VILLANOVA UNIVERSITY Villanova, Pennsylvania LIBRARY 4 REPORT [ Whole Number 258 OF THE POE THE YEA.IR 1897-98. NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY Volume 2. COISTT^INHSTG^ PARTS II T^ISTI) III. ' , WASHINGTON: GOVERNMENT PRINTING OFFICE 1899. national o&tfftv or ebocAtiON US. DEPARTMENT OF EDUCATION M w MAR 2 8 2013 400 MARYLAND AVENUE S.W. WASHINGTON. D.C. 20202 CONTENTS OF VOLUME 2. PART II. Chapter XXY. — Child Study in the United States. Page. Origin of the movement . * . f . 1281 Contents of children's minds on entering school . 1282 Motor ability . .1 . 1291 The boyhood of great men . . . . . . 1294 Societies for child study . . . . 1 299 Memory in school children . . . 1304 Peculiar and exceptional children . - . 1318 Imitation in children . . . 1333 Moral education . . . 1339 Bibliography of child study . . . 1350 Chapter XXYI.— Beport of the Committee of Twelve of the Modern Language Association of America. Preliminary statements . . 1391 Y alue of the modern languages in secondary education . 1393 A critical review of methods of teaching . . . 1396 Method as related to the preparation of teachers . . 1403 Modern languages in the primary grades ; the extension of the high school course . 1405 Proposal of three national grades of preparatory instruction in the modern languages . 1408 The elementary course in German . 1409 The intermediate course in German . 1419 The advanced course in German . . 1420 The courses in French . . . . 1421 Specimen examination papers for admission to college . 1425 Chapter XXYII. — University Types and Ideals. Activity in respect to higher education . . . x . 1435 Dr. E. Levasseur’s response to the toast, “American Universities ’’ . 1436 The University of Chicago, by Dr. Henry Moissan . 1443 University education, by Dr. Michael Foster . 1447 The University of Turin, by M. Haguenin . 1452 Chapter XXYIII.— State Supervision of Degree-Conferring Institutions . 1461 HI IY CONTENTS, Page. Chapter XXIX.— Report on School Statistics, made by a Committee of the Depart- ment of Superintendence of the National Educational Association . 1477 Chapter XXX.— Medical Inspection of Schools . 1489 Chapter XXXI.— Bible Study in American Colleges . 1513 Chapter XXXII.— The Bible in the Public Schools and State Universities . 1539 Chapter XXXIII.— Methods of Instruction in Agriculture. The school gardens at the Buscombe British School . . . 1575 An experimental farm for young people, by Prof. "W. C. Latta . 1578 The study of the foliage leaf, by Prof. Stanley Coulter . 1582 How a candle burns, by George "W. Cavanaugh . 1588 Teacher’s leaflet on four apple twigs . 1592 The care of domestic animals . 1598 The moisture of the soil, and its conservation . 1601 Progress of extension work ; report of work done under the Nixon law of 1897 of the State of New York . 1610 Instruction in agricultnre in the rural schools of France . 1614 Instruction in agriculture in Prussia . 1621 Chapter XXXIY. — Consular Reports. Gardeners’ schools in Russia . 1623 School gardens in Russia . 1632 Educational institutions and methods in Corea . 1639 Leipsic Commercial U niversity . . . . . 1644 "Weaving schools in Germany . 1648 Education in Russia . 1647 School for the merchant marine in Russia . 1648 Supplementary education iu Saxony . 1653 German studies of malarial disease . 1654 Practice of professions in Japan . 1656 Chapter XXXV.— Legal Provisions of the Various States Relating to Teachers’ Examinations and Certificates . 1659 Chapter XXXVI. — Current Questions. Coeducation . 1693 Higher commercial education in Europe . . 1694 Compulsory attendance . 1695 Conveyance of children to school; corporal punishment . 1701 Foreigners in universities of Europe . 1702 Salaries of superintendents and teachers . . 1704 Sunday school statistics for the United States and British American Provinces. . . . 1708 Supplementary and industrial education in Germany . 1710 Teachers’ pensions and mutual aid societies . 1710 Chapter XXXVII. — Miscellaneous Educational Topics. Athletic gymnastics, by A. Mosso, professor in the University of Turin . 1715 Artificial production of nitrates for agricultural purposes, from address by Sir William Crookes. 1721 The use of pictures in public libraries, by Samuel Swett Green . 1725 CONTENTS, V Page. Chapter XXXVIII.— The Trans-Mississippi and International Exposition, Held in Omaha, Herr., 1898 . 1733 Chapter XXXIX.— List of Foreign Universities and Other Institutions of Higher Edu¬ cation . 1741 Chapter XL.— "Report on Education in Alaska . 1753 Chapter XLI.— Eighth Annual Report of the Introduction of Domestic Reindeer into Alaska. Introduction . 1773 Purchasing station in Siberia . 1776 Relief of whalers imprisoned in ice near Point Barrow . . . 1779 Commission to Lapland . . . . . 1787 PART III. Chapter XLII.— Institutions for Higher Education. General statement . 1797 Hew home of Columbia University . 1797 College dormitories . 1798 Hew courses of study . 1799 Statistical review . 1801 Summary of statistics of universities and colleges for men and for both sexes . 1816 Summary of statistics of colleges for women, . 1834 Summary of statistics of schools of technology . 1842 Statistics of uuiversities and colleges . 1848 Statistics of colleges for women . . . . . - . 1888 Statistics of schools of technology . 1898 Chapter XLILL — Professional Schools. Statistical review . 1903 Statistics of schools of — Theology . 1922 Law . 1930 Medicine . 1936 Dentistry . . 1948 Pharmacy . 1952 Veterinary medicine . 1956 Hurse training . 1957 Chapter XLIV.— Agricultural and Mechanical Colleges. Hew buildings and changes in the course or in the methods of instruction . . . 1969 Statistical tables . 1986 Chapter XL V.— Statistics of Hormal Schools. Review of the statistics . 1991 Summary of statistics of public normal schools . 1994 Summary of statistics of private normal schools . 2002 Colleges and universities reporting students in teachers’ training courses . 2011 Detailed statistics of normal schools . 2018 VI CONTENTS. Chapter XL VI. — Statistics of Secondary Schools. Page. Summary of tlie statistics . . . 2043 Statistics of public high schools . . 2098 Statistics of private high schools, endowed academies, seminaries, and other private secondary schools . - . 2254 Chapter XL VII.— City School Systems. Summary of statistics of cities containing over 8,000 inhabitants . . . 2337 Statistics of population and school attendance in cities . 2356 Statistics of supervising officers, teachers, property, etc., of city schools . 2370 Statistics of receipts of city schools . -.1 . 2383 Expenditures of city schools . . . 23S6 Statistics of evening schools . 2407 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants . 2410 Chapter XLVIII. — Manual and Industrial Training. Review of the statistics . 2419 Cities in which manual training was taught . 2420 Summary of manual and industrial schools . 2422 Industrial schools for Indian children . . . 2427 Statistics of branches taught . 2428 Chapter XLIX. — Commercial Education. Higher commercial education . 2441 In public high schools . . . 2447 Statistics of commercial and business schools . 2455 Chapter L. — Education of the Colored Race. Secondary and higher education . 2479 Classification of colored students . . . . . 2482 Schools for the education of the colored race . 2497 Chapter LI. — Schools for the Defective Classes. Summary of statistics of schools for the blind . 2511 Summary of statistics of institutions for the deaf . 2518 Summary of statistics of schools for the feeble-minded . 2525 Chapter LII.— Reform Schools. Summary of statistics of reform schools . 2530 Chapter LIII. — Public and Private Kindergartens. P ublic kindergarten s . 2538 Private kindergartens . 2538 Combined statistics of public and private kindergartens . 2543 Public kindergartens in cities of over 8,000 inhabitants . 2551 CONTENTS. YII Chapter LIY. — Necrology op 1897. Page. American . 2581 English . 2605 Other foreign . 2608 Chapter LV.— Statistics op Elementary Education in Foreign Countries. Tables . 2612 CHAPTEE XXV. CHILD STUDY IN THE UNITED STATES.1 Child study has a special advantage from the standpoint of utility as well as from that of science; it not only requires rigid investigation,, but whatever defect or abnormality may be found in a child is much more easily eliminated or modified than in the case of the adult. It is often difficult to trace the origin of any movement. Although the initiatory impulse to child study was from the Continent of Europe,, yet more perhaps has been done in America in the study of children than in all the rest of the world. It is therefore true that child study owes its development to our own country. Many movements are inau¬ gurated which afterwards languish, either on account of prematurenes& or from want of insight into their relation to the environment at the time; those who develop and make them useful to civilization receive? from society the credit. There were few scientific observations of child life in America pre¬ vious to 18S0. At about this time Dr. G. Stanley Hall began investiga¬ tions on this line, and continued his inquiries up to the present time.. It is due to him that child study in this country has developed and become of general interest. In the case of teachers, Dr. Hall’s purpose has been gradually to* concentrate all psychology, philosophy, and ethics about child study. This is in accordance with the tendencies of evolution in all fields of investigation, and its purpose is to aid in placing educational methods- on a more scientific basis. In the words of Dr. Hall himself, the child- study movement is slowly doing a work “for studies of the mind not unlike that which Darwin did for the methods of nature study, or that embryology has done for anatomy, viz, cross sectioning the old methods of analysis and classification of the powers and activities of the adult consciousness by bringing in a genetic method, based not upon abstraction, like Spencer’s, but on a copious collection of carefully made and critically sifted objective data.” No endeavor is here made to mention the large number of those who,, under the inspiration of Dr. Hall, have contributed to this movement.. We have endeavored to give some of the results of the investiga¬ tions in brief, others as illustrations of work and method and others in detail, and often in the words of the report. We have selected rather 1 By Arthur MacDonald, specialist in the Bureau. ED 98 - —81 1281 1282 EDUCATION REPORT, 1897-98. those reports which gave data or tables of facts upon which the con¬ clusions were based. It would be premature to judge or make conclu¬ sions as to the value of many investigations in the domain of child study, for the subject is in its initiatory stages. It would be a wise person who could tell in advance, in new lines of work, what may be valuable and what may not. In giving the results of the reports we have followed the chronologi¬ cal order. Contents of Children’s Minds on Entering School. Under the direction of Dr. G. Stanley Hall/ four experienced kindergarten teach¬ ers questioned three children at a time in the dressing room of the school. No con¬ straint was used, and, as several hours were needed to finish each set, changes and rests were often required. About sixty teachers besides the four kindergarten teachers made returns from three or more children each. The tables whieh follow show the general results for a number of those questions admitting of categorical answers, only negative results being recorded. Subse¬ quently, J. M. Greenwood, school superintendent of Kansas City, Mo., tested 678 children of the lowest primary class, 47 of whom were colored children. The per¬ centages are printed in the last two columns of the tables. The first (Boston) table is based upon about equal numbers of boys and girls. Children of Irish and American parents greatly predominate. Fourteen per cent of all examined did not know their ages; 6 per cent were four years old, 37 per cent were five, 25 per cent were six, 12 per cent were seven, and 2 per cent were eight years old. In the second table only columns 2 and 3 are based upon larger numbers. In 34 representative questions out of 49 the boys surpass the girls. The girls excel in answering questions relating to the parts of the body, to home and family life, thunder, rainbow; in knowledge of the square, circle, and triangle, but not in that of the cube, sphere, and pyramid. Boys seem to be more ignorant than girls of common things right about them, where knowledge is wont to bo assumed. Column 6 shows the advantage of kindergarten children over all others in respect to this kind of knowledge. From the tables it may be inferred — I. That there is very little of pedagogic value the knowledge of which it is safe to assume at the beginning of school life. II. The best preparation parents can give their children for good school training is to make them acquainted with natural objects, especially with sights and sounds of the country, and send them to hygienic rather than to fashionable kindergartens. III. Any teacher on starting with a new class in a new place should explore the children’s minds carefully, to make sure that liis efforts are not wholly lost. IV. The most common concepts are the earliest to be acquired. The natural order in teaching would be, for example, apples first and wheat last. (See first table.) For 86 per cent of the questions the average intelligence of 36 country children ranks higher than that of the city children. As methods of teaching grow natural, city life seems unnatural. The city child knows a little of many more things, and so is liable to superficiality and has a wider field of error, yet the city child knows more of human nature. About three-fourths of all the children questioned thought the world a plane, and many described it as round like a dollar. "Wrong things were siiecified much more readily and by more children than right things, and also in much greater variety. Boys say it is wrong to steal, fight, kick, break windows, get drunk, etc., while girls are more liable to say it is wrong not to comb the hair, to get butter on the dress, climb trees, unfold the hands, etc. Peel. Seminary, v. 1, 1891, p. 139. CHILD STUDY IN THE UNITED STATES, 1283 Table 1. Per cent of children ignorant of it. a Kame of the object of conception. In Bos¬ In Kansas City. ton. White. Colored. 80 59.4 66 77 47.3 59 72. 5 65. 5 21.5 IS. 1 63 15 4.2 62 60. 5 30.6 10.6 57. 5 54 3. 5 52 7. 27 4.2 50 2. 7 Pig . 47. 5 1. 7 33. 5 . 5 22 . 5 20. 5 . 5 Een . 19 . 1 18. 5 5. 2 92 5 23. 4 66 Elm tree . — . . - . 91.5 89 52.4 89.8 89 87. 5 87 62. 2 58. 6 87 65! 6 87. 2 83 31. 2 80. 8 81. 5 30. 7 42. 5 78. 5 26.5 1. 1 74 Growing beans . - . 71. 5 Growing blueberries _ ..... . .. _ .................... _ ... 67.5 Growing blackberries . . . . . . . . . . 66 Growing corn _ _ _ ... _ ............. _ ................... 65. 5 Chestnut tree . . . . . . . . 64 Planted a seed . . . 63 Peaches on a tree _ _ _ _ _ ..... _ ..... _ ..... _ .... _ 61 . . Growing potatoes . . . . . . . 61 Growing buttercups . [ 55. 5 Growing rose . . 54 Growing grapes . . . . I 53 Growing dandelion . . . . i 52 Growing cherries _ _ _ _ _ _ _ _ _ _ _ . . . | 46 Growing pears . . . 32 Growing apples . 21 Where are the child’s ribs . . . . 90. 5 13. 6 6. 4 Where are the child’s lungs . 81 26 44. 6 Where is the child’s heart . 80 IS. 5 3 18.1 Where is the child's wrist . . . . 70. 5 Where are ankles . . . . . . 65. 5 14.1 14 Where is waist . . . . . . . . . . . . 52. 5 4.2 Where are hips . . . . 45 14 I 4.2 Where are knuckles . . . . . . . . 36' 2. 9 8.5 Where are elbows _ _ _ _ _ _ _ 25 1. 5 Knows right and left hand . . . 21. 5 10.2 Knows cheek . . . 18 1 1 Knows forehead _ 15 13. 5 [5 I Knows throat. . . . . . . 1.1 1 Knows knee . . . 7 1. 6 Knows stomach . 6 27.2 45. 9 78 39. 1 70. 2 What season it is . 75.5 31. 8 56. 1 Seen hail . 73 13. 6 18. 1 Seen rainbow . . . . 65 10. 3 2.1 Seen sunrise _ _ . . . . . 56. 5 16. 6 Seen sunset . 53. 5 19. 5 1 Seen clouds . 35 7. 3 Seen stars . . . 14 3 Seen moon . 7 26 53 Conception of an island . 87. 5 Conception of a beach . . . 55. 5 Conception of woods . . 53. 5 Conception of river . 48 Conception of pond . 40 Conception of hill . 28 Conception of brook . ? . 15 a The Boston children were mainly from 4 to 8 years of age; in Kansas City they were of the lowest primary class. 1284 EDUCATION REPORT, 1897-98. Table 1 — Continued. Per cent of children of it. ignorant Name of the object of conception. In Bos¬ In Kansas City. ton. White. Colored. 92 56 . 1 35 | I 28. 5 17 8 . 68 30. 1 49. 7 65 20. 8 36. 1 64. 5 13. 9 8. 5 62 7. 3 15 Cl 5 10. 6 Seen bricklayer at work _ .... _ ....... _ ... _ ...... _ ... _ _ 44. 5 10. 1 2.1 Seen shoemaker at work . . . 25 8. 7 Seen ax . 12 Knows green by name 15 Knows blue by name . 14 Knows yellow by name . 13. 5 . Knows red by name . . . . . . ... _ _ _ 9 That leathern things come from animals 93. 4 50.8 72. 3 Maxim or proverb . . . 91. 5 Origin of cotton things _ _ _ _ ....... _ ........ _ ........ _ ......... 90" 35. 7 15 What flour is made of . . . . . . . . 89 34.7 57. 4 Ability to knit . 88 What bricks are made of. ........... ... . . . . . 81. 1 33. 1 53 Shape of the world . 70.3 46 47 Origin of woolen things . . . 69 55 44 Never attended kindergarten 67. 5 Never been in bathin'5- . 64. 5 13. 4 Can tell no rudiment of a story . 58 23. 6 12. 7 Not know wooden things are from trees . . 55 19. 3 6.4 Origin of butter . 50. 5 6. 7 Origin of meat(from animals) . . . . . 48 8. 3 12.7 Can not sew . 47.5 23.4 Can not strike a given musical tone . 40 Can not beat time regularly . 39 Have never saved cents at home . . . 36 8. 2 12. 7 Have never been in the country . . . 35.5 13. 1 19 Can repeat no verse . 28 20 42.5 Source of milk . 20. 5 4 1 Table 2. — ( Boston children). Name of the object of conception. Per cent of ignorance In 150 girls. Per cent of ignorance in 150 boys. Per cent of ignorance in 50 Irish children. Per cent of ignorance in 50 American children. Per cent of ignorance in 64 kin¬ dergarten children. Beehive . 81 75 86 70 61 Ant . 59 60 74 38 26 Squirrel . 69 50 66 42 43 Snail . 69 73 92 72 62 Kobin . 69 44 64 36 29 Sheep . 67 47 62 40 40 Bee . 46 32 52 32 26 Prog . 53 38 54 35 35 Pig . 45 27 38 26 22 C hiclcen . . 35 21 32 16 22 Worm . 21 17 26 16 9 Butterfly . 14 16 26 8 9 Hen . 15 14 18 2 14 Cow . 18 12 20 6 10 Growing clover. . . . 59 68 84 42 29 Growing corn . 58 50 60 68 32 Growing potatoes . 55 54 62 44 34 Growing buttercup . 50 51 66 40 31 Growing rose . 48 48 60 42 33 Growing dandelion. . 44 42 62 34 31 Growing apples . 16 16 *8 12 5 Bibs . 88 92 98 82 68 Ankles . 58 52 62 40 38 CHILD STUDY IN THE UNITED STATES. 1285 Table 2. — ( Boston children) — Continued. Name of the object of conception. Per cent of ignorance in 150 girls. Per cent of ignorance in 150 boys. Per cent of ignorance in 50 Irish children. Per cent of ignorance in 50 American children. Per cent of ignorance in 64 kin¬ dergarten children. Waist . . . 53 52 64 32 36 Hips . 50 47 72 31 24 Knuckles . 27 27 34 12 23 Elbow . 19 32 36 16 12 Right from left hand . 20 8 14 20 4 Wrist . 21 34 44 9 19 Cheek . . 10 12 14 14 4 Forehead . 10 11 12 10 7 Throat . 10 18 14 16 14 Knee . 4 5 2 10 2 Dew . 64 63 92 52 57 What season it is . . 59 50 08 48 41 Hail . 75 61 84 52 53 Rainbow . 59 61 70 38 38 Sunrise . . . 71 53 70 36 53 Sunset . 47 49 52 32 29 Star . 15 10 12 4 7 Island . 74 78 84 64 55 Beach . 82 49 60 34 32 Woods . 46 36 46 32 27 River . 38 44 62 12 13 Pond . . 31 34 42 24 28 Hill . 23 22 30 12 19 The number 5 . 26 16 22 24 12 The number 4 . . . 15 10 16 14 7 The number 3 . 7 6 12 8 0 Children’s Drawings. Professor Barnes, of Leland Stanford Junior University, believes that through a child’s drawings 1 we can learn something of the way the child thinks and feels. In order that the drawings should have some common element for comparison, a little poem was selected from Der Struwel-Peter, and was called “Hans Guck-in- die-Luft.” The following is the English translation : STORY OF JOHNNY LOOK-IN- THE- AIR. As he trudged along to school, It was always Johnny’s rule To he looking at the sky And the clouds that floated by; But what just before him lay, In his way, Johnny never thought about; So that everyone cried out, “ Look at little Jobnny there, Little Johnny Look-in-the-Air.” Running just in Johnny’s way, Came a little dog one day ; Johnny’s eyes were still astray Up on high, in the sky, And he never heard them cry, “ Johnny, mind, the dog i3 nigh!” What happens now? Bump ! Dump ! Down they fell, with such a thump Dog and Johnny in a lump ! They almost broke their bones, So hard they tumbled on the stones. 1 Ped. Seminary, December, 1893. 1286 EDUCATION REPORT, 1897-98. Once with head as high as ever, Johnny walked beside the river; Johnny watched the swallows trying 'Which was cleverest at flying. Oh ! What fun ! Johnny watched the bright, round sun Going in and coming out ; This was all he thought about. So he strode on, only think ! To the river’s very brink, Where the hank was high and steep, And the water very deep ; And the fishes in a row Stared to see him coming so. One step more ! Oh, sad to tell! Headlong in poor Johnny fell. The three little fishes in dismay Wagg’d their heads and swam away There lay Johnny on his face, With his nice red writing case; But, as they were passing by, Two strong men had heard him cry; And with sticks these two strong men Hook d poor Johnny out again. Oh! You should have seen him shiver When they pulled him from the river. He was in a sorry plight, Dripping wet, and such a fright ! Wet all over, everywhere, Clothes and arms and face and hair; Johnny never will forget What it is to be so wet. And the fishes, one, two, three, Are coming back again, you see; Hp they came the moment after, To enjoy the fun and laughter. Each popped out his little head, And to tease poor Johnny, said, “ Silly little Johnny, look, You have lost your writing book ! ” Look at them laughing, and do you see His writing book drifting far to sea ? The children were given paper and pencils, and after Avriting their names and ages, the teacher read this poem to them. Then they were told to draw one or more pictures from the story, and it was read to them once more. There was no conver¬ sation and no other directions were given. The drawing occupied from fifteen minutes to an hour. Results were sent in from 6,393 children. Different ages from 6 to 16 were about equally represented. As many papers came from the city as from the country. Distinct pictures were drawn to the number of 15,218. Three important scenes stood out above all the rest. They were : Approaching the dog, approaching the river, and the rescuo scene. The most frequent picture drawn was Johnny meeting the dog. CHILD STUDY IN THE UNITED STATES. 1287 Table 3 illustrates these points : Table 3. — Showing how many children out of 1,000 of each aye drew the different scenes. SeeEO and sex. Going to school: Boys . Girls . Meeting dog : Boys . Girls . Falling over dog: Boys . Girls . Approaching river Boys . Girls . Falling into river : Boys . Girls . . Floating in river : Boys . Girls . Being rescued : Boys . Girls . Dripping on bank: Boys . . Girls . . Going home: Boys . . Girls . Added scenes : Boys . . Girls . . 1 o 8 years. 9 years. 10 years. 1 12 years. 13 years. 14 years. 15 years. 16 years. | Over 10 years. 84 118 92 82 172 no 165 T65 154 116 172 145 152 174 156 218 172 174 170 208 185 196 109 132 344 360 588 565 585 645 674 669 731 657 702 623 384 514 425 607 497 577 588 325 672 699 588 558 104 154 172 170 230 345 364 406 417 489 496 391 79 100 134 232 176 244 268 312 329 413 414 387 214 242 262 272 315 326 350 372 451 394 453 580 128 177 211 355 262 374 381 410 469 524 414 538 97 39 92 137 125 145 204 218 150 175 248 188 24 55 54 109 130 156 141 189 143 1 201 87 147 227 220 224 ISO 215 229 263 187 301 255 270 130 176 244 179 294 147 197 163 221 269 280 381 235 344 352 422 390 432 491 534 506 520 518 496 406 225 366 304 383 302 330 388 400 363 413 392 338 45 66 115 200 177 189 274 294 275 328 313 145 134 144 92 195 134 169 194 267 182 270 338 323 7 4 6 10 25- 10 14 5 8 7 21 14 G 18 6 8 8 36 9 13 3 5 9 12 143 83 44 60 57 56 36 11 8 7 43 87 164 111 150 42 98 78 48 20 31 42 21 64 The following conclusions, according to Professor Barnes, would seem to he "borne out by the study on these pictures: 1. Drawing is for the young child a language, a means of expressing ideas. 