witt, A. M. Mother M. Florence. John B. Bumeder . . . W. B. Seeley, A. M., Ph. D . . . Rev. J. E. Harrison Mother Magdalen. . Allan L. Burleson . A. A. Thomas . J. G. Nash, A.M..LL.D _ Mrs. Lucy Kidd Key . J. H. Le Tellier . G. A. Gray . . . B. T. Fronabarger, A. B . H. P. Eastman . W. T. Hanmer . S. W. Parsons . Mother St. Claire . L. N. Hofer . B. L. Johnson . Rev. J. S. Howard, A. M . David S. Switzer, president. F. E. Butler . J. C. Smith . R. E. Yantis . UTAH. Ephraim . Logan . . Mount Pleasant Nephi . Ogden . Provo . _ do . Salt Lake City.. - do . - do . ....do . Springville . Vernal . Sanpete Stake Academy . New Jersey Academy . W asatch Academy . Juab County Stake Academy* . . . Weber Stake Academy . Brigham Young Academy . Proctor Academy . . . ! All Hallows College . Latter Day Saints’ College . Rowland Hall . Salt Lake Collegiate Institute .... Hungerford Academy . Uintah Stake Academy . N. W. Noyes . . Gertrude M. Sammons . Geo. H. Marshall . John T. Miller . L. F. Moench . . Benjamin Cluff, jr.,M. S.,M. D Isaac Huse . Rev. Thos. J. Larkin . Willard Done, D. B . Miss Clara Colburne, A. B _ Robert J. Caskey, A. M . Miss Ora Gates . Andrew B. Anderson . VERMONT. Bakersfield - - - - Barre . . . Burlington . - do . ....do . - do . Chelsea . Derby . Essex . Lyndon Center . . . Mclndoes Falls . . . Manchester . Montpelier . New Haven _ ... North Craftsb ury . Brigham Academy. . . . . Goddard Seminary . Bishop Hopkins Hall . St. Joseph’s Academy* . St. Mary’s Academy.... . Vermont Episcopal Institute *. . . . Chelsea Academy . . Derby Academy * . Essex Classical Institute * . Lyndon Institute . Mclndoes Falls Academy * . Burr and Burton Seminary . Montpelier Seminary . Beeman Academy . Craftsbury Academy . C. H. Morrill, A. B . Arthur W. Peirce, A. B . Miss Edith M. Clark . Brother Charles . Mother M. Stanislaus . Henry H. Ross, A. M . John M. Comstock, A. M . G. A. Andrews . Chauncey H. Hayden . Fremont L. Pugsley . D. F. Andrus . E. Herbert Botsford, A. M - Rev. E. M. Smith, A. M., D. D. B. M. Weld . R. C.Moodie, A.B.,B.D . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2159 and other private secondary schools for the scholastic year 1896-97 — Continued. Students. Religious denomina¬ tion. Sec- rad- ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. j Length of course in years. Eumber in military drill. Eumber of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. "3 a <5 'P. 2 o pR 6 13 N <0 a © PR 6 *3 a © 'cS a © PR 3 a <6 3 a 13 a 6 13 a © pH r2 13 a 6 13 a © PR 4 5 6 7 s 9 1© 11 is 13 14 15 1 © 17 IS 19 29 21 22 2 0 19 15 64 83 3 0 4 200 $1, 000 Eonsect .. 1 53 25 0 0 6 2 1 0 7 5 3 0 4 150 25, 000 R. C . 0 2 0 22 0 18 0 12 0 2 78 57, 000 R. C . 6 0 60 0 260 0 4 0 3 0 4 2, 000 3 1 40 10 23 6 12 0 12 o 4 l’ 200 12, 000 M. E. So .. 0 6 0 56 0 36 0 7 ’ 600 60’ 000 R. O . 0 5 0 50 0 100 800 P.E . 8 0 99 0 16 0 7 0 3 0 4 0 4 0 4 9 1, 000 25, 000 M. E. So . . 3 9 80 92 40 58 9 13 9 13 4 1, 000 40, 000 R. O . 2 2 8 15 50 60 12 11 0 2 2 0 4 7, 000 Eon sect . . 0 8 0 90 0 140 0 12 4 5, 000 6o’ 000 Meth . 3 7 0 223 6 24 0 34 4 1, 000 70, 000 . | Eonsect .. 1 1 30 2 43 5 7 2 2 0 2 1 2 1 4 300 Eonsect . . 1 0 10 13 10 17 10 12 0 0 4 10 4 10 Eonsect .. 1 1 35 34 45 41 0 0 0 0 0 0 0 0 4 400 5, 000, Eonsect . . 4 g 121 119 29 31 20 10 5 4 0 1 1, 000 25, 000 Eonsect .. 1 2 40 60 110 101 25 30 0 ] 5 ’ 100 io’ 000 Cum.Presb 1 1 30 27 40 23 6 2 3 300 5 000 ' R. C . 0 7 0 35 0 165 j.... 0 0 1, 100 20,’ 000 ' R. C . 6 0 17 0 90 0 2 0 0 0 0 0 0 o 500 40, 000 ' | Meth . 1 1 26 17 114 166 Ciun. Pres b 2 4 0 64 0 0 0 6 .... 700 36, 000 M. E. So . . 4 3 60 38 65 77 21 12 35 22 2 0 4 29 1, 500 30, 000 Eonsect . . 6 1 110 35 40 15 90 20 25 10 5 0 40 3’ 500 25, 000 Eonsect .. 1 3 10 15 Eonsect . . 0 2 0 25 O 25 0 5 0 0 0 0 0 0 4 50 L.D. S.... 3 1 50 28 30 20 5 5 5 5 3 127 2. 000 Presb . 0! 3 14 33 36 67 1 3 4 0 200 20" 000 Presb . 1 1 25 25 50 50 3 2 8 0 3 3 3 2 3 500 io, 000 L. D. S-... 1 0 -4 6 86 88 2 4 2 4 54 1, 000 L.D. S-... 5 1 49 59 40 j"" 8 4 100 40, 000i L.D. S.... 19 6 267 273 225 139 11 5 4 48 9, 963 80^ 000 Cong . 1 1 12 19 77 75 6 0 2 3 0 1 0 0 4 400 9’ 500 R. C . 4 0 20 0 70 0 12 0 8 0 5 0 5 0 4 5, 000 100, 000 L.D.S.... 6 1 70 52 ' 129 49 10 9 15 12 1 0 1 0 4 1,600 30, 000 Epis _ 2 8 0 70 39 26 0 5 0 0 0 0 0 0 4 3, 000 50,000 Presb . 2 3 21 24 11 7 I 2 1 3 4 o 4 4 400 as Ann Presb . ' 2 0 13 4 90 72 3 125 yd) 8 600 L.D. S.... 2 0 10 13 65 42 2 1,' 500 Eonsect .. 1 1 55 59 15 16 0 0 1 2 7 3 2 1 4 800 25, 000 TJniv . 4 7 186 160 0 o .... 12 12 3 0 4 2, 000 Epis . 0 6 0 25 0 4 0 1 0 1 4 500 66, 000 R C . . 2 0 40 0 70 0 40 0 5 0 3 R. C . 0 5 0 36 0 7 4 P. E . 2 0 27 0 5 o 5 0 5 0 5 0 5 0 4 200 40, 000 Eonsect .. 1 1 13 13 23 29 3 1 1 0 0 0 0 0 4 174 Eonsect . . 1 1 22 24 32 34 2 2 0 0 1 3 1 1 4 "’36 300 5, 000 Eonsect .. 2 2 ; 41 58 8 8 1 1 3 7 4 300 8, 000 EreeBapt. o 3 41 45 0 0 4 0 1 0 7 3 2 0 4 500 30, 000 Eonsect .. 1 1 22 37 1 0 0 1 0 0 0 0 0 0 0 4 100 5. 000 Eonsect .. 3 3 41 29 1 12 6 8 2 3 1 3 11 3 1 4 1,000 25, 000 Meth . 5 5 62 52 0 0 0 0 4 3 ! 13 fi 2 o 4 90 812 Eonsect ... 1 1 30 20 o o 6 2 1 0 4 2 4 2 4 100 3^ 000 Eonsect . . 1 2 26 27 1 3! 2 1 3 0 1 3 i 0 3 0 4 1, 200 1, 000 1896 1897 1898 1899 1900 1901 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 2160 EDUCATION REPOET, 1896-97. Table 43. — Statistics of private high schools, endoived academies, seminaries, State and post-office. Name. Principal. 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 Vermont— continued. Peacham . Poultney . I Royalton . | Rutland . ! St. Albans . St. Johnsbury . Saxtons River . Thetford . Underbill . W aterburv Center. . . . | W est Brattleboro . VIRGINIA. Caledonia Co. Grammar School . . . Troy Conference Academy . Royalton Academy . . Rutland English and Classical Institute. Congregation de Notre Dame (Villa Barlow). St. Johnsbury Academy . V ermont Academy . Thetford Academy* . . . Underhill High School . Green Mountain Seminary *...... Glenwood Classical Seminary . Charles H. Cambridge . Charles H. Dun ton, D. D . Charles L. Curtis . O. H. Perry, A. B . Mother St. Clarissa . David Y. Comstock . Edward Ellery, Ph. D . Ered. Webster Newell, A. M. . J ohn E. Wheelock . James Nelson Greene . H.E. Miller . Abingdon . . . do . Achilles - Alexandria. J - ,do . Amherst - Arvonia - Bedford City . do . . Abingdon Male Academy * . Academy of Visitation . Guiena Academy . Episcopal High ‘School* . Potomac Academy . Kenmore High School . . Seven Island School . Belmont Seminary . Randolph-Macon Academy . Bellevue . Berkley . | . do . Berryville . Blackstone . | . do . l Black Walnut .. . j Bon Air . I Bowling Green . . Burkeville . . do . I Charlottesville. . . Chase City . Chester... . Churchland . Covesville . Danville . Dayton . . Farnham . . Fauquier Springs Floyd . . Fort Defiance - Franklin . . do . . Front Royal . . Gloucester . . Graham . . . Hampton . Ingram . . Irvington . Lebanon . Lewiston . Locust Dale . i Luray . . I . do . Bellevue High School . Berkley Military Institute . j Ryland Institute* . ! Berryville Home School * . Blackstone Female Institute . Hoge Academy . Cluster Springs High School* . Bon Air School . Southern Seminary . Ingleside Seminary . South Side Female' Institute . Piedmont Female Institute * . South Side Academy . Shirley Seminary . Churchland Academy . Cove Academy* . Danville Military Academy . Shenandoah Institute . Farnham Male Academy . Bethel Military Academy . Oxford Academy . Augusta Military Academy . Franklin Academy . Franklin Female Seminary . Randolph-Macon Academy . Summerville Home School . Wartburg Seminary * . Hampton Female College . Ingram Institute . . . Chesapeake Academy* . Russell College . Belair School . Locust Dale Academy . Luray Male School . V on Bora College . ‘ B. R. Smith . Sister Mary Agnes Broughton Rev. R. A. Folkes . Launcelot M. Blackford, M. A. John S. Blackburn . H. A. Strode . Philip B. Ambler, A. B . J. E. Wamsley . A. M. Hughlett, E. Sumter Smith. Wm. R. Abbott . . . J. W. Roberts, S. M. Smith _ Miss Lula M. Butt . Mrs. Julian Broaddus . Rev. James Cannon, jr . S. G. Anspach, A. B . . T. S. Wilson . William Day Smith . Rev. E. H. Rowe . Graham C. Campbell, M. A _ Rev. R. W. Cridlin . Miss Mary N. Meade . . Prof.WaylandF. Dunaway, jr. Miss Mary Elizabeth Carter. . . John Wise Nelly . Rev. Daniel Blain, D. D . I. H. Saunders . Rev. E. U. Hoenshel . R. Williamson . R. A. Mclntyre, supt . Rev. and Mrs. J. K. Harris - Chas. L. Roller . J. G. Mills, M. A . Miss Eunice Dowell . Rev. B. W. Bond, D. D . John Tabb . J. B. Greever, A. M . E. E. Parham . Mrs. M. F. Bass . H. B. Nolley . J. W. Repa'ss, A. M . Miss N. E. Scott . W. W. Briggs, C. E . James H. Morrison . Rev. I. N. Stirewalt . * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS. 2161 and other private schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Rumber in military drill. Rumber of volumes in library. Value of grounds, build- ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second ary stu* dents. 1 Elemen¬ tary stu¬ dents. 1 Preparing college. for | Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. 6 £ Eemale. | 6 Eemale. r2 cz Eemale. Male. .2 Is a © fq Male. Eemale. r© Female. Male. © '3 © pq 4 5 6 7 8 1© 11 12 13 14 15 1© ir 18 19 29 21 22 Ronsect . . 1 1 30 - 0 0 4 2 5 1 2 1 2 1 4 1,800 1950 M. E . 7 5 102 61 16 4 32 6 15 11 13 8 4 2,950 $75, 000 1951 0 2 10 10 10 20 3 0 1 2 o 0 4 250 5, 000 | 1952 Ronsect . . 3 4 18 17 o 4 6 3 5 8 9 i 1 4 1,000 1, 500 | 1953 R. C . 0 3 0 24 100 126 1 1954 Cong . 2 7 101 120 0 0 25 40 20 0 12 16 6 7 4 300 125, 000 1955 Bapt . 5 6 62 50 0 o 15 25 0 0 12 8 7 4 4 * *62 4, 000 110, 000 1956 Cong . 2 O 31 35 4 3 2 2 5 6 5 5 0 0 4 .... 200 10, 000 1957 1 2 45 35 7 2 0 0 o 0 4 3, 000 1958 1 2 17 21 17 9 2 0 2 0 4 1 300 20, 000 1959 Ronsect . . 1 4 37 40 10 7 1 0 8 7 1 1 1 11 4 250 15| 000 1960 Ronsect; .. 1 0 23 0 6 0 11 0 12 0 0 0 1 0 0 4 150 15, 000 1961 R. C . 0 5 0 80 0 30 0 3 0 3! 350 95 non 1962 Bapt . 0 1 6 15 4 3 3 1 0 0 0 0 0 0 500 1 1963 P. E . 7 o 103 0 0 0 4 0 25, 000 1964 Ron sect . . 3 0 30 0 5 0 10 0 5 0 i 1965 Ronsect .. 2 0 20 0 0 0 8 0 0 0 o 0 0 0 4 10. non 1966 Ronsect .. 2 0 9 0 0 0 6 0 1 0 4 1, 200 5, 000 1 1967 M. E. So. . 0 1 0 44 0 9 0 2 o 2 4 75 15, 000 [ 1968 Metli . 6 1 121 0 0 0 5 500 100, 000 1969 Ronsect .. 3 o 49 0 1 0 5 3, 000 25, 000 \ 1970 Ronsect . . 3 6 40 22 35 13 25 15 10 5 o 0 4 28 20, 000 1971 Ronsect .. 0 5 0 50 15 50 0 18 0 15 o 8 5 500 20, 000 1972 Bapt . 0 1 2 10 4 4 1973 Meth . 1 10 0 127 2 7 0 0 o 6 500 30, 000 1 1974 Presb . 3 0 30 0 20 0 10 0 0 0 2 0 2 0 4 .... 1, 000 15, 000 1975 Presb . 3 0 40 0 4 0 10 0 0 0 0 o O . 1 400 7, 500 1976 Ronsect .. 1 1 5 0 12 6 1 0 0 0 0 0 0 0 4 300 2, 500 1977 Ronsect .. 2 4 0 53 0 15 0 ol 0 . 0 0 2 o 0 1978 Presb . 0 3 0 25 0 82 1 0 7 500 3, 500 1979 Bapt . 1 3 0 55 0 20 0 4 1, 000 15, 000 1980 Epis . . 0 4 0 25 0 20 o 4 4 1981 Bapt . 0 1 18 39 2 6 2 3 0 0 0 2 0 0 3 100 4, 000 1982 Ronsect .. 1 0 3 5 11 18 1 2 0 2 0 1 4 6, 000 1983 Ronsect .. 2 1 23 13 4 5 15 6 2 0 5 500 6, 000 1984 Ronsect .. 1 0 6 0 0 0 4 0 ' 2 0 5 0 1 0 4 600 1985 Ronsect .. 5 0 83 0 0 0 19 0 10 0 8 0 2 0 4 83 45, 000 1986 TJ. Bretb . . g 2 72 42 0 0 3 1 5 1, 500 10, 000 1987 Ronsect .. 1 0 14 0 3 0 6 0 0 0 0 0 0 0 1988 Ronsect .. 6 1 97 0 0 0 0 0 15 0 2 0 0 0 4 60 1,000 100, 000 1989 Presb . 0 2 19 21 17 16 5 1, 000 2, 800 1990 Ronsect .. 3 0 42 0 27 0 42 1991 Ronsect . . 1 0 21 0 14 0 10 0 o o o 0 4 100 3, 500 1992 Ronsect .. 0 3 0 20 0 58 0 8 0 0 0 0 0 0 4 100 7,’ 000 1993 Meth . 6 0 79 0 0 0 79 0 15 0 15 0 4 500 101, 500 1994 Ronsect . . Q 1 0 10 0 3 0 2 3 500 6, 000 1995 Euth . 1 2 26 30 25 29 20 25 6 0 6 6 4 200 40, 000 1996 Ronsect .. 1 5 0 45 0 0 20! 000 1997 Ronsect . . 0 1 4 2 6 8 1 1 0 0 0 0 0 0 4 1, 000 1998 Ronsect . . 2 6 25 25 10 15 15 12 5 3 4 1999 Ronsect .. 2 2 33 37 55 56 0 0 2 0 0 0 6 0 5 400 10, 000 2000 Presb. . . . . 0 3 4 13 1 3 0 0 0 0 0 1 o 0 3 4. 000 2001 Ronsect . . 3 0 24 0 36 tf 4 300 14; 000 1 2002 Ronsect .. 1 0 10 0 15 0 2 0 2003 Ronsect .. 1 0 17 0 0 0 3 0 2004 ed 97 - 136 2005 2006 2007 2008 2000 2010 2011 2012 2018 2014 2015 2016 2017 2018 2019 2020 2021 2022 2028 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 2034 2035 2036 2037 2038 2039 2040 2041 2042 2043 2044 2045 2046 2047 2048 2049 2050 2051 2052 2053 2054 2055 2056 2057 2058 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries, State and post-office. Name. Principal. i 2 3 Virginia— continued . Virginia Seminary . . Clairmont School (East End Academy).* Hamilton Institute * . . . „ . Clay Hill Academy . West Central Academy . Newport News Military Academy . Leache-Wood Seminary . Norfolk Academy . Norfolk Mission College . Phillips & West Seminary . j Margaret Academy . Portsmouth Academy . School for Young Ladies . St. Albans School * . I Convent and Academy of the Vis¬ itation. . Hartshorn Memorial College . . McGuire’s School . Nolley’s School for Boys * . . Ridgeway Institute . . . Alleghany Institute . . Klein berg Female Seminary . . Hawkins Chapel Institute . . Sunnyside Home School . . South Boston Female Institute. . . . Valley High School . . Staunton Military Academy * _ . Strasburg Institute . . Collegiate Institute* . . Nansemond Seminary . . Suffolk College . . Suffolk Military Academy . Rappahannock Institute . Tazewell College . Fauquier Female Institute . Warsaw Female Academy . . Fishburne Military School . . V alley Female Seminary * . . West Point Female Seminary - . W est Point Military Academy* . . . . Gladeville College . . Male and Female Academy . Lynchburg . Martinsville . Mendota . Millwood . Mount Clinton . Newport News . Norfolk . - do . - do . _ do . Onancock . Portsmouth . . do . Radford . Richmond . . do . . do . . do . Ridgeway . Roanoke . Rockfish Depot . Rural Retreat . San Marino . South Boston . Spottswood . Staunton . Strasburg . Suffolk . . do . . do . . do . Tappahannock . Tazewell . Warrenton . Warsaw . W aynesboro . . do . West Point . . do . Wise . Woodlawn . WASHINGTON. Ahtanum . . Centralia . . Coupeville . Olympia . . Ross . Seattle . . South Park . . Spokane . . do . Tacoma . . do . Waitsburg . Ahtanum Academy * . Grace Seminary* . . . Puget Sound Academy . Providence Academy . Seattle Seminary . . . I Academy of the Holy Names . | College of Our Lady of Lourdes . . Academy of the Holy Names . Gonzaga College . St. Mary’s Hall . Annie Wright Seminary . Tacoma Academy . Waitsburg Academy . * Statistics of 1895-96. G. W. Hayes . William H. Parrott . W. J. Benham . Wm. H. Whiting, jr., A. M - I. S. Wampler . Edward W. Huffman . Miss Agnes Douglass West .. Robert W. Tunstall, B. A . Rev. Wm. McKirahan . Miss E. Phillips, Miss S. K. West. FrankP. Brent . W. H. Stokes . Miss N. E. Carr . G. AY Miles . Superior of the House . Lyman B. Tefft, president - John P. McGuire . G; M.Nolley . W. G. Welborn . Sidney Speiden Handy . Miss Constance Wailes . E. H. Copenhaver, A. B . Mrs. Lucy R. McCrohan . J. P. Snead . H. M. Wallace . Wm. H. Kable . H. D. Wolff . P. J. Kernodle, A. M . Mrs. Lucy H. Quimby . Sally A. Finney . Joseph King . Alex. Fleet . A. A. Fnrguson . Geo. G. Butler, A. M . Mrs. E. B. Breckenbaugh . James A. Fishburne . Mr. and Mrs. J. B. Winston . . . Mrs. W. R. Broaddus . Capt. J. W. Willson . C. Y. Chapman . Everett E. Worrell . O. C. Palmer . A. M. Brumback A. B . C. E. Newberry . Sisters of Charity . . Clark Wilbur Shay, B. S . Sister Mary Alodia . . Brother Philip Mary . Sister Mary Geraldine . Rev. James Rebmann, S. J - Mrs. Lemuel H. Wells - Mrs. Sarah K. White . Alfred P. Powelson, A. M . J. A. Keener, M. E . . STATISTICS OF SECONDARY SCHOOLS. 2163 and oTker private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Male. Female. <6 "cS a Female. Male. Female. 4 5 6 7 8 9 10 Bapt . 2 40 71 83 80 Nonsect .. 1 1 10 22 8 0 Nonsect .. 1 0 13 9 81: 97 Nonsect .. 2 0 25 0 0 0 Nonsect . . 7 1 36 21 31 31 Nonsect .. 5 0 60 o 10 0 Nonsect .. 0 9 0 70 0 30 Nonsect .. 5 0 52 0 56 0 Presb . 2 10 15 33 272 330 Nonsect .. 1 7 0 47 0 38 Nonsect .. 3 2 39 38 G 16 Nonseet .. 1 0 10 0 55 5! Nonsect .. 0 a 0 37 0 2 Nonsect . . 5 ! o 60 1 0 o| 1 0 R. C . 0 3 0 ; 20 0 I 4o! Bapt . 1 1 l! K 1 62 Ron sect .. 5 0 101 o 39 0 Non sect . . 2 0 40 0 10 0 Non sect . . 1 1 14 16 11 24 Nonsect . . 5 0 50 0 42 0 Presb . 1 3 0 17 0 6! Buth . 2 1 8 24| 30 19i Presb . 0 1 3 9 2 Nonsect .. 0 1 0 20 10 10 Non sect .. 2 0 24 ll 6 9) Nonsect .. 3 0 13 0 10 01 Nonsect .. 1 0 14 5 ii H Christ.... 2 0 17 0 29 o! P.E . 1 4 0 19 3 li Meth . 0 6 0 47 3 3l! Nonseet . . 3 0 30 0 Non sect .. 2 3 4 18 2 2 Christ .... 2 1 20 7 50 50 Nonsect .. 0 5 0 37 3 24 Nonsect .. 0 1 0 11 0 13 Non sect .. 4 0 30 0 14 0 Presb . 0 3 0 26 6 74 Nonsect .. 0 1 0 25 1 2 Nonsect . . 3 0 39 0 15 9I N onsect . . 1 1 20 15 100 76 Nonsect .. 1 1 30 20 | 41 30 Cong . 1 1 27 J 0 0 Bapt . 1 1 19 9 14 6 Cong . 1 2 19 16 3 0 R. C . 0 4 4 29 20| 60 Free Meth 1 1 11 13 28 23 R. C . 0 2 0 30 0 120 R. C . 3 0 25 0 45 0 R. C . 0 11 0 107 0 140 R. C . 10 0 111 0 93 0 Epis . 0 2 0 11 ■0 24 Epis . 0 10 0 50 0 25 Nonsect .. 1 1 12 8 2 2 Presb . 3 1 23 21 26! 12 Students. j Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. Preparing college. for Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1897. Clas¬ sical course. Scien tific course. 6 a a © Ph Male. Female. Male. Female. Male. © a © Ph ii 12 13 14 15 16 17 IS 19 1 | O 21 22 5 9 3 300 $30, 500 4 3 2, 500 0 0 0 0 0 0 „ 0 250 3, 500 5 0 3 0 4 700 6, 000 7 2 1 0 2 4 1 0 3 450 7, 000 1 0 3 0 0 0 0 0 4 ’*40 100 18, 000 0 0 0 0 0 11 500 30, 000 4 0 4 0 4 75, 000 ' 6 6 3 1,200 60, 000 0 9 1 4 8 0 10 12 2 1 2 4 3, 200 20, 000 j 0 2 15 45 ! 0 10 0 2 0 2 0 4 800 30, 000 0 2 0 3 50, 000 30 0 10 0 10 0 10 0 6 150 10, 000 10 o 5 0 5 0 3 3 4 2 3 2 2 2 2 4 1, 000 J 30 0 20 4 600 25, 000 .... ...°| 0 1 3 500 2. 500 6 12 0 0 7, 000 1 1 0 0 0 0 0 0 4 100 1 0 1 0 0 6 100 j 20 o 800 1 13 o 7 0 7 0 4 13 400 15, 000 0 0 0 0 150 4, 000 1 0 3 300 6, 000 0 .... j 0; 0 0 0 4 0 0 5 300 11, 000 0 H 34, 000 3 30 8, 000 1 10 0 2 5 500 3,500 30 ! 5 0 0 I".' 4 4, 000 0 15 i 0 5 4 300 10, 000 0 5 0 0 0 4 11, 000 I 5 o 2 0 300 15, 000 1 4 200 7, 000 .... 4 100 5, 000 10 ! 9 6 0 2 0 2 0 ”39 100 6, 000 !... 0 0 G 0 2, 000 "4 ii 6 1 0 0 0 0 3 3, 000 3 o o 0 4 400 10, 000 2 ll 0 1 4 150 3 2 1 3 1 o' 4 1,000 3, 300 0 2 ol 2 5 .... 4 3 4 8 1 2 0 0 4 60 15, 000 0 0 0 0 0 3 0 0 4 500 50, 000 40 0 5 0 20, 000 0 40 0 24 0 5! 6 4 4 1, 500 75, 000 13 0 53 0 4 0 4 0 4 2, 000 0 o' 4 250 25, 000 0 41 4 1, 000 50, 000 2 3 1 l| 1 1 4 200 6, 000 ...J 2 - 4! 300 20. 000 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 2034 2035 2036 2037 2038 2039 2040 2041 2042 2043 2044 2045 2046 2047 2048 2049 2050 2051 2052 2053 2054 2055 2056 2057 2058 2059 2060 2061 2062 2063 2064 2065 2066 2067 2068 2069 2070 2071 2072 2073 2074 2075 2076 2077 2078 2079 2080 2081 2082 2083 2084 2085 2086 2087 2088 2089 2090 2091 2092 2093 2094 2095 2096 2097 2098 2099 2100 EDUCATION REPORT, 1896-97. Table 43. — Statistics of private high schools, endowed academies, seminaries , State and post-office. Name. Principal. 3 3 WEST VIRGINIA Alderson . Buckliannon . Burnsville . Charlestown . I - do . J Clarksburg . Lewisburg . . do . Martinsburg . Oak Hill . Princeton . Romney . Salem . Wayne . Wheeling . WISCONSIN. Ashland . Delafield . Evansville . Fond du Lac . , Hillside . ! Kenosha . . do . Madison . Milwaukee . . do . . do . . do . Mount Calvary . Mount Horeb . Poynette . Prairie du Chien . Racine . . do . . do . St. Francis . . . . do . Sinsinawa . Stoughton . Watertown . Waukesha . Wausau . WYOMING. Big Horn . Alleghany Collegiate Institute . . . West Virginia Conference Semi¬ nary. Burnsville Academy . Charlestown Academy . Stephenson’s Female Seminary. . . Broaddus Classical and Scientific Institute. Lee Military Academy . Lewisburg Female Seminary . Berkeley Female Institute* . Oak Hill High School* . Princeton Academy * . Potomac Seminary . Salem College * . . . . Oak View Academy . Linsley Institute * . North Wisconsin Academy . St. John’s Academy (Military) - Evansville Seminary . Grafton Hall . Hillside Home School . Kemper Hall . University School . Sacred Heart Academy .... Concordia College . German English Academy. Milwaukee Academy . St. Josaphat’s High School St. Lawrence College . Mount Horeb Academy. . . . Poynette Academy* . St. Mary’s Academy . The Home School . Racine College . St. Catherine’s Academy. . . Catholic No rrnal School of the Holy Family and Pio Nono College. Provincial Seminary of St. Fran¬ cis de Sales. Saint Clara Academy . Stoughton Academy and Business Institute. University of Our Lady of the Sacred Heart. Carroll College . Wausau Business College and Academy. Wyoming Collegiate Institute * . . . W. S. Anderson . . Rev. B. W. Hutchinson, A. M. . J. R. C. Brown . John C. Grinnan . Rev. C. N. Campbell . H. A. Liebig . James M. Lee . R. L. Telford . Misses Wiltshire and Crane .. Prof. Samuel Duncan . John C. Naff . Rev. William S. Friend . Rev. Theo. L. Gardiner . T. B. McClure . John M. Birch, Ph. D . S. Freeman Hersey . Rev. S. T. Smythe, A. M., B. D. A. L. Whitcomb . B. T. Rogers . Ellen C. and Jane Lloyd Jones. Sister Superior . Nicholas Rowe, A. B . Sister M. Edmund . M. J . F. Albrecht . Emil Dapprich . Julius Howard Pratt, Ph. D. . . Rev. P. Alphonsus Baeumle, O.M. A. G. Bjorneby . . . W. L. Green, D. D., president. . Sister U. Seraphia . Mrs. A. O. Simpkin . Rev. Arthur Piper, S. T. D _ Mother M. Hvacintha . Rev. M. J. Lochemes . . . Very Rev. Joseph Rainer . Mother Bonaventure . K. A. Kasberg . Rev. John O’Keefe, C. S. C - Walter L. Rankin . C. M. Boyles . Prof. W. E. Ransom, A. M * Statistics of 1895-96. STATISTICS OF SECONDARY SCHOOLS, 2165 and other private secondary schools for the scholastic year 1896-97 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. Number in military drill. 1 Number of volumes in library. Value of grounds, build- ings, furni¬ ture, and sci¬ entific appa¬ ratus. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. Gradu¬ ates in 1897. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1897. Clas¬ sical course. Scien¬ tific course. © a © Pr © "cS a © a © Pr © 13 a © 13 a © PR <5 13 a © 13 a © pr r2 13 s r© 13 a © Pr © ■a s © 13 a © PR © 13 S © a © pR 4 5 ° 7 8 9 10 11 i* 13 14 15 16 l*j 18 19 so 21 22 0 i 14 23 11 14 0 1 0 $7, 000 2059 M.E . 4 3 60 40 125 110 10 i 15 8 19 12 10 4 4 .... 2, 200 75, 000 2060 9 0 16 19 28 27 1 150 500 2061 i 0 18 0 0 0 5 0 3 0 l .... 1 2, 000 2062 i 4 2 21 3 25 1 0 0 2 4 10, 000 2063 Bapt . 2 4 29 41 8 11 3 11 24 2 14 3 10 3 500 12, 000 2064 Nonsect .. 2 0 16 0 10 0 8 0 4 0 0 0 0 0 3 1,200 3, 200 , 2065 0 7 0 69 0 32 0 2 1,100 24, 000 [ 2066 Nonsect . . 0 2 0 15 10 15 0 1 | 50 6, 000 2067 Non sect .. 1 1 7 8 0 o 0 o 0 0 .... 0 o 1 206g Metli . 2 3 40 15 25 15 5 4 0 0 2 3 2 3 5 100 5, 000 2069 Presb . 2 1 20 15 13 15 6 3 2 4 2 1 2 0 4 5, 000 2070 7 D. Bapt. 3 1 50 45 83 117 .... 3 0 1, 500 10, 00o 2071 Nonsect . . 2 2 45 36 10 14 10 0 3 6, 000 2072 Nonsect .. 5 0 79 0 50 0 10 0 10 0 16 0 10 0 4 79 300 20, 000 2073 Cong . 1 2 18 16 2 2 3 3 7 4 3 3 1 2 3 600 35, 000 2074 Epis.. _ 8 1 173 0 12 0 30 0 15 0 4 173 2075 Metli . 1 1 35 31 40 45 3 400 30, 000 2076 Epis . 1 8 0 35 0 25 0 2 0 3 0 1 4 150 60, 000 2077 Nonsect .. 3 9 14 17 13 14 1 2 1 .... 3 1 3 1 2 4! 2, 300 , 42, 000 2078 Epis . 0 10 0 70 0 30 aOi 24 0 16 o 6 4 4, 000 150, 000 2079 Non sect .. 3 0 24 0 0 5 r" 2080 R. C . 0 5 0 37 o 26 0 3 o 3 4 1 450 40, 000 2081 Ev. Lutb . 9 0 140 0 64 0 37 0 37 o 4 i 3, 076 150, 000 2082 Nonsect .. 5 2 10 9 70 75 10 9 .... 1,200 85, 000 2083 Nonsect -- 4 1 34 0 25 0 17 0 6 0 4 0 4 0 5 35, 000 ! 2084 R. C . 5 0 52 0 0 0 50 0 35 0 ■* 2085 R. C . 12 0 128 0 0 0 15 o .... 6 3, 300 100, 000 2086 Lutb . 3 0 24 15 17 5 | .... 5 3 3 .... 200 15, 000 2087 Presb . 1 1 16 10 15 16 7 5 2 2 2 2 r" 400 20, 000 2088 R. C . 0 4 0 30 0 26 0 o 0 0 0 7 0 0 r'i 2089 Epis . 0 2 0 15 0 12 I i 2, 000 2090 P. E . 5 0 40 0 0 0 4 0 10 0 4 0 2 0 6 10, 000 250, 000 2091 R. C . 0 7 0 60 0 115 0 6 4 3, 050 2092 R. C . 7 0 49 0 27 0 7 0 4 2, 000 2093 R. C . 9 0 140 0 75 0 30 0 13, 500 200, 000 2094 R. C . 0 16 0 56 0 47 0 0 0 0 0 10 0 0 4 2, 500 200, 000 2095 Lutb . 2 2 59 43 50 25 8 2 13 rj 1 1 4 700 12, 000 2096 R. C . 4 0 48 0 48 0 35 0 10 0 48 2,000 2J97 Presb . 3 3 45 36 29 1 M 15 12 4 3 3 1, 000 52, 000 2098 Nonsect . . 2 1 20 10 49 62 0 0 0 0 0 0 0 0 1 ’250 l, ooo 2099 Cong . 2 1 18 12 8 ! . i 1 2 3 3 0 0 4 300 10, 000 21C0 a Indians. 2166 EDUCATION REPORT, 1896-97. Table 44. — Public and private high schools for boys only , for girls only, and for both sexes. State or Territory. Public. Private. For boys only. For girls only. Coeducational. For boys only. For girls only. Coeducational. | Schools. Students. | Schools. Students. Schools. Boys. Girls. m 'o © r© o m Students. Schools. Students. Schools. 05 O ffl Girls. United States . 35 9, 659 26 10, 294 5, 048 163, 786 1 225, 694 351 20, 054 537 23, 134 1,212 33, 164 31, 681 North Atlantic Division. . . 12 6, 751 8 6, 481 1, 207 47, 802 65,365 152 10, 256 192 8, 655 321 10, 688 10, 869 South Atlantic Division . . . 9 1,299 10 1,639 336 7, 321 10,262 82 3, 686 81 3, 760 258 5, 757 5, 187 South Central Division _ 13 1, 169 7 1,554 510 11, 416 ! 15,513 36 1, 358 84 4, 002 368 8,910 7, 989 1 440 2, 783 87, 967 122, 131 54 3, 721 127 5, 096 215 6, 558 6, 205 Western Division . 1 620 212 9, 280 12,423 27 1,033 53 1, 621 50 1, 251 1, 431 North Atlantic Division : 151 3, 642 4, 535 2 86 1 60 32 1, 343 1, 529 New Hampshire . 1 46 1 8 50 1,453 1,951 7 664 3 179 18 569 545 50 1, 167 ], 585 2 67 3 85 21 991 965 Massachusetts . 4 2,011 2 1, 138 219 11, 928 16, 283 22 1, 568 37 1,811 38 1, 083 997 14 1, 266 1, 643 2 265 6 263 3 150 109 64 2, 699 3,427 14 628 20 936 24 550 570 New York . 4 3, 682 1 2,130 339 14, 184 18, 961 59 3, 342 70 3, 332 75 2, 246 2, 603 76 3,427 5, 189 20 1, 584 22 636 27 836 692 Pennsylvania . 3 1,012 4 3, 205 244 8, 036 11, 791 24 2, 052 30 1,353 83 2, 920 2, 859 South Atlantic Division: I^elawar^ 14 485 766 3 121 89 Maryland . 5 1,198 4 1,000 32 492 737 14 609 17 1,045 12 216 148 District of Columbia. . . 4 924 1, 489 6 322 12 490 1 32 30 Viroirma _ _ 3 85 61 1, 333 2, 050 33 1, 350 23 910 29 566 598 "West Virginia ......... 25 510 789 3 113 2 84 10 283 263 North Carolina . 12 179 293 12 556 6 400 114 2, 425 1,945 South Carolina . 1 16 1 6 65 1,052 1,229 7 346 8 291 17 402 365 Georgia . ............... 5 633 95 1, 814 2, 205 7 390 9 438 69 1,675 1,671 Florida . . 28 532 704 4 102 3 37 78 South Central Division : Kentucky . 2 511 1 576 50 1,114 1, 598 11 380 21 621 59 1,393 1,152 Tennessee . . 1 32 96 2, 029 2, 744 7 282 12 490 94 2, 263 1, 874 Alabama . 4 216 2 333 46 890 1,108 5 224 9 489 62 1,288 1, 164 Mississippi _ 3 55 78 1, 356 1, 740 5 144 10 471 44 1, 036 1, 196 Louisiana . . 1 245 3 629 14 178 373 2 89 9 281 20 312 360 Texas . . . 1 16 180 4, 637 6,452 5 216 20 1, 196 55 1, 934 1,568 Arkansas _ 43 1, 127 1, 353 1 23 2 35 24 478 465 Oklahoma 3 85 145 1 19 2 44 45 Indian Terri torv 2 .... 110 8 162 165 North Central Division : Ohio . 1 584 16, 408 21, 550 . 10 578 24 945 24 702 620 Indiana . . 1 345 9. 447 11, 897 2 152 14 642 10 498 429 Illinois . 1 1 440 326 12, 105 19, 364 9 716 28 1, 235 24 674 672 Michigan . . 1 285 10, 952 14, 793 2 137 9 381 8 258 310 j g coil ftin _ 184 6, 830 8, 757 10 828 303 9 241 187 Minnesota 102 4, 500 6, 050 5 393 11 349 14 437 415 Iowa . - _ ... 325 10, 268 14, 358 3 207 6 182 36 1, 351 1,171 Missouri _ _ 1 189 6, 790 10, 030 11 660 19 755 58 1, 671 1, 680 North Tkikota 21 372 537 3 28 50 Smith Dakota _ ... 1 29 603 817 1 23 6 97 105 NehTfl ska 219 4, 985 7,126 1 15 4 75 10 210 230 ^ T) s;i a 174 4, 707 6,852 1 35 4 206 13 391 336 Western Division : Montana 14 404 539 1 17 2 65 1 2 15 yomm ^ 2 103 117 1 18 12 Colorado . . . . 41 1, 884 2, 751 1 26 4 165 2 65 41 Mexico 75 131 2 46 1 15 Arizona 2 59 68 1 10 1 25 170 Utah . 2 261 389 1 20 1 70 11 535 514 ]Sf evad a 6 147 228 1 Idaho 7 108 184 2 30 . 1 5 69 61 YTashin vtou . . 34 1, 068 1,493 2 136 4 198 7 115 122 Oregon 12 632 8891 3 144! 6 168 9 156 195 California . . . 620 85 4, 539 5, 634 15 614 34 930 13 266 301 CHAPTER XLI. STATISTICS OF CITY SCHOOL SYSTEMS. There are 578 cities in the United States claiming to have more than 8,000 popula¬ tion each. In these cities there are 601 distinct systems of city public schools, a number of cities having two or more school organizations. In 1890-91 there were only 442 such systems, with an enrollment of 2,627,275 pupils. For 1896-97 the enroll¬ ment in the 601 city systems was 3,590,875, an increase of 963,600, or 36.67 per cent in six years. In the same time the enrollment in the public schools outside of the cities of 8,000 population increased from 10,422,857 in 1890-91 to 11,061,617 in 1896-97. This was an increase of 638,760, or a little more than 6 per cent. This wide difference in the rate of increase in enrollment in city and country schools is partly due to the fact that in 1890-91 more than 150 of the systems now classed as city systems were yet outside of cities of 8,000 population and over, and the enrollment in these 150 systems is nowin effect subtracted from the enrollment in country schools and added to that in cit3r schools. Whether this accounts for the whole difference in the rate of increase or not the fact remains that the enrollment in public schools in cities of 8,000 population and over in 1890-91 was only about 20 per cent of the total public school enrollment of the United States, while in 1896-97 the enrollment in cities of like size is 24^ per cent of the public school enrollment for the whole country. The following table is a summary of statistics of school systems of cities contain¬ ing over 8,000 inhabitants, showing increase or decrease from previous year: 1895-96. 1898-97. Increase. Per cent of increase. Children of' school census age . 5, 893, 132 3, 590, 875 Enrollment . 3, 484, 255 106, 620 3. 06 Aggregate number of days’ attendance . 489, 786, 705 507, 622, 259 17, 835, 554 3.64 Average daily attendance . Average length of term in days . 2, 560, 293 191.4 2, 687, 758 188. 9 127, 465 a 2. 5 4. S8 Enrollment in private and parochial schools . 848, 760 824, 609 a 24, 151 a 2. 85 Number of supervising officers . 3, 938 3, 859 a 79 a2. 01 Number of teachers . 70, 325 74, 117 3,792 5. 39 Number of buildings . 8,496 8, 604 108 1. 27 Number of sittings . 3, 369, 082 3, 397, 275 28, 193 .84 Value of school property . . $257, 236, 583 $267, 050, 289 $9, 813, 706 3. 82 Expenditure for tuition . . . Total expenditure . 46, 747, 865 48, 772, 485 2, 024, 620 4. 33 80,012, 118 84, 866, 092 4, 823, 974 6.03 a Decrease. In 1890 the cities of 8,000 population and over had 29.2 per cent of the population of the entire country. In 1897 the estimated population of the United States, based largely upon the school census of the previous year in most of the States, was 71,374,142. The aggregate population claimed by the cities of 8,000 inhabitants and over was 24,878,211, or 34.86 per cent of the total population. This percentage is manifestly too great, the actual population of most cities being consideraly below the “ claimed” population. The total population of these cities, estimated on the basis of the latest school census of each city, was 22,531,091 for 1897, or 31.57 per cent of the estimated population of the United States for that year. The statistics of city school systems are summarized in Tables 1 to 20 in this chap¬ ter, and certain comparisons are drawn between the public schools of the cities and the public schools outside of cities of 8,000 population and over. Table 1 shows for each State the number of city systems of public schools, the enrollment in these public schools, the aggregate number of days amended, the aver- 2167 2168 EDUCATION REPORT, 1896-97. age daily attendance, the number of supervising officers, and the number of teach¬ ers, male and female. The estimated enrollment in private and parochial schools is also given. The public school enrollment in the cities, 3,590,875, was an increase of 106,620, or 3.06 per cent, over the preceding year. The aggregate attendance, 507,622,259, was an increase of 17,835,554, or 3.64 per cent. The estimated enrollment in private and parochial schools, 824,609, was a decrease of 24,151, or 2.85 per cent, from the year before. The number of teachers in 1896-97 was 74,117, an increase of 3,792, or 5.39 per cent, although the number of supervising officers was 79 less. Table 2 is an exhibit of the school property owned by city school systems, and shows the amount of money expended for teaching and for all purposes in the cities of each State. These city schools occupied 8,604 buildings, in which were 3,397,275 seats for study, showing an increase of less than 1 per cent in seating capacity from the preceding year. The value of school property was $267,050,289, an increase of $9,813,706, or 3.82 per cent, in one year. The amount of money expended for teach¬ ing and supervising was $48,772,485, an increase of $2,024,620, or 4.33 per cent, over the previous year. The aggregate expenditure of the 601 city systems for all pur¬ poses, except repayment of loans and interest on bonds, was $84,866,092, an increase of $4,823,974, or 6.03 per cent, over 1895-96. Table 3 is a bird’s-eye view of the statistics of city school systems summarized by States, preceded by a review for the past five years by geographical divisions and for the United States as a whole. The table shows that for 1896-97 the enrollment in private schools was only 18.7 per cent of the total school enrollment in cities; that the average daily attendance in the public schools was 74.8 per cent of the pub¬ lic school enrollment; that the average number of days’ attendance of each pupil enrolled was 141.4; that the average length of school term was 188.9; that the average number of pupils in attendance to each teacher was 36.3; that the average number of teachers to each supervising officer was 19.3. The table also shows that the average number of seats for each 100 pupils in attendance was 126.4; that the average number of seats to a building was 395; that the value of school property per capita of pupils in average attendance was $99.36; that the cost of teaching and supervising per capita of pupils in average attendance was $18.15; that the total cost of maintaining the schools per capita of pupils in average attendance was $31.58; that the average cost per day of tuition for one pupil was 9.61 cents, and that the average daily expenditure per pupil for all purposes was 16.72 cents. Table 4 shows that there were 627 high schools belonging to the 601 city systems. These high schools had 5,920 instructors, 2,288 males and 3,632 females. In the high schools there were 181,410 secondary students, 73,872 males and 107,538 females. The average number of teachers to a high school was 9.4, the average number of students to a teacher 30.6, and the average number of students to a high school was 289.3. The table gives similar statistics for each State. Statistics of all the high schools in the United States are given in Chapter XL. Table 5 summarizes the statistics of evening schools belonging to the public school systems of cities. There were in 1896-97 in cities of 8,000 population and over 813 such schools, with 4,141 teachers and 183,168 pupils. It is seen that 558 of these schools, with 140,053 pupils, are in the cities of the North Atlantic division, 201 being in Massachusetts and 151 in Pennsylvania. Tablo 6 is a summary of the statistics of kindergartens belonging to the public school systems of cities. In the cities of 8,000 population and over there were 1,077 public kindergartens, conducted by 2,024 teachers. In these kindergartens were 81,916 pupils, 35,968 boys, and 37,883 girls. Nearly all the public kindergartens were in the cities of the North Atlantic and North Central divisions. The second part of the table shows that in cities and villages of over 4,000 but less than 8,000 popula¬ tion there were 80 kindergartens, conducted by 139 teachers. These kindergartens had 4,717 pupils, 2,052 boys and 2,218 girls. Lists of cities showing the number of kindergartens, kindergarten teachers, and pupils are given in Tables 21 and 22. The detailed statistics of the 601 systems of public schools in cities of 8,000 pop- STATISTICS OF CITY SCHOOL SYSTEMS. 2169 nlation and over are given in Tables 23 to 26. The statistics of the public schools of 307 cities and villages containing between 4,003 and 8,000 inhabitants are given in detail in Table 27, at the conclusion of this chapter. CITY AND RURAL SCHOOLS COMPARED. For the purpose of comparing certain statistics of public schools in cities of 8,000 population and over with like statistics of the public schools outside of such cities, Tables 7 to 16 have been arranged. It can not be said that all the schools not in cities of 8,000 population and over are rural schools, but as a rule the schools in the smaller cities and in the villages present conditions similar to those in rural schools. In the public schools of the 307 cities and villages of from 4,000 to 8,000 population there were 321,435 pupils enrolled, as shown in Table 20. In only a small number of these cities and villages have the public schools reached the high standard of organization maintained by the larger cities. The comparisons made in this chapter will not be vitiated by considering the public schools of the smaller cities as a com¬ ponent part of the rural schools of the country. In the census reports for 1890 the aggregate population of all cities of 8,000 population and over was considered to be the urban population of the United States, while all the population outside of such cities was classed as rural population. Table 7 gives the estimated population of the United States and of each State, based upon the latest school census in each State, as reported by superintendents of public instruction. This estimated population was for the whole country 71,374,142 in 1897. The aggregate population of the cities of 8,000 population and over was 22,531,091, estimated largely on the basis of the scholastic population. According to these careful estimates the urban population of the United States was 31.57 per cent in 1897, as compared with 29.20 per cent in 1890. The rural population in 1897 was 48,843,051, or 68.43 per cent of the total population. The lt claimed” population of the cities is given in the third column of Table 7, but is not used for purposes of comparison, the aggregate being manifestly too great. In a few States where the school census was defective the population was estimated by using the 1890 ratio, and in five States the “ claimed ” city population is placed in column 5 for the same reason. Table 8 gives the number of children of school census age in the cities, outside of the cities, and for the whole United States. In the cities the children of school-cen¬ sus age numbered 5,893,132, or 26.16 per cent of the city population; outside of the cities there were 15,084,884 children of school-census age, or 30.88 per cent of the total rural population. The number of children of school-census age for the United States was 20,978,016, or 29.39 per cent of the total population. This total of 20,978,016 was not the number of children from 5 to 18 years of age, but the number actually reported or estimated by State superintendents of public instruction. The last column of the table shows the ages for enumeration in the cities, being in most cases also the ages for enumeration in the entire State. Table 9 shows the number of pupils enrolled in the cities, outside of the cities, and in the whole country. The number enrolled in the cities was 3,590,875, or 15.94 per cent of the city population; the number enrolled outside of the cities was 11,061,617, or 22.65 per cent of the rural population. The combined enrollment was 14,652,492, or 20.53 per cent of the total population. The same table also shows that the enrollment in cities was 60.93 per cent of the school population of those cities, the enrollment outside of cities was 73.33 per cent of the rural school population, and the enrollment for the whole country was 69.85 per cent of the total school popula¬ tion. The comparison shows that in the matter of enrollment the advantage is decidedly in favor of the rural schools. Table 10 gives the aggregate and average attendance and average length of school term in the cities and outside of the cities iu each State. The average length of school term in the cities was 188.9 days, or nearly nine and one-half months, while the length of term outside these cities was 122.8 days, or nearly six months and three 2170 EDUCATION REPORT, 1896-97. days. In the cities of only three States does the average length of school term fall below eight and one-half months, but in the rural schools there are wider variations. The shortest average term in the rural schools of any State is 61.7 days and the longest average term is 183.4 days. In six States the school term is less than four months, and in fourteen States less than five months. The average length of school term for the United States, as shown in the last column of the table, was 140.4 days, or about seven mouths. Table 11 is a comparison of public high school statistics for city and rural schools. The 627 high schools in cities had 181,410 secondary students, this number being 5.05 per cent of the public-school enrollment of the cities. The 4,482 high schools outside of the cities of 8,000 population and over had 228,023 students, or only 2.06 per cent of the rural-school enrollment. The last column of the table shows that 2.79 per cent of the pupils enrolled in the public schools of the United States consti¬ tuted the public high school enrollment. It may be observed that in a number of States the high schools of the cities had more than 8 per cent of the city public school enrollment. For the North Atlantic and Western divisions the percentages were 6.33 and 6.43, respectively. Table 12 shows that male teachers constituted only 7.79 per cent of the teaching force in the cities, while in the rural schools it was composed of 38.16 per cent males and 61.84 per cent females. It may be noted that nearly all the 3,859 supervising officers in the city schools were males. If these be included, the teaching and super¬ vising force of the cities would be composed of about 12 per cent males and 88 per cent females. - For the whole United States the percentage of male teachers in the public schools was 32.6. Table 13 shows the whole amount expended for public schools in cities of 8,000 population and over, the amount expended outside of such cities, and the aggregate for the whole country. The $84,866,092 expended for city public schools was $3.77 per capita of city population. The $102,460,846 expended for rural schools was $2.10 per capita of population outside of the cities. The total amount expended for pub¬ lic schools in the United States for 1896-97 was $187,326,938, or $2.62 per capita of population. The expenditure for city public schools, as sliawn in the second col¬ umn of the table, presents wide variations. The per capita expenditure is but 96 cents in the cities of one State, and exceeding $5 per capita in the cities of several other States. The expenditure per capita of population was as low as 32 cents in one State and as high as $4.84 in another. In the two Southern divisions the per capita expenditure for rural schools is less than $1. Table 14 shows that the amount of money expended for teaching and supervising in cities, $48,772,485, was 57.47 per cent of the total expenditure for public schools. In the rural schools the expenditure for teaching, $70,531,057, was 68.84 per cent of the total expenditure. For the United States the expenditure for teaching and super¬ vising was $119,303,542, or 63.69 per cent of the total expenditure for public schools. Table 15 shows that in the cities the average expenditure per pupil, based on average attendance, was $31.58, and that in the rural schools the average was only $13.84 per pupil for the school year. For the whole country the average per pupil was $18.56. The average expenditure per pupil in city schools is as high as $48.89 in one State and as low as $11.88 in another. The expenditure per pupil in rural schools varies from $3.53 in one State to $48.74 in another. The average sums received by teachers and supervisors for the whole school year without regard to the number of months of service are given in the second part of Table 15. The teachers and supervisors in city schools received $625.48, while the average sum received in the rural schools was $216.78, the average for the whole country being $295.79. The highest city average in any State was $844.93 and the lowest $322.47. The highest average for the rural schools in any State was $549.90 and the lowest was $70.82. Table 16 presents the estimated average salaries of teachers in the city and rural schools of the United States. The first column shows the average monthly salary of STATISTICS OF CITY SCHOOL SYSTEMS. 2171 male teachers in each State and the second column the average monthly salary of female teachers as derived from the reports of State superintendents of public ( instruction. The next column gives the average salaries of teachers and supervisors in the city schools as $66.19 per month. This is found by dividing the average sum received by teachers and supervisors in city schools, $625.48, by the average length of the school term in months. The average, $625.48, was found by dividing the amount expended for teaching and supervising by the number of teachers and supervisors. This gives an average somewhat larger than the true average for teachers and much less than the true average for supervisors. The same method shows an average of $35.31 per month for teachers and supervisors in the rural schools. The averagej monthly salary of teachers and supervisors in the public schools is estimated at( $42.14 for the whole country. The average monthly salary in the city schools of the North Atlantic Division was $66.75 and in the rural schools $34.22 ; in the South Atlantic Division $58.92 in the city schools and $28.93 in the rural schools; in the South Central Division $60.86 in the city schools and $36.30 in the rural schools; in the North Central Division $64.68 in the city schools and $32.70 in the rural schools; in the Western Division $83.01 in the city schools and $53.22 in the rural schools. RELIGIOUS EXERCISES IN CITY SCHOOLS. To ascertain the nature of religious exercises in the public schools of the cities thiS*office in 1896 sent to each city superintendent the following request for informa¬ tion : Please state whether you have any religious exercises in your schools, or whether these are forbidden by the regulations. In case you have religious instruction, is it limited to the reading of the Bible, or are other exercises allowed? Please state the nature of such religious exercises or instruction. Is the Bible or the New Testament read, or some book of selections? In response to the above inquiry 531 superintendents in cities of 8,000 population and over sent information, and replies were received from 277 superintendents in cities of less than 8,000 population. The information furnished by the 531 superin¬ tendents is summarized in Table 17, and that from the 277 superintendents in Table 18. The statistics of these two tables are combined in Table 19. Table 17 shows that of the 531 cities 425 have religious exercises in their public schools and 106 have not. In 57 of the latter such exercises are prohibited by law or regulation. The superintendents of 446 cities reported that religious exercises were not prohibited in their schools, -while 28 did not answer this question. In 29 cities the religions exercises are limited to the reading of the Bible, in the schools of 381 cities the Bible is read, in 3 cities the New Testament only, and in 5 the Old Testament only, while in 38 cities books of scriptural selections are in use. In the schools of 343 cities the daily exercises begin with prayer and in 142 with sacred song. In 63 cities comment on the scriptural reading is forbidden by regulation. Table 18 gives similar statistics for 277 cities of less than 8,000 population. Reli- gious exercises are held in 226 of these schools and not held in 51 ; such exercises are prohibited in 20 and not prohibited in 243, and limited to the reading of the Bible in 14. The Bible is read in the schools of 221 of these cities, the New Testament only in 5, the Old Testament only in 3, and books of scriptural selections in 11. Exercises begin with prayer in 193 cities and sacred song is employed m 84. In 36 cities teachers are not allowed to comment upon the scriptural readings. Table 19 combines the statistics of the two preceding tables, showing that in the public schools of 808 cities and villages of 4,000 population and over, religious exer¬ cises are held in 651, not held in 157, and prohibited in 77. In 602 of the cities the Bible is read, in 536 daily prayer is offered and in 226 there is sacred song. In only one State is the prohibition of religious exercises general. Reports were received from 29 cities and villages in Wisconsin, and in the schools of 24 of these religious exercises were prohibited. 2172 EDUCATION REPORT, 1896-97. Table 1. — Summary, by States, of enrollment, attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants in 1896-97. Cities of— sr of city systems. Enroll¬ ment in public day schools. Aggregate number of days’ at¬ tendance of all pupils. Average daily attend¬ Enroll¬ ment in pri¬ vate and pa¬ rochial schools (esti¬ mated) . & • a ® ® o ? o Number of teach¬ ers. ^2 © a © S -© © o fc * ance. M s S.2 © > i Male. Fe¬ male. Total. 1 2 3 4 5 6 7 8 9 10 United States . 601 3, 590, 875 507, 622, 259 2, 687, 758 824, 609 3, 859 5, 773 68, 344 74,117 North Atlantic Division . . . 233 1, 697, 615 240, 131, 134 1, 259, 044 360, 779 1, 829 2, 351 32,370 34, 721 South Atlantic Division . . . 43 254, 737 34, 306, 949 184, 829 47, 392 199 560 4,744 5,304 South Central Division - 52 193, 874 25, 398, 650 142, 592 47, 356 204 442 3, 296 3, 738 North Central Division .... 237 1,247, 867 180, 438, 070 953, 142 348, 447 1,383 1, 996 24, 197 26, 193 Western Division . 36 196, 782 27, 287, 456 148, 151 20, 635 244 424 3, 737 4,161 North Atlantic Division : Maine . 10 24, 475 3, 225, 948 18, 406 6,195 41 40 596 636 New Hampshire . 6 16, 261 2, 024, 104 11, 347 7, 309 26 24 341 365 Vermont . 2 3, 828 533, 942 2, 882 2, 175 5 8 86 94 Massachusetts . 51 312, 191 47, 736, 526 248, 223 57, 213 274 620 6, 662 7, 282 9 49, 379 74, 624 5, 983, 487 10, 453, 610 32, 324 10, 623 15, 139 40 137 968 1, 105 Connecticut . 19 54, 760 90 121 1,610 1,731 New York . 61 675, 852 95, 217, 142 495, 254 144, 213 880 685 12, 315 13, 000 New Jersey . 22 145, 940 19, 650, 643 101, 550 31, 788 170 86 2, 634 2,720 Pennsylvania . 53 395, 065 55, 305, 732 294, 298 86, 124 303 630 7, 158 7, 788 South Atlantic Division : Delaware . 1 10, 749 81, 780 1, 572, 176 10, 859, 341 8, 104 55, 497 3 5 221 226 Maryland . 4 16, 985 9 160 1,658 1,818 District of Columbia . . . 2 42, 995 6, 081, 636 33, 283 5, 300 64 126 880 1, 006 Virginia . 10 34, 286 4, 814, 689 25, 921 9, 387 33 70 549 619 West Virginia . 3 10, 531 1, 380, 885 7, 579 7,433 1,775 13 12 214 226 North Carolina . 6 10, 531 1,294, 847 1,267 8 25 198 223 South Carolina . 4 11,614 1, 695, 342 9,605 30, 075 1,987 16 20 173 193 Georgia . 9 40, 858 5, 516, 330 5, 591 42 81 658 739 Florida . . . 4 11, 393 1, 151, 703 7, 332 5, 100 11 61 193 254 South Central Division : Kentucky . 11 50, 284 7,156, 051 37, 633 16, 267 77 79 919 998 Tennessee . 6 28, 828 3, 762, 445 20, 950 6, 400 53 60 451 511 Alabama . 6 13, 079 1,817,419 10, 646 4, 300 12 39 231 270 Mississippi . 5 8, 413 1, 007, 293 5, 725 2, 000 21 20 143 163 Louisiana . 3 32, 744 3, 997, 255 23, 756 4, 729 11 38 651 689 Texas . 16 47, 223 6, 090, 148 34, 832 12, 400 25 165 728 893 Arkansas . 4 12, 219 1,456, 191 8,215 1,160 4 35 155 190 Oklahoma . 1 1,084 111, 848 835 100 1 6 18 24 Indian Territory . 0 0 0 0 0 0 0 0 0 North Central Division : Ohio . 46 240, 491 35, 818, 435 193,318 76, 701 233 488 4,724 5, 212 Indiana . 30 103, 005 13, 840, 106 69, 490 23, 679 125 275 1,944 2, 219 Illinois . 39 319, 600 49, 082, 332 250, 840 111,503 408 390 6, 260 6, 650 Michigan . 30 126, 607 17, 958, 301 94, 811 32, 976 159 139 2, 453 2, 592 Wisconsin . 21 100, 142 13, 646, 760 73, 253 34, 244 123 168 1, 839 2, 007 Minnesota . . . 10 78, 778 11, 558, 821 61,418 17, 885 123 87 1, 675 1, 762 Iowa . 22 66, 874 9, 459, 294 52, 095 10, 182 89 92 1, 488 1, 580 Missouri . 15 132, 567 18,298,251 96, 119 31, 630 56 219 2, 450 2, 669 North Dakota . 0 0 0 0 0 0 0 0 0 South Dakota . 1 1, 859 256, 500 1,425 200 2 3 45 48 Nebraska . 10 37, 307 5,065,369 28, 190 4,975 35 43 658 701 Kansas . 13 40, 637 5,453,901 32, 183 4, 472 30 92 661 753 Western Division: Montana . 3 8, 209 1, 061, 384 5, 974 660 9 20 161 181 Wyoming . 1 1,071 145, 186 830 50 2 1 26 27 Colorado . 9 37, 064 4, 836, 041 26, 942 2, 300 31 79 686 765 New Mexico . 0 0 0 0 0 0 0 0 0 Arizona . 0 0 0 0 0 0 0 0 0 Utah . 2 15, 433 2, 198, 111 12, 663 450 22 46 261 307 Nevada . 0 0 0 0 0 0 0 0 0 Idaho . 0 0 0 0 0 0 0 0 0 Washington . 4 18, 953 2, 516, 238 13, 961 1,786 17 37 346 383 Oregon . 3 13, 816 2, 091, 377 10, 855 1,050 16 30 274 304 California . 14 102, 236 14, 439, 119 76, 926 14, 339 147 211 1, 983 2, 194 STATISTICS OF CITY SCHOOL SYSTEMS. 2173 Table 2. — Summary , by States, of school property and expenditures in cities containing over 8,000 inhabitants in 1896-97. Cities of — Num¬ ber of school build¬ ings. Number of seats, or sittings for study. Value of all public prop¬ erty used for school pur¬ poses. Expenditure for super¬ vision and teaching. Expendi¬ ture for all purposes (loans and bonds ex eepted) 1 2 3 4 5 6 United States . 8, 604 3, 397, 275 $267, 050, 289 ! $48, 772, 485 $84, 866, 092 Nortli Atlantic Division . 4,017 1, 609, 178 135, 970, 151 11, 063, 166 23, 274, 845 44, 418, 713 South Atlantic Division . 662 246, 612 3, 015, 502 2, 133, 725 4, 202, 826 South Central Division . 464 183, 008 8, 917, 814 2, 775, 576 North Central Division . 2, 913 1, 172, 948 93, 050, 452 16, 980, 866 3, 367, 547 28, 393, 396 Western Division . . . 548 185, 529 18, 048, 706 5, 075, 581 North Atlantic Division : Maine . 184 25, 997 1,571,741 1, 330, 648 289, 375 405, 269 New Hampshire . 88 14, 644 216, 148 310, 925 101, 806 Vermont . 23 5, 156 345, 800 50, 092 Massachusetts . 1, 233 311,929 32, 958, 874 5, 153, 841 9, 399, 687 Rhode Island . 212 44, 002 3, 799, 680 697, 718 1, 377, 964 Connecticut . 268 72, 907 6, 530, 361 1, 045, 010 1, 864, 989 New York . 862 614, 338 52, 788, 549 9, 435, 458 19, 523, 654 New Jersey . 253 124, 209 7, 367, 432 1, 721, 979 2, 839, 178 Pennsylvania . 894 392, 996 29, 277, 066 4, 665, 224 8, 595, 241 South Atlantic Division : Delaware . 28 10, 816 675, 505 109, 716 175. 299 Maryland . 148 84, 511 3, 111, 810 1, 079, 592 1,505,701 District of Columbia . 94 40, 670 3, 500, 000 1, 047, 800 743, 298 1, 117, 634 Virginia . . . . 73 32, 020 303, 854 386, 630 West Virginia . 34 10, 400 656, 520 96, 400 152, 931 North Carolina . 19 7, 449 315, 506 74, 491 87, 559 91, 178 114, 128 South Carolina . . . . 19 9, 760 265, 450 Georgia . 124 38, 886 1, 339, 250 443, 908 564, 362 Florida . 123 12, 100 151, 325 76, 684 94, 963 South Central Division : Kentucky . 102 49, 194 2, 356, 748 631, 669 870, 878 Tennessee . 52 25, 201 1. 160, 310 300, 651 367, 100 Alabama . 34 12, 560 271, 000 134, 168 163, 365 105, 332 410, 165 Mississippi _ _ _ _ _ _ _ _ 19 9, 040 30, 659 293, 000 70, 536 336, 650 [Louisiana . 81 1, 260, 000 Texas . 140 44, 288 3, 006, 999 535, 755 689, 247 Arkansas . 31 10, 866 507, 757 115, 547 154, 944 Oklahoma . 5 1,200 62, 000 8, 749 14, 545 Indian Territory . . 0 0 0 0 0 North Central Division : Ohio . 535 237, 725 19, 183, 262 3, 331, 938 5, 492, 335 Indiana . 278 95, 975 7, 714, 493 1, 264, 621 2, 387, 312 Illinois . 596 305, 428 25, 498, 636 5, 187, 999 8, 664, 634 Michigan . 336 113, 135 8, 631, 899 1, 407, 337 2, 527, 546 Wisconsin . 253 93, 767 5, 366, 020 1, 212, 058 1, 678, 709 Minnesota . 176 74, 525 7, 846, 524 1, 222, 044 1,811,949 Iowa . 219 65, 648 5, 379, 858 838, 622 1, 413, 375 Missouri . 268 113, 745 8, 417, 880 1, 678, 851 3, 143,854 North Dakota . 0 0 0 0 0 South Dakota . 10 1,908 260, 000 27, 070 40, 785 Nebraska . 116 32, 741 2, 656, 600 435, 990 394, 336 689, 988 Kansas . 126 38, 351 2, 095, 280 542, 909 W estern Division : Montana . 42 9, 100 1, 117, 724 130, 000 137, 602 292,055 Wyoming . 5 1, 100 21, 136 27,240 Colorado . 96 31, 697 3, 093, 000 586, 412 1, 017, 943 New Mexico . 0 0 0 0 0 Arizona . 0 0 0 0 0 Utah . . 46 14, 750 1, 285, 736 190, 435 328, 054 Nevada . 0 0 0 0 0 Idaho . . 0 0 0 0 0 Washington . . 52 18, 872 2, 037, 882 236, 961 457, 378 323, 404 Oregon . 42 12, 861 994, 786 217, 024 California . 265 97, 149 9, 389, 578 1,977, 977 2, 629, 507 Table 3. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by States, etc., 2174 EDUCATION REPORT, 1896-97. Average daily expendi¬ ture per pupil for all purposes. Cents. 16. 75 16. 00 16.16 16. 34 16. 72 16. 67 15. 89 16.51 17. 56 18. 50 12. 05 12. 12 11.86 12. 23 12. 23 11. 74 12. 46 13. 00 12. 87 10. 93 17. 37 16. 85 16. 47 15. 67 15. 74 25. 21 19. 40 20. 05 18. 58 18.60 Average cost per day of tuition for one pupil. ¥.T Cents. 9. 60 9. 32 9. 55 9. 54 9. 61 9. 52 9. 20 9. 46 9. 60 9. 69 8. 66 8. 56 8. 62 8.71 8. 77 8. 58 8. 48 9. 26 8.88 8. 40 9. 53 9. 26 9. 47 9. 34 9. 41 12. 59 12. 20 12. 61 12. 06 12. 34 Total cost of schools per capita of pupils in average attend¬ ance. $31.92 30. 64 30. 72 31.26 31.58 32. 28 30. 95 32. 17 34. 34 35. 28 22. 45 22. 69 21.84 23. 10 22. 74 21.62 22. 42 23.49 22. 87 19. 47 32. 73 31. 93 30. 83 29. 55 29. 79 48. 16 38. 26 36. 14 35. 02 20. 76 Cost of teaching and super¬ vision per capita of pupils in average at¬ tendance. 11 $18. 29 17. 85 18. 16 18. 26 18. 15 18. 45 17. 93 18.44 17.93 18. 49 16. 14 16. 03 15. 88 16. 45 10. 90 15. 81 15. 65 16. 72 15. 79 14. 96 17. 95 17. 56 17. 73 17. 62 17. 82 24. 05 24. 07 22. 83 22. 72 22. 73 Value of school property per capita of pupils in average attend¬ ance. © $99. 32 100. 15 97.39 100. 48 99. 36 S3S3SSS ill'll isgs'g Sg||g Average number of seats to a building. © Isssll SSE1E E3333 1I1S1 SSII1 Average number of seats for each 100 pupils in attend¬ ance. 30 130.3 127.1 128.3 131.6 126.4 CM CM SSiSS SISSS SSISg Average number of teachers to each super¬ vising officer. CM 1>W Ci CO O QO OO 05 20.6 18.8 19.9 18.5 19.0 26.3 23.5 &: 26.7 22.4 19.7 14.1 18.7 18.3 19.8 17.3 16.4 17.6 18.9 13.8 15.1 14.8 13.6 17.1 Average number of pupils in ance to each teacher. © 35.3 36.2 36.3 36.4 36.3 onaww -^©e^fooo © co © oo © co © © ^ os©-*©© £&&&& £%%%% SSSS8 SS&S8 Average length school term. Days. 190.6 191.5 190.1 191.4 188.9 193.7 194.8 194.8 195. 6 190.7 188.3 187.3 184.2 189.0 185. 9 184.2 180.4 180.6 177.8 178.2 188.4 189.6 187.2 188.6 190.4 191.1 190.8 186.3 188.4 184.2 Average number of days’ attend¬ ance of each pupil en¬ rolled. * Days. 137.0 139.7 140.0 140.6 141.4 138.0 140.4 141. 