2. Children naturally adopt symbols and conventional forms to express what they want to say. 3. The courage to express ideas through drawing increases in California children until they are 13 or 14 years old and then steadily decreases. 4. The child thinks in small units; his intellectual processes are fragmentary and broken. 5. Children like to draw large, distinct figures, expressed with few lines. 6. Children draw full faces until they are 9 years old, and after that profiles. 7. In drawing figures children are most interested in the head ; hence they draw single figures facing their left. 8. A child uses color naturally for decorative effect; for the drawings he prefers strong black or white. 9. Children select the dramatic points in a story well, and their pictures are natu¬ rally full of movement. 10. In a story a child is most attracted by the scene just preceding the catastrophe. 11. The humane instinct in children is far stronger than the destructive instinct. 12. There is very little difference between the drawings made by the boys and those made by the girls. Tiie Hearing of Children. In Table 4 Oscar Chrisman,1 of Clark University, shows the results of various investigations as to the hearing of school children. In Von Gossler’s lino, 8, in this table, under “defective hearing,” the 2. IS per cent refers to the higher schools Ped. Seminary, December, 1893. 1288 EDUCATION REPORT, 1897-98. ami tlie 1.8 per cent to the lower schools. Zhermunski gives results for Loth whis¬ pering obtained in the ordinary way and results from the use of Politzer’s acoumeter. W. stands for whispering and P. for Politzer’s acoumeter. It is difficult to tell how to classify defective hearing. Schmiegelow makes three classes; he gives (I) for those hearing the ticking of a watch at a distance less than 2 meters, and (II) for those hearing between 2 and! meters. The parentheses around the watch distances indicate that though the watch was used the results were given in whispering. The normal reach of hearing is the distance at which all children are counted as having defective hearing. Table 4. No. Name. 1 Reichard . 2 Sexton . 3 Weil . 4 "Worrell . 5 Gel 16 . 6 Moure . 7 Bezold . 8 YonGossler.. 9 Lunin . 10 Zhermunski .. 11 Barr . I 12 Schmiegelow . . | Place. Riga . New York . Stuttgart . Terre Haute. . . Paris . Bordeaux . Munich . Prussia . St. Petersburg. . do . Glasgow . Copenhagen _ i Num¬ ber of Date. pupils exam¬ ined. 1878 1, 055 1881 570 1882 5, 905 1883 491 1883 1, 400 1884 3, 588 1885 1, 918 1885 1888 281 1S88{ W. 1, 897 T. 1, 680 G00I 1889' 1889 581 Normal reach of hearing. Defective hearing. Whis¬ per. Polit- | Su- meter. Number. Percent. Meters. Meters. 1 Meters. . a 20 (?) 285 22. 275 b 12 76 13. 33 15 1, 855 125 31.22 b 15 25. 49 8 1. 25 20 to 25 15 616 17. 15 8 495 25. 8 1 2.18 16 55 \ 1. 80 19. 5 } 16 12 . 1/ W. 317 l P. 222 166 W. 16. 7 P. 13. 17 27. 66 4 j . 1 c 150 j !• 35\9Q6/ il 26ir9b\ I. 6.02'u. 0 II. 44. 9 }50-9 a Inches. b Feet. c Centimeters. BIBLIOGRAPHY.1 A. Special. I. The hearing of young children. 1. A biographical sketch of an infant. Chas. Darwin. Mind, 1877, Yol. II, p. 285. 2. The first three years of childhood. Bernard Perez. Translation of Alice M. Christie. Syracuse, 1889. 3. The mind of the child. W. Preyer. Translation of H. AY. Brown. N. Y., 1888. II. The hearing of school children. 1. Causes of deafness among school children and its influence on education. Samuel Sexton. Circular No. 5. Bureau of Education. Washington, 1881. Deafness among school children. J. P. Worrell. Trans. Ind. State Med. Soc., 1883. 2. Defective hearing in school children. The British Medical Journal, 1889, Part I, p. 94 ; Part II, p, 734. Review of the work of Dr. Thomas Barr. 3. Relev6 statistiquo sur l’audition des ecoliers de la ville de Bordeaux. E. J. Moure. Rev. sau. de Bordeaux, 1883-84. No. 1, p. 43. Sur Paudition a Pecole. M. le Dr. Gelle. Rev. d’Hyg., 1885, vol. 7, p. 654. 4. Rosults of an examination of the ears and hearing of 5,905 school chil¬ dren. E. Weil. Translated by Wm. C. Ayers. Arch, of Otol., 1882, Arol. XI, p. 33. Examinations of the auditory organs of school children. Friedrich Bezold. Translated by Isidor Eiirst. Arch, of Otol., 1885, Yol. XIV, p. 158. Circular-Verfiigung von 12 Nov., 1885. Von Gossler. Wiese’s Sammlung der Verordnungen und Gesetzo fiir die hoheren Schulen in Preussen. Erste Abteilung, p. 284. Berlin, 1886. 1 Ped. Seminary, December, 1893. The literature is given hero after the article, instead of in the bibliograiihy at the end, in order to preserve the classification here made. 1289 CHILD STUDY IN THE UNITED STATES. II. The hearing of school children — Continued. 5. liber die Bedeutung eines guten Gehores fiir die Sckulbildung. W, von Reichard. St. Petersburger Medeciniscbe Wockensckrift. 1878, Yol. Ill, p. 241. Results of an investigation of the bearing organs of female students. N. I. Lunin. Vrach, 1888, Yol. IX, pp. 806, 835, and 850. Investigations of the bearing of cbildren of school age in the St. Petersburg city schools. M. S. Zhermunski. Yrack, 1888, Yol. IX, pp. 741 and 767. 6. Zur Frage der Haufigkeit von Ohreukrankheiten unter den Schulkindern in Danemark. E. Schmiegelow. Zeit. fiir Schulgesund., 1889, p. 443. III. Sound blindness. J. C. Tarver. London Journal of Education, 1887, n. s. Yol. IX, p. 475. Sarah E. Wiltse. American Journal of Psychology, 1887-88, Yol. I, p. 702. IY. Teaching deaf cbildren to hear. Lillie Eginton Warren. New York Medical Record, October 22, 1892, p. 473. B. General. On the best mode of testing the hearing of school children, and of providing for the instruction of partially deaf children. Clarence J. Blake. Trans. Int. Med. Cong. Philadelphia, 1876. School hygiene and schoolhouses. A. G. Young. Seventh Annual Report of State Board of Health of Maine, 1891, p. 128. Deafness and care of the ears. A. M. Fanning. Pop. Sci. Month., December, 1892, p. 211. On the necessity of providing for the better education of children with defective hearing in the public schools. Samuel Sexton. Educational exhibits and conventions at the New Orleans Exposition. Part II, p. 291. U. S. Bureau of Education, 1886. Die Hygiene der Sinne. Paul Mantegazza, Konigsberg. Defective hearing in school children. Note in Pop. Sci. Month., 1883-84, Yol. XXIV, p. 280. The scientific observation and study of children in schools and in classes into which they may be grouped. Francis Warner. Med. Press and Circ., 1891. Yol. 52, p. 277. The classification of deaf pupils with a view to improve the facilities for their education. Samuel Sextou. Educational exhibits and conventions at the New Orleans Exposition. Part II, p. 285. U. S. Bureau of Education, 1886. Die Gesundheitspflege in der Mittelschule. Leo Burgerstein. p. 24. Wien, 1887. Handbucli der Hygiene. J. Uffelmann. p. 714. Wien und Leipzig, 1890. Sckulgesundheitslehre. Eulenburg und Bach. Berlin, 1891. C. Two important journals. I. Zeitschrift fiir Schul gesundheitspflege. 1888, page 105. — Der Gehorsinn in seinen Beziehungen zur Schule. C. Keller. 1888, page 287. — -Die Arzt-liche Inspektion der Sckulen. Ikre Organisation, ihre Resultate. Victor Desquin. 1889, page 105. — Zhermunski. — Untersuch ungen des Gehors der Kinder schulpflichtigen Alters in den Petersburger Stadtschulen. Review. 1889, page 146. — Mangelhafter Gehorsinn bei Schulkindern in Glasgow. Review of Barr’s work. 1889, page 663. — Die Yornahme von Horpriifun gen bei Schulkindern. Review. 1890, page 113. — Gehoruntersucliungen bei Schulkindern in Glasgow. Re¬ view of Barr’s work. 1890, page 125. — Dr. N. Lunin. — Resultate der Untersuckung des Gehororgans von Schiilerinnen. Review. II. Archives of Otologg.1 1882, page 172. — Preliminary communications of the results of the exami¬ nation of the ears of 4,500 school children. E. Weil. Review. 1883, page 344. — Deafness among school children. J. P. Wor'sell (Worrell). Review. ‘The Archives of Otology and Zeitschrift fiir Okrenkeilkunde are the same, being published simultaneously in America and Germany. The articles of each are trans¬ lated for the other. The publication has been as follows : Archives of Ophthalmology and Otology, 1-7, 1869-78. Separated into — Archives of Ophthalmology, vol. 1, 1879. Archives of Otology, vol. i, 1879. Archiv fiir Augenkeilkunde und Okrenkeilkunde, 1-7, 1869-78. Separated into — Archiv fiir Augenkeilkunde, vol. 1, 1879. Zeitschrift fur Ohrenheilkunde, vol. 1, 1879. 1290 EDUCATION REPORT, 1897-98. II. Archives of Otology — Continued. 1884, page 200. — Deafness among school children. F. P. Norrell (Worrell). Review. 1887, page 257. — The care of the ears by the school authorities. Dr. C. Keller. Review. 1887, page 257. — Hearing of school children. Dr. E. Schmiegelow. Review. 1890, page 191. — Investigations as to the hearing of school children. Thos. Barr. ReAdew. Children’s Rights as Seen by Themselves. In order to obtain without prejudice the ideas of children as to their own rights, Margaret E. Schallenberger,1 of Leland Stanford Junior University, sent out a sylla¬ bus to some hundreds of teachers in California. The teachers wrote stories upon the blackboard and the children answered any questions involved, finished incomplete stories, etc. They wrote their opinions as language exercises, having no idea of the use to be made of them. Three thousand papers were sent in. The following is the story : “Jennie had a beautiful new box of paints ; and in the afternoon, while her mother was gone, she painted all the chairs in the parlor, so a^ to make them look nice for her mother. When her mother came home, Jennie ran to meet her, and said, £Oh, Mamma, come and see how pretty I have made the parlor;’ but her mamma took her paints away and sent her to bed. If you had been her mother, Avhat would you ha\ro done or said to Jennie?” The results from the answers (ghren below the double rule in the table) were reduced to the number per 1,000 for the whole number examined in each case. Table 5. [Raised to standard of 1,000.] Girls. Boys. Girls. Boys. Girls. Boys. Girls. GO O 1 w : Girls. Boys. Girls. Boys. Age . 6 years. 7 ATears. | 8 years. 9 years. 10 years. 11 years. Whole number ex¬ amined . 43 32 61 56 112 117 172 151 221 199 515 167 Ignorant . 23 0 43 0 74 77 110 52 142 90 161 76 Explained . 0 0 0 18 16 17 23 40 77 65 129 53 Don’t do it again . 23 91 82 89 49 34 41 59 65 70 81 41 Made to promise . 0 0 0 18 8 0 6 7 9 0 37 0 Threatened . 0 0 0 0 25 17 0 20 26 35 37 35 Scolded . . . 46 45 115 53 100 119 226 73 168 75 161 148 Clean chairs . 23 45 16 125 41 68 29 46 95 115 110 112 Confined . 93 0 98 107 180 94 139 79 108 75 115 89 Lose meal . 70 0 82 71 90 94 128 145 129 140 97 118 Lose paints . 232 136 147 125 189 238 203 251 194 290 313 307 Sent to bed . 488 273 391 427 418 383 377 429 400 455 340 372 Whipped . 512 590 452 409 385 451 452 541 323 480 285 478 Punished . 0 0 16 18 41 17 23 33 9 20 46 18 Peculiar punishments . . . 23 91 49 53 16 34 35 40 9 20 64 30 1 Ped. Seminary, October, 1894, CHILD STUDY IN THE UNITED STATES. 1291 Table 5 — Continued. Girls. eo :>> £ Girls. 1 Girls. Boys. Girls. Boys. 1 Girls. | Boys. Age . - . 12 years. 13 years. 14 years. 15 years. 16 years. Whole number ex¬ amined . 201 180 210 169 178 167 151 109 153 135 Ignorant _ ' . 230 92 287 161 240 236 384 270 358 393 Explained . 142 39 263 118 286 153 403 270 494 326 Don’t do it again . 103 28 75 50 84 130 64 81 78 96 Made to promise . 15 0 28 0 17 24 26 9 26 30 Threatened . 25 14 42 50 22 65 58 27 46 67 Scolded . . 152 60 85 143 106 146 322 90 111 59 Clean chairs . 137 70 108 167 134 130 109 153 130 96 Confined . 08 46 94 50 90 47 64 27 46 7 Lose meal . 303 49 71 124 62 71 45 108 33 30 Lose paints . Sent to bed . 338 238 376 403 246 206 282 261 247 165 338 210 219 317 263 189 154 207 267 148 Whipped . Punished . 279 214 235 372 129 212 70 135 52 133 25 11 5 19 6 • 12 19 45 83 15 Peculiar punishments _ 41 46 61 62 68 53 38 72 S3 30 Some of the most striking results are the reasons given for punishing Jennie; one is for the sake of revenge, another is to prevent a repetition of the act, and a third is for the purpose of reforming Jennie. Of 2,000 children six: years of age some would explain to Jennie why it was wrong to paint the parlor chairs. The young children think of the results of an action ; if it is bad, punishment should follow. But the older children consider the moti ve that led to the action. The boys show much less mercy than the girls. Out of 1,000 girls six years of age 512 would whip Jennie; out of the same number of boys, 590 would whip her. At sixteen 52 girls and 133 boys would whip her. Threats and forced promises made very little impression. At six years of age out of 2,000 none would threaten; at twelve years, 39; at fifteen years, 85. Threats probably appeal to children so little on account of their indefiniteness as to time. Motor Ability. The following preliminary study of motor ability was made by J. A. Hancock/ of Clark University. The purpose of this study was to find (1) what movements chil¬ dren can make best; (2) to learn something more definite of the relative ability of children and adults, and of the relation between development and decline of motor ability, and (3) to find simple tests for incipient nervous diseases. In order to carry this study out, the following series of suggestions and questions were used as tests. Two or three pupils were taken at a time. FIRST SERIES. 1 . Ask the child to stand with feet close together and hands at sides. Is there any swayiug of the body? Try same with eyes closed. What difference? 2. Have him walk across the room backward with eyes closed. (Keep near him to preven t falling. ) Is th ere any dragging of either foot, walking wi th feet wide apart, or turning to right or left? 3. Have him try to sit still a half minute exactly. Note all the movements he makes in the effort. Does he hold his breath? 4. Ask him to close his eyes and hold his hands out horizontally with the fingers spread. Is there tremor or twitching of the fingers? Which ones and in what direc¬ tions? Is it slight or distinct? Ped. Seminary, October, 1894. 1292 EDUCATION REPORT, 1897-98. 5. Hold your hands above your head out of sight and with palms front. Ask him to do the same. Does he raise them to the same height? Hold them symmetrically? Are the fingers or thumbs spread apart on either hand ? Which ? Which hand sinks first on a half minute’s trial? Hold up your own hands but a moment. 6. Place him 10 feet away. Toss back and forth ten times a ball as large as a ten¬ nis ball. How and where does he throw it? How many times does he catch it? 7. Ask the boys to lie down on their backs, if they are willing. How do they get up ? Have they difficulty ? 8. Ask for the pronunciation of these letters and words and note errors : r, 1, s, t, k, d, f, n, v, y, go, which, thin, the, long, show. 9. What signs of mental fatigue have you noticed in him in school work? Has he made any involuntary movements during these tests? 10. Please add any comments or suggestions that may occur to you. SECOND SERIES. 1. Does the child dress himself? Button his clothing, and fasten hooks, and eyes? 2. Can he tie the ends of a string together? In what kind of a knot? 3. Can he thread a needle? How small a one! In which hand does he hold it? 4. Can he interlace slats ? Interlace four and six before him. See patterns 1 and 2. Does he even copy the pattern ? 5. Can he wind thread on a spool? How does he do it? 6. Can he spin a top made of half a spool or of a button mold? Can he snap a marble? 7. Can he hop on each foot? Stand on tiptoes or heels? Touch his knees or shoes while standing? 8. Place before him pattern number three; give him squares of paper or square blocks; ask him to imitate it. Then show him number four. Does he shift the outer blocks of number three to make the other figure, or does he build anew from the beginning? The patterns may be shown him drawn full size on paper or made of the blocks. If he fails, divide each pattern vertically in the middle; try him and note results. 9. Count and beat time, double, treble, and quadruple. Can he do it? Rapidly? 10. Does he swing his arms or sway his body when walking? Can ho march, keep- ing step as you count time or play for him? Can he run and keep time? Does he, when marching, move the head, eyes, mouth, or tongue? 11. Pat the top of your head and at the same time move the other hand in a circle on the breast. Can he imitate you? 12. Rest your forearms on the table, the hands in an easy position, with the fingers curved and the lower parts of the palms and the tips of the fingers touching the surface of the table. Begin tapping, letting the movements proceed rapidly from the little fingers to the thumbs. Ask him to imitate you. Notice the movements he actually makes. Are they with the hand and arm moving together from the elbow; the whole hand moving from tho wrists; all of the fingers moving in unison from the knuckles; or with index fingers alternating with the other three? Reverse the tapping, beginning with the thumbs. Can he imitate you any better? Just what does he do? 13. Can he drive a nail, or hit it squarely after several trials when started for him? 14. Can he roll a hoop? Skate? Turn a somersault, or walk on his hands? (The boy, of course). 15. What movement seems to you the most difficult for children to learn? The ages of the children tested were five, six, and seven; all were in the first year of school work. An apjiaratus known as an ataxeograpli was employed to study the ability of children to keep quiet. As tho position of the body requires a coordination of a large number of the largest muscles, a test would show something of the control of these muscles. Tho child stood with feet close together and hands at sides. Tho child was asked to keep his attention on a distaut object, and try to stand still for a minute. The amount of movement was measured; then the child rested for half a minute, and the test was repeated with eyes closed, and the amount of movement or swaying measured. The amount of movement is much greater for children than for men. The rectangles that would just contain the tracings of the instrument in the anterior- posterior and lateral directions were measured and are given in the following tables : CHILD STUDY IN THE UNITED STATES. 1293 Table 6. Swaying or movement. Number of persons. Age in years. Eyes open. Eyes closed. Anterior- posterior. Lateral direction. Anterior- posterior. Lateral direction. 35 boys . . . 5 Cm. 5. 8000 Cm,. 5. 2228 Cm. 6. 6810 Cm. 5. 7675 22 girls . '. . 5 5. 7773 4. 9500 5. 5400 5. 0954 47 boys . . 6 5. 1148 4. 2660 5. 6957 5. 1637 18 girls . 6 5. 0611 3. 7277 5. 6000 4. 3333 23 boys . 7 4. 9008 4. 2434 6. 0086 5. 4521 13 girls . . . 7 3. 9538 3. 2769 4. 8230 3. 7615 In studying the movements, we see from Table 6 above that 110 were steadier with the eyes open than with them shut; 48 with eyes closed. As the child was shorter he would sway less than the man. With eyes open, there was an increase of control in each year. The girls were steadier than the boys. In order to study the steadiness of shoulder and finger, Jastrow’s automatograph 1 was employed. The averages for both men and children were as follows: Table 7. Number of persona. 25 men 18 boys . 15 girls. 34 boys . 12 girls. 14 boys 10 girls, Age in years. Eyes open. Eyes closed. Perpen¬ dicular move¬ ment. Lateral move¬ ment. Perpen¬ dicular move¬ ment. Lateral move¬ ment. Cm. Cm. Cm. Cm. .242 .752 . 156 1.460 5 .816 3. 400 1.027 4.916 5 .833 3.940 .780 4. 706 6 1. 191 4. 258 .805 5. 058 6 .433 3. 883 1.825 4. 166 7 . 500 3.750 .428 5. 207 7 .410 3.580 .480 3.550 The seventh table shows the relative difference of control in child and man to be greater. Table 8. Number of persons. The men 17 boys . . 14 girls.. 32 boys .. 12 girls. . 13 boys . . 8 giris . . . Eyes open. Eyes closed. Age in years. Vertical move¬ ment. Lateral move¬ ment. Vertical move¬ ment. Lateral move¬ ment. Cm. 0. 0975 Cm. 0. 0911 Cm. 0. 085 Cm. 0.110 5 .985 .532 .794 .680 5 .580 .337 .714 .453 6 .396 .378 .689 .534 6 . 394 .319 .535 .395 7 .419 .282 . 693 .442 7 .300 .356 .312 .365 Table 8 above gives the results in testing the control of the entire arm by the tremograph. This instrument multiplies the movement four times; the results are reduced accordingly, and show the same general relations as in the other table. 1 See paragraph in section on “Instruments of precision/’ p. 1163. 1294 EDUCATION REPORT, 1897-98. If reckoning is made in terns of the nearest centimeter, the anterior-posterior swayings of men and children are as follows : Table 9. 0 centimeter. 3 © 3 © GQ u © g 3 © no © © 4 centimeters. 5 centimeters. 6 centimeters. 3 © © © 8 centimeters. | 9 centimeters. 02 © © 3 o 150 men - Children . . . 1 0 20 16 37 1 : 48 11 25 81 11 45 ? 35 | 6 13 2 13 1 7 0 2 The following table will show the ranges in lateral control for the shoulder : Table 10. The Boyhood of Great Men. By a careful study of the early years of great men Mr. A. II. Yoder 1 thinks that a service might be done teachers by increasing the chances of recognizing ability in the schoolroom and in gaining some idea how to treat it. Such a study might be of more value than the study of defectives, because genius and talent can be helped easier than inferiority. As there should be a careful study of the modes of training dullards, idiots, and defectives, so there should be knowledge as to teaching the best pupils and those of great talent. The great men studied are modern ; they were all born in the last or present cen¬ turies, except Newton, Swift, and Voltaire. PHYSICAL CHARACTERISTICS OF PARENTS. From a study of the following table Mr. Yoder finds the average age of the parents at the time of birth of the great-man child for thirty-nine fathers and twenty-five mothers is 37.78 years for the former and 29.8 years for the latter. The child born of parents in the prime of physical life probably has the better chance of greatness. The beauty of the mothers is often spoken about. It would seem that there is an hereditary physical basis for talent at least, and perhaps for genius. Ped, Seminary, October, 1894. CHILD STUDY IN THE UNITED STATES. 1295 Explanation of Table 11. The names are arranged according to the order of birth. The date of the first edition of the biography and the date when written in case of autobiography are given. Under “ family data” are given, in column 1, first the time exact (Ex.) or approximate (Ap.) of the time between the birth of the great man and the previous child or marriage, and second, the average time between the birth of the children of the same .family. Column 2 shows the number for which there are data, and upon which the second set of figures in column 1 is based. .Column 3 shows first tho number of living children, or those who are old enough to have any influence upon the great man, and second, the number born to the parents of the great man, but does not include half-brothers or half-sisters; these are indicated by X. Y. means “young;” 0. S. means “only son;” Y. S. “youngest son.” Column 4 shows the age of the father and of the mother at the time of birth of the great man. Under “Education,” “Home” refers to education by father, mother, or some one of the family; “Private” to instruction by a private teacher at home or in the house of the instructor. Table 11. 1296 EDUCATION REPORT, 1897-98. rl Jh I £ o -g £ P a E* 1 1 H c5 <3 £!sl o M M o ^ £ 2S t>> S' c3 Pc P P j b<4 0 f P W O txt> cS ^ P W W P ! occ w Itc I I ffin®, • # . I . IQ O10^' ■ Cl co Cl CO in ihicm I T Ji i .CO I .^(MNn o «o in in P 6' t- a> ci co O 03 o i- P- ~ X HNCCCi I s PH « P 00 00 ■=3 c3 £l, © s X p<3 p p < P R X ^ OJ* 05 H o O CO ft ft ® » ® XX . 4 X O o WH T-1 x x' ft SH <1 05 O t> ^ lO O O > <1 ft a jg ft 3 08 , ^ fl £ bJO O pH d p bC o CS 00 ft O ,n <1 o hi CO o Ph r2 © Ph 3 3 3 ^ 0 c3 s O ja a <0 r© Ph o 3 o o o 3 2 pi 3ft O o a >3 Ph <3 <4 <1 £ <1 ft o © m 78 83 81 72 3 73 37 79 67 45 53 63 4 31 26 43 18 51 52 50 0 9 18 10 12 5 8 4 22 21 13 13 29 ? 54 1 I 41 j 28 55 33 26 I 3 0 0 2 15 19 12 0 10 3 42 39 15 77 62 57 32 52 34 72 55 21 13 21 13 50 20 31 68 6 17 20 6, 005 CHILD STUDY IN THE UNITED STATES. 1307 One of the facts brought out was the early age at which children reach their maximum memory power. The hoys in the second year of the high school remem¬ bered 43 per cent, which was the highest for hoys. To study the strength of memory as a function of the place of the words in the story it was divided into three equal parts, and the total number of words remem¬ bered in each part by the different grades calculated; the results are shown in the first three lines of Table 14, below. The story was again divided into eight equal parts and the total number of terms remembered in each of these parts by the dif¬ ferent grades calculated. The results are given in the lower part of Table 14; the last vertical column of figures gives the average per cent of terms remembered in each part of the story by all grades. The line of figures at the bottom of the table shows the per cent of the whole story remembered by the grades under which the numbers are Avritten. A considerable number remembered the first part of the story quite well, but very little in the latter part, showing the influence of fatigue. The high per cents for Miss Aiken’s school may be due to special training. Table 14. Part. Third grade. Fifth grade. Seventh grade. biinth. grade. Second year, high school. Fourth year, high school. Seventh grade (self -read¬ ing). GG © ^ o <} ^ 5 ©2“ r © . S H 03 ® a S GG 3 I K O Boys. GO 3 03 o Girls, i Boys. 03 5 gg O pq Girls. 03 O pq Girls. 03 o’ pq GQ GG § D I£| bi) > t, "3 < I . 731 708 1,042 1,014 1, 293 1 1, 208 1 282 1.328 1,412 1,296 1, 194 u. 1,187 1, 202 1,166 1, 425 1, 134 46 II . 407 375 855 ; 824' 1, 197 11, 050 1,149 1,1951,242 1.194 973 | 814 898 ,1, 461,1, 035 38 Ill . 258 186 510 1 418 730 | 527! i 861 1 | 693 9391 1 788 1.048 740 i 596 1 446 jl, 020 j 855 27 I . 432 4» 511 526 625 599 625 617 665 595 643 589 614 656 642 562 61 II . 236 213 394 355 503 425 495 473 546 502 517 309 404 534 380 556 397 45 III........ 118 j 130 241 232 304 295 303 364 343 324 311 256 248 391 273 29 IV . 173 1 131 332 343 455 423 428 462 443 428 428 383 358 426 505 397 40 V . 168 * 178 376 344 500 439 501 515 520 519 518| 405 334 292 647 448 44 VI . 52 50 135 104 229 152' 267 212 324 270 324 187 130 134 318 283 21 VII . 63 33 169 96 214 131 256 199 272 255 348| 240 202 136 344 292 21 VIII . Per cent re¬ membered 155 120 279j 257 400 l 321 k 437 374 480 3851 1 506! | 380 288 240 j 538 350 36 by grades . 18. t i?; 321 J 30 43 37 44 42 47l 43 47! 1 38 H 33 52 39£ 37 The following table shows what appeals most and what least to memory. It gives the number of pupils who remember the terms mentioned: Table 15. Third grade. © ro cS c e 5 Seventh grade. 1 Ninth grade. Second year, high school, Fourth year, high school. © . d bi) bb-S _ c3 rd © +-? U > © ® 3 GO [ 1 University. Miss Aiken’s school. 03 IP s GG M J® ra h £ O pq Girls. 03 >2 O pq Girls. o pq A 3 02 t>» O pq 3 Boys. _ _ 1 Girls. 1 Boys. Per ct Per ct James 44 41 41 '35 45 45 47 I 44 1 48 45 45 48 44 48 75 93 Mack 11 16 28 !28 42 38 43 38 46 47 42 47 46 46 85 93 dreamed 34 36 46 !39 46 43 43 44 41 43 45 39 48 48 65 10 that his father 41 38 44 [46 46 46 41 44 46 48 40 38 48 44 85 93 and mother 45 44 49 48 48 47 47 48 47 46 48 43 48 46 90 100 died 47 45 49 -48 '49 50 49 47 ! 47 48 48 45 50 48 95 100 and left him 40 36 50 46 45 48 49 49 46 41 43 45 42 44 80 100 37 cents 16 19 38 40 46 47 43 46 ; 45 44 42 43 38 38 75 87 a loaf bread 37 36 |48 ;45 i 48 | 48 47 48 : 49 50 | i 47 50 50 j 46 ] 90 100 1308 EDUCATION REPORT, 1897-98. Table 15 — Continued. Third grade. Fifth grade. Seventh grade, j Ninth grade. Second year, high school. tS) tS • eji *3 O ft ® . cS tC fcbg 43 ® C3 eg > r® ® £ A University. Miss Aiken’s school. | Girls. in if: O- M ; g oc J? 1 •SF!H 02 O P in 3 cn o « xh ? s 02 o Girls. I •s£o

73 -g Th k> ■ 73 g to 73 W O S 3 m PP 3 3 n w : 3 FQ 3 ffl Tall . ' 7 12 19 1 3 3 i 4 2 5 7 1 1 20 Heavv . 13 37 50 5 10 15 6 17 23 2 7 9 4 4 6 18 24 78 Stout) . . 3 4 7 1 2 3 2 2 2 2 1 1 2 2 10 Strong . . 6 4 10 2 3 5 1 1 3 3 2 2 5 0 8 20 Agile . . . 10 5 15 2 3 5 2 2 4 4 i 1 5 2 7 23 Heft . 4 1 5 2 2 i 1 2 2 2 4 1 2 3 12 Keen senses and 5 5 10 2 2 4 4 4 1 3 4 4 4 8 22 mental precocity. 10 42 52 5 8 13 3 18 21 1 7 8 .... 10 10 9 4 13 75 Clean' . 10 30 40 2 7 9 4 14 18 4 8 12 3 3 3 10 13 53 Generous . . 5 G 11 1 2 3 1 1 2 3 3 6 "2 3 5 2 2 4 20 Sympathetic _ _ .... 8 12 20 3 3 5 6 11 3 3 6 4 9 13 33 Buoyant _ ... _ _ 2 3 5 2 2 4 1 1 2 1 3 1 1 2 10 Courageous . 4 2 6 2 2 1 1 2 1 1 2 3 5 3 4 7 18 Orderly . 4 12 16 1 2 3 1 6 7 2 5 7 1 2 3 3 1 4 23 Obedient . . . 4 4 1 1 1 | 1 2 2 1 2 3 7 Total . 91 179 270 28 47 75 E 71 100 27~ 41 68 11 34 45 49 63 112 427 Buffoons . . 4 1 5 3 3 i 1 1 1 1 5 5 11 Frank _ ......... 2 4 6 2 2 2 2 2 I" 3 9 Loquacious . 6 13 2 5 7 5 5 4 6 10 23 Inquisitive - ...... 4 5 9 1 1 2 4 4 2 2 1 1 * 5 4 3 7 21 Dignified . „ . ... 2 4 6 1 2 3 1 i 2 1 2 3 1 3 4 13 Silent . . . 2 9 il 1 1 7 8 2 2 1 1 1 4 5 2 1 5 7 23 T in a o-inativ e ..... _ _ 1 1 1 1 2 5 7 2 ; 1 3 11 Dainty . . 5 .... 6 1 p 2 2 2 2 2 1 1 2 | 7 7 15 Total . 26 31 57 9 17 26 10 6 16 1 8 1 9 6 17 23 20 |_2GJ 46 126 Small . 9 15 24 4 \~i 5 4 7 11 P 3 3 7 34 41 1 1 1 66 Deformed . 4 4 8 1 1 1 1 2 3 22 17 39 | "ii'j 4 15 62 10 15 2 i 3 7 7 3 3 2 2 17 JServows . 2 4 6 1 1 ] 4 2 6 8 3 D 14 28 Birthmarks . 1 2 8 1 Y 2 1 1 9 17 26 7 10 ' 17 46 Clumsy . 3 3 6 1 1 1 2 "i" 2 3 1 1 2 2 4 1 2 1 3 13 Bodily weakness _ 1 1 i 1 1 5 5 6 Mental, sense, and speech defect . 4 4 8 2 i 3 i 2 3 -..I 11 8 19 2 5 34 1320 EDUCATION REPORT, 1897-98, Table 23 — Continued. Dirty . . Temper . Timid . Whining .... Disorderly .. Disobedient. Cruel . Selfish . Gluttony Spoiled . Total. Total, three groups . Inherited. From father. From mother. From both parents. Not inherited. a: GO CO GO « ri GO GO r CO GO - c •£h o ■r-i o o o c o o 0 O P4 pq « 0 pq pq o .pq O cq 7 3 10 6 3 9 7 4 11 8 4 12 4 4 4 4 8 i i 2 2 1 5 6 i 1 4 4 5 n 12 1 1 1 I i ! i 4 5 1 1 2 l 1 3 3 5 3 8 1 1 3 2 5 2 2 | 4 3 1 4 4 4 3 3 10 2 12 1 4 5 i 1 1 1 3 2 5 1 3 2 2 1 j 1 1 1 Jj 2 4 2 2 4 4 1 1 7 "IT | 12 I 60 ; 66 126 22 ii ! 33 22 42 64 5 10 15 95 111 206 177 ,276 453 59 1 75 ; 134 61 119 180 1 4° 52 92 ,112 162 1 = 1274 1 1 No infor¬ mation. . I 61 55 116 130 144 274 i 1,001 Inherited. Not inherited. Nq information. I Total. Percentage which inherits. I Percentage Which j does not inherit. g «4-l ~ © J ! +=> £ 1 1| 53 Number inheriting from father. Number inheriting from mother. Number inheriting from both parents. 13 I ! 2 £ ® © © f-i © a 0 £ © £ -5 0 © © © a © a &g a © © u © Group 1. Boys . j 91 11 49 151 .602 .074 .331 28 29 27 84 . 184 . 192 . 178 Girls . 1 179 34 63 278 .643 . 122 .233 47 71 41 | 159 . 169 .255 . 147 Both . : 270 45 112 427 .629 .104 .265 75 100 68 1 243 .174 .233 .158 Group 2. Boys . ! 26 6 20 52 .500 I . 115 .384 9 10 8 27 .172 . 192 .153 Girls . 31 17 26 74 .424 .219 .354 17 6 1 24 . 232 .083 .013 Both . 57 23 46 ! 126 .456 . 176 .368 26 16 9 51 ! 208 .128 .072 Group 3. Bovs . 60 95 61 215 .278 .437 .283 22 22 5 49 . 102 . 102 .023 Gii'ls . 66 111 55 232 .284 .478 .238 11 42 10 63 .047 . 181 .043 Both . 126 206 116 448 .281 . 457 .258 33 64 15 112 .073 .142 .033 Totals of groups 1, 2, and 3. Boys . 177 111 130 418 .423 .265 .311 ! 59 61 40 I 160 .141 . 145 .095 Girls . 276 161 146 583 I .473 . 293 . 250 75 119 52 246 .125 .204 .089 Both . 453 272 276 'l,001# .452 . 271 .275 134 180 92 408 .133 .178 .091 Group 4. a Boys . 64 4 27 95 . 673 .042 .234 19 16 15 50 .200 .168 . 147 Girls . 110 20 36 166 .668 . 120 .228 30 41 21 92 .180 .247 .125 Both . 174 24 63 261 .666 .091 .241 49 57 36 142 . 1S7 . 218 .137 Group 5. Bovs . 24 53 28 j 105 . 227 .504 . 262 12 9 21 . 114 . 085 . 141 Girls . 40 84 31 155 ! 258 .541 . 200 5 7 35 . 032 .043 Both . 64 137 59 ' 260 . 246 . 526 . 226 17 32 7 56 .065 .123 .027 a Groups 4 and 5 aie obtained, as elsewhere mentioned, from groups 1 and 3 by omitting from 1 all hut the lar^e, the heavy, the tall, the strong, the agile, and the beautiful, and by omitting from 3 all bub the ugly, the deformed, the nervous, the birth marked, the small, the bodily weak, and those having sense or mental defects. CHILD STUDY IN' THE UNITED STATES. 1321 YOUTHFUL DEGENERACY. According to Professor Lancaster, degeneration is “a gradual change of the struc¬ ture in which the organism becomes adapted to less varied and less complex con¬ ditions of life.” In applying this term to man, Morel considers degeneration as a tl morbid deviation from an original type.” In the following investigation of degeneracy, G. E. Dawson,1 Fellow in Clark University, gives the results of an examination of 60 juvenile delinquents. There were two groups, comprising 26 hoys with an average age of 16 years. They were selected hy the authorities of the institution as specimens of the following classes of offenders: Thieves, incendiaries, assaulters, sexual offenders, and general incor- rigihles. In the following tables, 24, 25, 26, 27, and 28, are given the results of Dawson’s investigation. Table 24. — Showing the vitality of 52 juvenile delinquents, compared with normal aver¬ ages at same age. ' Groups. Boys. Girls. Number of cases.... . . . . . . . . 26 26 Average a ve . . . 15 16 Height: Average . 150 150.6 Normal average (same age) a . 159. 9 156.7 Inferior toi normal average by from 1 to 28 centimeters . . per cent.. 92 86 Same as normal average . 00 00 Superior to normal average by from 1 to 9 centimeters . 8 14 Weight: Average . . 44. 33 51.79 Normal average (same age) a . 50.26 51.24 Inferior to normal average by 1 to 22 kilograms . . 84 37 Same as normal average . 4 4 Superior to normal average by 1 to 13 kilograms . 12 59 Mean chest girth: Average chest girth . 74.8 73 Normal average (same age) b . . . . do.... 76. 56 78.85 Inferior to normal average by 1 to 15 centimeters . . . per cent . . 70 73 Same as normal average _ 1 . . do - 4 16 Superior to normal average by 1 to 15 centimeters . 26 11 Mean strength of grip: Average mean strength of grip . . 25. 05 19. 95 Normal average (same age) . 25.32 20. 82 Inferior to normal average bv 1.32 to 11.82 kilograms . - . per cent.. 56 56 Same as normal average _ I . . do.... 4 00 Superior to normal average by 1.18 to 15.18 kilograms . 40 44 Mean reaction to pain : Average . 5.89 4.94 Normal average (same age) . .- . 9. 62 6. 58 Less sensitive than normal average . . . per cent. . 4 12 Same as normal average . 4 8 More sensitive than normal average . 92 80 aBowditcli’s Tables of Boston children: Twenty-second Annual Report, State Board of Health, M assachusetts . Porter’s Tables of St. Louis children : Transactions of the Academy of Science of St. Louis, Yol. Vr, No. 12. 1 Ped. Seminary, December, 1896. 1322 EDUCATION REPORT, 1897-98. Table 25. — Showing circumference of head and cephalic and facial indices, compared with normal standards. N umber of cases . Average age . Circumference : Average horizontal circumference . Normal average (same age) a . Smaller than normal average by 1.7 to 5.2 centimeters, Same as normal average . Larger than normal average by 1.3 to 4.3 centimeters. Cephalic index: Average index . Normal average (same age) b . . Lower than normal average . Same as normal average . Higher than normal average . Dolichocephalic . Mesocephalic . . . . . Brachy cephalic . . Facial index : Average index . Normal average (same age) b . Lower than normal average by 1.17 to 11.27 per cent. . Same as normal average . Higher than normal average by 1.10 to 9.18 per cent. . Exceptionally narrow face (below 6G) . Exceptionally broad face (above 77) . Groups. Boys. Girls. 26 20 15 16 centimeters.. . do _ - per cent.. . do - . do - 53.2 54.7 64 27 9 51.9 52.5 40 48 12 per cent.. - do - - do - - do - _ do _ - do - 80.01 80. 01 50 23 27 8 42 50 81 79. 72 27 65 00 32 68 per cent. . _ do _ .do.... do _ 76. 35 73.62 24 40 76. 98 73. 44 8 8 84 4 44 a Quetelet’s Anthropometric Tables. 6 Computed from Porter's Tables of Measurements of St. Louis children. Table 28. — Showing stigmata according to types of delinquency ; also in comparison with normal standards, a N umber of observations Plagioc6phali . Platycephali . Scaphocephali . Hydrocephali . A symmetrical face . Prognathous jaws . . Large lower jaw . Precocious wrinkles . . . Bad eruptions . Large birthmarks . Asymmetrical ears . Protruding ears . Deformed palate . Asymmetrical arms .... Web feet . “Pigeon-breast ” . Total stigmata. . . Number per child Theft. Un chas¬ tity. Assault. Incendi¬ arism. General incorri¬ gibility. c n 00 GO OQ CO CO CO T! T! ’’2 ?-t *73 5 n O 3 3 3 10 4 5 10 2 1 • 0 3 0 6 u 3 1 1 1 0 0 0 0 2 3 1 0 1 2 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 1 1 6 0 0 2 0 2 4 1 0 1 3 0 0 1 0 0 5 2 1 2 1 2 0 0 0 1 2 1 0 1 0 0 0 0 0 0 0 0 0 3 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 0 0 2 0 0 2 0 2 1 4 0 3 0 0 0 0 0 2 0 4 1 2 4 1 0 0 0 3 4 4 1 2 5 1 0 1 0 2 5 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 2 2-9 5 17 24 5 0 6 0 17 24 2.9 1 1.2 3.4 2. 4 2.5 0 2 0 2.8 2 d 4^> , 0 ri © is 3 c3 § a 0 a o • g4 a £ bp a g & a .9 ji> g a a ^ CO CO 73 ’■§ o +* 2 si) r0 ® a ® O So o .9 ^ be o.9 cw o.g u £ 83 ris =2 03 Ts -t-> £ a ra ® 0 O 03 s| 43 > ® 0 O S3 > ® J ° a U0 u in ^ © o o © 2 © © 0 EH EH fH ^ (5 26 26 j 6 1 5 23.0 , 20.0 19.2 1 17.2 2 1 2 7.7 j 15.0 7.7 ! o.i 1 0 3.8 6.0 0.0 0.0 1 0 3.8 0.0 8 I 11 30.8 6. 6 42.3 f’o’i 3 8 11.5 34.0 30.8 10.0 7 4 26.9 29.0 15.4 6.5 2 0 7.7 . 0.0 . 4 0 15. 4 0. 0 1 0 3.8 0. 0 7 3 26. 9 . 11. 5 9 0 34. 6 0. 0 10 9 38.6 519.0 34. 6 619. 0 10 11 38.6 42.3 1 3 0 3.8 11.5 0.0 74 53 29 . 1 I a Lombroso : L’ Homme Criminel , 2d French ed., p. 170. b Clouston : Neuroses of Development. CHILD STUDY IN THE UNITED STATES. 1323 Table 27. — Showing sensorg and mental reactions , as compared with normal standards . Number of cases Average age. . . . SENSORY. Sight : Per cent defective among delinquent children Per cent defective among normal children a. . Hearing : Per cent defective among delinquent children. Per cent defective among normal children b. . . Touch : Average among delinquents . Normal averagec . Per cent having delicate touch, 1.5 or loss - Same as normal average . Per cent having very dull touch, 3 or more.... MENTAL. Attention : Delinquent average . . . . . . . Normal averaged . Per cent superior to normal average . . Per cent inferior to normal average . . Memory : Delinquent average . . Normal averaged . . Per cent superior to normal average . Per cent inferior to normal average . Association : Delinquent average . Normal averaged . . . . Per cent superior to normal average . Per cent inferior to normal average . . Groups. Boys. I Girls. 26 23 15 16 32 18 20 millimeters. . . do.... per cent. . 2.4 12 32 32 78 elOO 24 76 80 100 26 74 99 100 64 36 91 100 36 64 44 100 17 83 113 100 56 44 aDr. G. M. West’s tests of Worcester school children. — Am. Journal of Psychology, Vol. IV. Ninth grade pupils are taken as the standard. S Reiehard. Summarized by Oscar Chrisman, Pedagogical Seminary, Vol. II. cMarro, Lombroso, and others. dFrom tests of Worcester school children, made by Dawson. eln each case the average of normal children is taken as 100, and the delinquent average is reck¬ oned upon that basis. Table 28. — Showing parentage, surroundings, etc. Boys. Girls. Boys. Girls. PARENTAGE. parentage— continued. Nationality : Intemperate : Irish _ _ 14 1 Father . 15 10 American . . . 3 9 Mother . . . 6 2 French Canadian . 4 6 Both . . , 5 2 Negro . - . 5 Swedes. _ _ _ _ _ _ 2 SURROUNDINGS. J ews . 1 1 English . . . . . . ......... 1 Poor home . . 15 12 Scotch . . . ]. N o horn e . . 6 8 Russian . 1 Belong to families in which there are Unknown . . . 2 1 delinquents . 6 5 Occupation : Poor educational advantages . 18 22 Laborers . . . . 16 12 Bad associates 26 Peddlers . . . . . . 2 Clerk . 1 1 habits, etc. ! Merchant . . . . 1 1 None . 3 6 No occnnation (idle) . 23 20 Unknown . 4 6 Drink intoxicants of various kinds. . 4 3 Religion: Use tobacco, especially cigarettes. . . 23 Catholic . . . 19 9 Frequent houses of prostitution 4 Protestant . 4 9 Night walkers 9 Hebrew . . . 1 1 Been under arrest before present Rone . 3 confinement . 17 6 Unknown . 2 4 1 | ■ 1324 EDUCATION REPORT, 1897-98. INTERPRETATION OF DEGENERACY. Dawson believes that the foregoing study of delinquent children has demonstrated a general deviation from the physically and intellectually normal type. A deviation from the morally normal type has, of course, under the circumstances, been assumed. The salient points, of inferiority may be finally summarized as follows: 1. There was a tendency to shorter statures, lighter weight, diminished strength in the muscles of the bauds, and greater sensitiveness to pain. 2. There was a tendency toward smaller heads, broader heads, and broader faces, the type being, in general, that of lower races or of the infantile period of our own race. 3. There were more physical anomalies than are found among normal persons, mainly in the direction of asymmetrical heads and faces, and deformed palates. 4. There were more defects in sight and hearing, and a greater dullness in the sense of touch, than are found among normal persons. 5. The intellectual reactions were, in general, inferior to the normal. More spe¬ cifically this was the case m attention, memory, and association. CONCLUSION. In concluding, Dawson thinks that the degeneracy found in these delinquent chil¬ dren must be interpreted mainly as the result of two forces: (1) a degenerative process at work in the drunken stock from which the children are descended; and (2) bad surroundings which have developed the process already inherited. Dawson says: “Their parents liaise undergone modification in the direction of a less perfect physical structure and less highly developed physical powers. They have deviated, morbidly, from the type of their race and civilization.” The First Five Hundred Days of a Child’s Life.1 The child whose history is here recorded was born of American parents while residing in Zurich, Switzerland. The father’s ancestry is purely American, while the mother’s is purely English. On the paternal side the families were agricultural, on the maternal mechanical. The grandparents were. of good health. The parents are physically strong and of sanguine temperament; both had university education, and were teachers before and after marriage. The child at birth was physically strong. His mother was his only nurse and con¬ stant companion. During the first sixteen months she was not absent from him more than half a dozen times during his waking hours. All the observations were made by his mother, Mrs. Winfield S. Hall. All the measurements were taken by his father, Dr. Winfield S. Hall. Table 29 gives a list of twenty -five measurements. The observations were made at the end of each month during the first year. Table 29. Measurements. Age in months. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. n. 12. 15. 18. "Weight . kilograms. . 3.95 4.52 56. 0 5.0 5.40 . 5.90 6. 48 7.5 8. 30 9. 15 10.0 10.4 10.5 11.1 11.2 Height . centimeters . . 51.5 60. 5 64.3 65. 3 67.1 69.3 70.0 72. 0 72.7 73.5 74.5 77.5 83.0 Sitting . do _ 36 0 37.0 40. 0 40.5 40.5 42. 0 44.2 45.0 45. 0 45. 0 45.6 40.0 46.0 48.0 Knee . do. . . . Girth : 14.0 15. 0 15. 0 15.5 16. 0 16.7 17.0 17. 5 19.5 19.5 19.5 19.7 21.0 22.0 Head . do _ 38.5 39.9 40.4 41.5 42. 7 43.3 14.1 45. 0 45.5 46.4 47.3 47.5 48.3 49.0 Neck . do _ 19.7 20.5 20.5 21.6 22. 1 22.4 23.0 23. 0 23.0 23.5 24.0 24.0 24.2 24.5 Chest . do _ Chest at ninth rib 35. 7 36.6 37.8 39.5 43. 0 43. 0 45.0 47.0 47.0 47.5 48.0 49.3 49.3 51.3 . centimeters. . 35.2 37.2 38.0 40.0 42.4 43.5 45.2 47.0 47.0 47.8 48. 5 49.5 49.5 52.0 Abdomen . do _ 36. 0 37.7 38.6 39.0 40. 6 44. 5 46. 0 47.5 48. 0 49.0 50.0 50.0 50.0 50.0 Hips . do - 29.5 32.5 32.6 36.4 37.4 38.7 39.0 42. 0 43.0 45. 0 46.0 46.0 47.0 48.8 Upper anu . do. .. 10.3 10.7 11.8 12.0 13.0 13.0 13.6 14.5 15. 5 15.6 15.7 15.8 16.7 16.3 Elbow . do _ 10. 0 10.9 11.0 11. 0 11.6 12.7 13. 0 13.2 14.0 14. 0| 14.0 14.3 15.0 14.5 1 The Child Study Monthly, November, 1896. CHILD STUDY IN THE UNITED STATES, 1325 Table 29 — Continued. Age in months. Measuremen ts . 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 15. 18. Girth — Continued. Forearm .centimeters. 10.3 10.8 10.8 11.9 8.3 12.0 12.7 13.3 13.5 14.0 14.0 14.0 14.7 15.7 15.5 Wrist . . . do _ 7.5 7.9 7.9 9.0 9.5 9.7 9.7 9.8 9. 9 10.0 10.8 11.5 11.0 Thigh . . .do - 16.0 18.9 20.6 20.7 21.8 22.0 23.2 25. 0 26.0 26.3 26. 5| 27.5 28.3 27.5 Knee . . .do - 13.0 13.2 14.6 14.6 15.9 16. 5 18.3 18.5 19.0 19.0 19.2 20.5 20.5 20.5 Calf . . .do _ 12.2 12.4 13.8 14.0 15. 1 15.7 16.9 18. 0 18.0 18.2 18.5 19.3 20.2! 1 19.8 Ankle . . ..do _ 9.0 9.4 9.8 10.0 11.2 11.4 12. 1 12.3 12.5 12.8 13.2 13.3 13.7 I 13.9 Length : | Head . . .do _ 13.0 13.5 13.7 13.9 15.2 16.0 16.0 16.0 16.2 16.2 16.3 16.5 17.0 17.2 Shoulder to elbow . centimeters.. 10.6 11.0 11.4 12.0 12.1 13.0 13.5 13.7 13.7 14.4 15.0 15.5 15.8 ! 16.5 Elbow to tip.. . .do _ 14.0 15.3 15.4 16.0 17.0 17. 3 17.5 17.8 19.0 19.0 19.0 19.3 21.0 ! 21.4 Foot . . ..uo.... 8. 1 8.6 8.6 9.0 9.1 9.5 10.2 10.3 10.4 10.4 10.5 11.2 11.7 12.6 Breadth : Head . . ..do.... 10.0 11.0 11.3 11.5 11.7 12. 5 12.5 13.0 13.3 13.3 13.3 13.3 13.3 13.3 Shoulders . ..do.... 12.5 13. 5 14.5 15.0 17.2 17.7 19. 0 19.5 19.5 20. 0 20.4 20. 4; 1 20.5 ! 20.7 Hips . ..do.... |10.5 11.5 11,5 126 13. 0 13.5 H.0 15.0 16. 0 16.0 16.0 16.0: 1 16.0 , 16.0 I Table 30. — Data to use in a preliminary investigation of Vue question of changes in pro¬ portions of the body during infancy and early childhood. [Measurements in centimeters.] Age in months. ments. L 2. 3. 4. j 5. 6. 7. 8. 9. 10. 11. 12. 15. 18. WEIGHTS AND LENGTHS. Height : Standing . 51.5 ! 56.0 60.5 64.3 65.3 67.1 69.3 70.0 72.0 72. 7 73.5 [ 74. 5 77. 5; 83.0 Sitting . . 36.0 l 37.0 40.0 40.5 40.5 42.0 44.2 45.0 45.0 45.0 45.6 46.0 46.0 48.0 Knee . 14.0 j 15.0 15.0 15. 5 16.0 16.7 17.0 17.5 19.5 19.5 19.5' 19.7 21.0 22.0 Length : Shoulder to elbow .... 10.6 11.0 11.4 12.0 12.1 13.0 13.5 13.7 13.7 14.4 15.0 15.5 15.8 16.5 Elbow to tip . 14.0 : 15.3 15.4 16.0 17.0; 17.3 17.5 17. 8! ; 19.0 19. 0 19.0 19.3 21.0 21.4 Foot . 8.1 8. 6 8.6 9.0 | 9.1 • 9.5 10.2 10.3! 10.4 10.4 10.5 11.2 11.7 12.6 Total . 134. 2 142. 9 150. 9|l57. 3 160. 0 165. 6 171. 7 174.3 179.6 181.0 183.1 186.2 193. 0 203. 6 Percentage series . 100.0 106. 5 112.5 117.2 119.2.123.4 128. 0 130.0 133.7 134.9 136.5 138.7 143. 8|151. 4 l BODY GIllTHS. f l~ Chest . 35.7 36.6 37.8 39. 5 43.0 43.0 45.0 ' 47.0 47.0 47.5 48.0 49.3 49.3 51.3 Chest at ninth rib . 35.2 37.2 38.0 40.0 42.4 43.5 45.2 i 47. 0: 47.0 47.8 48.5 49.5 49.5 52.0 Abdomen . 36. 0 37.7 38. 6 39.0 40.6 | 44.5 46.0 : 47.5 48.0 49. 0| 50.0 50.0 50. 0 50.0 Hips . 29.5 32.6 32. 6 36.4 37.4 38.7 39.0 : 42. 0 43.0 l 4:5. 0 46.0; 46.0 47.0 48.8 Total . 136. 4144. 1 147. 0 154. 9 163. 4 169. 7 175. 2 183. 5 185. 0 189. 31192. 5194. 8 195. 8202. 1 Percentage series . 100. 0 105. 7 107.8113.5 119.8 124.4 128.5134.5 _ ■ _ 135. 7^38. 8 141. 2! 142. 8 143. 6,148. 2 MUSCLE GIRTHS. n “ j Thigh . 16. 0 18.9 20. 6 20.7 21.8 22.0 23.2 25.0 26.0 26.31 26.5 27.5 28.3 27.5 Calf . 12. 2 12.4 13. 8 14.0 15. 1 15.7 j 16.9 18.0 18.0 18.2 18. 5 19. 3 20.2 19.8 Upper arm . 10.3 10.7 11.8 12.0 13.0 1 13.0 | 13.6 . 14.5 15.5 15. 6 15.7 15. 8 16.7 16.3 Foroarm . 10.3 10.8 10.8! 11.9 12.0 12.7 j 13.3 13.5 j 14.0 14.0 I _ 14.0 14.7 15.7 15.5 Total . 48. 8 52.8 57. 0 58.0 61.9 _ 63 4 67.0 71.0 ! 73.5 ! 74.1 74.7 77.3 80. 9 79.1 Percentage series . . . 100.0 108.2 116. 5 120. 1 126.9 130.0 137.3 145.5 149. 8151.9 153.0 158.4 165.7 162.1 Height standing: Per¬ centage series . 100. 0|108. 7 117. 5 124.1 126.8 130.2 134.6136. 0 139.8141. 2142.7 ;144. 7 150. 5 161.2 Weight: Percentage se¬ i ries . 100. 0 114. 7 126.6 136.7 149.3 173.2 191. 6 210. 1 231. 6 253. 1 263. 2 266. 1 281. 0 281. 0 Cube root of weight :• Per¬ 1 1 centage series . 100. 0jl04. 7 108. 2 1 111.0 114.3 1 120. 1 124. 1128. 1 132. 3 136. 3 138. 1138. 6 1 1 1 1 1 141. 1 141. 1 1326 EDUCATION REPORT, 1897-98. LAWS OF GROWTH. 1. The ware theory of growth, already demonstrated for children and youths of school age, is well illustrated in the course of any curve on the plate. The curve for muscle girths, foresample, presents crests, at 3, 5, 8, and 15 months, and indicates periods of accelerated growth from the first to third nnnth, fourth to fifth month, sixth to eighth month, and eleventh to fifteenth month; and periods of retarded growth, from third to fourth month, fifth to sixth month, eighth to eleventh month, anti fifteenth to eighteenth month, or four periods of accelerated growth, followed by a like number of periods of retarded growth. All the other curves show waves, though in a less marked degree than in the on© just cited. 