5 141.5 141.5 131.7 134.0 133.6 133.9 134.9 133.9 134.3 125.6 129.2 131.0 137.8 141.4 142.2 143.4 144.6 133.5 135. 6 136.4 134.4 138.7 Eatio of average I attend¬ ance to enroll¬ ment ( public schools). M Per cent. 71.9 72.9 73.6 73.5 74.8 71.2 72.1 72.6 72.4 74.2 70.7 71.6 72.5 70.9 72.6 72.7 74.4 69.6 72.7 73.6 73.2 74.6 76.0 76.0 76.4 69.9 71.1 73.2 71.3 75.3 Eatio of pri¬ vate school enrollment to enrollment in all schools, public and private. Percent. 21.2 20.8 20.3 19.6 18.7 20.7 20.3 19.8 18.5 17.5 18.6 18.8 17.8 17.1 15.7 22.5 21.1 18.8 20.1 19.6 23.6 22.8 22.7 22.5 21.8 13.3 12.7 14.2 11.1 9.5 Cities of— United States: 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . North Atlantic Division : 1892- 93 . 1893- 94 . 1894- 95 . 1895 96 . . . 1896-97 . South Atlantic Division : 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . South Central Division : 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . North Central Division : 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . . "Western Division : 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . STATISTICS OF CITY SCHOOL SYSTEMS. 2175 12. 56 15. 36 19. 07 19. 69 23.03 17.84 20. 50 14. 45 15. 54 11. 15 13. 87 18. 36 8. 03 11. 07 7. 04 6. 73 10. 23 8. 25 NfliodoOHOM 15.33 17. 25 17. 65 14. 07 12. 30 15. 68 14. 94 17.18 15. 94 13.62 9. 95 27. 52 18. 76 21. 05 14. 92 18.18 15. 46 18.21 8.97 10. 68 9. 38 10. 80 11.66 10. 00 9.91 8. 76 8. 44 6. 98 9. 94 12. 22 6.31 6. 98 5. 75 5.16 8. 05 6. 66 oo oo oo r-' t- 9. 30 9. 14 10. 53 7. 84 8. 88 10. 57 8. 87 9. 17 10. 55 8. 61 7. 23 12. 96 14. 56 12. 13 8. 66 9. 42 10. 38 13. 70 22. 02 27. 40 35. 32 37. 87 42. 63 34. 06 39. 42 27. 96 29. 21 21.63 27. 13 33. 55 14. 92 20.18 12. 27 11.88 18. 77 12. 95 23. 14 17. 52 15.35 18. 40 17.27 19. 79 18. 86 17. 42 28. 41 34. 35 34. 54 26. 66 22. 92 22. 34 27.13 32. 71 28. 62 24. 48 16. 87 48. 89 32.82 37.78 25. 91 32. 76 29. 79 34.18 15.72 19. 05 17. 73 20. 76 21. 59 19. 09 19. 05 16. 96 15. 85 13. 54 19. 45 22. 33 11.72 12. 72 10. 02 9. 22 14. 76 10.46 16. 78 14.35 12. 60 12. 32 14. 17 15. 38 14. 07 10. 48 17. 24 18. 20 20. 60 14. 84 16. 55 19. 90 16. 09 17. 47 19. 00 15. 47 12. 25 85. 39 117. 27 119. 99 132. 78 117. 55 119. 25 106. 59 72. 55 99. 48 83.35 56. 07 105. 16 40. 42 86. 62 42. 45 27. 64 44.53 20. 64 62. 62 55. 38 25.46 51. 18 53. 04 86. 33 61.77 74. 25 99. 23 111. 02 101. 65 91. 04 73. 25 127. 76 103. 27 87. 58 182. 46 94.24 65.11 187. 43 156. 63 114.80 101. 53 145. 32 91.64 122. 06 141 166 224 255 208 272 713 491 440 386 571 433 439 306 392 514 314 98 482 485 369 476 379 316 351 240 siSiin 141.2 129. 1 178.9 126.9 136.1 133.1 124. 0 122. 3 133.5 133.3 152.3 . 122.2 123.5 137.2 100. 2 101.6 129.3 165.0 • 130.7 120.3 118.0 157.9 129. 0 127.1 132.3 143.7 123.0 138.1 121.8 119.3 120.0 121.3 128.0 118. 3 133.9 116.1 119.2 152.3 132.5 117.6 116.5 135.2 118.5 126.3 OCOO«DONOOOl> 75.3 20.2 15.7 18.8 17.4 27.9 12.1 17.6 23.1 13. C 9.6 22.5 7.8 62.6 35.7 47.5 24.0 rjiXCO WMMXNOOH gaSS S3 SPSS'S 20.1 13.5 24.7 14.0 22.5 19.0 14.9 28.9 31.1 30.7 34.2 29. 3 31.6 38.1 37.3 37.8 35.8 30. 5 33.1 41.9 33.5 33.3 49.8 40.7 28.9 t^O^T-UOO (MO O t- N (M LO t> H 194.0 195.7 182.7 185.7 182.2 174. 2 176.5 183.4 157.1 190.2 179.6 170.7 177.9 168.3 174.8 177.3 133.9 coiMi>^eo(Mx>^ot>ir5 gllSSISIlSI 177.7 174.9 179.5 173.6 180.2 192.7 187.7 OCLOlOnWHOJOO 146.3 132. 8 141.4 140.4 131. 1 123.0 146.0 135.0 101.0 142.3 130. 5 139.0 119.8 122.1 129.0 119.2 103.2 05^CDC0C0I>^O 05 00(M 129.3 135.6 130.5 142.4 132.8 151.3 141. 2 (M co co ir*r-i i Xt-^0!0 00(MO £££££££ 17.2 ID. 9 21. 5 14.4 10.7 14.6 12.2 30.9 24.2 18.7 25.9 20.7 25.5 18.5 13.2 19.3 9.7 11.8 9.9 rjl ^ CO CO O H W ^ c U c3 2 bJD p <© ** a 1 a; C+H . O 02 S© g 3 A Number of pupils. .3 3 m . 3 °l b. & © bn a © A 1 o ^4-H . O OQ f-i ^ s © & a 3 A Number of pupils. o pq s 1 o EH to o GO 3 3 o EH 1, 077 2, 024 35, 968 37, 883 1 a81, 916 80 139 2, 052 2, 218 a 4, 717 North Atlantic Division.. South Atlantic Division . . South Central Division . . . North Central Division. . . 508 8 25 459 79 885 13 45 921 160 13, 560 100 G90 18, 432 3, 186 14, 319 100 721 19, 432 3,311 31, 929 400 1, 946 41, 144 6, 497 41 62 870 940 2, 257 1 32 6 1 62 14 35 966 181 40 1, 046 192 75 2, 012 373 North Atlantic Division: 0 10 0 12 0 199 0 192 0 439 3 4 49 53 102 1 14 2 23 46 262 48 283 94 712 141 20 38 132 43 122 278 43 101 226 62 163 4,399 790 606 4, 163 395 3, 008 4, 578 882 639 4, 388 423 3, 217 9, 801 1, 672 2,035 8, 551 3, 206 6, 225 7 12 1 3 12 17 1 3 114 335 25 39 109 362 37 48 445 755 62 87 South Atlantic Division : Delaware . Maryland . ; District of Columbia. . Vir7 4, 746 3, 459 11,441 6, 524 1,846 9, 312 Indiana .............. 1 12 56 49 105 Illinois Michigan . 15 16 18 32 219 691 247 750 466 1, 441 W isconsin . . "YT inn & Iowa Missouri Smit,h Dale of m 1 ohr&skci 21 29 886 1 919 1, 805 |. ....... Kansas . Western Division : Montana Wyoming Colorado . 25 52 1, 328 1,404 2, 732 2 4 76 86 162 "NT e w Mexico Arizona Utah . N e vada Idaho W a.sh i n cH,nn Orp.o-on 2 52 2 106 12 1, 846 12 1, 895 24 3,741 | California . 4 10 105 106 211 a In certain cities only the totals were reported. STATISTICS OP CITY SCHOOL SYSTEMS. 2179 Table 7. — Estimated population of cities of 8,000 inhabitants and over in 1807 and the population outside of such cities. State or Territory. Per cent of total popu¬ lation in cities of 8, 000 inhab¬ itants and over in 1890. Estimated total popu¬ lation of the United States in 1897. Claimed population | of cities of 8,000 popu¬ lation and over in 1897. Per cent of total popu¬ lation. Estimated population of cities of 8,000 popu¬ lation and over in 1897. Per cent of total popu¬ lation in 1897. Estimated population outside of cities of 8,000 popu¬ lation and over in 1897. Per cent of total popu¬ lation in 1897. United States.... 29. 20 71, 374, 142 24, 878, 211 34.86 22, 531, 091 31. 57 48, 843, 051 68. 43 N. Atlantic Division. . . 51.81 19, 947, 800 11, 765, 177 58. 98 10, 475, 874 52. 52 9, 471, 926 47. 48 S. Atlantic Division . . . 16. 03 9, 732, 882 1, 884, 900 19. 37 1, 733, 243 17. 81 7, 999, 639 82. 19 S. Central Division - 10. 45 12, 844, 600 1, 639, 568 12. 76 1, 439, 452 11. 21 11, 405, 148 88. 79 1ST. Central Division - 25.91 24, 933, 500 8, 234, 072 33.02 7, 600, 974 30. 48 17, 332, 526 69.52 Western Division . 29. 99 3, 915, 360 1,354, 494 34. 59 1, 281, 548 32. 73 2, 633, 812 67. 27 1ST. Atlantic Division : Maine . 19. 72 657, 300 162, 0S0 24. 66 145, 669 22. 16 511, 631 77.84 New Hampshire . . . 27. 37 398, 700 128, 000 32. 10 a 128, 000 32. 10 270, 700 67.90 Vermont . 7. 93 333, 000 29, 000 8.71 6 26, 407 7. 93 306, 593 92.07 Massachusetts . 69.90 2, 634, 000 1, 885, 557 71.59 1,857, 119 70. 51 776, 881 29. 49 Rhode Island . 78. 89 395, 700 286, 545 72. 41 b 312, 168 78. 89 83, 532 21.11 Connecticut . . . 51. 63 840, 100 482, 495 57. 43 453, 524 53.98 386, 576 46. 02 Hew York . 60. 02 6, 851, 000 4, 822, 031 70. 38 b 4, 111, 970 60. 02 2, 739, 030 39.98 New Jersey . 54. 04 1, 768, 000 931, 321 52. 68 b 955, 427 54. 04 812, 573 45. 96 Pennsylvania . 40. 93 6, 070, 000 2, 998, 148 49. 39 2, 485, 590 40. 95 3, 584, 410 59. 05 S. Atlantic Division: Delaware . 36.46 173, 200 68, 500 39. 55 70, 950 40. 96 102, 250 59. 04 Maryland . 44. 65 1, 179, 000 583, 229 49. 47 b 526, 424 44. 65 652, 576 55. 35 Dist. of Columbia.. 100. 00 277, 782 277, 782 100. 00 277, 782 100. 00 .00 Virginia . 13. 40 1, 704, 000 283, 246 16.62 a 283, 246 16. 62 1, 420, 754 83. 38 West Virginia . 6. 95 849, 300 70, 000 8.24 b 59, 026 6. 95 790, 274 93.05 North Carolina _ 3. 87 1, 763, 000 90, 056 5. 11 74, 858 4. 25 1, 688, 142 95. 75 South Carolina - 6. 86 1, 274, 000 100, 000 7. 85 102, 240 8.03 1, 171, 760 91. 97 Georgia . 10. 84 2,015, 000 317, 000 15. 73 243, 630 12. 09 1, 771,370 87. 91 Elorida . 12.02 497, 600 95, 087 19. 11 a 95, 087 19.11 402, 513 80. 89 S. Central Division : Kentucky . 14. 87 1, 993, 000 416, 700 20. 91 340, 343 17. 08 1,652, 657 82. 92 Tennessee . 11.45 1, 877, 000 235, 614 12. 55 216, 236 11. 52 1, 660, 764 88. 48 Alabama . . 5. 89 1, 741, 000 146, 000 8. 39 170, 371 9. 79 1, 570, 629 90.21 Mississippi . 2. 64 1, 431, 000 63, 000 4. 40 637, 778 2. 64 1, 393, 222 97. 36 Louisiana . 23. 65 1, 253, 000 286, 478 22. 86 6296, 335 23.65 956, 665 76. 35 Texas . 10. 08 2, 979, 000 403, 776 13. 55 307, 209 10. 31 2, 671,791 89. 69 Arkansas . 4.89 1, 290, 000 80, 000 6.20 63, 180 4. 90 1, 226, 820 95. 10 Oklahoma . . . 280, 600 8, 000 2. 85 8, 000 2. 85 272, 600 97. 15 Indian Territory ... N. Central Division : Ohio . 31.57 3, 834, 000 1, 653, 392 43. 12 1, 420, 247 37. 04 2, 413, 753 62. 96 Indiana . 18.27 2, 244, 000 670, 500 29. 88 472, 378 21.05 1, 771, 622 78. 95 Illinois . 38. S3 4, 594, 000 2, 232, 918 48.61 a 2, 232, 918 48. 61 2, 361, 082 51.39 Michigan . 26.08 2, 246, 000 792, 671 35. 29 617, 094 27. 48 1,628, 906 72. 52 Wisconsin . . 25.17 2, 072, 000 577, 999 27. 90 547, 243 26.41 1, 524, 757 73.59 Minnesota . 28.37 1, 700, 000 446, 458 26. 26 6482,290 28.37 1, 217, 710 71.63 Iowa . 14.08 2, lol, 000 378, 600 18.02 361, 389 17. 20 1, 739, 611 82. 80 Missouri . 26.27 3, 036, 000 970, 377 31.96 937, 773 30.89 2, 098, 227 69.11 N orth Dakota ..... 303, 600 303, 600 100. 00 South Dakota . 3. io 342, 900 12, 000 3. 50 13, 492 3.93 329, 408 96. 07 Nebraska . 24.46 1, 131, 000 280, 728 24.82 315, 654 27. 91 815, 346 72. 09 Kansas . 11.62 1, 329, 000 218, 429 16.44 200, 496 15. 09 1, 128, 504 84.91 Western Division : Montana . 18.58 229, 400 67, 000 29. 21 642, 623 18. 58 186, 777 81. 42 Wyoming . 19.26 99, 700 10, 000 10. 03 6 19, 202 19.26 80, 498 80. 74 Colorado . 37.07 564, 800 241, 000 42. 67 220, 239 38. 99 344, 561 61. 01 N ew Mexico _ _ _ _ 174, 900 174, 900 100. 00 Arizona .. 80, 650 80, 650 100. 00 Utah . ... 28.73 260, 700 80, 000 30. 69 674^899 28. 73 185^ 801 71. 27 Nevada . 18.60 41, 610 41, 610 100. 00 Idaho 138, 100 138, 100 100. 00 W ashington . 28. 27 479,700 148, 000 30. 85 6135,611 28. 27 344, 089 71. 73 Oregon . 18. 14 378, 800 105, 000 27.72 a 105, 000 27. 72 273, 800 72. 28 California . 40.98 1, 467, 000 703, 494 47. 95 683, 974 46. 62 783, 026 53.38 a Claimed population of cities. b Population of cities estimated on the basis of the 1890 percentage of total population. 2180 EDUCATION REPORT, 1896-97. Table 8. — Number of children of school census age and percentage to population in cities of 8,000 inhabitants and over and outside of such cities in 1S97. State or Territory. Patio of number of childrenof school census age to total population in cities in 1890. Number of children of school cen¬ sus age in cities of 8,000 popu¬ lation and over in 1896-97. Per cent to total city popula¬ tion. Number of children of school cen¬ sus age out¬ side of cit¬ ies of 8,000 population and over in 1896-97. Per cent to total rural popu- I lation. Total num¬ ber of chil¬ dren of school cen¬ sus ago in the United States in 1896-97. Per cent to total population of United States. School census age. United States . 3. C 5, 893, 132 26. 16 15, 084, 884 30. 88 20, 978, 016 29.39 North Atlantic Division . 3.6 2, 549, 962 24. 34 1,857, 157 19.61 4, 407,119 22. 09 4.3 407, 397 23. 51 2, 863, 913 35. 80 3, 271, 310 33. 61 South Central Division - - - 3.2 414, 382 28. 79 3, 962, 851 34. 75 4, 377, 233 34. 08 3. 6 2, 247, 549 29. 57 5, 686, 386 32. 81 7, 933, 935 31. 82 Western Division . 4.4 273, 842 21.37 714, 577 27. 13 988, 419 25. 24 North Atlantic Division : 3.1 46, 990 32. 26 163, 351 31. 93 210, 341 32. 00 4-21 New Hampshire . 8.0 22, 820 17.83 43, 319 16. 00 66, 139 16. 59 5-16 Vermont . 4.2 5, 840 22. 12 84, 326 27. 50 90, 166 27. 08 5-21 Massachusetts . 5.9 314, 766 16. 95 116, 621 15.01 431, 387 16. 38 5-15 Ilhode Island . 5. 4 54, 227 17. 37 21, 035 25.18 75, 262 19.02 5-15 Connecticut . 4.5 100, 783 22. 22 78, 480 20. 30 179, 263 21.34 4-16 New York . 3.2 994, 461 24. 18 208, 738 7.62 1,203, 199 17. 56 5-21 New Jersey . 3. 0 256, 866 26. 88 199, 996 24. 61 456, 862 25. 84 5-18 Pennsylvania . 3.3 753,209 30.30 941, 291 26. 26 a 1, 694, 500 27. 92 6-21 South Atlantic Division : Delaware . 4.4 16,125 22.73 17, 460 17. 08 33, 585 19. 39 6-21 Maryland . 3.9 119,231 22.65 225, 969 34. 63 a 345, 200 29. 28 6-21 District of Columbia . 4. 9 60, 306 21.71 0 60, 306 21. 71 6-18 Virginia . 4.9 70, 085 24.74 595, 448 41.91 665, 533 39. 06 5-21 West Virginia . . 3.3 16, 897 28. 63 279, 620 35.38 296, 517 34. 91. 6-21 North Carolina . 3.6 20, 794 27. 78 618, 606 36. 64 639, 400 36. 27 6-21 South Carolina . 7.1 14, 400 14. 08 458, 800 39. 15 a 473, 200 37. 14 6-21 Georgia . 3.7 65, 846 27. 03 539, 125 30.44 604, 971 30. 02 6-18 Elorida . 6.2 23, 713 24. 94 128, 885 32. 02 152, 598 30. 67 6-21 South Central Division: Kentucky . 2.5 136,137 40. 00 599, 968 36. 30 736, 105 36. 93 6-20 Tennessee . 3.3 65, 526 30. 30 655, 397 39.46 720, 923 38. 41 6-21 Alabama . 5.1 33, 406 19. 61 580, 590 36. 97 613, 996 35. 27 7-21 Mississippi . 2.1 17. 261 45. 69 524, 270 37. 63 541, 531 37. 84 5-21 Louisiana . 3.6 66, 024 22. 28 425, 729 44. 50 491, 753 39. 25 6-18 Texas . 4.2 73, 145 23.81 645, 519 24. 16 718, 664 24.12 8-17 Arkansas . 3.0 21, 036 33. 30 442, 640 36. 08 463, 676 35.94 6-21 Oklahoma 1, 847 23. 09 88, 738 32. 55 90, 585 32. 29 6-21 Endian Territory _ North Central Division: Ohio . 3.3 430, 378 30. 30 742, 859 30. 78 1, 173, 237 30.60 6-21 Indiana . 2.9 162, 889 34. 48 587, 013 33.13 749, 902 33.42 6-21 Illinois . 5.3 615, 946 27. 58 * 780, 825 33. 07 1, 396, 771 30.40 6-21 Michigan . 2.9 212, 791 34.48 488, 443 29. 99 701, 234 31.22 5-20 Wisconsin . 2.8 195, 444 35.71 501, 489 32. 89 696, 933 33. 64 4-20 Minnesota . 3.5 116, 653 24. 19 375, 097 30. 80 a 491, 750 28. 93 5-21 Iowa . 3.1 116, 577 32. 26 611, 117 35.13 727, 694 34. 64 5-21 Missouri . 3.5 267, 935 28. 57 705, 212 33. 61 973, 147 32. 05 6-20 North Dakota 65, 892 21. 70 65, 892 21. 70 6-20 South Dakota . 5.7 2, 367 17. 54 104, 130 31.61 106, 497 31. 06 6-20 Nebraska . 5.1 61, 893 19.61 293, 036 35. 94 354, 929 31. 38 5-21 Kansas . . . 3. 1 64, 676 32. 26 431,273 38. 22 495, 949 37. 32 5-21 Western Division : Montana . 3.4 10, 596 24. 86 35, 583 19.05 46, 179 20.13 6-21 Wvoming . . 2.7 2, 500 13. 02 18, 770 23. 32 a 21, 270 21.33 6-21 Colorado . 4.6 47, 878 21. 74 82, 484 23. 94 130, 362 23.08 6-21 New Mexieo . . . . 48, 924 27.97 48, 924 27. 97 6-21 Arizona ....... _ ...... 17, 427 21.61 17, 427 21.61 6-18 Utah . 2.5 17, 391 23. 22 64, 491 34. 71 81, 882 31.41 6-18 Nevada _ 3. 3 9, 112 21.90 9, 112 21.90 6-18 Idaho 42, 128 30. 51 42, 128 30. 51 5-21 Washington . 5.2 24, 906 18. 37 95, 657 27.80 120, 563 25. 13 5-21 Oregon . 4.6 21, 881 20. 84 107, 739 39. 35 129, 620 34. 22 4-20 California . 4.6 148, 690 21. 74 192, 262 24. 55 340, 952 23. 24 5-17 a Estimated number of children 5 to 18 years of age. STATISTICS OF CITY SCHOOL SYSTEMS. 2181 Table 9. — -Number of pupils enrolled, percentage to total population, and percentage to school population in cities of 8,000 inhabitants and over and outside of such cities in 1897. State or Territory. Number of pupils enrolled in cities of 8,000 pop¬ ulation and over. Percentage of popula¬ tion enrolled. Number of pupils en¬ rolled out¬ side of cities of 8,000 population and over. Percentage of popula¬ tion enrolled. Number of pupils en¬ rolled in the public schools of the United States. Percentage of popula¬ tion enrolled. Per cent of school population of cities enrolled. Per cent of school population outside of cities enrolled. Per cen t of school pop¬ ulation of United States enrolled. United States. . . 3, 590, 875 15. 94 11, 061, 617 22. 65 14, 652, 492 20. 53 60. 93 73 33 69.85 N. Atlantic Division . . 1, 697, 615 16. 20 1, 847, 5i9 19. 51 3, 545, 164 17.77 66. 57 99.48 80.44 S. Atlantic Division. . . 251, 737 14. 70 1, 815, 550 22. 70 2, 070, 287 21.27 62. 53 63. 39 63. 29 S. Central Division _ 193, 874 13. 47 2, 531, 072 22. 19 2, 724, 946 21.21 46. 79 63.87 62. 25 N. Central Division . . . 1, 247, 867 16.42 4, 339, 589 25. 04 5, 587, 456 22. 41 55.52 76. 32 70.42 Western Division . 196, 782 15.36 527, 857 20. 04 724, 639 18.51 71.86 73. 87 73.31 N. Atlantic Division : Maine . 24, 475 16.80 107, 664 21.04 132, 139 20. 10 52. 09 65.91 62. 82 New Hampshire .. 16, 261 12. 70 47, 946 17. 71 64, 207 16. 10 71.26 110. 68 97. 08 Vermont . 3, 828 14.50 61, 521 20. 07 65, 349 19. 62 65. 55 72.96 72. 48 Massachusetts. . . . 312, 191 16. 82 127. 176 16. 37 439, 367 16. 68 99. 18 109. 05 101. 85 Rhode Island . 49, 379 15. 82 12, 958 15. 51 62, 337 15.75 91.06 61.60 82. 83 Connecticut . 74, 624 16. 45 69, 297 17. 93 143, 921 17. 13 74. 04 88.30 80. 28 New York . 675, 852 16.44 527, 347 19. 25 1, 203, 199 17. 56 67. 96 252. 64 100. 00 New Jersey . 145, 940 15.27 148, 940 18. 33 294, 880 16. 68 56. 82 74. 47 64. 54 Pennsylvania . 395, 065 15. 89 744, 700 20. 78 1, 139, 765 18. 78 52. 45 79.11 67. 26 S. Atlantic Division : Delaware . 10, 749 15. 15 22,425 21.93 33, 174 19. 1-5 66. 66 128. 44 98. 78 Maryland . 81,780 15. 54 148, 167 22.70 229, 947 19.50 68. 59 65. 57 66. 61 Dist. of Columbia . . 42,995 15.48 0 42, 995 15. 48 71.29 0 71. 29 Virginia . . 34, 286 12. 10 333, 531 23.48 367, 817 21.59 48. 92 56.01 55. 27 West Virginia . 10, 531 17. 84 205, 134 25. 96 215, 665 25. 39 62. 32 73.36 72. 73 North Carolina. . . . 10, 531 14. 07 360, 389 21. 35 370, 920 21.04 50. 64 58.26 58.01 South Carolina.... 11, 614 11.36 246, 569 21.04 258, 183 20. 27 80. 65 53. 74 54. 56 Georgia . 40, 858 16. 77 405, 313 22. 88 446, 171 22. 14 62.05 75. 18 73.75 Florida . 11, 393 11.98 94, 022 23.36 105, 415 21. 18 48. 05 72. 95 69. 08 S. Central Division : Kentucky . 50, 284 14. 77 349, 842 21.17 400, 126 20. 08 36. 94 58.31 54. 36 Tennessee . 28, 828 13. 33 452, 757 27. 26 481, 585 25. 66 43. 99 69. 08 66. 80 Alabama . 13, 079 7. 68 306, 447 19.51 319, 526 18. 35 39.15 52. 78 52. 04 Mississippi . 8,413 22. 27 342, 202 24. 56 350, 615 24. 50 48. 74 65. 27 64. 75 Louisiana . 32, 744 11.05 137, 203 14. 34 169, 947 13. 56 49.59 32. 23 34. 56 Texas . 47, 223 15.37 569, 345 21.31 616. 568 20. 70 64. 56 88. 20 85. 79 Arkansas . 12, 219 19. 34 304, 051 24. 78 316, 270 24. 52 58. 09 68. 69 68. 21 Oklahoma . 1, 084 13.55 69. 225 25. 39 70, 309 25. 06 58.69 78.01 77. 62 Indian Territory.. 0 0 N. Central Division : Ohio . 240, 491 16. 93 585, 159 24.24 825, 650 21.53 55. 88 78. 77 70. 37 Indiana . 103, 005 21. 81 448, 068 25. 29 551, 073 24.56 63. 24 76. 33 73.49 Illinois . 319, 600 14. 31 600, 825 25. 45 920, 425 20.04 51.89 76.95 65. 90 Michigan . 126, 607 20. 52 365, 205 22.42 491,812 21.90 59. 50 74. 77 70. 14 Wisconsin . 100, 142 18. 30 326, 423 21.41 426, 565 20. 59 51.24 65. 91 61.21 Minnesota . 78, 778 16. 33 293, 111 24.07 371, 889 21. 88 67. 53 78.14 75. 63 Iowa . 66, 874 18. 50 479, 962 27. 59 546, 836 26. 03 57. 36 78. 54 75. 15 Missouri . 132, 567 14. 14 540, 585 25. 76 673, 152 22. 17 49.48 76. 66 69. 17 North Dakota . 0 57, 088 18. 80 57, 088 18. 80 86. 64 86. 64 South Dakota . 1, 859 13. 78 87, 142 26. 45 89, 001 25. 96 78. 54 83. 69 83. 57 Nebraska . 37, 307 11.82 228, 968 28. 08 266, 275 23. 54 60. 28 78. 14 75. 02 Kansas . 40, 637 20. 27 327, 053 28. 98 367, 690 27. 67 62. 83 75. 83 74. 14 W estern Division : Montana . 8, 209 19. 26 23, 227 12. 44 31, 436 13. 70 77.47 65. 28 68. 07 Wyoming . 1,071 5. 58 10, 511 13. 06 11, 582 11.62 42. 84 56. 00 54. 45 Colorado . 37, 064 16. 83 63, 816 18. 52 100, 880 17. 86 77. 41 77. 37 77. 38 New Mexico . 0 24, 155 13. 81 24, 155 13. 81 49. 37 49.37 Arizona - 0 13,361 16. 57 13, 361 16. 57 76. 67 76. 67 Utah . 15, 433 20. 61 53, 795 28. 95 69, 228 26. 55 88. 74 83. 41 84. 55 Neva, da, _ 0 6, 860 16. 49 6, 860 16. 49 75. 29 75. 29 TdaTin . . 0 31,883 23. 09 31, 883 23. 09 75. 68 75. 68 Washington . 18, 953 13. 98 71, 160 20. 68 90, 113 18. 79 76. 10 74. 39 74. 74 Oregon . . . 13, 816 13.16 73, 396 26. 81 87, 212 23. 02 63.14 68. 12 67. 28 California . 102, 236 14. 95 155, 693 19.88 257, 929 17. 58 68. 76 80. 98 75. 65 2182 EDUCATION REPORT, 1896-97. Table 10.— Aggregate and average attendance and length of school term in cities of 8 ,000 population and over, compared with like statistics of public schools outside of such cities. State or Territory. In cities of 8,000 population and over. Outside of cities of 8,000 popu¬ lation and over. Average length of school term, in days, for the United States. Aggregate number of days attended by pupils in public schools. Average daily attend¬ ance. *8 .5 a _ Mg || © -g © ©.2 Aggregate number of days attended by pupils in public schools. Average daily attend¬ ance. Average length of school term, in days. United States . 507, 622, 259 2, 687, 758 188. 9 909, 168, 413 7, 401, 832 122.8 140.4 North Atlantic Division . 240, 131, 134 1, 259, 044 190.7 197, 143, 771 1, 270, 042 155. 2 172.9 South Atlantic Division . 34, 366, 949 184, 829 185.9 107, 309, 772 1, 089, 720 98.5 111.2 South Centi'al Division . 25, 398, 650 142, 592 178.2 145, 334, 374 1, 697, 409 85.6 92.8 North Central Division . 180, 438, 070 953, 142 190.4 413, 500, 615 2, 975, 637 139.0 151.2 Western Division . 27, 287, 456 148, 151 184.2 45, 879, 881 369, 024 124.3 141.5 North Atlantic Division: Maine . - . 3, 225, 948 18, 406 175.3 9, 907, 708 78, 165 126.8 136.0 New Hampshire . 2, 024, 104 11, 347 178.4 4, 396, 218 36, 370 120.9 134.6 Vermont . 533, 942 2, 882 185.3 7, 237, 789 47, 583 152. 1 154.0 Massachusetts . 47, 736, 526 248, 223 192.3 14, 563, 244 86, 722 167.9 186.0 Khode Island . 5, 983, 487 32, 324 185.1 2, 602, 673 16, 900 154.0 190.0 Connecticut . 10, 453, 610 54, 760 192.7 8, 490, 649 46. 303 183.4 187.5 New York . 95, 217, 142 495, 254 192.2 57, 214, 811 325, 000 176.0 185.8 New Jersey . 19, 650, 643 101, 550 193.5 15, 444, 365 90, 226 171.2 183.0 Pennsylvania . 55, 305, 732 294, 298 187.9 77, 286, 314 542, 773 142.4 158.4 South Atlantic Division : Delaware . 1, 572, 176 8,104 194.0 2, 068, 705 14, 589 141.8 160.0 Maryland . 10, 859, 341 55, 497 195.7 13, 460, 773 78, 130 172.3 182.0 District of Columbia _ ... 6, 081, 636 33, 283 182. 7 183. 0 Virginia . 4, 814, 689 25, 921 185.7 20, 795, 831 187, 500 110.9 120.0 West Virginia . 1. 380, 885 7, 579 182.2 14, 279, 106 133,502 107.0 111.0 North Carolina . 1, 294, 847 7. 433 174.2 13, 859, 968 224, 292 61.8 65.4 South Carolina . 1, 695, 342 9, 605 176.5 13, 518, 479 172, 954 78.2 83.3 Georgia . 5, 516, 330 30, 075 183.4 23, 320,913 216, 608 107.7 ’ 116. 9 Florida . 1, 151, 703 7, 332 157.1 6, 005, 997 62, 145 96.6 103.0 South Central Division : Kentucky . 7, 156, 051 37, 633 190.2 25, 832, 964 249, 228 103.7 115.0 Tennessee . | 3, 762, 445 20, 950 179.6 26, 741, 030 317, 226 84.3 90.2 Alabama . ! 1, 817, 419 10, 646 170.7 13, 944, 581 202, 354 68.9 74.0 Mississippi . . 1, 007, 293 5, 725 177.9 20, 355, 495 196, 958 103.3 105.4 Louisiana . 3, 997, 255 23, 756 168.3 9, 159, 783 100, 367 91.3 106.0 Texas . 6, 090, 148 34, 832 174.8 34, 536, 016 405, 417 85.2 92.8 Arkansas . 1,456,191 8,215 177.3 11, 554, 933 187, 294 61.7 67.0 Oklahoma . 111, 848 835 133.9 3, 209, 572 38, 565 83.2 84.3 Indian Territory .......... 0 0 North Central Division: Ohio . 35„ 818, 435 193, 318 185.3 64, 022, 343 413, 986 154.6 164.4 Indiana . 13, 840, 106 69, 490 199.2 43, 551, 341 333, 257 130.7 142. 5 Illinois . 49, 082, 332 250, 840 195.7 62, 313, 118 454, 641 137.1 157.9 Michigan . 17, 958, 301 94, 811 189.4 37, 943, 958 252, 408 150.3 161.0 Wisconsin . 13, 646, 760 73, 253 186.3 30, 313, 240 200, 705 151.0 160.5 Minnesota . 11, 558, 821 61, 418 188.2 25, 084, 512 174, 079 144.1 155.6 Iowa . 9, 459, 294 52, 095 181.6 46, 855, 146 295, 525 158.5 162.0 Missouri . 18, 298, 251 96, 119 190.4 43, 042, 649 394, 312 109.2 141.0 N orth Dakota . . 0 0 4, 139, 365 38, 478 107.6 107. 6 South Dakota . 256, 500 1, 425 180.0 7, 303, 029 53, 175 137.3 138.4 Nebraska . 5, 065, 369 28, 190 179. 7 22, 343, 463 143, 252 156.0 159.8 Kansas . 5, 453, 901 32, 183 169.5 26, 588, 451 221, 819 119.9 126.2 W estern Division : Montana . 1, 061, 384 5, 974 177.7 2, 247, 520 15, 226 147.6 149.2 Wyoming . 145, 186 830 174.9 547, 814 6, 870 79.7 90.0 Colorado . 4, 836, 041 26, 942 179.5 6, 279, 079 42, 658 147.2 159.7 ¥«w Mp,TiV,n . . . 0 0 1, 783, 978 19, 349 92.2 92. 2 Arizona ............ _ _ 0 0 1, 329, 929 10, 439 127.4 127.4 U tah . . . . 2, 198, 111 12, 663 173.6 5, 145, 769 35, 652 444.3 152.0 N e vada ................... 0 0 638, 330 4, 145 154. 0 154.0 Idaho . 0 0 1, 992, 760 22, 645 87.7 87. 7 Washington . 2, 516, 238 13, 961 180.2 3, 122, 272 49, 251 63.4 89.2 Oregon . 2,091,377 10, 855 192.7 4, 636, 212 50, 866 91.1 109.0 California . 14, 439, 119 76, 926 187.7 18, 156, 218 111, 923 162.2 172.6 STATISTICS OF CITY SCHOOL SYSTEMS. 2183 Table 11. — Number of public high school students and percen tage to public school enroll¬ ment in cities of 8,000 p op illation and over and outside of such cities in 1897. State or Territory. Public high school stu¬ dents in cities of 8,000 popu¬ lation and over. Per cent of public school en¬ rollment. Public high school stu¬ dents out¬ side of cities of 8,000 popu¬ lation and over. Per cent of public school en¬ rollment. Total num¬ ber of public high school stu¬ dents in the United States. Per cent of public school en¬ rollment. United States . 181,410 5. 05 228, 023 2.06 ] 409, 433 2. 79 North Atlantic Division. . . . 70, 697 4. 16 55,702 | 3.01 [ 126, 399 3.57 South. Atlantic Division - 9, 643 3.79 10,878 0.60 I 20, 521 0.99 9 438 4. 87 20,214 '0.80 29, 652 1.09 North Central Division . 78, 977 6. 33 131,561 3.03 1 210, 538 3. 77 W estern Division _ _ 12, 655 6. 43 9,668 i.83 ; 22, 323 3.08 North Atlantic Division : Maine . 2, 005 8. 19 6, 172 5. 73 8, 177 6. 19 New Hampshire . . 1, 390 8. 55 2, 068 4.31 3, 458 5. 39 Vermont . . 131 3.42 2, 621 4. 26 2, 752 4.21 Massachusetts. - _ _ 21, 363 6. 84 9,997 7. 86 31, 360 7.14 Khode Island . 2, 442 4. 95 467 3. 60 2, 909 4. 67 Connecticut . 3, 907 5.24 2,219 3. 20 6, 126 4. 26 New York . 20, 265 3.00 18,692 3. 54 38, 957 3. 24 New Jersey . . 5, 089 3.49 3,527 2. 37 8, 616 2. 92 Pennsylvania . 14, 105 3.57 9,939 1. 33 24,044 2.11 South Atlantic Division : Delaware . 624 5. 81 627 2. 80 1,251 3. 77 Maryland . 2, 303 2.82 1,124 0. 76 3, 427 1.49 District of Columbia .... 2,413 5.61 0 0 2, 413 5.61 Virginia . 2, 032 5.93 1,436 0.43 3, 468 0. 94 AV est Virginia - 256 2. 43 1,043 0. 51 1,299 0. 60 North Carolina . 131 1. 24 341 0. 09 472 0. 13 South Carolina . 151 1. 30 2, 152 0. 87 2,303 0. 89 Georgia . 1,486 3.64 3,166 0. 78 4, 652 1.04 Florida — . — 247 2. 17 989 1.05 1,236 1. 17 South Central Division : Kentucky . 2, 068 4.11 1,731 0. 49 3, 799 0.95 Tennessee . 1,572 5.45 3,233 0. 71 4,805 1.00 Alabama . 1, 036 7.92 1,511 0.49 2, 547 0. 80 Mississippi . - . 521 6. 19 2,630 0. 77 3, 151 0.90 Louisiana . . . 997 3.04 428 0. 31 1,425 0. 84 Texas . 2. 591 5.49 8, 514 1.50 11, 105 1.80 Arkansas - . . 511 4. 18 1,969 0. 65 2, 480 0. 78 Oklahoma . . 142 13. 10 88 0. 13 230 0. 33 Indian Territory . 110 110 North Central Division : Ohio . 15, 678 6. 52 22, 280 3. 81 37,958 4. 60 Indiana . — 8, 457 8. 21 12,887 2.88 21, 344 3.87 Illinois . . 15, 675 4.90 16, 234 2. 70 31, 909 3. 47 Michigan . . . 9, 823 7.76 15, 922 4.36 25, 745 5. 23 AYisconsin . . 5,122 5.11 10,465 3.21 15, 587 3. 65 Minnesota . 5, 680 7.21 4, 870 1.66 10,550 2. 84 Iowa. . 5, 881 8. 79 18, 745 3.91 24, 626 4. 50 Missouri. . . 7, 438 5. 61 9, 382 1.74 16, 820 2.50 North Dakota . . 909 1. 59 909 1. 59 South Dakota . 173 9.31 1, 247 1.43 1, 420 1.60 Nebraska . 2, 570 6. 89 9, 541 4. 17 12,111 4. 55 Kansas . . 2, 480 6. 10 9, 079 2. 78 11, 559 3. 14 Western Division : Montana . 340 4. 14 603 2. 60 943 3. 00 AVyoming . 150 14. 01 70 0.67 220 . 1.90 Colorado . . . . 2, 792 7. 53 1, 843 2. 89 4, 635 4. 59 New Mexico _ _ 206 0. 85 206 0.85 Arizona .... _ ....... 127 0. 95 127 0. 95 Utah . 650 4. 21 0 0 650 1 0.94 Nevada . . . . 375 5. 47 375 5. 47 Idaho. _ _ _ _ 292 0.92 292 0. 92 AVashingtou . . . 1, 377 7. 27 1, 184 1. 66 2, 561 2.84 Oregon . . 1, 009 7. 30 512 0. 70 1,521 1. 74 California . . 6, 337 6.20 4, 456 2. 86 10, 793 4. 18 2184 EDUCATION REPORT, 1896-97. Table 12. — Number of teachers and percentage of mate teachers in cities of 8, OOO inhabit¬ ants and over and outside of such cities in 1896-97. State or Territory. Number of teach¬ ers in cities of 8,000 pop¬ ulation and over. Percent¬ age of male teachers. Number of teach¬ ers out¬ side of cities of 8,000 pop¬ ulation and over. Percent¬ age of male teachers. Number of teach¬ ers in the public schools of the United States. Percent¬ age of male teachers. Number of teach¬ ers and supervis¬ ors in cities of 8,000 pop¬ ulation and over. United States . 71, 117 7. 79 329, 151 38.16 a 403, 332 1 32.6 77, 976 North Atlantic Division . 34, 721 6. 77 63, 513 25. 79 98, 234 19.1 36. 550 South Atlantic Division . 5, 804 10. 56 41, 184 48. 23 a 46, 552 43.9 5, 503 South Central Division . 8, 738 11.82 56, 737 55. 64 60, 475 52.9 3, 942 North Central Division . 26, 193 7. 62 150, 300 17, 417 34. 60 176, 493 30.6 27, 576 W estern Division . 4,161 10. 19 33.32 21,578 28.9 4, 405 North Atlantic Division: Maine . 036 6. 29 6, 091 19. 98 6, 727 18.7 677 New Hampshire . 365 6. 58 2, 346 7. 59 2, 711 7.4 391 Vermont . 94 8. 51 2, 287 14. 78 2, 381 14.5 99 Massachusetts . 7, 282 8.51 5, 561 8. 99 12, 843 8.7 7, 556 Rhode Island . 1,105 12. 40 712 8. 57 1,817 10.9 1, 145 Connecticut . 1, 731 6. 99 2, 341 21,385 13. 71 4,072 10.9 1,821 New York . 13, 000 5.27 22. 33 34, 385 15.9 13, 880 New Jersey . 2, 720 3. 16 3,149 22. 80 5, 869 13.7 2,890 Pennsylvania . 7, 788 8.09 19, 641 42. 11 27, 429 32.4 8, 091 South Atlantic Division: Delaware . 226 2. 21 614 34. 69 840 26.0 229 Maryland . 1,818 8.80 3, 018 31.58 4,836 23.0 1, 827 District of Columbia . 1,006 12. 52 0 0 a 1, 070 14.6 1, 070 Virginia . 619 11.31 7, 956 36. 99 8, 575 35.1 652 West Virginia . 226 5. 31 6, 228 61. 27 6, 454 59.3 239 North Carolina . 223 11.21 7, 662 55. 72 7,885 54.5 231 South Carolina . 193 10. 36 4,780 46. 55 4, 973 45.1 209 Georgia . . . 739 10. 96 8, 522 2, 404 51.68 9, 261 48.4 781 [Florida . 254 24. 02 42. 39 2, 658 40.6 265 South Central Division: Kentucky . 998 7. 92 9, 211 53. 01 10, 209 48.6 1, 075 Tennessee . 511 11. 74 8,624 58.69 9, 135 56.1 564 Alabama . 270 14.44 6, 853 65. 62 7,123 63.7 282 Mississippi . . 163 12.27 7, 692 47.15 7,855 46.4 184 Louisiana . 689 5. 52 2, 993 46. 34 3,682 38.7 700 Texas . 893 18. 48 12, 324 53.96 13, 217 51.6 918 Arkansas . 190 18. 42 6, 991 66. 30 7, 181 65.0 194 Oklahoma . 24 25. 00 2, 049 40. 46 2,073 40.3 25 Indian Territory . 0 0 0 0 0 0 0 North Central Division: Ohio . 5, 212 9. 36 20, 004 49. 13 25, 216 40.9 5, 445 Indiana . 2,219 12. 39 12, 833 53. 30 15, 052 47.3 2, 344 Illinois . 6, 650 5. 86 18, 891 36. 03 25, 541 28. 2 7, 058 Michigan . 2, 592 5.36 13, 009 26. 32 15, 601 22.8 2, 751 Wisconsin . 2,007 1,762 8. 37 10, 370 22.51 12, 377 20.2 2, 130 Minnesota . 4. 94 9, 476 24. 88 11,238 21.8 1,885 Iowa . 1,580 5. 82 26, 452 21.67 28, 032 20.8 1,669 Missouri . 2, 669 8. 21 12, 269 . 46. 89 14, 938 40.0 2, 725 North Dakota.. . 0 0 3, 027 34. 46 3, 027 36.1 0 South Dakota . 48 6. 25 4,460 29. 55 4,508 29.3 50 Nebraska . 701 6.13 8, 646 28. 58 9, 347 26.9 736 Kansas . 753 12. 22 10, 863 37. 66 11,616 36.0 783 Western Division: Montana . . . 181 11.05 839 23. 36 1, 020 21.2 190 Wyoming . 27 3.70 438 23. 74 465 22.6 29 Colorado . 765 10. 33 2,355 29. 77 3. 120 25.0 796 New Mexico . 0 0 605 54. 21 605 54.2 0 Arizona . 0 0 354 32. 77 354 32.8 0 Utah . 307 14. 98 870 50. 34 1, 177 41.1 329 Nevada . 0 0 304 12. 83 304 12.8 0 Idaho . 0 0 793 37. 58 793 37.6 0 Washington . 383 9. 66 2, 862 40. 08 3, 245 36. 5 400 Oregon . 304 9. 87 3, 013 41. 72 3, 317 7, 178 38.8 320 California . 2, 194 9. 62 4, 984 23.66 19.4 2, 341 a Includes G4 supervising officers for the District of Columbia not included in the first column. STATISTICS OF CITY SCHOOL SYSTEMS. 2185 Table 13. — Expenditure per capita of population for public schools in cities of 8,000 inhabitants and over and outside of such citi s in 1S96-D7. In cities of 8,000 popu¬ lation and over. JOutside of cities of 8,000 1 population and over. In the United States. State or Territory. Amount expended for public schools. Expend¬ ed per capita of popula¬ tion. Amount expended for public schools. Expend¬ ed per capita of popula¬ tion. Total amount expended for public schools. Expend¬ ed per capita of popula¬ tion. United States . $84, 86G, 092 $3. 77 $102,460,846 $2. 10 $187, 326, 938 $2. 62 North Atlantic Division. . . . 44, 418, 713 4.24 27, 795, 945 2. 93 72, 214, 658 3.62 South Atlantic Division _ 4, 202, 826 2.42 7, 425, 743 0. 93 11,628, 569 1. 19 South Central Division . 2, 775, 576 1.93 10. 357, 719 0. 91 13, 133, 295 1.02 North Central Division . 28, 393, 396 3.74 48, 301, 223 2. 79 76, 694,619 3.08 Western Division . 5, 075, 581 3. 96 8, 580, 216 3. 26 13, 655, 797 3. 49 North Atlantic Division: Maine . 405, 269 2.78 1, 188, 595 2. 32 1, 593, 864 2.43 New Hampshire . 310, 925 101, 806 2. 43 729, 384 2. 69 1, 040, 309 2.61 Vermont . 3. 86 811, 190 2. 65 912, 996 2.74 Massachusetts . 9, 399, 687 5. 06 2, 990, 951 3.85 12. 390, 638 4.71 Rhode Island . 1, 377, 964 1, 864, 989 4. 41 353, 771 4.24 1, 731, 735 4. 38 Connecticut . 4.11 1, 094, 836 7, 166, 203 2. 83 2, 959, 825 3. 52 New York . 19, 523, 654 4.75 2. 61 26, 689, 857 3. 90 New Jersey . 2, 839, 178 2. 97 2, 438, 069 3. 00 5, 277, 247 2. 98 Pennsylvania . 8, 595, 241 3.46 11, 022, 946 3. 08 19, 618, 187 3. 23 South Atlantic Division : Delaware . 175. 299 2. 47 99, 701 0. 93 275, 000 1. 63 Maryland . 1, 505, 701 2. 86 1, 089, 001 1.67 2, 594, 702 2. 20 District of Columbia .... Virginia . 1, 117, 634 386, 630 4. 02 1. 36 1, 466, 909 1. 03 1, 117, 634 1, 853, 539 4.02 3.09 West Virginia . 152, 931 2. 59 1, 640, 718 2.08 1, 793, 649 2.11 North Carolina . 91, 178 1.22 726, 384 0. 43 817, 562 0.46 South Carolina . 114, 128 1.12 582, 940 0. 50 697, 068 0. 55 Georgia . 564, 362 2. 32 1, 201, 610 0. 68 1, 765, 972 0. 88 Florida . 94, 963 1.00 618, 480 1.54 713, 443 1.43 South Central Division: Kentucky . 870, 878 2.56 2, 048, 167 1. 24 2, 919, 045 3.47 -Tennessee . 367, 100 1.70 1, 323, 650 0. 80 1,690, 750 0. 90 Alabama . 163, 365 0. 9G 499, 994 0. 32 663, 359 0. 39 Mississippi . 105, 332 2. 71 1, 167, 168 0. 84 1, 272, 500 0.89 ^Louisiana . 410, 165 1.38 579, 145 0.61 989, 310 0. 79 Texas . . 689, 247 2. 24 3, 307, 531 1. 24 3, 996, 778 1.34 Arkansas . 154, 944 2. 45 1,121, 990 310, 074 0.91 1, 276, 934 0. 99 Oklahoma . 14, 545 1.82 1. 14 324, 619 1.16 Indian Territory 0 North Central Division : Ohio . 5, 492, 335 3. 87 7, 082. 055 2. 93 12, 574, 390 3. 28 Indiana . 2, 387, 312 5. 05 4, 577, 356 2. 58 6, 964, 668 3. 10 Illinois . 8, 664, 634 3. 88 7, 670, 916 3.25 16, 335, 550 3. 56 Michigan . 2, 527, 546 1, 678, 709 4. 10 3, 851, 161 3, 396, 706 2.36 6, 378, 707 5, 075, 415 2. 84 Wisconsin . 3. 07 2. 23 2. 45 Minnesota . 1, 811, 949 3. 76 3, 341, 241 2. 74 5, 153, 190 3. 03 Iowa . 1, 413, 375 3.91 6, 477, 055 3. 72 7, 890, 430 3. 76 Missouri . 3, 143, 854 3. 35 3, 570, 038 1.70 6, 713, 892 2.21 North Dakota . 0 1, 125, 893 1. 239, 878 3. 71 1, 125, 893 1, 280, 663 3. 71 South Dakota . 40, 785 3. 02 3. 76 3.74 Nebraska . 089, 988 2. 19 2, 731, 259 3.35 3. 421,247 3.02 Kansas . 542, 909 2. 71 3, 237, 665 2. 87 3; 780, 574 2. 85 Western Division : Montana . 292, 055 6. 85 500, 043 2. 68 792, 098 3. 45 Wyoming . 27, 240 1.42 184, 095 2. 29 211, 335 2.12 Colorado . 1, 017, 943 4. 62 1, 366, 24 C 3.97 2, 384, 183 4. 38 New Mexico _ _ _ 0 155, 955 205, 852 577, 659 0. 89 155, 955 0. 89 Arizona . 0 2.55 205, 852 905, 713 2. 55 Utah . 328, 054 4. 38 3.11 3. 47 Nevada . 0 202, 046 4. 86 202, 046 328, 249 1, 425, 509 4. 86 Idaho . . . 0 328, 249 2. 38 2. 38 Washington . 457, 378 323, 404 3. 37 968, 131 2. 81 2. 97 Oregon . 3. 08 873, 705 2. 34 1, 197, 109 3. 16 California . 2, 629. 507 3. 84 3, 218, 241 4.11 5, 847, 748 3.99 2186 EDUCATION REPORT, 1896-97. Table 14. — Expenditure for teaching and supervising and percentage to total expenditure for schools in cities of 8,000 population and over and outside of such cities in 1896-97. State or Territory. In cities of 8,000 pop¬ ulation and over. Outside of cities of 8,000 population and over. In the United States. Expenditure for teach¬ ing and supervising. Per cent of total expend¬ iture. Expenditure for teach¬ ing and supervising. Per cent of total expend¬ iture. Expenditure for teach¬ ing and supervising. Per cent of total expend¬ iture. United States . $48, 772, 485 57. 47 $70, 531, 057 68.84 $119,303,542 63.69 North Atlantic Division . 23, 274, 845 52.40 16, 381, 052 58. 93 39, 655, 897 54. 91 South Atlantic Division . 3, 015, 502 71. 75 5, 843, 568 78.69 8, 859, 070 76.18 South Central Division . 2, 133, 725 76. 88 8, 783, 480 84. 80 10, 917, 205 83. 13 North Central Division . 16, 980, 866 59. 81 33, 847, 485 70. 08 50, 828, 351 66. 27 Western Division . . . 3, 367, 547 66. 35 5,675,472 66. 15 9, 043, 019 66. 22 North Atlantic Division : Maine . 289, 375 71. 40 874, 953 73. 61 1, 164, 328 73. 05 New Hampshire . 216, 148 69. 52 435, 499 59. 71 651, 647 62.64 AT ermont . 50, 092 49. 20 581, 899 71.73 631, 991 69. 22 Massachusetts . 5, 153, 841 54. 83 1, 878, 971 62. 82 7, 032, 812 56. 76 Khode Island . 697, 718 50. 63 235, 962 66. 70 933, 680 53. 92 Connecticut . 1, 045, 010 56. 03 792, 508 72. 39 1, 837, 518 62.08 New York . 9, 435, 458 48. 33 4, 724, 602 65. 93 14, 160, 060 53.05 New Jersey . 1, 721, 979 60. 65 1, 472, 070 60. 38 3, 194, 049 60. 52 Pennsylvania . 4, 665, 224 54.28 5, 384, 588 48. 85 10, 049, 812 51. 23 South Atlantic Division ; 109, 716 62. 59 115, 284 225, 000 81. 82 Maryland . 1,079,592 71.70 852, 920 78. 32 1, 932, 512 74. 48 District of Columbia . 743, 298 66. 51 743, 298 66. 51 Virginia . 303, 854 78. 59 1, 156, 105 78. 81 1, 459, 959 78. 77 West Virginia . 96, 400 63. 03 1, 016, 113 61. 93 1, 112, 513 62. 03 North Carolina . 74, 491 81. 70 630, 925 86. 86 705, 416 86. 28 South Carolina . 87, 559 76. 72 511, 621 87. 77 599, 180 85.96 Georgia... . . 443, 908 78.66 1, 090, 112 90. 72 1, 534, 020 86. 87 Florida . 76, 684 80. 75 470, 488 76. 07 547, 172 76. 69 South Central Division : Kentucky . 631, 669 72.53 1, 740, 545 84. 98 2, 372, 214 81.27 Tennessee . . . 300, 651 81. 90 1, 042, 219 78. 74 1, 342, 870 79. 42 Alabama . . 134, 168 82. 13 484, 500 96. 90 618, 668 93. 26 Mississippi . 70, 536 66. 97 1, 037, 477 88. 89 1, 108, 013 87. 07 Louisiana . 336, 650 82. 08 443, 822 76. 63 780, 472 78. 90 Texas . . . 535, 755 77. 73 2, 868, 299 86. 72 3, 404, 054 85. 17 Arkansas . 115, 547 74. 57 974, 964 86.90 1, 090, 511 85. 40 Oklahoma . 8, 749 60. 15 191, 654 61.81 200, 403 61.73 Indian Territory . 0 North Central Division: Ohio . 3, 331, 938 60. 67 5, 098, 937 72.00 8, 430, 875 67. 05 Indiana . . . 1, 264, 621 52. 97 3, 740, 169 81. 71 5, 004, 790 71. 86 Illinois . 5, 167, 999 59.64 5,209,444 67.91 10, 377, 443 63. 53 Michigan . 1, 407, 337 55. 68 2, 637, 015 68. 47 4, 044, 352 63. 40 Wisconsin . 1, 212, 058 72.20 2, 239, 928 65. 94 3, 451,986 68. 01 Minnesota . 1,222, 044 67.44 2, 184, 536 65.38 3, 406, 580 66.11 Iowa . 838, 622 59. 33 4, 425, 732 68. 33 5, 264, 354 66. 72 Missouri . . . 1,678, 851 53.40 2, 627, 053 73.59 4, 305, 904 64. 13 North Dakota . . 0 586, 774 52. 12 586, 774 52. 12 South Dakota . . . 27, 070 66. 37 802, 013 64. 68 829, 083 64.74 Nebraska . . 435, 990 63.19 1, 954, 028 71.54 2, 390, 018 69. 86 Kansas . . 394, 336 72. 63 2, 341, 856 72. 33 2, 736, 192 72. 38 Western Division : Montana . 137,602 47.12 300, 531 60.10 438, 133 55. 31 Wyoming . 21, 136 77.59 132, 133 71. 77 153, 269 72. 52 Colorado . 586, 412 57. 61 733, 509 53. 69 1, 319, 921 55. 36 New Mexico . 0 124, 015 79. 52 124, 015 79. 52 Arizona . . . 0 155, 991 75. 78 155, 991 75. 78 Utah . 190, 435 58. 05 324, 138 56. 11 514, 573 56. 81 N evada . . 0 167, 171 82. 74 167, 171 82. 74 Idaho . 0 197, 283 60.10 197, 283 60. 10 AVashington . 236, 961 51.81 532, 189 54. 97 769, 150 53. 96 Oregon . 217. 024 67. 11 567, 944 65. 00 784, 968 65. 57 California . 1, 977, 977 75. 22 2, 440, 568 75. 83 4, 418, 545 75. 56 STATISTICS OF CITY SCHOOL SYSTEMS, 2187 Table 15. — Average expenditure per pupil for all purposes, l)ased on average attendance— Average sums received by teachers and supervisors in cities and outside of cities in 1896-97. State or Territory. Average expenditure per pupil for whole school year. Average sums received by teachers and supervisors for whole school year. In cities of 8,000 population and over. Outside such cities. In the United States. In cities of 8,000 population and over. Outside such cities. In the United States. United States . $31.58 $13. 84 $18. 56 $625. 48 $216.78 $295. 79 North Atlantic Division - 35. 28 21. 89 28. 56 636. 79 265. 56 403. 69 South Atlantic Division. . . . 22. 74 6.81 9. 12 547. 97 142.36 190. 30 South Central Division . 19.47 6. 10 7.14 542. 29 155. 37 180. 52 North Central Division . 29. 79 16. 23 19. 52 615. 78 227. 29 287. 99 Western Division . 20. 76 23. 25 26.40 764. 48 330. 49 419. 08 North Atlantic Division : Maine . 22. 02 15.21 16. 50 427. 44 144. 62 173. 08 New Hampshire . 27.40 20. 05 21. 80 552. 81 187. 72 240. 37 Vermont . 35. 32 17. 05 18. 09 505. 97 255. 00 285. 43 Massachusetts . 37. 87 34. 49 37. 00 682. 09 355. 39 547. 60 Rhode Island . 42. 63 20. 93 35. 18 609. 36 351. 13 513. 86 Connecticut . 34. 06 23. 65 29. 28 573. 87 352. 07 451. 26 New York . 39.42 22. 05 32. 54 679. 79 230. 41 411. 81 New Jersey . 27.96 27.02 27. 52 595. 84 494. 15 544. 22 Pennsylvania . 29. 21 20.31 23. 44 576. 59 278. 45 366. 39 South Atlantic Division : Delaware . 21.63 6. 83 13. 69 479. 11 188. 68 267. 86 Maryland . . 27. 13 13. 94 19. 42 590. 91 283. 46 399. 61 District of Columbia. . . . 33. 55 33. 55 694. 67 694. 67 Virginia . 14. 92 7.82 8. 69 466. 03 145. 92 170. 26 West Virginia . 20. 18 12. 29 12. 72 403. 35 163. 49 172. 38 North Carolina . 12. 27 3.24 3. 53 322. 47 82. 43 89. 46 South Carolina . 11. 88 3. 37 3. 82 418. 94 107. 39 120. 49 Georgia . 18.87 5. 55 7.16 568. 38 128. 55 165. 64 Florida . 12. 95 9. 95 10. 27 289. 37 196. 61 205. 86 South Central Division : Kentucky . 23. 14 8. 22 10. 18 587. 60 190. 56 232. 36 Tennessee . 17. 52 4. 17 5. 00 533. 07 121 60 147. 00 Alabama . 15.35 2. 47 3. 58 475. 77 70. 82 86.85 Mississippi . 18.40 5. 93 6.28 383. 35 135. 25 141. 06 Louisiana . 17. 27 5. 77 7. 97 480. 93 148. 83 211.97 Texas . 19.79 8. 16 9. 08 583. 61 233. 21 257. 55 Arkansas . 18.86 5. 99 6. 53 595. 60 139. 54 151. 86 Oklahoma . 17.42 8.04 8. 24 349. 96 93. 58 96. 67 Indian Territory _ N orth Central Division : Ohio . 28. 41 17. 11 20.70 611. 93 257. 90 334. 35 Indiana . 34. 35 13. 74 17.30 539. 51 294. 32 332. 50 Illinois . 34. 54 16. 87 23. 16 732. 22 281. 85 406. 31 Michigan . 26. 66 15. 26 18. 37 511. 57 205. 22 259.24 Wisconsin . 22. 92 16. 92 18. 53 569. 04 218. 59 278. 91 Minnesota . 22. 34 19. 19 21. 88 648. 30 233. 57 303. 13 Iowa . . . 27. 13 21. 92 22. 69 502. 47 167. 88 187. 80 Missouri . 32. 71 9. 05 13. 69 616. 09 215.10 288. 25 North Dakota, . 29. 26 29. 26 193. 85 193. 85 South Dakota . 28. 62 23. 32 23.45 541. 40 179. 90 183. 91 Nebraska . 24. 48 19. 07 19.96 592. 38 226. 92 255. 70 Kansas . 16. 87 14. 60 14.89 503. 62 216. 18 235. 55 Western Division : Montana . 48. 89 32. 84 37.37 724. 22 362. 09 429. 54 Wyoming . 32. 82 26. 80 27.45 728. 83 303. 06 329. 61 Colorado . 37. 78 32. 03 38.19 736. 70 315.62 423. 05 Np.w Avir>r» 1 8. 06 8.06 ! 204 98 204. 98 A ri y.nn a. _______ 19. 72 19.72 440. 65 440.65 Utah . j 25. 91 16. 20 18.75 I 578. 83 382. 24 437. 21 Nfwa.rln, _ _ - _ 48.74 48.74 j 549. 90 549. 90 THnhn - . _ _ 14. 50 14.50 248. 78 248. 78 Washington . 32. 76 19.66 22. 55 592. 40 187. 06 237. 03 Oregon . 29. 79 17. 18 19. 40 678. 20 189. 50 236. 85 California . 1 34.18 ] 28. 75 30.96 1 844. 93 504. 56 615. 57 2188 EDUCATION REPORT, 1896-97. Table 16. — Estimated average monthly salaries of teachers and supervisors in cities of 8,000 population and over, and outside of such cities, and average salaries of male and female teachers in the United States in 1896-97. Average monthly sal¬ aries of teachers in the United States. Average j monthly salaries of teachers and super¬ visors in cities of 8,000 pop- | ulation and over. | Average monthly ' salaries of teachers and super¬ visors out¬ side of such cities. Average monthly salaries of teachers and super visors in the United States. State or Territory. Males. Females. $44. 62 $38. 38 $66. 19 $35. 31 $42. 14 55. 35 40. 85 66. 75 34. 22 46. 72 34. 23 31. 11 30.80 58. 92 28. 93 41. 21 34. 50 60.86 64. 68 36. 30 32. 70 38.91 38. 09 37.45 W estern Division . . 59.42 52. 95 83.01 53. 22 59. 28 North Atlantic Division : 40. 64 25. 88 48. 74 22. 81 25.45 35. 72 34. 47 37. 10 27. 64 61. 97 31. 08 38. 52 26. 84 54. 58 33. 55 144. 80 52. 20 70. SO 42. 36 58. 88 54. 09 48. 16 99. 24 50. 48 65. 81 45. 60 88.77 42. 70 59. 53 38. 39 70. 74 26. 18 47. 33 81.39 48. 19 61. 55 57. 73 59. 48 43. 72 38. 11 61.34 39. 11 46. 26 Soutli Atlantic Division : Delaware . 36. 60 34. 08 49. 39 26. 61 33. 48 43. 91 Maryland . . . . 48. 00 40. 40 60. 36 32. 92 District of Columbia . 111. 62 69. 00 76. 00 75. 92 28. 38 31. 06 Virginia. _ _ _ _ _ 31. 98 26. 67 50. 16 26. 34 West Virginia . 44. 28 30. 56 Nnrth riarolina, . . . 25. 38 21. 40 37. 02 26. 68 27.47 27. 36 28. 96 South. Carolina . . . 25. 18 24. 29 47.45 Georgia . 61. 98 23. 89 28. 36 Florida _ _ _ _ _ 37.81 32. 48 36. 82 40. 71 39. 97 South Central Division : Kentucky . 44. 03 37. 18 61. 79 36. 79 44. 10 Tennessee . 31.88 26. 18 59. 36 28. 88 32. 59 Alabama . 55. 71 20. 59 23. 47 Mississippi . 31. 70 26. 55 43. 07 26. 21 26.77 Louisiana . . . 33. 58 29. 98 57. 12 32. 64 39. 99 Texas . 56.71 46. 48 66. 77 54. 74 55. 51 Arkansas . 37. 50 32.50 67. 15 45. 30 45. 33 Oklahoma . 30. 50 27. 00 52. 23 22. 50 22.96 Indian Territory ................... North Central Division: Ohio . 35. 00 29. 00 66. 01 33. 36 40. 77 Indiana ......... _ ................. 48. 25 40. 25 54. 17 45. 07 46. 70 Illinois _ _ ............... _ ....... 59. 64 50. 69 74. 95 41. 15 51. 50 Michigan _ .... _ ... _ .......... 47. 79 34. 95 54. 02 27. 33 32. 20 Wisconsin . . . . .... 67.90 35. 50 61. 06 28. 95 34. 78 Minnesota . 45. 50 34.78 68. 89 32. 44 38. 96 Iowa . 37.01 31. 45 51. 27 21. 20 23. 19 Missouri . . . 42.50 49. 50 64. 72 39.40 40. 89 North Dakota . 40. 29 34. 84 36. 03 36.10 South Dakota . . . 60.16 26. 22 26. 58 Nebraska . . 42.57 36.14 66. 04 29. 09 39. 64 Kansas . 39. 26 34. 29 59. 39 36. 09 37. 33 Western Division: Montana . 68. 58 52.01 81.46 49. 06 57. 58 W yoming . 58. 04 45. 89 83. 29 76. 15 73. 25 Colorado . . . . . 64. 07 53. 74 82. 04 42. 88 53. 01 New Mexico _ _ _ 44. 46 44. 46 Arizona . 72. 90 66. 26 69. 18 69. 39 Utah . 59.44 42. 43 66. 69 53. 02 57. 53 N evada . . 98. 00 61. 00 71. 42 71. 42 Idaho . 61. 00 41.00 56. 80 56. 54 W ashington . . 44. 56 38. 14 65. 75 59. 01 53.15 Oregon . 45. 16 37. 42 70. 35 41. 65 43. 42 California . 80. 19 65.42 89.98 62.21 71. 33 STATISTICS OF CITY SCHOOL SYSTEMS. 2189 Table 17. — Statistics relating to religious exercises in the public schools of 531 cities of 8,000 population and over in 1806. State or Territory. Number of cities reporting. Yes. 6 6 Prohibited. Not prohibited. Limited to read¬ ing of P>ible. © 1 © g c3 ® O H ° © "A j © If H Book of selections. | Prayer. j Sacred song. Comment forbid¬ den. United States . 531 425 106 57 446 29 381 3 5 38 343 142 63 North Atlantic Division . 217 199 18 9 202 20 185 1 1 15 163 65 35 South Atlantic Division . 37 35 2 1 34 0 28 0 2 1 30 12 3 South Central Division . 40 27 13 6 30 2 21 0 0 2 I 19 7 5 North Central Division . 207 153 54 29 166 5 140 2 2 17 127 54 20 Western Division . 30 11 19 12 14 2 7 0 0 3 4 4 0 North Atlantic Division : =1 Maine . . . 9 9 0 0 9 0 9 0 0 0 9 5 1 New Hampshire . 6 6 0 0 6 0 5 0 0 1 6 3 0 Vermont . 1 1 0 0 1 0 0 1 1 0 1 1 0 Massachusetts . 50 50 0 0 50 4 48 0 0 7 46 14 14 Bhode Island . 8 8 0 0 8 0 7 0 0 1 7 6 0 Connecticut . 16 16 0 0 16 1 13 o 0 ' 0 13 0 2 New York . 55 43 12 9 44 5 38 o 0 3 33 15 8 New Jersey . 21 20 1 0 21 2 19 0 0 2 18 5 5 Pennsylvania . 51 46 5 0 47 8 46 0 0 1 30 16 5 South Atlantic Division : Delaware . 1 1 0 0 1 0 1 0 0 0 1 0 1 Maryland . 3 3 0 0 3 0 3 0 0 0 3 0 1 District of Columbia . 1 1 0 0 1 0 1 0 0 0 A 1 1 Virginia . 10 9 1 1 8 0 8 0 0 0 1 5 0 West Virginia . 3 3 0 0 3 0 3 0 0 . 0 2 0 0 North Carolina . 3 3 0 0 3 0 3 0 1 1 2 0 0 South Carolina . 4 4 0 0 4 0 2 0 1 0 4 2 0 Georgia . 8 8 0 0 8 0 4 0 0 0 8 2 0 Florida . 4 3 1 0 3 0 3 0 0 0 2 2 0 South Central Division : Kentucky . 9 7 2 0 8 0 6 0 0 0. 3 3 1 Tennessee . 6 5 1 1 5 1 4 0 0 2 4 0 0 Alabama . 6 6 0 0 6 1 6 0 0 0 4 1 1 Mississippi . 3 2 1 0 2 0 1 0 0 0 2 1 0 Louisiana . 1 1 Q 0 1 0 1 0 0 0 0 1 0 Texas . 12 5 7 4 7 0 2 0 0 0 5 1 2 Arkansas . 3 1 2 1 1 0 1 0 0 0 1 0 1 Oklahoma . 0 0 0 0 0 0 0 0 0 0 0 0 0 Indian Territory . . North Central Division : Ohio . 41 39 2 1 40 1 38 0 ' 0 7 35 17 5 Indiana . 25 23 2 1 24 0 22 0 0 1 13 8 5 Illinois . . . 33 26 7 2 31 0 24 0 1 2 24 8 4 Michigan . 29 20 9 3 24 1 14 0 1 4 18 8 1 Wisconsin . 19 1 18 17 1 0 0 0 0 0 1 0 0 Minnesota . 9 3 6 3 3 0 3 0 0 1 3 1 0 Iowa . . 17 15 2 1 15 1 13 1 0 1 11 6 2 Missouri . 15 8 7 0 10 0 8 0 0 ' 0 8 5 2 North Dakota . 0 0 0 0 0 0 0 0 0 0 0 0 0 South Dakota _ _ 1 1 0 o 1 o 1 1 0 0 Nebraska . 0 0 7 0 7 0 0 0 7 0 l Kansas . 11 10 1 1 10 2 10 1 0 1 6 1 0 Western Division : Montana . 3 0 3 3 0 0 0 0 0 0 0 0 0 Wyoming . 1 1 0 0 1 1 1 Colorado . 5 4 1 1 4 1 4 0 0 0 3 0 0 New Mexico . 0 0 0 0 0 0 0 0 o 0 0 0 0 Arizona . 0 0 0 0 0 0 0 1 0 0 0 0 0 0 Utah . 2 2 0 0 2 0 1 0 0 2 0 0 0 Nevada . 0 0 0 0 0 0 0 0 0 0 0 0 0 Idaho . . Washington . 4 2 1 2 2 2 0 0 0 0 1 0 2 0 Oregon .: . 2 0 2 1 1 0 0 0 0 0 0 0 0 California . 13 2 11 5 4 1 2 0 0 1 0 1 2 0 2190 EDUCATION REPORT, 1896-97. Table 18. — Statistics relating to religious exercises in the public schools of 277 cities of over 4,000 but less than 8,000 population in 1896. State or Territory. Number cities reporting. Yes. 6 Prohibited. Not prohibited. Limited to read¬ ing of Bible. Bible. c ® a © a +* o * Old Testament only. Book of selec¬ tions. Prayer. Sacred song. Comment for¬ bidden. United States . 277 226 51 20 243 14 221 5 3 il 193 84 36 North Atlantic Division . 141 130 11 3 136 10 127 4 o 9 110 44 21 South Atlantic Division . 11 11 0 0 11 1 11 0 0 0 7 5 2 South Central Division . 18 13 5 1 16 0 12 0 1 0 13 .7 2 North Central Division . . 88 62 26 9 72 2 64 0 0 2 56 24 9 Western Division . 19 10 9 7 8 1 7 1 0 0 7 4 2 North Atlantic Division : Maine . 10 10 0 0 10 1 10 2 0 0 8 3 2 New Hampshire . 2 2 0 0 2 0 2 0 0 1 1 1 0 Vermont . 5 5 0 0 5 0 5 0 0 0 5 2 0 Massachusetts . 41 41 0 0 41 3 41 0 0 4 38 14 11 Ithode Island . 3 3 0 0 3 0 3 1 0 0 2 0 1 Connecticut . 11 10 1 1 10 0 9 1 0 1 9 3 2 New York . 36 32 4 1 35 4 30 0 1 2 26 14 4 New Jersey . 6 6 0 0 6 0 6 0 1 0 6 1 0 Pennsylvania . 27 21 6 1 24 2 21 0 0 1 15 6 1 South Atlantic Division : Delaware . 1 1 0 0 1 0 1 0 0 0 1 1 0 Maryland . 1 1 0 0 1 0 1 0 0 0 1 1 0 District of Columbia . Virginia . 2 . 2 0 0 2 1 2 0 0 0 1 1 0 West Virginia . 2 2 0 0 2 0 2 0 0 0 2 0 1 North Carolina . 3 3 0 0 3 0 3 0 0 0 0 1 0 South Carolina . Georgia . ] 1 0 0 1 0 1 0 0 0 1 0 0 Florida . . . o 0 0 South Central Division : Kentucky . 4 3 1 0 3 0 3 0 0 0 3 2 0 Tennessee . 3 3 0 0 3 0 3 0 0 0 3 2 0 Alabama . . 3 3 0 0 3 0 2 0 1 0 3 1 0 Mississippi . 1 0 1 0 1 0 0 0 0 0 0 0 0 Louisiana . Texas . 5 3 2 1 4 0 3 0 0 0 3 2 2 Arkansas . 1 0 1 0 1 0 0 0 0 0 0 0 0 Oklahoma . . . . 1 1 0 0 1 0 1 0 0 0 1 0 0 India, n Territory . North Central Division : Ohio . . . 19 19 0 0 19 0 19 0 0 0 16 9 0 Indiana . 3 3 0 0 3 0 3 0 0 0 3 1 1 Illinois . 16 11 5 0 15 1 11 0 0 0 10 1 0 Michigan . 16 12 4 0 14 0 16 0 0 2 12 6 4 W isconsin . 10 0 10 7 1 0 0 0 0 0 0 0 0 Minnesota . 7 6 1 1 6 0 6 0 0 0 6 3 3 Iowa . . . . Missouri . 10 4 6 1 7 0 2 0 0 0 4 0 1 North Dakota . . . South Dakota . 1 1 0 0 1 0 1 0 0 0 1 0 0 Nebraska . Kansas . 6 6 0 0 6 1 6 0 0 0 4 4 0 Western Division: Montana . Wyoming . 1 0 1 1 0 0 0 0 0 0 0 0 0 Colorado . 4 4 0 0 4 0 4 0 0 0 2 1 2 New Mexico . 2 2 0 0 2 0 2 0 0 0 2 2 0 Arizona . 1 0 1 1 0 0 0 0 0 0 0 0 0 Utah . 2 2 0 0 2 1 1 1 0 0 2 0 0 Nevada . 1 0 1 1 0 o 0 0 0 0 0 0 0 Idaho . . W ashington . Oregon . California . 8 2 6 4 0 0 0 0 0 0 1 1 0 STATISTICS OF CITY SCHOOL SYSTEMS. 2191 Table 19. — Combined statistics relating to religions exercises in the public schools of 808 cities of more than 4,000 population in 1896. ( Tables 17 and 18 combined.) State or Territory. 05 © •S si o a © o a M [23 Yes. 6 Prohibited. Not prohibited. Limited to read¬ ing of Bible. Bible. N ew Testameti t only. Old Testament only. Book of selec¬ tions. Prayer. Sacred song. Comment for¬ bidden. United States . 808 651 157 77 689 43 602 8 | 8 49 1 [ 536 226 99 North Atlantic Division . 858 329 29 12 338 30 312 5 3 i 24 273 109 56 South Atlantic Division . 48 46 9. 1 45 1 39 0 2 1 1 37 17 5 South Central Division . 58 40 18 7 46 2 33 0 1 ! 2 32 14 7 North Central Division . 295 215 80 38 238 7 204 2 2 19 183 78 29 "Western Division . . 49 21 28 19 22 , 3 14 1 0 3 11 8 2 North Atlantic Division : Maine . . 19 19 0 0 19 1 19 2 0 0 17 8 3 New Hamnshire . 8 8 0 0 8 0 7 0 0 2 7 4 0 Vermont . 6 6 0 0 6 0 5 1 1 0 6 3 0 Massachusetts . 91 91 0 0 91 7 89 1 0 0 11 84 | 28 25 Bhode Island . 11 11 0 0 11 0 10 1 0 1 9 6 1 Connecticut . 27 26 1 1 26 1 22 1 0 1 22 3 4 New York . 91 75 16 10 79 9 68 0 1 5 59 29 12 New Jersey . 27 26 1 0 1 27 2 25 0 1 2 24 6 5 Pennsylvania . 78 67 11 1 71 10 67 0 0 2 45 ! 22 6 South Atlantic Division: Delaware . 2 2 0 0 2 0 2 0 0 0 2 1 1 Maryland . . 4 4 0 0 4 0 4 0 0 0 4 1 1 District of Columbia . 1 1 0 0 1 0 1 0 0 0 1 1 1 Virginia . 12 11 1 1 10 1 10 0 0 0 8 6 0 West Virginia . 5 5 0 0 5 0 5 0 0 0 4 0 1 North Carolina . . 6 6 0 0 6 0 6 0 1 1 2 1 0 South Carolina . 4 4 0 0 4 0 2 0 1 0 4 2 0 Georgia . . 9 9 0 0 9 0 5 0 0 0 9 2 0 ^Florida . 4 3 1 0 3 0 3 o 0 0 2 2 0 South Central Division: Kentucky . . . 13 10 3 0 11 0 9 0 0 0 6 5 1 Tennessee . 9 8 1 1 8 1 7 9 0 2 7 2 0 Alabama . 9 9 0 0 9 1 8 0 1 0 7 2 1 Mississippi . 4 2 2 0 3 0 1 0 0 0 2 1 0 Louisiana . 1 1 0 0 1 0 1 0 0 0 0 1 0 Texas . . 17 8 9 5 11 0 5 0 0 0 8 3 4 Arkansas . 4 1 3 1 2 0 1 9 0 0 1 0 1 Oklahoma . . . 1 1 0 0 1 0 1 I 0 0 0 1 0 0 Indian Territory . . North Central Division : Ohio . . . 60 58 2 1 59 1 57 0 0 7 51 26 5 Indiana . 28 26 2 1 27 0 25 0 0 1 16 9 6 Illinois . 49 37 12 2 46 1 35 0 1 2 34 9 4 Michigan . 45 32 13 3 38 1 30 -0 1 6 30 14 5 Wisconsin . 29 1 28 24 2 0 0 0 0 0 1 0 0 Minnesota . 16 9 7 4 9 0 9 o 0 1 9 4 3 Iowa . 17 15 2 1 15 1 13 1 0 1 11 6 2 Missouri . 25 12 13 1 17 0 10 0 0 0 12 5 3 North Dakota . o o 0 0 0 South Dakota . 2 2 0 0 2 0 2 0 0 0 2 0 0 Nebraska . 7 7 0 0 7 0 . 7 0 0 0 7 0 1 Kansas . . . 17 16 1 1 16 3 16 1 0 1 10 5 0 Western Division : Montana . 3 0 3 3 0 0 0 0 0 0 0 0 0 Wyoming . 2 1 1 1 1 Colorado . . 9 8 1 1 8 1 8 . 0 . . 1 0 0 5 1 2 New Mexico . 2 2 0 0 2 0 2 0 0 0 2 2 0 Arizona . 1 1 1 Utah . 4 4 0 0 4 1 2 1 i 0 2 2 0 0 Nevada . . 1 0 1 1 0 0 0 0 0 0 0 0 | 0 Idaho . . . Washington . 4 2 2 2 2 0 0 0 i 0 1 0 2 | 0 Oregon . 2 0 2 1 1 0 0 0 0 0 0 0 ! 0 California . 21 4 17 9 4 1 2 o ! 0 0 2 3 0 2192 EDUCATION REPORT, 1896-97. Table 20. — Summary of statistics of the public-school systems of cities and villages of less than 8,000 population hut more than 4,000, in 1896-97. State or Territory. Number of cities. Reg ular teachers. Pupils enrolled. Male. Female. Total. | Male. Female. Total. United. States . 307 731 6, 189 a 6, 950 1 143, 133 149, 798 a 321, 435 North Atlantic Division . 142 258 3,057 3, 315 60, 663 63, 244 146, 376 South Atlantic Division . 14 4 6 189 235 4, 955 5, 881 11, 682 South Central Division . 18 48 230 308 6, 538 6, 639 15, 668 North Central Division . 117 332 2, 393 2, 725 61, 755 64, 814 129, 267 W estern Division . 16 47 320 367 9, 222 9, 220 18, 442 North Atlantic Division : Maine . 11 30 301 331 3, 530 4, 226 10, 897 New Hampshire . 2 7 65 72 1,357 1,413 2, 770 Vermont . 5 4 112 116 2, 570 2, 656 5,226 Massachusetts . 43 79 1,062 1, 141 17, 846 18, 221 43, 512 Rhode Island . 3 9 66 75 1, 973 1, 979 3, 952 Connecticut . 11 12 239 251 2, 996 2, 951 9, 534 New York . 28 24 549 573 10, 813 11,419 28, 003 New Jersey . 7 9 128 137 2, 489 2, 576 C, 465 Pennsylvania . 32 84 535 619 17, 089 17, 803 36, 017 South Atlantic Division : Delaware . .... 1 1 11 12 275 325 600 1 5 12 17 846 Virginia . 3 11 37 48 1,171 1,462 2,633 West Virginia . 1 9 17 26 665 617 1,282 North Carolina . 4 5 61 66 1,530 1,970 3, 500 South Carolina . 1 2 12 14 250 350 600 Georgia . 2 8 22 30 654 751 1,405 Florida . 1 5 17 22 410 406 816 South Central Division : Kentucky . 4 6 51 87 1,013 1,052 3, 756 Tennessee . 2 1 22 23 513 507 1,820 Alabama . 5 19 39 58 1. 406 1,247 2, 653 Mississippi . 1 3 24 27 '453 539 992 T.miiainnn.- _ 1 Texas . 5 17 78 95 2,791 2, 834 5, 625 Arkansas . . 1 2 16 18 362 460 822 Oklahoma ................ Indian Territory ......... . North Central Division : . Ohio . 24 91 511 602 13, 3f3 13, 455 26, 768 Indiana . 10 36 167 203 4, 758 5, 053 9,811 Illinois . 18 48 388 436 10, 192 10, 617 21, 535 Michigan . . 16 27 343 370 8, 337 8, 559 16, 896 Wisconsin . 14 30 301 331 6, 116 6, 554 14, 642 Minnesota . 6 12 126 138 2, 822 3, 084 5, 906 Iowa . 5 9 126 135 2, 834 3, 162 5, 996 Missouri . 15 54 244 298 7, 777 8, 697 16, 474 North Dakota. . 2 0 60 60 1, 499 1,507 3, 006 South Dakota . 1 1 17 18 386 383 769 okra ska ...... .......... Kansas . 6 24 110 134 3, 721 3, 743 7,464 Western Division : Montana ................. W yoming . 1 1 37 18 421 433 854 Colorado . * 1 3 23 26 648 675 1,323 New Mexico . 1 1 17 18 468 465 933 Arizona . 1 0 12 12 398 380 778 Utah . 2 13 30 43 1,539 1, 488 3, 027 Washington . 3 6 49 55 1,331 1, 386 2,717 California . 7 23 172 195 4, 417 4, 393 8, 810 a In some cities only totals were given. STATISTICS OF CITY SCHOOL SYSTEMS. 2193 Table 21. — Public kindergartens in cities of over 8,000 inhabitants. City. Number of kinder¬ gartens. Number of teachers. Pupils. Male. Female. Total. ALABAMA. Anniston . 65 122 ARKANSAS. Hot Springs . CALIFORNIA. Los Angeles Oakland - Sacramento . San Diego... San Jose .... Santa Cruz . . 32 1 5 6 7 1 71 1,181 1, 195 1 18 32 10 107 128 6 221 177 16 284 323 0 35 40 2, 376 50 235 398 607 75 COLORADO. Denver (district No. 1) Denver (district No. 2) 20 5 41 11 951 377 1,021 383 1,-972 760 CONNECTICUT. Bristol . Greenwich . Hartford . . Manchester (ninth district) New Britain . New Haven . Norwalk . Norwich . Rockville . Stamford . Williinantic . 344 10 1 7 10 42 7 14 24 231 219 375 420 204 450 795 4 1 2 4 1 3 130 20 92 GEORGIA. Augusta Rome ... 4 0 6 0 200 0 ILLINOIS. Chicago . Evanston (district No. 1) Rockford . 53 2 3 108 5 9 2, 152 45 30 2,425 56 1 38 4,577 101 68 Frankfort Hammond.... Indianapolis . J effersonville Laporte . Richmond.... Terre Haute.. INDIANA. 1 1 1 1 2 4 50 .... 60 65 j 115 3 5 78 2 2 52 8 15 232 87 59 244 165 111 476 IOWA. Burlington . Cedar Rapids . Des Moines (north side) . Des Moines (west side) . Dubuque . . Marshalltown . Oskaloosa . Sioux City . . KENTUCKY. 