2. To test the relations of vertical to lateral dimensions — as cited above, under ua law of proportion of the human body** — -is the principal purpose of this investiga¬ tion. Of the six curves traced, two represent vertical dimensions, heights and lengths, and heights standing; two represent lateral dimensions — body girths and muscle girths, while two represent mass — weight and cube root of weight. If the theory of the reciprocal relation of vertical and lateral dimensions is tenable, then wo should expect: (1) That related curves will he parallel. (2) That in two reciprocal curves the periods of acceleration in one curve correspond with the periods of retardation in the other. CHILD STUDY IN THE UNITED STATES. 1327 Now, tlie curves representing’, height standing and heights ami lengths are related curves, because both, represent vertical dimensions. If one follows their course from the first to the eighteenth month, one will find that they are remarkably parallel, i. e., that a period of acceleration in one corresponds to a period of acceleration in the other. Let us inspect the other pair of related curves which represent lateral dimensions, i. e., the curves of muscle girths and of body girths... Attention has already been called to the fact that the crests of the muscle girth curves occur in the third* fifth,, eighth, and fifteenth months. Inspection o-f the body girths curve shows that its crests, occur in the second, fifth, eighth, and fifteenth months. The slight discrepancy is of less moment than the lack of parallelism between the curves between fifteenth and eighteenth months. One curve shows a marked retardation of the rate of increase of the muscle girths, while the other shows only a slight retardation of the rate of increase of body girths. But this difference is easily accounted for. Between the fifteenth and eighteenth months the child suffered from a moderately severe attack of whooping cough. There was no increase in weight during these three months, but there was considerable increase in height and lengths. This combination must be accompanied by a decrease in girths. Now, a decrease in girth of arm or leg. would signify a con¬ sumption of reserve fat.,, while a decrease of chest and abdomen measurements might signify a decrease in the rate of growth, or even of the nutrition and efficiency of the vital organs lodged in the body cavities. One would expect that if the girths must decrease, the muscle girths would be first to suffer. The chart shows that such is the case, and the loss of weight through consumption of fat from arms and legs, was compensated by the increase in the length of arms and legs. We are more than justified in affirming the conclusion that related curves are parallel, or wre may formulate the following laws of growth : (a) The vertebral column and all of the long bones of the body are subjected to simultaneous accelerations and retardations of growth. (&) The girths of the body and of the arms and legs are subjected to simultaneous acceleration and retardation of growth. (c) The acceleration and retardation of growth are more sharply accentuated in the muscle girths than in the body girths. Let u.s now examine the tenableness of the second a priori proposition, that “in two reciprocal curves the periods of acceleration in one curve correspond with the periods of retardation in the other.’’ Any curve representing vertical dimensions is reciprocal to any curve representing lateral dimensions. One may make four com¬ binations of reciprocal curves: (1) Muscle girth is reciprocal to height standing, and (2) to heights and lengths; (3) body girths is reciprocal to height standing, and (4) to heights and lengths. The proportion may be most concisely and effectually tested by tabulating the position of the crests of the waves of growth : Location of crests of reciprocal curves. The scarcely noticeable crest at the twelfth month in height standing and in related curve, h eighths and lengths, may be omitted from the table, though its presence is rather confirmatory. This table, according to Hall, demonstrates beyond a reasonable doubt that in any pair of reciprocal curves the crests of one alternate in time with the crests of the other; or that the periods of accelerated growth in one 1328 EDUCATION REPORT ? 1897-98. dimension of the body alternate with periods of accelerated growth in the other dimensions. To the laws of growth formulated above we may add the following: ( d ) When the vertebral column and all of the long bones of the body are under¬ going an acceleration of their rate of growth, the body girths and muscle girths are undergoing a retardation of their rate of growth. ( e ) Conversely, when the lateral dimensions of the body are undergoing an accele¬ ration, the vertical dimension undergoes a retardation of its rate of growth. But what is the relation of weight (rather the cube root of weight) to these linear dimensions? It is evident that the weight can not vary with the vertical dimension of a body when the lateral dimensions are varying at a rate different from that of the vertical dimension, though in the same direction. The weight of a body of varying dimensions varies as the product of the dimensions. In a graphic repre¬ sentation the curve of the cube root of the weight would be parallel to a curve representing the mean between reciprocal curves. If, for example, one traces a curve which is mean between muscle girths and height standing, this curve will represent the product of tbe lateral by the vertical dimensions. This curve pre¬ sents a remarkable parallelism to the curve representing the cube root of the weight. To the laws of growth formulated above we may add: (/) The weight varies as the product of the vertical and lateral dimensions. (. g ) The curve representing weight presents less marked waves than do the curves representing vertical or lateral dimensions. SENSES. The perception of light is the first step in the development of the sense of sight. The perception of the light reflected from bright-colored objects is the second step in the development of sight. The gradual development of the power of directing the eyes upon objects (fixa¬ tion) indicates the course of the development of the visual perception of objects, because fixation of the eyes is, in all animals capable of binocular vision, accom¬ plished by an associated coordination of the voluntary muscles which direct the eyes and of the involuntary ciliary muscles which cause the focussing of the rays of light upon the retina. The coordination just cited is inherent; there is therefore no reasonable doubt that the formation of a clear image of an object upon the retina is coincident with the convergence of the eyes upon the object. The physical per¬ ception of objects can not precede the formation of their image upon the retina — i. e. can not precede fixation of the eyes upon objects The time when visual perception becomes relatively clear precedes the following of moving objects by the eyes, because this act is a voluntary one, and the child can not will to follow the motions of an object which it does not perceive. Having established these two propositions, visual perception can not precede fixa¬ tion ; visual perception must precede the following of moving objects by the eyes, it remains only to establish the dates when these two things were observed, and we shall have the limits between which visual perceptions of objects developed. Fixation is definitely observed first on the twenty-eighth day. Voluntarily following a moving object was first noted on the thirty-second day. Therefore, in this child, a clear visual perception of objects was established in the fifth week. The differentiation and recognition of form begins earlier and develops much more rapidly than the differentiation and recognition of color. Sensitiveness to vibrations of the air was manifested on the first day. Differentiation of the character of sounds, whether agreeable or otherwise, pre¬ cedes the recognition of sounds. The attention is held much more closely when two senses are affected than when only one is affected. EMOTIONS. Fear and anger, the auimal emotions, were very early exhibited. Affection and sympathy, the higher emotions, were much later developed. Compassion, one of the highest emotions, did not appear until near the close of the five hundred days. CHILD STUDY IN THE UNITED STATES. 1329 Fear being in every case allayed or dispelled, came to be seldom exhibited. Outbursts of anger, being in no case allowed to avail anything, were very infrequent. Sympathy and affection, being always encouraged, grew rapidly and became habitual. There is a striking correspondence, in order of events and coincidence of time, between observations inPreyer's child and this child, given in the following table: Table 31. Observations. Baby Preyer. Baby Hall. Week. Day. Week. Day. The child sees his own image in the mirror _ _ _ _ _ _ _ _ 17 113 17 112 The child laughs at his image in the mirror . . . . 17 116 17 113 The child looks at an image and then turns to find the real object. . . The child grasps at his image in the mirror . 24 35 24 167 34 235 The child looks at his image, then turns the mirror to find the child.. The child licks his image _ _ _ 57 49 343 61 61 420 The child makes vri maces as he looks into the mirror _ _ _ _ 67 62 428 I1 INTELLECT. In Baby Hall the powers of the intellect appeared in the following order: Atten¬ tion (32), memory (34), volition (52), somatic consciousness (69), persistence (119), imitation (220), representative imitation (283), egoism proper (254), reason (287), active imagination (427). Attention, memory, volition, and somatic consciousness, the powers which are shared by the lower animals, were first developed. Persistence, imitation, egoism proper, and representative imagination, which are shared by the higher animals, were not developed. Active imagination and reason, the essentially human poAvers, were last developed. In the child’s relations Avith the mirror he first simply looked at his reflection, as birds do. He next showed fear of it, as do many of the higher animals. He then grasped at it Avith his hands, as cats strike at reflections with the paw. Later he looked behind the glass to find the object, as cats aud monkeys have been known to do. But on the four hundred and twentieth day he deliberately turned the glass at different angles to obtain required reflections, an intelligence not possessed by any animal other than man. A definite idea of number, as far as two, had been developed by the sixty- ninth week. CONCLUSIONS AS TO LANGUAGE. The first language of the child was the primitive language of the species and consisted of sounds and signs. This language expressed elementary physical needs, and the lower order of psychical states — emotions. Every expression of this lan¬ guage would be perfectly understood by every adult member of the species. The second language of the child — that of the first three months of articulate speech (two hundred and twenty-third day to three hundred and fourteenth day) — was an interjectional, onomatopoetic race-language. Of the vocabulary of this language, 83 per cent consisted of Avords having duplicated syllables, 33 per cent consisted of interjections, and 33 per cent of onomatopoetic words. With the exception of the word “kitty,” acquired on the last day of the period, the whole vocabulary would probably be intelligible, when used by a child, to any adult member of the teutonic branch of the race. The third language of the child was the vernacular language of the mother. The vowel sounds were introduced in the following order: i, do, ii, I, e, 5, oo, a, o, a, fi, e, oi, ow, u. The consonant sounds were introduced in the following order: b, p, t, k, sb, g, d, m, s, z, n, y, r, f, ch, 1, ng, w, j. The consonant sounds not used were: v, th, (asp.), th (voc.), wh, and zb. During the eighth, ninth, tenth, and eleventh months there were more vowels than consonants in use. During the twelfth and thirteenth months there were as many consonants as vowels in use. During the remaining time the consonants Avere more numerous than the vowels. As to frequency of use in new syllables the vowels take the following order : e, I, a, o, u, i, oo, a, fi, a, e, o, a, do, oi, u. As to frequency of use in new syllables the consonants take the following order : b, n, t, k, p, m, w, d, v, f, s, sh, h, g, ng, z, r, 1, ch, j . ED 98 - 84 1330 EDUCATION REPORT, 1897-98. As to frequency of use as initial sounds tlie letters take the following order: b, k, p, t, f, d, m, h, n, g, y, s, sli, a, ft, ch, I, 5, ft, e, r, a, o, j, ft. Elementary sounds were acquired rapidly during the eighth to fourteenth months and slowly during the remaining part of the period. Words were acquired slowly during the eighth to fourteenth months and rapidly in the fifteenth, sixteenth, and seventeenth months. The rate of development of this child's language has undergone alternating accelerations and retardations. The accelerations are graphically expressed in the wave crests in the curve of acqui¬ sition. (See chart.) Chart showing the acquisition of words and their grammatical distribution. Per Cent 8*6*£/0*- Monfhs. //* Month. 12* Month. 13* Month. 14* Month. IS* Month. 16* Month. 17* Month. Tracy's Table. . / / / 4 80 70 60 i SO \ 40\ 30 BG 70 f f 634 i i i /I 3 \X / / \ f & p < & Nouns. \ 1 \! / h/ .1 Jt t /> 'A .<£ A- $ £ >ermanence ; terrors, without danger or cause other than an hereditary or a traumatic disposition to timidity. 7. In each case state order and age of fears, how long they lasted, how intense they were, what acts they prompted, and educational good or bad effects; was sleep affected? State specific symptoms, starting, paleness or sweat, urinations, rigidity, cramps, horripilations and “creepy, crawling” feelings, nausea, weakness, fainting, flight; causes, treatment, and cures. This syllabus is drawn up by the undersigned, and is sent to you with the request that you will read it carefully item by item, and (1) jot down at once in the easiest form of notes whatever each paragraph or phrase recalls of your own childish fears; (2) that if you are a parent you will add to this any observations this paper may suggest or recall on your own children (it may aid you if you keep a “life book” or memoranda in any form about them) ; (3) that if you are a teacher, you will read this paper to your class, write it on the board, or give it to individual pupils (of upper grammar or high school grades) and ask them to write as an exercise in com¬ position (setting apart an hour, or asking for out-of-school work) an account of their own early or present fears ; (4) if you are a normal-school principal or teacher of psychology, you may connect it with the class work in the study of feelings or emotions ; (5) if you are a principal or superintendent, you can assign the work to some teacher or advanced pupil to collect the data. All returns may be anonymous if preferred, but age, sex, and nationality must be stated in every case. Returns may be sent direct to the undersigned, or, if preferred, may be studied by yon, and will make the best of material for a lesson in psychology, for a discussion in a meeting of teachers or mothers, or an address, or an article for the press. When you are entirely done with the material thus gathered and used, send it to the undersigned. G. Stanley Hall. The data for the first tabulation consisted of the records of the chief fears of 1,701 people, mostly under 23 years of age, gathered in different places, and 386 supple¬ mentary reports. The 1,701 persons described 6,456 fears, which are grouped as follows, according to the objects feared: Tabi Celestial phenomena . Thunder and lightning . 603 High wind . 143 Cyclones . 67 Clouds and their forms . 44 Meteors . 34 Northern lights.. . 25 Comets . 18 Fog . 16 Storms . 14 Eclipses . 14 Extreme hot weather . 10 Extreme cold weather ........ 8 Total . 996 e 36. Darkness . . . . 4 32 Ghosts . 203 Dream fears . 109 Solitude . 55 Total . 799 Animals : Reptiles . 483 Domestic animals . 268 Wild anim als . 206 Insects . 203 Rats and mice . 196 Cats and dogs . 79 Birds . 51 Total . 1, 486 1336 EDUCATION REPORT, 1897-98. Firo . Water . . Drowning .. Total Table 36 — Continued. 365 I Strange persons 205 Robbers . 57 Total .... 627 Death . . Disease Total 436 153 589 299 241 ”540 It appears from Table 36 that thunderstorms are feared the most; then reptiles fol¬ low; then strangers and darkness very close; then fire, death, and domestic animals, etc. Selecting from the returns the 1,106 well-described fears of 500 boys and the 1,765 fears of 500 girls on the 28 topics, we have Table 37, which follows, showing the effect of sex: Table 37. Males. Fe¬ males. Males. Fe¬ males. Thunder and lightning . 155 230 Blood . 14 44 Persons . 129 190 Heights . 43 40 Reptiles . 123 180 Self-consciousness . . 28 40 Darkness . . 130 171 Roises . . . . . 10 36 Death . 74 102 Buried alive . 5 32 Domestic animals . . . 57 96 Imaginary things . 23 24 Rats and mice . . . 13 75 Drowning . 19 20 Insects . 52 74 Clouds . . . 4 15 Ghosts . 44 72 Solitude . 4 15 Wind . 35 61 Places . . . 2 14 End of world . 11 53 Meteors . . . 6 12 Water . . 62 53 Shvness . . . 9 8 Robbers . 32 48 Fairies . . . 7 Mechanism . 31 47 Ridicule . . . 1 6 It will be seen from the above table that out of 500 girls 230 report fear of thunder and lightning, while the same number of boys report this fear but 155 times. In fear of the end of the world, rats and mice, blood, and being buried alive girls lead boys; but boys excel girls only in fears of water, height, and shyness. Each of the boys has 2.21 fears; each of the girls has 3.55 fears. From all the returns 516 boys, with 1,521 fears, and 671 girls, with 3,101 fears, were selected according to age as follows : Table 38. Age. Humber of males. I Average. Humber of females. Average. 0-4 . 36 1. 76 74 4. 89 4-7 . 144 1. 54 176 2. 44 7-11 . 104 3. 56 227 4. 34 11 15 . 140 3. 69 127 6. 22 15-18 . 72 2. 40 38 10. 67 18-26 . 50 2. 55 29 4. 31 Total . 524 (2.94) I 671 (4. 62) 2.58 5. 46 There are 36 boys in Table 38, 4 years of age, who report 1.76 fears each, while 74 girls of the same age average 4.89 fears each. All the boys record 2.94 and all the girls 4.62 fears each. The fears of the boys increase from 7 to 15, and then decline, while those of the girls increase more steadily from 4 to 18. CHILD STUDY IN THE UNITED STATES. 1337 Tlie following fears show decline with advancing maturity in both sexes : Meteors, clouds, blood, eud of world, being kidnaped, fairies, loss of orientation, shyness of strangers: but the following fears seem to increase: Thunder and lightning, rep¬ tiles, robbers, self-consciousness, machinery. While many special fears decline and others increase with age, many infantile fears remain through life. Class Punishment. As a test of children’s ideas of class punishment, the following story was given under direction of Caroline Frear1 to 1,914 children: “One day the teacher left the room and while she was gone several children in the room began to make a noise. The teacher heard the noise as she was coming back, but did not know which chil¬ dren were out of order, and none of the class would tell her. So she kept the whole class after school. Was the punishment just or unjust, and why?” There were 968 boys and 946 girls ranging in age from 7 to 16 years. Each ago for each sex was col¬ lected separately. The papers were collected under the headings “just” and “unjust”, and subheadings for the reasons why just or unjust. Eighty-two per cent of all the children considered the punishment just, 17 per cent unjust, and 1 per cent gave qualilied answers. The per cent of those regarding the punishment just decreases very slightly with age, as the following chart shows. The per cent of those regarding it unjust increases very slightly, but through all ages the proportion of those regarding it just exceeds the others very much. The following figures show the age tendency in groupings: 7 to 9 years. 10 to 12 years. 13 to 1 6 years. Just . . . Per cent. 88 12 Per cent. 83 17 Per cent. 79 21 Unjust . This may show tendencies, decreasing with age, on the part of children to accept as just their accustomed experience. The per cents for the reasons under “just” are made out on the number of “just” papers, not on the whole number of papers, and the same is true for the reasons under “unjust.” Forty-seven of those who considered the punishment just gave as the reason that the class would not tell or ought to tell who the guilty were. The statement “ought to tell” increases with years. The table which follows shows the relative appealing power, with the reasons given, for the justice of the punishment powers at different years. Age tendencies are noticeable. Table 39. — Reasons for justice of punishment. 7 to 9 yrears. 10 to 12 years. ! 13 to 16 years. Class wcmldn’t. nr might, to, tell . . . . . Per cent. 39 Per cent. 50 4 Per cent. 5;) Guilty should confess . . . 2 7 Class was out of order . . . 25 17 11 Teacher did not Ituo w . . . . . 12 10 10 Sure way of punishing guilty . . . . 1 4 8 Prevent repetition . 2 4 7 To find out the guilty . 1 3 7 No reason . 23 12 4 1 Studies in Education, IN, March, 1897. CLASS PUNISHMENT. 1338 EDUCATION REPORT, 1897-98. CHILD STUDY IN THE UNITED STATES. 1339 Following are the conclusions: (a) Children accept in early years arbitrary punishment enforced by authority. They submit to such punishment less readily as age increases. ( b ) Children have an increasing sense of their value as individuals, and increas¬ ingly demand the protection of their individual rights. (c) At the same time they have an increasing sense of social responsibility in the honest exposure of guilt. The above conclusions seem to justify the following pedagogical application: Class punishment should be used less with older than with younger children. Its use, even with younger children, is questionable, since a considerable number of theso react strongly against it. The following additional conclusions hear on the general subject of punishment, and confirm what other studies have already asserted: In early years the sense of justice is based on feeling and on faitli in authority. As ago increases it is based on reason and understanding. Young children regard punishment as a .means of balancing accounts with the offense. Its purpose as a social protective measure — a preventive of further trouble — is understood better as age increases. Moral Education. In order to study moral education from the side of introspection, a syllabus of twelve sections was sent out by President G. Stanley Hall. The returns from this syllabus have been worked out and presented by J. R. Street,1 fellow in Clark Uni¬ versity. The replies to the first five sections were of such a nature that only general results are given. QUESTIONS. 1. What punishments or rewards have you ever had that did you good or harm? State the case and its results. Of the 183 persons reporting 104 give instances of punishment, 68 speak of being benefited and 38 as being injured by the punishment. Conscience cases. Sec. III. State a few conscience cases in yourself or others, describing the circum¬ stances that helped or confused them. The following eases were presented: Studying on Sunday, 7 ; dancing, 4; working on Sunday, 3 ; reading fiction on Sun¬ day, 3 ; card playing, 2 ; theater going, 2 ; Sunday excursions, 2 ; waltzing with young men, 2; plagiarism, 2 ; Christian activity, 1; Sunday traveling, 1; betting, 1; con¬ fession of misdeeds, 1; boating on Sunday, 1; party going’, 1; alcoholic drinking, 1; attending social entertainments, 1. There was nothing to show that conscience plays any great factor in life before the age of 9, and very little mention was made of it before 13. The cases, however, are altogether too few to make any generalized conclusion concerning the age at which conscience becomes a potent element in the individual, yet it may be premised tbat it does not reveal its existence at as early an age as many would believe. The writer knows a child in whom it was abnormally developed at the age of 3. Impulse gov¬ erns most of the activi ties of early childhood. Direct moral education. Sec. IV. What has been the effect on yourself or others of direct moral inculcation, whether at home in the form of a plain talk, a good dressing down, or advice not sought, or preaching in and out of the pulpit, and school or college instruction in morals? What book, system, or idea in each have been morally helpful? The returns are filled with such statements as “Preaching or advice unsought has never done me good; suggestion has.’; * *■ a- * # *• The boys were almost unanimous in commending the effects of a good plain talk, and none had a word to say against a good dressing down. Many spoke very grate¬ fully for having had punishment in due season. It does seem that there comes a neriod in the existence of many a youth when he conceives the idea that he is lord of creation and his future usefulness as a member of society depends upon the thorough eradication of this disease of his system by the faithful and energetic administration of birch tonic. Ped. Seminary, July, 1897. 