3 12 4 11 4 7 5 3 8 12 12 15 8 7 6 6 200 112 111 223 450 142 168 310 123 140 263 101 125 226 87 87 174 I Covington . Frankfort . Lexington 5 1 4 12 *5 37 210 57 198 535 94 408 New Orleans LOUISIANA. MAINE. 10 21 312 323 635 Augusta Portland 0 0 0 0 0 ED 97 - 138 2194 EDUCATION REPORT, 1896-97. Table 21. — Public kindergartens in cities of over 8,000 inhabitants — Continued. City. MASSACHUSETTS. Boston . Brookline .... Cambridge . . . Clinton . Ball River.... Lawrence Lowell . Malden . Medford _ _ Newton . North Adams Northampton Peabody . Salem . Somerville ... Springfield. . . Worcester.... MICHIGAN. Alpena . Battle Creek . Detroit . Escanaba . Grand Haven . Grand Rapids . Holland . - . Iron wood . Ishpeming . Jackson (district No. 1) . Menominee . Muskegon . Saginaw (east side) . Saginaw (west side) . Sault Sainte Marie . Traverse City . W est Bay City . MINNESOTA. Duluth . St. Paul Winona MISSISSIPPI. Natchez. . . Vicksburg MISSOURI. Kansas City St. Louis . - - NEBRASKA. Lincoln Omaha . NEW HAMPSHIRE. Concord (union school district) . .. Nashua . . Portsmouth . NEW JERSEY. Newark . Passaic . Paterson . Plainfield . Town of Union Trenton . NEW YORK. Albany - Binghamton Brooklyn . . Buffalo . . Cohoes . . Number of kinder¬ gartens. Number of teachers. Pupils. Male. Female. Total. 64 125 2, 380 1 2, 442 4,822 11 19 255 267 522 9 17 1 . 641 1 1 1 11 3 6 119 116 235 1 2 35 12 25 475 495 970 1 2 33 40 73 4 8 124 106 230 12 24 328 369 697 1 3 95 100 195 i 2 22 24 46 3 6 137 5 11 155 162 317 4 8 68 98 166 5 11 243 247 490 4 8 102 112 214 1 5 100 5 10 80 2 3 140 122 262 2 2 66 70 136 1 3 7 7 235 ■ 211 446 2 4 208 2 5 103 117 220 2 6 148 157 305 8 8 ! . 5 5 160 190 350 8 10 300 281 581 6 12 274 237 511 0 0 0 0 0 4 4 110 150 260 14 27 513 652 1, 165 27 52 1,005 1,011 2, 016 7 12 1,689 1,654 3, 343 3 3 78 . 1 80 158 100 281 4, 369 4, 785 9, 154 21 29 1 I 886 919 1,805 4 1 6 l 149 138 2S7 4 4 50 54 104 2 2 48 14 28 1, 227 7 8 342 356 698 16 21 1,014 4 4 147 2 1 53 67 120 18 18 541 535 1,076 12 14 272 287 559 2 2 41 55 96 0 0 0 0 0 2 4 43 96 139 STATISTICS OF CITY SCHOOL SYSTEMS. 2195 Table 21. — Public kinder gar tens in cities of over 8,000 inhabitants — Continued. City. Number of kinder¬ gartens. Number of teachers. Pupils. Male. Female. Total. new YORK — continued. Dunkirk . 0 0 0 0 0 Mushing . 1 2 51 60 111 Geneva . 4 5 79 91 170 Gloversville . 4 4 181 136 317 Jamestown . 9 11 271 290 561 Mount Yer lion . 1 1 14 16 30 1 2 New Rochelle . 5 8 242 282 524 New York . 22 25 282 288 570 Niagara Falls . 4 6 94 124 218 North Tonawanda . 4 4 76 63 139 4 150 160 310 Rochester . 13 75 988 1,036 2, 024 Saratoga Springs . 5 10 149 171 320 Sing Sing . 3 3 52 72 124 Syracuse . 6 7 125 152 277 Utica . 11 15 343 334 677 Yonkers . 5 6 169 140 309 NORTH CAROLINA. Asheville . 4 7 100 TOO 200 OHIO. 9 Cleveland . 9 17 209 247 456 Columbus . . _ _ _ Dayton _ _ 6 383 Fremont . 2 3 70 70 140 Mansfield . 2 3 30 32 62 Newark . 2 3 19 24 43 OREGON. Astoria . 2 2 12 12 24 Salem . 0 0 0 0 0 PENNSYLVANIA. Allegheny . Oil City . Philadelphia . 122 163 3, 008 3, 217 6, 225 Pittsburg . . . . . RHODE ISLAND. Newport . . . 4 9 164 148 312 Pawtucket . 4 9 117 166 283 Providence . 12 25 509 568 1, 077 TEXAS. El Paso . 1 3 74 78 152 Paris . . . . . 3 3 VERMONT. Burlington. . . . . . . . . . WISCONSIN. Beloit . 2 6 170 181 351 Fond du Lac . . . 5 7 200 223 423 Madison . 2 4 73 60 133 Manitowoc . 1 1 35 41 76 Marinette . . . 5 5 251 220 471 Milwaukee. - . 40 78 3, 210 3, 148 6, 358 Oshkosh . . . . . . . 8 14 922 Racine . I 6 11 301 320 621 Sheboygan . . . 6 19 877 Stevens Point . 4 5 108 121 229 Superior . 9 32 476 504 980 Total for the United States . 1,077 2, 024 35,968 37, 8S3 81,916 2196 EDUCATION REPORT, 1896-97. Table 22. — Public kindergartens in village systems. City. Number of kinder¬ gartens. Number of teachers. Pupils. Male. Female. Total. ALABAMA. Bessemer . 1 1 35 40 75 CALIFORNIA. Santa Barbara . 3 8 70 66 136 Santa Cruz . 1 2 35 40 75 COLORADO. Aspen . 2 4 70 86 162 CONNECTICUT. Branford . 1 2 30 30 60 2 4 142 Wallingford . 2 4 84 79 163 2 o 80 INDIANA. Valparaiso . . 1 12 56 49 105 MAINE. Houlton . 2 2 30 42 72 Saco . 1 2 19 11 30 MASSACHUSETTS. 1 2 2 85 Braintree . 4 4 80 97 177 Bridgewater . 1 3 23 21 44 Easton . 1 2 17 19 36 Milton . 4 8 100 103 203 Watertown . . 1 2 82 West Springfield . 1 2 42 43 85 MICHIGAN. Albion . 1 1 15 23 38 Ausable . 2 2 50 70 120 Big Rapids . 4 4 4 4 Mount Clemens . 4 4 Negaunee . 1 2 64 60 124 Niles . 1 3 29 31 60 St. Joseph . 2 2 61 59 120 NEW JERSEY. Woodbury . . 1 1 25 37 62 NEW YORK. 1 Catskill . 1 1 35 38 73 Haverstraw . 1 1 28 30 58 Ilion . 2 3 61 62 123 Nyack . - . 1 2 Port Chester . 3 6 139 136 275 Rensselaer . 1 1 58 Waterford . 1 1 15 18 33 Whiteplains . 2 2 57 78 135 PENNSYLVANIA. Greensburg . 2 2 29 36 65 Hanover . 1 1 10 12 22 VERMONT. St. Albans . 1 2 46 48 94 WISCONSIN. Baraboo . 4 8 136 144 280 Beaverdam . . . 1 1 30 34 64 Berlin . . . 2 3 80 86 166 Menasha . 2 3 105 118 223 Menomonee . 3 10 174 156 330 Monroe . 3 5 110 134 244 Oconto . 1 2 56 78 134 Total for the United States . 80 139 2, 052 2, 218 4, 717 STATISTICS OF CITY SCHOOL SYSTEMS. 2197 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub¬ lic day schools. Humber of days the public schools were actually in session. Aggregate n umber of day s’ 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 8 9 io 11 ALABAMA. 1 Anniston . 11, 000 7-21 a 3, 300 700 500 637 1,137 936 176 164, 824 2 Birmingham t . 40, 000 7-21 8, 849 600 1,489 1,854 3, 343 2, 602 158 411. 116 3 Huntsville . 10, 000 7-21 a 2, 500 500 483 490 973 636 160 101, 760 4 45, 000 alO 350 1, 988 2, 152 4, 140 3,726 187 696, 762 5 Montgomery . 25, 000 7-21 5,207 350 1, 075 1,313 2, 388 1,806 160 287, 857 G Selma . 15, 000 6-21 3, 200 800 473 625 1,098 940 165 155, 100 ARKANSAS. 7 Fort Smith . 18, 000 6-21 4,007 500 1,118 j 1,267 2, 385 1, 680 168 282, 240 8 Hot Springs . 12, 000 6-21 3, 614 60 1,316 1, 282 2, 598 1, 720 178 306, 160 9 Little Rock . 35, 500 6-21 9,517 500 2, 544 2, 697 5,241 3, 757 176 680, 525 10 Pine Bluff . 14, 500 6-21 3, 898 100 1, 100 895 1,995 1,058 177 187, 266 CALIFORNIA. 11 Alameda . 15,112 5-17 3, 351 217 1,619 ■ 1, 493 3,112 2,174 195± 393, 411 12 Berkeley . . 12, 700 5-17 2, 701 250 2, 416 tl, 719 1 194' 1 349, 245 13 Eureka . 8, 000 5-17 1,843 40 809 831 1, 640 1, 341 190| 257, 301 14 Fresno . 12, 000 5-17 1, 814 45 878 965 1, 843 1,214 t 214, 600 15 Los Angeles . 100, 000 5-17 20, 680 1,287 9, 175 9, 596 18, 771 13,844 173 2, 395, 146 16 Oakland . b 48, 682 5-17 13, 857 1,642 4, 932 5, 092 10, 024 j 7, 426 195 1, 447, 039 17 Pasadena . 10, 000 5-17 2, 470 225 * 2, 201 1, 766 171 302, 025 18 Sacramento . 32, 000 5-17 « 7, 000 416 2, 595 2, 765 5, 360 3, 886 * 607, 384 19 San Bernardino *. . . . 8,000 5-17 . 6,130 155 2, 604 2, 465 5, 073 1, 076 171 184, 002 20 San Diego . 20, 000 5-17 3,483 243 1.599 1, 603 3, 202 , * 2, 401 188 *456. 190* 21 San Francisco . 385,000 5-17 74, 840 8, 501 19, 161 19,947 39, 108 | 33,531 195| 6, 569 334 22 San Jose . 23, 000 5-17 4, 733 700 2, 207 2, 398 4, 605 3, 065 194' 608, 491 23 Santa Cruz . 9, 000 5-17 2, 156 186 864 860 1,724 1, 232 190 233, 955 24 Stockton . 20, 000 5-17 3, 632 432 1, 589 1 1, 568 1 3,157 I 2, 251 187 420, 996 COLORADO. 25 Colorado Springs .... 20, 000 6-21 4, 176 200 1,741 1,815 3,556 2, 598 190 493, 620 26 Cripplecreek . 30, 000 6-21 4, 072 50 1,741 1,697 3,438 2, 641 173 456, 893 Denver : 27 District Ho. 1 ... 65, 000 6-21 14, 644 4,781 6, 593 11,374 * 8, 694 181 *1, 573,614 28 District Ho. 2 35, 000 6-21 8, 206 250 3, 356 3, 534 6, 890 4, 728 182 861, 143 29 District Ho. 17, north . 6-21 5, 532 * 150 2, 167 2, 157 4, 324 3, 118 * 510, 767 30 Lcadville . 12, 000 6-21 2, 400 600 836 877 1,713 1, 210 1831 222, 280 Pueblo: 31 District Ho. 1 35, 000 6-21 3, 733 55 1, 036 1, 046 2, 082 1,408 184 259, 157 32 District Ho. 20 .. 35, 000 6-21 3,475 145 1,104 1,162 2, 266 1,565 174 272, 310 33 Trinidad . 9,000 6-21 1,640 *150 713 708 1,421 980 190 186, 257 CONNECTICUT. 34 Ansonia . 12, 000 4-16 2, 776 70 1,246 1, 200 2, 446 1,681 182 305, 924 35 Bridgeport . 59, 117 4-16 1 13,790 2, 000 4, 259 4, 286 8, 545 6, 871 179 1, 229, 945 36 Bristol . 9, 000 4-16 1 1, 928 2 1, 848 1, 367 189 258, 268 37 Danburv . 20, 000 4-16 i 4, 707 900 2, 866 2, 332 198 46l’ 736 38 Greenwich t . &10, 131 4-16 2, 250 253 (1.878) 1, 878 cl, 011 d200 a 202’, 200 39 Hartford . 70, 000 4-16 12,869 1, 600 1 . 10, 212 1 6, 862 183 1,255, 746 * Statistics of 1895-96. & Population in 1890. t Statistics of 1894-95. c Approximately, a Estimated. d Average. 2198 EDUCATION REPORT, 1896-97. Table 23, — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public 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. A 73 a ® Total. 1 2 3 4 5 6 7 8 O 10 11 CONNECTICUT— cont’d. Manchester : 40 Town schools - . . 4, 000 4-16 1,017 0 435 460 895 734 190 139, 441 41 Ninth district 6, 000 4-16 1. 121 7 1, 181 899 182 164, 148 42 Meriden t . 26, 000 4-16 6, 094 1,500 2, 386 2, 346 4, 732 3, 088 194 599, 072 43 10, 000 4-16 1, 722 500 1, 255 960 181£ 174, 240 44 New Britain . 25, 000 4-16 5, 055 1,300 1, 686 1,836 3, 522 2,711 182i 494, 686 45 100, 000 4-16 21, 195 2, 790 16, 235 12, 724 200 2, 544, 800 46 16, 000 4-16 3, 007 475 2, 505 1, 761 190 334, 590 47 Norwalk t . 20, 000 4-16 4, 013 632 1,549 1, 520 3, 069 2, 126 200 425, 100 48 Norwich (Central district) . . a 17, 747 4-16 1, 393 400 1,189 890 188 167, 320 49 Tfnp.kvil Ipi 9, 000 4-16 2, 000 300 50 Stamford . . . 19, 000' 4-16 4,’ 180 640 2, 781 M2, 064 197 b 1 412, 800 51 | Waterbury . 40, 000 4-16 9, 702 1,470 6, 331 * 4, 374 * 839, 804 52 Wiilimantic * . 9, 500 4-16 1, 964 300 (U 104) 1,304 905 198 179, 190 DELAWARE. 53 Wilmington . 68, 500 6-21 516,125 10, 749 8, 104 194 1, 572, 176 DIST. OF COLUMBIA. Washington : 54 First 8 divisions c ) f 6-18 ) (65,000 14, 647 15, 494 30, 141 23, 380 183 4, 278, 540 55 9th to 11th divi¬ > 277, 782 >60, 306 sions d . 1 1 6-17 J l 300 5, 572 7, 282 12, 854 9, 903 182 1, 803, 096 FLORIDA. 56 Jacksonville* . 36, 000 6-21 10, 482 2, 000 2, 779 2,940 5, 719 3, 647 160 583, 520 57 Key west . 20, 000 6-21 4,613 1,250 1, 069 1,032 2, 101 1, 393 160 211, 930 58 Pensacola* . 14, 087 6-21 63, 700 850 905 973 1, 878 1,163 151 175. 613 59 Tampa . 25, 000 6-21 4, 918 1, 000 875 820 1,695 1, 129 160 180, 640 GEORGIA. 60 Americus . 8, 000 6-18| 1, 879 25 617 786 1,403 977 182 177, 726 61 Athens . 11, 000 6-is; 2, 800 200 721 813 1,534 1,041 172 179, 420 62 Atlanta 114, 000 6-18 16, 338 6, 410 7, 346 13 756 9, 220 190 1, 751, 800 63 Augusta . 45, 000 6-18 12, 371 * 2, 500 2, 500 3, 500 6, 000 4, 000 175 700, 000 64 Brunswick . 8, 000 6-18 2, 140 100 498 592 1,090 786 170 133, 620 65 Columbus . 20, 000 6-18 4, 315 300 1,184 1,295 2. 479 *1,578 175 *271,416 66 Macon . 37, 000 6-18 12, 594 450 3,353 3, 693 7, 046 5,901 188 1, 109, 388 67 Rome . 9, 000 6-18 2, 240 200 663 742 1,405 1, 000 190 190, 000 68 Savannah . 65, 000 6-18 11, 169 200 2, 863 3, 282 6, 145 * 5, 572 184 *1, 002, 960 ILLINOIS. 69 Alton . 12, 000 6-21 4, 879 700 968 948 1,916 1,451 191 277, 141 Aurora: 70 Dist. No. 4 (west) 25, 000 6-21 1,608 660 730 1,390 1,043 193 202, 581 71 Dist. No. 5 (east). 25, 000 6-21 5, 145 815 1,416 1,410 2, 826 2, 300 190 437. 000 72 Austin . 9, 397 6-21 2, 435 200 943 1, 073 2, 016 1,605 190 297, 259 73 Belleville . 18, 500 6-21 5, 783 1, 200 1,470 1, 325 2, 795 2,420 199 481, 580 74 Bloomington . 25, 000 6-21 7, 878 500 1,919 2,054 3, 973 3, 221 177 570, 117 75 Cairo . 15, 500 6-21 3,792 392 983 1, 101 2, 084 1, 609 182 292, 880 76 Canton . 12. 000 6-21 63, 500 . ! 836 842 1,678 * 1, 303 180 * 131, 974 * Statistics of 1895-96. b Estimated. t Statistics of 1894-95. c Embracing the white schools of the city and all the suburban schools. a Population in 1890. d Embracing the colored schools of the city. STATISTICS OF CITY SCHOOL SYSTEMS. 2199 Table 23 .—Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils | enrolled in public 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. 1 School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 8 9 io 11 Illinois — continued. 77 Champaign . 8, 506 6-21 a 3, 000 200 804| 802 1, 606 1,097 j 189 ! 207, 350 78 Chicago . 1, 616, 635 6-21 451, 597 91. 041 112, 489 113, 229 225, 718 178, 192 195 35, 638, 477 79 Danville . 18, 000 6-21 3, 552 1200 1, 317 1, 396 2, 713 1,992 : 188 376, 288 80 Decatur . 25, 500 6-21 6, 658 t500 2, 068 2, 146 4,214 3, 327 188 625, 476 East St. Louis : 81 District No. 1 ... 23, 000 7-21 5,128 750 1,283 1, 355 2, 638 1,806 196 353, 937 82 District No. 2, T. 2N.,Pv. 10W... 1, 200 6-21 a 350 10 110 90 200 195 .......... 83 District No. 2, T. 2 N., ft. 9 W*. . 6 21 1 647 f58 390 381 771 546 198 107,959 84 20, 680 6 21 5, 246 711 3, 749 2, 888 200 577, 653 Evanston : 1 85 District No. 1. . . . 11, 000 a 3, 300 200 * 1, 569 1, 254 190 236, 258 86 Dist. No. 2 (South 1 . Evanston) .... 5, 479 6-21 1,482 150 393 419 812 650 192 124, 800 87 Dist. No. 3 (North Evanston) . 1,366 7-21 413 1 20 131 145 276 214 187 40, 080 88 Freeport * . 15, 000 6-21 2, 912 625 1, 015 1,118 2, 133 2, 026 190 385, 007 89 Galesburg . 22, 000 6-21 4, 389 500 1,535 1,649 3,184 2, 456 164 402, 784 90 Jacksonville . 16, 500 6-21 4,037 400 1 162 1, 205 2,367 1, 832 176 322, 446 91 Joliet . 32, 000 6-21 9, 073 1, 500 2, 641 2, 506 5, 147 4, 101 185 758, 695 92 Kankakee . 12, 000 6-21 2,875 749 785 768 1,553 1,221 176 214, 791 93 Lasalle . 1 b 9, 855 a 3, 000 94 Lincoln * . j 10,000 6—21 3,501 400 823 706 1,529 1,032 179 185, 255 95 Mattoon . 10, oool 6-21 2, 728 300 875 936 1,811 1,318 181 239, 571 98 Molino . . . 16, 000j ' 6-21 4,564 240 1,568 1,609 3, 177 2, 612 177 462, 374 97 Ottawa . 11, 000> 6-21 3, 150 500 917 860 1, 777 1,427 193 275, 943 98 Pekin . 10, 000 6-21 2, 350 250 812 757 1.569 1. 136 172 195. 344 99 Peoria . 55, 000 6-21! 15, 966 987 4, 354 4, 592 8, 946 6, 694 191 1, 282, 170 100 Quincy . 35, 000 6-21! 10. 228 2, 506 2, 482 2, 385 4, 867 3, 428 195 668, 460 101 Kockford . 35, 000 6-2 lj 7, 836 325 2, 666 2, 748 5,414 4, 230 191 808, 025 102 Dock Island t . 18, 000 6— 2l! 4, 733 850 1,433 1,491 2,924 2, 429 176 427, 439 103 Springfield . 30, 800 6-21| 9, 014 | 1, 305 2, 302 2, 294 4, 596 3, 750 183 686, 250 Sterling : | 104 District No. 1 - 6-2li a 250 100 92 192 140 189 26, 403 105 District Nc. 3 _ "6,500 6-21! 872 ioo 333 366 699 571 188 107. 367 106 District No. 8 *... 3,000 . | a 600 25 248 268 516 430 187 71, 810 107 Streator . 11, 500, 6-21 j 6, 455 600 1, 303 1, 352 2, 655 1,733 187 324, 988 INDIANA. ■ 108 Anderson . I 20, 000 6-21! 5, 227 250 1, 592 1,648 3, 240 2, 392 180 430, 560 109 Bloomington . , . j 8, 000 6-21 1, 621 12 686 697 1, 383 1, 030 177 182,310 no Brazil . 8, 000, 6-2 L 2, 375 200 821 922 1, 743 1, 262 170 214, 540 in Columbus . 8, 000 6-21 | 2, 242 175 721 764 1,485 1,041 166 172, 822 112 Crawfordsville . 8, 500 6-21 1,862 300 700 750 1, 450 . * 1, 057 176 *196,406 113 Elkhart . . . 15, 000 6-21 3,583 200 1, 316 1, 261 2, 577 2, 071 180 372, 780 114 Evansville . 65, 000 6-21 16, 326 * 3, 000 3,814 3, 886 7, 700 615 195 1, 200. 361 115 Fort Wavne . 48, 000 12, 631 4, 000 2, 572 2, 621 5, 193 4, 187 193 808, 091 116 Frankfort . 8, 000 1, 936 858 945 1, 803 1, 373 180 247, 140 117 Goshen . 8, 000 6-21 2, 024 60 796 849 1, 645 1,204 180 216! 720 118 Hammond . 14, 000 6-21 3, 106 700 725 768 1,493 1,003 188 188,516 119 Huntington * . 11, 000 6-21 2, 989 400 887 890 1,777 1,426 195 278, 070 120 Indianopolis . 170, 000 6-21 31,410 2, 687 13, 861 13, 713 27, 574 17, 282 187 3,231,848 121 Jeffersonville * . 13, 000 6-21 4, 000 235 826 886 1,712 1, 539 177 272, 403 122 Kokomo . 1), 000 6-21 3, 069 120 1,085 1,077 2, 162 1,717 175 300. 475 123 Lafayette . 20, 000 6-21 5, 436 900 1,497 1,607 3, 104 2, 256 180 406, 080 124 Laporte . 8,000 6-21 2,519 400 633 674 1, 307 1,016 185 187, 960 125 Logansport . 16, 000 6-21 4,450 700 1,394 1,463 2, 857 2, 216 178 i 394, 448 * Statistics of 1895-96. ] Statistics of 1894-95. a Estimated. b Population m 1890. 2200 EDUCATION REPORT, 1890-97. Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public 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 3 3 4 5 6 7 8 9 io 11 INDIAN A— continued . 126 9, 500 6 21 3, 762! 500 805: 868 1, 673 190 127 20, 000 6 21 4, 520l 1, 641 1,732 3, 373 2, 478 175 433, 705 128 Michigan City t . 13, 000 6-21 4,818 1, 200 788 758 1,546 1,262 190 240^ 204 129 Muncie . 20, 000 6-21 5,073 250 1, 634 1,806 3, 440 2, 516 l 180 452, 846 130 New Albany . 21, 000 6-21 5,808 700 1, 560 1,625 3,185 2, 230 180 401,310 131 Richmond . 20, 000 6-21 4, 703 500 1,555 1,498 3, 053 2, 484 187£ 465, 750 132 Shelby ville . 8, 000 6-21 1, 998 100 670 717 1, 387 1,052 173± 182, 422 133 South Bend . 29, 000 6-21 8, 663 2, 300 1,761 1, 752 3, 513 2, 853 177 504, 981 134 Terra Haute . 38, 500 6-21 9, 466 1,000 3, 414 3, 382 ! 6,796 5, 005 188* 943, 442 135 Vincennes . 10, 000 6-21 a 2, 500 700 809 726 1, 535 1,097 196 215, 012 136 Wabash . 11,000 6-21 2, 375 0 787 935 1, 722 1, 255 190 238, 450 137 Washington . 11, 000 6-21 2, 397 900 817 760 1,577 b 1, 171 166 b 194, 454 IOWA. 138 Boone . 10, 500 5-21 2, 571 150 820 940 1, 760 1,400 180 252, 000 139 Burlington . 30, 000 5-21 8, 080 1,000 2, 121 2, 179 4, 300 3, 579 185 662, 115 140 Cedar "Rapids . 28, 000 5-21 8, 080 1 300 4, 863 3,861 180 694, 980 141 Clinton . 17, 700 5-21 6,041 400 1,740 1, 819 3, 559 2, 764 185 511, 340 142 Council Bluffs . 22, (100 5-21 7,586 715 2,191 2, 170 4, 361 3,429 175 617, 738 143 Creston . 9, 000 5-21 2, 540 150 886 991 1,877 1, 377 187* 258, 601 144 Davenport _ _ . _ 36, 000 10, 887 900 2, 872 2, 748 5, 620 4,584 192 880,168 Des Moines : 145 North side . a 2, 000 20 689 761 1,450 1, 034 177 183, 092 146 East side . 16, 000 j 5-21 5,410 300 1, 957 2, 028 3, 985 3, 048 177 538, 643 147 "West side . 30, 000 8, 059 400 4, 697 3, 380 177 597, 806 148 Dubuque . 42, 000 I 5-21 12, 663 2, 500 2, 725 2, 633 5, 358 4, 035 190 766, 574 149 Fort Dodge . 10, 000 5-21 2, 300 300 747 749 1, 496 1,234 180 222, 120 150 Fort Madison . 11, 000 5-21 3,053 500 676 732 1,408 1,200 170 204, 000 151 Town, City . . 8, 000 1 5-21 3, 689 500 1 1,508 i 1, 158 a 214, 809 152 Keokuk: 1 . 15, 000 5-21 4, 564 1, 220 1,258 2, 478 1,836 178 326, 950 153 Marshalltown . 12, 500 5-21 3, 046 * 100 1,075 1, 179 2, 254 1,752 175 306, 609 154 Muscatine t . 12, 400 5-21 3, 817 1,241 1,219 2,460 1,942 181 351, 441 155 Oskaloosa . . . 10, 500 5-21 2, 927 20 989 1,049 2, 038 1,532 176 269, 632 156 Ottumwa . 18, 000 5-21 5, 074 150 1,901 2, 052 3, 953 3, 014 186 560, 641 157 Sioux City . 30, 000 5-21 11, 249 800 2, 733 2, 737 5,470 4, 376 173J 759, 235 Waterloo: 158 Enst, side f _ 5-21 1, 761 H 1521 1, 152 929 159 West side . 10,. 000 5-21 1J80 j 50 1 827 631 180 113, 580 KANSAS. 160 Arkansas City * . 8,000 5-21 2,490 60 720 875 1, 595 1, 450 153 221, 850 161 Atchison . 16, 000 5-21 a 2, 900 350 1,071 1, 155 2,226 1, 690 174 294, 060 162 Emporia . 8, 000 5-21 2, 841 300 1,077 1, 122 2,199 1, 645 175 287, 875 163 Fort Scott . 11, 000 5-21 a 3, 900 125 1,276 1,409 2,685 2, 026 160 324, 081 164 Hutchinson _ 9, 000 2, 730 50 1, 050 1, 115 2, 165 i, 698 170 288, 660 165 Kansas City . 50, 000 5-21 13, 200 900 3, 668 3, 991 7,659 6, 326 170 1, 075, 420 166 Lawrence . 10, 800 5-21 3, 868 1,197 1,382 2, 579 2, 068 172 340, 536 167 Leavenworth . 21, 572 5-21 7, 411 1,000 3, 208 2, 571 177 455, 067 168 Ottawa . 8’, 005 5-21 2,381 50 845 960 1,805 1,462 175i 256, 581 169 Parsons . . . 8, 000 5-21 2, 431 200 891 943 1,834 1,391 180 250, 380 170 Pittsburg * . 10, 052 5-21 3, 217 153 1, 028 1,090 2,118 1,488 158 235, 113 171 Topeka . 35, 000 6-21 10, 025 750 3, 032 3, 234 6, 266 4,952 180 891, 382 172 Wichita . 23, 000 5-21 7,282 250! 2, 107 2, 191 4,298 3,416 157 532, 896 * Statistics of 1895-96. t Statistics of 1894-95. a Estimated. b On April 19 main building burned, and nine rooms were closed from tliat date. Therefore the average attendance is not as high as it would have been, as the schools were free from any disease and the attendance is always good from that time until close of school. STATISTICS OF CITY SCHOOL SYSTEMS. 2201 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97— Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public 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 6 7 \ 8 9 SO 1 1 KENTUCKY. 173 Bowling Green . 10, 000 6-20 2, 484 200 674 741 1,415 1,055 185 195, 181 174 Covington . 60, 000 6-20 17, 529 3, 867 2, 090 2, 244 4, 334 3, 390 192 643, 880 175 Frankfort . 10, 000 6-20 1, 582 175 488 532 1, 020 656 194 127, 264 176 Henderson t . 13, 200 6-20 3,300 300 900 950 1, 850 1,200 192 230, 400 177 Hopkinsville . 8, 000 6-20 1, 016 100 317 402 719 533 196 104, 132 178 Lexington . . 30, 000 6-20 9, 857 1, 525 2, 186 2, 308 4, 494 3, 130 180 563, 400 179 Louisville . 215, 000 6-20 80, 123 8, 000 12,843 13, 395 | 26,238 19, 830 190 3, 767, 700 180 10, 500 n 3 500 250 * 2, 000 *200 181 Newport . 30,000 6-20 9, 071 1, 200 1,814 1,865 3,679 3,113 200 622, 600 182 12, 000 6 20 3, 425 500 1, 092 1,083 2, 175 1, 627 183 297, 741 183 Paducah * . 18, 000 6-20 4, 250 150 1,101 1, 259 2, 360 1, 599 190 303, 753 LOUISIANA. 184 Baton Bouge . b 10, 478 a 2 700 185 New Orleans . 260, 000 6-18 a60, 000 14, 306 15. 407 29,713 21,942 169 3,686,256 186 Shreveport . 16, 000 6-18 3,324 250 832 899 1,731 873 173 151,029 MAINE. 187 Auburn . . 13, 500 4-21 3, 894 135 2, 643 1, 941 180 347, 000 188 Augusta . . 12, 000 4-21 2, 997 271 l, 470 1, 014 180 187, 920 189 Bangor . 25, 000 4-21 5, 993 700 1, 733 1,843 3, 576 2, 970 175 519, 750 190 Bath . 8, 000 4-21 2, 498 0 876 820 1, 696 1,359 170 231, 030 191 Biddeford . . 17, 000 4-21 5, 228 1, 200 1. 714 1, 235 177 218 595 192 Calais . 7, 500 4-21 2, 430 75 666 964 1,630 1,209 170 205! 530 193 Lewiston . 23, 000 4-21 . 7, 987 1, 743 2. 697 1 939 169 328, 637 194 Portland * . 40, 000 4-21 10, 794 1,561 1 3, 425 2,812 6, 237 4, 562 182 830, 284 195 Rockland . 8, 000 ; 4-2i 1 2 281 10 699 752 1,451 1,213 1601 1 194, 686 196 Waterville . 8, 080 5-20 ( 2, 8S8 500 653 708 1,361 934 174 162, 516 MARYLAND. 197 Baltimore . 550, 000 6-21 110. 731 16,000 38, 436 37, 756 76, 192 51, 712 199 10, 290, 688 198 Cumberland . b 12, 729 1 a 3, 200 199 Frederick . 8, 500 a 2, 200 ....... 1 688 744 1 1. 432 942 150 141, 300 200 Hagerstown t . 12, 000 6-20 a'S, 100 255 (1,5 120) l' 920 1,325 151 199, 653 | MASSACHUSETTS. 1 201 Adams . 9, 213 5-14 1, 893 40 1,935 1,596 190 303, 240 202 Amesbury . 9, 984 5-15 1,642 500 649 644 1, 293 1,027 180 184, 860 203 Attleboro . 8, 500 5-15 1, 607 25 997 920 1,917 1,440 193 277. 920 204 Beverly _ 13, 000 5-15 1, 988 0 2 204 1. 666 195 324, 870 205 Boston . 510,000 5-15 81, 947 12, 272 41, 386 40, 469 81, 855 71,206 200 14, 253, 200 206 Brockton . 35, 020 5-15 5, 866 668 5 872 5, 125 185 948, 125 207 Brookline . 17 000 5-17 2, 529 150 1, 542 1, 508 3, 050 2,425 198 480, 150 208 Cambridge . 81, 643 8-14 8, 179 2, 518 13, 992 11, 068 200 2, 213, 600 209 Chelsea . 32, 000 5-15 5, 634 992 2, 821 2, 846 5, 667 4, 087 200 817, 400 210 Chicopee _ _ _ 18, 000 8-14 1, 669 784 2, 471 1, 631 195 318, 045 211 Clinton . 12, 050 5-15 2, 149 314 1,010 935 1,945 1,613 195 314, 535 212 Everett t . b 11, 068 5-15 3, 040 3 (4, ( )53) 4, 053 2, 745 190 511, 550 .213 Fall River . 97, 355 5-15 18, 801 4,333 7.742 | 7, 420 15, 162 10, 374 190 1,905. 206 214 Fitchburg . 29, 000 5-15 5, 342 1,000 2, 492 2, 308 4, 800 3, 546 190 674, 500 215 Framingham . 9, 512 5-15 1,820 to 1,076 1, 090 2,166 1,883 cl 80 315, 338 216 Gardner . 9, 500 5-15 1,635 125 910 1 944 1,854 1,445 177 255, 783 * Statistics of 1895-96. b Population in 1890. j Statistics of 1894-95. c The high school was in session 195 clays, a Estimated. 217 218 2i9 220 221 222 223. 224 223 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 EDUCATION REPORT, 1896-97. f population and school enrollment and attendance in citie 8,000 inhabitants in 1896-97 — Continued. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub lie day schools. Number of days the public schools were actually in session. School census age. Children of school census age. Male. Female. Total. 2 3 4 5 6 7 8 9 io 29, 000 5-15 4, 086 300 2, 170 2, 268 4, 438 ' *3, 777 35, 000 5-15 5, 887 1,417 5,134 4. 143 189 44, 159 5-15 8, 795 4, 190 5, 695 f 3, 677 1944 12, 000 5-15 2, 221 713 2. 200 1, 509 1841 55^ 000 5-15 9, 635 2, 200 7, 343 5, 630 200 84, 359 5-15 16, 390 4, 500 6, 253 6, 038 12, 291 9,182 186 63, 500 5-15 10, 344 800 5,318 5, 020 10, 338 8, 774 190 32, 000 5-15 5, 243 1, 100 5, 334 4, 473 180 16, 000 5-15 3, 140 300 2, 869 2, 348 168£ 15, 156 5-15 ! 2,524 25 1, 632 1, 687 3,319 2, 455 188 13, 050 5-15 2, 359 20 2, 251 . | 193 9, 500 5-15 1, 459 300 1, 576 1, 253 al75 9, 000 8-14 | b 1, 800 12 842 927 1, 769 1,563 c 185 61, 900 5-15 10, 055 3,000 4,162 4,160 8, 322 6, 119 i 182 14, 554 5-15 2, 303 619 1,905 1,456 200 27, 622 5-15 4,861 899 2, 561 2, 586 5, 147 3, 953 192 20, 250 5-15 3, 721 1,170 1,751 1,763 3, 514 2, 208 187 17, 800 5-15 2,749 460 1, 348 1,312 2,660 2, 215 11, 000 5-15 1,464 400 967 824 1,791 1, 386 194 21, 000 5-15 3, 861 | 139 2, 113 2, 174 4, 287 3, 206 195 7,956 5-15 1, 314 (i 818 833 1,651 1,240 182 21, 617 4, 702 ! 200 4,683 3, 608 180 9. 000 5-15 1,773 0 895 978 1, 873 1, 635 184 35, 000 5-15 6, 051 2,270 2, 390 2, 135 4,525 3, 473 205 54, 400 5-15 8, 885 1,410 5, 200 5, 382 10, 582 7, 663 1804 8, 250 5-15 1, 651 848 624 618 1, 242 803 184“ 7,850 5-15 1,626 371 713 733 1,446 1, 124 190 53, 173 5-15 | 8,307 1, 374 4, 715 4,284 8, 999 7,091 191 28, 000 8-14 I 2, 866 554 2, 225 2, 063 4, 288 3, 619 <2190 8, 500 5-15 1,501 20 1,863 1,481 187i 20, 877 8-14 2, 344 1, 100 1, 355 1, 409 2, 764 2, 375 10, 663 5-15 1, 828 1, 025 1, 033 e2, 058 1,544 193 11,400 5-15 1,874 0 1,085 1,206 2, 291 1, 856 185 14, 176 5-15 3, 135 205 1, 514 1,254 2, 768 2, 239 200 100, 000 5-15 18, 271 2, 196 9, 623 9,116 18, 739 14, 147 182J 9, 541 5-20 2,314 350 935 892 1,827 1, 255 193 12, 500 5-20 4,489 1, 500 932 954 1,888 1,480 192 11, 300 5-20 2, 643 250 1, 251 1,081 2, 332 1,973 190' 18, 000 5-20 3, 971 260 1, 401 1,568 2, 969 2, 430 193 30, 034 5-20 10, 475 2, 000 2, 600 2, 870 5, 470 4,083 196 285, 000 5-20 78, 700 14, 012 18, 759 17, 135 35, 894 27, 033 186 8, 000 5-20 & 1.700 700 641 661 1, 302 928 193 11, 000 5-20 2, 700 150 1, 100 1,100 2,200 1,740 194 8, 000 7-20 1,735 200 700 680 1, 380 1,112 196j! 90, 000 5-20 25, 050 3,248 7,625 7, 826 15, 451 12, 045 193 8, 000 5-20 2, 490 0 1,804 1,409 193 11, 000 5-20 2, 707 1, 100 987 2 087 1,340 200 10, 000 5-20 2, 268 500 1,106 1,000 2, 106 1,394 1 197 12, 500 i 5-20 3,707 500 2, 697 1 *1, 798 ! 198 s in session 190 days. s were in session 175 days and the high school 195 days, s in session 200 days. en in the mode] school and kindergarten of the State Normal STATISTICS OF CITY SCHOOL SYSTEMS. 2203 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). _ Different pupils enrolled in public 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 ol all pupils in public day schools. 1 School census age. Children of school census age. Male. Female. Total. 1 3 3 4 5 6 7 8 9 IO 11 Michigan— continued. J ackson : J 286 District No. 1 ... 25, 000 5-20 a 3, 500 f 500 1, 187 1, 160 2, 347 1, 926 191 367, 866 267 District No. 17 .. 25, 000 5-20 2, 810 425 917 886 1, 803 *1, 234 186 *234, 460 268 24, 000 a 6, 000 *600 1, 878 1, 941 3,819 3, 127 184 575, 368 269 18, 000 5-20 4' 157 250 1, 501 1,605 3, 106 2, 467 189 466, 263 270 8, 000 a 2, 400 250 847 879 1,726 1,435 193J 277, 673 271 Manistee . 13, 449 5-20 4, 909 1,290 1,833 1,769 3, 602 2, 206 193^ 426, 779 272 Marquette . 10, 000 5-20 2, 935 400 1,076 994 2, 070 1, 433 197 282, 301 273 Menominee . 14, 000 5-21 3, 960 500 1,440 1, 460| 2, 900 1, 900 176 334, 400 274 22, 000 6,710 500 2, 206 2, 241 4,447 3,519 175 615, 825 275 Owossot . 9, 000 5-20 2, 239 80 950 1, 000 1,950 1,471 195 288, 845 276 Port Huron . 19, 347 5-20 6, 357 900 1, 727 1, 618l 3, 345 2,325 200 464, 914 Saginaw: 277 East. side. . 30, 000 a 7, 500 2, 957 2, 876! 5, 833 4, 446 176 782, 496 278 West side* . 18, 000 ! 5-20 5, 793 400 2, 000 2,200 4,200 3,000 196 588, 000 279 Sault Sainte Marie.. 9, 000 ' 5-20 2, 003 300 698 922 1, 620 1, 252 195 244, 140 280 Traverse City . 9,000 ! 5-20 2, 323 150 939 998 1, 937 1,310 180 235, 800 281 West Bay City! . 14, 000 1 5-21 4, 246 700 1, 240 1, 257 2, 497 1,740 193 335, 899 MINNESOTA. 282 Brainerd . . . . 10, 000 6-21 2, 170 0 899 1, 030 1, 929 1, 344 174 235, 900 283 Duluth . . ...... T) 33, 115 al4,419 * 1, 200 4, 674 4, 939 9, 613 7, 376 195 1, 438, 320 284 Faribault . 8, 800 5-21 1, 900 400 595 694 1,289 966 179 172, 919 285 Mankato* . . 11,000 6-20 2, 700 1 1, 040 950 920 1, 870 1,400 175 245, 000 286 Minneapolis . 200, 000 a48,621 1 5, 000 1 6. 200 16.214 32, 414 25, 405 188 4, 778, 108 287 Bed Wing . 8, 000 5-21 1,900 150 850! 850 1, 700 1,390 180 250, 154 288 St. Cloud . 9, 127 6-21 a 1,891 1, 145 659 602 1, 201 944 174 167, 159 289 St. Paul . 6 133, 156 a34,813 1 7, 000 11,459 11, 750 23, 209 18, 089 190 3, 436, 910 290 Stillwater t . b 11, 260 a 2, 634 350 889 867 1, 756 ! 1, 536 176 270, 336 291 Winona . 22, 000 a 5, 605 tl, 600 * 3, 737 ! * 2, 968 180 * 564, 015 MISSISSIPPI. j 292 Columbus . 8, 000 6-21 2, 386 0 646 740 1,388 900 180 162, 000 293 Jackson . 10, 000 5-21 2, 763 150 696 804 1, 500 1, 050 180 189, 000 294 Meridian . 15, 000 5-21 4, 000 1,000 836 1, 034 1, 870 1 1, 240 160 199, 993 295 Natchez f . 11, 000 5-21 3, 425 850 610 754 , 1, 364 835 180 150, 300 296 Yicksburg * . 19, 000 5-21 4, 687 0 987 1 1, 208 ! 2, 293 180 MISSOURI. 297 Carthage . 10, 000 6-20 2, 655 50 981 1, 099 2, 080 1,556 180 280, 080 298 Chiilicothe . 8, 000! 6-20 1, 829 75 748 800 1,548 1,215 177 215, 055 299 Clinton . 8, 000 6-20 2, 167 25 776 834 1,610 1,168 180 210, 458 300 Hannibal . I 15, 000 6-20 4, 237 200 1, 160 1, 425 2, 585 1,961 177 358. 367 301 Jefferson City * . . . . . 10, 000 6-20 2, 400 500 560 665 1,225 a 816 ISO a 146, 880 302 Joplin . 14, 600 6-20 4, 265 30 1,758 1,778 3, 536 2, 491 175 435. 925 303 Kansas City . 1 150,000 6-20 43, 740 * 3, 000 10, 405 11,115 21,520 15,606 180 2, 791, 080 304 Moberly . . 11, 000 6-20 3,930 250 834 947 1, 781 ! 1, 277 176 223, 604 305 Nevada . 10, 500 6-20 2,425 50 814! 870 1, 684 1, 401 177 247, 977 306 St. Charles . i 9, 000 6-21 2, 025 500 885! 909 1, 794 668 198 123, 624 307 St. Joseph . ; 60, 000 6-20 23, 121 1 1, 200 3,979 4,124 8, 103 5, 876 180 1. 057, 680 308 St. Louis . : 611, 277 6-20 162, 384 25,000 36, 565 ■j 38, 358 74, 923 54,861 200 10, 972, 200 309 Sedalia* . 1 20, 000| 6-20 4, 434 200 1, 693 : 1, 763 3, 456 2, 693 ISO 487, 686 310 Springfield . | 25, 000 5-20 6, 323 500 2, 580 2, 613 5,193 3,464 150 555, 755 311 Webb~City . ; 8, 000 « 6-20 2, 000 50 ' 782 747 1 1, 529 ' 1, 066 1 180 1 191, 880 ■"-v * Statistics of 1895-96. t Statistics of 1894-95. a Estimated. & Population in 1890. 22 Ta 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 EDUCATION REPORT, 1896-97. sle 23.- -Statistics of pojmlation and school enrollment and attend < 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. School census age. Children of school census age. Male. Female. Total. 1 2 3 4 5 6 7 8 MONTANA. Butte . 40, 000 6-21 6, 354 500 2, 331 2, 335 4,666 Greatfalls . 12, 000 6-21 1,772 *30 720 770 1,490 Helena * . 15, 000 6-21 2,470 130 971 1,082 2, 053 NEBRASKA. Beatrice . 12, 000 5-21 2, 466 50 1, 002 1,029 2, 031 10 000 5-21 2, 592 945 932 1, 877 Grand Island . 8, 000 5-21 2, 324 . 200 824 920 1,744 Hastings . 13, 500 5-21 2, 366 60 811 950 1, 761 a 8, 074 5-21 2, 441 12 672 798 1,470 Lincoln . a 55, 154 5-21 | 11, 270 500 3, 126 3, 128 6, 254 Nebraska City * _ _ _ 12, 000 1 b 2, 500 763 758 1, 521 Omaha . . . 140, 000 5-21 30, 134 3, 500 8, 236 8, 344 16, 580 Plattsmouth . 8, 000 5-21 2, 359 100 638 629 1, 267 South Omaha . 14, 000 5-21 I 3, 441 100 1, 409 1,393 2, 802 NEW HAMPSHIRE. Concord(TJniondist.) 18, 000 b 3, 500 346 1,246 1, 243 2, 489 Dover . 13, 000 , 5-16 ! 2, 085 600 773 854 1, 627 Keene (Union dist.). 8, 000 5-15 b 1, 600 150 612 625 1, 237 Manchester . 55, 000 5-16 9, 374 * 4, 000 2, 772 2,610 5. 382 Nashua . 24, 000 5-16 4, 763 1,963 2, 053 1,947 4, 000 Portsmouth . 10, 000 6-16 1, 498 250 749 777 1, 526j NEW JERSEY. Atlantic City . 21, 000 5-20 4, 317 200 1,571 1, 584 3,155 Bayonne . 22, 000 5-18 6, 805 1, 100 2, 148 2, 117 4, 265 Bridgeton . 14, 000 5-18 3, 125 100 1, 129 1,313 2, 442 Camden . a58, 313 5-20 518, 000 650 5, 695 6, 056 11, 751 Elizabeth . 50, 000 5-20 11, 600 2, 500 1 5, 531 Harrison . 10, 000 5-18 2, 900 800 500 400 900 Hoboken . 53, 000 5-18 19, 479 1. 500 4, 084 4, 035 8, 119 Jersey City . a 163, 003 5-18 57, 123 * 6, 463] 14, 072 14, 315 28, 387 Longbranch . 8, 000 b 3, 000 190 1,229 1, 213 2, 442 Millville t . a 10, 002 5-18 2, 845 133 1, 026 1,117 2, 143 Morristown . 10, 000 5-20 b 1, 500 *870 591 648 1, 239 Newark . 225, 000 5-18 55, 941 8, 347 16, 258 16, 334’ 32, 592 New Brunswick 1 ... a 18, 603 5-18 4, 949 895 1,349 1,341, 2, 690 Orange . 22, 000 5-18 4,938 1, 200 1,280 1,311 2, 591 Passaic . 20, 000 5-18 5, 148 498 1,757 1, 778 3,535 Pntorsnn _ _ 100, 000 5-18 25, 757 f 2, 500 16, 146 Perth Amboy . 15, 500 5-20 3, 384 300 1,074 982 2, 056 Phillipsburg' . 10, 400 5-18 2, 650 259 871 904 1,775 Plainfield . 15, 000 5-18 3, 303 500 1, 166 1, 188 2, 354 Eahway* . 8, 000 5-18 1, 861 194 684 630 1,314 Town of Union (P. 0., Weehawken) . . . 15, 000 5-18 3, 561 300 1,404 1,438 2, 842 Trenton* . 62, 500 5-18 14, 680 2, 389 3,757 3,914 7, 671 NEW YORK. Albany . 97, 120 5-21 23, 859 4, 812 6, 728 6, 674 13, 402 Amsterdam t 19, 000 4-21 5, 093 Auburn . 28| 250 5-21 6, 937 1,200 1,824 1,877 3,701 Batavia 10, 000 5-18 2, 040 300 1,619 Binghamton . 45, 000 5-18 8, 872 440 3, 475 3,621 7, 096 Statistics of 1895-96. t Statistics of 1894- -95. a Population in 1890. STATISTICS OF CITY SCHOOL SYSTEMS. 2205 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub¬ lic day schools. H 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 S 9 io 13 NEW YORK— COnt’d. 358 Brooklyn.. . l, 149, 424 4-21 272, 447 37, 500 76, 897 77, 207 154, 104 111, 925 193 21, 607, 633 359 Buffalo" . 363, 000 4-16 72, 504 18, 319, i 20,821 26, 181 53, 002 36, 830 194 7,111,136 360 Cohoes . 25, 000 5-18 7, 098 1,700 1,410 1,528 2, 938 2,136 191 393, 366 361 Corning . 10, 000 5-18 1,769 24 806 800 1, 606 1, 284 194 249, 117 362 Cortland . 10, 000 5-18 1,770 500 506 600 1,106 848 188 161, 949 363 12, 000 5-21 3, 162 739 1, 586 1, 227 184 225, 814 Edgewater : 364 365 Tompkins- ville*r* . . 3, 000 5-18 510 8 169 170 339 281 194 54, 822 366 Stapleton b . 8, 000 5-18 1, 849 124 771 707 1,478 1,061 191 202, 602 367 Elmira . 42, 000 4-18 7, 940 750 2, 745 2,727 5, 472 4, 656 192 893, 894 368 Flushing . 10, 000 4-21 2, 505 952 702 718 1,420 1,013 193 190, 348 369 Geneva . 10, 861 5-18 2, 343 565 708 743 1,451 1,116 187 214, 179 370 Glens Falls* . 12, 000 5-21 3, 100 1, 000 714 769 1, 483 c 1, 000 195 c 195, 000 371 Gloversville. . . 15, 000 5-18 3,373 45 1,501 1, 598 3, 099 2, 476 194 480, 320 372 Hor nells ville . . 12, 000 5-18 2, 526 400 989 1,033 2, 022 1, 558 189 294, 235 373 TTn risen . . 10, 000 5-18 2, 340 321 1, 393 1, 083 187 202, 483 374 Ithaca . 12, 000 5-18 2, 300 380 980 1, 121 2, 101 1,694 193 326, 984 375 Jamestown . 21, 000 4-16 4, 404 244 2, 057 2, 038 4, 095 3,248 188 610. 897 376 Johnstown . . . 11, 000 5-18 2, 004 0 828 994 1, 822 1, 372 193 264, 707 Kingston : 377 Kingston school district . 14, 000 5-18 2, 938 316 1, 047 1,081 2, 128 1,618 193 312, 092 378 District Ho. 2 ... 5-18 1, 013 86 480 396 876 585 190 111, 150 379 District Ho. 3 c500 *225 * 230 *455 342 197 67, 357 380 District Ho. 4 . .. 2, 500 4-16 485 40 223 210 433 285 193 55, 015 381 Lansingburg* . 12, 500 5-21 2, 733 300 1, 029 1,050 2, 079 1,495 191 285, 545 382 Littlefalls . 9, 871 5-18 2, 047 520 676 603 1,279 1,014 193 192, 941 383 Lockport* . 19, 000 5-21 4, 617 382 (3,172) 3, 172 2, 392 195 460, 786 384 Long Island City t . . 45, 000 5-21 11, 000 700 3, 600 3, 958 7, 558 5, 406 198 1, 070, 398 385 Middletown _ 13, 500 3, 419 283 1 1, 129 1, 124 2, 253 1, 696 191 326, 349 386 Mount Yernon . 20, 000 5-21 3, 996 314 1,753 1,664 3, 417 2,468 194 478, 804 387 Hew Brighton .... d 16, 423 c 5, 000 388 Hewburg.. . 25, 000 5-18 5, 582 j 1,329 ‘ 2,072 1,992 4, 064 2, 946 192 565, 798 389 Hew Rochelle . 12, 500 5-18 3, 005 1 120 1, 243 1,278 2, 521 1,757 192 337, 344 390 j Hew York . 2, 000, 000 5-18 350, 000 | 40,000136,472 130, 301 266, 773 196, 404 194 38, 102, 376 391 j Hiagara Falls . 18, 000 5-18 3, 500 527 1, 398 1, 459 2, 857 I 2, 051 193 395, 883 392 | Horth Tonawanda* . 10, 000 cl, 200 290 856 892 | 1,748 218, 769 393 Ogden shnrg _ _ d 11, 662 c 1, 300, 394 Oleant . 12, 000 5-21 2, 593 1 400 , 1, 002 925 1, 927 1, 436 193 277, 203 395 Oswego . . 25, 000 5-18 6, 590 1, 074 ! 3, 827 3, 040 193 586, 720 Peekskill : 396 District Ho. 7 ... 10, 500 5-18 c 1, 250 *125 439 517 956 651 193 125, 688 397 District Ho. 8 ... 4, 500 5-18 894 31 396 365 761 582 186 108, 252 398 Plattsburg . . 9, 600 5-21 2, 300 125 945 768 1,713 1,287 185 238, 057 399 Port Jervis . 10, 000 5-18 2, 049 113 975 982 1,957 1, 527 192 293, 250 400 Poughkeepsie . 23, 500 5-21 6, 250 778, 1, 800 1,810 3,610 2, 722 191 519, 902 401 Rochester . 165, 000 5-21 56, 000 8, 589 11, 488 13, 977 25, 465 18, 052 194 3, 372, 160 402 Rome . 15, 500 5-21 2, 950 461 979 1,008 1,987 1,513 187 282, 262 403 Saratoga Springs .... 14, 000 4-18 3, 312 50 1,197 1,298 2, 495 1, 594 195 300, 917 404 Schenectady* . 22, 815 5-18 5, 278 1, 330 tl, 340 1 1, 450 1 2, 790 2, 159 188 410, 294 405 Sing Sing . d 9, 352 5-18 cl, 500 *67 488 528 1, 016 787 189 148, 802 406 Syracuse . 122, 653 5-18 25, 400 2, 579 9, 407 9, 434 18, 841 14, 166 195 2, 762, 370 407 Tonawanda . 8, 000 5-18 2, 237 350 875 941 : 1,816 1,267 194 246, 858 408 Troy . . . 65, 000 5, 000 3, 571 3, 295 6, 866 5, 295 189 1, 000, 440 409 Utica . 55, 000 JY21 13, 510 2,425 4, 457 4, 357, 8, 814 5, 923 190 1, 093, 349 * Statistics of 1895-96. a J. W. Barris, principal. c Estimated, t Statistics of 1894-95. b A. Hall Burdick, principal. d Population in 1890. 2206 EDUCATION REPORT, 1896-97. Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub¬ lic day schools. Numberof 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 8 9 io 11 NEW YORK— cont’d. 410 Watertown . 21, 000 5-18 3, 900 100 1, 797 1,800 3, 597 2, 698 190 509, 653 411 Watervliet* . 15, 000 5-18 2,912 538 908 1, 184 2, 092 1,318 197 259, 763 412 8, 000 2, 056 74 987 916 1, 903 1, 343 196 263, 417 413 40, 000 5-21 10, 400 2,091 2, 874 2,646 5, 520 4, 235 188 796, 203 NORTH CAROLINA. 414 Asheville . 15, 000 6-21 3, 200 400 850 1,000 1, 850 al, 300 172 6223,600 415 Charlotte t . 20, 000 6-21 4, 594 150 1,020 1, 078 2, 098 1, 405 180 252, 900 416 8, 000 7>o ooo 417 Raleigh . 15, 000 54 000 2, 273 1, 502 161 241, 822 418 W ilmington . c 20’ 056 64, 500 419 Winston * . 12, 000 6-20 2, 500 50 655 685 1, 340 1, 140 180 205, 200 OHIO. 420 Akron . 33, 000 6-21 9,435 1, 500 3, 004 2, 852 5, 856 4,813 190 914, 460 421 Alliance . 9, 000 6-21 2, 188 100 758 793 1, 551 1, 261 184 232, 024 422 Ashtabula . 9, 000 6-21 1,925 125 779 836 1,615 1,259 186 234, 174 423 Bellaire . 11,000 6-21 2, 856 400 885 893 1,778 1, 353 175 236, 800 424 Canton . 40, 000 6-21 8, 646 683 2, 693 2, 878 5,571 4, 559 184 838, 856 425 Chillicothe* . c 11, 288 6-21 3, 692 1112 1, 213 1,130 2, 343 1,730 182 314, 860 426 Cincinnati _ _ 365, 000 6-21 98, 316 18, 690 22, 442 21, 016 43, 458 35, 237 *6, 803, 980 427 Circleville . 8, 000 2. 141 * 200 741 725 1, 466 1, 074 200 214, 800 428 Cleveland . 360, 000 6-21 93, 861 +25, 000 26, 696 26, 291 52, 987 41, 388 185 7, 656, 780 429 Columbus . 125, 000 6-21, 30, 181 3, 677 8,575 8, 866 17, 441 14, 685 180 2, 694, 000 430 Dayton . 80, 000 6-21 21, 401 5, 659 5, 677 11, 336 10, 096 176 1, 776, 902 431 Defiance . 9, 000 6-21 2,338 453 711 688 1,399 1. 082 180 194, 760 432 Delaware . c 8, 224 6-21 62, 300 260 659 705 1, 364 1,215 184 223, 560 433 East Liverpool . 15, 000 6-21 4, 237 100 1, 217 1,235 2,452 1,731 180 311, 580 434 Elyria . 10, 000 2, 118 392 616 696 1, 311 1,102 195 214, 890 435 Findlay t . c 18, 553 6-21 4, 549 f3 snm 3, 500 2,705 180 486, 900 436 Fostoria . 9, 000 6-21 2, 548 *275 722 770 1,492 1, 197 173 207. 081 437 Fremont . 8, 000 6-21 2, 251 450 773 710 1,483 1,166 175 204, 050 438 Hamilton . 1 23, 000 6-21 6 5, 000 1, 300 1, 672 1, 645 3, 317 2, 801 182 509, 600 439 Ironton t . 14, 000 6-21 I 3,772 425 1, 149 1,204 2, 353 2,011 ! 184 370, 024 440 Lancaster . 8, 000 6-21 2, 178 199 681 661 1, 342 1, 124 183 205, 692 441 Lima* . 20, 000 6-21 1 4, 797 1,000 1,568 1, 626 3, 194 2,489 186 462, 954 442 Lorain . 13, 000 6-21 2, 602 350 897 953 1, 850 1, 480 188 275, 280 443 Mansfield . 18, 000 6-21 4, 011 250 1,549 1,595 3, 144 2, 566 176 451, 616 444 Marietta . 12, 000 6-21 3, 198 275 1,053 1,138 2, 191 1,820 186 338, 520 445 Marion t . 8, 327 6-21 2, 658 H. 9821 1, 982 1, 533 190 291, 270 446 Martins Ferry . 8, 000 6-21 2, 228 160 700 i 727 1,427 1, 173 ! 178 * 199, 440 447 Massillon* . 12, 000 6-21 3, 946 759 1, 010 985 1, 995 1, 626 193 313, 812 448 Middletown . 12, 000 6 2, 100 500 700i 800 1, 500 * 1, 155 191 * 222, 915 449 Mount V ernon t . 8, 000 6-21 1, 784 n p.41 1 1, 341 1,064 190 b 202, 160 450 Nelson ville . 8, 000 6-21 1,651 50 592 1 651 1,243 1, 002 156J 156,813 451 Newark . 16, 500 6-21 4,113 397 1,405 1,428 2, 833 2,043 183 373. 814 452 Norwalk t . 8, 000 6-21 2, 129 n. 26i i 1, 261 994 190 b 188, 860 453 Piqua . 11, 000 6-21 4, 017 500 1, 016 1 987 2, 003 1, 509 180 270, 162 454 Portsmouth . 15, 000 6-21 4, 623 400 1, 279 1, 294 2, 573 1,912 190 161, 232 455 Salem . 8, 000 6-21 1,988 20 761 751 1, 512 1,245 184 229, 082 456 Sandusky . 22, 000 6-21 5,869 1,400 1,407 1,557 2, 964 2, 507 190 475, 133 457 Springfield . 36, 000 6-21 9, 135 1,449 2. 989 2,993 5,982 4, 945 196 969, 161 458 Steubenville . 14, 000 6-21 4, 576 600 1,038 996 2, 034 1,638 192 313, 073 459 Tiffin . 12, 500 6-21 3, 261 750 823 848 1, 671 1, 356 186 252, 216 460 Toledo . 125, 000 6-21 31, 147 + 4, 500 8, 691 8, 722 17, 413 13, 835 191 2, 642, 485 461 Warren . 10, 000 6-21 2, 600 *32 800 886 1,686 1,523 190 289, 370 * Statistics of 1895-96. t Statistics of 1894-95. a Approximately. & Estimated. c Population in 1890. STATISTICS OF CITY SCHOOL SYSTEMS. 2207 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. Population in 1896 (estimated) . School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub¬ lic day schools. Number of lays 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 8 9 8 0 11 Ohio— continued. 469! 8, 000 a 2, 000 * 0 911 1, 029 1, 940l \ 1, 290 177 228, 330 463 Xenia . 9, 000 6-21 2, 030 175 708 729 1, 437 1,119 181 202, 559 464 Youngstown . 40, 000 6-21 11, 455 * 2, 100 3, 133 2, 999 6,132 4. 728 185 874, 680 465 25, 000 6, 527 500 1, 869 1,899 3, 768 3, 177 185 587, 745 OKLAHOMA. 466 Oklahoma City . 8, 000 5-21 1,847 100 537 547 1, 084 835 134 111, 848 OREGON. 467 Astoria . 10, 000 4-21 2, 211 50 533 543 1,076 a*l,000 176 a * 189, 000 468 Port Land . 85, 000 6-20 16, 849 700 5, 394 5, 550 10, 944 8, 584 196 1, 682, 484 469 Salem . 10, 000 4-20 1 2, 821 300 944 852 1, 796 1, 271 173 219, 893 PENNSYLVANIA. | 470 Allegheny * . 110, 000 , 6-21 a24, 000 5, 000 9,516 9,453 18, 969 12, 856 200 2, 571, 200 471 Allfvntnwn . . 35, 000 a 9, 395 325 2, 487 2, 458 4, 945 4. 549 195 887, 055 472 Altoona . 37, 000 6-21 a 13, 133 1,800 3, 305 3] 502 6, 807 5, 342 180 961, 200 473 ■Rfta.vftrfa.il s t . _ . 11, 000 a 3, 608 180 922 977 1, 899 1,446 180 260, 280 474 Braddock . 15, 000 6-21 a 3, 657 609 975 950 1,925 1, 453 180 260, 809 475 Bradford . . 16, 884; a 5, 348 250 1, 379 1, 436 2, 815 2, 203 180 396, 000 476 Butler . 12, 000 6-21 2, 600 300 1, 145 1,’ 201 2, 346 1, 668 180 297, 405 477 Carbon dale. . . 12, 500 a 4, 565 230 1, 091 1, 312 2,403 ! 1,874 195 365, 430 478 Carlisle . 10, 000 a28, 184 50 772 764 1, 536 1 1,317 200 263, 400 479 Chambersburg . 8, 558 2, 417 125 853 796 1, 649 ! 1, 449 180 260, 821 480 Chester . 22, 000 ci 6, 946 500 1, 700 1, 956 3, 656 2, 663 200 532, 600 481 Columbia . . 14, 000 6-21 a 4, 231 500 1,119 1,108 2, 227 1, 802 180 324, 360 482 Dubois . 8,000 6-21 1,700 300 688 784 1, 472 1,103 160 176, 497 483 Dunmore _ _ ..... 12. 500 2, 500 75 797 924 1, 721 1, 437 195 280, 215 484 Easton . . 18, 000 6-21 a 5, 367 50 1,408 1,359 2, 767 2, 192 199 436, 158 485 Erie . 55, 000 6-21 16, 500 3,500 3, 623 3, 693 7,316 5, 511 , 196 1, 080, 145 486 Harrisburg. ... _ _ 45, 000 a] 6, 606 400 4 223 4, 517 8, 740 6, 440 190 1, 214, 836 487 Hazleton . 15, 000 6-21 3, 500 300 L 328 1,389 2, 717 2’, 060 180 370, 800 488 Homestead t. - - . 10, 000 6-21 a 3, 249 450 862 848 1,710 1,147 180 206, 460 489 Johnstown . 27, 600 6-21 7,450 2, 050 1,959 2, 045 4,004 3, 070 180 552, 600 490 Lancaster . 38, 000 all, 082 500 2,888 2, 945 5, 833 4, 517 200 903, 400 401 Lebanon * 18, 000 a 5, 626 1300 1, 446 1, 515 2, 961 2, 181 180 392, 580 492 Lockhaven . 8,000 6-21 a 2, 795 200 ’728 743 1,471 1,’ 186 180 213, 480 493 McKeesport* . 31, 000 6-21 a 7, 000 1, 200 2, 092 2, 166 4, 258 3, 588 180 645, 840 494 Mahanoy City . 14, 000 8-13 1, 226 250 980 1,175 2,155 1,650 180 297,013 495 Meadviile . 11,000 6-21 a 3, 777 60 940 1,048 1,988 1,647 180 296, 460 496 Mount Carmel . 15, 000 6-18 a 3, 791 600 1, 004 991 1, 995 1,236 180 222. 508 497 X anticoke . 14, 000 a 2, 036 600 950 1, 081 2, 031 1, 390 180 211, 327 498 New Brighton . 8,000 6-21 1, 675 100 750 725 1,475 1,200 180 216, 000 499 Newcastle t . 20, 000 a 5, 757 250 13 03m 3, 030 2, 041 180 367, 380 500 Norristown . 22, 000 6-21 a 5, 780 450 1, 461 1, 581 3,042 2, 594 201 521,394 501 Oil City f . 14, 000 ci4, 210 550 1,032 1,184 2, 216 1, 617 180 291, 060 502 Philadelphia . 1, 550, 000 5-20 365, 000 42, 000 168, 428 122, 960 b 183 «22,619. 550 503 Phcenixville . 9, 000 6-21 ci 2, 124 400 554 564 1,118 877 190 166, 630 504 ■ Pittsburg* . . 275, 000 6-21 a78, 844 20, 812 20, 685 41, 497 30, 783 200 6, 156, 600 505 Pittston t _ _ 12,000 a 2, 608 690 779 646 1,425 1, 205 180 228, 704 506 Plymouth - - 14, 000 6-21 2, 300 500 626 921 1, 547 1, 260 180 266, 800 507 Po’ttstown . 14, 000 6-21 a 5, 305 150 1,383 1,409 2, 792 2, 133 200 426, 600 508 Pottsville t . c 14, 117 a 5, 483 300 1,502 1, 384 2, 886 2, 048 200 409, 600 * Statistics of 1895-96. t Statistics of 1894-95. a Estimated. b The high schools were in session 194 days and the kindergartens 201 days. c Population in 1890. 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 EDUCATION le 23. — Statistics of population and school enrollment and attendance in 8,000 inhabitants in 1896-97 — Continued. •s* © School population. [3 3 . O X—V O H3 Different pupils enrolled in public day schools. A ft City. Population in 1896 (estimal School census age. Children of school census age. Pupils in private and pa schools (largely estimat Male. Female. Total. Average daily attendance lie day schools. 1 2 3 4 5 6 7 S Vi J PENNS YLVANI A— COn . 1 Reading . 85, 000 6-21 «24, 130 2, 000 6, 500 6, 200 12,700 9, 278 Scranton . 100, 000 6-21 13, 500 3, 000 5, 938 6, 291 | 12,229 9, 843 Shamokin * . 18, 000 6-21 6, 500 2, 000 1,714 1, 788 3, 502 2, 586 Shenandoah * . 18, 000 6-21 a 6, 095 200 1,516 1,692 3, 208 2,137 South Bethlehem. . . . 12, 000 6-21 2, 300 150 1,068 1, 082 2, 150 1, 720 South Chester . 8, 000 6-21 1,600 108 712 750 1, 462 1, 109 12, 000 11, 000 9, 000 a 3, 401 a 3, 610 2, 000 225 901 889 1, 790 1, 560 1,710 1,278 0 826 1, 074 1, 900 Titusville . 6-21 300 733 862 1, 595 Union town . 8, 500 6-21 1, 700 150 763 774 1, 537 1, 118 9, 876 a 2, 850 al6, 142 5, 000 160 720 780 1, 500 1, 110 55, 000 1, 500 600 4, 246 2,441 4, 250 2, 569 8, 496 6,316 "Williamsport* . 30, 000 6-16 5, 010 3, 856 York . 25, 613 6-21 a 8, 006 600 2, 069 2, 145 4, 214 3, 082 RHODE ISLAND. Central Falls . 16, 000 5-15 3, 361 726 1,249 1,201 2,450 1,555 Cranston . 11, 000 5-15 1,863 30 815 720 1,535 1, 230 Cumberland . 8, 900 5-15 1, 806 384 781 710 1,491 968 East Providence t - - . 10, 000 5-16 2,063 136 953 994 1, 947 1,462 Johnston (P. O. 01- neyville) . 11,000 5-15 2, 360 13 1,129 1,057 2, 180 1,578 Newport . 21,537 5-15 4,015 1, 127 1, 531 1,451 2, 982 2, 290 Pawtucket . 34, 000 5-16 6, 935 2, 007 3, 051 2, 944 5, 995 3,647 Providence . 149, 108 5-15 26, 006 4, 125 13, 804 13, 246 27, 050 17, 097 Woonsocket . 25, 000 5-15 5,818 2,075 1,945 1, 798 3, 743 2, 497 SOUTH CAROLINA. Charleston . 60, 000 6-21 6, 500 650 2, 537 3,434 5, 971 5, 609 Columbia . Greenville _ 20, 000 10, 000 6-21 3, 700 a 2, 200 2, 000 550 1,067 841 1,240 982 2, 307 1,823 1,675 1,320 Spartanburg . 10, 000 6-18 475 730 783 1,513 1,001 SOUTH DAKOTA. Sioux Falls . 12, 000 6-20 2, 367 200 919 940 1,859 1, 425 TENNESSEE. Chattanooga . 36, 000 6-21 8,134 400 2, 134 2, 397 4, 531 2, 968 Clarksville . Jackson 10, 000 b 10, 030 31, 834 6-21 3, 223 a 3, 500 9, 795 300 779 873 1, 652 1, 049 Knoxville . 6-21 600 1,564 1,637 3, 201 7,273 2, 670 Memphis . 60, 000 6-21 17, 273 3, 000 3, 265 4, 008 4,724 Nashville . 87, 750 6-21 23, 601 1, 700 4,871 5, 700 10, 571 8, 539| TEXAS. Austin . PnTQirJiTi o, 28, 395 8, 000 50, 000 8-16 5, 580 a 1, 500 8, 998 *2, 206 1,730 1,781 3,511 2, 680 vOI olOtUla) . - - - • Dallas . 8-17 t 675 2, 807 2, 958 5,765 4, 703 Denison . 15, 000 7-18 2,941 380 1, 075 1, 160 2, 235 1, 528 El Pa sn _ 15, 000 34, 000 1,442 6, 947 400 646 724 1,370 850 Fort Worth . 8-17 300 1, 940 2, 106 4, 046 3, 168 Gainesville . 11,735 7-19 1,584 40 *720 *899 * 1, 619 1, 226 Galveston . * St 54, 492 atistics oj 7-16 F 1895- 9, 473 96. 1, 500 2, 682 a Est 2, 772 imated. 5, 454 4,197 t Statistics of 1894- 95. b Population in 1890. STATISTICS OF CITY SCHOOL SYSTEMS. 2209 Table 23. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. 1 Population in 1896 (estimated). School population. Pupils in private and parochial 1 schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub- 1 lie 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 6 7 8 9 io 11 Texas — continued. 551 Houston . 68, 997 8-17 9, 912 500 2, 765, 3, 131 5, 896 4,496 175 786, 800 552 a 11, 319 b 1 7001 553 Marshall . 10, 268 8-17 1,561 528 327 374 701 *516 . 160 *89, 268 554 Paris . 16, 000 6-18 3, 300 200 860 1,293 2, 153 6*1,600 160 6*256, 000 555 San Antonio _ .... 47, 000 8-16 11, 853 4,756 3, 388 3,709 7, 097 5,114 170 871, 382 556 Temple . 9, 000 8-17 1,500 250 690 771 1,461 854 180 153, 600 557 Tyler . 10, 125 8-17 1, 854 75 732 793 1, 525 1,025 180 184, 460 558 Waco . a 14, 445 b 3, 000 UTAH. 559 Ogden . 20, 000 6-18 4,787 150 2, 106 2, 016 4, 122 3, 701 175 647, 640 560 Salt Lake City . 60, 000 6-18 12, 604 300 5, 469 5, 842 11, 311 8, 962 173 1, 550, 471 VERMONT. 561 Burlington t . 16, 000 5-21 4,665 1,575 1, 208 1, 045 2, 253 1,574 181 285, 390 562 Rutland . 13, 000 8-15 1,175 600 743 832 1, 575 1, 308 195 248, 552 VIRGINIA. 563 Alexandria . 17, 000 5-21 4, 800 350 1, 033 1, 048 2, 081 1, 672 195 326, 040 564 Danville . 18, 000 5-21 5, 223 450 1,179 1,362 2, 541 1, 719 185 315, 961 565 Lvnchburg . 18, 000 5-21 6, 772 230 1, 347 1,665 3,012 2, 378 196 468, 048 566 Manchester f . a 9, 246 b 3, 300 663 813 1, 476 1, 012 160 161,920 567 Norfolk . 50, 000 6-21 10. 257 3, 500 1,660 1, 555 3, 215 2, 425 207 501, 975 568 Petersburg . 25, 000 5-21 b5. 000 500 1,508 1,864 3, 372 2, 553 183 I 467, 199 569 Portsmouth . 18, 000 5-21 4, 318 500 876 988 1,864 1,444 190 274, 360 570 Richmond . 100, 000 5-21 23, 933 2,500 5, 550 6, 768 12, 318 10, 017 183 1,833,111 571 Roanoke . 20, 000 5-21 4, 526 831 1,547 1,715 3, 262 1,821 175 307, 618 572 Staunton . 8, 000 6-21 1,956 126 564 581 1, 145 880 180 158, 457 WASHINGTON. 573 Seattle . 65, 000 6-21 9, 394 581 3, 403 3, 958 7, 361 5, 658 178 983, 136 574 Spokane . 33, 000 5-21 5, 561 325 2, 018 2, 153 4,171 2, 941 180 529, 337 575 Tacoma . 40, 000 5-21 7, 920 600 2, 883 2, 832 5, 715 4, 447 185 822, 695 576 “Walla Walla . 10, 000 5-21 2, 031 300 858 848 1, 706 915! 200 181,070 WEST VIRGINIA. 577 Huntington . . . 15, 000 6-21 3, 167 75 . | 2, 142 1, 605 159 255, 195 578 Parkersburg . 17, 000 63, 500 *200 1, 217 1, 363 2, 580 1, 874 185 346, 690 579 Wheeling . 38, 000 6-21 10, 230 1, 500 2, 8591 2, 950 5, 809 4, 100 190 779, 000 WISCONSIN. 580 Appleton . 14, 500 4-20 5, 137 1,460 1, 175 1, 117 2, 292 1, 776 176 312, 576 581 Ashland . 12, 500 4r- 20 3.349 700 912 923 1, 835 1,366 182 259, 269 582 Beloit . 8, 500 4-20 2, 727 40 867 968 1, 835 1,397 190 266, 091 583 Chippewa Falls . 10, 000 4-21 3, 116 1,000 650 731 1,381 1, 147 170 195, 004 584 Eau Claire . 18, 000 4-20 6, 328 t 600 2, 496 2, 373 4, 869 3,406 174 592, 644 585 Fond du Lac . 15, 000 4-20 5, 020 395 1, 773 179 317, 498 586 Green Bay . 18, 292 4^20 6, 023 600 1,741 1,682 3,423 2, 647 19S 508, 224 587 Janesville . 12, 960 4-20 4,312 400 1,158 1,188 2, 346 1,873 180 337, 194 588 La Crosse . . 30, 000 10, 140 1,000 2, 768 2, 862 5, 630 4,266 192 819, 112 539 Madison . 17, 0001 4-20 4,921 600 1,398 1,336 2, 734 2,163 180 400, 213 * Statistics of 1895-96. f Statistics of 1894-95. a Population in 1890. 6 Estimated. ed 97 - 139 2210 EDUCATION REPORT, 1896-97. Table 23. — Statistics of jjopulation and school enrollment and attendance in cities of over 8,000 inhabitants in 1896-97 — Continued. City. j Population in 1896 (estimated). School population. Pupils in private and parochial schools (largely estimated). Different pupils enrolled in public day schools. Average daily attendance in pub¬ lic day schools. Number of days the public schools were actually in session. Aggregatenumberof days’ attend¬ ance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 a 3 4 5 6 7 8 9 io 11 Wisconsin — cont’d. 590 Manitowoc . 10, 000 4-20 3, 587 767 1, 015 944 1, 959 1,344 200 268, 769 591 Marinette . 17, 000 5,209 585 1, 662 1, 606 3, 268 2, 630 175 456, 457 592 Merrill . 10, 000 4-20 2, 879 276 889 906 j 1, 795 1,314 176 236, 611 593 Milwaukee . 251 , 358 4-20 90, 176 19, 618 20, 177 19, 091 39,268 28, 908 196 5, 333, 491 594 Oslikosli . 27, 000 I 4-20 8, 700 1, 400 2, 460 2, 571 5, 031 3, 277 200 655, 400 595 Kacine . 24, 889 i 4-20 8, 327 1, 379 2,233 2, 295 | 4,528 3, 740 200 748, 061 596 Sheboygan . 22, 500 4-20 7, 970 1,200 1,925 2, 000 ! 3, 925 2, 907 200 553, 477 597 Stevens Point . 10, 000 4-20 3,675 *664 902 802 1, 704 1,331 189 251, 122 598 Superior . 27, 000 4-20 6, 112 800 2, 629 2, 769 5, 398 3,348 200 655, 225 599 Watertown . 10, 000 4-20 3, 603 90 536 539 1, 075 834 196 162, 484 600 Wausau . 11, 500 4-20 4, 133 670 1, 316 1, 216 2, 532 1, 806 176 317, 838 WYOMING. 601 Cheyenne . 10, 000 a 2, 500 50 522 549 1,071 830 175 145, 186 * Statistics of 1895-96. a Estimated. STATISTICS OF CITY SCHOOL SYSTEMS. 2211 Table 24. — Statistics of supervising officers , teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97. City. Supervising officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of even¬ ing schools. "O © © p, 2 u P S3 sJ K © pq Seats or sittings for study iu all public schools. Value of public property used for school pur¬ poses. Male. © Q © [=H Total. Male. Female. Total. 1 2 3 4 5 G 7 8 9 I© ii 12 13 ALABAMA. 1 3 0 3 23 28 0 1 0 3 $100, 000 2 3 1 4 12 61 73 0 0 0 8 3, 560 3 Huntsville . . . 2 0 2 3 10 13 0 0 0 3 1, 400 10, 000 4 1 0 i 13 66 79 o 0 o 10 4, 500 5 Montgomery ...... 1 0 i 4 50 54 0 0 0 7 2, 100 121, 000 6 Selma . 1 0 i 2 21 23 0 *0 *0 3 1,000 40, 000 ARKANSAS. 7 Fort Smith . 1 0 i 11 40 51 0 0 0 9 2, 600 85, 000 8 Hot Springs^ . 1 0 i 5 25 30 0 *1 *0 6 1,820 50, 000 9 Little Rock . 1 0 1 12 67 79 0 0 2 9 4,911 314, 757 10 1 0 i 7 23 30 *0 *0 7 1,535 58, 000 CALIFORNIA. 11 Alameda . 6 0 6 7 59 66 0 *0 1 7 2, 847 184, 380 12 Berkeley . * 2 *0 *2 8 45 53 0 *0 *0 8 2 000 *70. 000 13 Eureka . 1 0 1 7 24 31 0 *0 *0 13 1,550 98, 500 14 Fresno . 3 0 3 11 33 44 7, 8, 9, and 10 0 1 0 5 1,500 175, 000 15 Los Angeles . 10 7 17 56 372 428 7, 8, 9, and 10 32 1 1 53 18, 050 1, 165, 352 16 Oakland . 13 5 18 12 170 182 8 and 9 1 5 14 10. 000 1, 000, 0U0 17 Pasadena . 1 1 o 8 43 51 *0 *0 7 2, 525 125, 000 18 Sacramento . 3 1 4 5 103 108 5 1 15 3, 990 300, 850 19 San Bernardino*.. 3 2 5 8 35 43 0 0 1 o 12 1,450 136, 250 20 San Diego . 4 2 6 5 69 74 5 to 8, inc. 6 *0 16 2, 907 150, 000 21 San Francisco . 20 51 71 67 836 903 6 to 9, inc. 0 11 76 42, 060 5, 354, 859 22 San J ose . 6 1 7 1 96 97 0 7 1 19 3, 870 243, 450 23 Santa Cruz . 1 0 1 4 39 43 1 to 9, inc. 1 0 8 1,400 100, 000 24 Stockton . 3 1 4 12 59 71 7, 8, and 9 0 1 12 3, 000 285, 937 COLORADO. 25 Colorado Springs.. 4 5 9 7 63 70 *0 *0 10 3, 220 382, 500 26 Cripplecreek . 1 0 1 6 39 45 0 0 0 14 3, 124 90, 000 Denver: 27 District No. 1 . 4 2 6 28 263 291 6 to 12, inc. 20 *19 10, 003 1, 000, 000 28 District No. 2 . 3 0 3 11 112 123 0 5 "o' 16 5,915 615, 000 29 DistrictNo. 17, 2 2 4 12 60 72 4 to 8 and high *0 *0 7 * 3, 000 375, 500 north. 30 Leadville . 1 1 2 4 28 32 *0 *0 5 1, 400 90, 000 Pueblo : 31 District No. 1 . 1 1 2 5 46 51 6, 7, and 8 *0 *0 8 1,900 250, 000 32 DistrictNo. 20. 1 1 2 3 51 54 High school *0 *0 12 * 1, 935 * 190, 000 first 2 years. 33 Trindad . 1 1 2 3 24 27 0 0 0 5 1,200 100, 000 CONNECTICUT. 34 Ansonia . 1 1 2 0 46 46 0 0 1 6 2, 382 110 000 35 Bridgeport . 5 3 8 4 163 167 *0 2 20 9, 000 767. 982 36 Bristol . 1 0 1 5 44 49 Above 4th. 3 0 12 1,917 108, 500 37 Danbury . *2 * 5 *7 3 65 68 0 0 1 18 3. 329 200. 000 38 Greenwich t . ...... 0 0 o 6 31 37 o 20 1, 885 a 277, 600 39 Hartford . . 19 192 211 8 and 9 10 1 17 8, 535 1, 317^ 600 Manchester: 40 Town schools . 2 2 4 1 24 25 *0 8 900 35, 000 41 Ninth district (in¬ 1 6 7 1 44 45 5 to 8 1 0 1 1, 200 50, 000 corporated). 42 Meriden t . 1 0 1 11 95 106 0 0 1 20 5, 250 413, 548 43 Middletown. ... _ 1 0 1 2 26 28 o It 4 1,468 1 35, 000 44 New Britain . 3 0 3 3 85 88 0 7 2 11 3,442 *100. 000 45 New Haven _ 11 8 19 25 365 390 10 7 45 15, 248 1, 392, 289 46 New London ...... 2 2 4 2 56 58 0 1 6 2, 492 300, 000 47 Norwalk t . 0 0 0 9 54 63 0 3 5 13 2,916 110, 700 * Statistics of 1895-96. t Statistics of 1894-95. a Value of sites and building. 2212 EDUCATION REPORT, 1896-97. Table 24. — Statistics of supervising officers, teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Begular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. 6 *03 a o pH | Total. Male. Female. Total. 1 o 3 4 5 6 7 8 9 io! !, _ 11 13 13 CONNECTICUT — COn. • 48 Norwich (central 1 0 1 2 33 35 1 4 *0 j 6 1, 260 $140, 000 district). 49 3 0 3 All. 1 12 1, 600 1 00, 000 50 Stamford . 2 2 4 11 74 85 7, 8, 9, and 2 i 20 3, 200 275, 000 high. 51 1 3 4 7 127 134 0 4 15 * 5, 420 * 627, 142 52 Willimantic* . 1 1 2 (4 7) 47 0 2 0 14 1,463 70, 000 DELAWARE. 53 "Wilmington . 2 1 3 5 221 226 High school. 0 0 28 10, 816 675, 505 DIST. OF COLUMBIA. Washington: 54 First 8 divi- 14 27 41 88 634 722 3 to 8, high. .... 14 70 30, 354 ) sions a. >3, 500, 000 55 Ninth to 11th 9 16 23 38 246 284 3 to 8, high. 0 6 24 10, 316 J divisions &. FLORIDA. 56 Jacksonville* . 4 0 4 41 115 156 0 0 90 6, 000 75, 200 57 Kevwest . . 3 1 4 7 25 32 * o * 0 12 2,400 26, 250 58 Pensacola* . 1 0 1 5 29 34 0 0 0 11 2, 000 38, 875 59 Tampa, _ 1 1 2 8 24 32 o 0 10 1, 700 11,000 GEORGIA. 60 Americus . . 1 0 1 3 28 31 0 o 3 1,250 26, 000 61 Athens . 1 0 1 6 25 31 0 o 6 1, 500 25, 000 62 Atlanta . 