1340 EDUCATION REPORT, 1897-98. Direct religious inculcation. Sec. Y. What has been tbe effect of direct religions inculcation and what changes of religious views have affected your moral conduct, your conscience, and sense of right? Have liberalizing theological opinions made you better or worse, and how? Sixty-eight returns were received to this section. Of those reporting, 50 say they were benefited by direct religious inculcation, 5 that they were injured, while 3 say they were affected in no way; 10 mentioned example with some precept. Proper books seem to play an important function in religions education. Very few mentioned liberalizing theological opinions (8), and they put an inter¬ pretation on these words that is not usual. The returns clearly point to the impor¬ tant duty of parents and friends to give proper religious instruction at a very early age. Influence of teacher. Sec. VI. Reflect which teacher or teachers from kindergarten to college, or pro¬ fessional school, or in Sunday school you have liked best and been influenced most by, and then try to state wherein the influence was felt. What qualities impressed you most, and how? i. e., account, if you can, for the exceptional influence of that particular teacher. Was it generally felt, or peculiar to you and your set? Was it counected with dress, manner, voice, good looks, religious activity or piety, bear¬ ing', learning, etc., and how did each salient quality affect you? This question was answered by 23 boys and 160 girls. As few gave the exact time of the influence, no table can be prepared which might go to show the age at which the young are most susceptible to impressions from the teacher. An endeavor has also been made to discover whether male teachers exert a greater influence over boys than do female teachers, and vice versa for the girls, but with the exception of the general impression one gets from the returns the attempt has not been fruitful. Prom the showing of tho table and the testimony of the writers it is safe to con¬ clude that there is an unconscious educative force emanating from the teacher’s per¬ sonality, and so operating upon the pupil as to become a powerful formative agent in the development of his character. Second. This force, being unconscious in its origin and in its attracting and trans¬ forming effect upon the plastic nature of the young, has its origin in what the teacher is rather than in what he says. Third. It is a significant fact that 149 out of a possible 183 mention the manner of the teacher as exerting such an influence over their natures. It has been said of more than one man — as of the Earl of Chatham — that “.everybody felt there was something finer in the man than anything he ever said.” It is this very something in the teacher that will go down deeper than his words and either purify or befoul the springs of action in his pupils. Table 40. Point of influence (by 160 girls). Sex of teacher. Total. Point of influence (by 23 boys). Sex of teacher. Total. Male. Female. Male. Female. M aimor . « . . . . 14 114 128 Manner . . 7 14 21 Religion . 5 55 60 1 Personal interest . 5 4 9 Prer.ppts _ _ .... 16 33 49 1 Reli 6 33 26 29 28 40 33 3 32 19 23 ! 35 9 59 27 50 19 42 45 38 37 53 58 67 0 0 44 41 1 56 65 68 43 Average . 5 1 20 21 19 1 19 22 20 34 37 ! io j 18 19 22 i 32 ! 42 45 22 1 Pedagogical Seminary, April, 1888, p. 497. 1348 EDUCATION REPORT, 1897-98. Table 43. DISLIKES. Age. Grade. Total. 8 9 10 11 12 13 14 15 10 17 I 3 4 5 6 7 8 N umber exam in ed . j j 2 16 72 140 175 179 114 45 9 4 75 320 198 94 32 37 756 Music . 0 0 5 0 0 10 0 2 0 0 0 7 3 23 3 i 0 6 Writing . 0- 6 9 5 6 9 0 0 0 0 12 10 2 4 0 6 7 Arithmetic . 0 87 36 23 14 21 0 4 0 0 25 22 15 6 6 0 18 Drawing . 0 12 11 12 9 6 0 9 11 0 14 8 7 8 16 9 Nature study . 0 0 4 2 0 3 4 2 0 0 0 2 2 7 9 0 2 Reading . 0 25 5 4 4 0 0 2 0 0 2 6 4 0 0 4 4 Spelling . 100 31 15 5 9 0 0 11 0 0 24 10 4 3 0 8 8 Grammar or languages. 0 13 3 0 7 0 5 12 16 0 2 10 15 10 14 20 7 Geography . History . 0 12 12 12 14 21 14 11 0 50 12 20 10 6 9 8 10 0 0 3 0 2 0 4 9 11 25 3 0 2 12 12 10 3 Average . 5 19 10 6 7 8 3 6 4 7 1 9 9 6 1 8 1 6 1 8 7 Table 44. — Likes. — New Yorlc mixed schools. GIRLS. Age. Grade. Total 8 9 10 11 12 13 n 15 16 17 3 4 5 6 7 8 girls. Number examined . 1 10 29 58 74 107 ioo 49 27 4 58 1.25 104 109 63 0 459 Music . ~1T 0 0 0 0 1 ! o 0 0 0 0 0 0 1 0 o 0 Writin0- ci . Arithmetic . 100 40 48 43 6L 39 | 56 35 37 0 52 60 20 55 44 0 ' 43 Drawing . 100 30 10 3 11 8 9 25 4 25 21 10 3 6 3 0 10 N ature study . 0 0 3 5 4 G 8 4 7 0 0 4 6 7 10 0 5 Reading . 100 30 14 10 5 7 5 10 4 0 12 9 11 5 2 0 8 Spelling . 100 20 24 43 22 26 ; 23 24 18 0 34 42 18 15 17 0 26 Grammar or languages. 0 10 0 3 12 13 9 37 19 100 2 6 7 28 41 0 16 Geography . 0 0 17 26 42 25 15 10 18 0 12 40 21 19 5 0 23 History . . 0 20 20 41 46 26 26 22 4 25 0 44 23 25 16 0 26 Average . 44 15 15 19 23 I'6 14 19 12 17 15 24 12 18 15 0 17 Table 45. BOYS. Age. Grade. m 3 o H 1 Total boys 1 and girls. 8 9 10 11 12 13 14 15 16 17 3 4 5 6 7 8 Number examined .... 2 9 28 61 79 90 70 46 8 2 52 103 108 98 34 0 395 854 Music . 0 0 0 2 0 0 0 0 0 0 , 2 0 0 4 0 0 0 0 Writing: a . • Arithmetic . 0 11 36 48 44 50 43 41 62 50 29 38 23 47 68 0 45 45 Drawing . 0 0 18 12 12 7 3 2 25 • 0 13 8 10 4 10 0 8 9 Nature study . 0 0 4 2 1 2 4 9 25 0 0 2 4 3 15 0 4 5 Reading . 0 0 18 18 9 4 4 0 0 0 21 11 5 3 0 0 8 8 Spelling . 100 33 36 23 20 16 14 11 0 0 33 22 34 4 15 0 19 23 Grammar or languages 0 0 0 3 4 20 15 25 13 0 2 8 7 31 76 0 18 17 Geography . . 50 22 43 43 41 13 35 9 13 0 38 41 29 10 32 0 29 20 History . 0 44 48 46 71 38 51 37 62 0 46 64 55 39 18 0 49 38 Average . 17 12 23 22 I23 17 19 15 21 6 18 22 17 17 26 0 20 19 a Not reported. CHILD STUDY IN THE UNITED STATES. 1349 Table 46. — Dislikes. — New York mixed schools. GILLS. Aj je. Grade. Total 8 9 10 11 , 13 14 15 16 17 3 4 5 6 7 8 girls. Number examined . 1 10 JF 58 74 107 100 49 27 4 58 125 104 109 63 0 459 Music . . 0 0 0 ~~2 1 0 FT 0 0 0 0 0 2 0 0 0 0 "Writin f ft- - _ _ Arithmetic . 0 40 10 26 13 7 6 8 15 0 21 9 13 6 14 0 12 Drawing . 0 10 7 7 2 4 2 2 0 0 7 5 4 1 0 0 3 Nature study . 0 0 17 22 19 38 26 20 15 0 9 20 46 28 6 0 25 Leading . 0 30 10 8 4 3 1 2 0 0 12 7 2 0 2 0 4 Spelling . 0 0 10 8 ✓ 9 3 4 8 0 0 9 9 7 0 5 0 6 Grammar or languages . 0 0 14 14 9 15 13 20 4 50 7 13 13 13 21 0 1 3 Geography . 100 20 28 29 22 27 10 26 22 25 33 27 14 15 21 0 21 History . 100 10 17 12 5 9 18 12 11 25 14 13 13 9 14 0 12 Average . . 22 12 13 14 9 12 9 11 1 6 f 12 12 13 8 10 0 11 Table 47. BOYS. Age. G?ad.e. co Fh ‘So tc . ‘Soo 8 9 10 11 12 13 It 15 16 17 3 4 5 6 7 8 o H O fl J-t ctf Number examined ... 2 9 28 61 79 l±| 70 46 8 'T1 52 103 108 mJ |M| 0 395 ' 854 Music . Writing a . . 0 0 3 0 . 1 0 0 0 0 0 \~* 1 0 " 0 j F! 0 0 0 Arithmetic . TOO 33 39 21 25 9 18 11 25 0 I 33 22 16 6 1 12 0 19 15 Drawing . 0 0 11 10 3 7 3 0 0 0 12 3 6 0 1 9 0 5 4 Nature study . 0 0 18 13 19 13 20 13 13 50 1 4 26 10 16 i 15 0 15 ! 20 Leading . . . 0 11 0 2 1 0 1 0 0 0 i c 1 0 0 9 0 1 3 Spelling . 0 11 4 5 9 7 0 0 0 0 10 8 5 0 i 0 0 5 i 5 Grammar or 1 anguages 50 0 18 21 32 27 33 30 50 0 6 19 40 35 1 33 0 27 i 20 Geography . 50 11 7 3 11 8 7 4 0 0 6 12 8 15 ! o 0 7 1 45 History . 0 0 4 18 8 11 6 15 13 0 15 9 6 14 1 G 0 10 1 U Average . 22 7 12 I10 F 9 £ 8 11 6 1 9 FI F F i 8 F 10 10 a Hot reported. Only Children.1 Out of tlio 1,001 individaals described, 46 were named as “only children,”' though none of the questions in the syllabus asked about such children. This suggested further questions, and Dr. Bohaunon2 gives the results of a special study of 481 chil¬ dren, based upon answers to the questions in the following syllabus: Give age, sex, nationality, and describe the temperament, complexion, and general health of the child briefly. Has he brothers and sisters dead ? If so, how many? Is he the first born? How long did the others live? Does the child go to school? Regularly? Commenced, at what age? Get along well with other children and in work? How much time does he spend in play ? The favorito games? What plays at home? What are the child’s best traits? Worst traits? Is he precocious or dull? Has he any mental or physical defects? Name them. What subjects best in? What poorest in? What has been the home and school treatment? What treatment do you recommend? Age of parents at birth of child. How long had* they been married at the birth of child? Are the parents still living? , Health, habits, bccn.patipns, temperaments, 1 This refers to instances where there is only one child in each family. 2Ped. Seminary, v. 5, No. 4, April, 1898. 1350 EDUCATION REPORT, 1897-98. and position in life. Ilow many brothers and sister.3 had they? Do they (brothers and sisters) have good health? In so far as above questions apply, describe twins, the only boy, the only girl, and the youngest child in families. State anything else you may think to be due to the fact that they are the only child, only boy, only girl, the youngest child, ortwiDS, (Clark University, Worcester, Mass., March 30, 1896.) Of the children, 381 are only1 children, 54 are only boys or only girls, 32, are the youngest children, and 12 are twins. The average age of 134 girls is 12 i j years, of SG boys it is Ilf years, and for the 292 of both sexes it is 12. 2 years. Out of 240, 190 were said to be American, 8 German, 5 English, 2 Jewish, 2 Scotch, etc. There were 50 of non-American parentage, 17 of whom are the results of marriages between persons of different nationalities or races. Those with good health number 162, with fair health 98, and bad health 96. The temperaments of parents arc described as u nervous” in 134 out of 259 cases. SUMMARY OF POINTS. These only children are unmistakably below the average in health and vitality. Mental and physical defects of a grave character are much more common among them than among children generally. The average length of time between marriages of the parents and births of the children is so great as to suggest a pronounced degree of relative sterility in the stock. This is much more strongly shown in the mothers than in the fathers. The average age of the parents at the birth of girls is considerably greater than it is at birth of boys. A greater proportion of the girls than of the boys have only-child mothers, while on the other hand a greater proportion of the hoys than of the girls have only-child fathers. 'Nervous disorders seem to ho unusually common in the families. These children appear to enter school later than other children, and to ho less regular in their attendance. Their success in school work is below the average. Not so large a proportion as of other children enter the public school. They do not join in games so rapidly or often as do other children of correspond¬ ing ages. They prefer quieter forms of amusement. Many of them have imaginary companions. Yeiy many manifest a decided preference for older associates, while not a few select younger companions, and often from the other sex. A large number of them do not have as good command of themselves socially as does the average child. Their social relations are therefore more frequently char¬ acterized by friction. Peculiarities in these children seem to ho more pronounced than in others. Precocity appears to he the most prominent trait. Selfishness is the most frequently named of the worst traits, while affection is most often named among the best traits. As a rule the home treatment had been that of unthinking indulgence, which gen¬ erally develops in a child the habit of expecting concessions on all sides, and corresponding unwillingness on his own part to make them to others. A right appreciation of the conditions with which the child must be concerned outside the family life requires that he he given ample opportunity for companionship with children of corresponding ages. BIBLIOGRAPHY OF CHILD STUDY.2 In addition to the titles taken from various works, the bibliography consists of selections from the following bibliographies : Bibliography of Child Study, by Louis N. Wilson; titles re baling to th e*-an*tl; rbp mn efey of children in a preliminary report on Anthropometry hffth'e' United States, by '1)1\ .ETd ward M. Hartwell; psychological indexes of The Psychological Review; BiMlograplpe dcr psycho-physiologischen ^his rofferato instances where there is only one" child 'in each family. 2 The author was asMs.tqd -qiualr in* thp preparation this bibliography by his mother, M?:s. Angus MacDonald. - BIBLIOGRAPHY OF CHILD STUDY. 1351 Literatur in ‘-'Zeitschrift fur rsychologie nnd Physiologic der Sinnesorgane,” and the Index Catalogue of the Library of the Surgeon-General’s Office. There are a few small and special bibliographies given. It was thought best to have these after the special articles to which they refer, and also to preserve the classification made by their authors. (See pp. 1288 and 1315.) Adler, II. Serious answers to children’s questions. Intern. J. of Ethics, July, 1898. Ages, heights, weights, and chest measurements of all recruits finally approved for service during the year. Army M. Dep. Rep. 1895. London, 1896, XXXVII, 30-31, Aikins, II. A. The field of pedagogy. Western Reserve Univ. Bull., 1897, III, 15-21. Alexander, II. C. B. Training and environment as correctives of /legeneracy, as illustrated by J. M. W. Turner and Margaret Fuller. Repr. from Medicine, 1896, pp. 26. Allen, Mrs. J. G. Child study and religious education. Child Study Monthly, October, 1896, vol. 2, pp. 289-293. — - Child study from the mother’s standpoint. Rochester, N. Y., 1896, pp. 36. Allen, Mary Wood. Child study in the home. A series of articles in the North Western Monthly, Lincoln, Nebr. First article, September, 1897, vol. 8, 128-130. Allen, X. Physical culture in Amherst College. 8vo. Lowell, 1869. Allport, Frank. Tests for defective vision in school children. Ed. Rev., N. 1'., Sept., 1897, 150-159. - - (same with additions) in : Cong, period internat. d. sc. mdd. Compt. rend., 1884. Copenh., 1886, III, Sect, de pediat., 120-125. Ammon, Otto. Die natiirliche Auslese beim Menschen; auf Grund d. Ergebnisse d. anthrop. Untersuchungen d. Wehrpflichtigen in Baden, etc. Jena, 1893. Andreae, C. Ueber die Faulheit. Dtsch. Blatter f. erz. Untcrr., 1896, XXIII, Nos. 1, 3-6. Aneosso, L. Conesta nei bambini arch, di psichiat, etc. Torina, 1897, XVIII, 531-537. Arnold, Sarah L. A phase of child study. Jour. Ed. (New Eng. and Nat.) 40: 219. Aron, E. Plethysmographische Untersuchungen d. Athembewegungen d. Menschen. Arch. f. path-Anat., etc., Berlin, 1893, CXXXII, 408-427. Aschaeff.nburg, G. Welchen Nutzen kann die experimentelle Psychologie der Padagogik briugen? Kinderfehler. (Ztsch. f. Plidag., Pathol, u. Ther.), 1896, I, 37-41. Atkinson, F. W. Child study in secondary schools. School Review, Sept,, 1897, vol. 5, 243-284 ; 461-466. Aubry, P. A propos de Panthroponffitrie et d’une recente interpellation, etc. Arch, d’anthrop. crim., Lyon et Paris, 1897, XII, 289-292. Angerstein, W. Das Massverhaltniss des menschlichen Korpers und das Wachsthum des Knaben. Koln, 1865. BABANASJjfNTZ, Z. Iv Aopr. o vese i dline donoshen. novorozhden. (Weight and size of new-born infants at term.) Nauch. Besedy vrach. zakavkazsk. Poival. Inst., Tiilis, 1886, I, 121-152. Babcock, W. PI. Games of Washington children. Am. Anthropologist, July, 1888, vol. I, 243-284. Baginsky, Ad. Handbuch der Schulhygiene. Berlin, 1877. Baker, Smith. Fatigue in school children. Educa. Rev., Jan., 1898, 34-39. Baldwin, J. Mark. Bashfnlness in children. Ed. Rev., N. Y., Dec., 1894, vol. 8, 434-441. - Differences in pupils from the teacher’s point of view. Inland Educ., 1896, II, 128-129, III, 232-235. - New method of child study. Science, 21 : 213. - Mental development in the child and the race. Methods and processes. First ed. ; second ed. corrected. New York and London. Macmillan, pp. xvi-|-496. 1352 EDUCATION REPORT, 1897-98. Baldwin, J. Mark. Die Entwickelung des Geistes bcim Kinde und bei dcr Basse. Deut'sch, nach der 3ten Ausgabe. Berlin, 1898. P. 470. Barnes, Earl. Feelings and ideas of sex in children. Ped. Sem., March, 1893, vol. 2, 199-203. - A study on children’s drawings. Ped. Sem., 2:455. - Theological life of a California child. Ped. Sem., 2 : 442. — . Studies on education. Leland Stanford Univ., 1896, pp. 40. - Children’s imaginary companions. - Punishment as seen by children. Pedag. Sem., 3, 235-245. — - Punishment for weak time sense. Trans., 3, Soc. for Child-Study, I, (3), 35-39. Barnes, J. S. Examination of the eyes of school children as a hygienic measure. Pacific Rec. Med. and Surg., 1896-97, XI, 116. Barth olomai, F. Psycholologische Statistik. Allg. Schulzeitung, 1871. Anfange des Fastens, Sehens und Horens des Kindes (nach Sigismund-Frcbel). Jahrb. d. Yereins f. wisseuschaftl. Piidag. IY. Bartholomai u. Schwabe. Der Yorstellungskreis der Berliner Kinder, Leirn Eintritt in die Schule. Berl. Stiidt. Jahrb., 1879. Barus, Annie H. The history of a child’s passion. The Woman’s Anthropological Soc., W ashington, D. C., March 2, 1895, pp. 8. - - Methods and difficulties of child-study. Forum, September, 1895, vol. 30, 113-119. Baumann, J. Ueber Willens- und Cliarakterbildung auf physiologisch-psycliolog- ischer Grundlage (Samml. v. Abh. ans d. Geb. d. pad. Psych.). Berlin, 1897. pp. 86. Baxter, J. H. Statistics, medical and anthropological, of the Provost-Marshal- GeneraFs Bureau, derived from records of the examination for the military service in the armies of the United States during the late war of the rebel¬ lion of over a million recruits, drafted men, substitutes, and enrolled men. Compiled under direction of the Secretary of War. 2 vols., 4to. Washing¬ ton, D. C., 1875. Beard, G. M. English and American physique. North American Review, New York, 1879, CXXXIX, 588-603. Beaudouin. Pesces quotidiennes et alimentation d’un enfant ne avant terme. Nor- rnande rued. Rouen, 1888, IY, 234-236. Becigneul, J. Etude de psycho-physiologie s*r le dfiveloppement des facultes intellectuelles chez l’enfant. Ann. de Philos. Chret., 1897, XXV, 370-384, 535-543. Beddoe, John. Physical characteristics of the Jewish race. 16 pp. London, 1861. Beebe, J. E. The motor and sensory child. Child Study Monthly, 1897, III, 14-25. Behnke, E., and Brotvn, L. The child's voice: its treatment with regard to after development. A. N. Marquis & Co., Chicago, 1885. Bemies, C. O. Two pedagogical laws. Child Study Monthly, 1897, II, 609-617. Bentley, Ella Hart. Sex differences that have been brought out by child study. Northwestern Monthly, Lincoln, Nebr., November, 1897, vol. 8, pp. 257-261. Bergmann, H. Statistische Erhebungen. H. Bohlau, Weimar, 1891, pp. 23. Bergstrom, John A. An experimental study of some of the conditions of mental activity. Am. Jour, of Psych., January, 1894, vol. 6, 247-274. Bergen, F. D. Notes on the theological development of a child. Arena, 19: 254-268. Bernard, P. Considerations medico-legales sur la taille et le poids depuis la nais- sance jusqu’a Page adulte. Arch, de Panthrop. crim., Paris, 1887, II, 213-225. Bertillon, A. Signaletic instructions, including the theory and practice of anthro- pometrical identification. The WTerner Company, Chicago, 1896. Bertillon, J. La taille en France. Rev. scient., Paris, 1885, XXXYI, 481-488. Beneke. Ueber die Bedeutung regelmassiger Messungen der Korperliinge des Menschen wahrend des Wachsthums. Memorabilien, Heidbr., 1877, XXII, 464-468. BIBLIOGRAPHY OF CHILD STUDY. 1353 Beyer, H. G. The influence of exercise on growth. Jour. Exper. Med., 1896, 1, 546-558. - The growth of United States naval cadets. Reprint from Proceed, of U. S. N. Inst., vol. XXI, No. 2, 1895. Bezold, F. Scliuluntersuchung fiber das kindliclie Gelior-organ. Wiesbaden. J. F. Bergmann, 1896. Bidert, T. Zur Beurtheilung der Wagungsresultate bei Sauglingen. Jahrb. f. Kinderli., Leipzig, 1882, n. f. XIX, 275-291. Binet, A., and Henri, V. De la suggestibility naturelle chez les enfants. Rev. Phil. XXXVIII, 337-347. • - Developpement de la meraoire visuelle des enfants. (Trav. du lab. de psych, phys.) Rev. Philos. XXXVII, 348-350. (See also in Rev. Gen£rale des Sciences.) - - La peur chez les enfants. (Trav. du Lab. de psychol. physiol, de Paris.) Annee Psychol., 1896, II, 223-254. - La precocity intellectuelle dans la famille Pascal. Arch. Med. d’ Angers., 1897, I, 377-384. - Perceptions d’enfants. Revue Philosophique, Dec., 1890, vol. 30, 582-611. - Recherches sur les mouvements chez quelques jeunes enfants. Revue Philosophique, March, 1890, vol. 29, 297-309. - La perception des longueurs et des nombres chez quelques petits enfants. Revue Philosophique, July, 1890, vol. 30, 68-81. • - La mesure des illusions visuelles chez les enfants. Revue Philosophique, July, 1895, vol. 40, 11-25. Bird, Fr. Ueber die relativen Massverhaltnisse des menschlichen Korpers. Ztsch. f. Anthrop., Leipzig, 1823, 330-369. B. J. Statistique anthropomytrique et mydicale des yieves des ycoles primaires de Bruxelles. Ann. de dyrnog. internat., Paris, 1879, III, 221-226. Boas, F. Anthropological investigations in schools. Pedagogical Seminary, Worcester, Mass., 1891, I, 225-228; also in Science, New York, 1891, XVII, 351-352. - Physical characteristics of the Indians of the North Pacific coast. American Anthropologist, 1891, IV, 25-32. ■ - The correlation of anatomical or physiological measurements. Am. Anthro¬ pologist, July, 1894, vol. 7, 313-324. • - Zur Anthropologie der Nordamerikanische Indianer. Verhandlungen der Berliner Anthropologischen Gesellschaft, 1895, 367-411. - Theory of Anthropometry. Am. Statist. Assoc., 353-569. - The growth of children. Science, Now York, 1892, XIX, 250. Criticism on Dr. William Townsend Porter’s investigation of the growth of the school children of St. Louis. Science, New York and Lancaster, Pa., 1895, n. s., I, 225-230.. - Growth of first-born children. Science, April 12, 1895. - The limitations of the comparative method of anthropology. Science, Decem¬ ber 18, 1896, n. s., vol. 4, 901-908. - Growth of Toronto children. Rep. Brit. Ass. Adv. Sci., 1897. London, 1898, 443-449. - - Observations on physical characteristics of children, etc., taken at Aberdeen on Banffshire and in the Island of Lewis. Rep. Brit. Ass. Adv. Sci., 1897. London, 1898, 506. Boehme, F. M. Deutsches Kinderlied und Kinderspiel. Leipzig, 1897. Bohannon, E. W. A study of peculiar and exceptional children. Pedag. Sem., 1896, IV, 3-60. Brinton, D. G. External mensuration of the human subject. Medical and Surgical Reporter, Philadelphia, 1869, XX, 1-2. Bolton, H. C. The counting-out rhymes of children. Jour. Am. Folk-Lore, April and June, 1888. 1354 EDUCATION REPORT, 1897-98. Bolton, T. L. The growth of memory in school children. Am. Jour. Psych., 1892, IV, 189-192; 362-380. Bonomi, Joseph. The proportions of the human figure. Ed. 5, London, 1880. Boone, Richard G. Child traits in the adult. Inland Educator, September, 1895, vol. 1, 65-68. Borri, L. La dimensione della ossa lunglie degli arfci del feto nell’ ultimo trimestre della vita endouterina considerata in rapporto con la lunghezza totale del corpo. Sperimentale. Sez. clin., Firenze, 1895, XLIX, 302-307. Bouchut, E. Accrescimeuto dei bambini e cambiamento di nutrice per 1’ uso del pesa-bambini. (Transl. by G. Somma.) Arch, di patol. inf. Napoli, 1884, II, 116-119. Boulton, P. Some anthropometrical observations. Brit. Med. Jour., London, 1876, I, 280-282. Bourgery. Sur les rapports de la structure avec la capacity fonctionelle des pou- mons a diverse ages. Compt. rend. 1843, XVI, 184. Bowditcii, H. P. The growth of children. Tenth annual report of the State Board of Health of Mass. Boston, 1879, vol. 10, 33-62. - Relation between growth and disease. Trans, of the Am. Med. Ass’n, 1881. - The growth of children, studied by Galton’s method of percentile grades. Report of Board of Health, Mass. 1889-90, Boston, 1891, XXII, 479-522. - Physique of women in Massachusetts. Report of Board of Health. Boston, 1890. Bowles, Mary E. Emotions of deaf children compared with emotions of hearing children. Fed. Sem., October, 1895-, vol. 3, 330-334. Boyd, A. K. H. Concerning the sorrows of childhood. At. Mo., vol. IX. Boyd, Robert. Table of weights of the human body and internal organs in the sane and insane, etc. Phil., Trans., London, 1861, CLI, 241-262. Bramhall, Mae St. John. The wee ones of Japan. Harper and Brothers, N. Y., 1894, pp. 137. Brewer, W. H. The instinctive interest of children in bear and wolf stories. Proc. Am. Ass’n Adv. Sci , Salem, Mass., 1894, vol. 42, 309-311. British Medical Association. Report of committee on the mental and physical con¬ dition of children. Brit. Med. Jour.. London, 1895, II, 213. Brodeur, C. C. Child study in Westfield and vicinity. Jour. Educ., 47:3. Brown, E. E. Notes on children’s drawings. Univ. of Cal. Stud., vol. II, No. 1, Berkeley, Cal., 1897, pp. 75. Brown, H. W. Some records of the thoughts and reasonings of children. Ped. Sem. December, 1893, vol. 2, 358-396. Bruns, L. Die Hysterie im Kindesalter. Sammlung zwangloser Abhandlungen aus dem Gebiet der Nerven-und Geisteskrankheiten. Bd. i, heft 5 und 6, Halle, 1897. Bryan, W. L. Suggestions on the study of children. Rep. Commis’r Educ., 1893-94, Washington, 1896, 450-456. - On the development of motor ability. Am. Jour, of Psych., Worcester, 1892, V, 125-204, 3 charts. Buchiiorn, J. Kinderspiele und Kinderliede von Niederrhein, Urquell, Leiden, 1897, n. F., i, 334-344, Buck.man, S. S. The speech of children. Nineteenth Century, 1897, LXI, 793-807. - Babies and monkeys. Nineteenth Century, London, November, 1894, vol. 38, 727-743. Also in Pop. Sci. Mo., January, 1895, vol. 46, 371-388. Burdette, Robert J., and others. Before he is twenty. Five perplexing phases of the boy question considered by Robert J. Burdette, Frances Hodgson Bur¬ nett, Edward W. Bok, Mrs. Burton Harrison, and Mrs. Lyman Abbott. Flem¬ ing H. Revell Co., N. Y., 1894, pp. 104. Burk, Frederic L. Teasing and bullying. Ped. Sem., April, 1897, vol. 4, 336-371. - Growth of children in height aud weight. Am. Jour. Psych., 1897-98, IX, 253-326. BIBLIOGRAPHY OF CHILD STUDY. 1355 Burnett, Frances H. The one I knew best of all. A memory of the mind of a child. Charles Scribner’s Sons. N. Y., 1893, pp. 325. Burnham, Wm. H. Child study and anthropology. Ped. Sem., 2:265. - The study of adolescence. Ped. Sem., June, 1891. - Observation of children at the Worcester Normal School. Ped. Sem., June, 1891. - Outlines of school hygiene. Ped. Sem., June, 1892. - A scheme of classification for child study. Ped. Sem., March, 1893. - Individual differences in the imagination of children. Ped. Sem., March, 1893. - Motor ability in children; development and training. 64th Annual Meeting Am. Inst, of Instruction, Bethlehem, N. IT., July 9-12, 1894. Am. Inst, of Instruction, Boston, 1894, 127-140. Discussion of same, 140-150. - Child study as the basis of pedagogy. Add. and Proc. of the N. E. A., Chi¬ cago, July 25-28, 1893. Pub. by the Ass’n, N. Y., 1835, 718-720. - Bibliographical notes to lectures in school hygiene. Worcester, Mass., 1897, pp. 11. - - Suggestions from the psychology of adolescence, School Review, Chicago, December, 1897. Butler, N. M. Is there a new education? Ed. Rev., N, Y., January, 1896, vol. 11, 58-71. - The meaning of infancy and education. Ed. Rev., N. Y., January 1897, vol. 13f 58-75. Calkins, M. W. The religious consciousness of children. New World, 1896, Y, 705- 718. - Wellesley College Psychological Studies. Ted. Sem. Ill, 319-341. Camerer, W. Untersuchungen liber Massenwachstlium und Langenwachsthum dor Kinder. Jahrb. f. Kinderh., Leipzig, 1893, XXXYI, 249-293. - Beitrage zur Physiology des Saugliugs. Ztschr. f. Biol., Munch en u. Leip¬ zig, 1896, n. f , XV, 521-534. - Correspondenzbl. d. Wiirttenberg. arztlichen Yereins, Jahrg., 1876, Nr. 11. Carlxer, G. Recherche3 antropometriques sur la croissance, etc. (10,497 observa¬ tions, etc.). Mem. Soc. d’anthrop. de Paris, 1889-83, 2 s., IY, 265-346. Carman, Ada. Measurements of pain, etc., on school children in Saginaw, Mich., Amcr. Jour. Psych,, April, 1899. Carroll, C. F. Childhood and education. Educ., 1893, XYII, 79-87; 149-158. Carstadt, F. Ueber das Waelistum der Knaben, etc. Ztschr. f. Schulgsndhtspflg., Hamburg, 1888, 65-69. Carter, Marion H. Educational paper dolls. The Jour, of Ped., April, 1898. - The kindergarten child. Atlantic Mo., March, 1899. Carter, R. Brudenell. Report on the vision of children attending elementary schools in London. Eyre and Spottiswoode, London, 1836, pp. 16. Cattell, James McK. Tests of the senses and faculties. Ed. Rev., N. Y., March, 1893, vol. 5, 257-265. Chaille, S. E. Infants: their chronological progress. New Orleans Medical and Surgical Journal, 1886-87, n. s., XIY, 893-912. Chamberlain, A. F. Notes on Indian child language. Am. Anthropologist, July, 1890, vol. 3, 237-241: July, 1893, vol. 6, 321-322. - The Child and Childhood in Folk-Thought. New York and London, Mac¬ millan & Co., 1896, pp. s + 464. Champneys, F. H. Notes on an infant. Mind, Jan., 1881, vol. 16, 104-107. Chandler, K. A. Children’s purposes. Child Study Mo., 1897, III, 130-139. Child Study, Reports and discussion, Trans. Ill. Soc. Child Study, 1897, II, 7-14, 28-67, 77-80, 136-174, 198-200. Chaxning, Walter. The importance of physical training in childhood. Ed. Rev., N. Y., October, 1895, vol. 10. - The significance of palatal deformities in idiots. Jour, of Mental Science, London, January, 1897, vol. 43, 72-84. 1356 EDUCATION REPORT, 1897-98. Chapin, II. I). Child study iu t he hospital : a record of 600 cases. Forum, 17 :125. - Contents of children’s minds. Science, 10: 304. - A plan of infantile measurements. Med. Rec., N. Y., 1894, XLVI, 629-651. Ciiarmeil. Hygiene alimentaire du nouveajr-n£. Nord. Med., Lille, 1896, III, 121- 126, 129. Chervix, A. Anthropometric militaire. Jour. soc. do statist, de Paris, 1896, 8 s., IV, 364-371. Child Study Monthly (Krohn and Bayliss, editors). Published by the Werner Com¬ pany, Chicago, 111. Child Study Congress in New York City. Catholic World, 66: 689-698. Ciikism an, Oscar. Children’s secret language. Child Study Mo., 1896, II, 202-211. - Paidologie. (Dissert.). Jena, B. Vopelius, 1896, pp. 96. - Child Study; a new department of education. Forum, XVI, 728-736. - How a story affected a child. Child Study Mo., April, 1897, vol. 2, 650-661. - The hearing of children. Fed. Sem., 1893, II, 397. - One year with a little girl. Educ. Rev., IX, 52-71. • - Paidologv, the science of the child. Educ. Rev., March, 1898. - Secret language of childhood. Cent. Mag., May, 1898. Christopher, W. S. Three crises in child life. 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Toys and playthings; V. Folk-lore among children; VI. Early forms of vocal expression; VII. The early sense of self; VIII. Fears in childhood and youth; IX. Some common traits and habits; X. Some common automa¬ tisms, nerve signs, etc.; XI. Feeling for objects of inanimate nature; XII. Feeling for objects of animate nature; XIII. Children’s appetites and foods; XIV. Affection and its opposite states in children; XV. Moral and religious experiences. 1895-96: I. Peculiar and exceptional children, with E. W. Bohannon; II. Moral defects and perversions, with G. E. Dawson ; III. The beginnings of reading and writing, with Dr. II. T. Lukens; IV. Thoughts and feelings about old age, disease, and death, with C. A. Scott; V. Moral education, with N. P. Avery; VI. Studies of school reading matter, with J. C. Shaw; VII. Courses of study in elementary grammar and high schools, with T. R. Crosswell; VIII. Early musical manifestations, with Florence Marsh; IX. Fancy, imagination, reverie, with E.H. Lindley; X. Tickling, fun, wit, humor, laughing, with Dr. Arthur Alliu ; XI. Suggestion and imita¬ tion, with M. II. Small; XII. Religious experience, with E. E. Starbuck; XIII. Kindergarten, with Miss Anna E. Bryan and Miss Lucy Wheelock; XIV. Habits, instincts, etc., in animals, with Dr. R. R. Gurley; XV. Number and mathematics, with D. E. Phillips; XVI. The only child in the family, with E. W. Bohannon. 1896-97: Degrees of certainty and conviction in children, with Maurice H. Small; II. Sabbath and worship in general, with J.P. Hylan; III. Migrations, tramps, truancy, running away, etc., vs. love of home, with L. W. Kline; IV. Adolescence, and its phenomena in body and mind, with E. G. Lancaster; V. Examinations and recitations, with John C. Shaw; VI. Stillness, solitude, restlessness, with II. S. Curtis; VII. The x>sychology of health and disease, with Henry H. Goddard; VIII. Spon¬ taneously invented toys and amusements, with T. R. Cross well ; IX. Hymns and sacred music, with Rev. T. R. Peede; X. Puzzles and their psychology, with Ernest H. Lindley; XI. The sermon, with Rev. Alva R. Scott; XII. Special traits, as indices of character and as mediating likes and dislikes, with E. W. Bohannon; XIII. Reverie and allied phenomena, with G. E. Partridge; XIV. The psychology of health and disease, with II. H. Goddard. 1897-88: I. Immortality, with J. Richard Street ; II. Psychology of owner¬ ship vs. loss, with Linus W. Kline; III. Memory, with F. W. Colegrove; IV. Humorous and cranky side in education, with L. W. Kline; V. The psychology of shorthand writing, with J. O. Quantz; VI. The teaching instinct, with D. E. Phillips ; VII. Homo and school punishments and penal¬ ties, with Charles H. Sears; VIII. Straightness and uprightness of body, by G. Stanley Hall; IX. Conventionality, with Albert Schiuz; X. Local vol¬ untary association among teachers, with Henry I). Sheldon ; XI. Motor edu¬ cation, with E. W. Bohannon; XII. Heat and cold, by G. Stanley Hall; XIII. Training of teachers, with W. G. Chambers; XIV. Educational ideals, with Lewis Edwin York; XV. Water psychoses, with Frederick E. Bolton; XVI. The institutional activities of children, with Henry D. Sheldon; XVII. Obedience and obstinacy, with Tiimon Jenkins; XVIII. The sense of * honor among children, with Robert Clark. Hall, Mrs. W. S. First five hundred days of a child’s life. Child Study Monthly, November, December, 1886, January, February, March, 1897, vol. 2, 330, 394, 458, 522, 586, and 650. Halleck, Reuben P. The bearings of the laws of cerebral development and modi¬ fication on child study. Proc. N. E. A., 1897, 833-843. Hancock, J. A. Children's ability to reason. Educ. Rev., 1896, XII, 26i-268. - A preliminary study of motor ability. Ped. Sem., October, 1894, vol. 3, 9-29. BIBLIOGRAPHY OF CHILD STUDY. 1363 Hancock, J. A. The relation of strength to flexibility in the hands of men and children. Ped. 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Centralbl., Leipzig, 1897, XVI, 488-491. Zelenski, M. Naucli. metod dlia opred. znach. yesa tela, kak priznaka zdoroyya ili boliez. organ. (Scientific method of ascertaining weight of body (of infants) and its importance in indicating health or diseased organism.) Trudi vtor. syezda russk. vrach. v Mosk., 1887, II, Ped., 18-29. Zhukooski, I. O vzvieshivanii grudnikh dieter, kak mierilie ikh yozraatania [on weighing infants at breast as an indication of their growth] Shorn, sochin. po sudebnoi med. St. Petersburg, 1880, II, pt. 1, 71-98. Zurcher, A. Die Augen der Cantonsschiiler, in Bezug auf ihre Refraction unter- sucht. Mitteil. d. Aargauisch. Naturf. Ges., 1896, Heft 2, Aarau, Sauer- liin der & Co., 1896. INDEX (OF SUBJECTS AND NAMES) TO CHAPTERS XXI AND XXY. Ability, abnormalities, table, 1087-1088. — age, colored children, tables, 1051-1052. - "diagrams. 1048, 1050. - Kansas City, li08. - - tables, 1047-1052. — chest girth, 1099. - St. Louis, 1098. — colored children, table, 1043-1052. — doliohocephaly, 1005-1000. — estimation of, 1041-1045. — growth, diagrams, 1027, 1029. — — Iowa City, 1105. - St. Louis, 1098,1099. — head circumference, diagrams, 1019-1022. — height, 1028-1029. — main branches of study, table, 1043. — motor, 1291-1294. — nationality, tables, 1043-1046,1048. — pain, table, 1117. — race, tables, 1043-1052, 1088. — school criterion of, 1041. — sensibility, table, 1006. — sex, 1031, 1015. - Kansas City, 1108. - tables, 1013-1052, 1088. — sociological condition, 1045. - sensibilitv, 1007-1009. - tables, 1008, 1043-1045, 1088. — standard of, 1042. — tests of, Iowa City, 1105. — voluntary motor, 1105. — weight, 1028-1029. - St. Louis, 1096. Abnormalities, ability, table, 1087-1088. — age, 1031. — anthropometry, 995. — boys, table, 1089. — children, 1029-1041. - colored, table, 1092,1093. — girls and age, table, 1089-1090. — growth, diagrams, 1034-1035. — head circumference, diagrams, 1032-1033. — height, diagrams, 1034-1035. — nationality, table, 1087. — peculiarities, 1319. — race, sex, sociological condition, tables, 1087. — weight, diagrams, 1034-1035. Achromatometer (Bloch), 1175. ^Esthesiometer, 1004,1158. — dynamometrical (Yerdin), 1160. Age, ability, colored children, tables, 1051-1052. - diagrams, 1048, 1050. - tables, 1047-1052. Age, abnormalities, 1031. — average ability, 1046-1052. — brightness, Kansas City, 1108. — estimation of, 1015. — fears, 1336. — girls and abnormalities, table, 1089. — growth, 1129. — lung capacity, 1121. — mode of recording, 994. — punishment, 1337. Alc„rn Ur., 1346. Algometer (Cattell), 1161. — ‘'Cheron), 1160. — temporal, 992. 1155. American parentage, girls, laboring class, sta¬ tistics, 1070. Anthropometer (Topinard), 1187. Anthropometrical instruments, case, 1190. Anthropometry, aim of, 989,994,1122. — practical nature of, 990, 992, 995. Archimedes, plethysmograph, 1151. Arithmetic, ability, colored children, dia¬ grams, tables, 1043-1052. — faculty for, 1006. Arm lift, 1104. — reach, measuring of, 1191-1192. Artists, first anthropometrists, 989. Association, attention, apparatus for study, 1200. Automatograph (Jastrow), 1163, 1293. Average ability, age, nationality, sex, socio¬ logical condition, 1046-1052. Average boys, all, 1058. Average girls, all, table, 1072. — American and foreign parents, table, 1081. — American parents, tables, 1077, 1078. — laboring classes, table, 1077. — nonlaboring class, table, 1075. — not socially divided, tables, 1078, 1081. Bar^esthesiometer (Eulenburg), 1155. Barnard Club School of Child Study, 1299. Barnes, Earl, 1100,1285,1303. Baro-electro sesthesiometer (Eulenburg and MacDonald), 1155. Basch, sphygmomanometer, 1175. Baxter, J. H., 998, 1007. Bazzi and Bianchi, phonendoscope, 1176. Beddoe, J., 1119. Beneke (of Marburg), 995. Bertillon, A., caliper rules, 1193. — (calipers), 1192. — system of measurements, 990, 1191-1194. Beyer, H. C., 1109. INDEX TO CHAPTERS XXI AND XXV. 1385 Bibliography, child study, 1350-1384. — doll study, 1315. — experimental study of children, 1350-1384. — hearing of children, 1288-1290. — psychological laboratories, 1195. Binet and Courtier, 1149-1150. Binet and Vaschide. spring ergograph, 1178. Birth, height, 1123. — order of, in great men, 1299. - - pain, tables, 1115-1117. • - strength of grasp, tables, 1115-1117. — time of, sociological conditions, 1123. Blix, 1002. Bloch, achromatometer, 1175. Blond children, Germany, 1132-1135. Blood in arm. determination of, 1152. Blushing, 1333-1334. Boas, Franz, 1100. Bogardus, F. S., 1309. Bohannon, E. W., 1318,1349. Bolton, T., 1100. Book, divisions, 989. Boston school children, 993, 1094, 1283. - conclusions as to, 1095. Bowditch, H. P., 993, 998, 1007, 1094, 1095, 1096, 1102, 1108, 1122, 1137, 1139, 1321. Boyd, B., 1119. Boyhood of great men, 1294-1299. Boys, abnormalities and age, table, 1088. — all, 1053. - abnormalities, table, 1089. — American and foreign parents, 1056. — American parents, 1054. — Boston, table, 1094. — cephalic index, table, 1004. — defective, table, 1090-1091. — fears, table, 1836. — foreign parents, 1056. — games, moral education, 1343. — laboring classes, Boston, table, 1094. — likes and dislikes, tables, 1347-1349. — nonlaboring classes, 1054. — nonlaboring classes, Boston, table, 1094. — not socially divided, 1055. — St. Louis, chest girth, 1098. — sensibility to heat, table, 1004. - to locality, table, 1004. — sickly, tabie, 1090. — strength of grasp, table, 1004. — tables of measurements, 1053-1068. — truant and Worcester, tables, 1110-1111. — unruly, table, 1004, 1090. Brain, models of, 1195. — vertebrate, models, 1186. Breslau boys, growth, 1120. Bright boys, ail, 1057. — dull boys compared, schedule, 1028. — head circumference, diagrams, 1019-1021. Bright girls, all, table, 1071. — American and foreign parents, table, 1080. — American parents, table, 1073, 1077. — foreign parents, table, 1078. — head circumference, diagram, 1022. — nonlaboring class, table, 1074. — not socially divided, tables, 1077-1078. British Empire, color of eyes and hair, 1119. — heights, weights, 1118-11 19. Broca, 1002. — calipers, 1002,1188. Brunette children, Germany, 1132-1135. Business women, pain, table, 1113. Cadets and soldiers, mental strain, 1131. Calipers (Bertillon), 1192,1193. — (Broca), 1002. 1188. — (Topinard), 1189. Campbell, 1334. Cardiograph stethoscope (Edgren), 1176. Carman, Ada. 1112, 1114. Carstadt, F., 1120, 1122, 1138. Cattell, J. McKeen, 1114, 1161. — spring ergograph, 1178. Cephalic index, 1002. — boys, table, 1004. — colored children, tables, 1010-1011. — degeneracy, table, 1322. — girls, table, 1005. - — North Carolina mountain children, table, 1012. — puberty. 1006-1007. — race, tables, 1010-1011. Cephalic index, sociological condition, 1008. — Worcester children, 1100, 1102. Cephalometric square, 1187. Chamberlain, A. F., 1100. Chandler, Katherine A., 1330. Cheron, 1161, 1176. — and Verdin, dynamometer, 1185. Chester, S. G. (Miss), 1012. Chest girth, degeneracy, table, 1321. — delinquency, table, 1323. — head circumference, 1130. — height, 1127, 1128, 1130, — naval cadefs, 1109. — puberty, 1128. — St. Loins, 1098. Child life, first five hundred days, 1324-1330. Children, abnormalities, 1039-1041. — drawings, 1285. — eye defects, 1346. — fears, 1334-1337. — imitation, 1333. — interests, 1303, 1347. — memory, 1304, 1307. — motives, 1302. — peculiar and exceptional, 1318. — purposes, 1330-1332. — rights, as seen by themselves, 1290. — sickliness in, 1030. — suggestibility, 1310. Child study, advantage of, 1181. — developed in America, 1181. — scope of, 1181. Chrism an, O., 1287, 1323. Chronoscope, Hipp, 1144. — pendulum (Fitz), 1146-1148. — pendulum (Scripture), 1145-1146. — Vernier (Sanford), 1144-1145. City, growth unfavorable, 1124. City children, country children compared, 1125. Classes, laboring and nonlaboring, 1007-1009. Class punishment, 1337-1339. Clouston, T S., 1322. Collin, dynamometer, 1003, 1184. Colored boys, abnormalities, table, 1092. — average, table, 1084. — bright, table, 1083. — defective, table, 1092. — dull, table, 1083. — sickly, tables, 1082, 1092. Colored children, ability, 1049-1052. — ability, arithmetic, diagram, 1050. - tables, 1043-1052. — abnormalities, 1041. — age and ability, tables, 1051-1052. — cephalic index, tables, 1010-1011. — growth, diagrams, 1025-1026. — head circumference, diagrams, 1017-1018. — Kansas City, 1108. — memory tests, 1316. — puberty, table, 1011. — sensibility, tables, 1010-1011. — strength of grasp, tables, 1010-1011. Colored girls, abnormalities, table, 1093. — all, table, 1085. — average, table, 1087. — bright, table, 1085. — defective, table, 1093. — dull, table, 1086. Colo r sensitiveness, Iowa City, 1106. Combe, J., 993. 1122, 1123, 1138. Concentration of thought and respiration, 1152. Convulsions, 1030. Curve a universal language, 1141. Daffner, F., 1131. Danish school children, 994. Darwin, 1134. Dawson, G. E., 1321, 1324, 1345. Defective, colored boys, table, 1092. — colored girls, table, 1093. — girls, table, 1091-1092. Degeneracy, 1321-1324. Degeneration, growth, table, 1119. Delabarre, E. B., 1151, 1162. Delinquency, 1321-1324. Deprez signal, 1148, 1149. Descartes, 1141. Digitalgraph (Delabarre), 1163. Disagreeableness, measure of, 1156. Disease and growth, -1118. 1386 EDUCATION REPORT, 1897-98. Dolichocephaly and mental ability, 1005, 1006. Doll study, 1312-1316. Drawing, ability, table, 1043-1052. - conclusions (Barnes), 1287. — memory of, 1309. Defective boys, table, 1090-1091. Dull boys (all), 1057. — head circumference, diagrams, 1019-1021. Dull children, tables: American and foreign parents, 1067-1068. — American parents, 1059 — foreign parents, 1066. — laboring classes, 1062. — nonlaboring classes, 1060-1061. — not socially divided, 1081-1065. Dull girls, all, table, 1072. — American mixed nationality, table, 1081. — American parents, table, 1073, 1076,1077. — foreign parents, 1079. — head circumference, diagram, 1022. — laboring classes, table, 1076. — not socially divided, tables, 1077, 1079, 1081. Dullness and dolecocephaly, 1006. Du Bois -Reymond, induction coil, 1182. — rheocord, 1183. Duohene dynamograph, 1184. Dunning, Emily, 1112. 1157. Dynamograph (Duchene), 1184. Dynamolabiometer (Fere and Boyer), 1170. Dynamometer, 1003. — (Cher on and Verdin), 1185. — (Collin), 1003,1184. — (Pfarre), back, chest and leg, 1186. — (Scripture), 1186. — (Ulmann), 1185. Dynamometrical aesthesiometer (Verdin), 1160. Ebelmann, M. Th., faradimeter, 1182. Edgren, cardiograph stethoscope, 1176. Education, great men, table, 1294-1299. — instruments of precision, 1141-1142. — moral, 1339-1346. — religious, 1340. Electric apparatus, psychological labora¬ tory, 1201. Electric sensibility, table, 1184. Electrode (Erb), 1183. Ellis, A. C., 1312, 1313. Emotions, growth, 1328. — will, apparatus for studying, 1200. English towns, growth, 1118. Equipment of psycho-physical laboratory, 1194. Erb, electrode, 1183. Ergograph (Mosso), 1177. — spring (Binet and Vaschide), (Cattell), 1178. Erismann, 994, 1122, 1137, 1139. Error in measurement, limits to, table, 1194. Esten, Rlioda A., 1300. Estimation of ability, 1015. Eulenburg, A., 1154, 1159. — (tliermaesthesiometer), 1003. Eye-mindedness and ear -mindedness, 1301. Eyes, defects, 1030, 1346. — German children’s, 1132-1135. — hair, color, 1119. - - Germany, 1132-1135. Face, breadth and length, 1102. — growth, 1127, 1131. - Worcester, 1101-1102. Faradimeter (Edelmann), 1182. Fassbender, H., 1100. Fatigue, 1105. — memory, tables, 1307-1308. Fears, study of, 1334-1337. Fere, and Boyer, dynamolabiometer, 1170. Fere, glosso-dynamometer, 1169. Field, E., 1316. Filliatre, 1165. Finger, length, measuring, 1193. First born children, growth, Toronto. 1100. Fitz, G. W., 1146-1148. Foot, length, measuring, 1193. Forearm, length, measuring, 1193. Franck, F., 1151. Frear, Caroline, 1333. Frerichs, 1125. Frey (yon), hair-esthesiometer, 1180. — sphygmograph, 1173. Galton, Francis, 1153, 1299. Galvanmometer (Hirschmann),1181. Games, boys, moral education, 1343-1344. Geissler, 1121, 1138, 1140. Geography, ability, tables, 1043-1052. Germans, blonde, brunette, and mixed types, 1132-1135. — growth of, 1096. — hair, other nationalities, 1134. Ghosts, attitude of children toward, 1316. — memory of, table, 1317. Gilbert, J. A., 1103, 1107, 1137, 1167. Girls, all, measurements of, 1068. — abnormalities and age, table, 1089-1090. — American parentage, laboring class, statis¬ tics, 1070. - nonlaboring class, 1069. - not socially divided, table, 1077. - statistics, 1069. - tables, 1075-1077. — average, American parents, table, 1078. - American, foreign parents, table, 1081. - foreign parents, table, 1079. - not socially divided, tables, 1078, 1079, 1081. — table, 1072. — Boston, table, 1095. — bright, American parents, table, 1073. - American, foreign parents, table, 1080. - foreign parents, table, 1078. - not socially divided, tables, 1078,1080. - tables, 1075, 1078. — cephalic index, table, 1005. — chest girth, St. Louis, 1098. — defective, table, 1091-1092. — dull, American mixed nationality, table, 1081 - foreign parents, table, 1079. - not socially divided, table, 1079,1081. - tables, 1072, 1076. — fears, table, 1336. — games, moral education, 1343. — laboring class, tables, 1075, 1076. — likes and dislikes, tables, 1347-1349. — nonlaboring class, table, 1075. — sickliness, nature of, 1124. - table, 1091. — sensibility to heat, table, 1005. - to locality, table, 1005. — sitting height, Milwaukee, 1096. — strength of grasp, table, 1005. — tables of measurements, 1088-1082. — unruly, table, 1091. Glosso-dynamometer (Fere), 1169. Goldscheider, A., 1C02. Goniometer (Topinard), 1189. Graphic method, 1141-1142. Graphic regulator, 1149. Gratsianoff, N. A., 1099. Great men, boyhood, 1294-1299. Greenwood, J. M. , 1108, 1282. Growth, ability, 1027-1029. - diagrams, 1027, 1029. - Iowa City, 1105. - St. Louis, 1096, 1099. — abnormalities, diagrams, 1034-1035. — age, 1129. — body and head, 1126. - face, Worcester, 1100. — body girths, table, 1325. — boys in Breslau, 1120. — changes in infancy, tables, 1324-1325. — city population, 1118. — city unfavorable to, 1124. — colored children, diagrams, 1025-1026. — comparative tables, 1137- — degeneration, table, 1119. — development of the senses, 1328. — disease, 1118. — effect of population on, 1096. — emotions, 1328. — English towns, 1118. — extremities, length of, 1129. — face, 1131. - - Worcester children. 