7 18 25 12 198 210 6 0 1 22 10, 436 440, 450 63 Augusta . 2 1 3 10 91 101 0 4 1 14 5, 000 125, 000 64 Brunswick . 1 0 1 3 16 19 0 *0 *0 3 1, 500 50, 000 65 Columbus . 2 2 4 8 46 54 0 0 1 9 2; 400 125, 000 66 Macon 2 1 3 17 120 137 * 0 * 0 51 7,500 197, 800 67 Borne . 1 1 2 3 23 26 0 0 0 5 1, 000 50, 000 68 Savannah . i 2 0 2 19 111 130 0 0 1 11 * 8, 300 * 300, 000 ILLINOIS. 69 Alton 1 1 2 4 30 34 * o * 0 5 1,550 90, 900 Aurora : 70 District No. 4 1 2 3 * 3 *22 *25 0 0 0 i 1 1, 100 * 94, 000 (west). 71 District No. 5 2 4 6 2 53 55 0 0 0 8 2, 350 205, 000 (east). 72 Austin . 4 5 9 2 46 48 0 0 0 8 2, 000 208, 000 73 Belleville . 2 0 2 16 46 62 0 0 0 7 3,188 155, 975 74 Bloomington ... _ 5 4 9 7 81 88 *0 * o 12 4,000 350, 000 75 Cairo . 1 1 2 5 38 43 6 0 0 10 1,948 116, 000 76 Canton . 3 1 4 3 42 45 0 *0 *0 8 1,599 150, 000 77 C li ain paJ °tl 1 0 1 5 28 33 *0 * 0 5 1,600 90, 000 78 Chicago . 147 130 277 237 4, 400 4, 637 Grammar and high. 53 33 c316 214, 562 *18,637,241 79 Danville _ 1 1 2 9 50 59 *0 *0 8 t 2, 800 1 165, 000 80 Decatur. .......... 2 1 3 8 71 79 * 0 *0 11 4, 200 253, 400 East St. Louis : 81 District No. 1 5 1 6 8 47 55 0 0 0 4 2, 233 450, 000 82 District No. 2, 1 0 1 1 4 5 0 *0 *0 1 220 25, 000 T. 2 N.,E. 10 W. 83 District No. 2, 1 0 1 2 12 14 0 0 0 3 806 61, 000 T. 2 N., B. 9 W.* * Statistics of 1895-96. t Statistics of 1894-95. a Including white schools of the city, and all the schools of the suburbs. & Including colored schools in the city proper. c Also 282 rented rooms. STATISTICS OF CITY SCHOOL SYSTEMS. 2213 Table 24. — Statistics of supervising officers, teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Regular teachers. Grades in which manual training is given. ; Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. % Female. Total. 1 2 3 4 5 4> 7 S 9 10 11 12 13 ILLINOIS— cont’ d . 84 1 3 4 3 90 93 0 0 13 3, 50C $331,700 Evanston : 85 District No. 1 .. 1 2 3 0 42 42 0 2 0 5 1,400 200, 000 86 District No. 2 1 0 1 0 23 23 0 *0 *0 2 1,200 135, 000 (S. Evanston). 87 District No. 3 0 0 0 1 7 8 0 *0 *0 1 300 * 20, 000 (N.Evanston). 88 Freeport* . 1 1 2 2 45 47 0 0 0 8 2, 200 97, 402 89 Galesburg . 2 1 3 6 65 71 9, 10, and 11 *0 *0 9 3, 100 215, 000 90 1 1 2 2 51 53 * o * 0 7 2,446 160, 000 91 2 2 4 7 106 113 * o * 1 16 5, 200 340, 000 92 Kankakee . 1 0 1 1 42 43 0 *0 *0 7 1,625 175, 000 93 94 1 o 1 3 23 26 0 6 1, 600 95, 500 95 1 1 2 2 32 34 *0 *0 7 1, 930 96 Moline . 1 8 9 6 64 70 7 to 12, inc. 0 1 9 3,420 350, 000 97 1 0 1 2 36 38 0 0 7 1,812 57, 300 98 Pekin . 1 0 1 29 34 0 *0 *0 6 1, 500 126, 600 99 14 10 24 3 170 173 *0 8 17 1 7, 800 f578, 000 100 Quincy . 4 2 6 7 90 97 0 0 0 12 *4, 150 288, 975 101 Rockford . 1 1 2 4 116 120 High school. 3 1 16 5, 147 356, 425 102 Rock Island i . 2 2 4 3 59 62 7 2,700 215, 000 103 Springfield . 1 2 3 14 89 103 7, 8, and 1st 0 0 12 4, 308 300, 000 Sterling : year high. 104 District No. 1. . 0 0 0 1 3 4 0 0 1 202 10, 185 105 District No. 3.. 1 1 2 2 17 19 0 ’*6’ *0 2 647 50, 000 106 District No. 8* . 1 1 2 0 11 11 0 2 535 42, 000 107 Streator . 1 1 2 2 48 50 0 0 0 10 2, 650 89, 200 INDIANA. 108 Anderson . 1 3 4 5 53 58 *0 *0 8 3, 000 192, 500 109 Bloomington . 1 2 3 *5 *20 *25 o o 3 1, 010 90, 000 110 Brazil . ] 0 1 7 19 26 *0 0 4 1,501 90, 550 111 Columbus . 6 2 8 9 27 36 0 0 0 6 1, 600 100, 000 112 Crawford s ville .... 1 2 3 3 33 36 0 0 4 1, 600 125, 000 113 Elkhart . 1 1 2 6 52 58 0 *0 *0 9 2, 700 180, 000 114 Evansville . 8 8 16 23 163 186 0 0 4 20 * 7, 800 607, 000 115 Fort W ayne . 2 9 11 4 124 128 17 5, 591 398, 875 116 Frankfort. . 1 1 8 30 38 Primary . 1 5 1, 700 125, 000 grades. 117 Goshen . . . 1 1 2 4 33 37 6 1,350 6, 500 118 Hammond . 1 1 2 2 30 32 0 1 1 5 1,323 116, 000 119 Huntington* . 1 0 | 1 5 38 43 0 0 0 5 1,940 149, 500 120 Indianapolis . 5 10 15 66 480 546 High school. 1 3 46 18, 830 2, 500, 000 121 J efter son ville * . . . . 3 1 4 5 39 44 0 4 0 5 1,712 t85, 000 122 Kokomo . 2 1 3 10 37 47 *0 *0 7 2, 100 118, 600 123 Lafayette . . 3 9 5 58 63 9 2,769 260, 000 124 Laporte . 4 2 6 5 33 38 3 o 6 f 2, 700 117, 000 125 Logansport . 2 0 10 50 60 0 0 0 8 2, 450 210, 000 126 Madison t . . 5 29 34 0 0 0 7 2, 200 85, 600 127 Marion . 1 1 2 10 57 67 *0 *0 10 3, 200 1 182, 000 128 Mi chigan City t . . . . 2 1 3 2 29 31 6 1, 450 100, 000 129 Muncie . 2 2 4 9 65 74 0 11 3, 333 150, 000 130 New Albany . 1 0 1 10 63 73 0 0 0 14 4, 500 211, 450 131 Richmond . B 1 4 8 64 72 2 o 9 3, 050 312, 000 132 Shelby ville . 1 0 1 7 29 36 0 0 0 6 1, 300 110, 000 133 South Bend . 1 4 5 5 75 80 * 0 1 9 3,456 293, 500 134 Terre Haute . ‘ 1 3 4 25 128 153 0 15 0 19 6, 910 483, 418 135 Vincennes . 1 1 2 2 28 30 *0 *0 5 1,300 *95, 000 136 Wabash . 1 1 2 2 36 38 0 0 5 2,000 *120, 000 137 Washington . 1 0 1 8 22 30 0 *0 *0 4 * 1, 600 100, 000 IOWA. 138 Boone . 2 0 2 2 44 46 *0 7 1. 700 120, 000 139 Burlington . 2 1 3 13 95 108 3 1 * o 12 5, 000 211, 000 140 Cedar Rapids . 1 1 2 *1 *111 * 112 0 12 1 0 16 4, 600 1 31-1.425 * Statistics of 1895-96. t Statistics of 1894-95. 2214 EDUCATION REPORT, 1896-97. Table 24. — Statistics of supervising officers, teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. Number of even- schools. Buildingsused for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 13 iowa — continued. 141 1 4 5 *3 *82 * 85 13 3, 600 * $200, 000 142 2 3 5 3 102 105 0 18 4, 758 283, 333 143 Creston . 1 0 1 4 33 37 0 0 0 9 1,760 125, 000 144 Davenport . 11 3 14 6 108 114 9 and high. 0 0 12 1 4, 898 400, 000 Des Moines : 145 North Side - 2 2 4 1 31 1 32 4 *0 5 1, 400 75, 000 146 East Side . 2 2 4 1 88 89 0 0 0 10 3,400 290, 000 147 West Side . 4 8 12 8 122 130 9 and 10 11 1 12 4, 591 550, 000 148 Dubuque . 2 2 4 9 111 120 0 4 0 17 5,160 365, 000 149 Fort Dodge . 1 0 1 3 30 33 0 0 0 7 1,500 120, 000 150 Fort Madison . 1 0 1 4 27 31 0 0 0 5 1,500 100, 000 151 Iowa City . 1 2 3 4 36 40 9 to 12, inc. 0 0 8 1,500 115,000 152 1 0 1 6 50 56 0 0 9 2, 500 230. 500 153 Marshalltown . 1 0 1 4 52 56 0 7 0 7 2, 400 500, 000 154 Muscatine t . 2 0 2 3 49 52 0 0 0 8 2, 500 127, 100 155 2 1 3 7 42 49 5 *0 5 1,674 130, 000 156 2 1 3 0 88 88 8 3, 500 260, 000 157 3 9 12 8 143 151 3 0 25 *6,032 750, 000 Waterloo : 158 East Side t . . . . 2 0 2 2 27 29 4 1, 000 58, 500 159 West Side . 2 2 4 0 17 17 0 2 *675 * 55, 000 KANSAS. 160 Arkansas City* _ 2 4 6 3 29 32 o 5 1, 850 125, 000 161 Atchison . 1 0 1 3 40 43 0 *0 *0 8 2, 422 107, 500 162 Emporia . 2 0 2 8 37 45 0 9 2, 250 115, 000 163 Fort Scott . 1 0 1 8 39 47 | 0 *0 *0 11 2, 200 110, 000 164 Hutchinson . 4 4 8 6 34 40 0 0 0 7 2, 400 120, 000 165 Kansas Citv . *1 *1 *2 18 110 128 *0 *0 19 6, 636 * 300, 000 166 Lawrence ." . 1 1 2 8 42 50 0 *0 *0 8 t 2, 100 150, 000 167 Leavenworth ...... 0 1 1 3 57 60 o o o 9 2, 633 102, 080 168 Ottawa . 1 0 1 4 30 34 0 o 4 1, 600 * 67, 000 169 Parsons . . 1 0 1 4 30 34 *0 *0 5 1, 900 123! 700 170 Pittsburg * . 1 0 1 5 30 35 0 0 0 5 1,860 125^ 000 171 Topeka . 1 0 1 16 104 120 0 0 0 20 6, 500 400, 000 172 Wichita . 2 1 3 6 79 85 0 0 0 16 4, 000 250, 000 KENTUCKY. 173 Bowling Green.... 1 0 1 5 21 26 0 0 0 3 1,278 30, 000 174 Covington. . . . 11 3 14 10 110 120 5 *0 12 4,437 237, 964 175 Frankfort . 1 0 1 21 22 6, 7, 8, and 1 0 2 850 50, 000 high. 176 Henderson t . 90, 000 177 Hopkinsville . 1 0 1 1 18 19 0 0 0 2 760 25,’ 000 178 Lexington . 5 2 7 4 78 82 1, 2, and 3 4 . . . . 8 3,400 120, 784 179 Louisville . 19 17 36 32 486 518 High school. 0 io" 44 28, 731 1, 200, 000 180 Maysville . 6 12 18 0 5 60, 000 181 Newport . 1 2 3 2 75 77 0 0 0 8 3, 338 300, 000 182 Owensboro . 1 1 2 6 34 40 0 *0 *0 6 2,200 125, 000 183 Paducah * . 7 2 9 9 34 43 0 7 2, 200 118, 000 LOUISIANA. 184 Baton Rouge . 185 New Orleans _ _ _ 7 22 612 634 0 10 o 60 28, 000 1, 200, 000 186 Shreveport . 2 0 ” 2 8 19 27 0 0 0 11 1, 359 30, 000 MAINE. 187 Auburn . 5 1 6 7 65 72 0 0 1 26 2, 750 140, 000 188 Augusta . *3 * 2 *5 4 43 47 0 0 0 20 3.104 100, 750 189 Bangor . 1 2 3 4 92 96 0 0 0 29 3, 960 275, 000 190 Bath . 1 l 2 3 40 43 0 0 0 15 1,700 100, 000 191 Bid deford . 1 0 1 7 38 45 o 1 22 1, 675 160, 000 192 Calais . . 2 1 3 3 30 33 0 *0 *1 13 *1, 728 40, 000 193 Lewiston . 5 2 7 2 73 75 0 o 2 21 275, 700 194 Portland * . 6 3 9 7 142 149 7, 8, and 9 4 1 18 6, 700 300i 000 195 Rockland . 1 1 2 2 36 38 0 0 0 9 1,500 80, 291 196 Waterville . 1 2 3 1 37 38 0 0 11 1, 280 100,000 Statistics of 1895-96. t Statistics of 1894-95. Ta 197 198 199 200 201 202 203 204 205 206 207 208. 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 or: n STATISTICS OF CITY SCHOOL SYSTEMS. 2215 ilk 24. — Statistics of supervising officers, teachers , property , etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. I MARYLAND. Baltimore _ Cumberland . Frederick . . Hagerstown! _ _ _ MASSACHUSETTS . Adams _ Amesbury . Attleboro . . Beverly . . . . Boston . „ . Brockton. . Brookline . . Cambridge _ Chelsea . . Cbicopee . . Clinton . Everett t . . Fall River . . Fitcliburg . Framingham . Gardner . . Gloucester . . Haverhill . . Holyoke _ _ B ydepark . . Lawrence . . Lowell . Lynn . Malden . Marlboro . Medford . Melrose _ _ Milford . . Natick . New Bedford Newburyport Newton . North Adams N orthampton Peabody . Pittsfield . Plymouth Quincy . Revere . Salem . Somerville _ Southbridge . . Spencer . Springfield . . . Taunton . W akefield Waltham . W estfiehl Weymouth. . . Woburn . W orcester. . . . Supervising officers. Regular teachers. Grades in which manual training is given. N umber o f kinder¬ gartens. even- ls. o © . GG Seats or sittings for study in all public schools. Yalue of public property used for school pur¬ poses. Male. Female. Total. Male. 6 CS a <0 PR Total. o o O J3 is c , £ 2 & ScuT II ■ •—* o £ cfl n 2 3 4 5 7 § 9 i° ii 12 13 4 2 6 141 1, 576 1, 717 1 to 8, inc, and 0 15 130 79,785 $2, 965, 000 Poly tec h- nic Inst. 1 0 1 3 18 21 0 0 0 5 716 33, 800 1 0 1 8 32 40 0 0 0 7 2, 010 58, 000 2 1 3 5 40 45 *0 2 9 2, 088 200, 000 3 3 6 2 33 35 0 0 0 17 1,400 75. 000 1 2 3 4 43 47 0 0 0 16 1,594 106, 600 3 0 3 3 51 54 0 0 1 12 2,400 200. 000 20 7 27 205 1, 496 1, 701 Grammar 64 18 219 76, 459 110,400,000 grades. 3 2 5 12 143 155 High school. 0 3 30 396, 900 2 6 8 7 103 110 Grammar 11 1 ,17 3, 259 910, 455 grades. 4 10 14 21 316 337 High school. 9 7 36 1, 250, 000 2 0 2 7 101 108 *0 1 11 5,138 a 519, 000 4 0 4 1 52 53 0 0 6 12 2, 775 200, 000 2 1 3 2 44 46 0 1 2 11 2, 050 171, 500 2 2 4 9 70 79 4 to 9 0 1 10 3,400 1 3 4 18 310 328 High school. 3 17 47 13, 690 1, 520, 000 4 2 6 11 105 116 9 to 12, inc. 0 2 23 4, 870 580, 350 2 1 3 5 46 51 1 17 2, 584 130. 800 3 0 3 1 43 44 0 0 2 12 1, 941 108, 310 4 8 7 3 109 112 22 4, 725 320, 000 2 3 5 5 139 144 5 to 13, inc. 0 3 39 532. 525 8 14 22 9 143 152 16 t 5, 183 t 402, 846 10 0 10 7 43 50 0 0 2 8 2, 129 100. 000' 2 4 6 12 198 210 High school. 1 27 28 7, 775 644. 000 4 j 7 11 15 240 255 10 and 11 12 14 53 12. 000 1, 369, 950 1 0 1 17 220 237 High school. 0 1 48 10, 542 1, 205, 000 1 0 1 10 133 143 10, 11, and 1 1 18 5, 000 757, 893 high. ♦ 2 1 3 1 63 64 0 0 1 9 2, 400 181. 004 1 1 5 6 11 64 75 7, 8, and 9 4 1 18 * 3, 000 * 370, 000 4 i 1 5 4 58 62 0 0 0 13 2, 140 190, 000 1 2 3 1 38 39 0 0 0 15 * 1, 937 1 2 3 4 42 46 *0 1 12 2, 284 100, 000 6 8 14 11 168 179 7, 8, 9, and 6 25 7,424 753, 000 first year high. 1 0 1 4 37 41 0 0 2 12 1, 880 99, 284 3 0 3 17 134 151 0 12 2 26 5, 510 632. 050 3 5 8 4 67 71 0 1 14 11 2, 576 271, 900 1 3 4 4 72 76 2 to 9, inc. 1 6 21 3, 150 279. 800 1 2 3 4 44 48 0 3 8 2, 000 120. 000 4 2 6 3 95 98 0 0 4 25 4, 293 450, 000 2 1 3 5 41 46 0 0 0 27 1,750 * 175, 000 1 2 3 10 87 97 0 3 12 403, 450 1 0 1 3 38 41 0 0 0 7 1,800 101, 000 2 2 4 10 109 119 Grammar. 5 2 19 5, 350 455, 000 4 2 6 18 201 219 High school. 4 5 25 9, 641 920, 0U0 1 2 3 2 26 28 5 and 6 0 4 10 1,118 59, 144 1 0 1 3 39 42 0 0 6 16 * 1, 728 * 127, 200 6 11 17 14 231 245 8, 9, and high 5 6 31 7,876 J 1, 085. 407 1 0 1 13 103 116 0 0 6 34 4,974 350, 000 2 1 3 2 39 41 0 0 0 10 150, 000 1 0 1 15 78 93 6, 9, and high. 0 3 14 2, 934 326. 938 2 1 3 5 46 51 0 0 1 19 1, 900 228, 000 2 0 2 8 46 54 0 0 0 20 2, 550 146, 000 3 1 4 5 57 62 1, 2, 3, and 4. 1 14 3, 179 224. 050 1 1 2 48 418 466 High school. "i 16 59 21, 153 1 1,952,593 * Statistics of 1895-96. t Statistics of 1894-95. a Real estate. 2216 EDUCATION REPORT, 1896-97. Table 24. — Statistics of supervising officers, teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Begular teachers. Grades in which manual training is given. 1 Number of kinder - ! gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 io 11 12 13 MICHIGAN. 252 2 2 4 2 33 35 * 0 *0 6 1, 713 $147, 000 253 Alpena . 1 1 2 4 33 37 0 1 9 1, 632 80, 126 254 1 0 1 7 53 60 *0 *0 7 «1, 927 210, 000 255 Battlecreek . f 2 1 2 t 4 2 68 70 5 10 1 2, 653 229, 000 256 Bay City . 1 6 7 4 103 107 6 0 *3 12 4, 994 *275, 000 257 Detroit . 17 42 59 19 667 686 0 2 8 62 31, 095 2, 770, 000 258 Escanaba . 1 0 1 0 25 25 0 2 0 7 1,172 74, 000 259 Flint . 1 2 3 6 48 54 0 0 0 8 2,100 200, 000 260 1 1 2 2 26 28 1 *0 7 1, 300 50, 000 261 Grand Bapids . 4 27 31 12 315 327 6 7 0 35 15, 520 tl, 172, 723 262 Holland . 1 1 2 1 35 36 2 5 1, 600 75, 000 263 Iron Mountain.... 1 0 1 1 36 37 0 0 ”6 6 2,100 * 120. 000 264 Ironwood . 1 2 3 2 36 38 0 2 0 7 1,136 97, 684 265 Ishpeming . 1 2 3 5 52 57 High school. 2 i 6 2, 216 125, 000 Jackson: 266 District No. 1. . 1 2 3 5 44 49 8 to 8 1 1, 995 130, 000 267 District No. 17. 1 1 2 4 31 35 0 0 0 8 1, 500 *100,000 268 1 1 2 3 82 85 *0 *0 10 4, 000 400, 000 269 Lansing . 1 0 1 4 69 73 6 *0 *0 12 2, 897 172, 500 270 Ludington . 1 o 1 4 38 42 5 1, 692 100, 000 271 Manistee . 2 1 3 5 54 59 0 0 6 2, 540 1 103, 500 272 Marquette . 0 2 2 4 32 36 0 *0 *0 8 1, 755 *115,000 273 Menominee . 1 3 4 4 50 54 5 *0 9 2, 240 * 156, 000 274 Muskegon . 2 2 4 4 92 96 9 and 10. 8 0 20 4, 000 500, 000 275 Owossof . . 1 0 1 4 30 34 0 4 1,900 ' 115,000 276 Port Huron . 1 0 1 2 70 72 0 0 14 3,540 224, 927 Saginaw : 277 1 East Side. ..A . 1 1 2 10 125 135 6 *0 13 5, 281 * 390, 722 278 West Side* 1 2 3 6 87 93 0 1 0 11 3,500 208, 717 279 Sault Sainte Marie 2 1 3 3 30 33 0 0 0 8 * 1, 218 70, 000 280 Traverse City . 1 2 3 4 37 41 0 4 5 1,665 120, 000 281 W est Bay City t . . . 1 0 1 6 52 58 0 7 "o’ 8 2, 254 100, 000 MINNESOTA. 282 Brainerd . 0 0 0 1 32 33 6 1,800 122, 700 283 Duluth . 15 3 18 14 197 211 High school. 14 5 30 10, 500 1, 750, 000 284 Faribault . . 2 2 4 2 26 28 0 0 0 9 1,300 75, 000 285 Mankato* . 1 1 2 5 36 41 0 0 0 6 2, 000 150, 000 286 Minneapolis . 8 45 53 13 705 718 4 to 8 inc. 0 7 53 31, 000 2, 500, 000 high. 287 Bed Wing . 1 2 3 2 40 42 0 5 1, 700 65, 000 288 St. Cloud . 1 2 3 1 26 27 1 to 18 inc. 0 0 5 1,100 50, 000 289 St. Paul . 17 16 33 39 488 527 4 to 8 inc. 27 46 *20, 000 *2, 496, 824 high. 290 1 Stillwater t . 2 1 3 3 42 45 Grammar 0 .... 7 1, 600 187, 000 and high. 291 Winona . 2 2 4 7 83 90 0 7 4 9 3, 525 450, 000 MISSISSIPPI. 1 292 1 Columbus . 1 0 1 5 14 19 0 0 ! 0 3 1, 340 35, 000 293 Jackson . 2 1 3 3 24 27 0 0 0 4 1,250 45, 000 294 Meridian . 3 4 7 7 34 41 0 0 5 t3, 000 50, 000 295 Natchez t . 3 0 3 2 26 28 6 1 0 2 950 30, 000 296 Vicksburg* . . . 4 3 7 3 45 48 0 4 0 5 2, 500 133, 000 MISSOURI. - 297 Carthage . 1 0 1 10 34 44 0 0 0 9 1,700 110, 000 298 Chillicothe . 1 0 1 6 21 27 1.... 6 1,417 50, 000 299 Clinton . 4 1 5 5 27 32 1 . 5 1, 560 69, 000 300 Hannibal . 4 1 5 3 54 57 0 1 0 0 10 2, 709 110, 000 301 Jefferson City t. - - - 2 0 2 5 15 20 0 1 4 1, 200 80, 000 302 Joplin . 1 0 1 9 51 60 l 0 0 10 3, 456 120, 000 * Statistics of 1895-96. t Statistics of 1894-95. a This does not include the high school, where seats are provided only for recitation, and studying is done at home. STATISTICS OF CITY SCHOOL SYSTEMS. 2217 Table 24. — Statistics of supervising officers, teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising oificers. Regular teachers. Grades in which manual training is given. F-l ® •d a o-g ® ej rO fcjD 3 3 Humber of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. 6 *03 a Eemale. Total. Male. Eemale. Total. 1 2 3 4 5 6 7 8 9 10 11 12 13 Missouri— cont’d. 303 1 1 2 52 373 425 3 38 21, 875 $1, 800, 000 304 Moberly . 1 1 2 10 26 36 0 0 ”6’ 5 1,936 85, 000 305 Nevada . 1 0 1 5 29 34 0 0 0 7 1,700 60, 000 306 1 1 2 2 12 14 *0 *0 2 900 33, 000 307 St. Joseph . 1 0 1 12 156 168 0 0 0 23 8, 050 615, 000 308 13 13 26 87 1,507 1, 594 100 8 124 58, 872 4, 865, 380 309 Sedalia* . 1 1 2 6 66 72 0 0 0 11 3, 250 155, 500 310 Springfield . 2 1 3 6 58 64 0 0 0 11 *3, 920 200, 000 311 2 0 2 1 21 22 *0 *0 3 1, 200 65, 000 MONTANA. 312 Butte . 2 0 2 12 86 98 0 0 0 22 5, 000 380, COO 313 Greatfalls . 1 1 2 6 31 37 0 0 0 10 1,600 300, 000 314 3 2 5 2 44 46 10 1 2, 500 437, 724 NEBRASKA. 315 Beatrice . 2 0 2 8 29 37 0 0 0 8 1, 914 150, 000 316 1 0 1 1 37 38 0 o 9 1, 840 129, 500 317 Grand Island . 1 2 3 4 37 41 0 o 5 1 1, 722 130, 000 318 Hastings .......... 1 o 3 2 29 31 *0 *0 5 1,400 94, 000 319 Kearney . 1 0 1 1 3 4 0 0 0 6 1,200 205, 000 320 Lincoln . 2 0 2 13 121 134 *8 0 18 6, 500 39, 000 321 Nebraska City * . . - 2 | 0 2 !5 !30 1 35 0 0 0 8 1,500 82, 700 322 Omaha . 2 15 17 7 298 305 9, 10, 11, and 21 *0 38 13, 265 a* 1,600, 700 12. 323 Platts mouth . 1 0 1 0 22 22 0 0 0 9 *1, 200 t45, 700 324 South Omaha . 1 2 3 2 52 54 10 2, 200 180, 000 NEW HAMPSHIRE. 325 Concord (Union 1 0 1 1 53 54 7 to 13 inc. 4 0 13 2, 550 375, 000 district). 326 Dover . 2 1 3 4 37 41 0 0 1 14 1,602 150, 000 327 Keene (Union dis¬ 1 0 1 3 29 32 0 0 1 8 1,200 100, 000 trict). 328 Manchester . 10 o 12 12 103 115 Higher gram¬ 0 5 24 5, 184 225, 000 mar. 329 Nashua . 3 1 4 0 81 81 0 4 *0 20 1 2, 504 280, 648 330 Portsmouth . 3 2 5 4 38 42 2 9 1, 604 200, 000 NEW JERSEY. 331 Atlantic City . 2 1 3 3 59 62 8 to 12 inc. *0 *0 5 2, 900 165, 000 332 Bayonne . 6 2 8 0 92 92 0 0 2 7 3, 405 254, 000 333 Bridgeton . 1 0 1 1 45 46 0 *0 *0 6 2, 290 90, 000 334 Camden . 6 0 6 t 217 220 1 to 12 inc. 0 7 20 1 8, 860 a 507, 935 335 Elizabeth . 6 5 11 8 106 114 to t 0 10 5, 000 312, 000 336 Harrison . 0 0 0 3 15 18 *0 2 2 800 50, 000 337 Hoboken . 1 0 1 11 151 162 2 to 5 inc. 0 1 8 6, 424 *258, 000 338 Jersey City . 18 23 41 3 463 466 0 0 7 23 20, 745 1, 174, 767 339 Longbranch . 1 3 4 5 43 48 1 o to 9 2, 500 200, 000 340 Millvillei . 5 40 45 13 2, 592 82’ 500 341 Morristown *1 *0 *1 1 26 27 *0 *0 3 *1, 060 *90, 000 342 Newark . 30 9 39 14 554 568 14 12 57 29, 480 1, 807, 875 343 New Brunswick! 3 58 61 7 2, 905 163, 000 344 Orange . 4 1 5 3 56 59 All. *0 *0 5 2, 441 210, 000 345 Passaic . . 3 2 66 68 5 to 8 inc. and 7 5 8 3, 115 195, 167 high. 346 Paterson 20 2 22 302 8 and high. 16 4 20 12, 780 692, 500 347 Perth Amboy . 1 0 1 2 31 33 *0 *0 5 1, 614 105’ 000 348 Phillipsburg . 1 0 1 4 35 39 3 to 6 inc. 0 0 6 1,690 100, 000 349 Plainfield . 2 1 3 4 56 60 0 4 0 8 2,676 233, 000 350 P,a,bwa,y * _ _ 4 22 26 0 4 1, 203 47. 782 351 ' ; Town of Union 4 1 5 3 40 43 9 and 10 2 1 3 2, 240 150, 000 (P. O. Weehaw- ken). 352 Trenton* . i * 7 11 2 1 159 161 0 1 5 24 7, 489 478, 9?6 * Statistics of 1895-96. t Statistics of 1894-95. a Heal estate only. 2218 EDUCATION REPORT, 1896-97. Table 24. — Statistics of supervising officers , teachers, property, etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Regular teachers. Grades in which manual training is given. 1 Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sitting for study in all public schools. Value of public property used for school pur¬ poses. 6 i Female. 1 Total. 6 *3 6 "cl g s pH Total. 1 j 3 4 5 6 7 8 9 10 11 12 13 NEW YORK. 1 353 Albany . 16 12 28 8 267 275 High school. 18 3 21 12, 967 *$1,100,000 354 Amsterdam t . 2 0 2 1 45 46 0 0 0 to 2, 300 355 Auburn . 4 7 11 5 95 100 0 0 0 15 4, 187 300, 000 356 1 0 1 0 30 30 o o 7 1, 500 203 422 357 Binghamton . 1 2 3 12 169 181 9 to 12 inc. 12 *0 19 7) 280 392! 895 358 Brooklyn . 74 175 249 156 2,886 3, 042 High and 2 13 141 133, 118 10, 281, 088 truant. 359 Buffalo . 55 76 131 8 1,017 1,025 8 and 9 0 14 85 50, 435 3, 175, 882 300 Cohoes . 1 0 1 2 67 69 0 2 3 12 2, 560 175, 000 361 Corning . 1 1 2 0 31 31 Primary. 0 0 3 1,688 135, 000 362 Cortland . 1 0 1 1 23 24 0 0 0 5 1,164 100, 000 303 Dunkirk . 1 0 1 2 49 51 0 0 0 9 1,550 180, 000 Edge water : 364 305 0 0 0 1 8 9 2 400 20, 000 ville* (a). 366 Stapleton (b) ... 1 1 2 2 26 28 Truant class. 0 0 1 1, 157 120, 000 367 7 3 10 0 136 136 0 o 11 *6, 100 *51, 900 308 Flushing . *1 *2 3 1 28 29 0 1 0 *2 1 1, 500 *134| 487 369 Geneva. . l 1 2 2 46 48 7 to 9 4 0 5 1, 543 131, 329 370 Glens Falls* . 1 1 2 0 30 30 0 1 0 4 1, 237 100, 000 371 Gloversville . 1 0 1 1 59 60 0 4 0 8 3, 104 136, 843 372 Hornellsville . 1 1 2 1 47 48 0 0 0 5 2, 500 100, 000 373 Hudson . 1 0 1 0 29 29 0 0 0 3 1, 528 80, 000 374 Ithaca . 2 2 4 5 43 48 6, 7, and 8 0 1 7 2, 130 170, 000 375 Jamestown . 1 3 4 4 97 101 All. 9 0 14 3, 974 320, 892 376 Johnstown . 1 2 3 2 35 37 0 0 0 5 1, 916 128, 975 Kingston : 377 Kingston school 1 2 3 6 34 40 0 o 6 2, 074 206, 500 district. 378 District No. 2.. 1 0 1 2 18 20 All. 0 0 1 1,000 50, 000 379 District No. 3.. 1 0 1 2 11 13 1 1 500 35, 000 380 District No. 4.. 1 0 1 1 7 8 1 356 15 000 381 Lansingburg* .... 1 0 1 1 54 55 0 4 0 5 tl, 700 99, 700 382 Littlefalls . 1 0 1 3 25 28 0 4 1, 350 82, 350 383 Lockport* . 1 0 1 6 66 72 0 0 0 9 3, 992 320, 000 384 Long Island Cityt- 7 1 8 1 135 136 0 0 2 14 7, 200 554, 000 385 Middletown . 1 2 3 3 42 45 0 0 0 6 1,920 150, 000 386 Mount Vernon.... 3 0 3 2 70 72 1 0 7 1 3, 310 269, 700 387 In evv Brighton . 388 New burg . 5 2 1 7 *10 "81 *91 8 to 12 inc. 0 0 6 3, 357 323. 125 389 New Rochelle . 1 7 1 8 1 56 57 0 5 0 5 1,700 168,848 380 New York . 85 193 278 324 4,199 4, 523 All. 22 32 156 244, 691 26, 500, 000 391 Niagara Falls . *4 *5 *9 3 58 61 0 4 1 7 2, 485 150, 000 392 North Tonawanda 3 1 4 5 42 47 0 4 1 4 1, 650 115, 000 393 Oo-dfvnshnrg _ 394 OlnflTl f _ _ 3 1 4 1 40 41 6 2, 000 95, 000 395 Oswego . . 1 0 1 3 78 81 0 14 3, 700 178, 540 Peekskill : 396 District No. 7.. 1 2 3 1 17 18 0 0 0 2 800 35, 850 397 District No. 8.. 1 1 1 2 1 12 13 0 0 1 715 60. 000 398 Plattsburg . 1 0 1 2 38 40 0 0 0 7 1,650 66, 309 399 Port. .Tfvrvis _ .. 1 2 3 2 39 41 *0 2 5 1,900 80, 000 400 Poughkeepsie . 2 2 4 3 82 85 0 0 0 12 3, 000 153, 488 401 Rochester . 2 3 5 20 633 653 0 13 4 46 20, 903 1, 414, 000 402 Rome . 1 2 3 3 42 45 0 0 0 9 2, 017 90, 000 403 Saratoga Springs.. 2 0 2 4 49 53 0 5 1 6 2, 600 200, 000 404 S cli en 6C t a <1 y * tl to fl 2 57 59 1 7 2, 800 1 145, 000 405 Sin0- Sing ......... 1 o 1 0 24 24 3 6 2 947 75, 000 406 Syracuse. . . . 20 5 25 20 273 293 High school. 6 3 32 16, 395 1, 018, 000 407 Tonawanda 1 2 3 1 34 35 *0 *0 7 1,600 * 60, 000 408 Troy . 2 1 3 18 176 194 0 0 0 18 6, 125 510. 426 409 Utica . 3 3 6 11 179 190 5 to 8 inc. 11 3 23 7, 281 525, 000 410 Watertown . 2 2 4 5 95 100 0 0 2 11 3, 800 200, 000 411 Watervliet* . 1 0 1 1 33 34 0 0 0 8 1,582 75. 000 412 w b aven 1 5 6 0 33 33 5 1,700 125, 000 413 Yonkers . 2 I 2 1 4 High school. 5 3 12 4,300 513, 000 * Statistics of 1895-96. t Statistics of 1894-95. a J. W. Barris, principal, b A. Hall Burdick, principal. STATISTICS OF CITY SCHOOL SYSTEMS. 2219 Table 24. — Statistics of supervising officers , teachers , property , etc., in city schools of over 8,000 inhabitants in 1896-97 — Continued. City. Supervising officers. Regular teachers. Grades in which manual training is given. Number of kinder¬ gartens. I Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. -2 a ' co g^T • <&■ HNHCONWh tH rH • •sosodjnd Xooqos joj posit Ajje -do.id opxqnd jo ouxb^ QB ooo©® o o ooooooo o ooo ooooo o o ooooooo o ooo ooooo o o ooooooo O o O 00 ooooiftief o' co © irf »rf © ©~ irf cf o'" © © c-T NHNHW "P •ee- — i r-i •sjooqos oi{qnd j[B ut £pnjs JOJ sgutJJI8 ’jO SJB9g 700 500 650 700 650 920 1, 100 1,200 1,000 1, 075 1,400 1, 351 1, ooo 950 500 792 1, 168 •S9sodjnd xooqos joi p 9 s ti Bgnipxinq 3 — 1 (MCOCCCOC^ (M CO ^ co C5 00 ^ ^ Hi C3 Hi CO Regular teach¬ ers. ‘lBl0X Nt>HOOO 03 00 HCi^OS WOOH CD CO tH rH HHHH r— 1 r-i C3 r-i D3 CO Hi DOHid tH HHCKNH CO H O ID © CD 00 tH Hi CD 03 ! © • CO » 9[BK © ONOHiO 00 03 Hi 05 tH ~lOtH~ • In' tH tH . • © © © © © © ©~ HO ; City. ALABAMA. Bessemer . Eufaula . Florence . New Decatur . Tuscaloosa . ARIZONA. Tucson . . . . ARKANSAS. Helena . CALIFORNIA. Napa . Riverside . Santa Ana . Santa Barbara . Santa Cruz . Santa Rosa . Yallejo . COLORADO. Aspen . CONNECTICUT. Derby . East Hartford . rH C3 CO Hi VO CO tH CCOOHNCOMl ID © tH CO Table 27. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 2246 EDUCATION REPORT, 1896-97. " •9JUJipU9dX9 © $7, 686 24, 725 8, 500 39, 706 13, 000 6, 730 14, 713 8, 173 4, 200 7, 471 8, 489 12, 783 2, 904 4, 375 18, 200 20, 000 ’SJ90 -igo SuisiAjodns pun 8J9i[0B9q.’ jo S9ijbx«S © H OOOtOrHOOiO O CO O O CO O O O rHONOrf OWH O rH O © L- tH © N O (oVocdhOL'io go o coin d co“ ^ cf •ee-rH HHH rH rH iH •sesodjnd JOOqOS joj pgsn AjJO -dojd ojxqnd jo oopA OB $30, 000 21, 000 100, 000 60, 000 21, 250 195,000 12, 500 7, 000 25, 000 30, 000 55, 000 9, 000 10, 500 95, 000 60, 000 •sxooqos oixqnd xi^ ni Apnjs joj sSuijjts JO fe'J09g THiOOOlOO • © o O OO OO - »0 © rH © O t>» O (M CO H CO 05 • © CO CO © d ^ OO LO l- ^ H •sosodand jooqos joj x>osn eSaipxmg; 16 lOHLOHlO^HO CO O COCO rH CO d COlO^ rH rH rH Regular teach¬ ers. •pnoi *5 H WCOONHOOO d Cl HO Ih d tH rHdd^COdrHd rH Cl rH rH HH rH Cl CM •9X0X09^ 14 ^lOCOOOOOO rH l> HH OOO O H CO CO HOH^lMC^ 01 rH rH HH HH ri Cl Cl •9IUK W H H H Cl N Cl • rH • rH lO kO CO HH rH rH •SJ90TXJO SutSTAjadng « rH Cl 1 H CO H CO rH • Cl rH HH HHHH •com? -puojj'B •£xi'BP oSnjaA'y 11 fflwooTfH > at < co mo cow mrnooo mooo-^icJ5t-*io ■ o 05 05 ooo o -at - oo SS t-j o t- Different pupils en¬ rolled in public day schools. t*wl GC CDWmOOH • CD O CO 05 CO -^1 O CO O 'it 05 O -it 05 CO r— t t— t • Tft O r-t COCO O5C30 lO SO C- CO t- w co -at -eft os ;o co oo ooo -atco ococoea •OXBOTO^ ■ CO Cl ! © kO ! kO O HO kO O t-dNCl iHLS iHH iO Cl O ^ rH 00 CO C5 00 • COM • ^ • O CO t* ^ CO Cl ^ Cl CO O CO © • O CO -OO » Cl O O OOO © H H (M h- . COH » © © » H< IH rH C5kO rH O N O CO GO • O CO • tH Cl C0C1 Cl ^ Clcoouo •sxooxxos xnrqoojnd pun ejuAijd ui exidnj *3 OOXMH » O 00 • • OO O • t I ci ! Cl O ^ O rH • O Cl • • 00 CO Cl • • • rH • t> • H M * • Cl •••rH* • ■ • • • i • School popula¬ tion. •oSb ens -U90 - xooqos jo uojpxxqo * 740 1, 400 767 2, 334 1, 464 856 787 1, 462 900 1, 609 1,400 639 1,102 1,090 1, 419 1, 729 1, 580 •9°B snsuoo-xooqog M 4-16 4-16 4-16 4-16 4- 16 5- 16 4-16 6- 21 6-21 6-18 6-18 6-21 6-21 6-21 6-21 6-21 6-21 •(pajminjso) 2.681 uoijnxndoj « 4, 000 7,000 4, 200 4, 500 4, 500 6, 000 6, 000 3, 300 4, 700 2, 400 4, 700 6, 420 5,390 City. H CONNECTICUT— cont’d. Milford . Naugatuck . New Milford . Torrington . Wallingford . West Haven . Westport . Winchester . DELAWARE. Newcastle . . FLORIDA. St. Augustine . GEORGIA. Albany . Griffin . ILLINOIS. Belvidere : North . South . Braidwood : North . South . Centralia . Charleston . . t- CO 050 CO ITS o r-tCN| ISslllIisiili t-~ oo c-^ o' in j-T o' t-^aT aJVT cfcT 9,000 10,432 10, 985 11, 247 8,070 13, 500 9, 975 9, 957 10, 990 10, 729 13, 257 13j 047 12,500 16, 681 10,000 llsiii o' 8, 400 10,350 8, 835 20, 000 is iiiiiiiiiii 5?S ;g§g'§3g§Si8 iiiiiiiiii SSSSSSSSgg 61, 000 102, 000 50, 000 100, 000 40, 000 25, 000 2, 800 92, 700 75, 000 100, 000 106, 200 lill SS'SI'I in jr-T 1,420 1,300 1, 400 1, 300 886 1,800 1,200 1, 100 000 ‘I 700 1, 100 950 590 1, 200 1, ioo 975 1, 200 1, 326 1,125 1,470 1,250 1, 350 900 iisiii 1, 285 i, 000 eo ^ co o co ir CO ^ CO o tM ^ CO w co in-5«in -«< eo-o w CC (N CQ lO 18 20 19 21 £383 338 s 19 24 22 S888S3 OO 13 04 H H ig ooi>o cr £883 41 21 24 o rH t- a> t- 38S288 22 18 11 j CO CO CO 04 H to d' in la (D to CO ; iriV *oViO City. - MAINE. Belfast . Brewer . Brunswick . Eastport . Ellsworth . Fort Fairfield . Gardiner . . . Houlton . Oldtown . Saco . Sanford . . MARYLAND. Cambridge . MASSACHUSETTS. Abington . Amherst . Andover . Arlington . Athol . Belmont . Blackstone . Bradford . Braintree . Bridgewater . Canton . Concord . & SS§sSSSS-SSSS| STATISTICS OF CITY SCHOOL SYSTEMS. 2249 27, 370 14, 413 15, 780 25, 543 14, 780 19, 145 30,103 18. 869 19, 145 21, 923 13, 221 46, 804 27, 478 17, 473 19, 212 22, 008 14, 374 18, 787 10, 361 14, 164 16, 326 21, 189 26, 102 19, 397 34, 322 22, 666 16, 000 33, 097 20, 967 in isimisg ;§§>§ 3“S ;SfSS'3SS§3 jSS'S aSglllsISlIililllsSsills of gf o' co" ao cf afco m io ©" h oT ^ co o id i> h h « o r- IS is 14, 555 9, 600 21,341 14, 368 IIS issllllslllss ““a" ;3'a5°r“a'3"'ss'c-'2' liiliif !!§!!§!!!! illlll o 107, 000 55, 000 125, 000 156, 910 55, 000 10, 000 47, 000 80, 000 57, 500 40, 000 90, 000 50, 000 40, 000 65, 000 40, 000 50, 000 100, 000 50, 000 55, 000 60, 000 li ii iiii i il rfA- !h; h : : 1, 502 1,544 1,200 1,254 1,100 875 975 1, 000 1, 000 1,180 ii rH i illl : hh iisi isSiimisi i : ,-Tr-T j rH rH rHrH j QH°OOOJOOiflON^I> CUC>CCOL-Ot-COaOt>CS 00 O CO O0 H rH 37 16 S*S8SS£33SSSS;S;3S WCOCQ^WHtMlONW^ HHHHWHHHNHIM IO rH HWWHHHWINNNHHM * H CO CQCOCO^CO^COrrl HW^NCOH HHOJCOC^KMlMHHHHCOCQC^WH IsllIlalllellllslsISIslsS HH r-T rH HH 506 653 1, 182 710 790 s ilglellsSsggl rH j ^ rH~ rH 242. 550 234, 432 138,775 192, 146 100, 392 122, 320 217, 745 123, 520 188, 860 165, 628 139, 140 176, 700 213, 732 196, 774 170, 168 128, 064 140, 928 122, 650 138, 195 134, 640 173, 850 176, 320 135, 360 176, 102 97, 152 118,193 218, 670 123, 609 143, 780 174, 580 185, 000 191, 140 136, 710 166, 646 132,275 103, 686 164, 820 194, 056 139, 913 215, 670 133, 952 140, 250 172, 854 SSSsS§SilSStli§ 8 SsssSsilssisiS sSSsSSsisssliiss 9 8gSiSI3SB3§N8SSg8aiSSSSs HHHH r-T hHHHHHHh rH rn'rH' rH IBI1 IllllgSlISslllSI rH *— 1 rH rH rH rH rH t— 1 rH rH rH 3SS3 ilill i illls 1 i^slssl i slsl §S331913S183S33g Isll igg|§ i ilSSs 1 iaslill i lies IIIsISSsIIbISsIS is j :§ j is? : i ;§ : : j : : i§ i i :§5 I'* S 11 i js illia il|| 8S322S38SS!g3S!8fMS§S13a HH rH- -T rH- HH rH rH rH~ S 1 SS S£ 3 2 SI SS IS 83 IS SS inin-Hiin'HininHiminminmiOHfiHiininHjinHijin'Hiinin ininooinininininintninooininooinininooinooinininin m oo oo oo in in in in in in in m in in in in in in in in iiiiiiiiiiigiiiiitsiii ii i 4, 229 5, 300 6, 300 5, 000 5, 000 IIISISIIII ills " *£ *£ i n •«# in t>^rin'o''ar so t> t-T j ; ; ccT in' t> • -hT in oicf «cf Table 27. — School statistics of cities and villages containing betiveen 4,000 and S,000 inhabitants — Continued. 2252 EDUCATION REPORT, 1896-97. •OJiijipuodxo irajox 1 $5, 200 8, 175 12, 000 5, 060 37, 496 33, 981 21, 000 20, 158 15, 846 13, 748 35, 000 61, 404 13, 700 17, 300 16, 500 23, 000 12, 500 23, 633 11, 000 18, 890 *ej90 -rgo SuieiAjedns para sjaqoraoj’ jo e9!J«irag © mi ii gsiiiiiiiiiiiinigs s£s‘-‘ as “■'as'aa»sssa”ssasrf3-‘s •S9SOdjTld looqos joj posn iCjaa -doad oqqnd jo otqra^ 30 H 1111 11 lllllllllllllilllll 8§S“i' || S8g|BSSgSeS3|SSgS8!S3 •sxooqoe oijqnd pra ni Apnjs joj sffaijjie 'jo sjraas b I ig ; ii lllllllllllllilllll j | r-Tr-T rHVTrH,HT4‘r^rH.Hr4‘ rtHH rHr-trH •S98odjnd Tooqos joj p 9 s n sSaipiing; « CONHN O CO O^CO^COCOCOt-^COlOCOCDCOCCCO^O^ A o c3 © . ao 3 1 W) 1 v « [«10X *5 ssssasjs’agssssssaasss •9IUUI9X * •9IBJM s jMHH j j •ejoogjo Sui8tAj9dng » HrCHr-l COCO •90UB 1 -pa9|jra ifprap 9§raj9Ay * ms §§ iissisiiiiigiiiiigi rHr-i r-T r-T i-T * HH •eifdnd nra jo eourapaajje sArap 2 | jo .mqianu 9jraS9J§§Y 76, 000 171, 612 95, 880 88, 644 203, 444 233, 150 113, 796 178, 920 222, 040 206, 765 155, 584 138, 600 195, 300 151,237 216, 000 133, 689 168; 560 135, 135 184, 000 183, 050 171, 236 118, 218 145, 236 136, 396 147, 960 •H0TSS9S ui ^uranjora 9jek siooqos oiiqnd 9qj sA'rap jo jgqurajq; 1 160 189 170 166 177 190 174 180 182 176 176 180 186 176 180 192 172 185 160 175 178 183 182 172 180 Different pupils en¬ rolled in public day schools. •irajox n IS3I II gflgSSiSMSSSHSSIgf r-T f-T-T r-T r-t r-1 r-T HHH rH rHrHrH rH •0[raai9j III? 15 IssslllSlIslIIISsIl -9IBK 8188 gs lilsiislllsllSIISIl •s[ooqos iraiqoojrad para ojBAijd ffi eiidtij as ;s i j in j iiisi i j*38ssias School popula¬ tion. •o§ra sus -U90 - looqoe jo aojpjiqo * 1,692 2, 300 1, 450 1, 825 1 . 006 1.637 1, 900 1,687 2, 029 2, 187 1,425 1,128 1, 637 1,102 1,994 1.638 1,967 1,104 1,213 1,564 1, 747 •qSb snsaoo-iooqog W •(pairauuisa) 1 6 8 1 a t uoijraindox « 6,500 6, 324 6,500 5, 800 4, 000 7, 200 6, 000 5, 000 5, 000 4, 500 6, 500 5, 000 5, 000 5, 000 7, 500 6, 000 7, 000 4, 500 5, 000 5, 000 6, 000 City. NORTH CAROLINA. Concord . Durham . . Goldsboro . Eeidsville . NORTH DAKOTA. Fargo . Grand Forks . OHIO. Ashland . Bellefontaine . Bucyrus . Cambridge . Coshocton . Delplios . . Gabon . Gallipolis . Greenville . Hillsboro . Jackson . Kent . Kenton . . New Philadelphia . Niles . Oberlin . Painesville . Pomeroy . Sidney . lias 33 SaaaaaagaBH8fifl88gB STATISTICS OF CITY SCHOOL SYSTEMS. 2253 22, 023 9, 300 57, 925 20, 000 11, 858 isiisi -figs ssqsfs'2 issss 87, 674 16, 514 12, 000 17, 500 17, 808 14, 756 18, 975 15, 000 10, 958 9, 000 11 ; as : sill ; 3SS3 ; 16, 630 17, 966 15, 000 1 6, 000 15, 008 8, 135 16, 190 14,000 10,318 7, 500 11,428 7, 809 15, 299 11,563 11,067 8, 710 10, 199 13, 801 7, 485 :lllllllelllllll§ssll ! tjT oT *' of ed 00" 12, 522 10, 509 15, 000 1 5,300 11111 000 000 000 176 000 000 000 000 000 000 000 lllliililli 1111 000 000 000 700 000 000 ,000 ,000 | I s£s~s S||Sf S g g § S 8 1 S' 38 §§' 88 i i 1,200 980 1,200 1,600 800 750 1, 656 825 1,300 1,500 1, 129 1, 200 1, 100 1,550 600 1, 400 1, 335 1, 050 900 1, 500 800 1, 500 1, 250 1, 100 1,650 1,500 1, 150 1, 000 925 i in 1 -r j hh COCCO^M CO ^ ^ CO ^ CO co « & 3 COCvlOO^^ • tH rH CO CQ OQ ^ _OH rH j rH rH rH rH ; rH rH rH rH rH CO CO rH • tH rH H< H ^ H CO^tHCO^CQ gss 1 516 527 603 750 360 IllsIllsSilslsIllllsl S11ISSIS1 482 784 707 1 * is is aggliss igllil ig j ig" |s 1 i jssss is tH . co 1 1, 385 1,482 1,870 1 997 1,240 iillllSgl i i i iiilfggf! rt'HHHHHH rH j j j j rH ^rn'r-T r.'HH 1,150 1,600 2, 000 1,500 1,200 1,465 2,240 1,000 1, 800 1, 304 1, 002 | rH 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 i 7-14 6-2.1 6-18 6-21 6- 6-21 6-21 6-2.1 6-21 6-21 6-21 ©(Sticdio'iciffl 5-15 5-15 5-15 CD B388B 88888888888888888888888888888888 iSS § 2254 EDUCATION REPORT, 1896-97. Table 27. — School statistics of cities and villages containing behveen 4,000 and S,000 inhabitants — Continued. •ojnjipued'so xnjox « $15, 488 7, 000 5, 700 14, 000 10, 020 11,000 24, 060 10, 877 14, 250 14, 297 17, 766 12, 000 19, 000 18, 672 6, 000 11, 500 6, 527 •6J9D -rjo SuisiAjadns pm? s'.IOqOB9j" JO SgtlBIBg © us oio © oo oo © so ©us w c o o is t- © os o oo o c- oioooa ooin rH <-< © 00-«'#^ CCO L-OiHOO OOO 00 oH rHtCcTcTjH •>“« oT^-lCco-jh- •eesocLmd Xooqos joj posn Ajj9 -doad oiiqtid jo 9Uxt?A 18 $70, 739 20, 000 25, 000 42, 800 25, 000 32, 550 100, 000 71, 766 58, 813 1 110, 000 100, 000 50, 000 70, 000 11, 882 7, 500 16, 000 •sxooqos oixqnd xp? in Apnjs joj bSuijjis'jo 6ji?9g OO • • CO i OO © < US © © r-IOO t— OO • ■ Tt" HHHH • CO^Hjt •sjooijjo SmsiAjadng « rH CM CO rH • CO CM tH rH CM CM rH CO rtf CO tH • rH • * • • ‘90UB -X>uojtb -^[tux) oSbjqay 11 • oo ' co * < e-s © © <-< i~— t— l— t— t— c— oo oo coco oooooooooo ooas) -<3> P Evening school. 1 3 4 5 6 7 8 9 1© United States . 341 1, 219 445 1, 764 51, 899 25, 847 | 77,746 63,481 14, 265 North Atlantic Division .... 103 410 197 607 17, 797 9,892 27, 689 21, 444 6, 245 South Atlantic Division .... 22 72 49 121 3, 775 4, 906 1,693 5, 468 4, 509 959 South Central Division . 28 115 30 145 1,388 6, 294 5,494 800 North Central Division . 160 517 216 733 20, 750 10,479 31, 229 26, 016 5, 213 "Western Division . 28 105 53 158 4, 671 2, 395 7,066 6, 018 1,048 North Atlantic Division: Maine . 6 14 10 24 744 467 1, 211 1, 165 46 New Hampshire _ .... 2 5 2 7 100 46 146 106 40 Vermont . 1 2 1 3 90 61 151 111 40 Massachusetts . 14 56 43 99 1, 928 1, 540 3,468 2,783 496 685 Phode Island . 3 14 5 19 323 230 553 57 Connecticut . . . 9 27 19 46 1,079 865 1, 944 1,622 322 New York . 29 129 69 198 6, 336 3, 361 9, 697 7, 779 1, 918 New Jersey . 6 21 11 32 684 401 1, 085 708 377 Pennsylvania . 33 142 37 179 6,513 2, 921 9, 434 6, 674 2, 760 South Atlantic Division : Maryland . 2 9 1 10 361 135 496 355 141 District of Columbia .... 5 16 25 41 1, 160 768 1,928 1,680 248 Virginia . 5 19 7 26 554 166 720 581 139 West Virginia . 2 7 2 9 298 169 467 309 158 North Carolina . 2 3 0 3 82 6 88 81 7 Georgia . 5 15 12 27 1, 225 402 1, 627 1, 401 226 Florida . 1 3 2 5 95 47 142 102 40 South Central Division : Kentucky . 2 11 2 13 567 293 860 750 110 Tennessee . 6 22 5 27 949 216 1, 165 1, 153 12 Alabama . 1 2 1 3 195 75 270 220 50 Mississippi . 5 32 4 36 668 60 728 693 35 Uouisiana . 1 9 3 12 368 98 466 354 112 Texas . 12 36 14 50 1, 939 552 2, 491 2, 035 456 Arkansas . 1 3 1 4 220 94 314 289 25 North Central Division: Ohio . 29 65 38 103 2, 616 1, 698 4, 314 3,783 531 Indiana . 17 72 29 101 2, 900 1, 605 2, 088 4, 505 3, 777 5, 508 728 Illinois . 25 100 36 136 4, 289 6, 377 869 Michigan . 15 44 19 63 1, 961 1, 036 2, 997 2, 410 587 Wisconsin . 15 30 17 47 945 404 1,349 1, 088 261 Minnesota . 14 35 14 49 1, 315 658 1, 973 1, 637 336 Iowa . - . 16 57 29 86 2,360 1, 015 1,463 3, 375 2, 900 475 Missouri . 16 74 23 97 2, 988 4, 451 3, 163 1, 288 North Dakota . 1 5 1 6 83 38 121 110 11 South Dakota . 2 4 1 5 104 57 161 130 31 Nebraska . 6 23 5 28 944 260 1,204 1, 133 71 Kansas . 4 8 4 12 245 157 402 377 25 W estem Division : Montana . 4 20 6 26 689 335 1,024 766 258 Arizona . . 1 1 2 3 47 25 72 59 13 Colorado . 3 5 7 12 387 156 543 376 167 Utah . 2 9 2 11 350 77 427 330 97 Washington . 2 7 2 9 401 188 589 539 50 Oregon . 3 10 7 17 465 265 730 690 40 California . 13 53 27 80 2, 332 1,349 3, 681 3, 258 423 2260 EDUCATION REPORT, 1896-97. Table 2. — Summary of statistics of commercial and business colleges, 1896-97. Students in courses of study. 1 Graduates in com¬ mercial course, j Graduates in aman¬ uensis course. State or Territory. Commercial course. Amanuensis course. English course. Telegraphy. 1 Male. Female. Male. Female. • Male. , Female. Male. A a © Er 1 2 3 4 5 6 7 8 9 io 11 United States . . . 29, 216 8, 713 10,185 12, 957 9, 653 3,671 897 312 11, 728 8,862 N. Atlantic Division. . . 9, 780 3,098 3,671 5, 039 2, 263 1, 089 193 76 4, 232 3, 694 S. Atlantic Division . . . 1, 728 812 829 1 859 801 524 59 9 833 581 S. Central Division - 3, 106 626 1,000 726 1,300 | 190 145 26 1, 404 499 N. Central Division - 11, 683 3, 221 3,757 5, 197 4, 144 1, 349 411 154 4,218 3, 575 Western Division . 2, 919 956 928 1, 136 1, 145 519 89 47 1, 041 518 N. Atlantic Division : 653 223 63 228 26 0 0 149 117 88 33 21 23 6 35 13 Vermont . 35 24 12 21 28 12 0 0 11 11 Massachusetts . 776 460 382 656 46 103 0 0 372 248 Rhode Island . 237 81 31 140 50 18 0 0 125 95 Connecticut . 363 65 124 454 20 14 6 12 448 353 New York . 3, 121 886 1, 149 1, 738 516 260 85 34 1,440 1,463 New Jersey . 704 155 128 282 356 69 0 0 244 229 Pennsylvania . 3, 803 1, 171 1, 761 1,497 1, 221 613 96 30 1, 408 1, 165 S. Atlantic Division : Maryland . 299 95 56 76 73 15 6 0 87 90 Dist. of Columbia.. 501 484 273 370 433 366 0 0 345 143 Virginia .... _ 229 48 81 80 51 26 5 83 101 West Virginia . 128 91 64 122 91 62 13 2 76 68 North Carolina .... 45 1 1 0 0 0 6 1 16 0 Georgia . 466 70 336 195 143 50 23 5 219 166 [Florida . 60 23 18 16 10 5 6 1 7 13 S. Central Division : Kentucky . 360 106 115 203 168 21 67 11 368 211 Tennessee . 620 31 226 93 28 24 0 0 616 24 Alabama . 105 40 125 60 20 0 0 0 12 45 Mississippi . 362 4 148 18 408 15 33 0 59 12 [Louisiana . 158 32 63 66 172 5 0 0 25 10 Texas . 1, 379 379 248 228 504 125 40 15 283 164 Arkansas . 122 34 75 58 0 0 5 0 41 33 N. Central Division : Ohio . 1,310 563 435 612 197 180 30 5 834 680 Indiana . 1,943 821 934 1,077 1,087 392 88 57 890 803 Illinois . 2, 375 516 574 1, 069 1, 072 301 122 0 908 563 Michigan . 1,240 280 426 589 435 98 3 4 231 226 Wisconsin . 662 127 260 290 210 53 0 0 224 222 Minnesota . 903 189 116 262 131 44 41 11 331 210 Iowa . 1,219 262 320 516 260 116 46 13 252 252 Missouri . 1, 190 215 364 413 550 89 36 50 380 451 North Dakota . 50 8 5 8 20 10 4 3 6 6 South Dakota . 68 13 12 25 78 34 1 1 21 25 Nebraska . 563 142 210 236 95 30 40 10 72 60 Kansas . 160 85 101 100 9 2 0 0 69 77 W estern Division : Montana . 100 46 40 70 157 93 29 1 15 18 30 Arizona . 20 4 2 4 25 17 0 1 0 0 1 0 Colorado . 320 96 72 64 30 20 0 0 16 8 Utah . 190 20 68 52 1§ 3 0 o 30 17 Washington . 287 107 30 64 341 179 0 0 9 I 8 Oregon . 330 115 104 210 121 no . 8 2 150 96 California . 1,672 568 612 672 456 97 52 30 818 354 STATISTICS OF COMMERCIAL AND BUSINESS SCHOOLS. 2261 Table 3. — Students in business course in other institutions. In other institutions. State or Territory. Universi¬ ties and colleges. Normal schools. Private secondary schools. Public high schools. Total. 1 2 3 4 5 6 United States . . 5, 056 6, 297 11, 574 33, 075 56, 002 North Atlantic Division . 365 1, 445 3, 850 15, 797 21, 457 South Atlantic Division . 441 627 1, 645 1,536 4, 249 South Central Division . 870 947 1,914 1,960 5, 691 North Central Division . 3,075 3, 187 3, 260 12, 109 21, 631 TV estern Division . . . . 305 I 91 905 1, 673 2, 974 North Atlantic Division : 1 34 223 512 769 257 215 472 21 377 150 548 198 3, 600 3, 798 ;;;;;;;;;;; 28 323 592 943 103 615 718 New York . 174 82 1, 513 3, 691 5, 460 118 2, 674 2, 792 Pennsvlvania . 170 1,301 738 3, 748 5, 957 South Atlantic Division : 30 216 246 Maryland . 21 10 151 284 466 26 161 202 389 Virginia . 31 25 279 301 636 "West Virginia . 187 158 98 127 570 North Carolina . 77 99 536 13 725 South Carolina . 8 215 175 76 474 Georgia . 13 120 205 201 539 Florida . 78 10 116 204 South Central Division : Kentucky . 272 368 334 88 1, 062 Tennessee . 100 133 402 515 1, 150 Alabama . 88 284 219 228 819 Mississippi . 40 88 201 162 491 Louisiana . 187 10 287 282 766 Texas . 157 64 426 454 1,101 Arkansas . . . . 26 18 219 263 Oklahoma . . . . . Indian Territory . 27 12 39 North Central Division : Ohio . 465 497 131 1, 775 2, 868 Indiana . 14 448 187 634 1, 283 Dlinois . 763 341 527 1, 486 3, 117 Michigan . 92 165 144 1, 613 2, 014 Wisconsin . . . 106 507 727 1, 340 Minnesota . 111 25 564 160 860 Iowa . 452 802 441 2, 507 4, 202 Missouri . “. . 436 55 442 1, 417 2, 350 North Dakota . . 50 85 95 230 South Dakota . 50 60 82 192 Nebraska . 61 407 109 730 1, 307 Kansas. . 475 362 148 883 1, 868 Western Division: Montana . 4 171 175 Wyoming . 13 13 Colorado . 17 362 379 N ew Mexico . . . . . 12 26 17 55 Arizona . . . 15 11 26 Utah . 75 277 352 Nevada, . . . 43 100 143 Idaho . . . 12 12 Washington _ _ 51 108 72 231 Oregon . . . 11 4 182 29 226 California . 185 266 911 1, 362 2262 EDUCATION REPORT, 1896-97. Table 4. — Statistics of commercial In¬ struct¬ ors. Post-office. Name. Executive officer. 1 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 1 2 3 3 4 ALABAMA. Birmingham... ARKANSAS. Port Smith ARIZONA. Phoenix . . Birmingham Business College . . Port Smith Commercial College. Lamson Business College . . Willard J. Wheeler . . . George M. Neale . E. M. Lamson . 2 1 3 1 1 2 CALIFORNIA. Eureka . Oakland . Sacramento.... - do . San Prancisco . _ do ..- . - do . San Jose . Santa Ana . Santa Barbara . Santa Cruz Santa Eosa Stockton . COLORADO. Eureka Business College . . . Aydelotte’s Business College . Atkinson’s Business College . Moynahan’s Business College . Ayres’ Stenographic Institute . Heald’s Business College . San Prancisco Business College . San Jose Business College . Orange County Business College . Santa Barbara Business College . Chestnutwood’s Business College . Santa Eosa Business College . Stockton Business College . C. J. Craddock . 2 1 J. EL Aydelotte . 3 3 E. C. Atkinson, A. M.. 5 1 John D. Movnahan . .. 2 1 W. P. Ayres . 1 3 Edw. P. Heald . 13 5 J. A. Wiles . 10 1 Danforth and Chitten- 3 4 den. E. L. Brisby . 2 1 E. B. Hoover . 2 1 J. A. Chestnutwood. . . 2 ... J.S.P. Sweet, A.M ... 2 2 W. C. Eamsey . 6 4 Denver .. Pueblo . . . Trinidad, Wallace’s Business College . Pueblo Business College . The Trinidad Business College . E. j. Wallace ... C. H. Donaldson W. E, Anderson 2 2 1 3 2 2 CONNECTICUT. Bridgeport _ _ Hartford . - do . . _ do . New Haven . . . do . _ do . Norwich.... . Stamford . . DIST. OF COLUMBIA. Martin’s Business College . . Hartford Business College . . Huntsinger’s Business College Olmstead’s Commercial College. Childs’ Business College . . Gaffey’s Shorthand School . . Tale Business College . Norwich Business College . Merrill College . . W. J. Martin . E. H. Morse . E. M. Huntsinger . E. M. Olm stead . S. P. Butler . . . John P. Gaffey . E. C. Loveridge _ _ _ _ W. A. Canfield . Mrs. M. A. Merrill - Washington . - do . - do . - do . - do . Columbia College of Commerce . Spencerian Business College . Tanner’s Shorthand and Business College. . Washington Business High School . Wood’s Commercial College . C. E. TTrner . Mrs. Sara A. Spencer.. Hudson C. Tanner - Allan Davis . Court P. W ood . FLORIDA. Tampa . Tampa Business College. L. M. Hatton 1 3 8 3 5 3 2 1 3 1 1 1 3 2 2 2 2 3 3 2 2 3 1 3 5 13 5 4 3 2 GEORGIA. Atlanta . . Columbus _ Macon . . Eome . Savannah . Southern Shorthand and Business Hni- versity. Massey Business College . Georgia- Alabama Business College*... - Eome Business College . Eichmond Business College . . A. C. Briscoe. E. W. Massey.. E. L. Martin ... H. S. Shockley . C. S. Eichmond 5 1 4 2 3 4 2 2 1 3 * Prom 1895-96. Pemale. STATISTICS OF COMMERCIAL AND BUSINESS SCHOOLS. 2263 and business schools, 1896-97. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. jin t< 3leg- >hy. Months necessary for gradu¬ ation. Charges for tuition. Graduates in commercial course, 1896-97. Graduates in amanuensis course, 1896-97. Day school. Even¬ ing school. raj Male. 10 11 13 13 14 15 16 17 IS 19 20 31 23 33 24 25 31 20 18 6 45 20 15 10 22 18 9 $40 $20 14 6 268 50 13 23 13 50 30 50 28 18 7 10 1 0 0 6 6 50 24 27 1 267 36 15 0 0 2C 0 30 10 1C 15 0 0 0 0 8 268 45 72 32 6 269 42 25 14 8 40 15 35 20 40 25 40 25 0 0 6 12 70 24 24 23 270 54 20 15 10 95 so 40 10 10 10 0 0 0 0 50 25 16 9 271 155 27 56 13 88 87 23 24 18 34 17 6 12 75 37 29 19 '272 14 2 4 0 13 3 14 4 0 0 0 0 0 0 4 5 90 75 0 0 273 225 34 20 125 30 15 9 53 25 20 4 10 6 40 25 35 11 r274 340 183 40 37 340 183 340 183 10 20 91 30 91 { 275 32 23 4 10 45 £6 21 10 18 3 4 1 13 2 8 12 50 50 8 *4 1278 114 14 45 7 159 21 6 120 24 83 277 468 227 332 96 407 260 6S2 137 134 194 134 194 0 0 7-10 21 140 30 110 *67 (278 600 150 200 40 175 125 600 225 115 0 o 375 195 1279 20 130 30 10 75 25 50 140 1 1 6-8 1 - - - - . 0 190 (280 32 27 17 11 40 22 32 27 14 1 18 0 0 0 0 10 Free. Free. 20 I 20 281 150! 110 120 85 125 75 90 60 150 100 1 6-10 12-15 50 35 1282 130: 30 29 17 40 25 110 15 30 25 15 7 1 4 0 I 6, 1 10 96 19 26 .... 17 1283 180 180 170 170 250 250 200 200 60 60 100 50 0 0 101 20 50 25 80 70 284 62 56 38 14 70 30 55 24 20 30 68 12 0 0 6 12 50 25 16 3 285 72 28 194 0 40 90 58 9 50 15 158 4 0 0 .6 12 50 25 20 11 286 10 10 5 3 14 6 7 4 6 11 4 3 o 0 8-10 30-40 7 12 287 10 5 15 10 12 20 10 5 10 5 9 1 7 288 40 45 14 10 41 12 10 37 3 6 o o 6 50 25 _ 289 412 188 191 33 416 210 350 102 62 86 350 102 10 16 50 30 ; 145 61 290 135 93 15 7 69 20 150 100 5 8 40 40 124 291 150 31 42 8 165 48 175 16 4 8 **£6 292 20 25 16 10 43 15 15 7 8 19 6 4 o o 10 10 293 175 147 154 59 14 93 9 9 10 120 57 64 291 93 36 19 12 68 15 9 28 35 5 o o 68 31 295 17 13 2 4 8 3 2 5 8 9 o o 40 1 0 296 70 30 15 10 40 £6 60 10 10 20 70 25 1 1 6-10 16-20 50 12 20 25 297 SO 35 0 0 35 0 85 20 5 15 0 0 0 0 5 0 90 0 12 0 298 36 24 9 3 17 7 24 5 16 19 19 9 0 0 6-12 12-18 65-85 60 2 3 299 6j 10 0 0 14 0 0 0 6 10 0 0 0 0 6 8 0 2 300 118 58 53 100 6 24 49 9 15 6 12 90 50 22 19 301 600 75 175 400 175 3-6 40 500 302 90 11 *90 111 ________ 3! 50 80 303 100 50 40 20 100 25 120 40 60 75 75 25 20 7 7 10 50 36 100 100 304 40 20 0 0 25 0 35 2 13 4 12 2 0 0 8 12 305 20 4 0 0 15 0 20 4 1 2 20 4 0 0 6 5 306 175 80 40 18 75 15 160 20 17 60 4 2 0 0 6 10 50 43 ”£i 307 347 106! 95 45 108 31 300 80 73 49 24 13 14 7 10 20 50 50 35 27 308 290 50 1 40 15 60 10 200 195 150 50 6 10 105 65 24 309 35 10 20 5 25 15 30 6 4 5 8 24 50 25! 310 197 68 49 3 70 25 186 ] 11 2 42 6-8 12 50 25 6 2 311 108 12l 20 50 15 90 8 40 10 40 12 6 1 1 12 60 H 312 2276 EDUCATION REPORT, 1896-97. Table 4 .Statistics of commercial Post-office. Name. Executive officer. In struct- ors. r3 S Female. 3 4 5 M. C. McGee . 1 2 Edward Toby, jr . 5 0 A. C. Elliott . 2! 1 James A. Smith . 3 2 N. B. Johnston . 6 0 E. G. Evans . 2 1 J. W. Giles . 3 0 J. W. Patton . 3 1 G. M. Smithdeal . 5 2 Chas. E. Eckerle . 4 3 J. G. Dunsmore . 4 1 John B. Cassin . 4 1 J. W. Brewer . 3 1 L. M. Newcomb . 2 J. M. Frasher . 5 "2 P. P. De Land . 1 2 E. D. Gordon . 1 H. C. Hoffman . 1 i C. H. Howicson . 2 0 Mrs. M. J. Lamphear. . 0 2 J. N. McCunn . 4 1 Otis T. Trenary . 2 1 B. G. Denning . 3 1 Bobert C. Spencer ... 5 4 H. M. Wilmot . 2 1 J. Alcock . 1 1 0 H. A. Story . 2 1 L. V. Patterson . 2 1 M. C. Patten . 3 1 W. A. Pierce. . 1 1 313 314 315 316 317 318 319 320 321 322 323 324 325 Texas — continued. San Marcos. . Waco . Weatherford Ogden . Salt Lake City. VERMONT. Burlington .... VIRGINIA. Lynchburg Norfolk Bichmond Boanoke. . Stanton . . . WASHINGTON. Spokane Falls Walla Walla. . WEST VIRGINIA. 326 Huntington 327 Wheeling .. WISCONSIN. 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 A ppleton . . Ashland . Black Biver Falls Chippewa Falls. . . Eau Claire . Greenbay . Kenosha... . . Madison . Milwaukee . . do . Platteville . Portage . . . Bacine . Sheboygan . Waukesha . Lone Star Business College . Toby’s Practical Business College.... North Central Business College ...... Inter Mountain Business College..... Salt Lake Business College . . Burlington Business College . . Piedmont College . . Norfolk Business College * . . Smithdeal Business College. . . . . . National Business College . . The Dunsmore Business College . . Spokane Business College . . Empire Business College . Huntington Business College . . Wheeling Business College . He Land’s Business College . Gordon’s Business College . Black Biver Falls Business College . Chippewa Falls Business College. . . . School of Shorthand and Business. . . Green Bay Business College * . Kenosha College of Commerce . . Northwestern Business College . Spencerian Business College* . Wisconsin Business University . Platteville Business College . Story’s College of Commerce* . L. Y. Patterson Commercial Institute Sheboygan Business College . Waukesha Business College . From 1895-96. STATISTICS OF COMMERCIAL AND BUSINESS SCHOOLS. 2277 and business schools , 1896-97 — Continued. Students. Aver¬ age daily attend¬ ance. In com¬ mercial course. In amanu¬ ensis course. In Eng¬ lish course. In teleg¬ raphy. Months necessary for gradu¬ ation. Charges for tuition. Graduates in commercial course, 1896-97. Graduates in amanuensis course, 1896-97. Day school. Even¬ ing school. Male. 'S a © ft A 'S a Eemale. Day course. Evening course. Male. Eemale. © ■<3 a Eemale. Male. © a © ft Male. ,2 a © Day course. Evening course. Day course. I Evening course. 6 7 8 9 1© 11 12 13 14 15 1© 17 18 2© 21 22 23 24 25 90 17 35 90 16 1 83 16 6 l ' I $60 13 153 25 43 1 75 25 115 5 27 20 54 1 0 0 6 10 65 $50 51 "23 35 3 2 25 2 33 2 2 1 4 6 50 50 6 1 70 10 40 5 50 25 100 5 8 12 15 3 0 0 9 18 50 30 25 17 200 50 40 12 50 90 15 60 40 0 o 5 59 52 31 9 60 25 35 24 12 21 28 12 0 0 6-10 40-60 10-15 11 11 40 35 ' 10 3 60 10 35 4 10 26 0 0 5 10 50 30 17 30 150 20 30 5 35 10 6 9 50 10 32 45 112 29 53 4 105 6 35 24 1 25 3 4-6 12-15 14 4 78 56 32 2 126 28 50 37 26 21 26 21 5 11 60 9 13 49 12 30 39 1 10 9 1 2 8 50 11 9 309 160 1 21 7 251 94 24 52 "" 330 167 53 17 18 4 52 19 36 13 6 12 11 12 6 9 50 30 9 8 14 13 15 1 12 8 14 2 10 10 8 7 0 0 3-9 8-16 40 20 3 2 159 123 no; 32 168 94 114 89 54 112 83 55 13 2 6 12 80 40 73 66 27 13 26 5 6 11 2 1 10-12 75 6 5 20 21 4 3 35 6 19 22 1 8 21 1 1 10 24 61 36 10 10 68 13 0 0 54 0 61 7 7 6 12 0 40 0 2 0 46 30 8 ! 7 45 10 20 7 31 30 10 6 0 0 6 3 70 12 11 25 24 3 1 2 24 3 14 11 16 18 12 8 0 0 6 10 30 14 0 140 45 40 5 70 40 125 15 15! 30 125 15 0 0 6 6 65 25 44 30 35 18 20 7 30 rj 13 13 12 5 o 0 8-i n 70 24 11 4 72 61 35 9 100 25 56 8 15 48 10 5 0 0 6 12 65 20 11 19 116 17 30 7 146 24 23 fi3 10 10 100 35 10 68 ; 60 40 30 42 86 0 0 0 0 4-^6 6-8 80 50 42 ”86 94 4 0 0 20 24 4 4 2 6-7 0 8 2 28 27 6 1 15 9 6 12 10 3 .... .... 5-7 12 40-100 20-50 7 13 30 21 27 ; ii 44 34 14 8 14 17 28 9 0 0 6 12 50 30 8 ; 7 35 1 15 38 0 46 35 70 0 3 15 0 0 0 0 6 12 80 40 40 1 14 3 4 0 0 3 4 42 35 7 1 313 314 315 316 317 318 319 320 321 322 323 324 325 326 273 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 CHAPTER XLIII. STATISTICS OF SCHOOLS FOR MANUAL AND . INDUSTRIAL TRAINING. Manual training is by no means a novelty in American schools. Thomas Jefferson recommended it for the students of the University of Virginia, and Benjamin Franklin included it in his plan for an academy in Philadelphia. An active propa¬ ganda wa3 carried on in behalf of manual labor in educational institutions for many years, beginning about 1830, and some of our foremost institutions had their origin under its influence. But what is now known as “ manual training ” is traced to an exhibit of a Russian institution at the centennial in 1876. The value of the system of hand training there suggested was recognized by such men as Louis D. Runkle and C. M. Wood¬ ward, who became advocates of the new idea and introduced it into the institutions under their charge. Strong opposition was met among schoolmen for a time, but manual training has steadily grown in popularity, and with its growth it has constantly improved in matter and method, and consequently in usefulness. In 1896 manual training was an essential feature in the public school course of 95 cities. In 359 institutions other than city schools there is training which partakes more or less of the nature of manual training and which belongs in a general way to the same movement. These institutions embrace almost every class known to American education, and the manual features vary from the purely educational manual training of the Teachers College in New York City to the direct trade instruction of the apprentice schools. In many cases the legislatures have taken cognizance of the movement. Massa¬ chusetts requires every city of 200,000 inhabitants to maintain high-school manual¬ training courses approved by the State board of education ; Maine authorizes any city or town to provide instruction in industrial or mechanical drawing to pupils over 15 years of age ; industrial training is authorized by general laws in Connecti¬ cut, Georgia, Indiana (in cities of over 100,000 population), New Jersey, New York, Utah, Wisconsin, and Wyoming. Congressional appropriations are regularly made for manual training in the District of Columbia. In the Report of this office for the year 1893-94 a chapter was devoted to the sta¬ tistics of manual and industrial training, pages 2093 to 2169. To the same Report Prof. C. M. Woodward, director of the Manual Training School of Washington Uni¬ versity, St. Louis, Mo., contributed a chapter on “The rise and progress of manual training,” pages 877 to 949. In the 1895-96 Report, pages 1001 to 1152, is an exami¬ nation of the courses of instruction in typical institutions offering manual or indus¬ trial training. 2279 2280 EDUCATION REPORT, 1896-97. In the following pages is printed a list of the leading manual-training schools in the United States with their statistics for the scholastic year 1896-97. Table 1 gives the statistics of 66 manual and industrial training schools and 24 industrial schools for Indian children reporting to this office. In the 66 manual and industrial training schools there were 551 teachers, 289 males and 262 females. These schools had 19,841 pupils in industrial and manual training, 12,123 males and 7,718 females. The amount of money paid to teachers in 48 of these schools was $288,890; the amount spent for materials by 41 of the schools was $43,889; the amount spent by 35 schools for new tools and repairs was $37,139; the amount for incidentals for 30 schools was $43,905, and the total expenditure reported by 54 of the 66 schools was $475,787. In the 24 Indian schools there were 286 teachers, 132 males and 154 females ; 4,555 pupils, 2,645 males and 1,910 females. The amount paid to teachers was $101,465 for 18 of the schools, and the total expenditure for the same schools was $145,159. In the fourth column of the table the grade of literary instruction in each school is indicated. More than 30 of the 66 institutions are of high-school grade. The lit¬ erary instruction in 9 of the Indian schools is also of secondary grade. Many of the 66 manual and industrial training schools in the first part of the table are also included in the lists of secondary schools given in Chapter XL. Table 2 gives for each school a statement in detail showing the number of pupils in each branch of manual or industrial training, the number of instructors in each branch, and the number of weeks devoted to each subject during the entire course. Table 1. — Statistics of manual and industrial training schools in the United States in 1896-97. SCHOOLS FOR MANUAL AND INDUSTRIAL TRAINING. 2281 I Expenditure for industrial training during 1896-97. •moi S3 OHO 00 CO ^H CQ CO lO CO CO &-T- i oo 1,800 8, 316 864 o o o cq 2, 610 3, 048 8, 459 4,050 600 18, 129 6, 200 o CO ' Ht* co cq 200 60 151 © Id o lO t- CO O O O O o 05 co o CO rH o o o to cq cq co io oo oo CO rH o o o CO X t^ h o co 05 CO H* HWO (M lO O H O co tn o io o cq ^ cq co o •8IBH WlOH rH © IO cq rH oo C5 Eh O tH Grade of literary instruction. ! Secondary . . Elementary. Elementary. . do _ Secondary . . Elementary. Secondary . . Elementary; secondary. Elementary . - do . Secondary . . All . Elementary. Secondary . . Elementary. Elementary; secondary. _ . do . President or director. W P. M. Fisher . G. A. Merrill . Ernst A. Denicke . I Mis3 Ednah A. Rich. . Ralph Field . Edgar L. Brother . Charles A. Bradley . . . I. De Yer Warner _ L. J. Welbers . J. Ormond Wilson - Sister Clara . Henry H. Belfield . G. Bamberger . E. E. Turney . Charles E. Emmerich . A. H. Graham . Robert J. Kirkwood . . TTelfvn I. Ttnwo _ James T. Edwards _ Name of institution. « Central School (public) . California School of Mechanical Arts. . . Mechanics’ Institute . i ; « a ; c 03 [H I’ftl -i T w> * g bo s.S.S P*‘3 g©p jg £ 5 Q~ S W) ® 2 u n 111! EDUCATION EEPOET, 1896-97. •FJO.X •epjjnapToni jo^ •sxtBdaj pun 8[0(U -M.9H JX\g[ •S^BUO^Ein JOJ •s-raip^ jo^g; •psV>X O HI T* O OOI>Tf lO Ci t* 00 ko sss CO rH co irT < CM CM CM *9I*K ' ® I •I«WL •9X^109^ •®I*K . a © £.2 © rt 'o 5 © £ *-1+2-3 2 iO o O O O OHOlO CM r-i CM , hocotji o i C5 00 t- rH CM o CO CM lo CO O CO O CO CO CM CO 00 G5 t> Cl Cl t> Cl H O O O 00 tH o O CO CO O CM o o o o I CO 00 Ql r2 S "3S © ? p . ^ t-* i-S • O ro r> *-* © fc* j : ^ • s-» ; d ig, • ^ 1 H ! rt 3 • : ■ Fh Pi ^ tel 1 ; d s d si ; te> eS i b • rd ' ; 0 . © 0 § c > 2 ■"S fl'p'rt ; 0 © ® a © a s i 3 . ^ d 0 © C3 : a ; © s a ^ o' s a a « a § a § § §! CQ|2l • 22 :3 . 0 1 © • in . © 0 © cc 0 J§ 0 CO S'l^fe H’gHgH .© B : . ffl n . 0 . rX ! 0'S « :sa g uJ o te ®C3« a ! T1 ® te hH Qofl .H -• ■ H a « Hfi ® p co r2 pq f Id tC DO ® rf ^ ?-• u f~i 73.S ® . 