1100-1102. — first-born children, Toronto, 1100. — Germans, 1096. — Hamburg, 1120-1121. — head, body, 1131,1132. — height of face and head, 1127. — infancy and childhood, tables, 1325. — influence of school life, 1128. — insane, 1119. INDEX TO CHAPTERS XXI AND XXV. 1387 Growth, intellect, 1329. — intermarriage, 1096. — Kansas City, 1108. — laboring classes, 1126. — language, 1329. — laws, diagram, 1326. --Leipzig, 1122. — limits of, 994. — liver, 1125. — Milwaukee children, 1098. — nationality, 1130. — nose, 1131. ' — nursing, 1 126. — old age, 1129. — periods, 1129-1130. — Poland, 1125-1127. — puberty, 1022-1024. - Boston, 1095. - diagram, 1023. — race, diagrams, 1025-1026. — reciprocal curves, 1327. — Russians, tables, 1135-1136. — Saalfeld in Germany, 1124. — Saxony, 1121-1122. — sociological condition, 1126-1128. — truant boys and Worcester boys, tables, 1110- 1111. — unfavorable conditions, 1127-1129. — United States naval cadets, 1109. — woman's, 1130. Hair, children, German, 1132-1135. — eyes, color, Germany, 1132-1135. - color, skin, 1134. Hair esthesiometer (Von Frey), 1180. Hall, G. Stanley, 1137,1139,1281,1304,1312,1313, 1333,1344. Hall, W.S.,1324. Hall, W. S. (Mrs.), 1334. Hamburg, growth, 1120-1121. Hancock, J. A., 1291. Hand, strength of grasp, 1005. Hand algometer (Cattell), 1161. Hartwell, Edward M. , 1350. Harvard University, psychological labora¬ tory, 1195. Hasse, P.,994, 1122. Head, breadth, increase, 1134. - — - length, 1102. - Worcester, 1101-1102. — circumference, ability, 1019-1022. • - delinquency, 1322. - diagrams. 1019-1022. - abnormalities, diagrams, 1032-1033. - bright boys, diagrams, 1019-1021. - bright girls, diagram, 1022. - children, abnormal, 1032-1033. - sickly, 1037. - colored children, diagrams. 1017-1018. - dull boys, diagrams, 1019-1021. - dull girls, diagram, 1022. • - nationality, 1018. - diagram. 1016. - race, 1018-1020. - diagrams, 1017-1018. - sex, 1016-1017. - sickly girls, diagram, 1037. — — sociological condition, 1018. ■ - - diagram, 1016. — growth, H31. - body, 1126, 1132. - face, 1127. - Worcester., 1100. — length, height, 1103. - measuring of, 1192. - Worcester, 1101-1102. — measurement, 1002. - width, method, 1192. - - St. Louis, boys, 1099. - - - girls, 1098. Health, great men, 1299. — range of, children, 1096. Hearing: — apparatus for study of, 1197. — children, bibliography, 1288. — defects, 1030. — naval cadets, 1109. — normal reach, 1288. Heat, measurement, 1161. — sensibility to, 1002-1003, 1005. - boys, table, 1004. Heat, sensibility, girls, table, 1005. Height, ability, 1028-1029. — abnormalities, diagrams, 1034-1035. — birth, time of, 1128. — boys, Boston, table, 1094. - St. Louis, 1097. - sickly, diagram, 1040. - unruly, diagram, 1036, 1040. — British Empire, table, 1119. — chest girth, compared, 1127-1128, 1130. — children, abnormalities, 1034-1035. - sickly, 1038. - unruly, 1036. — countries of the world, tables, 1137-1138. — degeneracy, table, 1321. — delinquency, table, 1323. — gii’ls, Boston, 1095. - St. Louis, 1097. — head circumference, 1130. — Iowa City, 1105. — Kansas City, 1108. — length of head, 1103. — lung capacity, 1121. — measuring of, 1191. — nationality, 1024. — naval cadets, 1109. — North Carolina children, table, 1012. — puberty, diagram, 1023. — race, 1024-1026. — St. Louis children, 1096. — sex, 1022-1023. — sociological condition, 1024. — Swedish children, 1102. — Worcester children, 1102. Hensen, 1125. Hertel, Alex., 994, 1137, 1139. Htldebrand, 995. Hipp chronoscope, 1144. Hirschmann, galvanometer. 1181. History and ability, tables, 1043-1052. Hypnotic ball, 1166. Hypnotic instruments, 1166. Identification, certainty of, 990. Ignorance of children, tables, 1282-1283. Illinois Society for Child Study, 1302. Illusions, perfumes, 1310. — taste, table, 1311. Imitation in children, 1333. Induction coil (Du Bois-Keymond), 1182. Insane, growth, 1119. Intellect and growth, 1329. Interests, children, 1347-1349. Instruments of precision, 1141-1204. Instrument makers, list, 1202-1204. Introspection, 992. Investigation, new lines of, 992, 993. Iowa City, children, 1103-1107. — New Haven children, 1107. Iowa Society for Child Study. Irish nationality. 1084. J ASTRO W, J., 1293. Johnson, G. E., 1344. Jones, Annie 8.. 1112. Kansas City children, 1108, 1233. Kellor, F. Alice. 1112. 1157. Key, Alex., 1102, 1130, 1137, 1139. Kinesimeter (Scripture and Titchener), 1179. Kline, L. W., 1110. Knowledge of boys and girls. Kotelmann, L., 994, 1120, 1122, 1138. Kymograph i on (Ludwig), 1142. Labiograph (Rousselot ), 1167. Laboring and nonlaboring classes, classifica¬ tion, 1008. Laboring classes, girls, American parentage, statistics, 1070. — growth, 1126. — measurements of, 1055. Lancaster, R.. 1321. Language, ability, tables, 1043-1052. — grammatical distribution, table, 1330. Landsberger, 1122, 1125, 1127, 1138. Langendorf, G., 1194. Lanicaster, Dr., 1118. Laryngograph, 1168. Larynx movements, 1168. Later-born children, Toronto, 1100. Laws of growth, diagram, 1326-1328. Laziness, 1030. Lee, C. A., 1100. 1388 EDUCATION REPORT, 1897-98. Leipzig, growth, 1122. Length, estimation of, 1101. Liharzik, 904, 1118. Limitation of the senses, 1141. Lip movements, 1188. Location reaction apparatus (Fitz), 1146-1148. Lombard, W., 1177. Lombroso, C., 1322, 1323. Ludwig, 1142. Lung capacity, 1121. — height, 1121. — Iowa City, 1104, 1107. — naval cadets, 1109. Maitland, L. (Miss), 1310, 1318. Malling-Hansen, R., 1123. Manouvrier, L., 1192. Manual labor, ability, tables, 1043-1052. Marey, E. J., 1143, 1194. — sphygmograph, 1170. * . - by transmission, 1171. — tambours, 1148, 1149. Marro, A., 1323. Mathematics, ability, tables, 1043-1052. Measurements, children, 990. - Europe, 1118-1140. — head, 1002. — limits to error in, table, 1194. — list of, for children, 995-998. — relation of, New Haven, 1107. — school children of the United States, 1094- 1118. — utility of, 990. — Washington school 'children, tables, 1052- 1094. Memory, age, 1307. — drawing, 1287, 1309. — fatigue, tables, 1307, 1308. — ghosts, table, 1316-1318. — tests, colored children, 1316. Mental ability. See Ability. Mental acts, apparatus for study, 1198. Mental strain, cadets and soldiers, 1131. Methods of investigation, 993-994. —Washington school children, 1003-1004, 1013- 1015, 1041-1042. Mil-am-meter (Weston), 1181. Milwaukee children, conclusions as to, 1096. Minds of children on entering school. Mirror hypnotizer, 1167. Miwa, 1140. Moore, Alice O., 1113, 1157. Moral education, 1339-1346. — adult influence, 1342. — conclusions, 1345-1346. — games, 1343-1344. Morel (De Tours). 1321. Moscow school children, 994. Mosso, A , ergograph, 1177. — plethysmograph, 1153. — sphygmomanometer, 1174. Motives of child, plan of study, 1302. Motor ability, 1291-1294. Movement of hand, apparatus (Filliatre), 1165. Munsterberg, H., 992, 1150-1151, 1195. Muscle memory, 1151. Muscle reading, 1162. Muscle sense, 1107. — apparatus (Miinsterberg), 1151-1152. Music, ability, tables, 1043-1052. Myograph (Marey), 1150, 1151. Nationality, abiiity, tables, 1043-1046, 1088. — abnormalities, table, 1087. — average ability, 1046. — growth, 1130. - comparative tables, 1137. — head circumference, 1018. - diagram, 1016. — height, 1024. — Irish, 1094. — weight, 1024. Naval cadets, growth, 1109. Negative results, use of, 993. Nervous children, 1039. New Haven children. 1107. — Boston and Milwaukee children compared, 1103. — Iowa Bity children compared, 1107. New lines of investigation, 992, 993. — objections to, 993. Nonlaboring classes, girls, statistics, 1069. Nonlaboring classes, classification, 1008. — measurements of, 1054. — table, 1094. Normal child, 994. Normal man should be studied, 991. North Carolina mountain children and Washington children compared, 1012. Nose growth, 1131. Nursing and growth, 1126. Objections to estimation of ability, 1015. — to new lines of investigation, 993. Occupation and pain, 1162. Old age and growth, 1129. “Only children,” 1349-1350. Optical and measuring instruments, psycho¬ logical laboratory, 1200. Paget, 1334. Pagliani, L., 994, 1122, 1127, 1138, 1139. Pain, ability, table, 1117. - age, sex, birth, conclusions, 1118. — birth order, tables, 1115-1117. — business men, 1162. — conclusions, 1113-1114, 1118. — delinquency, table, 1321. — Germans, 1162. — left hand, 1162. — measurements, 1155-1158. - public and private schools, tables, 1111-1113. — professional men, 1162. — Saginaw children, 1114-1118. — sensibility and algometer, table, 1162. — sex, 1118, 1162. — sociological condition, tables, 1157-1158. — strength of grasp, tables, 1115-1117. — temporal algometer, tables, 1111-1113. — university women, table, 1112. — washerwomen, table, 1113. — women, self-educators, table, 1113. - English, 1162. — threshold of, 1103, 1107, 1114. Palate, height of, 1189. — tracings, 1169. Palatograph (Weeks), 1169. Palatometer (Talbot), 1190. Palmer, Alice E., 1112, 1157. Paralysis, trembling of hand, 1164. Partridge, G. E., 1333. Peckham, G. W., 1096, 1102, 1108, 1137, 1139. Peckham, J. Y., 1118. Pendulum chronoscope (Fitz), 1146-1148. — (Scripture), 1145-1146. Penmanship, ability, tables, 1043-1052. Perception, space and time, apparatus for study, 1199. Perfumes, illusions, table, 1310. Periods of growth, 1129-1130. Pfarre, dynamometer, 1186. Phtladelphien, sphygmograph, 1172. Phonendoscope (Bazzi and Bianchi) , 1176. Physical development, standard of, 991. Plethysmograph (Mosso), 1153. — (Franck), 1152. Pneumograph (Marey), 1153. — (Verdin), 1154. Polish children, growth, 1125-1127. Politzer, 1288. Polygraph, 1143-1144. Portable square, 1191. Porter, W.T., 1096, 1097, 1099, 1137, 1139, 1321, 1322. Pressure measurement, 1154. Profession and pain, table, 1162. Psychical processes, apparatus for study,1198. Psychograph (Sommer), 1165. Psychological laboratory, bibliography, 1195. — instruments, Harvard University, 1195-1204. Psychophysical study, objections to, 991-992. Puberty, blushing, 1333-1334. — cephalic index, strength and sensibility, 1003- 1007. - table, 1007. — chest girth, 1128. — colored children, 1011. - table, 1011. — dangers of, 1124. — growth, 1022-1024. - Boston, 1095. - diagram, 1023. — height, diagram, 1023. — North Carolina mountain children, table, 1012. INDEX TO CHAPTERS XXI AND XXV. 1389 Puberty, sensibility, 1006-1007. — sex, diagram, 1023. — sociological condition, 1024. — weight, diagram, 1023. Pulse, Iowa City children, 1105. — tracings, 1171-1172. — vessels, recording instrument, 1175. Punishment, 1337-1339. — children’s reasons for, table, 1291. Pure science useful to humanity, 993. Purposes, sesthetical, altruistic, children, ma¬ terialistic, 1330-1332. Questions in child study: - Barnard Club School, 1300-1301. — doll study, 1312-1313. — fears m children, 1334-1335. — moral education, 1339. — peculiar children, 1318-1319. — “only children,” 1349. — Saginaw children, 1114. Quetelet, A., 989, 993, 1121, 1127, 1130,1138,1140, 1322. Quickness and accuracy (Fitz), table, 1148. Race, ability, tables, 1043-1052, 1088. — cephalic index, tables, 1010-1011. — circumference of head, 1018-1020. — growth, diagrams, 1025-1026. — head circumference, diagrams, 1017-1018. — height, 1024-1026. — sensibility, tables, 1010-1011. — sitting height, 1025-1026. — strength, tables, 1010-1011. — weight, 1025-1026. Reaction apparatus (Fitz), 1146-1148. Reaction time, Iowa City, 1106. Reading, ability, tables, 1043-1052. — moral education, 1345. Reigart, J. F., 1100, 1323. Respiration, concentration of thought, 1152. — curve, 1153. Results of investigation, tentative, 1004. Rhbocord (Du Bois-Reymond), 1183. Rights of children as seen by themselves, 1290. Roberts, Ch., 998, 1137, 1140. Rousselot (labiograph), 1167. Roux, L., 934. Russell, E. H., 1100, 1333. Russians, growth, tables, 1135-1136. Russow, 1126. Sabin, EL. 1301. St. Louis children, 1096-1100. — conclusions, 1099. Sack, 1099, 1128. Saginaw school children, pain, 1114-1118. Sanford, E. C., 1144, 1145, 1194. Saxony, growth, 1121-1122. SCHAFFHAUSEN, H., 1126. Schallenberger, Margaret E., 1290. Schmidt, E., 1124, 1138, 1140, 1189, 1194. SCHMIEGSLOW, E., 1288. ScHOLFrELD, Bessie M., 1300. School children, measurements of, in United States, 1094-1118. School life and growth, 1128. Schools, public and private, pain measure¬ ments, tables. 1111-1113. Science, ability, tables, 1043-1052. — its primary object, 993. Scripture and Titchener, kinesimeter, 1179. Scripture, E. W., 1167, 1179, 1194. — dynamometer, 1186. — touch- weights, 1180. Sensations, apparatus for studying, 1197. - dermal and muscular, 1198. Senses, development and growth, 1328. — organs and nerves, models, 1193. Sensibility, ability in different studies, 1006. — colored children, tables, 1009-1011. — electrical, table, 1184. — locality, boys, table, 1004. - girls, table, 1005. - skin, 1003, 1005. - table, 1159. — North Carolina children, table, 1012. — puberty, table, 1008-1007. — race, tables, 1010, 1011. — sociological condition, table, 1008. Sex, ability, 1031. 1045. - — average, 1046. - Kansas City, 1108. Sex, ability, tables, 1043-1052, 1088. — abnormalities, table, 1087. — head circumference, 1016-1017. — height, 1022-1023. — pain, 1118, 1162. — puberty, diagram, 1023. — sitting height, 1023. — weight.1022-1023. Shaw, E.R., 1303. Shaw, J.C., 1304. Sickliness, colored boys, table, 1092. — Copenhagen and Lausanne, 1124. Sickly boys, head circumference, diagram, 1039. — height, diagram, 1040. — table, 1090. — unruly boys compared, diagrams, 1039-1040. — weight, diagram, 1040. Sickly children, 1030, 1037-1040. Sickly girls, head circumference, diagram, 1037. — table, 1091, 1124. Sight, apparatus for study, 1197. Sitting height, measuring method, 1191. — Milwaukee children, 1096. — naval cadets, 1L09. — race, sex, 1025-1026. — Worcester children, 1103. Small, M. H., 1310, 1312, 1345. Snellen, H., 1346. Sociological condition, ability, 1007-1009, 1045. - tables, 1008, 1043-1045, 1088. — abnormalities, table, 1087. — average ability, 1046. — birth, time of, 1123. — cephalic index table, 1008. — growth, 1126, 1127-11*8. - unfavorable, 1127-1129. — head circumference, 1018. - diagram, 1016. — height, 1024. — pain, tables, 1157-1158. — puberty, 1024. — race, table, 1087. — sensibility, table, 1008. — strength, 1127. — weight, 1024. Sommer (psychograph), 1165. Speech, defects, 1030. — mechanics of, 1188. Spelling, ability, tables, 1043-1052. Sphygmograph (Marey), 1170. - by transmission, 1171. — (Philadelphien), 1172. — (von Frey), 1173. Sphygmomanometer (Basch), 1175. — (Mosso), 1174. Sphygmometer (Bloch), 1174. — record, table (Cheron), 1176. — (Verdin), 1173. Standard of ability, objections to, 1042. Stetson, G. R., 1318. Street, J. R., 1339. Strength, arm lift, Iowa City, 1104. — hand grasp, 1003. - birth order, tables, 1115-1117. - boys, table, 1004. - colored children, tables, 1010-1011. — - delinquency, 1321. - girls, table, 1005. - naval cadets. 1110. - North Carolina mountain children, table, 1012. - pain, tables, 1115-1117. - call, tables, 1010-1011. — sociological condition, 1127. — wrist lift, 1104. Study, children, through drawings, 1285-1287. — man, 1141. — overstrain, 1100, 1108. Suggestibility, children, 1310-1312. Suggestions, force of, 1106. Suggestion blocks (Gilbert), 1167. Sugltgowski, 1138, 1140. Swedish school children, 994. — height, 1102. Swift, E. J., 1346. Tablot, E. S., 1189, 1190. — palatometer, 1190. Tambour (Marey), 1148, 1149. 1390 EDUCATION REPORT, 1897-98. Taylor, J. S., 1347. Teacher, influence of, table, 1340-1341. Temperature spots, 1002. Temple algometer, see temporal algometer. Temporal algometer (MacDonald), 1155. — pain, tables, 1111-1113. Therm aesthesiometer (Eulenburg), 1003, 1159. Time markers, 1148-1149. Tttchener, E. B.. 1179, 1194. Topinard, P., 1194. — anthropometer, 1187. — calipers, goniometer, 1189. Tor5k (von). A., 1194. Toronto children, 1100. Touch weights (Scripture), 1180. Trembling, hand, paralysis, 1164. — tongue, 1164. Tremograph, 1293. Truth for its own sake, 932-993. Tuning -fork stand, 1145. Turin school children, 994. Uhlitzsch, 1121. Ulmann, dynamometer, 1185. Unconscious movement, 1163. United States, measurements of children in, 1094-1118. University women and pain, table, 1112. Unruly, boys, height, diagram, 1036,1040. - - - sickly boys compared, diagrams, 1039-1040. - table, 1004, 1090. - weight, diagram, 1036. 1040. — children, 1031, 1035-1036. — girls, table, 1091. Vahl, 1140. Vazhnoff, tables, 1135-1136. Verdin, Ch., 1161,1175. — • sphygmometer, 1173. Vernier chronoscope (Sanford), 1144r-1145. Vierordt, K.. 1J21. Virchow. R., 907,1132,1134. Vision, naval cadets, 1109. V oluntary motor ability, 1105. Wahl, 1123. Washerwomen and pain, table, 1113. Washington schoolchildren, 996-997. — abnormalities, 998-999; conclusions, 997-999. — N orth Carolina mountain children compared, 1012; special study of, 999-1012. — teachers, 997. Weber’s law, 1154. Weeks, Dr., palatograph, 1169. Weight, ability, 1028-1029. — abnormalities, diagrams, 1034-1035. — appreciation of (Galton), 1153-1154. — Boston children, table, 1094, 1095. — British Empire, table, 1119. — countries of the world, tables, 1139-1140. — degeneracy, table, 1321. — delinquency, table, 1323. — Iowa City, ll04. — Kansas City, 1108. — nationality, 1024. — naval cadets, 1109. — North Carolina mountain children, table, 1012. — puberty, diagram, 1023. — race, 1025-1026. — St. Louis children, 1098, 1097. — sex, 1022-1023. — sickly children, 1038, 1040. — sociological condition, 1024. — Worcester children, 1103. — unruly children, 1036, 1040. Weissenberg, S., 1127, 1128, 1129, 1130. West, G. M„ 1100, 1101, 1102, 1137, 1139, 1323. Weston, mil-am-meter, 1181. Wilson, Louis N., 1350. Wiltse, Miss S. E., 1312. WlNTRICH, 1121. Woman, growth, 1130. — self-educated, pain, table, 1113. Worcester children, 1100-1103. Wretlind. 1123. Wrist lift, 1104. Yoder, A. H., 1294. Youthful degeneracy, 1321-1324. Zhermunski, M. S., 1288. Zola, Emil, 991. CHAPTER XXVI. REPORT OF THE COMMITTEE OF TWELVE OF THE MODERN LANGUAGE ASSOCIATION OF AMERICA.1 The committee appointed two years ago to make recommendations upon the subject of preparatory requirements in French and German has the honor to sub¬ mit the following report: Section I. — Preliminary. It will be remembered that the appointment of the committee grew out of a request of the National Educational Association, which has for some time been endeavoring to bring about a better regulation of secondary instruction in the subjects usually required for admission to American colleges. In pursuing this laudable undertaking the National Educational Association very properly saw fit to ask for the advice of various professional bodies, our own among the num¬ ber. In particular, it Was desired that we draw up model preparatory courses in French and German and make recommendations concerning the practical man¬ agement of these courses. The matter was brought to the attention of both branches of this association at the sessions of 1896, and we were asked to take appropriate action. As the business appeared to be of very great importance, it was thought best to turn it over to a large committee having a somewhat general mandate to investigate and report. The resolution under which the committee was appointed reads as follows: That a committee of twelve be appointed: (a) To consider the position of the modem languages in secondary education; (6) to examine into and make recom¬ mendations upon methods of instruction, the training of teachers, and such other questions connected with the teaching of the modern languages in the secondary schools and the colleges as in the judgment of the committee may require consideration. That this committee shall consist of the present president of the association, Prof. Calvin Thomas, as chairman, and eleven other members of the association, to be named by him . That the association hereby refers to this committee the request of a commit¬ tee of the National Educational Association for cooperation in the consideration of the subject of college entrance examinations in French and German. In pursuance of this resolution the committee was made up early in the year 1897, ana began its work by preparing a circular, which was sent out to some 2,500 teachers. The object of the circular was to obtain information with regard to the present status of secondary instruction in French and German in the country at large, and also to elicit opinions with respect to a number of more or less debat¬ able questions which, as was thought, would be likely to arise in the course of the committee’s deliberations. Several hundred replies were received and collated, and the information thus obtained was laid before the committee at a session held in Philadelphia one year ago. We have not thought it wise to cumber this report, 1 Submitted at a meeting of the Association held in December, 1898, at Charlottesville, Ya. 1391 1392 EDUCATION REPORT, 1897-98. which will be long enough at the best, with a detailed recital of these statistics. Suffice it to say that, taken as a whole, they give us a picture of somewhat chaotic and bewildering conditions. Under various names our secondary schools have a large number of courses in which French and German figure as prominent or as subordinate subjects of instruction; courses of one, two, three, and four or more years; courses providing for two, three, four, or five recitations a week, and for recitation periods ranging from twenty-five to sixty minutes. And when we come to the colleges and higher scientific schools the requirements for admission are hardly less multifarious. Various bachelors’ degrees are conferred, and for admission to the courses leading to these degrees French and German figure vari¬ ously, according as the modern language is offered in addition to the Latin and Greek of the classical preparatory course, or in place of Greek, or as the main lin¬ guistic study. Some of the colleges have also an elementary and an advanced requirement, with options variously managed. Upon surveying the intricate problem thus presented, the members of the committee perceived at once that any report which they might make, if it was to be really useful, must be adapted, so far as practicable, to the conditions as they are. It was not for us to recommend radical changes in the American system, or lack of system, which has grown up in a natural way and must work out its own destiny. It was not for us to attempt to decide which of the various competing courses is the best course, or to antagonize any particular study. Nor could we assume to dictate to the colleges just how much knowledge of French or German, or both, the}7 shall demand for admission to this, that, or the other undergraduate course. The colleges would certainly not consent to any surrender of their liberty to regulate their requirements in their own way. Most important of all, it was not for us to propose any arrangements which could be taken to imply that sec¬ ondary instruction in French and German exists only for the sake of preparation for college. The great majority of those studying the modern languages in school do not go to college at all. Our secondary education must be recognized as having its own function, its own aims and ideals. In the great mass of the schools those who are preparing for college receive instruction in the same classes with those who are not preparing for college. And this must always be so. These consider¬ ations seemed to indicate that the proper line for the committee to pursue was as follows: To describe a certain number of grades of preparatory instruction, correspond¬ ing to courses of different length; to define these grades as clearly as possible in terms of time and work and aim, and to make a few practical recommendations with regard to the management of the instruction — recommendations having as their sole object the educational benefit of the pupil. The members of the com¬ mittee are naturally of the opinion that the study of a modern language in school has a distinct educational value of its own. The teacher’s problem is to realize this value from the study. Whether the learner is going to college or not makes no difference, save as this consideration affects the amount of time he can devote to the modern language while preparing himself in the other necessary subjects. If such courses could be wisely drawn up, and if then they were to be recom¬ mended to the country upon the combined authority of the Modern Language Association and the National Educational Association, it would seem reasonable to expect them soon to become the national norm of secondary instruction in the modern languages. It also seems reasonable to expect that the colleges will be not only willing but glad to adopt the practice of stating their requirements in terms of the national grades. Such a mutual understanding between the colleges and the secondary schools should do much to bring a definitely understood order out of our existing chaos. Having come a year ago to this general conclusion as to what could and should be done, the committee saw that it would be impossible to submit a satisfactory REPORT OF COMMITTEE ON MODERN LANGUAGES. 