'H rt Hj_05j/; gid e3b * y l! §118 *t** « 3 1| ^ o HjI-3 • © CO •2ro Op © ° * o OrSlO 0_ O 3 §3 co Ain bo Pi ® ,a -gs H [S <1 W .W: • H, ci .111 |^J1 ‘ro a oH -r1 b © g o iH © P o § © o csm-c 5 K .5 P 3 P Eh "S r-l C P3 +3 i g Ms »o 11 § h-2 .’3 P O p J 05 O g © ■geo § © .a iH C rH © PH g'g | p «H © pro h o H ■3 &D co g ^8 A* S§ 3 CO 13 rd § . ; .K, HO ^ . C3 . Jg-g^iP,^©^ ■bO, a ^l’3'33-«3 2 bo o ^ ogod > t te T te^ te teS 'o.agr/jgcog o©® Wpqw pq pq ^ fzs Jzi CM CM CM CM CM COCOCOCOCOCO COCOCO CO O CO SCHOOLS FOR MANUAL AND INDUSTRIAL TRAINING, 2283 3,425 26, 600 1, 600 760 21, 797 22, 550 4,863 2, 770 12, 400 • cm © • CO ^ • *o CO ■ ltT ccT o O • CO o o O GO • © LO CO lO O • O CD ! h o* CM ; r-i 1, 940 16, 500 I 1 • o • 1 l lO • ■ III 1 4,134 4, 178 © o o LO i sO • • 1 CO > 1 1 p*» 1 • • CM ; ! ID O . T—t O • LD O © CO rji LO O . • . O H o o o . • • © o o 00 . . i . 00 i t C5 o O ■ • t LO O o • • 1 H lO t> » • • LD O • CM O • o . > CM * C 5 CO r-i £ 350 1,000 100 100 897 1, 000 592 230 2, 500 ! ! oo . . CD o o • . • to © O'* • r-i O CO • • • 200 3, 000 CD CO CO CO 3,000 24, 000 1, 500 660 20, 900 12, 000 3, 800 2, 400 8, 400 • 00 © • a oo • CO CO O ' o • t> o ■ O 00 ■ fc- LO • O O ' T-t © • 1-4 CO • CO CD • CM • • 1,700 10, 000 288, 890 O ID O CO CO CO CO Cl CO CM © LD CD QCO © LO r.COC HH'? O LO LO ot-o CO lO O © O O CO CO LD © © © O OO 00 CO OCO (M OO CO ^ 00 r-i T-l C5 ^CMi-i r-i 19, 841 © LD O OO 00 LD © co © o oo ct-c © © CM riHO 170 o| 0 o o^o © cm ooiooo O 00 ^r-1 C^DCO^ CO LO HH r-t co © O O 0*0 00 -rooo CM © CM l>C3 OOO CO HC r— 1 ^ O lO LO O OCOO COO CO LO LO O O O 00 00 LO CM C1HH LO r-i r-i CO CO rH iH 12, 123 © O r-i CM O ^ ^ rf LO Cl rH CM id © cc O DLOt- P- r-i O TO H CM O CM rH r— i 551 © O CM CO CO O CM O t* © © tO, OTjiO CM CM lO CM O 262 O © rH OOH ^ CM kO r-i rtOX r-i OHt- COO OO rH © O O CM 289 None . Elementary, secondary, and colle¬ giate. None . Elementary. Secondary . . . do ...... . do . . do . Secondary . . Elementary. Secondary . . "WrmA .. Secondary . . . do - - None . . Elementary. Secondary . . Elementary. 66 schools... Florence E. Cory . James E. Russell . Franklin Murphy . Mrs. H. H.G. Sharpless M. P. E. Groszmann . . . E.C. Colby . J. B. Stan wood .... _ S. Wolfenstein . Via. L. Sayre . J. Henry Bartlett . I A. H. Fetterolf . W. A. H. Allen . .t \r wniard _ Leslie W. Miller . Arhlifuvn B. Burk _ ! : : a ■ j 'J§ l-3'H ■« i : 'p .o "S rvj c !3| li i M W) a ro’ -yz . p !©■§ pj^bcf i£j§ d ® ® ^ Matthew Harkins .... C. E. Yawter . Mary L. Clarke . Sister Mary Joseph. . . School of Industrial Art and Technical Design. Teachers College . Technical School for Carriage Drafts¬ men and Mechanics. Wilson Industrial School for Girls . Workingman’s School* . . Rochester Athenmum and Mechanics’ Institute. Technical School of Cincinnati . Jewish Orphan Asylum . Central Manual Training School . Friends’ Select School * . Girard College . Master Builders’ Mechanical Trade School. Northeast Manual Training School . Pennsylvania Museum and School of Industrial Art. School of Design for Women . Williamson Free School of Mechanical Trades. Townsend Industrial School . . . Providence Training School for Sloyd.. 5 • > • f : J • 1 • o_« \ |2§| < • O | : c > • c fcita 3 1 d.s t > :i_^a4 « 2 • ijss*; 3 'PS a 43 Total for manual training schools. . New York, N. Y . . do . . do . . do . Rochester, N. Y . Cincinnati, Ohio . Cleveland, Ohio . Philadelphia, Pa . . do . . do . . do . /in . do . ll A Pittsburg, Pa - .... Williamson Schqpl, Pa Newport, R.TA. ...... Providence, R. I . an Miller School, Ya . Milwaukee, Wis . > < CJ o y-t NCO^I l3fflt>OOOOH 32 S3 © a INDUSTRIAL SCHOOLS FOR INDIAN CHILDREN. 2284 EDUCATION REPORT, 1896-97. Expenditure for industrial training during 1896-97. TBIOX O O O t CO (MOO ■ O t> O O • i© O T3< O • M Ss- ^ • 1,660 26, 613 3.700 4, 000 4, 509 6, 580 9, 080 tH O O O O IH O 1 O O CO i© tH tH Oi l© C5 C5 (M (O C5 ^ | rH CO CO l© CO O H • o o . . . o o • i • l© o « « • H CO * 1 • ■€©■ • • rH . O • H O O tH • O • oo O O rH • o O ‘1© o" co i© ■ ci ?e- • 099 ‘I 12,054 3, 700 3,750 3,341 4, 580 6, 880 9, 720 3, 900 11,560 3, 400 3, 670 9, 977 2, 000 1 l© H< rH rH 00 CO CO CM l© 00 CO 132 G-rade of literary instruction. 1 Secondary . . Elementary. Secondary . . Elementary. . do . Secondary . . Secondary . . Secondary . . . do . Elementary. . do . . do . .....do . . do . Secondary .. Elementary. Elementary. . do . . do . Secondary . . Elementary. Secondary . . 24 schools... President or director. « John J. McKoin . James K. Allen . S. M. McGowan . Mary O’Neil . Edward N. Ament - TTotw^WI FT all s { ) > i § | tr Q c r ii > 71 ; - fl > < £ i s ip: H. B. Peaira . . . Rodney S. Graham - De Witt S. Harris - W..H. Winslow . Eugene Mead _ _ _ Edgar A. Allen . . Thos. M. Jones . . } 4 3 j 3 i) 5 3 > 5 Wm. E. Canfield . J ohn H. Seger . R. H. Pratt, U. S. A . . . Leslie D. Davis . Crosby G-. Davis . L. M. Compton . Axel Jacobson . 43 O . V rP • P Op-U ^ © M .2 ° \£vi o to u: • - s a I?-!1 o^h g: --..2 • 6 .d © ® bC O 2.43 S GO'S W-g O o , . -g bO^M § “lla-s- ' s © © 05 9 L £w3 H 9 r ■© ® 05 PS*-I*.-B 1 ® ^ JcS 'g ® cz i J.2 « ® I® I ^g-^ gJHy2 I +J -«3 4=1 ,2 '2 rj © 4» 05-S J 3 o o 2 ^ ,2 -S’ © 3® : O © ■I'gcc 1!C 3 ©.£ O 2 ■ rH rP H ^ o CQ : a 3 rH i ^ rP '*"j ri »o§«lS| ■ail gfl'g •r* Ol5.2.HhJj m HflH oo’rt co ® Sh © |S s - w .. yiu ^ M gaQH®02 ^Bh5 © o © •H v< 4J '3 ^'3 Pofc> ^ rH H _ H rH l. ©'C £2 © « s B gS pP ht)*P c3 © § p «9 g g.9 §fc .Eo ^ go 5-%% « 3 ®M § 8s § |5 g«r ® © ^ Si*? ® fl , o.h n p ^ S £ £ &|3 £ g S fl 22-g . > - a ® ' ® U s ft CO'g 30 H£j£® -g OH g C Sc! S23.S PrQO^PM .2 fcJD fe © ^ X* ^ a EH^ • oooooocooooooocoooooososi SCHOOLS FOR MANUAL AND INDUSTRIAL TRAINING. 2285 Table 2. — Statistics of manual and industrial training — Branches taught. Name of institution. Branch of instruction. 1 2 Central School (public), Oakland, Cal California School of Mechanical Arts, San Francisco, Cal. Free-hand and mechanical drawing. Sewing . Cooking . . Carpentry . "Wood turning . . Carving . Free-hand drawing . Mechanical drawing . . Clay modeling . Sewing . Cooking . . Carpentry . . . Carving . Mechanics’ Institute, San Francisco, Cal .. Manual Training School, Santa Barbara, Cal. Brightside School for Boys, Denver, Colo . . Manual Training High School, Denver, Colo. Young Men’s Christian Association, Bridgeport, Conn. St. Joseph’s Industrial School for Colored Boys, Clayton, Del. Pattern making . Forging . Molding (metal) . Yise work . Free-hand drawing. . . Mechanical drawing . Electricity . Sewing . Cooking . Sloyd . Sewing . Cooking . Carpentry . Farm or garden work Printing . Laundry . Shoemaking . Engineering . Free-hand drawing. . . Mechanical drawing . Clay modeling . Sewing . Cooking . Carpentry . "Wood turning . Carving . Pattern making . Forging . Sheet-metal work _ Molding . Yise work . Machine-shop work . . Free-hand drawing. . . Mechanical drawing. . Carpentry . Plumbing . Clay modeling . Carpentry . Farm or garden work Printing . Painting . Industrial Home School, Washington, D. C. StHtose’s Industrial School, Washington, Tailoring . Shoemaking _ _ _ Free-hand drawing. . Mechanical drawing Clay modeling . Carpentry . Sewing. . Cooking . Wood turning . Carving . Farm or garden work Sewing . Cooking . . o u Number of pupils. © a a © ® ft 3 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 i i i i 1 2 1 1 1 1 1 1 1 1 1 4 142 168 168 99 99 69 99 69 69 44 20 20 40 10 60 3 18 1 5 6 60 41 r 120 41 l 84 41 } 41 103 41 64 80 64 80 36 40 64 80 11 40 20 28 40 20 30 10 20 30 40 40 r 140 80 \ 36 80 14 120 160 160 44 129 129 35 98 62 63 50 44 44 44 44 114 114 16 76 38 16 12 20 12 20 2 4 8 30 1 17 1 54 1 12 1 13 1 4 1 2 3 12 1 6 1 4 1 4 1 3 2 64 64 1 15 5 . 2 . . 1 41 28 | 1 1 2 5 1 19 60 4 39 52 2286 EDUCATION REPORT, 1896-97. Table 2. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branch of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during [ the entire course. Male. Female. 1 2 3 4 5 6 Chicago Manual Training School, Chicago, Free-hand drawing . 1 i 1 9ft Ill. Mechanical drawing . 1 > aOl .1 _ J Carpentry . ) l 1 109 40 Pattern making . J Forging . Molding (metal) . } ^ 108 30 Vise work . A A Machine-shop work . } 1 44 4U 1 350 350 40 Mechanical drawing . 2 300 300 40 Clay modeling . 1 150 150 40 Paper cutting and folding . 3 200 200 40 2 350 40 Carpentry . 2 400 200 40 1 50 40 1 50 40 1 20 40 1 20 40 1 30 40 Painting ...T . 2 24 45 40 Designing . 1 CO 60 40 Manual Training School, Springfield, Ill _ Free-hand drawing . 1 58 40 Mechanical drawing . 1 58 40 Sloy d or knife work . . 1 58 40 Carpentry . 1 58 40 Wood turning . 1 58 40 Industrial Training School, Indianapolis, Free-hand drawing . 3 204 52 40 Ind. Mechanical drawing . 2 162 2 Sewing . . . . . 4 145 Cooking . 2 60 Carpentry . 2 95 Wood turning . 2 64 Pattern making . 2 44 40 Forging . . . 2 91 Molding (metal) . 1 44 Machine-shop work . 1 17 Indiana Soldiers and Sailors’ Orphans’ Sewing . . . 2 3 39 Home, Knightstown, Ind. Cooking . . . 1 27 Carpentry . 1 4 Machine-shop work . 1 11 Baking . 1 13 Farm or garden work . 3 29 Printing . 1 32 Shoemaking . 1 10 Floriculture . . . 1 19 House of Hefuge, Baltimore, Md . . Mechanical drawing . . . 1 50 Sewing and tailoring . . . 4 119 Cooking and baking . 2 6 Carpentry . 2 42 W ood turning . . . . 1 8 Forging . . . 1 10 Vise work . . 1 30 Machine-shop work . 1 10 Farm or garden work . . 1 3 Printing . 1 15 Painting . 1 2 Plumbing . 1 1 Samuel Heady School for Female Orpnans, Free-hand,drawing . 1 38 Baltimore, Md. Clay modeling . 1 10 Paper cutting and folding . 1 10 Sewing . 2 60 Cooking . 1 21 Millinery . 1 Floriculture . 1 McDonogh School, McDonogh, Md . . Free-hand drawing . 1 30 40 Mechanical drawing . . 1 60 40 Carpentry . 1 44 52 SCHOOLS FOR MANUAL AND INDUSTRIAL TRAINING. 2287 Table 2. — Statistics of manual and industrial training — Brandies taught — Continued. Name of institution. Branch of instruction. Number of instructors. Numl puj © r3 s oer of tils. © 13 a rogress. The results to be gained depended entirely upon tho intelligence and fitness of the investigators, who wore selected with great care from the ranks of well-known colored educators, ministers, physicians, lawyers, and business men living among the people covered by the investigation. All the data were gathered by this body of trained colored leaders, and they are believed to be perhaps more than usually accurate, because of the investigators’ knowledge of the character, habits, and prejudices of the people, and because of the fact that they were not hindered by the suspicions which confront the white investigator, and which seriously affect the accuracy of the answers to his questions. The work of the investigators wa3 entirely voluntary and was done with a will¬ ingness and industry highly gratifying. The cities embraced in the investigation, with a ©ingle exception, are located in regions of heaviest negro population, and are fairly representative of other cities containing large numbers of negroes. The data obtained were published in the May Bulletin of the United States Depart¬ ment of Labor, and cover so wide a range of useful information that only a few things can be pointed out here.. Referring to the tables of this Bulletin, we find one noticeable fact in Table 3, namely, that the size of colored families is much smaller than is commonly supposed, the average being 4.17 persons. Tables 5 and 6, giving household conditions by families — the .average persons per sleeping room and the number of rooms per family — show that the general belief that the tenements and houses occupied by colored people are greatly overcrowded is not founded on facts. These tables do not show that any great overcrowding exists, on the whole, although for -certain individual families and groups the aver¬ ages are somewhat larger. It also appears that the average number of living rooms is much larger than has been thought to he the case. An average of 2* 22 persons to a sleeping room in Atlanta, 2.44 persons in M ashviile, and 1.96 persons in dam- bridge, and 2.05 persons in all the other -cities covered by the investigation, is an unexpected and important showing, and reverses the idea that tho number of fami¬ lies having hut one room each for all purposes was veTy large and was the rule instead of the exception. Out of a total of 1,137 families investigated only 117, or 10.29 per cent, had hut one room each for their use for all purposes. Table 7, giving number of families and means of support, shows a large proportion of females who either support families unaided or who contribute to the support of families. Of the male heads only 26.7 per cent were able to support their families without assistance from ©th.w members. Of the 1,137 families 650, or 57.17 per cent, were supported wholly or in part by female heads. In comparison with white female heads of families and those contributing to family support there is quite a large excess on the part of colored women. This table calls attention to the enforced absence of mothers from their homes and the daily abandonment, by these mothers who are eompelled to aid in earning the family support, of their young children to the evil associations, the temptations, and vicious liberty of the alleys, courts, and slums. To attempt to prove from the showing ©f this table that negro men are unwill- ing*to support their families and that they are lazy and shiftless would be unfair. Careful inquiry by a number of the investigators indicates very strongly that the comparatively small support given by these men to their families is not due to unwill¬ ingness, bat to their inability to get work as readily and constantly as tho women. At tho South white men refuse to work at the bench, in the mill, and at other employ¬ ments with colored men, who for this reason are denied work, and therefore unable to earn means with which to support their families. This fact was found to exist in the city of Cambridge, where a large per cent of tho men in the hundred families investigated, in reply to an inquiry, said that they had been refused work because they were colored, and a number of them said that they were unable to follow their trades, hut had to “job around” with unsteady employment for the same reason. JBy Mr. Butler B. Wilson (1881), Boston, Mass. EDUCATION OF THE COLORED RACE, 2303 The women in these families find steady employment as domestic servants and laundresses, and at the South find hut little competition from white women. The investigation gives a great many data on this industrial side of the question, which want of space will not now allow us to consider. Tables 8 and 9, giving the number and per cent of persons sick during the year and the number and per cent of deaths during the past five years by causes, show that the diseases most fatai to tho colored people are consumption and pneumonia. While the average length of time of sickness from it is short, malarial fever is shown to be one of the most prevalent diseases. Rheumatism is also shown to be quite prevalent. Both of these diseases, as well as typhoid fever and pneumonia, may to a great extent be kept in abeyance by the observance of hygienic rules and a proper care of the health. in the 100 Cambridge families it was found that many of the men work in the water department, and after the day’s work eat the evening meal without changing their damp clothing, often going to sleep in their chairs for an hour or moTo and then going to a lodge or “society meeting,” remaining not infrequently until 11 and 12 o’clock. These tables also show that the difference between the death rate of the white and colored people from diarrhea, diphtheria, scarlet fever, malarial fever, and typhoid fever, all diseases chiefly affected by environment, is very slight. Table 10, giving sickness by sanitary condition of houses, shows that while sani- ary conditions have a very important bearing, they are not important enough to account for the difference of per cent in the death rate between the white and colored people. Great caution must be observed in making deductions from this table. While it Is intended to show the bearing of sanitary conditions on the health of the com¬ munity, the results obtained are not conclusive. It would be erroneous, for instance, to attribute to bad sanitary conditions the increased amount of sickness in families, and leave out of consideration such factors as Irregular habits, indifference to healthy living quarters, and the intimate relation between poverty and ill health. By reference !o the table it will be seen that the number of persons sick in Atlanta was 163 out of a total of 577, or 28.25 peT cent, where the light and air were good ; and that out of 367 persons living where the light and air were bad, 120, or 32.70 per cent, were sick, a difference of only 15 per cent between houses with good and bad condi¬ tions as to light and air. One hundred and twenty-eight persons living in houses with good light and air lost 5,819 days by sickness, or an average of 45.46 days each ; while 102, or 26 persons less, lost, under bad conditions of light and air, only 4,361 days, or an average of 42.75 days each, a difference of 6 per cent, the average days of sickness being more, in houses with good light and air than in those where the light and air were bad. This table further shows that out of 537 persons living in Atlanta in houses with good ventilation 153, or 28.49 per cent, were sick during the year, losing, for the 124 reporting, 5,927 days, or an average of 47.80 days each; while out of 427 persons living in houses with bad ventilation 154, or 36 per cent, were sick during the year, 133 of whom lost 6,050 days, or an average of 45.49 days each, a difference of only 26 per cent between the per cent of persons sick where ventilation was good and where it was bad, the average number of days again being greater for those under good conditions than for those under bad. Table 15, giving general description of houses, shows that a large proportion of the houses occupied by the 1,137 families were wooden structures, detached and located in neighborhoods of fair character. Of the 1,031 houses but 43 had bath¬ rooms, and 183 had water-closets, 95 of which were in the Cambridge houses. In Atlanta and Cambridge tho houses with bad outside sanitary conditions predomi¬ nated. In all the other cities the houses with good outside sanitary conditions pre¬ dominated, the latter being greatly in excess for the entire territory covered. This paper may be summarized as follows : First. All the data in the investigation have been gathered by intelligent colored men and women living in the communities covered. These investigators were not hindered by obstacles which make it difficult for a white man to get accurate infor¬ mation of the family life, habits, and character of the colored people. These colored investigators can not be charged with prejudice and designs against the interests of the colored people. For these reasons their work is thought to be more than usually accurate and reliable. Second. Overcrowding in tenements and houses occupied by colored people does not exist to any great extent, and is' leas than was supposed. Third. In comparison with white women, an excess of colored women support their families entirely, or contribute to the family support, by occupations which take them much of their time from home, to tho neglect of their children. Fourth. Environment and the sanitary condition of houses are not chiefly respon¬ sible for the excessive mortality among colored people. 2304 EDUCATION REPORT, 1896-97. Fifth. Ignorance and disregard of the laws of health are responsible for a large proportion of this excessive mortality. Social and Physical Progress.1 The study of vital statistics is one of the most important subjects that can engage the attention. The death rate, taken in connection with the birth rate, determines the natural increase or decrease of population, the growth or decline of a people, and the strength of nations. Dr. William Farr, late registrar-general of births, deaths, and marriages in England, states the whole matter in the following lan¬ guage: “There is a relation betwixt death, health, and energy of body and mind. There is a relation betwixt death, birth, and marriage. There is a relation betwixt death and national primacy ; numbers turn the tide in the struggle of population, and the most mortal die out. There is a relation betwixt the forms of death and moral excellence or infamy.” It has been known for a number of years to health officers and students of vital statistics that the death rate of the colored people was larger than that of the white people; that the colored people were dying in larger numbers in proportion to the colored population than the white people were in proportion to the white popula¬ tion. Of late years these facts have become known to most intelligent; persons, and great interest attaches to the- degree of the excess of the colored death rate and to the causes of it. This paper will deal with the vital statistics of the cities of Atlanta, Ga. ; Balti¬ more, Md. ; Charleston, S. C.; Memphis, Tenn., and Richmond, Va. Each of these cities contains a large colored population, surrounded by social, economic, and moral conditions such as exist in other cities where colored people are congregated in con¬ siderable numbers, if Philadelphia is excepted. The cities selected are therefore thoroughly representative for the purpose in hand, and the conditions found to pre¬ vail in them may be fairly presumed to prevail in the other cities having a large population of colored people. The average annual death rate per 1,000 of the living population in these five cities for the fifteen years from 1881 to 1895 was 20.74 for the whites and 36.13 for the colored, showing a percentage of excess for the colored of 73.8. The average annual death rate per 1,000 by race for each of the five cities under consideration for the past fourteen or fifteen years is as follows : City. White. Colored. Per cent excess of colored. Atlanta (1882-1895) . 18. 50 34. 71 87.6 Baltimore ( 1880 1894) . . . . ... . . 20. 69 32. 71 58.1 Charleston (1881-1894) . 23.19 44. 08 90. Momphis (1889 1895) _ _ _ _ _ _ _ 20. 58 31. 15 51. 3 Richmond (1881 1895) . . . 20. 73 38. 02 83.4 An inspection of the table just given shows that the highest death rate among the colored is in Charleston (which is also true as to the whites) and that the lowest death rate among the colored is in Memphis, the lowest among the whites being in Atlanta. Comparing the white and colored death rates, it is to be seen that the greatest excess of colored over white is in Charleston, where it reaches 90 per cent, the excess in Atlanta being 87.6 per cent and that in Richmond 83.4 per cent. The least excess is found in Memphis, which is 51.3 per cent, Baltimore having 58.1 per cent. These figures seem to justify the conclusion that the worst physical condi¬ tions among the colored people are to be found in Charleston, Atlanta, and Rich¬ mond and the best in Memphis and Baltimore. Having found the average death rates of the two races in these five cities for the past fourteen or fifteen years, and having compared them with each other and drawn a conclusion as to the relative physical conditions of the colored populations in the cities under consideration, it will conduce to a better understanding and a fuller knowledge of these conditions to divide the fourteen or fifteen years which this investigation covers into three periods as nearly equal as possible. By pursuing this method we shall be able, in a measure, to decide whether the physical condition of the colored people is better or worse in 1894 or 1895 than in 1880 or 1881. By Mr. L. M. Hershaw (1886), Washington, D. C. EDUCATION OF THE COLORED RACE. 2305 City. First period. Second period. Third period. White. Col¬ ored. Per cent excess of colored. 1 White. Col¬ ored. Per cent excess of colored. White. Col¬ ored. Per cent excess of colored. Atlanta . 18. 22 37. 96 108.4 19. 25 33.41 73.5 18. 03 32.76 81.6 Baltimore . 22. 60 36.15 59. 9 19. 46 30. 52 56.8 20. 01 31.47 57.2 Charleston . 25. 40 44. 08 73.5 22.30 46. 74 109. 6 21.88 41.43 89.3 Memphis . 26. 08 43. 01 64.9 21.49 29. 35 36.5 14. 17 21. 11 48.9 Richmond . 22. 42 40. 34 79.9 21.37 38. 83 81.7 18. 42 34. 91 89.5 The tabular statement contains, in addition to the average annual death rate, the percentage of the excess of the colored death rate. Lest the percentages of excess mislead somebody, it is necessary to explain that, in comparing the three periods they merely show whether or not the colored death rate has decreased as rapidly as the white death rate, and not the actual increase or decrease of the colored death rate. To illustrate: Comparing the second and third periods in Richmond, it is to be seen that the percentage of excess for the second period is 81.7 per cent and for the third period 89.5 per cent. Without looking at the matter carefully the conclu¬ sion is likely to be drawn that the colored death rate is greater for the third period than for the second, when, as a matter of fact, it is less, the rates being 38.83 1 for the second and 34.91 for the third. An inspection of the above table shows that there has been a constant decrease in the colored death rate from period to period in Atlanta, Memphis, and Richmond. In Atlanta the colored death rate for the first period is 37.96, for the second 33.41, and for the third 32.76; in Memphis 43.01 for the first period, 29.35 for the second, and 21.11 for the third and in Richmond 40.34 for the first period, 38.83 for the second, and 34.91 for the third. While Baltimore and Charleston do not show the constant decrease from period to period noted in the other cities, they do show a lower death rate for the third period than for the first, the death rates in Baltimore being 36.15 for the first period, 30.52 for the second, and 31.47 for the third, and those in Charleston 44.08 for the first period, 46.74 for the second, and 41.43 for the third. Memphis shows the greatest improvement, the average death rate at the end of the third period being 50.9 per cent lower than at the end of the first, and Charleston shows the least improvement — 6 per cent. In Atlanta the improvement is 13.9 per cent, in Richmond 13.4 per cent, and in Baltimore 12.9 per cent. Of the five cities with which this paper deals but two have a registration of births — Baltimore and Charleston. Richmond had such a registration, but it was discontinued some years ago. The registrations of Baltimore and Charleston are admittedly incomplete. No view of the vital statistics of a community is complete without a knowledge of its birth rate. The birthrate is closely related to the death rate. The natural increase of population depends upon the excess of the birth rate over the death rate. It would be highly interesting to know what the birth rate of the colored population in the five cities under consideration is. Is it as great as the death rate? Is it greater than the death rate? These questions can not be answered satisfactorily because the health reports do not supply the information. The United States census of 1890 gives the colored birth rate of the United States as 29.07 per 1,000, but owing to the incompleteness of the records of births by the municipal and State authorities, these figures are not reliable and are probably much too small. Four European countries have birth rates which exceed the colored death rate in the cities that we have under consideration. In view of the well-known fecundity of the negro race, it is fair to infer that his birth rate is cer¬ tainly as high as that of the Italian, the German, the Austrian, or the Hungarian. If this is so, then the death rate in these cities has not reached the point where population begins to decrease. It is well-nigh useless to pursue this branch of the subject further, because of the lack of data. Having established the fact that the average colored death rate for the past four¬ teen or fifteen years in the five cities is 73.8 per cent in excess of the white death rate in the same cities for the same period, and having shown, by dividing these years into three equal periods and comparing the rates of previous with succeeding periods, that the colored death rate shows an improvement over fifteen years ago, it remains to set forth the causes of this excessive mortality. The principal causes of the excessive mortality of the colored people are the same in all the cities, therefore it will serve our purpose to know the average death rate of the three cities, Charleston, Memphis, and Richmond, combined, for a period of 1 The death rate is generally expressed in terms of 1,000. The phrase “rate of 38.83 ’’means that there were thirty-eight and eighty -three one-hundredths deaths per 1,000 of population. Tor brevity, the words “per thousand ” are omitted. ED 97 - 145 2306 EDUCATION REPORT, 1896-97. fifteen years for certain classes of diseases, and to give in full the same facts con¬ cerning Atlanta. The table which follows shows for Charleston, Memphis, and Richmond, combined, the average death rate per 10,000 by specified causes for a period of fifteen years, from 1881 to 1895 : Disease. White. Colored. Per cent excess of colored. Consumption anil pneumonia . . . . . . . . a 32. 76 20. 16 14. 87 0.81 75.48 26. 22 39. 43 4. 72 130.4 30.0 165.1 482.7 Typhoid, malarial, and scarlet fevers, diarrhea and diphtheria . Cholera infantum, convulsions, and. still-born . . . Scrofula and syphilis . . . . . . . . a These death rates for specified causes are per 10,000. It is to be seen from the table above that for all classes of diseases the colored death rate exceeds the white. The greatest excess is found under scrofula and syphilis, where it is 482.7 per cent in excess of the white death rate. The next greatest excess i3 due to infantile diseases — cholera infantum, convulsions, and still¬ born — the excess being 165.1 per cent. The third greatest excess is duo to pulmo¬ nary diseases, and is seen to be 130.4 per cent. We see also that the least disparity between tho white and the colored death rate is found under the group of diseases most aifected by environment, including typhoid and malarial fevers and diphtheria, where tho excess is only 30 per cent. As to syphilis and scrofula, it is to be observed that the number of deaths is small. The white death rate during fifteen years in Charleston, Memphis, and Richmond has been less than 1 per 10,000 of the popu¬ lation, while the colored was somewhat less than 5. The per cent of the excess of tho colored over the whito is, however, startling, and furnishes much food for reflection as to the morals of the colored people. Tho two principal causes of the excessive mortality of tho colored people are pul¬ monary diseases — consumption and pneumonia — and infant mortality. The exces¬ sive prevalence of consumption and pneumonia among colored jieople is brought out very plainly in the foregoing table, where the excess in these cities is shown to be 130.4 per cent. The following table, containing the total average annual number of deaths and the average annual number of deaths of children under 5 years of age, with distinc¬ tion of race, will servo to show the extent of the infant mortality among colored people : ATLANTA, GA. Period. Average annual number of deaths. Average annual number of deaths under 5 years of age. White. Colored. White. Colored. Per cent of white. Per cent of colored. 1882 1885 . 470 751 172 313 38.7 41.6 1886 1890 . 644 845 224 348 34.7 41.1 1891 1895 . 804 1,086 257 386 31.9 35.5 CHARLESTON, S. C. 1885 1889 . 525 1, 394 1,316 148 1 558 28.0 40.0 1890 1894 . 529 141 518 26.4 39.3 MEMPHIS, TENN. 188G 1890 . 678 742 | 180 263 26.5 35.4 1891 1895 . 619 741 145 232 23.4 31.1 ! There is an enormous waste of child life among both races, not only in the cities under consideration, but in all cities. But from the data at hand the conclusion is justified that the mortality among colored children is not alarmingly in excess of the mortality among white children, unless it be for children under 2 years of age. The figures which we have presented on this subject show that the mortality among children of both races has decreased constantly since 1881 in Atlanta, Charleston, and Memphis. EDUCATION OF THE COLORED RACE. 2307 Of tlie diseases which are excessively prevalent among colored people the most important, and the one which should he the occasion of the greatest alarm, is con¬ sumption. We have seen already that consumption and pneumonia are among the causes of excessive mortality of the colored people, the excess per cent of Charleston, Memphis, and Richmond being 130.4. The table following shows tho rate per 10,000 of deaths from consumption in all the cities investigated: ATLANTA, GA. Period. White. Colored. Per cent excess of colored. 1882-1885 . . . 18. 40 50. 20 172. 83 1886-1890 . - . 18. 83 45. 88 143. 65 1891 1895 . 16. 82 43.48 158. 50 BALTIMORE, MD. 1886 . 25. 65 58. 65 128. 65 1887 . 22. 23 55. 42 149. 30 1891 . 20. 00 46. 32 131. 60 1892 . . 20. 10 49.41 145. 82 CHARLESTON, S. C. 1881-1884 . 27. 52 72. 20 162. 35 1885-1889 . 20. 05 68. 08 239. 55 1890 1894 . . . 17.71 57. 66 225. 58 MEMPHIS, TENN. 1882 1885 . . . . . 34. 25 65. 35 3886-1890 . 24. 29 50. 30 1891 1895 . 15. 90 37.78 RICHMOND, VA. 1881-1885 . 25. 57 1 54. 93 1886 I860 . 21.27 41. 63 1891-1895 . 18. 54 ! 34. 74 90. 80 307.08 137. 61 114. 82 95. 72 87. 38 It is to bo seen that in all of the cities the death rate for consumption is high among the colored people, the lowest rate being 34.74 per 10,000, in Richmond, and the highest 72.20, in Charleston. The greatest disparity between the white and the colored death rate for this cause is also in Charleston, where the excess per cent of the colored is as high as 239.5. The important fact must not be lost sight of that the death rate from this cause has constantly decreased in all the cities except Charleston, and in Charleston tho death rate for the period 1890-1894 is lower than for the period 1881-1884. There is reason, however, for great concern and anxiety as to the excessive prevalence of this disease among the colored people. Unless checked and reduced to a normal state, it may in the course of years be a deciding factor in the ultimate fate of the race. The prevalence of tubercular and scrofulous diseases — consumption, scrofula, syphilis, and leprosy — has caused the weaker races of the earth to succumb before the rising tide of the Christian civilization. The Carib of the West Indies, the noble red man of these shores, the natives of the Sandwich Islands, and the aborigines of Australia and New Zealand have all disappeared or been greatly reduced in numbers as tho result of the ravages of these diseases. It should be an object of first importance, then, to get control of these diseases before they reach the point where control is impossible. It will be of ihterest to know somewhat in detail tho physical condition of the population in Atlanta for the fourteen years from 1882 to 1895, and the tables which follow set forth quite fully this fact. 2308 EDUCATION REPORT, 1896-97. Death rate per 1,000, Atlanta, Ga. Period. White. Colored. Per cent excess of colored. 1882 1885 . 18. 21 37. 96 108.4 1886 1890 . 19. 25 33. 41 73.5 1891-1895 . 18. 03 32. 76 81.6 It is seen that the death rate of the colored population, though greatly in excess of that of the white, has constantly decreased, the average death rate per 1,000 for the first period being 37.96, for the second 33.41, and for the third 32.76. Relatively, as compared with the whites, the death rate of the colored shows much improvement. Though the percentage of excess of colored for the third period is greater than that for the second, the percentage for both of these periods shows a marked decrease from that of the first period. The following tables show for three periods, 1882 to 1885, 1886 to 1890, and 1891 to 1895, the average annual death rate per 10,000, Atlanta, Ga., by specified causes: CONSUMPTION AND PNEUMONIA. Period. White. ! Colored. Per cent excess of colored. 1882-1885 . 27. 43 76. 89 180.3 1886 1890 . . . . 30. 13 72. 14 139. 4 1891-1895 . 28. 48 75. 75 165.9 CHOLERA INFANTUM AND STILLBIRTHS. 1886 1890 . . 26.78 56. 09 109.4 1891 1895 . 24.99 53. 86 115.5 TYPHOID, SCARLET, AND MALARIAL FEYERS, AND DIPHTHERIA. 1882 1885 . 11. 58 19. 31 1886 1890 . . . 14. 58 17. 17 1891-1895 . . . 10. 72 12.48 OTHER CAUSES. 1882 1885 . a 143. 15 121. 05 116. 15 a 283. 44 188. 67 185. 50 1886 1890 . 1891 1895 . a Including deaths from cholera infantum and stillbirths. It is observed that in all these groups of causes the colored death rate has de¬ creased from period to period, except for consumption and pneumonia, where the death rate for the period 1891-1895 is greater than for the period 1886-1890, though slightly less than for the period 1882-1885. The statistics presented in the various tables which this paper contains, viewed candidly and dispassionately, show results favorable to the physical improvement of the colored race. If the mortality rate had remained stationary for a period of fifteen years, it would have been a lasting evidence of the physical strength and endurance of the race. But we have shown that the rate has decreased in that period, and that, too, as is well known, in the face of hard, exacting, and oppres¬ sive social and economic conditions. When all of the facts in the colored man's case are taken into consideration, the wonder is, not that the death rate is as high as it is, but that it is not even higher. The history of weak and inferior races shows that they begin to decrease in number after one generation’s contact with Anglo-Saxon civilization. The native population of the Sandwich Islands a hundred years ago was estimated to be 100,000. The latest census taken on the islands shows the native population to be 35,000. We do not witness this decay and decrease in numbers in the colored race anywhere in the Western Hemisphere. In studying any phase of negro life in the United States, the fact must be kept EDUCATION OF THE COLORED RACE. 2309 constantly in view that the negro has been subjected to degrading and blasting slavery for more than two centuries. \\ hile slavery did its victims a great wrong in depriving them of the fruits of their toil, it did them a greater wrong in denying them opportunities for moral and mental improvement. Those who sit in judgme t upon the negro and study his frailties and shortcomings must not forget these previous conditions. To recapitulate, it has been shown — First. That the colored death rate exceeds the white, the excess averaging for five cities, during a period of fifteen years, 73.8 per cent. Second. That the death rate of the colored population in five cities is lower for the period 1890-1895 than for the period 1881-1885. Third. That the principal causes of the excessive mortality among the colored people of five cities are pulmonary diseases and infant mortality. Fourth. That the least disparity between the white and colored death rates is for those diseases due to unwholesome sanitary conditions— typhoid, malarial and scar¬ let fevers, diphtheria, and diarrhea. This last fact, that the excessive death rate of the colored people does not arise from diseases due to environment, is of vast importance. If poor houses, unhealthy localities, bad sewerage, and defective plumbing were responsible for their high death rate, there would be no hope of reducing the death rate until either the col¬ ored people became wealthy, or philanthropic persons erected sanitary houses, or municipalities made appropriations to remove these conditions. But since the excessive death rate is not due to these causes, there is reason for the belief that it may be reduced without regard to the present economic conditions of the colored people. The Physical Condition of the Race.1 * * * If the colored people in our larger towns are bent upon living near the center of the city, they can not rent or buy property, except in the less desirable or abandoned parts. But it is not necessity^ it is only convenience that leads them to live over stables, in dark, damp cellars, and on back alleys in the midst of stench and putrefaction. They can, if they would, go to the suburbs, where they can get better accommodations for less money. I have been in families in Nashville ranging from seven to ten living on a back alley with a rivulet of filth running before the door of the one room in which they bathed and ate and slept and died. Two miles farther out all of these families might have secured for the same money shanties of two and three rooms, with purer air and water, and had a garden spot besides. Among the colored people convenience to the heart of the city often overrides considerations of health, and that the white people offer them hotbeds of disease for homes is no excuse for their taking them. It is better to live in the suburbs than to die in the city. The negro is induced, but not forced, to accept the bad accommodations of down- town life. Apart from this apparent exception in the matter of rented houses, no race discrimination affects in the least the negro’s physical condition; and it is for this very reason that I am hopeful of a change lor the better in the vital statistics of our people. If the large death rate, the small birth rate, the susceptibility to disease, and the low vitality of the race were due to causes outside of our control, I could see nothing before us but the “ blackness of darkness forever;” but because the colored people themselves are responsible for this sad state of affairs, it is to be expected that time and education will correct it. The conclusions which I shall draw in this paper are based largely upon my study of the problem in Nashville. In the first place, then, the excess of colored deaths over white is due almost entirely to constitutional diseases and infant mortality. According to health statis¬ tics, the constitutional diseases which are mainly responsible for our large death rate are pulmonary consumption, scrofula, and syphilis, all of which are alike in being tuberculous. A large number of the colored convicts in our State prison at Nashville are consumptives or syphilitics. Out of 92 deaths in a certain territory in Nashville, 19 deaths, or over 20 per cent, were due to consumption. The other 73 deaths were due to thirty-five different causes. In the recent Atlanta investiga¬ tion, according to the mortality report of Cambridge, Mass., consumption was the cause of 15 per cent of the deaths. Deaths from consumption in Nashville for the period 1893-1895. • 1893. 1894. 1895. Bemarks. White . I 124 91 82 A reduction of nearly 34 per cent. Colored . 177 159 218 An increase of over 23 per cent. 1 By Prof. Eugene Harris, Fisk University, Nashville, Tenn. 2310 EDUCATION REPORT, 1896-97. Alarming as are the facts set forth in the preceding table, they are not the whole truth. They would bo occasion for serious concern if the races were numerically equal, but when we remember that the colored people of Nashville are only three- fifths as numerous as the whites, it is all the more startling. For the year 1895, when 82 white deaths from consumption occurred in the city of Nashville, there ought to have been only 49 colored, whereas there really were 218, or nearly four and one-half times as many as there ought to have been. It is an occasion of serious alarm when 37 per cent of the whole people are responsible for 72 per cent of the deaths from consumption. Deaths among colored people from pulmonary diseases seem to be on the increase throughout the South. During the period 1882-1885, the excess of colored deaths from consumption for the city of Memphis was 90.80 per cent. For the period 1891- 1895, the excess had arisen to over 137 per cent. For the period of 1886-1890, the excess of colored deaths from consumption and pneumonia for the city of Atlanta was 139 per cent. For the period 1891-1895, it had arisen to nearly 166 per cent. From these facts it would appear that pulmonary consumption is the “ destroying angel” among us, and yet I am told that before the war this dread disease was" vir¬ tually unknown among the slaves. Fortunately, Charleston, S. C., kept even before the war the mortality statistics of the colored people, and, consequently, we are able to ascertain with some accuracy how their death rate from consumption before the war compares with their death rate afterwards. What are the facts m the case? From 1822 to 1848 the colored death rate from consumption was a trifle less than the white. Since 1865 it has been considerably greater, and is still increasing. According to F. L. Hoffman, the white mortality from that cause has decreased since the war 134 per 100,000. The colored mortality has increased over 234 per 100, 000. 1 The question arises, How do we account for this change? Is it because the negro is inherently more susceptible to pulmonary diseases, or is it because of his changed environment — his different social conditions ? If his tendency to consumption is due to his inherent susceptibility, what was it that held it in check until after the war? It seems that this fact alone is sufficient to fix the responsibility upon the conditions which have arisen since emancipation. Mr. F. L. Hoffman claims that the negro’s lungs weigh 4 ounces less than a white man’s, and that though his normal chest measure is greater, his lung capacity is less; and that here we have a cause for the negro’s tendency to consumption which no environment, however favorable, can affect. Even if this be a fact, it is hard to see how it began to operate as a cause of consumption only since the war. Let us turn for the present to another cause of the excessive mortality among us, namely, the increased prevalence of scrofula and venereal diseases. For the period 1882-1885 the colored death rate in Memphis from scrofula and syphilis was 205.8 per cent in excess of that among the whites, but from 1891 down to the present time the excess has been 298 per cent. For the period 1893-1895 there were in the city of Nashville 8 white deaths from scrofula and syphilis and 35 colored. In proportion to the population, there ought to have been only 5. Of course allowance must be made for the fact that, on account of the scandal and disgrace, white physicians are reluc¬ tant to report white deaths from these causes, whereas such motives rarely, if ever, influence them in reporting colored deaths. According to the May bulletin of the Department of Labor, out of 1,090 colored people canvassed this year in the city of Nashville, 18 were suffering from scrofula and syphilis. One whose attention has not been called to the matter has no concep¬ tion of the prevalence of these diseases among the negroes of Nashville. I have looked for it in both races as I have walked the streets of my city, and to come across the loathsome disease in the colored passers-by is not an uncommon occurrence. This state of affairs can be accounted for when I tell you that there is probably no city in this country where prostitution among colored people is more rampant and brazen, and where abandoned colored women are more numerous or more public in their shameful traffic. In the families canvassed by me this year, among 50 sufferers from rheumatism, 8 were so badly crippled as to be bedridden invalids. When we consider the fact that some forms of rheumatism are syphilitic in their origin, and that in these same fami¬ lies there were 18 suffering from scrofula and syphilis, it would appear that venereal poisoning was responsible for a considerable share of the rheumatism. There is one obstacle to the race’s reproducing itself that has some connection with venereal diseases, and hence I speak of it now. I refer to the enormous amount of stillbirths and infant mortality prevalent everywhere among colored people. For the period of 1893-1895, the still and the premature births in the city of Nashville were 272 for the white and 385 for the colored; or, in proportion to the population, two and one- third times as many as there ought to have been. This relative state of affairs obtains in Memphis and Atlanta, and in all the large cities of the South. 1 See Race Traits and Tendencies of the American Hegro, by E. L. Hoffman. — Ed. EDUCATION OF THE COLORED RACE. 2311 From the iieal tli reports of all our large Southern cities wo learn that a considerable amount of our infant mortality is due to inanition, infantile debility, and infantile marasmus. Now, what is the case in regard to these diseases? The fact is that they are not diseases at all, hut merely the names of symptoms due to enfeebled constitu¬ tions and congenital diseases, inherited from parents suffering from the effects of sexual immorality and debauchery. Translated into common speech, they are noth¬ ing more than infant starvation, infant weakness, and infant wasting away, the cause of which is that the infants’ parents before them have not given them a fighting chance for life. According to Hoffman, over 50 per cent of the negro children horn in Richmond, Ya., die before they are 1 year old. The number of still and premature births among ns is a matter of groat alarm, not only because it seriously interferes with the numerical increase of the race, hut because it involves the fecundity, tho health, and even the moral character of large numbers of our women. The support of the family often falls very heavily upon our poor washerwomen ; and since they find it hard to get tho husks to feed and the rags to clothe their already large number of little folks, living in one room like stock, rather than to add to their burden they resort to crime. An official on the Nashville board of health, who is also proprietor of a drug store, tells me that he is astonished at the number of colored women who apply at his store for krugs with a criminal purpose in view. The sixteen Atlanta groups in the recent investigation showed that the female heads of families are considerably in excess of the male, and out of 324 families 31 were wholly supported by the mother, and 205 were supported by the mother alto¬ gether or in part. In such social conditions as these, where tho burden of bread winning is borne largely, and often altogether, by the mother of the household, it is not surprising that poor laboring women, who are ignorant of its ruinous effects upon both health and character, should resort to prenatal infanticide. The average family for the eighteen cities covered by our recent investigation numbers only 4.1, which means that in these eighteen cities the race is doing barely more than reproducing itself. The large colored families of a few decades ago are becoming more and more scarce. I know a grandmother who was the proud mother of over a dozen children ; the daughter could boast of nine ; and not one of several granddaughters, though married for a number of years, is the mother of more than one child. This family is but an illustration of many others just like it. Such facts go to show that the negro is no longer the “prolific animal” that he once was termed. The race, like the women of whom Paul once wrote to Timothy, must be “ saved through childbearing.” I take it that the excess of infant mortality from cholera infantum and convul¬ sions means nothing ore than that the negro mothers do not know so well how to feed and care for their offspring. They need instruction in infant dietetics and baby culture. I have now covered the ground to which our excessive death rate is mainly due, namely, pulmonary diseases, especially consumption and pneumonia, scrofula, vene¬ real diseases, and infant mortality. If we eliminate these diseases, our excessive death rate will bo a thing of the past. Let us now inquire, What is there in the negro’s social condition that is responsi¬ ble for the prevalence of these diseases, and the consequent mortality? In the first place, then, be it known by all men that we to-day in this conference assembled are not the enemies of our people because we tell them the truth. We shall know the truth, and the truth shall make us free, not only from the bondage of sin, but from vicious social conditions and consequent physical death. Sanitary regulations and the social reconstruction of Israel formed a large part of Moses’ religious duty, and why may it not of ours? While I do not depreciate sanitary regulations and a knowledge of hygienic laws, I am convinced that the sine qua non of a change for tho better in the negro’s phys¬ ical condition is a higher social morality. I do not believe that his poverty or his relation to the white people presents any real impediment to his health and physical development. Without going into the reasons for it, it is well known that the poor laboring classes often enjoy better health, are freer from disease, have larger fami¬ lies, and live longer lives than the rich. I am convinced that for the causes of the black man’s low vitality, his suscepti¬ bility to disease, and his enormous death rate we must look to those social condi¬ tions which he creates for himself. What are they? I have already referred to the social causes of our excessive infant mortality, namely, the frequency with which the partial or the entire maintenance of the household devolves upon the mother; and especially the impaired chance for life which a debauched and immoral parent¬ age bequeaths to childhood. The infants in their graves will rise up in judgment against this evil and adulterous generation and condemn it. The constitutional diseases which are responsible for our unusual mortality are often traceable to enfeebled constitutions broken down by sexual immoralities. 2312 EDUCATION REPORT, 1896-97. This is frequently the source of even pulmonary consumption, which disease is to-day the black man’s scourge. According to Hoffman, over 25 per cent of the negro children born in Washington City are admittedly illegitimate. According to a writer quoted in Black America, “in one county of Mississippi there were during twelve months 300 marriage licenses taken out in the county clerk’s office for white people. According to the proportion of population there should have been in the same time 1,200 or more for negroes. There were actually taken out by colored people just 3.” James Anthony Froude asserts that 70 per cent of the negroes in the West Indies are born in ille¬ gitimacy. Mr. Smeeton claims that “in spite of the increase of education there has been no decrease of this social cancer,” My attention has been called to a resort in Nashville, within less than two blocks of the public square, where a large number of abandoned women and profligate men often congregate in the under¬ ground basement, which is lighted and ventilated only through the pavement grating; and there in debauchery and carousal they make the night hideous until almost morning. What are they sowing but disease, and what can they reap but death? It is true that much of the moral laxity which exists among us to-day arose out of slavery. It is due to a system which whipped women, which dispensed with the institution of marriage, which separated wives from their husbands and assigned them to other men, which ruthlessly destroyed female virtue, and which made helpless women the abject tools of their masters. This is the correct explana¬ tion of our social status to-day, but to explain it is not to excuse it. It is no longer our misfortune, as it was before the war; it is our sin, the wages of which is our excessive number of dearths. Always and everywhere, moral leprosy means physical death. Wherever the colored people are guilty of the immoralities of which James Anthony Froude and W. L. Clowes of the London Times accuse them, if they con¬ tinue in them they will be destroyed by them, root and branch. Rome was destroyed because the Empire had no mothers, and Babylon was blotted out because she was the et mother of harlots.” A few years ago I said, m a sermon at Fisk University, that wherever the Anglo- Saxon comes into contact with an inferior race the inferior race invariably goes to the wall. I called attention to the fact that, in spite of humanitarian and philan¬ thropic efforts, the printing press, the steam engine, and the electric motor in the hands of the Anglo-Saxon were exterminating the inferior races more rapidly and more surely than shot and shell and bayonet. I mentioned a number of races that have perished, not because of destructive wars and pestilence, but because they were unable to live in the environment of a nineteenth century civilization; races whose destruction was not due to a persecution that came to them from without, but to a lack of moral stamina within; races that perished in spite of the humani¬ tarian and philanthropic efforts that were put forth to save them. To that utterance let me now add this thought : That where shot and shell and bayonet and the printing press and the steam engine and the electric motor have slain their thousands, licentious men, unchaste womeu, and impure homes have slain their tens of thousands; and I speak the words of soberness and truth when I say that if the charges of sexual immoralities brought against us are true, unless there be wrought a social revolution among us the handwriting of our destruction even now may be seen on the wall. The history of nations teaches us that neither war nor famine nor pestilence exterminates them so completely and rapidly as do sexual vices. If the cause of our excessive death rate be, in its ultimate analysis, moral rather than sanitary, then this fact ought to appear not only in our vital, but in our crim¬ inal statistics as well. Professor Starr, of Chicago University, claims that in the State of Pennsylvania, where there is little opportunity to assert that the courts are prejudiced against colored criminals, though the negroes form only 2 per cent of the population, yet they furnish 16 per cent of the male prisoners and 34 per cent of the female. The race has such great privileges in Chicago and it is dealt with so fairly and justly that the colored people themselves have denominated it the “Negroes’ Heaven;” and yet, according to Professor Starr, while the negroes form only per cent of the population of Chicago they furnish 10 per cent of the arrests. I am convinced that the immorality which accounts for these criminal conditions is also responsible for the race’s physical status ; and if we are to strike at the root of the matter, it will not be at sanitary regulations, but at social reconstruction and moral regeneration. 2314 Table 9. — Schools for the education of the colored Location. N ame of school. Beligious denom¬ ination. White. Col¬ ored. | Total. Total. Elemen¬ tary grades. Male. Female. | 5 Female. c3 *3 Female. Male. Female. 1 2 3 4 5 & 7 8 © i© 11 12 ALABAMA. 1 Calhoun . Calhoun Colored School .... Nonsect .. 0 10 2 2 14 162 205 138 184 2 o 0 4 2 6 44 102 37 75 3 Non sect . . G 0 2 2 110 109 75 80 4 Cong . o 0 0 7 80 126 30 50 9 11 20 415 463 178 158 Colored Students.* G Normal . Agricultural and Mechani- Non sect .. 0 0 19 15 34 199 201 90 106 cal College. 7 Selma . flon cr . . 1 6 1 1 9 137 168 88 126 8 . do . Alabama Baptist University Bapt . 0 1 2 5 2 9 142 201 46 94 9 Cong . 6 1 14 0 1 21 292 391 240 361 10 Troy . Troy InclustriarAcademy .. Nonsect .. 0 0 4 1 5 65 100 63 92 11 Bapt . 0 0 1 2 g 30 45 24 26 12 Presb . 2 0 0 0 2 10 0 13 Tuskegee . Tuskegee Normal and In- Nonsect .. 0 0 48 33 81 706 122 1 — — 75 dustrial Institute. 1 ARKANSAS. 14 Arkadelphia . Arkadelphia Baptist Acad- Bapt . 0 0 1 2 3 27 43 22 40 15 . do . emy. Shorter University* . A. M.E... 0 0 1 o 3 30 41 30 41 16 Little Hock . Arkansas Baptist College . . Bapt . 0 0 2 3 g 100 78 65 53 17 . do . Philander Smith College ... Meth . 2 5 2 12 161 107 110 87 18 . do . Union High School* . Nonsect . . 0 0 2 7 9 300 462 273 405 19 Magnolia . Columbia High School . Bapt . 0 0 1 0 1 38 37 23 10 20 Pino Bluff . Branch Normal College . Nonsect . . 3 0 3 1 7 128 65 0 0 21 Southland . Southland College and Nor¬ Friends . . . 3 4 0 2 9 85 80 70 60 mal Institute. DELAWARE. 22 "Driver _ State College for Colored Nonsect . . 0 0 3 0 3 34 8 Students. DIST. OP COLUMBIA. 23 Wash in clou _ High School . _ . Non sect . . 0 0 16 10 26 215 513 24 . do . Howard University . Nonsect . . 42 1 21 7 71 445 96 25 . = . . .do . N ormal School . Nonsect . . 0 0 2 6 8 132 154 124 132 26 . do . AVhy land Seminary . Bapt . 2 5 2 2 11 102 57 20 16 FLORIDA. 27 Fevnandina. . _ _ Urn fled School No. 1 . Non sect . . 0 0 2 4 G 177 164 161 130 28 J acksonville . Cookman Institute ct . 29 _ do . Edward W alters College a . . 30 T.ivo Oalc _ Florida Institute *.. . Bapt 2 3 5 44 64 20 I 32 31 Ocala . Emerson Home . M.E . 0 . 2 0 0 2 0 39 39! 32 Orange Park . Normal and Manual Train¬ Cong . 2 4 0 0 6 38 34 23 1 or i 25 ing School. | 33 Tallahassee . State Normal and Industrial Nonsect .. 1 0 5 6 12 58 124 46 | 103 College. GEORGIA. 34 Athena . •Ternnl Academy. _ _ _ "Rapt _ 0 0 2 5 79 113 51 86 35 . do . 1tno\ Institute _ _ _ Cong . 0 0 2 4 6 117 185 110 176 36 . do . West Broad Street School . . Nonsect .. 0 0 2 4 6 184 233 161 172 37 A tlanta . Atlanta Baptist Seminary.. Bapt . 3 3 4 0 10 140 0 90 0 38 . do . . Atlanta University . Nonsect .. 8 13 1 1 23 117 183 21 39 39 . do . Morris Brown College . A. M. E . . . 0 0 5 6 11 167 255 30 63 40 . do . Spelman Seminary . . . Bapt . 0 36 2 2 40 0 574 0 465! 41 _ _ do R tours School* Cong . 0 7 0 0 7 70 150 70 150 42 Augusta . Haines Normal and Indus¬ Presb . 0 0 3 12 15 160 233 135 188 trial School. 43 _ do . The Paine Institute . M.E. S-... 2 1 2 2 7 104 98 12 25 44 . do . Walker Baptist Institute _ Bapt . 0 0 2 2 4 43 66 22 23 45 College . Georgia State Industrial Nonsect .. 0 0 12 0 12 160 43 50 43 College. Teachers. Pupils enrolled. ' Statistics of 1895-S6. ■ No report. EDUCATION OF THE COLORED RACE, 2315 race — teachers , students, and courses of study. Pupils enrolled. Students. Graduates. Second¬ ary grades. Collegi¬ ate classes. Classical courses. Scien¬ tific courses. English courses. Normal courses. Business courses. High school courses. Normal courses. Collegi¬ ate courses. Male. | Female. Male. ,2 g £5 Male. Female. Male. a a o Male. Female. Male. Female. Male. Female. Male. 'eS g to 1 2 3 4 5 6 7 § 9 1© 11 12 GEORGIA— COnt’d. 46 Bapt . 6 14 0 1 0 20 0 150 47 Cong _ _ 1 9 1 0 11 170 273 156 258 48 Con0- . 1 10 o 2 13 95 300 80 250 49 Non sect . . 1 2 1 0 4 130 136 89 94 50 Conn' _ _ _ 0 7 o o 7 112 176 104 141 51 South Atlanta .... Clark Institute . M. E . 3 3 2 3 11 3 84 201 141 166 52 M. E . 4 0 1 0 5 86 0 53 Cong . 0 7 0 0 7 39 112 32 77 trial School. 54 ILLINOIS. 55 0 0 1 1 2 16 24 INDIANA. 56 Nonsect .. 0 0 7 9 16 25 38 Nonsect . . 0 0 1 1 38 39 26 27 KENTUCKY. 1 58 "Reren. _ _ _ _ Berea College . 15 12 0 0 27 323 250 59 Frankfort . State Normal School for Nonsect .. 0 0 5 2 7 67 85 19 35 Colored Persons. 60 Lebanon . St. Augustine’s Academy. . . R. C . 0 6 0 1 7 60 85 60 30 61 Lexington . . Chandler Normal School. . . . Cong . 0 6 0 2 g 60 130 30 70 62 Louisville .... Christian Bible School . Christian . 1 0 1 0 2 27 0 63 ...... do . Central High School . Non sect .. 0 0 10 8 18 300 700 224 499 64 Paris . . Paris High School. . Nonsect . . 0 0 2 3 5 180 200 120 150 LOUISIANA. 65 A IftiranHria, _ Alexandria Academy . M. E . o 0 2 2 4 91 95 24 49 66 Bn.lrl win _ Gilbert Academy and In¬ M. E . 1 0 7 6 14 121 133 104 110 dustrial College. 67 New T fieri a, . Mount Carmel Convent®... 68 New Orleans .... Leland University . Nonsect .. 3 4 8 5 20 181 294 138 272 69 do New Orleans University _ M. E . 5 4 11 5 25 212 301 182 270 70 . do . Southern University . Nonsect . . 5 2 1 5 13 138 230 114 192 71 _ do . Straight University . Cong . 4 17 1 0 22 333 342 279 300 MARYLAND. 72 Baltimore . . Baltimore City Colored High Nonsect .. 1 6 0 0 7 30 107 1 School. 73 do . Morgan College . c . M. E . 2 2 2 1 7 76 25 41 13 74 do . St. Frances’ Academy . R. C . 0 35 0 23 75 Hebbville . Baltimore Normal School Non sect .. 1 0 0 1 2 9 25 0 0 for Training of Colored Teachers. 76 Melvale . The Industrial Home for Nonsect .. 0 5 0 1 6 0 134 0 134 Colored Teachers. 77 Princess Anne. . . . Princess Anne Academy ... M.E . 0 0 2 4 6 48 43 19 13 MISSISSIPPI. 78 Clinton . Mount Hermon Female Sem¬ Nonsect .. 0 5 0 2 7 11 69 1 4 79 Edwards . inary. Southern Christian Insti¬ Christian . 4 4 1 0 9 57 63 52 54 tute. 80 Holly Springs . . . . Mississippi State Colored Nonsect .. 1 0 4 1 6 97 93 37 40 Normal School. 81 do . . Rust University. . . Meth . 2 4 5 2 33 85 110 23 27 82 Jackson _ ... Jackson College ............ Bapt . 2 4 1 2 9 86 f08 36 80 83 Meridian . Lincoln School . Cong . 0 6 0 1 7 100 167 60 107 84 Meridian Academy . Meth . 0 0 2 3 5 120 168 84 96 a No report. EDUCATION OF THE COLORED RACE. 2317 race — teachers, students, and courses of study — Continued. Pupils enrolled. Second¬ ary grades. Students. Graduates. Collegi¬ ate classes. Classical courses. Scien¬ tific courses. English courses. Normal courses. Business courses. High school courses. Normal courses. Collegi¬ ate courses. Male. Female. Male. Female. 4 School. KENTUCKY. 03 -f3 o H 3 I 4 0 16 39 39 0 41 Berea College . State Normal School for Col- I . . . ored Persons. St. Augustine’s Academy. . . | . . . Chandler Normal School - j . . . Christian Bible School . I 13 Central High School . | . . . Paris High School . LOUISIANA. Alexandria Academy*. . Gilbert Academy and Indus¬ trial College. Mount Carmel Convents. . . . Leland University . New Orleans University. . . . Southern University. Straight University . MARYLAND. Baltimore City Colored High School. Morgan College . St. Frances Academy . Baltimore Normal School for Training of Colored Teachers. Pupils re¬ ceiving in¬ dustrial training. 24 36 0 350 Students trained in industrial branches. 60} 4 350 0 0 128 128 0 37 52 173 0 66 25 106 37, 19 225 285 0 0 0 0 io! ii 4 4 0 0 0 0! 37 0 0 0 0 0 0 95 186 83 165 91 39 1S7 90 150 240 15 0, 0 ... 0 0 0 0 60 15 16 0 0 0 0 0 0 17 18 19 20 6 30 20 290 0128 0 0 173 10 0 0 60 0 40 15 38 0 0 0 91 30 150 6 ... 20! 34 0 0 6 6 8 222 0120 * Statistics of 1895-96. a No report. EDUCATION OF THE COLORED RACE, 2327 professional and industrial training — equipment and income — Continued. Chief sources of support. Yalue of benefactions or be¬ quests in 1896-97. Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. Amount of State or municipal aid. Amount received from tuition ! fees. Amount received from pro- I ductive funds. Amount received from other sources. Total income for the year 1896-97. 21 22 23 24 25 26 27 28 29 A M E Ch . 1 500 $75, 800^ $900 $7, 100 $8, 000 W. A. H M S. Slater fund . 3' 000 150, OOoj 2, 375 18, 030 20, 405 Tuition and benevolence . 200 20, 0001 0 1, 340 0 1, 340 M. E. Ch. S . 400 14, 484 203 $2, 100 6, 469 8, 772 5, 000 519! 2, 079 2, 598 300 25, 000 $16, 000 0 0 0 16, 000 $4, 000 1 000 40, 000 10, 000 500 500 11, 000 3, 580 1 300 10, 000 688 1, 000 550 2, 238 75 ’400 35, 000 1, 800 3, 200 5, 000 State . 600 0 3, 000 1, 300 200 0 0 1, 500 Amer. Miss. Assn . . . 56 762 12, 258 0 1, 513 0 98 1, 609 1, 000 500, 000 Endowment . . . . 800 11, 000 100, 000 12, 000 12, 000 Am. M. Assn., tuition . 200 8, 570 0 468 0 1,338 1, 806 State . . . 169 18, 000 State . . . Public school fund . . 212 2, 500 15, 500 123, 000 3,517 4, 403 7, 920 State . 717 23, 203 5, 000 3, 373 8, 373 Tuition . 50 10, 000 600 600 | Amer. Miss. Assn., tuition . 133 500 18, 000 0 913 0 800 1, 713 Contributions . . . 600 175 4, 000 4, 175 City and State . 500 90, 000 15, 000 15, 000 City . 700 30, 000 9, 220 64 9, 284 Ereedmen’s Aid, So. Ed. Society 0 0 500 0 397 0 397 of M. E. Ch. . do . . . 1, 000 40, 000 457 2, 400 250 3,107 I Endowment . . . . 2, 000 1, 000 i . 0 0 3, 500 2, 000 5 500 Ereedmen’s Aid, So. Ed. Society 5, 000 1 100, 000 300 9, 380 9| 660 of M. E, Ch. State and United States . 0 1, 200 60, 736 9, 000 0 0 11, 000 20, 000 Contributions and tuition . 600 2, 500 : 125, 000 0 3, 200 240 3, 440 City . 200 2, 500 45, 000 2, 000 1, 000 7, 000 10, 000 500 ’ 500 State and endowment . 0 2, 000 20, 000 2, 000 0 240 0 2, 240 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 03 69 70 71 72 73 74 75 2828 EDUCATION REPORT, 1896-97. Table 10. — Schools for the education of the colored race—*. 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 Name of school. Students in pro fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained i n industrial branches. Farm or garden work. Carpentry. bl a 3 o — Plastering. Painting. Tin or sheet-metal work. Forging. 1 3 © * a © r^l <£) ft O ft Shoemaking. Printing. Sewing. Cooking. Other trades. Male Female. Total. Male. 1 1 L k | Total. 1 2 3 4 5 6 7 8 1 9 10 Ill _ 33 1 14 | 1 15 16 17 18 19 20 Maryland — continued . r~ _ r 1 The Industrial Home for 0 0 0 0 134 134 0 0 0 0 0 ° 0 0 0 0 134 134 0 Colored Teachers. 48 43 j 91 8 1 4 4 75 MISSISSIPPI. | i 1 1 0 o 0 • 45 45 45 45 Seminary. 1 2 c 2 18 1 5 23 5 4 7 3 4 ! Mississippi State Colored 0 0 0 0 60 60 0 0 0 0 0 o| 0 0 0 0 60 0 0 Normal School. 0 24 24 0 24 24 24 24 80 100 180 ... 1100 0 | 80 0 ... 20 20 10 90 100 ... 1... i 90 8 20 Meridian Academy . 1 Natchez College a . ... Tougaloo University . 3 8 11 95 108 203 25 90 5 97 80 Alcorn Agricultural and 157 0 157 60 J 47 50 Mechanical College. | MISSOURI. Sumner High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Douglass High School . 0 I 0 0 0 0 0 j 0 0 0 0 °j 0 0 0 j 0 0 0 0 0 j Lincoln Institute . 65 j 65 130 31 22 12 65 Lincoln High School . 1 i Gr8org6 R. Smith. College. 4 i 0 4 0 . . . . 75 .... 75 75 NEW JERSEY. 1 1 i Manual Training and In- 0 0 0 28 23 51 15 28 0 0 o' 0 0 0 0 0 23 23 15 1 dustrial School. NORTH CAROLINA. j j Washburn Seminary . 0 0 0 35 52 87 0 35 0 0 0 0 35 0 0 0 52 0 Biddle University . 20 0 20 153 0 153 15 36, 10 8 3 _ 19 40 15 Clinton Colored Graded 0 0 0 °j 0 0 0 0, 0 0 0 01 "6 6 0, 0 6 6 0 School. | i 1 Scotia Seminary ............ o o o o 266 266 | 266 266' State Colored Normal School 0 0 0 0 0 0 oj 0 0 0 o! 0 0 0 0, oj Oj 0 ... 0 State Colored Normal School 0 0 0 0 0 0 0 0 0 0 0 0 oj oj 0 0! 0! 0 01 Albion Academy. Normal 1 1 and Industrial School. Franklinton Christian Col¬ 5 0 5 oj 58 58 o o1 0 0 0; 0 0 o 0! o 58 lege. I 1 State Colored Normal | 1 School, a State Colored Normal 0! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 School. * 1 Agricultural and Mechani¬ 57' 19 76' 5 50 0 0 5 45 5 0 0 19 5! cal College for the Colored Race. Bennett College a . High Point Normal and In¬ o 117 117 0 0 0 0 0 0 0 0 0 0 117 oj 0 dustrial School. * Lincoln Academy . 31 138 169 4 2 1 121 75 Whitin Normal School . I j ... Barrett Collegiate and In¬ 35' 23 58 4 6 2 5 1 8 15 8 30i dustrial Institute. Plymouth Normal School... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9 9 0 St.‘ Augustine’s School . 0 6-1 6 25! 50' 75 25 10 10 lol 21 1 ...1 50! 50 * Statistics of 1895-9C a No report. EDUCATION OF THE COLORED RACE. 2329 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1896-97. Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. Amount of State or municipal aid. Amount received from tuition | fees. Amount received from pro¬ ductive funds. 1 Amount received from other sources. Total income for the year 1896-97. 21 22 23 24 25 26 27 28 29 100 $35, 000 $6, 200 $4, 610 j $10,810 200 10, 000 $1, 200 | 5,400 I $1, 342 400 25, 000 j 4, 200 1, 534 87 1,621 1, 000 1,000 25. 000 0 0 State . 0 3, 200 12, 000 2, 000 365 0 20 2, 385 E. A., S. Ed. Soc. M. E. Ch . 3, 500 ! 175, 000 0 | 2, 000 0 1 | 2, OOO1 Am. Bapt. H. M. Society . 470 500 ! 25; 000 0 i 1, 041 0 5, 740 , 781 200 2, 500' 600 ! 600 E. A., So. Ed. Society . 798 120 2, 000 523 275 798 Am. Miss. Assn . . 4. 500 5, 000 80, 000 1. 100 17, 100 18, 200 State and United States ...... _ 2, 900 85, 000 7, 750 15ft tSI 0. 000 17,900 State.. . 0 260 i 6, 0001 4, 000 90 0 0 4, 090 ‘ . do . 1 500 i 15, 000' 2, 000 0 o 0 2, 000 State and United States . . 50 ! 85 300 1 12, 000 171 1, 196 13^ 3G7| bt&to I E. A., S. Ed. Soc. M. E. Ch . 200 2, 100 j 60, 000 0 1, 500 125 1, 800 3, 425 State . 0 100 1, 000 3, 000 0 0 0 3, 000 Am. Miss. Assn . 0 7, 000 0 177 o 2, 100 2, 277 8, 500 130, 000' City . 300 j 200 350 50 400 j Presb. Church Uorth . . . 10, 000 i, ooo; 65, 000 0 485 0 4, 500 ' 4, 985! 1 State and Peabody Eund . ioo! 1, 000 1, 066' 540i 1 606' j State . 290 250 1, 500 lj 6001 0 ol 0 1,’ 600 -300 10, 000 2, 000 2, 000 3 000 7 non Christian Church . . i, 5oo: 6, 000 100 25 35,0 1 1, 225 1,700 1 State and Peabody Eund . ! 2901 200 1, 566 0 1, 566 ] State . ! 0 625; 52, 000 7, 500 87 7, 625 15, 212 . State . 547 Am. Miss. Assn . 3, 500 51 280 O'* l QQ 1 Tuition . 25 200! 1, 250 0 250 0 25 oOl 275 Subscription and donation . 4001 750 750 State . | 75| 400 Endowment . 1 5, OOol 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 2330 EDUCATION REPORT, 1896-97. Table 10. — Schools for the education of the colored race — 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industria .1 branches. ft o £ g ft bfi a i ft >> Pf © ft oj o bio C3 ft .© ‘3 bX) .a o § ft bio a ■a ft ft $-1 o £ 'cS © a © 03 Pi o a EH bb a ? o ft ft Pi O £ & •s © .9 © cj fcb % 1 o m biO •S ."a ft bi) PI © 02 bb a 3 o o O ro © ft 03 Pi Pi © ft o s r2 a ft 13 o H rS 15 a CD 13 a © ft Is o H 1 2 3 4 5 6 7 8 9 10. 11 12 13 14 15 16 17 “ 19 20 NORTH CAROLINA— COnt’d. 91 0 91 81 140 221 221 1 Livingstone College . 0 0 0 25 38 03 17 5 0 0 1 0 0 0 4 10 35 40 School. * ..., 0 o 0 0 190 190 190 0 25 25 ... 25 I 1 r OHIO. "Wilherforee University . 15 0 15 83 133 216 I 0 38 0 0 0 0 0 0 0 46 67 65 0 | PENNSYLVANIA. i Colored High School . 0 0 0 0 0 0 0 0 0 0 1 0 •0 0 0 0 0 0 0 0 Lincoln University . 48 0 48 Institute for Colored Youth. 28 88 116 o 28 38 ;;; 18 16 88 ... 96 SOUTH CAROLINA. Schofield Normal and In¬ 130 120 250 30 26 0 o 0 0 0 0 8 8 120 80 38 dustrial school. Beaufort Public School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Uar bison Institute . . . 1 Browning School . 0 107 107 I-- . | 107 36 Avery N ormal Institute .... Wallingford Academy . 0 18 18 0 121 121 0 0 ... 0 0 0 0 0 j 0 0 i o 121 18 0 Brainerd Institute . 43 80 123 20 2 5 6 47 33 10 Allen University *. . . 6 o ! 6 ... Benedict College . 44 0 44 106 101 207 23 7 4 4 6 0 0 1 5 i 14 87 10 45 Penn Industrial and Nor¬ 0 18 18 107 70 177 0 107 0 0 0 0 0 0 0 10 70 0 0 mal School. Brewer Normal School . 0 0 0 0 200 200 0 0 0 0 0 0 0 0 0 0 200 0 0 Clafiin University . 281 243 524 22 75 75 ! 18 22 75 4 243 19 TENNESSEE. Howard High School . Maury County Turner Nor¬ 1 1 o 1 8 55 63 8 ... 55 9 mal and Industrial School* Way man Academy . 0! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 W arner Institute * . 0 0 o 20 21 41 41 10 A ustin High School . I ::: Knoxville College . 9 0 9 25 54 79 5 7 18 49 Preemen’ s N ormal Institute* L l Le Moyne Normallnstitute. 25 62 87 18 27 40 22 Morristown Normal Acad- "■ 29 157 186 1 . 29 157 45 emy. , * Bradley Academy . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Central Tennessee College.. 204 o 204 23 2 25 4 1 4 10 8 Bisk University . 7 0 7 0 0 0 " " 0 0 0 0 0 0 0 0 0 0 0 0 0 Meigs High School . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Boger Williams University. 0 o 0 12 65 77 4 8 65 30 TEXAS. Tillotson College . o 6 6 85 90 175 85 3 90 East End High School . 0 0 0 0 0 0 "6 0 0 0 0 0 0 0 0 0 0 0 6 Mary Allen Seminary . 0 229 229 229 50 Central High School . Statistics of 1895-96. EDUCATION OF THE COLORED RACE, 2331 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1896-97. ' Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. Amount of State or municipal aid. Amount received from tuition fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1896-97. 21 22 23 | 25 28 27 28 29 A. E. H. M. S. Slater Fund . 500 1 $90, 000 $3, 045 1 $175 $20, 099 $23, 319 City . 0 50 1, 500 $1, 150 0 50 1, 200 Church . $5, 125 2, 500 125, 000 0 789 200 3, 780 4, 769 State . . . . 1, 650 1 . 219 1, 869 Am. Miss. Assn., tuition . 656 200 15, 000 0 1,350 1 0 3,300 4, 650 850 600 3, 500 109 710 819 1,934 250 10, 860 200 50 1, 934 2, 184 State, tuition, endowment _ 0 6, 600 108, 000 16, 400 1, 822 1, 323 8,771 28, 316 State.. . . . l 1 . ! . Endowment and hen evol ene.e 14, 000 214, 000 1 . Endowment, contributions _ _ 2, 000 35, 000 150 250 1, 000 5, 000 6,400 United States and State . 0 200 i . 3. 500 950 0 0 350 1,300 Presb. Board . 200 6| 000 2, 000 355 400 2, 755 M. E. Church . 200 i A. M. Assn, and tuition . 0 600 25, 000 0 2, 750 0 2, 250 5, 000 Presbyterian Church, tuition .... 0 8, 000 0 360 0 10 370 Presbyterian Church . 250 10, 000 0 2, 209 2, 209 A. M. 'E. Church . 200 30, 000 1, 000 4, 000 5, 000 Am. Bap. H. M. Society . 745 2, 525 0 1, 270 0 8, 914 10, 184 Contributions . 1, 000 j 100 3, 000 0 300 0 1,000 1, 300 A. M. Asso., church . 200 12, 000 0 700 700 F. A. , S. Ed. So. Slater and Pea¬ 2, 000 80, 000 1, 500 13, 500 15, ooo: body Funds. City _ _ 75 30, 000 Tuition . . 0 500 0 225 o 0 225 . Do.. . 0 20 1,100 0 600 0 0 600 Am. Miss. Assn . . . . 23 150 11, 000 300 70 347 717 City . . . [ 522 10, 200 Church and Miss. So...... . 0 100, 000 2, 800 460 11, 000 14, 260 Few Eng. Y. M . 428 686 1, 114 A. M. Assn., tuition . 4, 000 2, 000 45, 000 0 4, 600 4, 000 8, 600 F. A., S. Ed. Society . 8, 000 500 75, 000 1, 150 . 6, 850 8,000 State and County . . 0 0 | 2, 100 F. A., S. Ed. Society . . . 150 4, 000 105, 000 0 10. 500 350 7, 750 18, 600 A. M. Assn., contributions . 35, 365 6, 387 375, 000! | 5, 425 2, 450' 7, 875 State . . . ■| 12 A. B. U. M. S., tuitions . 4, 000 150, 000! 1, 500 8, 000 9, 500 Am. Miss. Assn., tuition . 150 1, 800 35, 000 0 775 0 1, 750 2,525 State and City . . o' 2, 000‘ 4, 000 15 0 10 4, 025 Donations . 400 40, 000 o! 5, 500 5,500 1 State . . . 1 75 17, 000! 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 2332 EDUCATION REPORT, 1896-97. Table 10. — Schools for the education of the colored race- Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Farm or garden work. Carpentry. Bricklaying. Plastering. Painting. | Tin or sheet-metal work. Forging. M u o * © X) a © c| 1 c8 £ Shoemaking. Printing. a © tji Cooking. Other trades. j Male. ■oxnuioj; Total. »© % © 'cS I Total. j Q | 3 4 5 8 9 10 I11 12 13 I 14 15 16 17 18 19 20 0 0 0 15 16 31 19 1 ° 0 0 L 1 o 0 0 0 9 0 1 2 3 0 3 129 106 235 13 11 70 0 0 0 15 162 177 0 0 0 5 18 117 27 i <3 0 0 0 0 0 0 0 0 0 0 ° 0 0 0 0 0 0 0 0 i 77 74 151 35 39 66 1 3 ■'* 4 100 16 116 100 1 i 1 ■ 9 14 r 66 1 o1 115 ! 115] 115 115 115 34 55 89 27 2 15 45 302 .... 184 486 47 28 5 5 8 1 14 16 8 8 107 45 254 3 2 5 46 30 1 76 10 8 2 5 2 5 8 6 12 18 0 0 oj 40 53 93 40 40 47 44 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 i 0j 29 268j 2971 28 269 9 °l ... 9! 0 0 0 0 0 0 0 0 0 0 o 0 0 0 0 ° 0 0 0 0 ' 0 0 0 0 0 0 0 0 0 0 0 0 0 0 oj 0 0 0 0 133! 133 ...i 133] 20 ...1 1 1 77 78 1 1 j 1 77 61 0 0 0 0! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 "6 53 o 53 0 0 0 44 56 10'0 4dj 8 4 40 0 56 4 15 76 1 91 ... -1 4 70 [ 65 ]>2j ...1 _ .. ! 1 1 1 1 154 Name of school. TEXAS — continued . Hearne Academy, Normal and Industrial School.* 155 Bishop College . . 156 Wiley University . . 157 | Colored High School . 158 | Prairie View State Normal School.* 159 Paul Quinn College . 160 161 162 163 164 165 166 167! 169| 170, 171 172 173 174 175 176 Xng'leside Seminary . Gr 1 o u c e ster Agricultural and Industrial School. Colored Graded School . Hampton Normal and Agri¬ cultural Institute. St. Paul Normal and Indus¬ trial School. Manassas Industrial School for Colored Youth. Public High School . Norfolk Mission College. . . . Bishop Payne Divinity and Industrial School. Peabody School . Virginia Normal and Colle¬ giate Institute. Hartshorn Memorial College High and Normal School. . . . Richmond Theological Sem¬ inary. WEST VIRGINIA. West Virginia Colored In¬ stitute. Storer College . High School . Statistics of 1895-96. EDUCATION OF THE COLORED RACE. 2333 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1 896-97. Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. Amount of State or municipal aid. Amount received from tuition fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1896-97. 21 22 23 24 25 26 27 28 29 Bapt.E. M. S . . 0 Am. Bapt. H. M. S . $1,650 900 $94, 000 0 $1, 693 0 $9, 114 $10, 807 F. A.. So. Ed.S.M.E.Ch . 150 2, 500 35, 000 0 9, 200 $200 150 9, 550 City _ _ _ _ _ _ 100 1,600 State . . . . 300 $16, 600 | i.2, 666 300 5, 000 33, 900 Church. _ _ _ _ _ 1, 500 100, 000 3, 610 , 3, 610 Presbyterian Church ......... _ 4, 000 400 25, 000; 0 Public contributions . . 800 18, 000 250 3, 000 3, 250j 4, 000 3, 000! 1 3, OOol United States and private gifts. - 161, 280 9, 272 617, 000 0 0 30, 265 144,234 | 174,499 Contributions _ _ ... _ _ 300 50, 000 3^ 600 6, 659 5, 519 15, 778; Fees and donations . . . 300; 10, 000 1 State . 78 3, 000 United Presbyterian Church _ _ 700 50, 000 1,766 6, 400 . 8, 166 Contributions" . 2, 200 | 400 6, 000 0 ’ 0 300 i ° 300 City and State _ _ _ _ - 0 o’ State . . o! 15, 000 1, 085 0 450 16, 535 Am. Bapt. H. M. S . 48, 000 0 556 4, 803 5, 359 State . .. _ _ *850 27, 000 7. 550 60| 7, 650 Am. Bapt. H. if. S _ _ 4, 800 30, 000 364 364 State . _ _ _ _ o 600 j 50, 000 15, 000 5, 000 20, 000 I Benevolence . . 3, 515 5, 000| 60, 000^ 0 i . 325 . 1 1,559 4, 669 . 6, 553 . . . . 1 | 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 CHAPTER XLV. STATISTICS OF SCHOOLS FOR THE DEFECTIVE CLASSES. Schools for the blind. — The first school for the education of the blind was organized and taught by Valentine Haiiy at Paris, France, in 1774. Schools for the blind were soon established in England, Kussia, and other European countries, the most noted of these schools in foreign countries being at Paris, Amsterdam, Vienna, Berlin, Copenhagen, and London. Massachusetts was the first State in this country to organize a school for the education of the blind. The school was established by the legislature in 1829 and was located at Boston. Schools for the blind are now in suc¬ cessful operation in Massachusetts, New York, Pennsylvania, Maryland, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, Kentucky, Ten¬ nessee, Alabama, Mississippi, Louisiana, Texas, Arkansas, Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Nebraska, Kansas, Montana, Colo¬ rado, Washington, Oregon, and California. In all of the State public schools for the blind in the above-mentioned States there are three departments, viz, literary, musical, and industrial. In the literary departments the courses of study are kindergarten, reading, writing, spelling, language, grammar, rhetoric, literature, arithmetic, algebra, geometry, geography, history, civics, physiology, physical geography, drawing, and modeling. In the musical departments the courses are elementary music, piano, band, sing¬ ing, organ, violin, and tuning musical instruments. The trades taught in the indus¬ trial departments are cane seating, broom making, mattress making, carpet weaving, braid work, crocheting, knitting, hand sewing, machine sewing, typewriting, cook¬ ing, etc. In 1879 Congress appropriated $250,000 as a perpetual fund, the interest of which is set aside to purchase suitable books and apparatus to be distributed annually among the various institutions for the blind in the United States. The American Printing House at Louisville, Ky., has charge of this fund, and prints annually, for the use of the schools for the blind, books and maps to be used as text-books. In the 36 schools represented in this report there were 387 instructors — male 142, female 245; in music 135, and in the industrial department 95. The total number of pupils reported was 3,630 — male 1,932, female 1,698; in kindergarten 386; in vocal music 1,581; in instrumental music 1,858. In the industrial departments the total number of pupils was 1,860. The total number of volumes in the libraries was 95,879. The value of scientific apparatus was $13,300, and the value of grounds and buildings was $6,183,538. The total receipts from public funds were $869,394. Schools for the deaf . — The total number of schools for the deaf included in the statistical tables is 95. These schools reported 1,020 instructors and 10,429 students. The 54 State public schools report 817 instructors — in articulation 311, in auricular development 37, and in the industrial departments 235. The total number of pupils reported was 9,391, of which number 3,535 were taught by the combined system, 2,215 by the pure oral method, and 1,966 by the manual method. The number of pupils reported that could not be taught by the pure oral method was 316. Of the total number of pupils, 746 were taught in the kindergartens. The number of 2335 2386 EDUCATION REPORT, 1896-97. graduates was 537. The libraries of these institutions contained 90.184 volumes. The value of scientific apparatus was $21,394; the value of grounds and buildings, $11,373,873; receipts from public sources, $1,848,637, and the expenditures $2,461,402. The public day schools for the deaf reported 60 instructors, 49 in articulation, 19 in aural development, and 5 iu the industrial departments. The number of pupils reported was 506, of which number 119 were taught by the combined system, 346 by the pure oral method, and 20 by the manual method. The number that could, not be taught by the pure oral method was 39, the number taught in the kindergartens was 11, and tire number of graduates was 43. The receipts reported from public sources was $37,132, and the expenditures amounted to $42,827. The private schools for the deaf reported 83 instructors — 46 in articulation, 19 in aural development, and 22 in the industrial departments. The number of pupils reported was 532, of which number 255 were taught by the combined system, 142 by the pure oral method, and 37 by the manual method. The number that could not be taught by the pure oral method was 146, and the number taught in the kindergartens was 29. Schools for the feeble minded. — The education of the inmates of the schools for the feeble,minded includes not only the simple elements of instruction given in the com¬ mon schools, but also the cultivation of habits of cleanliness, self-reliance, self¬ management, and the development of a capacity for useful occupation. Strict attention is also paid to the physical and moral education of each pupil. The schools have three departments — custodial, school, and industrial. In the custodial department the pupils are taught cleanliness, to wash and dress themselves, and to assist others who are physically unable to help themselves. In the school department, reading, writing, grammar, geography, arithmetic, history, etc., are taught. The trades taught in the industrial department are carpentry, wood carv¬ ing, turning, shoemaking, bricklaying, farming, sewing, cooking, baking, etc. The number of schools reported to this Bureau was 28, with 248 instructors in the school departments, 244 in industrial departments, and 496 assistants in caring for the inmates The total number of pupils reported was 8,534, of which number 813 were enrolled in kindergarten and 1,474 in music. The 18 State public schools report 190 instructors in the school departments, 201 in industrial departments, and 432 assistants in caring for the inmates. The number of pupils reported was 8,177. Of these 718 were in kindergartens and 1,343 in music. The value of grounds and buildings was $4,631,917 ; the receipts from public sources were $1,256,468, and the expenditures were $1,362,791. Of the private institutions for the feeble minded, Connecticut has 1, Illinois 1, Maryland 1, Massachusetts 3, Michigan 1, and New Jerseys 3, making a total of 10 schools, with 58 instructors in school departments, 43 in industrial departments, and 64 assistants in caring for inmates. There were in these schools 357 pupils— 95 of them in kindergartens and 131 in music. STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2337 Table 1. — Summary of statistics of State public institutions for the blind, 1896-97. United States, Divisions, and States. United States. North Atlantic Division . South Atlantic Division . South Central Division . . North Central Division . . "Western Division . North Atlantic Division : Massachusetts . . New York . Pennsylvania . . South Atlantic Division : Maryland . . Virginia . . . . West Virginia. . . North Carolina . . South Carolina . Georgia . Florida . South Central Division : Kentucky . . Tennessee . Alabama . Mississippi . . . Louisiana . . Texas . Arkansas . North Central Division: Ohio . Indiana . Illinois . . Michigan . Wisconsin . Minnesota . Iowa . Missouri . . . Nebraska . Western Division: Montana . Colorado . Washington ... Oregon . California . Instructors. Number of in tutions. r 6 .a Female. Total. Music. 1 Industrial de¬ partment. a 3 4 5 6 7 36 142 245 387 135 95 5 24 74 98 41 27 8 34 33 67 23 23 8 26 41 67 19 15 10 52 84 136 44 26 5 6 13 19 8 4 1 12 ! 35 47 18 8 2 6 21 27 11 8 2 6 I 18 24 12 11 2 9 6 15 4 5 1 5 3 8 3 6 1 2 3 5 2 3 1 8 ! 13 21 8 5 1 3 1 2 5 1 2 1 1 7 5 1 12 1 4 1 2 1 4 6 10 3 2 1 4 7 11 2 4 1 6 5 11 3 3 1 1 4 5 1 1 1 2 6 8 2 2 1 2 9 13 22 8 3 1 (a) (a) (a) (a) (a) 1 8 12 20 8 3 1 5 7 12 3 4 1 10 15 25 9 2 1 4 8 12 3 4 1 3 12 15 3 4 1 4 5 9 4 2 1 6 7 13 4 3 1 5 8 13 5 2 1 4 6 10 3 2 1 3 4 7 2 1 1 1 1 0 1 3 5 8 2 2 1 0 1 1 2 1 1 1 2 3 1 1 1 2 4 6 2 0 ED 97- ■147 a No report. 2338 EDUCATION REPORT, 1896-97. Table 2. — Summary of statistics of State public institutions for the blind, 1896-97. Pupils. United States, Divisions, and States. Male. Female. Total. Kindergarten. Vocal music. Instrumental music. Graduates 1896-97. Industrial depart¬ ment. 1 3 3 4 5 7 S 9 United States . 1, 932 1, 698 3, 630 386 1, 581 1, 858 93 1,860 North Atlantic Division . 452 416 868 147 339 459 39 733 South Atlantic Division . 321 245 566 47 319 350 10 233 258 313 571 52 237 225 16 356 North Central Division . 826 650 1,476 140 589 727 23 477 VV estern Division . 75 74 149 0 97 97 5 61 North Atlantic Division: Massachusetts . 133 118 251 70 81 114 3 191 New York . 182 175 357 21 154 211 9 321 Pennsylvania . 137 123 260 56 104 134 27 221 South Atlantic Division : Mar viand . 76 48 124 11 63 55 8 91 Virginia . 26 22 48 0 27 40 0 36 West Virginia . 22 34 56 0 33 0 2 56 North Carolina . 100 57 157 36 157 90 0 50 South Carolina . . .... 25 23 48 39 42 Georgia . . . . 68 58 126 119 "Florida . 4 3 7 0 0 4 0 South Central Division : "Kentucky . . . 59 68 127 25 4 119 Tennessee . 39 63 102 0 83 66 4 79 Alabama . 35 35 70 0 70 57 0 67 Mississippi . . . 14 16 30 24 13 ^Louisiana . 17 16 33 7 31 32 0 22 Texas . 94 115 209 20 29 70 8 58 A rknnsas a, _ _ _ _ _ North Central Division: Ohio _ _ _ _ .............. 178 123 301 50 134 Indiana . . . . 69 68 137 0 14 55 0 Illinois . 132 88 220 35 26 101 5 50 Michigan . 60 46 106 20 77 61 0 90 "Wisconsin . 65 60 125 10 95 70 7 66 Minnesota . 40 30 70 14 41 52 0 60 Iowa . 95 91 186 29 108 35 5 110 Missouri . . 60 57 117 22 48 88 4 67 Nebraska . 36 41 77 10 35 64 2 34 Kansas _ _ _ _ 91 46 137 95 67 Western Division : Montana _ _ _ _ _ 4 2 6 0 0 6 Colorado . . . 29 26 55 0 33 32 0 36 Washington . 5 9 14 0 14 5 2 8 Oregon . . . . 9 15 24 15 19 17 California . 28 22 50 0 35 35 3 0 a No report. STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2339 Table 3. — Summary of statistics of State public institutions for the blind, 1896-97 .* United States, Divisions, and States. Volumes in library. Value of scientific apparatus. Value of grounds and build¬ ings. [Receipts from public funds. Expendi¬ tures. 1 2 3 4 5 G 95, 879 $13,300 $6, 183, 538 $889, 394 $920, 224 32, 420 12, 284 15, 808 31, 782 3,585 4, 000 1, 694, 290 900, 000 467, 000 167, 624 217. 910 300 137, 870 140, 427 2, 300 5, 750 154, 984 318 514 135, 999 337, 378 88, 510 2, 334, 354 787, 894 "Western. Division . . . . . 950 90, 402 North Atlantic Division: 15, 160 517, 027 30, 000 94, 964 30, 000 8, 731 2, 000 2, 000 759, 957 117, 501 8, 529 2, 810 417, 306 42, 060 70, 409 South Atlantic Division : Maryland . 385,000 80, 000 33, 263 35, 253 Virginia . 1, 700 569 200 15, 000 12, 607 30, 000 17, 000 20, 000 10, 000 15, 000 12, 667 "West Virginia _ _ _ 0 85, 000 150, 000 North Carolina.. . . 3, 000 1, 375 2, 800 100 30, 000 South Carolina .... . . . 55, 000 17, 000 20, 000 10, 507 Georgia _ ; _ _ _ 125, 000 Florida . . . 30 20, 000 South Central Division : "Hen tricky _ _ _ 3,500 4, 600 1, 500 100, 000 41, 534 17, 000 19, 500 24, 522 18, 000 19, 500 4, 100 Tennessee. . ... ...................... 100 100, 000 Alabama . . . . . 1, 212 1, 500 55, 000 Mississippi . . . . 60, 000 3,750 25, 000 [Louisiana . . . . 946 300 40, 000 21, 577 48, 300 Texas . 4, 050 400 112, 000 48, 200 A rknn sa,s n, . . _ . North Central Division: Ohio _ _ _ 3, 678 700 500 550, 000 35, 455 29, 500 60, 936 Indiana . . . 400 548, 870 28, 625 Illinois . . . . 6, 000 100 225, 000 54, 000 54, 000 Michigan . . . . 4, 000 90 165, 484 200,-000 50, 000 300, 000 28, 000 26, 780 VV i scon sin _ _ 3, 100 125 35, 000 23, 674 39, 540 35, 000 Minnesota . . . 1, 400 4, 000 23, 674 37, 847 29, 100 Iowa . . 900 Missouri . . . . 10, 000 1,404 500 150, 000 29, 500 Nebraska . . . 35 45, 000 100, 000 23, 275 20, 846 20, 570 TCansas . . . . . 600 20, 570 1,800 17, 802 W estern Division : Montana . . . 50 1, 800 Colorado . . . . 720 200 220, 894 17, 944 3, 000 8, 150 W ashington . . . . . 140 0 100, 000 17, 000 450, 000 3, 000 Oregon . . 425 200 8, 150 California . . . . 2, 300 500 59, 650 57, 616 a. No report. Table 4. — Statistics of State public institutions for tire blind, 1896-97. 2340 EDUCATION REPORT, 1896-97. Expenditures. •^joddns .10 ^ ©1 $15, 000 57, 616 17, 944 8, 507 18, 000 52, 000 26,130 32, 847 20, 570 24, 522 9, 577 25, 992 8,000 30, 000 ' fe'^UO UI9AO .id - tu t pun eSurppng; O o O '000*00* ■ O rHO . 'OOOOO* « O CO 1 •0 0 0 ^0* • O • 1 • CQ to • • IO • • 1 1 1 • H • •suoiyeiJdojddn xtidr -oiumu jot&xunoo ‘o'j.uxs s $15, 000 59,650 17, 802 10, 000 20, 000 52, 000 27, 000 34, 540 20, 570 41, 534 10, 000 25, 263 8, 000 30, 000 pu -ud • •sSaipxmq n epunojgjo onx^A 30 O O o trf to -€£- 450, 000 220, 894 20, 000 125,000 225, 000 548, 870 300, 000 100, 000 100, 000 40, 000 350,000 35, 000 517, 027 ■ snips j dn oqtq.u9ioe io anfCA tv $500 200 100 400 1, 500 300 e^iduo red xsoo xBnnaY W O CO CQ -ee- 277 324 198 143 306 213 177 204 193 230 275 275 •Aj'Bjqix ui e9umxoA s 1,212 . 2, 300 720 30 2, 800 6, 000 700 900 600 3,500 946 2, 450 360 15, 160 Pupils. ■!}.U9ni -Xjudop x 'B i J^supai V* cd 0 36 50 110 119 22 66 25 191 •£6-9681 S9X«npnJ£) e* o co o o iT) o m • ^ o io co co •U9XJ‘BSj9pUIXX 22 o © © © 1 tO © O * tO rH o o • CO CM * OJ rH •oisuui xuxugumjxeuj 3 to O CO CO rH O NO COCO • CO CO rH rH •OISUUI jBOOA 2 o IO CO O • CO CO lO • rH 00 NO rH CO CO • CQ rH OO • CO CO Cd CO a to CO Cd CO CO 00 00 00 rH CD 00 CD t^OCO Cd Cd CD CO CD OO NO rH io rH CO Instructors. 1 ‘!).U9ni -XJ'Bdgp x'BT-1^811?11! - 1 CO ©Cl ; © IO ©CO ^ Cd NO Cd • rH i-4 Executive officer. e® J. H. Johnson ...... . "NYi rer»nrt "Warring Wilkinson . J 1 D. C. Dudley . Frederick Pasco.... W. D. Williams . William E. Short . . . W. H. Glascock . T. F. M’Cune . Geo. H. Miller . Benj. B. Huntoon . . . W. H. N. Magruder. Frederick D. Morri¬ son. . do . M. Anagnos . Name. Alabama Academy for the Blind . Arkansas School for the Blind. California Institution for the Deaf and the Blind. Colorado School for the Deaf and the Blind. State Institute for the Deaf and the Blind. Georgia Academy for the Blind. Illinois Institution for the Education of the Blind. Indiana Institute for the Education of the Blind. Iowa College for the Blind. . Kansas State Institution for the Education of theBlind. Kentucky Institution for the Education of the Blind. Louisiana State Institution for the Education of the Blind. Maryland School for the Blind. Maryland School for Colored Blind and Deaf. Perkins Institution and Massachusetts School for the Blind. Post-office. tH Talladega, Ala . Little Rock, Ark Berkeley, Cal . Colorado Springs, Colo. St. Augustine, Ela . . . Macon, Ga . Jacksonville, 111 . Indianapolis, Ind - Vinton, Iowa . Kansas City, Kans . . . Louisville, Ky . Baton Rouge, La . Baltimore, Md . South Boston, Mass.. r-t (M ' CO tH IT) tO t- CO 05 0 i-l C3 M ^ W ( .—I r—i STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2341 ’ 1,682 6, 600 500 743 18, 000 1,000 1, 500 . 750 3, 000 1,407 12, 000 0 6, 600 1,500 3, 000 1, 407 28, 000 17, 074 3,750 29, 500 1, 800 23,275 42,000 52,964 30, 000 35, 455 8, 150 25, 988 15, 172 17, 000 17, 000 8, 200 40, 000 15,000 11, 200 35, 000 165, 484 50, 000 60, 000 150, 000 45, 000 375, 000 384, 957 150, 000 550, 000 17, 000 157, 306 260, 000 55, 000 100, 000 37, 000 75, 000 80, 000 100, 000 85, 000 200, 000 90 4,000 . 500 50 35 2,000 100 500 200 2,000 0 100 100 300 200 0 0 j 125 X* OO ■ ID • 1—1 • 05 O CQ 00 to CQ • O vD • O • H CD CC • CD ' t— • 00 C5 05 CO ID « O O • 05 • O 00 03 d • CQ • CQ • CQ r-1 T-* CQ CO CQ CQ CQ • CQ « CQ rH 4, 000 1,400 1,500 10, 000 1, 404 3, 731 5, 000 3, 000 3,678 425 8,119 410 1,375 4, 600 250 3, 800 1,700 140 569 3,100 90 60 13 67 34 94 227 50 17 171 50 79 0 56 36 8 56 66 O O • H O CQ 05 • O • • t> O H ID CO O CQ CQ : i « l CQ 1 • i i i i O H * CQ O O rH 'CD • • CD O • OOOO OOO CQ H ■ CQ rH CQ • CO ' • rH HI • CQ rH r-5 CQ • 00 CD rH O O H 05 rH CO CQ CD O O O ID O O CD ID *00 CD H 05 CO rH O CO Hi CD Hi I> rH H* 00 © ID 05 ID OkDOO CD05 CO 05 O b- H^ CO ID l> H< CQ H* CO H< ID ID rH CO CD CO 00 rH i — : CQ rH CO 05 CDOCDt-CQT-iTHHit> CO ID rH CQ CO CO r-1 Hi CQ OHIO -H CO rH ID H CD rH iD CQt-hO CO CQ CD CQ 05 CQ CO CD OOHOHCDC5COO CO 05 rH CD iD 050.iD.CD iDCQiD CD Hi rH CD CO CO rH O O CO CQ CO rH CQ CQ CD HiCQt— tCQOCQCOlDiD CO rH b- H< CQ H O CO CD rH CO H | COHit-ilDtHCOHIHOO OOtHO CO rH CQ rH CO CQ CQ CO COlOHIOOrHCDiOCOCO CQ CQ CQ CD CQ I> CQ *H CO rHCOCQ rH rH rH rH rH rH Hi H rH ID ■ H H ID 00 CO H CO COCO HI rH CO ID O CQ CO Edward P. Church . . James J. Dow . Dr. P. Hairly . Jno. F. Sibley . E. S. Tillinghast . . . William A. Jones .. Gardner Fuller . William B. Wait ... John E. Pay . B. W. Wallace . J. L. Carter . Edward E. Allen . . . H. B. Jacobs . N. E. Walker . S. A. Jenkins . E. P. Becton . William A. Bowles . James Watson . C. H. Hill . H. F. Bliss. . . . Michigan School for the Blind. Minnesota School for the Blind. Institution for the Blind of Mississippi. Missouri School for the Blind. Montana Deaf and Dumb Asylum. Nebraska Institute for the Blind. New York State School for the Blind. New York Institution for the Blind.* North Carolina Institution for the Education of the Deaf and Dumb and the Blind. Ohio Institution for the Blind. Oregon School for the Blind . Pennsylvania Institution for the Instruction of the Blind. Western Pennsylvania In¬ stitution for the Blind.* South Carolina Institution for the Education of the Deaf and the Blind. Tennessee School for the Blind. Deaf, Dumb, and Blind In¬ stitute for Colored Youth. Texas State Institxxtion for the Blind. Virginia Institution for the Deaf and Dumb and the Blind.* Washington School for De¬ fective Youth. West Virginia Schools for the Deaf and the Blind.* Wisconsin School for the Blind. Lansing, Mich . Faribault, Minn . Jackson, Miss . j St. Louis, Mo . Boulder, Mont . Nebraska City, Nebr. Batavia, N. Y . New York, N. Y . Kaleigh, N. C . Columbus, Ohio - - Salem, Oreg . Philadelphia, Pa . Pittsburg, Pa . Cedarspring, S. C _ Nashville, Tenn . Austin, Tex . . do . Staunton, Va . Vancouver, Wash . . . Eomney, W. Va . Janesville, Wis . CQ CQ CQ CQ CO CO CO CO Statistics of 1895-96. 2342 EDUCATION REPORT, . 1896-97. % Table 5. — Summary of statistics of State public institutions for the deaf, 1896-97. United States, Divisions, and States. Number of insti¬ tutions. Male. Female. Instrr o H ictors. 1 H u < Auricular per¬ ception. Industrial de¬ partment. 1 3 3 4 5 & 7 § United States . 54 319 558 877 311 37 235 North Atlantic Division . 16 83 248 331 190 i u 82 South Atlantic Division . . 11 63 58 121 32 5 41 South Central Division . 8 54 64 118 32 4 34 North Central Division . 12 93 164 257 47 12 60 ■Western Division . . . . . 7 26 24 50 10 5 18 North Atlantic Division : 1 8 8 3 Massachusetts . 1 1 21 22 21 0 2 1 7 7 7 3 Connecticut . 1 5 13 18 4 0 3 New York . . . 7 38 114 152 87 6 54 New J ersey . . . 1 4 10 14 5 4 Pennsylvania . . . 4 35 75 110 59 5 13 South Atlantic Division: Maryland . . . 2 8 11 19 5 1 9 District of Columbia . . . 2 21 14 35 11 4 4 Virginia . 1 8 3 11 0 0 6 West Virginia . 1 5 3 8 1 0 6 North Carolina . 2 9 14 23 7 0 7 South Carolina . 1 3 6 9 3 0 4 Georgia . . . . . . . 1 7 5 12 3 2 Florida . . . 1 2 2 4 2 3 South Central Division : Kentucky . . . 1 9 13 22 10 0 5 Tennessee . 1 6 9 15 3 3 4 Alabama . . . 1 9 6 15 7 4 Mississippi . 1 4 5 9 2 1 5 [Louisiana . 1 3 4 7 2 0 3 Texas . . . . . . . 2 12 17 29 6 6 Arkansas . . . . 1 11 10 21 2 7 North Central Division: Ohio . 1 10 21 31 9 1 7 Indiana ..... _ ........... _ ..................... 1 11 17 28 4 Illinois . 1 11 31 • 42 2 2 9 Michigan . . . . . . . 1 6 22 28 8 6 "Wisconsin _ _ .......... _ ................. _ 1 12 10 22 8 6 Minnesota . 1 9 12 21 4 0 4 Iowa . . . . . . 1 9 8 17 4 0 Missouri . . . 1 9 15 24 4 4 6 North Dakota . 1 3 2 5 1 1 3 South Dakota . 1 2 3 5 1 0 4 Nebraska . . . 1 6 9 15 4 2 5 Kansas . . . . . 1 5 14 19 2 2 6 W estern Division : "jVT nji t,QTi D' _ _ w T _ _ _ _ _ _ _ _ _ _ 1 2 1 3 1 Colorado . . 1 4 4 8 3 3 8 New Mexico . 1 1 1 2 1 0 0 Utah . 1 7 5 12 2 0 5 Washington . 1 2 4 6 1 1 2 Ore, con _ _ _ _ 1 2 2 4 California . 1 8 7 15 2 1 3 STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2343 Table 6. — Summary of statistics of State public institutions for the deaf, 1896-97. - - - - ; - — . i Pupils. TJnited States, Divisions, and States. Male. Female. Total. Taught by combined system. Taught by pure oral method. Taught by manual metnod. 1 Can not be taught by pure oral method. j Kindergarten. | Graduates in 1896-97. 1 2 3 4 5 C 7 S 9 lO United States . 5, 106 4, 285 9,391 3, 535 2, 215 1, 966 316 740 537 North Atlantic Division . 1, 629 1,398 3, 027 743 1, 269 251 75 533 242 South Atlantic Division . 583 519 1, 102 322 160 455 108 22 68 South Central Division . . . 785 673 1,458 487 352 506 35 15 59 North Central Division . 1, 835 1,504 3, 339 1, 582 415 709 43 176 143 Western Division . 274 191 465 401 19 45 55 0 25 North Atlantic Division : 38 31 69 62 0 7 10 5 Massachusetts . . . 83 72 155 0 152 0 0 0 16 37 23 60 0 60 0 10 93 64 157 99 0 o 0 New York . 882 724 1,606 416 901 244 75 472 185 New Jersey . . . . . 73 76 149 41 Pennsylvania . . . 423 408 831 166 156 36 South Atlantic Division : Maryland . 78 58 136 70 40 66 16 8 District of Columhia ... .... 108 89 197 197 . 0 39 Virginia . . 53 52 105 105 0 11 West Virginia . 65 63 128 10 12 106 104 0 8 North Carolina . . 134 122 256 78 178 6 2 South Carolina . . 46 50 96 30 Georgia . 77 62 139 Florida _ 22 23 45 45 4 South Central Division: Kentucky . . . . . 172 151 323 190 133 0 0 7 Tennessee _ 152 107 259 60 65 135 34 A lnhama . . . 65 78 143 Mississippi . . . . 54 60 114 90 24 15 6 Louisiana - . . 47 46 93 72 25 0 0 0 Texas _ 171 127 298 35 68 195 35 Arkansas _ 124 104 228 40 37 176 12 North Central Division : Ohio . „ . . . 254 230 484 121 363 5 Indiana . . . 177 135 312 202 47 42 Illinois . . . . . 321 213 534 384 115 60 28 Michigan .................... 210 207 417 417 I 22 Wisconsin . 119 102 221 87 134 29 Minnesota . 132 95 227- 195 32 0 30 9 Iowa . . . . 177 139 316 71 33 212 Missouri _ 194 151 345 North Dakota _ .... 23 24 47 43 4 43 0 2 South Dakota . . 24 19 43 43 0 Nebraska. . .................. 87 56 143 18 Kansas . . . 117 133 250 227 23 21 6 Western Division: Montana . 11 7 18 18 0 0 10 0 0 Colorado . 42 36 78 14 19 45 45 0 5 New Mexico _ _ ......... 11 3 14 14 0 0 0 0 Utah . . . 44 23 67 67 3 W ashington . . . 33 33 66 66 0 | . 0 Oregon . . . . 29 22 51 51 1 California . . 104 67 171 171 16 I 2344 EDUCATION REPORT, 1896-97. Table 7. — Summary of statistics of State public institutions for the deaf, 1896-97. United States, Divisions, and States. 1 United States . North Atlantic Division . South Atlantic Division. . South Central Division. . . North Central Division .. Western Division . North Atlantic Division : Maine . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division : Maryland . . . District of Columbia. Virginia . West Virginia . . North Carolina . . South Carolina . Georgia . . . Florida . South Central Division : Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . North Central Division : Ohio . Indiana . . Illinois . Michigan . Wisconsin ... . Minnesota . Iowa . . Missouri . . North Dakota . South Dakota . . Nebraska . Kansas . Western Division: Montana . Colorado . . New Mexico . . Utah . Washington . Oregon . . California . Volumes in library. Value of scientific apparatus. Value of grounds and buildings. Receipts from public funds. Expendi¬ tures. 2 3 4 5 6 $90, 184 $21, 394 $11, 373, 873 $1, 848,' 637 $2, 461,402 84, 764 12, 799 3, 915, 099 526, 503 995, 162 12, 261 2, 480 1, 505, 000 254, 759 268, 029 5,000 1, 900 1, 212, 500 170, 460 290, 040 85, 109 3, 500 3, 709, 380 677, 019 720. 005 3, 050 715 1, 031, 894 219, 896 188, 166 600 30. 000 19, 000 19. 000 2, 266 135, 149 24, 911 43, 756 266 60, 000 19, 000 19, 000 2, 000 250, 000 31,400 43, 000 18, 699 12, 749 1, 874, 382 316, 602 588, 491 1, 500 100, 000 40, 000 40, 000 9, 433 50 1, 465, 568 75, 590 | 241, 915 2, 925 780 290, 000 34, 969 37, 233 4, 300 1, 000 700, 000 68, 765 74, 623 500 200 80, 000 20, 000 21, 000 829 0 85, 000 25. 737 25, 737 1, 657 190, 000 45, 000 52, 500 800 55, 000 17, 288 17, 288 1,200 500 80, 000 33, 000 33, 000 50 25, 000 10, 000 6, 648 1, 600 1,000 200, 000 50, 101 800 150, 000 32, 500 32, 000 125, 000 45, 222 500 75. 000 31, 603 300 300i 000 16, 500 19, 000 1,000 300 262, 500 58, 960 51, 614 800 600 100, 000 62, 500 60, 500 5, 000 300 650, 000 101, 000 90, 000 3,200 1, 200 526, 000 68, 590 67, 576 11, 600 600 455, 000 100, 000 100, 000 3, 509 500 426, 255 71,000 72, 746 2, 400 200 118, 000 42, 000 49, 800 1, 500 200 271, 625 45, 455 2, 500 500, 000 78, 800 78, 800 1, 825 310, 000 92, 000 92, 000 300 22, 500 9, 639 9, 638 175 60, 000 12, 250 12, 250 1.400 200 120. 000 55, 240 55, 240 1, 700 300 250, 000 46, 500 46, 500 0 15 30, 000 65, 000 33, 250 600 200 220, 894 25, 246 25, 266 250 0 6, 000 4, 000 4,000 200, 000 25, 000 25, 000 0 100, 000 29, 000 29, 000 200 25, 000 12, 000 12, 000 2. 000 500 450, 000 59, 650 59, 650 PUBLIC DAT SCHOOLS. STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2345 g $42, 827 1,000 21,569 650 6, 900 12, 708 •Sjdl9D9J£ J 3D 1 lO lO O i iO to r-! ro to [ "9LBA & 282 C5 CO H CO O to CO | to to : •JU9U1 -(picdap juijjsnpux 20 1 to o CO O O CQ O Instructors. •juera • d O J 9 A 9 p X^jnT |- | 05 - O O O •aoijBxnoijjy 3 03 t—I r-H tD CO •pjjox r? o CO r-! ^ rH CG G5 t | •operao^ 1 to. HOMHMt-O | ^ rl rH j ■9TO « to NHHOHHO j _ 1 •suoij -ujijsui jo jgqumfl; | « OHHHHWO! | J State. Ol Total . Illinois . Indiana . Massachusetts . Michigan . Missouri . Ohio . Wisconsin . Table 9. — Statistics of State public institutions for the deaf, 1S96-97, 2346 EDUCATION EEPOET, 1896-97. Expenditures. •^jodddns jojj e* $30, 222 43, 500 59, 650 25, 266 43, 100 70, 858 4, 648 22, 000 97,000 62,059 •sjuoxnoAoxd -mi pan sSaipxing; M « o o 1C & O' O • IO o • . o O • • L'- « • CO* 2, 000 11,000 3, 000 5, 517 CO *s o •sSutppnq joj ‘Ajio jo ‘Ajanoo ‘ojujg § $19, 000 0 3, 765 001 ‘9 000 ‘IT •saoij -uxjdoJdd'B xudtoiix -nui jo ‘Ajunoo ‘ojexg $43, 500 59, 650 25, 246 31, 400 65, 000 10,000 22,000 100, 000 62, 490 •sSuxpjtnq pxrB spunoxo " jo O S* $125, 000 100, 000 450, 000 220, 894 250, 000 700, 000 25, 000 80, 000 455, 000 526, 000 •SUJ'SI -uddu OptJUQTOS JO 9n|E^ © $600 500 200 1, 000 500 600 1,200 •ujideo xod jeoo pnaay CB $277 324 300 198 225 200 191 •A.iEjqn sotunjo^ 800 2,000 600 2, 000 4, 300 50 1, 200 11, 600 3, 200 CO Ph •16-9681 ‘sojunpujf) Vi. (no m ; ® 28 42 •uo^JESjopuix * 0 0 0 0 60 47 •poqaoni xcjo a.ind oqx Aq jqSnuj oq jou ueq . • »o • • 1 1 • I i i • •poqjoui Xunuuui Aq jqgnux gij 176 45 0 0 •poqjora XU.to ojnd Aq jqSnux 2 t- O Oi O O CO rH • • m • • • rH • •raoxsAs pauiquioo Aq jqSnnx 1 I o rH -h C5 ca m • ca HI t>. rH 05 CO H • OO O rH rH • co ca •oxuaia^j 2 78 104 67 36 64 61 28 23 62 213 135 ■°IBK ! a I Hf - | O CSJ O a t> CO Ca t> CQ t>- Instructors. •xuoui - j j u d o p xBTJ4enPuI * I c— CO 00 CO IM IN CO CHOS -31 ’Xuouidox9A0p xB-iny I**'1 . . rH CO o Ca ca iOr-< i>- | ^ CO rH •9IBM h cs r-i oo s* to co coca i> *h t-h rH *-« rH rH Executive officer. M J. H. Johnson - Frank B. Yates. .. W. Wilkinson _ D. C. Dudley . Job Williams . Edward M. Gal- la udet. no Frederick Pasco.. Wesley 0. Connor. S. T. Walker . Bichard 0. John¬ son. 6 l « Alabama Institute for the Deaf. Arkansas Deaf- Mute Institute. California Institu¬ tion for the Edu¬ cation of the Deaf and the Blind. Colorado School for the Deaf and the Blind. American School, at Hartford, for the Deaf. Columbia Institu¬ tion for the Deaf and Dumb. The Kendall School for the Deaf. State Institution for the Deaf and the Blind. Georgia School for the Deaf. Illinois Institution for the Education of the Deaf and Dumb. Indiana Institu¬ tion for the Educa¬ tion of the Deaf. Post-office. H G < d t a Little Bock, Ark . . Berkeley, Cal . Colorado Springs, Colo. Hartford, Conn.... Washington, JJ. C. . s d d i - O M M © (3 x£ o af 73 be ^ 3 § -2 > Pi ’ P< O p s H © J .1 . > © nd +3 «8 ,0J P M2 O Hj M STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2347 LO ^ O O d ^ d“ d t- uo d cs rH d o p* 2 ft & . 02 o © § TO a •S>H g ^ P £ P <1 * . E s row 02 ! o 1 a 1 hP=« 1 >>t ° , z-co © s, ^Pj3' j e3 S CS >PcQ^ )r^ ° ) l“pg > h© cS rf3 S 3- ^ O P .3 2 g? di ^ C« 5 pq a -. S 3 S ,9 50 ;|S ip^- o wsm dc2 °Qo © © ^ rri «m Q fl eS OSfl.H ®d?o23cisS P W^gSjg^g Pi fl Pi v3 ts © os S w ^ ci 11’ pp. © c3 _= PI -u c3 I’TP'S 5 ® O m 'M t> Pi 1 ®«2 55 ! 'Ci I c © .' «S © p- 53, u ©5 .O r3 • A i=H |fl|S O .'S (£ ^ © rt © ® u rt-iS 2 : g o o 3 ® m i a oi^ '=2^ ° ® ^ £ a ® ® O o 0 Sp£% ; ! • C3 rt o ; a ; ! ; i ^ 02 _ cd o' hn i 3 Md +5 : .9 ® H 3 5 • "3 • o c P S H H hr ;3 P §§P c‘-ip O O P P 5^5 £ P d CO Gi O r-i d r-t d d d a Includes the blind. Table 9. — Statistics of State public institutions for the deaf, 1896-97 — Continued. 2348 EDUCATION REPORT, 1896-97. Expenditures. •XJoddne joj « $22, 936 48, 753 ; 112, 216 46, 647 39, 612 35, 000 10, 000 9, 638 84, 000 •SXU9UI9A0jd -mi pun eStnpxing; M « ! CO O rfl OO rH CO CO LO 05 CO O0 CO oT co~ oT co ■€£■ CO 7, 500 6, 000 . GO © o © •sSurpxiuq joj ‘A^p -to ‘Apxnoo ‘exnxg e* « $9, 924 0 •suoix. -ntjdorddn x^diora -mu jo ‘A^nuoa ‘ox^xg T3| « CO t> Tfi t> CO O OO CO O ^ ■ee- 35, 000 10, 000 9, 639 101, 000 . •sSuipxmq pun spunojS jo oujua A $89, 586 360, 000 506, 000 130, 000 125, 000 160, 000 30, 000 22, 500 650, 000 •sn^nj -nddn oppnoios jo 9ir[BA $249 5, 000 5, 000 2, 500 . . 1 CO •tfqrdno red !poo xbuuuy 3D H $259 270 317 • O 1ft IO •CO O L— • rH CQ rH •Aj'ejqix ux sauinxoA 299 890 7, 386 7, 000 600 1,225 432 300 5, 000 Pupils. 'A6-968I ‘sox^upnaf) «e 3 22 72 35 © - O * 05 rH • O • tH 121 57 363 ■poqpui X«jo ejnd Aq xqSanj, « rt 23 221 105 199 65 13 4 121 ■uxoxsAs peuiqraoo Aq xq^nnjj ! Tati 1 W 05 O rH O CM • • CO . . ^ • •oxnmo^ " © 1,0 05 05 iOCOo-ItH •■# © S 05 © O CO 05 CO VI CO r-l rH H •XU9UI -XJndop x^PPupup * 1 T* Ifi -# CO to 'HI CO CO t~ •Xuoui9dox9A9p xnjiiY . o -# ; ; © ; th tH •uoix^luoiXJY |t-00 ^ in Cs oo- m co © Executive officer. 1 M Edward C. Rider. . D. Greene . E. H. Currier . Z. E. Westervelt . . Edward B. Nelson . E. McK. Goodwin - John E. Ray . Dwight E. Bangs . J. W. Jones . i & « North ern N ew York Institution for Deaf-Mutes. Institution for the Improved In¬ struction of Deaf- Mutes. New York Institu¬ tion for the In¬ struction of the Deaf and Dumb. Wes ter n New York Institution for Deaf-Mutes. Central New York Institution for Deaf-Mutes. North Carolina School for the Deaf and Dumb. North Carolina In¬ stitution for the Deaf, Dumb, and Blind. Deaf and Dumb Asylum. Ohio Institution for the Educa¬ tion of the Deaf and Dumb. Post-office. Malone, N. Y . N e w Y ork ( 904 Lex¬ ington avenue), N. Y. (Sta. M) New York, N. Y. Rochester, N. Y _ "XT XT : o : i 6 $ | ; | * 3 s § &0 ® 'l g* 3 Mg i % fi © STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2349 ■ V ■ t* += P-I R £ rB ! © d ® ! ! ® ! ! : pi ^ w 3 © 1 © -+3 2 2 pq p ^i P s © m ft B o : : a ® 1 .3 ' br £i M | 02 53 P £ P .t e3 H | RV ©-S ■ a - * r Ugr 3 Bq: t*. • -2 c2 Q -2 ^ B'B cS^ f-oflf. . .. ’&:sc2'&g< 5 2 Si s $ °- v « © ® pP cS U rR W O Vi m s vfl pi 2 : 02 © a a © J5 © V A &*£ sp **'i i . I'S'Scg § a m g o>- Mflgl'g43 5 ®.2£ ° ^ P ^ o fl ^tSg.Sca- h *h ^.9^® r«3 o«£rS+3g©h”1£82vS2.2Br2®,RvSSP):2.dH2§ -3°&fflrf §*Scv;3 a^Ssflo-^ I£q| Pip i.2p!i ns lianiissa sIS gpiss * Jins j?-j fliwgagis O £ w P P S £ MHPHPt>fe:^ £ g nB ®5 ^ ijLrgg-g ®M §H V'SlB-SP c3 © © •»H rCJ ^ g ^ * ‘55 © •a a § °g B © © tat) •a ^ 02 P *3 M <1 2 2 50 'Statistics of 1895-96. Table 10. — Statistics of public day schools for the deaf, 1896-97. 2350 EDUCATION REPORT, 1896-97. •gaan^ipuadxg; * i $1, 000 21, 569 650 3,600 800 2, 500 585 630 525 1,019 522 6, 291 1,000 875 1,261 •s^dpoog; H « $21, 569 4, 200 800 540 700 875 522 6, 170 875 881 ■sSuipfinq pue spunoiS jo anpA 1 $98, 000 1 20,000 . 0 0 0 12, 000 0 0 -udde og.rj.U9ps io onpA. © $510 0 0 0 0 0 0 "cpdeo aad poo junuuY IS O O • 05 LO • • >o LO o lO 10 • o • co O O 1 L— Olid CM CM CM ■ kCi • H i it • i •AjBjqix hi soumpA * * O • • UO CO • • OO 00 O r-J o o • 05 • • t>* CO ' • H rH C5 CO ' C5 • • rH ' • CM • Pupils. •16-9681 sopnpuxo © m : CO rH LO O CO tH CM tH OO rH O • O O O •uepreSjopurg; • O O b- ■ O • OO rH O'OCOO •poqpui pao ound Aq XqSnux oq pu ui?o 14 o o o o o o O O O O *05 *0*0 OOOO • CO • • ' • •poqioui t'Bnu'Hui Aq ea o o o o o o O O O o u- « o • o ooooo •poqpui tujo sand Aq xqSuux « O b* o o o o CO LO O CO 'lOO b- • 05 O'HiCOtXM CM rH CO • rH • O rH rH •mop As pauiquroo Aq xqSnex CO o ^ C5 *h o tH CO • o • o ooooo CO • • • •apma^ © O CO -H Hi C5 0rji WOO COO o o o n3 o n3 Evansville, Ind . Boston (178 New¬ bury street), Mass. Detroit, Mich . St. Louis (9th and Wash, sts.), Mo. Cincinnati, Ohio . . do . Cleveland, Ohio . Eau Claire, Wis . Fond du Lac, Wis. . . . La Crosse, Wis . Manitowoc, Wis . Marinette, Wis . Milwaukee, Wis . Oshkosh, Wis . Sheboygan, Wis . Wausau, Wis . *h no to t- oo cs © hnmtk into e- oooo-hm Table 11. — Statistics of private schools for the deaf, 1896-97. STATISTICS t>F SCHOOLS FOR DEFECTIYE CLASSES. 2351 *16-9681 ‘s^npuxo © H ! ^ ; O O rH a huq y=i 1 00 o d O 00 40 : O O O t— 40 *!).U9UI - a .t T3 d 9 p xiqjxsnpuj (g) rH rH • F6PP K-? • o 01 s&gMU&il w ^ o > C3 • i •ra • • :*§ © ; O rt 2fSi.5 ■ S f-( .® O'o S “ m.i c3 2 q_, S W)©*5 jSs* ill I ^ 1*5 03 W. H «2 p ,0«W CT-| Jj Ip w| 1.0 O o O o ,© A3 © O mr~rt gg3 h £ « >» Sa ©a §° «S Pi M m c3 pi O © I— ( +s If c3 'pnfcfi'gS g-S&J <=5 a ^ g 1 .2 M © £3 © +3 S P'S^'gw M © -2 O .3 3 bJD^ ctW "P=.S 2.3 =3 J3 ^ o Po a .8 ssjs s^® 2 ©^ p o3^ 3 ^po^a"' ^| ®"pl^ ©"g g, ISiaV1 51 |||a | GQ CQ O m 5 ^ (NCOtHioO PUBLIC INSTITUTIONS. 2352 5Q EDUCATION REPORT, 1896-97. •sejnjTpuedxg; H $1,362,791 70, 762 158, 709 66, 609 163, 137 25, 000 150, 270 81, 560 101, 139 53, 000 143, 767 214, 980 36, 500 22, 358 o o o icT •epunj oixqnd toojj sjdTeocjx; H H $1, 256, 468 O 00 O O O ID © D- O O i O 00 COCONOOOOCOIOOO .OLO ICOIONO HQHOO • ID CO ^ eo oo* ctd ic ^ rH cT o' • ccT cq t>ioooo(NMooooi>io • co cq rH H H H H Cq Cl H CJ CO H Cq '9M 00 4,459 05C30 0:00(0050H(MC00005l> DOOt>l>t>CCOHOiOHlHDH» Cq ID ri CD D CO CO n CQ ^ H CM Instructors. •89JBU1UI JOJ Sutjbo sjuujgissy 432 cqoocqrHiDcqcDcooicqcDCDoocio CD 1>(N H iDCq COC5lGCJCDlOCOClOO rH cq cq cq cq cq hh •9XUUI9X H (M S OSOlOOilOUOHOiOOOiOCOCqiO cq H H cq rH rH •9pR w OO CO ^H^HHCqcqOONt>OOOM rH •8UOIJ -ujtjsui jo joqtiinx « oo 1 3 w pH Total . Massachusetts . New York . . . New Jersey . . Pennsylvania . Kentucky . * . Ohio . Indiana . . . . . Illinois . Michigan . Minnesota . Iowa . Nebraska . Kansas . . . California . Ifl cq ^5 (M f-i Id I _ S 1 « H EH OONOllOl 'JoiacoiDi cqocjHOid) rH r- 1 i— I CIS rH 00 h 8|48»? rt ® t>> O! rt . Table 13. — Statistics of State public institutions for the feeble-minded, 1896-97, STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2353 Expenditures. •jjoddns jo j ao $75, 000 101,139 79,560 102,080 17,988 25, 000 63, 377 35, 000 98, 767 36, 500 46, 609 20, 000 51, 876 •SJUQUIOAOjd -nit pun eSuippng; • • O O O • IftOO • • ' o . • • • ® O t— • OO O O • • • t"- * • » © ® CO • CO ® O • • • • • ' ^ ocT *rT • • • co* • • • rH i rH ^ lit • Receipts. •sSutpqnq joj Ajto io ‘jCj -unoo ‘ojejg iuojj « jA $2, 400 4, 370 . 4, 530 42,000 45, 000 . •SUOIJBIjd -ojddB pjdroinnra jo ‘jSjuuo'o ' ‘QJBJg « T* $70, 000 82, 157 79, 560 17, 988 25, 000 70, 030 35, 000 105, 000 36, 500 48, 520 20, 000 51, 700 •sSuipjmq pun spuuoiS jo onp?^ $500, 000 300, 000 330, 000 350, 000 01, 470 100, 000 259, 884 65, 000 370, 000 200,000 175,000 ■ 40, 000 185, 475 •enjujccl -du ogrtjusps jo onp?^ w $550 200 0 800 0 998 100 1, 000 0 0 •jfjnrqii; ui soranjo^ e» * 878 400 400 150 0 900 24 100 200 300 500 197 0 Pupils. •oisuh H 27 60 328 59 0 0 105 8 30 50 42 80 25 256 •uo^jnSjopurg; e .... 30 38 45 30 0 154 38 51 20 66 16 30 73 •opjmaj e 252 281 291 313 48 65 185 100 290 107 67 94 413 OD 287 349 306 442 68 70 269 100 351 113 170 0 256 1 Instructors. •S3JBUIUI JOJ Suijbo sjuBpissv 19 23 26 36 9 1 62 9 32 16 15 7 30 10 •jaora -jJBdop iBiJjsnpuj « 7 35 15 13 0 2 6 4 2 6 8 3 8 •operao^ 9 11 9 5 9 5 10 5 10 5 1 7 * CO ®®rH tJ40(M®»0 • O • Executive officer. M Austin E. Osborne Dr. W. L. Athon . Alexander Johnson. . E. M. Powell, M. D . . . Dr. C. S. Newlon . Dr. J. B. Huff . Dr. Walter E. Fer- nald. William A. Polglase . Arthur C. Rogers _ Clifford P.Eall . S. Olin Garrison . Mary J. Dunlap . . C. W. Winspear . M. C. Dunphy . © a a £ 1 « California Home for the Care and Training of Feeble-Mind- ed Children. Illinois Asylum for Feeble- Minded Children. Indiana Schoolfor Feeble-Mind- ed Youth. Iowa Institution for Foeble- Minded Children. Kansas State Asylum for Idi¬ otic and Imbecile Youth. Institution for the Education and training of Feeble-Mind- ed Children. Massachusetts School for the Feeble-Minded. Michigan Home for the Feeble- Minded and Epileptic. Minnesota School for Feeble- Minded. Nebraska Institution for Fee¬ ble-Minded Youth. New Jersey Training School for Feeble-Minded Children. New Jersey State Institution for Feeble-Minded Women. New York State Custodial Asy-' lumfor Feeble-Minded Wom¬ en. School for Feeble-Minded . Post-office. Eldridge, Cal . Lincoln, Ill . Fort Wayne, Ind . . . Glenwood, Iowa .... Winfield, Kans . Frankfort, Ky . Waverly, Mass . Lapeer, Mich . Faribault, Minn - Beatrice, Nebr . Vineland, N. J . Newark, N. Y . | New York, N. Y _ r-i N M ^ lO (3 00 O O .-I H IM rS O Executive officer. w : : p i j i & : l g S' g o fl “ 1 o ^ 1 ® a | £ « a £ © a c3 £ « Syracuse State Institution for Feeble-Minded Children. Ohio Institution for the Educa¬ tion of Feeble-Minded Youth. Pennsylvania Training School for Feeble-Minded Children. Washington School for Defect¬ ive Youth. Post-office. Ft Syracuse, 1ST. Y . Columbus, Ohio . Elwyn, Pa . Y ancouver, W ash . . . 15 16 17 18 STATISTICS OF SCHOOLS FOR DEFECTIVE CLASSES. 2355 Table 14.— Statistics of private institutions for the feeble-minded, 1896-97. Instructors. Pupils. Post-office. Name. Executive officer. 6 13 | Female. 1 Industrial depart¬ ment. | Assistants in car- | ing for inmates. <0 13 s | Female. | Kindergarten. 6 d a 1 3 3 4 5 G 7 s 9 1© ii 1 Lakeville, Conn . . . Connecticut School for Imbeciles. Geo. "W. Knight . 2 3 4 12 105 63 40 35 2 Godfrey, Ill . Home and School for Nervous and Back¬ ward Children. W. H. C. Smith . 0 1 0 4 2 1 0 3 3 Ellicott City, Md . Font Hill Private In¬ stitution for Feeble- Minded and Epilep¬ tic Children. Samuel J. Fort, M. D. 3 4 5 0 26 6 12 0 4 Amherst, Mass Home School for Nervous and Deli¬ cate Children and Youth. Mrs. W. D. Herrick . . 1 2 2 3 9 1 6 5 Barre, Mass . Private Institution for the Education of Feeble Minded Youth. G. A. Brown . 6 14 18 39 10 6 49 6 Pay ville, Mass .... Emmanuel School for Backward or Unde¬ veloped Children. Mrs.M.A.F.D.Green 2 2 2 2 3 0 7 Kalamazoo, Mich . Wilbur Home and School for the Fee¬ ble-Minded. C.T. Wilbur, M.D... 2 3 5 13 15 15 15 30 8 Crankury, N. J ... Private Home and School for Enfeebled and Undev eloped Minds. Kev. C. F. Garrison . . 2 5 4 3 9 8 4 0 9 Haddonfield, N. J . Haddonfield Training School. Margaret Bancroft . . 1 8 4 7 6 13 6 4 10 1 Orange, N. J . Seguin Physiological School for the Train ing of Children of Arrested Develop¬ ment. Elsie M. Seguin . 0 13 3 4 11 14 9 4 CHAPTER XLYI STATISTICS OF REFORM SCHOOLS. Boys and girls are no longer sent to t-lie reform schools for the purpose of receiving punishment, hut to be educated and taught useful trades. The aim of the reform school is to protect the helpless, to train the incorrigible to obedience, and to reform those who have wandered from the right way by education, by wholesome restraint, by moral and religious influences, and by the formation of industrial habits. In the 88 schools represented in the Annual Report for 1896-97 there were 485 instructors and 21,243 pupils in the school departments and 11,757 pupils in the industrial departments. The total number of inmates reported was 23,696. The value of grounds and buildings was $16,319,017. The total expenditures were $4,150,761, of which amount $604,661 was for buildings and improvements and $3,546,100 for sup¬ port. The number of assistants, not including instructors in the school departments, was 1,577. There were 18,096 white inmates and 2,639 colored inmates. There W6re reported 8,732 inmates of native parents and 5,722 of foreign-born parents. When admitted 3,065 could only read and 2,008 could neither read nor write. The number committed to the institutions during the year was 9,474, and the number discharged was 8,952. When discharged from the schools all could read and write, and a large number had.received the equivalent of a common-school education. Of those released from the institutions more than 75 per cent are self-supporting, leading useful lives, and are honest and respected citizens of the communities in which they live. The North Atlantic Division reports 35 schools, 208 instructors, 9,496 pupils in the school department, and 5,665 in the industrial department. The number of inmates reported was 9,552, of which number 7,663 were males and 1,889 females. The value of grounds and buildings was $8,050,154. The expenditures for the year amounted to $1,800,417 ; for buildings and improvements, $199,728, and for support, $1,600,689. The number of assistants, not including teachers in the school departments, was 603. Of the total number of inmates 6,970 were white and 676 were colored; 2,035 had native parents and 2,508 had foreign-born parents. When committed to the institutions 714 could only read and 978 could neither read nor write. The number committed during the year was 4,109 and the number discharged was 4,300. The South Atlantic Division reports 12 schools, 56 instructors, and 1,985 pupils in the school departments and 1,309 in the industrial departments. Of the 2,002 inmates reported in the institutions 1,749 were males and 253 females. The total value of grounds and buildings was $1,416,000. The amount expended for buildings and improvements was $58,673, and for support $217,921, making a total expenditure of $276,594. The number of assistants, not including teachers in the school departments, was 118. Of the total number of inmates 1,289 were white and 713 colored; 1,568 had native parents and 175 had foreign-born parents. When committed to the insti¬ tutions 341 could only read and 444 could neither read nor write. The number com¬ mitted during the year was 782, and the number discharged or released was 722. The South Central Division reports 5 schools, 24 teachers, and 1,031 pupils in the school departments. The value of grounds and buildings was $77,000. The total 2357 2358 EDUCATION REPORT, 1896-97. amount expended was $110,640; for buildings and improvements, $21,253, and for support, $89,387. The total number of assistants, not including the teachers in the school departments, was 27. Of the total number of inmates there were 941 males and 378 females; 980 were white and 239 colored; 808 had native parents and 36 had foreign-born parents. When committed to the institutions 539 could only read, and 58 could neither read nor write. The number committed during the year was 487, and the number discharged was 382. The North Central Division reports 29 schools, 183 instructors, 7,939 pupils in the school departments, and 3,524 in the industrial departments. The total number of inmates reported was 9,618, of which number 6,913 were males and 2,705 females. The value of grounds and buildings was $5,894,894. The amount expended was $1,658,180 ; for buildings and improvements, $305,953, and for support, $1,362,227. The total number of assistants, not including teachers in the school departments, was 670. The number of white inmates was 7,706, and the number of colored inmates was 951. Of the total number of inmates 3,890 had native parents and 2,683 had foreign born parents. When committed to the institutions 1,443 could only read and 508 could neither read nor write. The number committed during the year was 3,804, and the number discharged was 3,389. The Western Division reports 7 schools, 14 instructors, and 792 pupils in the school departments, and 560 in the industrial departments. The total number of inmates was 1,205 ; males, 1,093, and females, 112. The value of grounds and buildings was $880,969. The amount expended was $294,930; for buildings and improvements, $19,054, and for support, $275,876. The number of assistants, not including teachers in the school departments, was 159. Of the total number of inmates 1,151 were whites and 60 colored ; 431 had native parents and 320 had foreign-born parents. The number of inmates that could only read when committed was 28, while 20 could neither read nor write. The number committed during the year was 292, and the number discharged or released was 159. STATISTICS OF REFORM SCHOOLS. 2359 Table 1. — Summary of statistics of reform schools, 1896-97. Number of schools. Number o f teachers. Number of pu¬ pils. Number taught trades. , Inmates. Value .of grounds and buildings. Expenditures. Male. 1 ft Total. Buildings and irn- p r o v e- ments. Eor sup¬ port. b 3 4 5 6 7 8 $ io 11 1 88 485 21, 243 11, 757 18, 359 5, 337 23, 696 $16, 319, 017 $604, 661 $3, 546, 100 35 208 9, 496 5, 665 7, 663 1, 889 9, 552 8, 050, 154 199, 728 1, 600, 689 12 56 1,985 1, 309 1,749 253 2, 002 1, 416, 000 58, 673 217, 921 5 24 1, 031 699 941 378 1,319 77, 000 21, 253 89, 387 29 183 7, 939 3, 524 6,913 2, 705 9, 618 5, 894, 894 305, 953 1, 362, 227 7 14 792 560 1, 093 112 1, 205 880, 969 19, 054 275, 876 2 215 355 159 314 160, 000 46, 740 i 4 140 125 115 25 140 100, COO 10, 000 16, 800 i 3 126 41 110 16 126 80, 000 16, 000 16, 947 all 30 1, 143 288 997 146 1,143 643, 691 30, 516 184, 012 2 6 339 101 300 39 339 223, 700 55, 112 2 15 705 255 450 255 705 600, 000 10, 000 118, 864 69 109 4, 654 3, 188 3,846 765 4, 611 3, 972, 311 106, 328 777, 268 3 14 854 416 ! 673 181 854 462, 811 6, 934 111, 174 a4 20 1,320 1,251 1 1,017 303 1, 320 1, 807, 641 19, 950 273, 772 3 2 143 113 120 23 143 150, 000 6, 000 13, 141 5 36 1, 277 913 1,064 230 1, 294 945, GOO 35, 173 128, 313 1 8 224 130 224 0 224 250, 000 2, 500 41, 825 1 5 157 0 157 0 157 24, 000 10, 000 15, 042 1 4 153 153 153 0 153 35,000 5, 000 16, 500 1 1 31 0 31 0 31 12, 000 3,100 a 2 5 0 200 200 1 16 675 675 497 178 675 21, 253 51, 247 1 1 272 0 272 0 272 47, 000 8, 140 1 2 84 24 172 0 172 30, 000 30, 000 3 33 1, 525 334 1,039 486 1, 525 1, 069, 552 79, 667 190, 791 2 3 744 203 541 261 802 375,000 8,150 92, 350 5 51 1,790 416 1,626 321 1, 947 1, 206, 497 95, 000 225, 059 4 20 1, 004 724 1,210 846 2, 056 904, 531 17, 697 402, 932 2 18 603 263 412 238 650 343, 300 13, 474 193, 099 a3 19 507 282 469 48 517 621, 014 20, 840 87, 579 2 14 647 647 495 152 647 325, 000 18, 000 67, 972 3 10 438 206 644 149 793 520, 000 45, 800 81, 700 1 3 108 108 80 28 108 60, 000 1,500 17, 500 2 6 ■238 238 165 73 238 235, 000 500 54, 355 2 6 335 103 232 103 335 235, 000 5, 325 48, 890 1 2 61 0 49 12 61 50, 000 2, 500 16, 875 1 2 119 60 119 0 119 111, 700 68, 108 1 (c) (c) (c) (a) (c) (a) (c) ( c ) (c) 1 112 34 146 37, 000 5, 000 10, 000 1 133 0 133 200, 000 6* 500 18, 000 2 10 612 500 680 66 746 482, 269 5,’ 054 162| 893 United States, Divisions, and States. United States . 88 North Atlantic Division. South Atlantic Division . South Central Division.. North Central Division.. "Western Division . North A fclantic Division : Maine . New Hampshire . Vermont . - . Massachusetts . Rhode Island . Connecticut . New York . . New Jersey . Pennsy 1 v ania . South Atlantic Division : Delaware . . Maryland . District of Columbia. Virginia . W est. V irginia . Georgia . . South Central Division : Kentucky . . Tennessee . . Louisiana.... . Texas . . North Central Division : Ohio . . Indiana . Illinois . . Michigan . Wisconsin . . Minnesota . . Iowa . . Missouri . South. Dakota . Nebraska . . Kansas . Western Division : Montana. . ... Colorado . Utah . . . Washington . . Oregon . California . a 1 school not reporting. b 2 schools not reportinj cNo report. 2360 EDUCATION EEPOET, 189S-97. Table 2. — Summary of statistics of reform schools, 1896-97. United States, Divisions, and States. Number of assist¬ ants. Race. Nati vity. Illiteracy. During year. White. Colored. Scotland, Lord Balfour, of Bur- 1 1 86 [ leigh. Commissioners of national educa- 37 tion in Ireland. M. Panagiotopoulos, minister of public instruction. Senor K. Gallo, minister of public 36 instruction. Dr. H. G ceman Borgesius, minister 40 of the interior. M. lYexelsen, minister of ecclesi 41 astical affairs and public in struction. Sr. Jose Luciano de Castro, pre- 42 mier and minister of interior : J. de Azevedo Castello Branco, di¬ rector of public instruction and fine arts. M. Spiro Haret, minister of public 43 instruction and ecclesiastical affairs. M. Bogoluboff, minister of public 44 instruction, I in charge of schools. And. Georgievitch, minister of public instruction and ecclesias¬ tical affairs. Senor Capdepon, minister of the interior. Dr. G. F. Gilljam, minister of ecclesiastical affairs and public instruction. Mr. K. M. Chatfield, director of public instruction. Mr. John Yansomeren Pope, di¬ rector of public instruction. H. J. Bhabba, esq., inspector-gen¬ eral of education. Marquis Hachisuka Machiaki, minister of state for education. Mr. Thomas Muir, superintendent- general of education. e Includes public high schools. / Includes regular and assistant teachers (58,443) and those temporarily employed. g The gold yen, formerly 99.7 cents in value, is now reckoned at 49. 8 cents ; hence the apparent, decrease in expenditure for elementary schools. For all classes of schools, except the universities* the expenditure for 1895 was $6,301,562. h Including 1,508 pupil teachers. ED 97—149 2370 EDUCATION REPORT, 1896-97. 56 67 Statistics of education in Countries. Date of report. Enrollment in elementary schools. Average attendance. Number of teachers. GO O m Girls. Total. Ratio to total population. Total. Ratio to en¬ rollment. Men. Women. Total. 1 2 3 4 5 45 7 8 9 lO 11 1894 166, 340 1. 71 11,284 1895 9, 280 8, 037 17,317 3.18 1896 14, 460 14. 72 9, 254 64. 350 1896 37, 987 24. 96 23, 247 61. 11 1, 093 1896 32, 315 29, 603 61, 918 19.3 37, 176 60. 04 1,829 1896 12, 796 433 ries. 1896 52, 316 48, 716 101, 132 22. 45 54, 051 53. 41 1896 441, 102 20. 86 246, 724 55. 93 2, 726 5, 528 8, 254 Prince Edward 1896 12, 145 9,993 22, 138 20.29 13, 412 60. 58 [ 324 245 569 Island. 1896 97 a 197, 993 13. 30 139, 876 70. 60 5, 628 1894 35, 501 17. 3 Mexico . . 1894 361,201 195, 505 556^ 706 4. 43 Bermuda _ _ ...... 1896 1, 219 7. 71 Jamaica _ _ _ 1895-96 100, 352 14. 91 59, 617 59. 40 5932 Trinidad . 1894 20, €21 9.36 13, 297 64. 48 Cuba _ ........ 1889-90 30, 994 1. 90 Costa Rica . . 1897 21, 913 9. 01 17, 153 82.83 357 447 784 Pin a, tern ala _ _ _ 1895 39,411 24, 604 75, 020 5. 50 Nicaragua _ 1894 20, 000 5. 26 Salvador . 1893 16, 663 12, 764 29, 427 3. 66 453 340 793 Argentina . . 1896 c264, 294 6. 68 1 . 2, 999 5, 858 8,857 Bolivia _ _ _ 1896 32, 820 1.63 806 Brazil . 1889 300, 000 2. 09 Chili . 1896 54, 208 57, 153 111, 361 4.11 71, 037 63. 73 733 1, 436 2, 169 Colombia. _ _ _ 1894 89, 000 2. 29 Ecuador _ . 1894 76, 878 6. 04 ! 1,666 Paraguay _ . . T _ 1896 23, *000 3. 83 680 Peru 1889-90 53, 276 2. 03 552 258 810 Uruguay _ 1896 27, 558 23, 754 51, 312 6. 27 252 789 1,041 J "V cn c zuda 1891 100, 026 4.30 a Also 99,395 in model schools and academies. b Also pupil teachers, number not given. EDUCATION IN FOREIGN COUNTRIES. 2371 foreign countries — Continued. Current expenditures. 03 1§ 0Q CO a Hames and titles of chief officers -2 0) © of education. 03 O % a ® 2 •a £3 a « o P. oS n H o © O s ® c3 00 H p-i ~ & ft liS 13 14 15 16 17 18 19 9, 734, 405 1897 Zuhdi Pasha, minister of public instruction. $198, 744 204, 930 $11.47 14. 17 $0. 36 2. 08 543, 913 98 173 1891 1891 Mr. Bale, minister of education. _ Hon. S. D. Pope, LL. D., superin¬ tendent of education. 152, 506 714, 049 18. 79 4. 68 1891 Hon. J. D. Cameron, minister of education. 461, 733 7.45 1. 44 321, 263 1891 Hon J. It. Inch, chief superin¬ tendent of education. 274, 648 Hon. D J. Goggin. superintendent of education bl3, 335 8. 04 1.80 1891 Hon A. H. Mackay, superintend¬ ent of education. 3, 846, 060 8 72 1. 81 2, 114, 321 1891 Hon. George W. Boss, minister of education. 6.92 153, 316 1.40 109, 078 1891 Hon. D. J. MacLeod, superintend¬ ent of education. 1, 523, 807 7.70 1.03 1, 483, 535 1891 M Boucher de laBru^re, superin¬ tendent of education. . 147, 544 4. 15 .73 202, 040 12,578, 861 1891 1395 J. Baranda, minister of justice and public instruction. 7,771 6.37 .49 15, 794 1895 Mr. George Simpson, secretary to the board of education. 232, 823 2.32 .34 672, 762 1894 Mr. T. Capper, superintending in¬ 113, 078 5. 48 .51 220, 285 1891 spector of schools B. Gervase Bushe, inspector cf schools. 553, 335 164, 946 17. 85 . 34 1, 631, 696 243, 205 1894 7. 53 . Cj 1892 Bieardo Montealegre, minister of foreign affairs, ecclesiastical af¬ .43 630, 532 8. 40 1, 364, 678 1893 fairs, public instruction, char¬ ities, and justice. M. Cruz, minister of public instruc¬ tion. 380, 000 1895 Dr. McMatus, minister of public instruction. 803, 534 1894 Dr. Carlos Bonilla, minister of charities and public instruction. • 8, 547, 918 32. 34 2. 16 3, 954, 911 1895 Dr. Benj. Belaustegui, minister of justice, ecclesiastical affairs, and 114, 299 3. 48 .06 2, 019, 549 1893 public instruction. Dr. J.,V. Ochoa, minister of public instruction, colonies, telegraphs, 14, 332, 530 1890 public works, and industries. Dr. Amaro Cavalcanti, minister of 717, 042 6. 44 .26 interior and justice. Senor Augusto Orego Luco, minis¬ ter of justice, and public instruc¬ 2, 712, 145 1895 3, 878, 600 1881 tion. J. M. Carrasquilla, minister of in¬ struction. 1 1 1, 271, 861 Bel. Albdn Mestanza, minister of d 381, 964 1 16.61 .64 1897 foreign affairs, justice, public In¬ struction, and immigration. M. B. Mazo, minister of justice, ecclesiastical affairs, and public 600, 000 2, 621, 844 1876 instruction. Dr. Man. P. Olaechea, president and minister of justice, ecclesi¬ 672, 100 13. 10 .82 818. 843 1896 astical affairs, public instruction and public charities. J. Varela, minister of agriculture, industries, pubiic instruction, 483, 232 4. 83 .21 2, 323, 527 1891 and public works. Dr. Feb. B. Chirinos, minister of public instruction. c Includes pupi's of private schools (61,996). ((Expenditure by the higher council “for educational purposes.'' 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 8(5 87 88 89 90 91 92 93 94 EDUCATION REPORT, 1896-97. Statistics of education in Countries. Date of report. Enrollment in elementary schools. Average attendance. Number of teachers. Boys. Girls. 3 o H 1 liatio to total population. Total. PI <£> sfi 5 O cS ^ Men. Women Total. I 2 3 4 5 0 7 . 8 9 1G 11 Hawaii ..... _ .... 1897 8, 017 6, 505 14, 522 13. 32-1 205 302 507 Mauritius ......... 1895 18, 207 4. 89 Hew Sou tli Wales . 189G 221, 603 1G. 89 142, 192 64. 16 2, 307 2, 084 4, 391 Queensland ....... 1896 81, 754 17. 75 54, 316 66.41 798 917 1, 715 South Australia . . . 1896 59, 944 1 17. 23 40, 143 66. 96 396 1 768 1,164 Victoria . 1896 208, 542 17.71 138, 126 1 66. 23 1, 760 2, 737 4, 497 West Australia. . . . 1896 9, 008 6, 470 73. 103 178 281 New Zealand . 1896 67, 784 63, 253 131, 037 18. 62 108, 976 83. 16 1,424 2, 091 3, 515 Trsthah i ft _ 1896 14, 835 10. 11 11, 508 72. 9G 1 EDUCATION IN FOREIGN COUNTRIES, 2373 foreign countries — Continued. Current expenditures. Population. Date of census. Salaries. Incidentals. Total. Per capita of enrollment. Per capita of population. 12 13 14 15 16 *7 $207, 637 $14. 29 $1.94 109, 020 1896 a 50, 465 2. 71 .14 371, 655 1891 2, 889, 537 1 | 13.03 2. 20 1, 311, 440 1897 933, 481 11.42 2. 03 460, 550 1895 632, 742 30. 55 1.82 347, 720 1894 2, 887, 664 13. 84 2. 45 1, 177, 304 1897 159, 169 162, 394 1897 2, 053, 316 15. 66 2. 92 703, 360 18961 1 165, 089 11.16 1. 12 146, 667 1891 1 Karnes and titles of chief officers of education. 19 Hon. Henry E. Cooper, minister of I 8G public instruction. Mr. D. J. Anderson, superintend¬ ent of schools. Hon. M. J. Garrard, minister of public instruction. Mr. D. H. Dalrymple, secretary for public instruction. Hon. John A. Cockbun, M. P., min¬ ister controlling education. Hon. A. J. Peacock, minister of public instruction. Hon. H. II. Lefroy, M. L. A., minis- 92 ter of education. Hon. W. C. 'Walker, minister of 93 education. Hon. E. K. C. Braddon, minister of , 94 education. aEot including expenditure for buildings, books, etc., and for scholarships which were included the previous year. INDEX A. B. course, requirements for admission in, 470-475. Academies, private, in North. Carolina, 1386-1399. Academy, the, in Greece, 327. Academy, the New England, 1183-1186. Acland, - , on education for England and Wales, 11. Actinic action of the sun ray, 947-955. Addis, We.llford, compiles paper on curriculum of land-grant colleges, 427-456. on agricultural and mechanical colleges, 1757- 1771. on Federal and State aid to establish higher education, 1137-1164. on legal rights of children, 615-669. on recent contributions of biology, sociology, and metallurgy to the curriculum of agri¬ cultural and mechanical colleges, 923-1079. on the learned professions and social control, 1187-1239. Admission requirements in colleges, 457-613. Agricultural, forestry, and mining academies, foreign, by countries, 1377-1378; by number of students, 1369. Agricultural and mechanical colleges, curricu¬ lum of, 427-456. statistics, 1757-1771. to train rural teachers, 868. Agricultural Department, exhibit at Nashville exposition, 1099-1100. Agricultural institutes, 1225-1227. Agricultural schools in Denmark, 83-86. Air, solidification of, 1077. Alabama, aid to higher education, 1151, 1162. college presidents, 1119, 1125-1126, 1128. principals of normal schools, 1129, 1132. qualifications for practice of law, 1195, 1235. Sources of revenues for public schools: State, 650-651; local taxation, 684-665. State and city superintendents, 1111, 1112. statistics, of agricultural and mechanical col¬ leges, 1757, 1759, 1760, 1763, 1766, 1768, 1769, 1770; of blind schools, 2337-2340; of city schools, 2172-2192, 2197, 2211, 2223, 2234, 2245; of colleges and universities, 1652-1685, 1692, 1712, 1746; of colored schools, 2297-2300, 2314, 2324; of commercial and business colleges, 2259-2261, 2263; of deaf schools, 2242-2244, 2246; of dental schools, 1777, 1800: of kindergartens, 2178, 2193, 2196; of law schools, 1775, 1788; of med¬ ical schools, 1776, 1792; of normal schools, 1823-1839, 1840, 1848, 1860; of nurse- training schools, 1779, 1809; of pharmaceutical schools, 1778, 1804; of secondary schools, 188-F1928, 1929-1931, 2080, 2166; of State school svstem, Iv-lxxx; of technological scnools, 1686-1091, 1742-1745, 1755; of theological schools, 1774, 1782. Alaska, education in, xxxvi-lii. general agent of education, 1111. introduction of reindeer into, 1628-1833, 1644- 1646. report on education in, 1601-1646. Alexandria (Egypt), schools of, 278-279. Algebra, statistics of, in secondary schools, 1876, 1877, 1879. 1880, 1882, 1883, 1888, 1904, 1920. Allegheny, report, 1352. Allen, Harrison, on special schools for individ¬ ual children, 152. Alsace-Loraine, statistics of elementary edu¬ cation, 2366. American competition in Europe, 1497-1498. American Journal of Education, 805-810. American public school, principle of, 639-641. American school of classical studies, Greece, 335-336. Anatomy, laboratories, 1218-1222. Anhalt, statistics of elementary education, 2366. Anthropology in child study, xxxiii. Antioch College, Horace Mann, president, 759- 767. Archaeological societies in Greece, 333-334. Argentina, statistics of elementary education, 2370. Arizona, principals cf normal schools, 1129. qualifications for practice of law, 1235. report, 1277. statistics, of agricultural and mechanical col¬ leges, 1766, 1769; of city schools, 2172-2192, 2245; of colleges and universities, 1652-1585, 1692, 1712, 1734, 1746; of commercial and busi¬ ness colleges, 2259-2261, 2262; of manual and industrial schools, 2284, 2291; of normal schools, 1823-1839, 1848; of secondary schools, 1884-1928,1931,2082,2166; of State school sys¬ tem, Iv-lxxx. territorial and city superintendents, 1111, 1112. Arkansas, aid to higher education, 1152. college presidents, 1120, 1126. principals of normal schools, 1129, 1136. qualifications for practice of law, 1195, 1235. report, 1277-1278. sources of revenue for public schools: State, 652-653; local taxation, 684-665. State and city superintendents, 1111, 1112. statistics, of agricultural and mechanical col¬ leges, 1757, 1766, 1768, 1769, 1770; of blind schools, 2337-2340; of city schools, 2172-2192, ‘2197, 2211, 2223, 2234, 2245; of colleges and universities, 1652-1685, 1692, 1712, 1734, 1746; of colored schools, 2297-2300, 2314, 2324; of commercial and business colleges, 2259-2261, 2262; of deaf schools, 2242-2244, 2246; of kin¬ dergartens, 2193; of law schools, 1775 1788; of normal schools, 1823-1839, 1840, 1848, 1860; of secondary schools, 1884-1928, 1931, 2082, 2168; of State school system, Iv-lxxx. women county superintendents, 1528. Association of colleges and preparatory schools of Middle States and Maryland, work of, on requirements, 463-464. Association of colleges and preparatory schools of Southern States, work of, 464-465. Associations for rural teachers, 863. Astronomy, statistics of secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1889, 1905, 1921. Athens, schools of, 277-278. Athletics, college, F. A. Walker on, 705-714. Atlanta, Ga., vital statistics of negroes, 2304, 2305, 2306, 2307, 2308. Attendance, compulsory, summary of, 1525- 1526. in boys’ high schools in Prussia, 164-167. statistics, 2172, 2174-2175, 2182, 2197-2210, 2245- 2255; of foreign countries, 2366-2372; of State school systems, Ixi. Austria, commercial education, 211-214. statistics of elementary education, 2366. 2375 2376 INDEX. Austria-Hungary, statistics of elementary education, 2366. Australia, geographical study, 1493. J3. B. L. course, requirements for admission, 478. B. S. course, requirements for admission, 47(5. Baccalaureate, opposition to, in France, 56-65. Bacteria, institutes for study of, 1223-1225. Baden, statistics of elementary; education, 2366. Baltimore, Ivld., vital statistics of negroes, 2304, 2305, 2307. Baptists, missions of, in Alaska, 1622-1623. statistics of colleges and universities, 1663; of secondary schools, 1913. Sunday schools, 380—381. Barnard, Henrv. A. D. Mayo on the career of, 769-810. Bartlett, S. C., the Hew England academy, 1183-1186. Bavaria, statistics of education, 172-178; of ele¬ mentary education, 2366. Beates, James F., Lutheran Sunday schools, 365. Belgium, commercial education, 224-227. school savings banks, 161. statistics of elementary education, 2366, Benefactions, statistics, of colored schools, 2325- 2333; of secondary schools, 1898-1899, 1911- 1912; of universities and colleges, 1651, 1677, 1680, 1685, 1691, 1713-1731, 1733-1741, 1745. Bengal, statistics of elementary education, 2388. Bermuda, statistics of elementary education, 2370. Berne cattle-raising association, 1019. Beyer, Otto W. , on report of the English royal commission on secondary education, 185. Bibliography of C. H. Wiley, 1465-1474. Biological conceptions, 924r-993. Black, Jeremiah S., decision on power to tax for schools, 635-636. Black, S. T., on committee on rural schools, 811. Blackall, C. R., Sunday schools, 399. Blind schools, statistics, 2335, 2337-2341. Blodgett, James H., on Sunday schools, 349^24. Blow, Susan E., on kindergartens, 909-916. Boas, Franz, on the growth of Toronto chil¬ dren, 1541-1599. Bolivia, statistics of elementary education, 2370. Bombay, statistics of elementary education, 2368. Bonn, University of, 1499-1503. Boschen, George M. , Lutheran Sunday schools, 363-364. Boston, report, 1297-1299. Boutmy, cited on the baccalaureate, 56-65. Boutwcll, George S., secretary of Massachu¬ setts board of education, 721. Boykin, J. C., report on Tennessee Centennial and International Exposition, 1081-1109. Boynton, Hehemiah, Sunday schools, 399-400. Bray, Rev. Thos., aid to libraries in American colonies, 1382. Brazil, statistics of elementary education, 2370. Breal, Michel, on the association of Greek studies, 66-70. Bremen, statistics of elementary education, 2366. British America, report on Duncan's work among Indians of, 1626-1628. British Columbia, statistics of elementary edu¬ cation, 2370. British India, statistics of elementary educa¬ tion, 2368. Brooklyn (N. Y.) report, 1338-1339. Brooks, Edward, on special schools for indi¬ vidual children, 157-159. Brunswick, statistics of elementary education, 2366. Buffalo, report, 1339-1340. Bulgaria, statistics of elementary education, 2366. Burmah, statistics of elementary education, 2368. Bush, George Gary, on the first common schools of Hew England, 1165-1186. Business colleges, statistics, 2257-2277. Byzantine hellenism, 280-281. CJ. Caldwell, David, educational work of , in Horth Carolina, 1387. Caldwell, Joseph, writes on the monitorial system for Horth Carolina, 1415-1418. California, aid to higher education, 1150, 1152. college presidents, 1120, 1126. distribution of State school funds, 833. principals of normal schools, 1129, 1136. qualifications for practice of medicine, 1194, 1232; of law, 1195, 1236. report, 1282-1283. sources of revenue for public schools: State, 658-659; local taxation, 666-667. State and city superintendents, 1111,1112. statistics, of agricultural and mechanical col¬ leges, 1760, 1766, 1769; of blind schools, 2337- 2340; of city schools, 2172-2192, 2197, 2211, 2223, 2234, 2245; of colleges and universities, 1652- 1685,1692,1712, 1732,1734, 1746; of commercial and business colleges, 2259-2261, 2262; of deaf school, 2242-2246, 2251; of dental schools, 1777, 1800; of feeble-minded schools, 2252,2253; of kindergartens, 2178, 2193, 2196; of law schools, 1775, 1788; of manual and industrial training schools, 2281, 2284, 2285, 2292; of medical schools, 1776, 1777, 1792, 1798; of normal schools, 1823-1839, 1840, 1848, 1860; of nurse¬ training schools, 1779.1809; of pharmaceuti¬ cal schools, 1178, 1804; of reform schools, 2359- 2362; of secondary schools, 1884-1928, 1932, 2084,2166; of State school system, lv-lxxx; of theological schools, 1774, 1782; of veteri¬ nary schools, 1808. women county superintendents, 1529. Cape of Good Hope, statistics of elementary education, 2368. Cape Prince of Wales, report on schools, 1605. Capen, S. B., on work of the Sunday school, 397. Carbon, source of, 1072-1075. Catholics, proportion in secondary schools in Germany, 167-172. Central Europe, education in, xix-xxi, 125-206. Charleston, S. C., vital statistics of negroes, 2304, 2305, 2306, 2307, 2310. Cheever, Ezekiel, 1171,1176,1180-1181. Chemistry, laboratories, 1213-1215. statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1889, 1905, 1921. Chicago, report, 1289. Children, legal rights of, 615-669. studies on the growth of, in Toronto, 1541- 1599. Children’s papers in Sunday-school work, 422. Chile, statistics of elementary education, 2370. Christians, statistics of colleges and universi¬ ties, 1663. Circle City, school at, 1601. Cities, social and physical condition of negroes in, 2301-2312. City and State superintendents, 1111-1136. City school systems, statistics, xiv, 2167-2255. City superintendents, list of women, 1528. City training schools, for rural teachers, 86S. Civics, teaching of, in Switzerland, France, and England, xxii, 233-266. Civil war and its effects on Horth Carolina common schools, 1452-1465. Cleveland, Grover, speech at Princeton sesqui- centennial, 1332-1334. Clio’s Hursery, organized, 1388. Coeducation, discussion on, 1523-1524. in Horway, 119-123. College admission requirements, 457-613. College and university council of Pennsylva¬ nia, work on entrance requirements, 466- 467. College athletics, F. A. Walker on, 705-714. College presidents, 1119-1129. Colleges, academies, and independent facul¬ ties, European, comparative statistics, 206. engineering, entrance requirements, 891-898. graduate work in, 1536. statistics of, I647-i755. Colombia, statistics of elementary education, 2370. Colorado, aid to higher education, 1150, 1152. college presidents, 1120, 1128. principals of normal schools, 1129, 1136. INDEX. 2377 Colorado, qualifications for practice of medi¬ cine, 1194, 1232; of law, 1195, 1235. report, 1283-1284. sources of revenue for public schools: State, G58-659; local taxation, 666-667. State and city superintendents, 1111, 1112, 1528. statistics, of agricultural and mechanical col¬ leges, 1757, 1766, 1769; of blind schools, 2337- 2310; of city schools, 2172-2192,2197,2211,2223, 2234, 2245; of colleges and universities, 1652- 1685, 1692,1712,1746; of commercial and busi¬ ness colleges, 2259-2261, 2262; of deaf schools, 2242-2246; of dental schools, 1778, 1800; of kindergartens, 2178, 2193, 2196; of law schools, 1775, 1788; of manual and industrial train¬ ing schools, 2281, 2284, 2285, 2292; of medical schools, 1776, 1777, 1792, 1798; of normal schools, 1823-1839, 1840, 1848, 1860; of nurse- training schools, 1779, 1809; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1935, 2086,2166; of State school sys¬ tem, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782. women county superintendents, 1529. Colored race, statistics of education of, 2295- 2333. See also Negro. Colt, Justice, the suzerainty of the State in common schools, 637-638. Columbia University, courses of mining engi¬ neering, 1078-1080. Comenius, John Amos, and the Moravian brethren, 369-372. Commercial and business colleges, statistics, 2257-2277. Commercial education, higher, 1535-1536. in Europe, xxi, 207-231. Committee of twelve on rural schools, report of, 811-890. Common School Journal (Horace Mann, edi¬ tor), 730, 736, 738; (Geo. B. Emerson, editor), 745, 753. Common schools, beginnings of, in the South, 1379-1474. in Greece, 286. statistics, x-xiii. Comparative statistics of education, 200-206. Competitive examinations in rural schools, proper use of, 883. Compulsory attendance, 628-631. summary of laws, 1525-1526. Congregational Church, mission work of, in Alaska, 1620-1622. statistics of colleges and universities, 1663; of secondary schools, 1913. Sunday schools, 378-379. Connecticut, aid to higher education, 1152. chief State and city school officers, 1111,1112. college presidents, 1120, 1128. common schools in, 779-799. education in colonial, 1175-1178, 1179. mode of distribution of State school funds, 832. principals of normal schools, 1129. qualifications for practice of medicine, 1194, 1232; of law, 1195, 1236. report, 1284r-1285. sources of revenue for public schools: State, 644-645; local taxation, 662-663. statistics of agricultural and mechanical col¬ leges, 1760,1766,1769; of city schools, 2172- 2192, 2197, 2211, 2223, 2234, 2245; of colleges and universities, 1652-1685, 1692, 1712, 1746; of commercial and business colleges, 2259- 2261.2262; of deaf schools, 2242-2246, 2251; of feeble-minded schools, 2252,2255; of kinder¬ gartens, 2178,2193,2196; of law schools, 1775, 1788; of manual and industrial training schools, 2285; of medical schools, 1776,1792; of normal schools, 1823-1839, 1840, 1848; of nurse-training schools, 1778, 1809; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1936, 2086, 2166; of technological schools, 1686-1691, 1742-1745,1755; of State school system, lv-lxxx; of theological schools, 1774,1782. Constantinople, education in, 281-283. Consular reports, on educational topics, 1495- 1505. Continuation schools in Bavaria, 176-177. Conveyance of children to school, 1535. Cooley, Thomas M., on power of State to tax for secondary schools, 636-637. Cooperation for relief of agricultural distress, 1010-1026. Copenhagen, schools of, 75-78. Corlett, Elijah, 1180. Corporal punishment in schools, 1537. Costa Rica, statistics of elementary odueation, 2370. County, township, or district superintendent. 847-849. County unit for school supervision, 849. Course of study in rural schools, 878-880. Cox, W. V., and Government exhibit, Nash¬ ville, 1094-1103. Cuba, statistics of elementary education, 2370. Current questions discussed, 1523-1540. Curriculum of the land-grant colleges, 427-456. ». Dairy, cooperative, 1016-1018. Davidson Academy, organization and history, 1391-1392. Dawson City, Alaska, prices in, 1644. Deaf schools, statistics, 2335, 2342-2351. Defective classes, schools for in Prussia, 141-147 ; in United States, 147-160. statistics, 2335-2355. Degrees, statistics on, 1650, 1673-1675, 1679, 1683, 1689. Delaware, aid to higher education, 1152. city superintendents, 1112. Qollege presidents, 1120, 1128. principals of normal schools, 1129, 1136. public funds for Sunday schools, 351-352. qualifications for practice of medicine, 1194, 1232; of law, 1195, 1236. sources of revenue for public schools, State, 646-647 ; local taxation, 662-663. statistics, of agricultural and mechanical colleges, 1757, 1763, 1766, 1768, 1769, 1770; of city schools, 2172, 2192, 2198, 2212, 2224, 2235, 2246; of colleges and universities, 1652-1685, 1692, 1712, 1746; of colored schools, 2297-2300, 2314, 2324; of manual and industrial train¬ ing schools, 2281, 2285; of normal schools, 1823-1839, 1848, 1880; of nurse training schools, 1779, 1809; of reform schools, 2359- 2362; of secondary schools, 1884-1928, 1938, 2090, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755. Demotic schools, in Greece, 297. Denmark, education in, xviii-xix, 71-101; statis¬ tics of elementary education, 2386. Denominational schools, statistics, 1881, 1913- 1914, 2080-2165. Dental schools, statistics, 1773, 1774, 1776, 1777- 1778, 1780, 1781, 1800-1803. Denver, report, 1284. Deseret Sunday School Union, 415v 416. Detroit, report, 1305. Dewey, Davis R., on Francis A. “Walker, 696- 697. Dickinson, John W., secretary of Massachu¬ setts board of education, 721. Didactic methods, in Greece, 290. Discipline, in Greek gymnasia, 305. Distribution of revenue in rural schools, 830- 836, 844. District of Columbia, college presidents, 1120, 1128. principals of normal schools, 1129, 1133. report, 1286. statistics, of city schools, 2172-2192, 2198, 2212, 2234, 2235; of colleges and universities, 1652- 1685, 1692, 1714, 1746; of colored schools, 2297- 2300, 2314, 2324; of commercial and business colleges, 2259-2261, 2262; of deaf schools, 2242- 2244,2246; of dental schools, 1777,1800; of law schools, 1775, 1788; of manual and industrial training schools, 2281, 2285; of medical schools, 1776, 1792; of normal schools, 1823- 1839, 1840, 1848, 1860; of nurse training schools, 1779, 1809; of pharmaceutical schools, 1778, 1804; of reform schools, 2359- 2-362; of secondary schools, 1884-1923, 1939, 2378 INDEX. District of Columbia, statistics — Continued. 2090, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools. 1774, 1782; of veterinary schools, 1808. superintendents, 1111, 1112. District system, 823. Dorchester, history of school at, 1172-1174. Duncan, W. A., on home department of Sunday schools, 403-404. Duncan, William, report on work of among Indians, 1626-1628. Dunn, Henry, on Principles of Teaching, 359-360. E. Earthworms, work of, 945-947. Eaton, John, on education in Hawaii, 1514-1520. Ecclesiastical seminaries in Greece, 329-330. Eclectic medical schools, statistics, 1776, 1777, 1798. Ecuador, statistics of elementary education, 2370. Edenton, N. C., colonial school in, 1382-1383. Education in central Europe, 125-206. in Denmark, 71-101. in Prance, 29-70. in Great Britain and Ireland, 3-27. of serfs, 996-999. Educational Association of North Carolina, history, 1449-1452. Educational directory, 1111-1136. Educational exhibit at Nashville, 1091-1094. Egypt, statistics of elementary education, 2370. Elementary schools, comparative statistics, 201-203. in Bavaria, 173-176. Ellis, A. Caswell, on Hebrew Sunday schools, 412-413. Endowment, statistics of secondary schools, 1393-1899, 1911-1912, 1929-1079, 2081-2165. Engineering colleges, entrance requirements, 891-898. England, allotment system in, 1022-1025. coeducation in, 1523. commercial education, 215-218. conspectus of educational system of, 45. school savings banks, 161. teaching of civics, 263-266. England and W ales, education in, 4-27. statistics of elementary education, 2368. English, requirements for admission in, 458-459. English Royal Commission’s report on secon¬ dary education, German view of, 185-193. Enrollment, statistics, 2167, 2172, 2174r-2175, 2176, 2177, 2178, 2183, 2192, 2197-2210, 2245-2255; of foreign countries, 2366-2372; of schools and colleges, ix-x; of State school system, Iviii- lx, lxxv, lxxvi, lxxix, lxxx. Entrance requirements for engineering col¬ leges, 891-898. Episcopalians, statistics of secondary schools, 1913. Eppinger, Solomon, and Jewish Sabbath schools, 408. Epstein, I, and Jewish Sabbath schools, 408. Erskino College, quarter centennial of presi¬ dent, 1355-1356. Eskimo vocabularies, 1241-1275. Esten, Mrs. Rhoda A., on special schools for individual children, 148-152. Europe, central, education in, 125-206. coeducation in, 1523-1524. commercial education in, 207-231. foreigners in universities of, 1534. Evans, L. B., on committee on rural schools, 811. Evangelical Association and Sunday schools, 367-368. Examination and certification of teachers, 870-873. Examination boards, comparative statistics, 203. Expenditures, statistics of blind, deaf, and feeble-minded schools, 2339, 2340-2341, 2344, 2345, 2346-2350, 2352-2355; of city schools, 2173- 2175,2185-2188,2234-2244,2245-2255; of foreign countries, 2366-237 2: of manual training schools, 2281-2287; of reform schools, 2359- 2365; of State school systems, lxxi-lxxiv, lzxviii. F. Federal aid to higher education, xxxi, 1137-1146. Feeble-minded, statistics of schools, 2336, 2352- 2355. Finland, statistics of elementary education, 2368. First common schools of New England, the, 1165-1183. Fish Commission, exhibit at Nashville Exposi¬ tion, 1102-1103. Flammarion, Camille, on effect of sunbeams on vegetable life, 9544)55. Fleischner, Ludwig, on commercial education, 210, 231. Florida, aid to higher education, 1152, 1164. college presidents, 1120, 1128. principals of normal schools, 1129, 1133. qualifications for practice of medicine, 1194, 1232; of law, 1095, 1236. report, 1286-1288. sources of revenue for public schools, State, 650-651; local taxation, 664-665. soil formation, 942-945. State and city superintendents, 1111, 1112. statistics, of agricultural and mechanical col¬ leges, 1760, 1766, 1768, 1769, 1770; of blind schools, 2337-2340; of city schools, 2172-2192, 2198, 2212, 2224, 2235, 2246; of colleges and uni¬ versities, 1652-1685, 1694, 1714, 17471 of colored schools, 2297-2300, 2314, 2324; of commercial and business colleges, 2259-2261, 2262; of deaf schools, 2242-2244, 2246; of normal schools, 1823-1839, 1840, 1848, 1880; of nurse training schools, 1779, 1810; of secondary schools, 1884-1928, 1939, 2090, 2166; of State school sys¬ tem, lv, lxxx. Forbes, A. D., letter on chemistry of iron, 1065, note. Foreign countries, statistics of education, 2366- 2372. Foreign universities. See Universities, for¬ eign. Foreigners m universities of central Europe, 1534-1535. Forestry academies. See Agricultural, for¬ estry, and mining academies, foreign. Fort Wrangell, report on schools, 1608-1609. Fox, Jabez, letter on admission to the bar in Massachusetts, 1192. France, agricultural syndicates, 1014-1018. coeducation in, 1523, 1524. commercial education, 222-224. education in, xvii-xviii, 29-70. geography in the schools of, 1482-1493. school savings banks, 161. statistics of elementary education, 2366. students in, from the United States, 1498. teaching of civies, 253-263. University of, contrasted with that of United States, 1238-1239. Franklin, Benjamin, donated library to town of Franklin, Mass., 722, 740. Free text-books, 1538. French, Miss Frances Graham, on education in Denmark, 71-101. on education in Norway, 103-123. French, requirements for admission in, 462-463. statistics of, in secondary schools, 1878, 1877, 1879, 1880, 1882, 1883, 1887, 1903, 1611. French faculties, comparative statistics of, 206. French institutes in Greece, 334-335. Freshman classes, requirements for admission, 457-613. Freshmen students, statistics on preparation of, 1650, 1672, 1679, 1688. Friends, first day or Bible schools, 389-392. statistics of colleges and universities, 1665; of secondary schools, 1913. Froebel, Friederich, and religious instruction, 351. Gallaudet, Thomas Hopkins, 796-799. Gases and earths converted into foods, 925-940. Geddes, Patrick, on civics, 264r-266. Geography, teaching of, in certain foreign countries, 1475-1493. Geology, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1890, 1906, 1922. INDEX. 2379 Geometry, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882,1883, 1888. 1904, 1920. Georgia, aid to higher education, 1150, 1152, 1162. college presidents, 1120, 1126, 1128. principals of normal schools, 1129, 1133. qualifications for practice of medicine, 1194, 1232; of law, 1195, 1236. report, 1288-1289. sources of revenue for public schools, State, 648-649; local taxation, 664r-665. State and city superintendents, 1111, 1112, statistics, of agricultural and mechanical colleges, 1760, 1766, 1768, 1769, 1770; of blind schools, 2337-2340; of city schools, 2172-2192, 2198, 2212, 2224, 2235, 2246; of colleges and universities, 1652-1685, 1694, 1714, 1734, 1747; of colored schools, 2297-2300, 2314, 2324; of commercial and business colleges, 2259-2261, 2262; of deaf schools, 2242-2244, 2246; of den¬ tal schools, 1777, 1800; of kindergartens, 2178,2193; of law schools, 1775, 1788; of medi¬ cal schools, 1776, 1792, 1798; of normal schools, 1823-1839, 1840, 1848, 1860; of nurse training schools, 1779, 1810; of pharmaceu¬ tical schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1940, 2090, 2166; of State school system, lv- lxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782. Germain, Eugene, on the world’s largest library, 1499. German, requirement for admission in, 461-462. statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1887, 1903, 1919. German archseological institute, in Greece, 335. German educational literature, recent, 197-200. German Evangelical synods of North America, Sunday schools of, 369. Germany, coeducation in, 1524. commercial education in, 207. cooperative agriculture, 1020-1021. manual training, 193-197. proportion of Catholics, Protestants, and Hebrews in secondary schools, 167-172. school savings banks, 161. statistics of elementary education, 2366. Girls, schools for, in Greece, 305-307. Goldammer, J. S., and Hebrew Sabbath schools, 408-409. Graded schools, efforts to organize, in North Carolina, 1458. management of, 1507-1514. Graduate students, statistics of increase, 1648- 1649, 1653, 1670, 1686; of normal schools, 1826, 1834. 1837-1839; of secondary schools, 1884, 1885, 1901, 1917, 2081-2165. Graduate work, growth, 1536. Graham, John William, and Sunday schools in England, 391-392. Grammar, teaching of, in Greece, 283. Granville Hall, organized, 1389. Great Britain, statistics of elementary educa¬ tion, 2368. Great Britain and Ireland, education in, xv- xvii, 3-27. Greece, education in, xxii, 267-347. statistics of elementary education, 2368. Greek, requirements for admission in, 459H60, 461, 468, 473, 476-478. statistics of, in secondary schools, 1876, 1877, 1S79, 1880, 1882, 1883, 1886,1902, 1918. Greek games discussed, xxviii. Greek studies, the association of, 66-70. Griffin, Charles, schools of, in North Carolina, 1381. Guatemala, statistics of elementary education, 2370. Gymnasia in Greece, 302-305. 13. Haas, John A. W., and Lutheran Sunday schools, 364. Haines, report on school of, 1607. Hall, Frank, on separate schools for pupils of limited endowment, 147. Hall, James, educational work of, in North Carolina, 1388. Halley, Robert A., on the Nashville Exposition and its structures, 1104-1109. Hamburg, statistics of elementary education, 2366. Hamiil, H. M., and Sunday schools in the South, 397-398. Harcourt, William, on education for England and Wales, 9-11. Harris, Eugene, on physical condition of the negro. 2309-2312. Harris, W. T., on committee on rural schools, 811. report of committee on psychological inquiry (1894), 676-681. Hawaii, education in, 1514-1520. statistics of elementary education, 2372. Hawkins, William, message to North Carolina legislature on education, 1400. Hebrew Sabbath School Union, 411-412. Hebrew Sabbath schools, 405-413. Hebrews, proportion in secondary schools in Germany, 167-172. Hellenic school, the, 287-290. Hellenic schools, 301. Hershaw, L. M., on social and physical prog¬ ress of the negro, 2304-2309. Hessia, statistics of elementary education. 2366. Hicksite Friends, first-day schools, 389,392. High schools, statistics, 1873-2166. to train rural teachers, 868. Higher commercial education, 1535-1536. Higher education, comparative statistics, 204- 206. in Bavaria, 178. statistics, xxxiii. Hill, John Henry, founded school at Athens, 328-329. Hindustan, examining universities, 1368. Hinsdale, B. A., on committee on rural schools, 811. Hirsch, Samuel, and Hebrew Sabbath schools, 410. Historical and Ethnological Society, in Greece, 333. History, in Greece, 283. requirements for admission in, 468, 475. statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1891, 1906, 1923. Holden, Edwards., on great public libraries in the United States, 1278-1282. Holland Christian Reformed Sunday schools 377-378. Home and the school, the, 855-856. Home department, Sunday schools, 403-404. Home reading, rural schools, promotion of, 883. Homeopathic medical schools, statistics, 1776- 1777, 1798 Honorary degrees, statistics, 1675. Hosford, Oramel, Sunday schools, 352. Housing of instruction in medicine and law, 1212-1229. Humus and muck, 945. Hungary, statistics of elementary education, 2366. I. Idaho, aid to higher education, 1150. college presidents, 1120. principals of normal schools, 1129. qualifications for practice of medicine, 1196, 1233; of law, 1197, 1236. sources of revenue for public schools, State, 660-661. State and city superintendents, 1111, 1113. statistics, of agricultural and mechanical col¬ leges, 1757, 1788. 1769; of city schools, 2172- 2192; of colleges and universities, 1652-1685, 1694, 1714, 1747; of manual and industrial schools, 2284, 2292; of normal schools, 1823- 1839, 1850; of secondary schools, 1884-1928, 1943, 2094, 2166; of State school system, lv-lxxx. Iliowizi, Henry, Hebrew Sabbath schools, 409. Illinois, aid to higher education, 1152, H62. Chicago report, 1289. college presidents, 1120-1121, 1126, 1128. principals of normal schools, 1129, 1133. qualifications for practice of medicine, 1196, 1233; of law, 1197, 1236. sources of revenue for public schools. State 65U655; local taxation, 666-667. 2380 INDEX. Illinois, State and city superintendents, 1111, 1113. statistics, of agricultural and mechanical col¬ leges, 1757, 1766, 1769; of blind schools, 2337- 2349; of city schools, 2172-2192, 2198, 2212, 2224, 2235,2246; of colleges and universities, 1652- 1685, 1694, 1714, 1732, 1734, 1747; of colored schools, 2298-2300, 2316, 2326; of commercial and business colleges, 2259-2261, 2264; of deaf schools, 2242-2246, 2250, 2251; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253, 2255; of kindergartens, 2178, 2193; of law schools, 1775, 1788; of manual and industrial training schools, 2281, 2286; of medical schools, 1776, 1777, 1792, 1798; of normal schools, 1823-1839, 1840, 1850, 1860; of nurse training schools, 1779, 1810; of phar¬ maceutical schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1943-1953, 2094, 2168; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782; of veterinary schools, 1808. women county superintendents, 1529. Illiteracy, Greece, 340-341. Imitation, study of, 671-694. Income, statistics of city schools, 2223-2233; of colored schools, 2325-2333; of normal schools, 1827-1830, 1835-1836, 1849-1871; of secondary schools, 1898-1899, 1911-1912; of State school systems, lxix-lxx; of universities and col¬ leges, 1651, 1677, 1680, 1685, 1691, 1713-1731, 1733- 1741, 1745, 1766-1771. Indian problem from an Indian’s standpoint, 1520-1522. Indian Territory, college presidents, 1121. statistics of city schools, 2172-2192; of colleges and universities, 1652-1685, 1696, 1716, 1748; of normal schools, 1823-1839, 1841; of secondary schools, 1884-1928,1963,2098,2166. Indiana, aid to higher education, 1150, 1154, 1162. college presidents, 1121, 1126, 1128; distribution of proceeds of State school tax, 832. principals of normal schools, 1129, 1133. qualifications for practice of medicine, 1196, 1233; of law, 1197, 1236. report, 1289-1290. sources of revenue for public schools, State, 654-655; local taxation, 666-667. State and city superintendent, 1111, 1113. statistics, of agricultural and mechanical col¬ leges, 1757, 1766, 1769; of blind schools, 2337- 2340; of city schools, 2172-2192, 2199, 2213, 2225, 2236, 2247; of colleges and universities, 1652- 1685, 1694, 1716, 1734, 1747; of colored schools, 2298-2300, 2316, 2326; of commercial and bus¬ iness colleges, 2259-2261, 2264; of deaf schools, 2242-2246, 2250; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253; of kin¬ dergartens, 2178, 2193, 2196; of law schools, 1775, 1788; of manual and industrial train¬ ing schools, 2281, 2286; of medical schools, 1776, 1777, 1792, 1798; of normal schools, 1823- 1839, 1841, 1850, 1862; of nurse training schools, 1779, 1811; of pharmaceutical schools, 1778x 1804; of reform schools, 2359-2362; of second¬ ary schools, 1884-1928, 1953-1963, 2096, 2166: of State school system, lv-lxxx; of technolog¬ ical schools, 1686-1691, 1742-1745, 1755; of theo¬ logical schools, 1774, 1782; of veterinary schools, 1808. Indians, statistics of manual and industrial schools for, 2284, 2291-2294. Industrial training, statistics, 2279-2294. Innes Academy, organized, 1391. Institutes for teachers, 863-864. Instructions and discipline, discussion, 819. rural schools, 819-820. report of subcommittee on, 873-890. Interior Department, exhibit at Nashville Ex¬ position, 1098-1099. International Sunday School Convention, 394- 403. Ionian Academy, the, 292-294. Iowa, aid to higher education, 1154, 1162. college presidents, 1121, 1128. principals of normal schools, 1129, 1133. qualifications for practice of medicine, 1196; of law, 1197, 1236. Iowa, sources of revenue for public schools, State, 656-657; local taxation, 666-667. State and city superintendents, 1111, 1113. statistics, of agricultural and mechanical colleges, 1757, 1760, 1766, 1769; of blind schools, 2337-2340; of city schools, 2172, 2192, 2200, 2213, 2225, 2233, 2247 ; of colleges and universities, 1652-1685, 1696, 1716, 1748; of commercial and business colleges, 2259-2261, 2264; of deaf schools, 2242-2245, 2247, 2251; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253; of kindergartens, 2178, 2193; of law schools, 1775, 1788; of medical schools, 1776, 1777, 1792, 1798; of normal schools, 1823-1839, 1841, 1850, 1862; of nurse training schools, 1779, 1811; of pharmaceutical schools, 1778, 1804; of reform schools, 2359-2362; of second¬ ary schools, 1884-1928, 963-1971, 2098, 2166; of State school system, lv-lxxx; of technolog¬ ical schools, 1686-1891, 1742-1745, 1755; of theological schools, 1774, 1782. women county superintendents, 1529. Ireland, educational statistics of, 5. Ireland, statistics of elementary education, 2368. Irrigation, cooperative, 1011-1012. Italy, commercial education, 227-231. school savings banks, 162. statistics of elementary education, 2388. J. Jacobs, B. F., on international Sunday school lessons, 398. on Sunday school needs, 398. Jacobson, Jacobs, Hebrew Sabbath schools, 409. Jackson, Sheldon, itinerary of travel in Alaska, 1633-1646. note on Eskimo bibliography, 1243. report on education in Alaska, 1601-1646. work of, for education in the West and in Alaska, xxxvii. Jamaica, statistics of elementary education, 2370. Japan, statistics of elementary education, 2368. Jebb, - , on education for England and Wales, 9. Jordan, W. H., conservatism in scientific agri¬ culture, 450-456. Journalism, in Greece, 339-340. Juneau, report on schools, 1608. Justice, department of, exhibit at Nashville Exposition, 1099. B£. Kadiak, report on school, 1608. Kansas, aid to higher education, 1154, 1162. college presidents, 1121, 1126, 1128. principals of normal schools, 1129, 1134. qualifications for practice of medicine, 1196, 1232; of law. 1197. report, 1290-1291. sources of revenue for public schools, State, 656-657; local taxation, 666-667. State and city superintendents, 1111 , 1114, 1528. statistics, of agricultural and mechanical col¬ leges, 1758, 1760, 1766, 1769; of blind schools, 2337-2340; of city schools, 2172-2192, 2200, 2214, 2226, 2237, 2247; of colleges and universities, 1652-1685, 1696, 1716, 1734, 1748; of commercial and business colleges, 2259-2261, 2266; of deaf schools, 2242-2244, 4247; of feeble-minded schools, 2252, 2253; of law schools, 1775, 1788; j of manual and industrial schools, 2284,2292; ; of medical schools, 1776, 1792; of normal schools, 1823-1839, 1841, 1850, 1864; of nurse training schools, 1779, 1811; of pharmaceu¬ tical schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1972-1977, 2100, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782. women county superintendents, 1530. Kansas City (Mo.), report, 1311. Karluk, report on school, 1607. Kelly, .John W. See Wells, Roger, and. Keltic, J. Scott, report to geographical society, 1475-1481. INDEX, 2381 Kentucky, aid to higher education, 1150, 1154, 1102. college presidents, 1121,1126. distribution of proceeds of State school tax, 882. Louisville, report, 1291-1292. principals of normal schools, 1129, 1134. sources of revenue for public schools, State, 648-649; local taxation, 662-663. State and city superintendents, 1111,1114. statistics, of agricultural and mechanical col¬ leges, 1758. 1763, 1766,1768,1769, 1770; of blind schools, 2337-2340: of city schools, 2172-2192, 2201, 2214, 2226, 2237, 2247; of colleges and universities, 1652-16S5, 1698, 1718, 1734, 1748; of colored schools, 2297-2300, 2316, 2326; of commercial and business colleges, 2259-2261, 2266; of deaf schools, 2242-2244, 2247; of den¬ tal schools, 1777, 1800; of feeble-minded schools, 2252, 2253; of kindergartens, 2178, 2193; of law schools, 1775, 1788; of medical schools, 1776, 1792, 1798; of normal schools, 1823-1839, 1842, 1850, 1864; of nurse training schools, 1779, 1811; of pharmaceutical schools, 1778, 1804; of reform schools, 2359- 2362; of secondary schools. 1884-1928, 1977- 1978, 2100, 2166; of State school system, lv- lxxx; of theological schools, 1774, 1782. women county superintendents, 1530. Kiehle, D. L., on committee on rural schools, 811. Kindergarten, in St. Louis, early history of, 899-922. statistics, 2178, 2193-2196. li. Lancasterian or monitorial plan in rural schools, 884-885. Land-grant colleges, curriculum of, 427-456. Latin, requirements for admission in, 459, 460- 461, 467-468, 471-472, 476-478. statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1886, 1902, 1918. Latter-Day Saints’ Sunday schools, 415-419. Law and medicine, preparation and appoint¬ ment of professors, 1206-1212. Law schools, statistics, 1773, 1774, 1775, 1780, 1781, 1788-1791. Learned professions and social control, 1187- 1239. Legal requirements and qualifications of school supervisors, 853-855. Legal rights of children, 615-669. Leipzig, commercial high school, 1498-1499. LevasseurE., on teaching geography, 1482-1493. Libraries, for teachers, 864-865. in Greece, 315-316. of the United States, 1278-1282. statistics, of blind, deaf, and feeble-minded schools, 2339, 2340-2341, 2344, 2346-2350, 2353- 2355; of colleges and universities, 1676, 1680, 1690, 1712-1732, 1733-1741, 1745, 1766-1768. 1774- 1808; of colored schools, 2325-2333; of nor¬ mal schools, 1828, 1836, 1849-1871; of second¬ ary schools, 1898-1899, 1911-1912, 1 929-2079, 2081-2165. Sunday school, 420-422. the world’s largest, 1499. Life process and instinct of the plant, 964-993. Lippe, statistics of elementary education, 2366. Literary board of North Carolina, limitations on work of, 1426. organized, 1415. report of 1838 reviewed, 1420-1422. Literary fund in North Carolina, created, 1415. distribution and abuses of discussed, 1428- 1430. growth, 1418-1420, 1424, 1425, 1429; note , 1431. Local unit of school organization, 1540. London, elementary education in, 15-27. London Times, quoted on Danish schools, 85-86. Louisiana, aid to higher education, 1155, 1162. college presidents, 1121, 1126. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1199, 1236. sources of revenue for public schools, State, 650-651; local taxation, 664-665. Louisiana, State and city superintendents, 1111, 1114. statistics, of agricultural and mechanical col¬ lege, 1761, 1766, 1768, 1769, 1770; of blind schools, 2337-2340; of city schools, 2172-2192, 2201, 2214, 2226, 2237; of colleges and uni- • siverties, 1652-1685, 1698, 1718, 1736, 1749; of colored schools, 2297-2300, 2316, 2326; of com¬ mercial and business colleges, 2259-2261, 2266; of deaf schools, 2242-2245, 2247, 2251; of kindergartens, 2178, 2193; of law schools, 1775, 1788; of medical schools, 1776,1792; of normal schools, 1823-1839, 1847, 1850, 1864; of nurse training schools, 1779, 1811; of phar¬ maceutical schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 18SL192S, 1978-1979, 2104, 2166; of State school system, lv-lxxx; of theological schools, 1774, 1782. Louisville, report, 1291-1292. Liibeck, statistics of elementary education, 2366. Lutherans, statistics of colleges and universi¬ ties, 1664; of secondary schools, 1914. Sunday schools, 361-367. II. McCorkle, Samuel E., educational work of, 1392. Magnus, Philip, on commercial education, 208. Maine, aid to higher education, 1150,1155,1162. college presidents, 1122, 1126, 1128. distribution of State school money, 832. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1199; 1236. report, 1292-1293. sources of revenue for public schools, State, 642-643; local taxation, 662-663. State and city superintendents, 1111, 1114, 1528. statistics, of agricultural and mechanical col¬ leges, 1758, 1766, 1769; of city schools, 2172- 2192, 2201, 2214, 2226, 2237, 2248; of colleges and universities, 1652-1685, 1698, 1718, 1736, 1749; of commercial and business colleges, 2259-2261, 2266; of deaf schools, 2242-2244, 2247; of kindergartens, 2178, 2193, 2196; of medical schools, 1776, 1794; of normal schools, 1823-1839, 1842, 1850, 1864; of nurse training schools, 1778, 1811; of pharmaceuti¬ cal schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1979-1983, 2106, 2166; of State school system, lv-lxxx ; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782. Manitoba, statistics of elementary education, 2370. Manly, Charles, on distribution of literary fund in N. C., 1428-1430. Mann, Horace, and the great revival of the American common school, 715-767. Mannheim er, S., Hebrew Sabbath schools, 409. Manual training, in Germany, 193, 197. relation of, to certain mental defects, 699-703. statistics, 2279-2294. Martin Academy, organized, 1391. Maryland, aid to higher education, 1150-1155, 1162. college presidents, 1122, 1126, 1128. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1199, 1236. report, 1294. sources of revenue for public schools, State, 646-647; local taxation, 662-663. State and city school officers, 1111, 1114. statistics, of agricultural and mechanical colleges, 1758,1766,1769; of blind schools, 2337-2340; of city schools, 2172-2192, 2201, 2215, 2226,2237,2248; of colleges and universities, 1652-1685, 1698. 1718, 1732, 1736, 1749; of colored schools, 2297-2300,2316, 2326; of commercial and business colleges, 2259-2261, 2266; of deaf schodls, 224-2-22*5, 2247, 2251; of dental schools, 1777, 1800; of feeble-minded schools, 2252,2255; of kindergartens, 2178, 2194, 2196; 2382 INDEX, Maryland, statistics — Continued. of law schools, 1775, 1788; of manual and in¬ dustrial training schools, 3381, 2286; of med¬ ical schools, 1776, 1794, 1798; of normal schools, 1823-1839, 1842, 1850, 1864; of nurse training schools, 1779, 1811; of pharmaceu¬ tical schools, 1778, 1804; of reform schools, 2359-2362; of secondary schools, 1884-1928, 1983-1985, 2106, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1782. Mashburn, Mr., school of, in North Carolina, 1381. Mason, Frank H., American competition in Europe, 1497-1498. Massachusetts, aid to higher education, 1137, 1147-1148, 1155-1156, 1162. college presidents, 1122, 1126, 1128. cost of conveying children to school, 1535. distribution of State school money, 832. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1192, 1199, 1237. report, 1294-1297. schools in colony, 1169-1174, 1178. sources of revenue for public schools, State, 642-643; local taxation, 662-663. State and city school officers, 1111, 1114-1115, 1528. statistics, of agricultural and mechanical col¬ leges, 1758, 1766, 1769; of blind schools, 2337- 2340; of city schools, 2172-2192, 2201 , 2215, 2226, 2237,2248; of colleges and universities, 1652- 1685,1698,1718,1732,1736,1749; of commercial and business colleges, 2259-2261, 2266; of deaf schools, 2242-2245, 2247,2250, 2251; of dental schools, 1777,1800; of feeble-minded schools, 2252,2253,2255; of law schools. 1775, 1788; of manual and industrial training schools, 2282,2287; of medical schools, 1776,1794,1798; of normal schools, 1823-1839, 1842, 1852, 1864; of nurse training schools, 1778, 1811-1812; of pharmaceutical schools, 1778, 1804; of reform schools, 2359-2382; of secondary schools, 1884- 1828,1985-1991,2108,2166; of State schoolsys- tem, lv-lxxx; of technological schools, 1686- 1691,1742-1745,1755; of theological schools, 1774, 1784; of veterinary schools, 1808. Mathematics, and astronomy in Greece, 284. requirements for admission in, 468, 474. Mauritius, statistics of elementary education, 2372. Maxwell, L. B., Sunday school among negroes, 403. Mayo, A. D., Horace Mann and the great re¬ vival of the American common school, 715- 767. Henry Barnard, 769-810. quoted on common schools in North Caro¬ lina, 1380. Mayr, Georg von, on attendance by creeds in secondary schools, 169-170. Mecklenburg-Schwerin, statistics of elemen¬ tary education, 2388. Mecklenburg-Strelitz, statistics of elementary education, 2366. Medical profession, preparation for, 1188-1191, 1194-1205. Medical schools, statistics, 1773, 1774, 1776-1777, 1780,1781,1792, 1799. Medicine, in Greece, 284. Medicine and law, preparation and appoint¬ ment of professors, 1208-1212. Memphis, vital statistics of negroes, 2304, 2305, 2306,2307,2310. Messing, Hebrew Sabbath schools, 409. Metallurgical conceptions, 1026-1072. Metallurgy, 1054-1065. Methodist Episcopal Church, statistics of col¬ leges and universities, 1662; of secondary schools, 1914. Sunday schools, 383-384. work of, in Alaska, 1623. Methodist Episcopal Church South, statistics of secondary schools, 1914. Sunday schools, 385-386. Methodist Protestant Church, statistics of col¬ leges and universities, 1665. Mexico, statistics of elementary education, 2370. Michigan, aid to higher education, 1149, 1150, 1156, 1162. college presidents, 1122, 1128. distribution of proceeds of specific tax for schools, 832. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1199, 1237. quarter centennial of university, 1299-1304. sources of revenue for public schools, State, 654-655; local taxation, 666-667. State and city superintendents, 1111, 1115, 1128. statistics, of agricultural and mechanical col¬ leges, 1758,1761, 1767, 1769; of blind schools, 2337-2339, 2341 ; of city sch ools, 2172-2192, 2202, 2216,2227,2238, 2249; of colleges and univer¬ sities, 1652-1685, 1698, 1720, 1749; of commer¬ cial and business colleges, 2259-2261,2266; of deaf schools, 2242-2245, 2247, 2250, 2251; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253, 2255; of kindergartens, 2178, 2194, 2196; of law schools, 1775, 1788; of manual and industrial training schools, 2282,2284,2287,2293; of medical schools, 1776, 1777,1794, 1798; of normal schools, 1823-1839, 1842, 1852, 1864; of nurse-training schools, 1779, 1812; of pharmaceutical schools, 1778, 1804; of reform schools, 2359-2362; of sec¬ ondary schools, 18S4-1928, 1992-1999, 2112, 2166; of State school system, lv-lxxx; of tech¬ nological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1784; of veteri¬ nary schools, 1808. women county superintendents, 1530. Mielziner, M., Hebrew Sabbath schools, 410. Miller, William, message to North Carolina legislature on education, 1400. Miners, protection by law, 1041-1044 Mining academies. See Agricultural, for¬ estry, and mining academies, foreign. Mining legislation, 1035-1044. Mining machinery, improvements in, 1044. Mining schools, what is taught in, 1065-1072. Minneapolis, report, 1308-1309. Minnesota, aid to higher education, 1150, 1155, 1162. college presidents, 1122, 1126. distribution of State school funds, 833. principals of normal schools, 1130, 1134. qualifications for practice of medicine, 1198, 1233; of law, 1199, 1237. report, 1305-1306. sources of revenue for public schools. State, 656-657; local taxation, 666-667. State and city superintendents, 1111, 1115. statistics, of agricultural and mechanical colleges, 1758, 1761, 1767, 1769; of blind schools, 2337-2339, 2341; of colleges and universities, 1652-1685, 1700, 1720, 1736, 1750; of city schools, 2172-2192, 2203, 2216, 2228, 2239, 2250; of commer¬ cial and business colleges, 2259-2261,2268; of deaf schools, 2242-2244, 2247; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253; of kindergartens, 2178, 2194; of law schools, 1775, 1788; of manual and industrial train¬ ing schools, 2284, 2293; of medical schools, 1776, 1777, 1794, 1798; of normal schools, 1823- 1839, 1842, 1852, 1884; of nurse - training schools, 1779, 1812; of pharmaceutical schools, 1778, 1804; reform schools, 2359- 2362; of secondary schools, 1884-1928, 1999- 2003, 2114, 2166; of State school system, lv-lxxx; of theological schools, 1774, 1784. women county superintendents, 1530. Mississippi, aid to higher education, 1156, 1162. college presidents, 1122, 1126, 1128. principals of normal schools, 1130, 1134. sources of revenue for public schools, State, 650-651; local taxation, 664-665. State and city superintendents, 1111,1115. statistics, of agricultural and mechanical col¬ leges, 1758, 1761, 1763, 1767, 1768, 1769, 1770; of blind schools, 2337-2339 2341; of city schools, 2172-2192, 2203, 2216, 2238, 2239, 2250; of colleges and universities, 1652-1685, 1700, 1720. 1736, 1750; of colored schools, 2297-2300,2316,2328; of commercial and business colleges, 2259- 2261,2268; of deaf schools, 2242-2244, 2247; of kindergartens, 2194; of law schools, 1775, 1788; of normal schools, 1823-1839, 1842, 1852, INDEX. 2383 Mississippi, statistics — Continued. 1866;' of secondary schools, 1884-1928, 2003- 2005, 2114, 2166; of State school system, lv- lxxx; of technological schools, 1686-1691, 1742-1745, 1755. Missouri, aid to higher education, 1150, 1157, 1162. college presidents, 1122, 1126. principals of normal schools, 1130, 1134-1135. qualifications for practice of medicine, 1200, 1233; of law, 1201. 1237. report, J 309-1310. sources of revenue for public schools, State, 650-G51; local taxation, 664-065. State and city superintendents, 1111,1115. statistics, of agricultural and mechanical col¬ leges, 1758,1767,1768,1769; of blind schools, 2337-2339, 2341 ; of city schools, 2172-2192, 2203, 2216,2228,2239,2250; of colleges and univer¬ sities, 1652-1685, 1700, 1720, 1736, 1750; of col- ored schools, 2297-2300, 2318, 2328; of commer¬ cial and business colleges, 2259-2261,2268; of deaf schools, 2242-2245, 2247, 2250, 2251; of den¬ tal schools, 1777, 1800; of kindergartens, 2178,2194; of law schools, 1775,1783; of man¬ ual and industrial training schools, 2282, .2288; of medical schools, 1778,1777,1794,1798; of normal schools, 1823-1839,1843,1852,1866; of nurse -training schools, 1779, 1813; of pharmaceutical schools, 1778, 1804; of re¬ form schools, 2359-2382; of secondary schools, 1884-1928 , 200.5-2010, 2116, 2168; of State school system, lv-lxxx; of theolog¬ ical schools, 1774,1784. women county superintendents, 1530. Monitorial system, Caldwell on its application to North Carolina, 1415-1418. Montana, college presidents, 1122, 1128. qualifications for practice of medicine, 1200, 1233; of law, 1201, 1237. report, 1312. sources of revenue for public schools, State, 660-661. State and city superintendents, 1111, 1116. statistics, of agricultural and mechanical col¬ leges, 1758, 1761, 1767, 1769; of blind schools, 2337-2339, 2341; of city schools, 2172-2192,2204, 2217, 2228, 223S; of colleges and universities, 1652-1685, 1700, 1722, 1750; of commercial and business colleges, 2259-2261, 2270; of deaf schools, 2242-2244, 2247; of manual and in¬ dustrial training schools, 2284, 2293; of nor¬ mal schools, 1823-1839, 1843; of reform schools, 2359-2362; of secondary schools, 1884-1928, 2010, 2120, 2166; of State school system, lv-lxxx; of technological schools, 1886-1691, 1742-1745, 1755. women county superintendents, 1531. Montezuma, Carlos, on Indian problem, 1520- 1522. Morant, B. L., on primary instruction in France, 47-53. Moravian Brethren, Sunday schools, 369-372. work of, in Alaska, 1619-1620. Mormons. See Latter-Day Saints. Moseley, Edward, undertakes to found public library, 1382. Mowry, William A., address at Dorchester cel¬ ebration, 1172-1174. Muck and humus, 945. Miintz, A. See Sehloesing, Th., and A. Muntz. Murkland, Charles S., report of committee on entrance requirements, etc. , in agricultural colleges and experiment stations, 427-429. industrial education, 443-450. Murphy, A. D. , reports to North Carolina legis¬ lature on common schools, 1404-1414. sketch of, 1402-1404. Museum, the Wade Institute or, 1227-1229. Mutual aid societies, 1533. Mysore, statistics of elementary education, 2368. N, Nashville, vital statistics of negroes, 2309-2312. Natal, statisti c of elementary education, 2370. National Educational Association, work on en¬ trance requirements, 466. National Museum, exhibit at Nashville Exposi¬ tion, 1101-1102. Navy Department, exhibit at Nash villo Expo¬ sition, 1097-1098. Nebraska, aid to higher education, 1150, 1157. college presidents, 1122-1123. principals of normal schools, 1130, 1135. qualifications for practice of medicine, 1200; of law, 1201, 1237. report, 1312-1313. sources of revenue for public schools, State, 658-659; local taxation, 636-667. State and city superintendents, 1111, 1116. statistics, of agricultural and mechanical col¬ leges, 1758, 1761, 1767, 1769; of blind schools, 2337-2339, 2341; of city schools, 2172-2102, 2204, 2217, 2228, 2239; of colleges and univer¬ sities, 1652-1685, 1703, 1722, 1750; of commer¬ cial and business colleges, 2259-2261, 2270; of deaf schools, 2242-2245, 2347, 2251; of dental schools, 1777, 18C0; of feeble-minded schools, 2252, 2253; of kindergartens, 2178, 2194; of law schools, 1775, 1788; of medical schools, 1776, 1794, 1708; of normal schools, 1823-1830, 1843, 1852, 1866; of nurse-training schools, 1778, 1813; of reform schools, 2359-2362; of secondary schools, 1884-1928, 2011-2017, 2120, 2166; of State school system, lv-lxxx; of theological schools, 1774. 1784. women county superintendents, 1531. Negroes, social and physical condition cf, in cities, 2301-2312. Netherlands, statistics of elementary educa¬ tion, 2368. Nevada, aid to higher education, 1157. college presidents, 1123. qualifications for practice of medicine, 1200, 1234; of law, 1201, 1237. report, 1314-1315. sources of revenue for public schools. State, 658-659; local taxation, 666-667. statistics, of agricultural and mechanical colleges, 1761. 1767, 1769; of city schools, 2172- 2192; of colleges and universities, 1652-1685, 1702, 1722, 1751; of manual training and in¬ dustrial schools, 2284, 2293; of normal • • schools, 1823-1839, 1843; of secondary schools, 1884-1928, 2017, 2166; of State school system, lv-lxxx. New Brunswick, statistics of elementary edu¬ cation, 2370. New England, first common schools of, 1165- 11S8. New England Academy, the, 1183-1186. New Hampshire, aid to higher education, 1157. college presidents, 1123, 1426, 1128. distributing State school money, 832. principals of normal schools, 1180. qualifications for practice of medicine, 1200, 1233; of law, 120f. sources of revenue for public schools, State, 642-643; local taxation, 662-663. State and city superintendents, 1111, 1116. statistics, of agricultural and mechanical col¬ leges, 1753, 1761, 1767, 1770; of city schools, 2172-2192, 2204, 2217, 2228, 2240, 2250; of col¬ leges and universities, 1852-1685, 1702, 1722, 1738,1749,1751; of commercial and business colleges, 2259-2261, 2270; of kindergartens, 2178, 2194; of medical schools, 1776, 1794; of normal schools, 1823-1839, 1852; of reform schools, 2359, 2380, 2364; of secondary schools, 1884-1923, 2017-2018,2122, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691,1742-1745, 1755. New Haven colony, education in, 1175-1178. New Jersey, aid to higher education, 1157. college presidents, 1123, 1126-1127,4128. distribution of State school funds, 833. principals of normal schools, 1130, 1135. qualifications for practice of medicine, 1200, 1234; of law, 1201, 1237. report, 133L1335. j sources of revenue for public schools. State, 644-645; local taxation, 662-663. State and city superintendents, 1111, 1116. statistics, of agricultural and mechanical col¬ leges, 1759, 1767, 1770; of city schools, 2172- 2192, 2204, 2217, 2229, 2240, 2251; of colleges and universities, 1652-1685, 1702, 1722, 1732, 1738, 1749, 1751; of colored schools, 2298-2300, 2318, 2328; of commercial and business col- 2384 INDEX, New Jersey, statistics— Continued, leges, 2259-2261, 2270; of deaf schools, 2242- 2244, 2247; of feeble-minded schools, 2252, 2253, 2255; of kindergartens, 2178, 2194, 2196; of manual and industrial training schools, 2282; of normal schools, 1823-1839, 1843, 1852; of nurse- training schools, 1778, 1813; of pharmaceutical schools, 1778, 1804; of re¬ form schools, 2359-2360, 2364; of secondary schools, 1884-1928, 2019-2021, 2122, 2166; of State school system, lv-lxxx; of techno¬ logical schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1784. New Mexico, aid to higher education, 1162. college presidents, 1128. principals of normal schools, 1130. Qualifications for practice of medicine, 1200, 1234; of law, 1201, 1237. report, 1336-1337. statistics, of agricultural and mechanical col¬ leges, 1759, 1761, 1767, 1770; of city schools, 2172-2192,2251; of colleges and universities, 1652-1685; of deaf schools, 2242-2245, 2247, 2251; of manual and industrial training schools, 2284, 2293; of normal schools, 1823-1839, 1843, 1854; of secondary schools, 1884-1928, 2021, 2126, 2166; of State school system, lv-lxxx; oftechnological schools, 1686-1691, 1742-1745, 1755. Territorial and city superintendents, 1111, 1116. New South Wales, statistics of elementary education, 2372. New York, aid to higher education, 1148, 1158, 1162. college presidents, 1123, 1127, 1128. distribution of State school money, 832. principals of normal schools, 1130-1131, 1135. qualifications for practice of medicine, 1202, 1234; of law, 1203, 1237. report, 1337-1339. sources of revenue for public schools, State, 644-645; local taxation, 662-663. State and city superintendents, 1111, 1116- 1117, 1528. statistics, of agricultural and mechanical col¬ leges, 1767, 1770; of blind schools, 2337-2339, 2341; of city schools, 2172-219 2, 2204-2206, 2218, 2229, 2240, 2251; of colleges and universities, 1652-1685, 1702, 1722, 1732, 1738, 1751; of com¬ mercial and business colleges, 2259-2261, 2270; of deaf schools, 2242-2245, 2247, 2251 ; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2253; of kindergartens, 2178, 2194, 2196; of law schools, 1775, 1790; of manual and industrial training schools, 2282, 2288; of medical schools, 1776, 1794, 1798; of normal schools, 1823-1839, 1843, 1854, 1866; of nurse¬ training schools, 1778, 1813-1815; of pharma¬ ceutical schools, 1778, 1804; of reform schools, 2359, 2380, 2364; of secondary schools, 1884- 1928, 2021-2031,2126, 2166; of State school sys¬ tem, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1784; of veterinary schools, 1808. women county superintendents, 1531. New York City, report, 1340-1341. New Zealand, statistics of elementary educa¬ tion, 2372. Newark (N. J.), report, 1336. Newbern, N. C., colonial education in, 1384-1386. Newfoundland, statistics of elementary edu- • cation, 2370. Nicaragua, statistics of elementary education, 2370. Nonus,M. S. A., text-book on civics translated, 253-263. Normal schools, comparative statistics, 203-204. in Denmark, 98-99. principals of, 1129-1136. statistics, xxxiv, 1819-1871. North Carolina, aid to higher education, 1158. college presidents, 1123, 1127, 1128. principals of normal schools, 1131, 1135. qualifications for practice of medicine, 1202, 1234; of law, 1203, 1237. report, 1342-1343. sources of revenue for public schools, State, 648-649; local taxation, 664-665. North Carolina, State and city superintend¬ ents, 1111, 1117. statistics, of agricultural and mechanical colleges, 1760. 1767, 1768, 1770, 1771; of blind schools, 2337-2339, 2341; of city schools, 2172- 2192, 2206, 2219, 2230, 22*41, 2252; of colleges and universities, 1652-1685, 1702, 1724, 1738, 1751; of colored schools, 2297-2300, 2318, 2328; of commercial and business colleges, 2259- 2261, 2272; of deaf schools, 2242-2244, 2248; of kindergartens, 2178, 2195; of law schools, 1775, 1790; of manual and industrial training schools, 2284, 2293; of medical schools, 1776, 1794; of normal schools, 1823-1839, 1844, 1854, 1866; of nurse-training schools, 1779, 1815; of pharmaceutical schools, 1778, 1804; of second¬ ary schools, 1884-1928, 2031, 2134, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theo¬ logical schools, 1774, 1784. Wiley and the organization of common schools in, 1379-1474. North Carolina Common School Journal, his¬ tory, 1448. North Carolina Educational Association, his¬ tory, 1449-1452. North Carolina Journal of Education, history of, 1447-1449. North Carolina Reader, history of, 1434-1435, 1441. North Central Association of Colleges and Sec¬ ondary Schools, work of, 464. North Dakota, aid to higher education, 1162. college presidents, 1123, 1128. principals of normal schools, 1131, 1135. qualifications for practice of medicine, 1202; of law, 1203, 1237. report, 1343-1344. sources of revenue for public schools: State, 660-661; local taxation, 666-667. State and city superintendents, 1111, 1117. statistics, of agricultural and mechanical col¬ leges, 1761, 1767, 1770; of city schools, 2172- 2192, 2252; of colleges and universities, 1652- 1685, 1704, 1724, 1751; of commercial and busi¬ ness colleges, 2259-2261, 2272; of deaf schools, 2242-2244, 2248; of manual and industrial training schools, 2284, 2293; of normal schools, 1823-1839, 1854, 1866; of secondarv schools, 1884-1928, 2032, 2140, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755. women county superintendents, 1531. Northwest Territories, statistics of elementary education, 2370. Norway, education in, xviii-xix, 103-123. statistics of elementary education, 2368. Nova Scotia, statistics of elementary educa¬ tion, 2370. Nurse training schools, statistics, 1774, 1776, 1778-1779, 1780. 1809-1817. &. Odeion, the, Greece, 326. Ohio, aid to higher education, 1150, 1158-1159, 1162. college presidents, 1123-1124,1127,1128. history of public education for fifty years, 1344-1349. mode of distribution of 1 mill school tax, 832. principals of normal schools, 1131, 1135. qualifications for practice of medicine, 1202, 1204; of law, 1203,1237. report, 1349-1351. sources of revenue for public schools: State, 652-653; local taxation, 664-665. State and city superintendents, 1111, 1117. statistics, of agricultural and mechanical col¬ leges, 1761, 1767, 1770; of blind schools, 2337- 2339, 2341; of city schools, 2172-2192,2206, 2219, 2230, 2241, 2252; of colleges and universi¬ ties, 1652-168.j,1704, 1724, 1733, 1751; of colored schools, 2298-2300, 2318, 2330; of commercial and business colleges, 2259-2261, 2272; of deaf schools, 2242-2245, 2248, 2250, 2251; of dental schools, 1777, 1800; of feeble minded schools, 2252, 2254; of kindergartens, 2178, 2195; of law schools, 1775, 1790; of manual and industrial training schools, 2283, 2290; of INDEX. 2385 Ohio, statistics — Continued. medical schools, 1776,1777,1796,1798: of nor¬ mal schools, 1823-1839, 1844, 1854, 1866; of nurse training schools, 1779, 1815; of phar¬ maceutical schools, 1778, 1804, 1806; of reform schools, 2359, 2360, 2364; of secondarv schools, 1884-1928, 2033-2049, 2140, 2166 ; of State school system, lv-lxxx; of technological schools, 1688-1691, 1742-1745, 1755; of theological schools, 1774, 1784-1786; of veterinary schools, 1808. women county superintendents, 1531. Oklahoma, college presidents, 1124,1128. principals of normal schools, 1131. qualifications for practice of medicine. 1202, 1234; of law, 1191, note , 1203, 1237. statistics, of agricultural and mechanical col¬ leges, 1759, 1762, 1767,1770; of city schools, 2172-2192, 2207, 2219, 2231, 2242; of colleges and universities, 1652^1685, 1704, 1724, 1752' of man¬ ual and industrial training schools, 2284, 2294; of normal schools, 1823-1839,1854; of secondary schools, 1884-1928,2049,2142,2166; of State school system, lv-lxxx ; of techno¬ logical schools, 1688-1691,1742-1745,1755. Territorial and city superintendents, 1111, 1117. women county superintendents, 1532. Old field schools in North Carolina, 1427-1428. Oldenburg, statistics of elementary education, 2366. Omaha, report, 1313-1314. Ontario, statistics of elementary education, 2370. Oregon, aid to higher education, 1151, 1159. college presidents, 1124, 1128. principals of normal schools, 1131. qualifications for practice of medicine, 1202, 1234; of law, 1203. sources of i*e venue for public schools: State, 658-659; local taxation, 666-667. State and city superintendents, 1111, 1117, 1528. statistics, of agricultural and mechanical col¬ leges, 1767, 1770; of blind schools, 2337-2339, 2341; of city schools, 2172-2192, 2207, 2219, 2231, 2242; of colleges and universities, 1652-1685, 1704, 1726, 1752; of commercial and business colleges, 2259-2261, 2272; of deaf schools, 2242- 2244, 2249; of kindergartens, 2178, 2195; of law schools, 1775, 1790; of medical schools, 1776, 1796; of normal schools, 1823-1839, 1844, 1854; of nurse training schools, 1779,1815; of reform schools, 2359, 2360, 2364; of secondary schools, 1884-1928, 2049, 2142, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theolog¬ ical schools, 1774, 1786. Organization of rural schools, 838-844, 845. Orthodox Friends, first day schools, 388-389. P. Paraguay, statistics of elementary education, 2370. Parthenon, the, reproduced at Nashville, 1083- 1091. Pasteur Institute, 1225. Pathological anatomy, laboratories, 1220-1222. Pattillo, Henry, educational work of, 1389-1391. Patton, Francis L., Religion and the Univer¬ sity, 1317-1326. Pearce, W. D., hindrances to Sunday school management, 399. Pedagogy, writers on, Greece, 337-338. Pennsylvania, aid to higher education, 1159, 1162. college presidents, 1124, 1127. distribution of State school funds, 832. principals of normal schools, 1131, 1135. qualifications for practice of medicine, 1202, 1234; of law, 1203, 1237. report, 1351-1352. sources of revenue for public schools: State, 644-645; local taxation, 662-663. State and city superintendents, 1111, 1118. statistics, of agricultural and mechanical col¬ leges, 1762, 1787, 1770; of blind schools, 2337- 2339, 2341; of city schools, 2172-2192, 2207 , 2220, 2231, 2242, 2253; of colleges and universities, ED 97 - 150 Pennsylvania, statistics— Continued. 1652-1685, 1706, 1726, 1 732, 1738, 1752; of colored schools, 2298-2300, 2318, ,2 W0: of commercial and business colleges, ,‘1259-2261, 2272; of deaf schools, 22-42-2244, 2249; of dental schools, 1777, 1800; of feeble-minded schools, 2252, 2254; of kindergartens, 2178, 2195, 2196; of law schools, 1775, 1790; of manual and industrial training schools, 2283, 2284, 2290, 2294; of med¬ ical schools, 1776, 1796, 1798; of normal schools, 1823-1839, 1844, 1856, 1868; of nurse training schools, 1778, 1815-1817 ; of pharma¬ ceutical schools, 1778, 1804 ; of ref or m schools, 2359, 2360, 2364; of secondary schools, 1SS4- 1928, 2050-2057,2146,2166; of State school sys¬ tem, lv-lxxx; of theological schools, 1774, 1788; of veterinary schools, 1808. women county superintendents, 1532. People’s high schools, Denmark, 83-86. Pergamon, the school of, 279. Peru, statistics of elementary education, 2370. Ph. B. course, requirements for admission in, 477. Pharmaceutical schools, statistics, 1774, 1776, 1778, 1780, 1781, 1804-1807. Philadelphia, report, 1352-1353. Philipson, David, Hebrew Sunday schools, 405. Phillips, J. H., on committee on rural schools, 811. Philo-Muse Society, the, 291. Physical geography, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1890, 1906.1922. Physical training, Norway, 117. Phvsics, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1889, 1905, 1921. Physiology, laboratories of, 1216-1218. statistics of, secondary schools, 1876, 1877, 1879, 1880. 1882. 1883. 1890. 1906. 1922. Physiomedical medical schools, statistics, 1776, 1798. Pittsburg, report, 1353-1354. Plymouth colony, education in, 1174-1175. Poland, Addison B., on classification in rural schools, 885. on committee on rural schools, 811. Polytechnic Institute, in Greece, 324-326. Population, source of, 1004, 1010. Porter, Horace, students from United States in French schools, 1498. Portugal, statistics of elementarv education, 2388. Post-Office Department, exhibit at Nashville Exposition, 1098. Presbyterians, statistics of colleges and uni¬ versities. 1663; of secondary schools, 1914. Sunday schools, 373-374. work of, in Alaska, 1616, 1617-1619. Presidents of colleges, 1119-1129. Primary instruction in France, 43. Prince Edward Island, statistics of elementary education, 2370. Princeton College, influence on N. C., 1387. sesquicentennial, 1315-1334. Principals of normal schools, 1129-1133. Printing in Greece, 339. Privat docent, 1206. Private high schools, statistics, ISIS, 1879, 1880, 1881, 1900-1928. Private normal schools, 1821. Private schools in Greece, 327-329. statistics, lxviii. Professional courses, statistics, 1746-1755. Professional schools, 1773-1817. statistics, xxxiv. Professors, statistics of colleges and universi¬ ties, 1669, 1678, 1681. 1688, 1692-1711, 1732-1740, 1743, 1766-1768, 1774-1808. Programme of studies in rural schools, 880-8S1. Property, statistics, of blind, deaf, and feeble¬ minded schools, 2339, 2340-2341. 2344, 2346- 2350, 2352-2355; of city schools, 2173-2175, 2211- 2222, 2245-2*255; of reform schools, 2359-2385; of State school systems, lxvii; of universi¬ ties and colleges, 1651, 1676, 1680, 1684. 1690, 1712-1731, 1733-1741, 1766-1771, 1774-1808. Protestant Episcopal Church, statistics of colleges and universities, 1664. Sunday schools, 381-382. work in Alaska, 1625-1626. 2386 INDEX, Protestants, proportion in secondary schools in Germany, 167-172. Prussia, attendance in boys’ high schools, 164- 168. schools for defective classes, 141-147. special schools for children of limited mental capacity, 141-147. statistics of elementary education, 2366. Psvchological tendencies, the study of imita¬ tion, 671-694. Psychology, laboratories, 1222-1223. statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1891, 1906, 1923. Public high schools, statistics, 1875, 1881, 1884- 1899, 1900-2079. Public normal schools, statistics, 1820-1821. Public schools, sources of revenue in each State: State, 642-661 ; local taxation, 662-669. Q. Quebec, statisticsof elementary education, 2370. Queen’s College, N. C., history, 1388-1389. Queensland, statistics of elementary educa¬ tion, 2372. Quinn, Daniel, education in Greece, 267-347. IS. Randolph, Warren, and international Sunday school lessons, 399. Rawson, Edward 13., on first-day traveling li¬ braries, 390. Reading circles for teachers, 864. Real schools in Denmark, 92-98. Reform schools, statistics, 2357-2365. Reformed Church (Dutch) Sunday schools, 375- 376. Reformed Church (German) Sunday schools, 376- 377. Reformed churches, statistics of colleges and universities, 1666. Reindeer, domestic, report on introduction of, into Alaska, xxxviii, 1628-1633, 1644-1646. Religion and the university, 1317-1326. Religious exercises in schools, 2171, 2189-2191. Renan, Ernest, on aid to higher education, 1143. Report of the committee of twelve on rural schools, 811-890. Requirements, entrance, for engineering col¬ leges, 891-898. for freshman classes, 457-613. Residence of college students, statistics, 1657- 1661. Reuss, junior line, statistics of elementary edu¬ cation, 2368. Reuss, senior line, statistics of elementary edu¬ cation, 2366. Revenue for rural schools, 823-836, 844. sources: State, 642-689; local taxation, 662-663. Reynolds, William, Sunday schools, 395-396. Rhetoric, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1891, 1906, 1923. stiidy of, in Greece, 283. Rhode Island, aid to higher education, 1159, 1162. chief State and city officers, 1111, 1118, 1528. college presidents, 1124, 1128. distribution of State school funds, 832. Henry Barnard in, 784-789. principals of normal schools, 1131. qualifications for practice of medicine, 1202, 1234; of law, 1203. report, 1354. sources of revenue for public schools: State, 642-643: local taxation, 662-663. statistics, of agricultural and mechanical colleges, 1759, 1762, 1767, 1770; of city schools, 2172-2192, 2208, 2220, 2232, 2243, 2253; of colleges and universities, 1652-1685, 1706, 1726, 1753; of commercial and business colleges, 2259-2261, 2274; of deaf schools, 2242-2244, 2249; of kin¬ dergartens, 2178,2195; of manual and indus¬ trial training schools, 2283, 2291; of normal schools, 1823-1839, 1845, 1856; of nurse train¬ ing schools, 1778, 1817; of reform schools, 2359, 2360, 2364; of secondary schools, 1884r- 1928, 2057, 2148, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755. Richmond, vital statistics of negroes, 2304. 2305, 2306, 2307. Rickoff, Andrew J., established separate schools for pupils of limited mental endow¬ ment, 147. Roads, improvement of, for rural schools, 882. Robinson, Prances M., First-day school teach¬ ing, 390-391. Rochester, report, 1341. Rock drill, machine, 1044-1047. Rodell, A., Swedish Sunday schools, 364. Roman Catholics, statistics of colleges and uni¬ versities of, 1662; of secondary schools, 1914. Sunday schools, 4 13-415. Rothamsted Experiment Station, 955-964. Roumania, statistics of elementary education, 2368. Rounds. C. C., on committee on rural schools, 811. Royal Commission, English, German view of its report, 185-193. Royal Mining Academy of Saxony, at Frei¬ burg, 1068-1069. 1077-1078. Royce, Josiah, report on imitation cited (1895), 681-685. Ruffner, William H., the Horace Mann of the new educational South, 730. Rural schools, compared with city schools, 2169. in Denmark, 79. report of the committee of twelve on, 811-880. Russell, E. H., on psychological tendencies, 685- 694. Russia, agricultural family of, 1025-1026. educational progress, 1495-1496. statistics of elementary education, 2368. 8. Sabin, Henry, on committee on rural schools, 811. on rural schools, 811-821. St. Lawrence Island, report on school, 1605. St. Louis, early history of the kindergarten in, report, 1311-1312. St. Paul, report, 1306-1307. Salaries of teachers, 1537-1538. statistics, 2188. Salvador, statistics of elementary education, 2370. Salvisberg, von, on attendance, by creeds, in secondary schools of Prussia, 170-171. Sap, ascent of, 973-974. Saussure, Theodore de, agricultural chemistry, 925-939. Saxe-Altenburg, statistics of elementary ed¬ ucation, 2366. Saxe-Coburg-Gotha, statistics of elementary education, 2366. Saxe-Meiningen, statistics of elementary edu¬ cation, 2366. Saxe- Weimar, statistics of elementary educa¬ tion, 2366. Saxman, report on'schools, 1609. Saxony, statistics of elementary education, 2368. Schantz, F. J. F., Lutheran Sunday schools, 353. Schaumburg-Lippe, statistics of elementary education, 2368. Scherer, H., on educational currents of thought, 126-141. Schlee, Dr., on the latest movements in edu¬ cation in the United States, 178-185. Schloesing, Th. and A. Muntz, nitrification of soil by organic ferments, 935-936. Schneck, August, advocates separate schools for pupils of limited mental endowment, 147. School administration, list of women in, 1528- 1533. School age, statistics, lvii. School books, in colonial New England, 1181- 1183. School directors and supervisors, 856-857. School extension and rural schools, 884. Schoolhouses and furniture, supervision of, 858-859. statistics, lxvii. School maintenance, 815-816. report of subcommittee on, 821-845. INDEX. 2387 School society, of Connecticut, 773. School organization, local unit of, 1540. School savings banks, 160-164. School term, length, 2182. statistics of length, lxii-lxv, lxxvii. School year, rural, 861-862. Schooling per inhabitant, statistics on, xiv-xv. Schwarz burg-Rudolstadt, statistics of elemen¬ tary education, 2368. Schwarzburg-Sondershausen, statistics of ele¬ mentary education. 2368. Science Hall, organized, 1389. Scotland, statistics of education, 5; of elemen¬ tary education, 2368. Sears, Barnas, secretary of Massachusetts board of education, 721. Secondary and technical education, London, 23-27. Secondary education, German view of English Royal Commission’s report on, 1S5-193. in Bavaria, 177. in Denmark, 86-98. in France, 38-42. in Germany ^proportion of Catholics, Protes¬ tants, and Hebrews, 167-172. in Prussia, 164-166. statistics, xxxv, 1873-2166. Separate classes and special schools for chil¬ dren of limited mental capacity, 141-160. Serfdom, 995-996. Servia, statistics of elementary education, 2368. Seventh Day Adventists, statistics of colleges and universities, 1666. Shartel, John W., letter as to examination for attorneys in Oklahoma, 1191, note. Shaw, J. A., established common school of New Orleans, 731, 734. Shoemaker, Cornelia J. , first-day school exten¬ sion, 389-390. Sitka, report on schools, 1607-1608, 1617-1619. Skinner, C. R., on committee on rural schools, 811. Skordele, Aspasia Blasion, girls’ school, Athens, 306. Slavery, 995. Slums, social environment of children in, 622-628. Smith, Miss Anna Tolman, on education in Great Britain and Ireland, 3-27. on education in France, 29-70. on psychological tendencies— the study of imitation, 671-694. Smith, Thomas, report on recent progress in Russia, 1495-1496. Smith Academy, organized, 1391. Smithsonian Institution, exhibit at Nashville Exposition, 1100-1101. Social control and the learned professions, 1187-1239. Social environment of children in slums, 622- 628. Societies for educational purposes In Greece, 332-333. Society f or Promotion of Engineering Educa¬ tion, work on entrance requirements, 465. Sociologi cal conceptions, 993-1026. Sources of revenue for public schools in th.9 State: State, 642-661; local taxation, 662-669. South, beginnings of common-school system in, 1379-1474. South Australia, statistics of elementary edu¬ cation, 2372. South Carolina, aid to higher education, 1159, 1162. college presidents, 1124, 1127, 1128. principals of normal schools, 1131, 1135. qualifications for practice of medicine, 1204, 1234; of law, 205, 1238. report, 1354-1355. sources of revenue for public schools: State, 648-649; local taxation, 68F665. State and city superintendents, 1111, 1118. statistics, of agricultural and mechanical col¬ leges, 1760. 1763, 1767, 1768, 1770, 1771; of blind schools, 2337-2339, 2341; of city schools, 2172- 2192, 2208, 2221, 2232, 2243, 2253; of colleges and universities, 1652-1685, 1706, 1726, 1738, 1753; of colored schools, 2297-2300, 2320, 2330; of commercial and business colleges, 2259- 2261; of deaf schools, 2242-2244, 2249; of law South Carolina, statistics— Continued. schools, 1775, 1790; of medical schools, 1776, 1796; of normal schools, 1823-1839, 1845, 1856, 1868; of nurse training schools, 1779, 1817; or pharmaceutical schools, 1778, 1804; of sec¬ ondary schools, 1884-1928, 2057-2059, 2150, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1786. South Dakota, college presidents, 1124, 1128. aid to higher education, 1162. principals of normal schools, .1131, 1135. qualifications for practice of medicine, 1204, 1235; of lav, 1205, 1233. report, 1353. sources of revenue for public schools: State, 660-661. State and city superintendents, 1111, 1118. statistics, of agricultural and mechanical col¬ leges, 1759, 1762, 17G7, 1770; of city schools, 2172-2192, 2203, 2221, 228.2, 2243, 2254; of col¬ leges and universities, 1652-1685, 17C6, 1728, 1753.; of commercial and business colleges, 2259-2261. 2274; of deaf schools, 2242-2244,2249; of manual and industrial training schools, 2284, 2294; of normal schools, 1823-1839, 1845, 1856, 1863; of pharmaceutical schools, 1778, 1804; of reform schools, 2359, 2330, 2334; of secondary schools, 1884-1928, 2059, 2150, 2166; of State school system, lv-lxxx; of techno¬ logical schools, 1686-1691, 1742-1745, 1755. women county superintendents, 1532. Spain, statistics of elementary education, 2368- Special courses, statistics of, 1746-1755. Special schools or separate classes for children of limited mental capacity, 141-160. State, suzerainty of, in public schools, 637-639. State aid to higher education, 1147-1164. State and city superintendents, 1111-1136. State Department, exhibit at Nashville Exposi¬ tion, 1095. State school system, statistics, lv-lxxx. State superintendents, S46-847. women as, 1528. Statistics, of Bavaria, 172-178. of education in Denmark, 75-85; in France, 32; in Great Britain and Ireland, 5; in Nor¬ way, 108-111. of growth, treatment of, 1542. of higher education, 1647-1755. of Sunday schools, Eighth International Con¬ gress, 401-402, 420. Stockton, Charles H. , note introducing Eskimo vocabularies, 1241. Stow, David, training system of, 360. Stubbs, J. E., report on college work, agricul¬ tural, 430-436. Students, statistics of, 1652-1755, 1766-1763, 1774- 1817; of blind, deaf, and feeble-minded schools, 2338, 2340-2341, 2343, 2345, 2346-23-55; of colored schools, 2314-2333; of commercial and business colleges, 2259-2277; of manual training schools, 2281-2294; of normal schools, 1824-1826, 1831-1833, 1837-1871; of re¬ form schools, 2359-2365; of secondary schools, 1876, 1877, 1879, 1880-1883, 1884-1897, 1900-1911, 2080-2166. Summer schools for teachers, 863. Sunday school libraries, 420-422. Sunday schools, Blodgett on, 349-424 discussed, xxiii-xxiv. Sunday secular schools in Bavaria, 175. Superior instruction in France, 33-38. Supervision, discussed, 816-817. of rural teachers, 862-863. report of subcommittee on, 845-860. rural schools, 816-817. Supervisors of rural schools, work of, 851-853. Sutton, W. S., on committee on rural schools, 811. Sweden, statistics of elementary education, 2368. Swedish missions, work of , in Alaska, 1624-1625. Switzerland, cattle-raising societies of, 1018- 1019. commercial education. 218-222. school savings banks, 162. statistics of elementary education, .2368. teaching of civics in, 233-253. Syracuse, report, 1341-1342. 2388 INDEX, T. Tasmania, statistics of elementary education, 2372. Taxation for school purposes, power of the State, G34-637. Taylor, J. Madison, on special schools for indi¬ vidual children, 154-155. Teachers, pensions of, 1533. qualifications for rural, 861. report of subcommittee on, 861-873. salaries of, 1537-1538; in Bavaria, 176. statistics, of blind, deaf, and feeble-minded schools, 2337, 2340-2342, 2345, 2346-2355; of city schools, 2172, 2174-2175, 2176, 2177, 2178, 2184, 2188, 2102, 2211-2222, 2245-2255; of colored schools, 2314r-2323; of commercial and busi¬ ness colleges, 2259, 2262-2277; of foreign countries, 2363-2372; of manual training schools, 2281-2294; of normal schools, 1823, 1831,1848-1871; of reform schools, 2359-2364; of salaries, Ixvii; of secondary schools, 1884, 1895-1897, 1900, 1911-1916; of sex, lxv, Ixvi. supplv for rural schools, 817-819; discussed, 817-819. Teachers’ associations, Denmark, 96; Norway, 116-117. Teachers’ schools in Greece, 301-302. Teachers’ training classes, 885-870. Teaching of civics, Europe, 233-266. Teaching of geography in foreign countries, 1475-1493. Technical courses, statistics of, 1746-1755. Technical education, extension of, F. A. Walker on, 703-705. in London, 15-27. Technological institutes, foreign, statistics, 1369, 1377. Technology, schools of, statistics, 1652. Teller Reindeer Station, school at, 1605. Temperance instruction, legislative provisions on in United States, 1527. Tennessee, aid to higher education, 1160, 1162. college presidents, 1124-1125, 1127. principals of normal schools, 1136. qualifications for practice of medicine, 1204, 1235; of law, 1205, 1238. sources of revenue for public schools: State, 618-649; local taxation, 664-665. State and city superintendents, 1111, 1118. statistics, of agricultural and mechanical col¬ leges, 1759, 1767, 1770; of blind schools, 2337- 2339, 2341; of city schools, 2172-2192, 2208, 2221, 2232, 2243, 2254; of colleges and universities, * 1652-1685, 1706, 1728, 1738, 1753; of colored schools, 2297-2300, 2320, 2330; of commercial and business colleges, 2259-2281, 2274; of deaf schools, 2242-2244, 2249; of dental schools, 1777, 1800; of law schools, 1775, 1790; of med¬ ical schools, 1776, 1796; of normal schools, 1823-1839, 1845, 1868; of nurse-training schools, 1779, 1817; of pharmaceutical schools, 1778, 1804; of reform schools, 2359, 2360, 2364; of secondary schools, 1884-1928, 2080-2063, 2152, 2166; of State school system, lv-lxxx; of theological schools, 1774, 1786. women county superintendents, 1532. Tennessee Centennial Exposition discussed, xxvii-xxxi. report on, 1081-1109. Texas, aid to higher education, 1160. college presidents, 1125, 1127, 1128. principals of normal schools, 1132, 1133. qualifications for practice of medicine, 1204, 1235; of law, 1205, 1238. report, 1356-1357. sources of revenue for public schools: State, 652-653; local taxation, 664-665. State and city superintendents, 1111, 1118. statistics, of agricultural and mechanical col¬ leges, 1762, 1767, 1768, 1770; of blind schools, 2337-2339, 2341; of city schools, 2172, 2192, 2208, 2221, 2232, 2243, 2254; of colleges and uni¬ versities, 1652-1685, 1708, 1728, 1740, 1754; of col¬ ored schools, 2297-2300, 2320, 2330; of commer¬ cial and business colleges, 2259-2261, 2274; of deaf schools, 2242-2244,2249 ; of kindergartens, 2178, 2195; of law schools, 1775, 1790; of med¬ ical schools, 1776, 1796; of normal schools, 1823-1839, 1845, 1856, 1870; of nurse-training I Texas, statistics— Continued. schools, 1779, 1817 ; of pharmaceutical schools, 1778, 1804; of reform schools, 2359, 2360, 2384; of secondary schools, 1884-1928, 2063-2068, 2156, 2166; of State-school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755; of theological schools, 1774, 1786. Text-books, kind and character in North Caro¬ lina discussed, 1434. selection and supply considered, 1538-1540. Theological schools statistics of, 1773, 1774, 1780, 1781, 1782-1787. Theology in Greece, 283. Thiry, J. H., schools savings banks, 162-164. Thomson, J. P., geographical study in Austra¬ lia, 1493. Tomlinson, Thomas, educational work of, in North Carolina, 1384. Toronto children, study on the growth of, 1541- 1599. Town or township unit system, 822-823. Trabert, G. H., Lutheran Sunday schools, 384. Trade institute or museum, 1227-1229. Trained teachers needed in country schools, 849-851. Transportation for rural schools, 881-882. Treasury Department, exhibit at Nashville Exposition, 1095-1098. Trigonometry, statistics of, in secondary schools, 1876, 1877, 1879, 1880, 1882, 1883, 1888, 1904, 1920. Trinidad, statistics of elementary education, 2370. Trumbull, Henry Clay, definition of a Sunday school, 352. Tsimpsheean Indians, report on Duncan’s work among, 1626-1628. Turner, James, message to North Carolina leg¬ islature on schools, 1399-1400. Tyler, H. W., on Francis A. Walker, 698-699. Unalaska, report on school, 1605. Unga, report on school, 1606. Ungraded department, 159-160. Unitarian Sunday schools, 419-420. United Brethren, statistics of colleges and uni- ve rsities, 1664. Sunday schools, 387. United Evangelical Church, Sunday schools, 388. United States, and France, universities in con¬ trasted, 1238-1239. school savings banks, 162-164. separate schools for children of limited men¬ tal capacity, 147-160. Universalists, statistics of colleges and uni¬ versities, 1665. Sunday schools, 393. Universities, coeducation in, 1525. European, comparative statistics, 205. foreign, 1385-1378; arranged by age, 1365-1367; by number of students, 1367-1369; alphabet¬ ically, with faculties and number of stu¬ dents, 1389-1378; according to countries, 1378-1377. foreigners in universities of Europe, 1534. graduate work in, 1536. in France, 33-38; and in United States, con¬ trasted, 1238-1239. statistics of, 1647-1755. University, the, of Greece, 307-324. University of Bonn, 1499-1503. University of North Carolina, organization proposed for, by A. D. Murphy, 1410-1412. Uruguay, report, 1503-1505. statistics of elementary education, 2370. Utah, aid to higher education, 1162. college presidents, 1125, 1128. principals of normal schools, 1136. qualifications for practice of medicine, 1204, ‘ 1235; of law, 1205; 1238. report, 1357-1358. State and city superintendents, 1111, 1119, 1528. statistics, of agricultural and mechanical col¬ leges, 1759, 1762, 1767, 1770; of city schools, 2172-2192, 2209, 2221, 2233, 2244, 2254 ; of colleges and universities, 1652-1685, 1708, 1728, 1754; of INDEX. 2389 Utah, statistics— Continued. commercial and business colleges, 2259-2261, 2276; of deaf schools, 2242-2244, 2249; of nor- i mal schools, 1823-1839, 1845, 1870; of nurse ti*aining schools, 1779, 1817; of reform schools, 2359, 2360, 2364; of secondary schools, 1884-1928, 2068, 2158, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742-1745, 1755. V. Vance, Z. B., quoted on North Carolina com- . mon schools, 1459. Vaughan, G-eorge, educational bequest to North Carolina, 1383. Venezuela, statistics of elementary education, 2370. Ventilation of mines, 1053-1054. Vermont, aid to higher education, 1160. college presidents, 1125, 1128. distribution of State school money, 832 principals of normal schools, 1132, qualifications for practice of medicine, 1204, 1235; of law, 1205,1238. report, 1359-1360. sources of revenue for public schools: State, 642-643; local taxation, 662-663. State and city superintendents, 111.1, 1119, 1528. statistics, of agricultural and mechanical col¬ leges, 1767, 1770; of city schools, 2172-2192, 2209, 2221, 2233, 2244, 2254; of colleges and uni¬ versities, 1652-1685, 1708, 1728, 1754; of com¬ mercial and business colleges, 2259-2261, 2276; of kindergartens, 2178, 2195, 2196; of medical schools, 1776, 1796; of normal schools, 1823-1839, 1845, 1856; of nurse training schools, 1778, 1817; of reform schools, 2359, 2360, 2364; of secondary schools, 1884-1928, 2069, 2158, 2166; of State school system, lv- Ixxx; of technological schools, 1686-1691, 1742-1745, 1755. women county superintendents, 1532. Veterinary schools, foreign, by number of students, 1369; by countries, 1378. statistics, 1774, 1776, 1780, 1808. Victoria, statistics of elementary education, 2372. Virginia, aid to higher education, 1148-1149, 1151, 1160-1161, 1162. college presidents, 1125, 1127, 1128. principals of normal schools, 1132,1136. qualifications for practice of medicine, 1204, 1235; of law, 1205,1238. sources of revenue for public schools: State, 646-647 ; local taxation, 662-662. State and city superintendents. 1111, 1119. statistics, of agricultural and mechanical colleges, 1760, 1762, 1763, 1767, 1768, 1770, 1771; of blind schools, 2337-2339, 2341 ; of city schools, 2172-2192, 2209, 2221, 2233, 2244, 2254; of colleges and universities, 1652-1685, 1708, 1730, 1732, 1740,1754; of colored schools, 2297-2300,2320, 2332; of commercial and business colleges, 2259-2261, 2276; of deaf schools, 2242-2244, 2249; of dental schools, 1777, 1800; of law schools, 1775,1786; of manual and industrial training schools, 2283, 2291; of medical schools, 1776, 1796; of normal schools, 1823- 1839, 1846, 1858,1870; of nurse training schools, 1779, 1817; of reform schools, 2359 , 2360, 2364; of pharmaceutical schools, 1778, 1804; of sec¬ ondary schools, 1884-1928, 2070,2160,2166; of State school system, lv-lxxx; of technolog¬ ical schools, 1686-1691, 1742-1745, 1755; of theo¬ logical schools, 1774, 1786. Visitation of schools, the, 857-858. Voorsanger and Hebrew Sabbath schools, 410- 411. W. Wackernagel, William M., SundavsclioOis, 362- 363. Waldeck, statistics of elementary education, 2388. Walker, Francis A., discussion of educational topics, and life, 695- 714. Walker, John M., report, to North Carolina’ legislature on eomihon. schools, 1400-lip2-, l Wanamaker, John, office of the Sunday school, 398-399. War Department, exhibit at Nashville Expo¬ sition, 1096-1097. Washington, college presidents, 1125, 1128. principals of normal schools, 1132. qualifications for practice of medicine, 1204- 1235; of law, 1205, 1238. report, 1360-1361. sources of revenue for public schools, State, 660-661 . State and city superintendents, 1111, 1119. statistics, of agricultural and mechanical colleges, 1759, 1767, 1770; of blind schools, 2337-2339, 2341; of city schools, 2172-2192, 2209, 2221, 2233, 2244, 2255; of colleges and universities, 1652-1685, 1710, 1730, 1754; of commercial and business colleges, 2259-2261, 2276; of deaf schools 2242-2244, 2249; of den¬ tal schools, 1777, 1800; of feeble minded schools, 2252, 2254; of normal schools, 1823- 1839, 1846, 1856; of pharmaceutical schools, 1778, 1806; of reform schools, 2359, 2360, 2364; of secondary schools, 1884-1928, 2072, 2162, 2166; of State school system, lv-lxxx; of technological schools, 1686-1691, 1742- 1745, 1755. women county superintendents, 1532. Weeks, Stephen B., on C. H. Wiley and the organization of the common schools in North Carolina, 1379-1474. Wells, Roger, and Kelly, John W., Eskimo vo¬ cabularies, 1241-1275. West Australia, statistics of elementary edu¬ cation, 2372. West Virginia, aid to higher education, 1161, 1162. college presidents, 1125, 1127. principals of normal schools, 1132, 1136. qualifications for practice of medicine, 1204, 1235; of law, 1205, 1238. report, 1361. sources of revenue for public schools: State, 646-647; local taxation, 662-663. State and city superintendents, 1111, 1119. statistics, of agricultural and mechanical col¬ leges, 1760, 1762, 1763, 1767, 1768, 1770, 1771; of blind schools, 2337-2339, 2341; of city schools, 2172-2192, 2209, 2222, 2233, 2244, 2255; of colleges and universities, 1652-1685, 1710, 1730, 1740, 1754; of colored schools, 2297-2300,2322,2332; of commercial and business colleges, 2259-2261, 2276; of deaf schools, 2242-2244, 2249; of law schools, 1775, 1790; of normal schools, 1823- 1839,1846,1858, 1870; of nurse training schools, 1779,1817; of reform schools, 2359,2360,2364; of secondary schools, 1884-1928, 2073, 2164, 2166; of State school system, lv-lxxx. White, Andrew D., letter on medical diplomas, 1229. White, Emerson E., on graded-school manage¬ ment, 1507-1514. on history of public education in Ohio for fifty years, 1344-1349. 'White, H. C., on what should be taught in our colleges of agriculture, 436-442. White, Joseph, secretary of Massachusetts board of education, 721. White ant, the, 1076. Wickersham, J . P., Sunday schools, 352. Wiley, C. H., bibliography of, 1465-1474. reviews obstacles to common schools in North Carolina, 1423-1424. work of, in connection with the organization of common schools in North Carolina, 1379- 1474. Wilson, Butler R., on social and physical con¬ dition of negroes in cities, 2302-2304. i Wilson, E. K., on Mohammedan law, 632-633. I Wilsop, Woodrow, Princeton in the nation’s service, 1326-1332. Wisconsiiij aid to higher education, 1151, 3161, 1162. college presidents, 1125, 1127. Henry Barnard in, 690-304. principals of norma) schools, 1132, 1136. qualifications for practice of medicine, 1204, > , 1235,' ,o2 la.W, 1205, 12S8. . reports 1362-1363. 2390 INDEX, Wisconsin, sources of revenue for public schools: State, 656-657; local taxation, 666- 667. State and city superintendents, 1111, 1119, 1528. statistics, of agricultural and mechanical colleges, 1763, 1767, 1770; of blind schools, 2337-2339, 2341; of city schools, 2172-2192, 2209, 2222, 2233, 2244, 2255; of colleges and universities, 1652-1685, 1710, 1730, 1740, 1754; of commercial and business colleges, 2259- 2261, 2276; of deaf schools, 2242-2245, 2249, 2250; of dental schools, 1777, 1800; of kinder¬ gartens, 2178, 2195, 2198; of law schools, 1775, 1790; of manual and industrial training schools, 2283, 2284, 2291, 2294; of medical schools, 1776, 1798; of normal schools, 1823- 1839, 1848, 1858, 1870; of nurse training schools, 1779, 1817; of pharmaceutical schools, 1778, 1806; of reform schools, 2359, 2360, 2384; of secondary schools, 1884-1928, 2073-2079, 2164, 2166; of State school system, Iv-lxxx; of theological schools, 1774, 1786. women county superintendents, 1532. Wisconsin Journal of Education, on an un¬ graded department, 159-160. Wister, Mary C., on special schools for individ¬ ual children, 152-154. Witmer, Lightner, on special schools for indi¬ vidual children, 155-157. Wolfe, L. E.,on classification in rural schools, 887-890. on committee on rural schools, 811. Women, colleges for, presidents, 1125-1127. in the University of Greece, 323-324. Women, list of, in school administration, 1528- 1533. statistics, of colleges, 1678-1685, 1732-1741; of degrees conferred on, 1674, 1689. Wright, Carroll D., on Francis A. Walker, 697- 698. Wright irrigation law, 1011,1012. Wurtemherg, statistics of elementary educa¬ tion, 2368. Wyoming, aid to higher education, 1162. college presidents, 1125. qualifications for practice of medicine, 1204- 1235; of law, 1205. report, 1363. sources of revenue for public schools: State, 660-661. State and city superintendents, 1111, 1119, 1528. statistics, of agricultural and mechanical col¬ leges, 1759, i763, 1767, 1770; of city schools, 2172-2192, 2210, 2222, 2233, 2244, 2255; of colleges and universities, 1652-1685, 1710, 1730, 1754; of normal schools, 1823-1839, 1846; of secondary schools, 1884-1928, 2079, 2164, 2166; of State school system, lv-lxxx. women county superintendents, 1533. ¥. Yoxall, on education for England and Wales, 8. Z. Zion Parnassus Academy, organized, 1392. Zirndorf, D. H., Hebrew Sabbath schools, 411. o — i — , \ FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE 27333 L 111 • -n.3 v.2 27; 27383 V.2 L 111 "T* - I AUTHOF title Annu » iiv U.S. Bureau v>2 nf Education - - _ Annual Report 1 DAT 189 6-9 7 . ===== - - U«S» Bureau of Education Annual report, 1896-97