139^ final report at the Philadelphia meeting. There were various matters that" required further study. First, there was the question as to how many grades- were really needed — Whether two, or three, or more. Then there was the question of French and German in the lower school grades. This subject, it is true, had not been expressly committed to us; but it was known that many private schools,, and not a few of our best public schools, already provide instruction in French' or German in grades below the high school. It was also known that many good? teachers strongly advocate this idea. But if it is wise to begin a modern language* some time before the high school is reached, and if this practice is to be extended; and to become more and more a part of our national system, it is evident that the- modern-language work of the secondary schools must be more or less affected.. Again, there was the perplexing question of method. In view of the sharp differences of opinion and of practice known to exist among" teachers, the committee thought it best, before undertaking to advise teachers- how to teach, to reexamine the whole matter carefully in the light of experience- and in the light of recent contributions to the subject, to the end that their final recommendations might be as free as possible from any vagaries of personal prej¬ udice. Finally, there was the large task of drawing up the proposed courses and formulating the recommendations. Seeing all this work ahead, the committee- decided, at the Philadelphia session, to report progress, ask for additional time* and money, and, if this request should be granted, to appoint a number of sub¬ committees, whose task it should be to inquire into and report upon the various questions just enumerated. The request was granted and the committee adjourned; after passing unanimously a single resolution, the import of which will be appar¬ ent from what was said a little while ago. The resolution was to the effect that secondary instruction in French and German should not be differentiated, accord¬ ing as the pupil is, or is not, preparing for college. During the first half of the year 1898 the subcommittees worked at their sevtual tasks by means of circulars and correspondence. Early in November a three-day" session of the general committee was held in New York City. The meeting was-' attended by 10 of the 12 members, 2 being unavoidably absent. The report© off the various subcommittees were received and discussed, together with other mat¬ ters germane to the committee’s general task. As a result of the three days’ discus¬ sion, the substance of the following report was agreed upon. Since the November meeting the report, as below drawn up, has been submitted to the members of the* committee, and, after some further interchange of views by mail, has been agreecL to by them unanimously. Section II.— Value of the Modern Languages in Secondary Education.. Aside from the general disciplinary value common to all linguistic and literary studies, the study of French and German in the secondary schools is profitable in- three ways: First, as an introduction to the life and literature of France and Ger¬ many; secondly, as a preparation for intellectual pursuits that require the ability" to read French and German for information; thirdly, as the foundation of air accomplishment that may become useful in business and travel. Under each of these heads a great deal might be said; but an exhaustive discussion of the several topics would swell the volume of this report beyond the limits within which it is likely to be most useful. A few words must therefore suffice. What we have called the general disciplinary value of linguistic and literary study is well understood the world over, and has long been recognized in the edu¬ cational arrangements of every civilized nation. The study of a language other than the mother tongue requires the learner to compare and discriminate, thus training the analytic and reflective faculties. The effort to express himself in the- unfamiliar idiom, to translate from it into his own, makes him attentive to the? ED 98 - 88 1394 EDUCATION REPORT, 1897-98. meaning of words, gives a new insight into the possible resources of expression, and cultivates precision of thought and statement. Incidentally the memory is strengthened and the power of steady application developed.* In time such study opens the gate to a new literature, thus liberalizing the mind and giving an ampler outlook upon life. Through literature the student is made a partaker in the intel¬ lectual life of other times and other peoples. He becomes familiar with their manners and customs, their ideals and institutions, their mistakes and failures, and with the artistic forms in which the national genius has expressed itself. When he leaves school, such knowledge not only enriches his personal life, but makes him a more useful because a more intelligent member of society. It exerts a steadying, sanative influence, for it furnishes him with standards based upon the best performance of the race everywhere. For us Americans, with our large confidence in our own ways and destiny, there is special need of the wisdom that comes from familiarity with the life, literature, and history of the great makers of European civilization. What has been said up to this point relates to the profit of linguistic and literary study in general, a matter about which there is no serious difference of opinion among intelligent people. When, however, we come to consider the relative value of the ancient and the modern 1anguages, we raise a moot question over which there has been endless discussion. Here, again, we refrain from lengthy argument. Let it be remarked, however, that the question is a very large one, to be decided only in the light of long and wide experience. To reach a sane view of the mat¬ ter it is necessary to make some allowance on both sides for the partisanship of the professional teacher, who is generally more or less prone to overstate the importance of his specialty. Nor should we allow too great weight to the views of publicists, men of letters, and so forth, who treat the question from a purely personal point of view. The man in middle life, who has the advantage of know¬ ing just what knowledge is most useful to him in his own work, can usually look back upon his early education and tell a tale of neglected opportunities and mis¬ applied energy. Educational arrangements must be made for the many, and human tastes, needs, and aptitudes are various. For the boy or girl who must select a course of study long before he or she can know just what special attain¬ ment will be the most useful in after life, it is enough to be assured that the dis¬ cipline and culture derived from the study of a foreign language, whether ancient or modern, will certainly prove valuable. The committee is of the opinion that the best course of study for the secondary school will always provide instruction in at least one ancient and one modern language. Beyond this we do not undertake to pass judgment upon the compara¬ tive merits of competing courses. It has always been the policy of the Modern Language Association not to antagonize the study of Latin and Greek. We ask for the modern languages in school and college nothing more than a fair chance to show what they are worth. We believe that they are worth, when properly taught, no less than the ancient languages.1 It is, of course, conceded that the Latin and Greek are the more “ difficult ” in the initial stages. But difficulty can not be the highest test of educational utility, else Latin and Greek should them¬ selves give way to Sanskrit and Chinese. Evidently it is the goodness of the kernel and net the thickness and hardness of the shell that we are mainly to think of. The kernel is the introduction to the life and literature of a great civilized people, whom it is, for some reason, very important for us to know about. And here it may properly be urged on behalf of the modern languages that, just in proportion as they are easier to acquire, the essential benefit of the acquisition is 1 ” It seems to me that the teaching of modern languages in many of the- schools * * * has now reached such a stage that we may fairly say that a training in French or German, or both, can he given which is just as substantial, strong, and useful a training as any other that is given in the same period.” — President Eliot, Educational Reform, p. 378. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1395 the sooner realized. They give a quicker return upon the investment. This is a consideration that is of special importance for the secondary school. It is quite possible in an ordinary school course to learn to read French and German easily. The high-school graduate who has acquired this ability can at once turn it to account, even if he does not go to college. If he allows his ability to slip from him through lack of practice, it is at least his own fault. In the case of the ancient languages, on the other hand, it is a well-understood and oft-lamented fact that the great majority, even of college graduates, never learn to read Latin and Greek with ease. Up to the last the effort is more or less painful. After leaving college they usually drop their Latin and Greek, and in a short time they can not read at all. The profit of the study thus reduces, for the many, to its purely gymnastic value. That value, we are prepared to admit, is very great; but we would urge that the purely gymnastic value of the modern languages is, potentially, also very great. The argument of difficulty” is often misused. There may be as much valuable exercise in walking five miles up a gentle slope as in climbing a mile up a sharp acclivity. The first and greatest value of the study of the modern languages must be looked for, then, in the introduction of the learner to the life and literature of the two great peoples who, next to the English stock, have made the most important con¬ tributions to European civilization. That these literatures are as important, as worthy of study, as full of instruction for the modern man and woman as are those earlier literatures that once formed the great staple of education, is a propo¬ sition that we do not think necessary to argue, though it is sometimes denied in toto by zealous advocates of classical study. For the peculiar intellectual myopia that can see nothing new and nothing good in modern literature the only remedy is the classical hellebore. W e attach greatest importance, then, to linguistic discipline and literary culture. But the ability to read French and German has also another value not directly connected with the study of belles-lettres. In nearly all branches of knowledge at the present time a large part of the best that has been written is to be found in the German and French languages. One who wishes to study anything thoroughly, no matter what, finds it highly convenient, if not absolutely necessary, to be able to read these ianguages in the pursuit of information. The high-school graduate who brings this ability with him to college has a great advantage in that he can at once begin to use it as a tool in prosecuting his studies. Of those who do not go to college it is fair to presume that a considerable portion will continue some line of private study, if not as a vocation, then as an avocation. For ail such the ability to read French and German will be of great service. It is next in order to remark briefly upon what is popularly called the ‘ ‘ prac¬ tical ” value of French and German — that is, their utility as a means of intercourse. The i)ractical command of a foreign language has a- potential value that is at once perceived by everyone. It is felt to be desirable by multitudes who would prob¬ ably care but little for the considerations presented in the preceding paragraphs of this section. The committee hold, however, that in our general scheme of secondary education the ability to converse in French or German should be regarded as of subordinate importance. We by no means say that it should be ignored, or that colloquial practice may safely be neglected in teaching. With this point the report will deal further on. Here we merely express the opinion that the ability to converse should not be regarded as a thing of primary impor¬ tance for its own sake, but as auxiliary to the higher ends of linguistic scholarship and literary culture. The grounds of this opinion are briefly as follows: The practical command of a living language, such as will be really useful for the ordinary purposes of life, presupposes a large amount of practice in speaking. The requisite amount of practice can not possibly be given in an ordinary school course, even in a course of four years in length, in which the pupils come together 1396 EDUCATION REPORT, 1897-98. four or five times a week, perhaps in classes of considerable size, remain with the teacher for three-quarters of an hour, and the rest of the time speak English. With the most skillful teachers, working wuth the best methods that can be devised, and concentrating their effort upon the one aim of teaching the pupil to talk, the results of such a course, unless the work of the school is supplemented by practice at home, is only an imperfect command of the language, which is of little use outside the class room. Meanwhile the concentration of effort upon this one object necessarily involves the neglect of other things that are of more importance in the end. For it must be remembered that the process of learning to speak a foreign language has no educational value except as it is connected with, and grows out of, the improvement of the mind. In the second place it is to be remarked that while in certain European coun¬ tries, by reason of their geographical position, or the character of the population, it is of very great practical importance that the rising generation learn to speak two or three languages with facility, the conditions in the United States are dif¬ ferent. If it were possible in the secondary school to impart a good practical com¬ mand of French, it is evident that all but a minute proportion of those leaving school with this accomplishment would soon lose it for lack of occasion to use it. We have, it is true, a number of communities in which the ability to speak Ger¬ man is highly convenient, and may even have a local market value. But nowhere in the United States is this ability indispensable. The English language is the ver¬ nacular of the country and the medium of our civilization, and we wish it to become more so, rather than less so, with the lapse of time. So far as purely prac¬ tical considerations go, it is for those who come to us to learn our language, not for us to learn theirs. If we teach a foreign language in our schools it should be for the sake of its general educational value. At the same time, its potential value as a means of intercourse may very properly be kept in view. One who has received the best training that the secondary school can give may not be able to speak his modern language with facility for the practical purposes of life, but he will have been started in the right way; will have obtained a good general knowledge of the language, and will have had some practice in speaking. If then, after leaving school, he needs to be able to speak the language, he has an excellent foundation on which to build. Proficiency will come rapidly with practice. Section III.— A Critical Review of Methods of Teaching. THE GRAMMAR METHOD. When the modern languages first became a regular subject for serious study in secondary schools it was natural that teachers, having no other model to imitate, should adopt the time-honored plan followed in the department of Greek and Latin. According to this method the pupil is first put through a volume of paradigms, rules, exceptions, and examples which he learns by heart. Only when he has thoroughly mastered this book is he allowed to read; and even then his reading is usually regarded as a means of illustrating and emphasizing grammatical principles, rather than as a source of inspiration or of literary education. The amount of foreign literature studied by the class is, moreover, extremely small; but it is all carefully analyzed and translated, every lesson being, in general, repeated several times. Composition is used as an instrument for increasing still more the student’s familiarity with inflections and rules. The foreign language is never spoken, and pronunciation is considered unimportant. This method has fallen into discredit; and while it is not yet entirely banished from classical instruction, it can scarcely be found, in its original purity, among the modern language courses of any civilized region. It has, however, certain undeniable advantages. In the first place it trains the mnemonic faculty; in the REPORT OF COMMITTEE ON MODERN LANGUAGES. 1397 reaction against the hard, unattractive schooling of our fathers, modern pedagog¬ ical fashion has gone so far that the power of conscious acquisition and retention is hardly exercised at all; children go to college or out into life with an embryonic memory, and the teacher’s task rivals the labor of the Danai'des. Secondly, the careful study of grammatical rules and their nice application in translation and composition form one of the best possible exercises in close reasoning. It may be urged that logical processes are not natural to the child; neither are they natural to the uninstructed adult; but to be a successful student or an intelligent citizen, a boy or man must be able to arrive at rational conclusions. Hence it is one of the chief duties of education to afford practice in clear and orderly thinking. The principal value of arithmetic and algebra as secondary school studies lies in the fact that in them right and wrong reasoning are immediately and unmistakably distinguished by their results. In most subjects the white and black are not so clearly defined; between them lies a broad gray zone, the region of “not quite correct” and “not altogether bad,” and it is toward this neutral belt that nearly all the pupil’s efforts tend. The children “don’t see why ” their answer is not as good as any other, and the sloth and slovenliness native to the untrained human mind remain undisturbed. Now, grammatical analysis and synthesis, while less mechanical and more varied in their operation than elementary mathematics, are nearly or quite equal to it as a means of inculcating the habit of accurate ratiocination. On the other hand, the grammar method is open to criticism on the ground that it neglects two of the most inqDortant objects of foreign-language study: the broadening of the mind through contact with the life, the ideas, and the forms of thought and expression of different times and countries; and the cultivation of the artistic sense by the appreciative study of literary masterpieces. A still more potent objection is the contention that pure grammar is not calculated to inspire interest in pupils of the high-school age. This objection seems to be well founded, and, if so, it is a fatal one; for modern pedagogy, if it has accomplished nothing else, has established the fact that interest is absolutely essential to the performance of the best work in any field. It appears, then, that the day of the pure grammar method is past; but while devising a system more in accordance with the princi¬ ples and the possibilities of our time, let us not forget that the old-fashioned way had its good features. THE NATURAL METHOD. At the opposite pedagogical pole from the process just described, we find the conversational or ‘ ‘ natural ” method. This educational ‘ ‘ naturalism ” is a reaction against the inflexible systematism of earlier teachers; we should, therefore, expect it to be somewhat aggressive and somewhat formless, more given to pulling down than to building up. It is a principle, an impulse, rather than a plan; and its products depend, to a greater extent than those of any other school, on the person¬ ality of the instructor. Too often the results of a protracted and supposedly suc¬ cessful course of unalloyed conversation are a rapid, but unintelligible pronuncia¬ tion, the fluent use of incorrect forms, and, worst of all, a most discouraging self-complacency. Some peculiarly gifted teachers have succeeded in combining alertness with a reasonable degree of accuracy, but it will probably be found, in all such cases, that the instructor has resorted to devices not strictly “natural.” What is the genuine “natural method?” In its extreme form, it consists of a series of monologues by the teacher, interspersed with exchanges of question and answer between instructor and pupil — all in the foreign language; almost the only evidence of system is the arrangement, in a general way, of the easier dis¬ courses and dialogues at the beginning, and the more difficult at the end. A great deal of pantomime accompanies the talk. With the aid of this gesticulation, by 1398 EDUCATION REPORT, 1897-98. attentive listening, and by dint of much repetition the beginner conies to associate certain acts and objects with certain combinations of sound, and finally reaches the point of reproducing the foreign words or phrases. When he has arrived at this stage, the expressions already familiar are connected with new ones in such a way that the former give the clue to the latter, and the vocabulary is rapidly extended, even general and abstract ideas being ultimately brought within the student’s comprehension. The mother tongue is strictly banished, not only from the pupil’s lips, but, as far as possible, from his mind. Not until a considerable familiarity with the spoken idiom has been attained is the scholar permitted to see the foreign language in print; the study of grammar is reserved for a still later period. Composition consists of the written reproduction of the phrases orally acquired. This method — if “ method” is the proper term— is based on two general ideas; one true, the other false. The first is the belief that the interest so necessary to the successful prosecution of any study (and especially of language work) can most easily be aroused by the actual spoken usp of the foreign tongue. The sec¬ ond is the theory that a boy or man can best learn a new language in the manner in which an infant first acquires its native speech. Hence comes the epithet “natural.” The advocates of this view overlook, first, the fact that the child requires eight or ten years of incessant practice to gain even a tolerable command of its own tongue, and, secondly, the vast difference between the mind of the baby and that of the youth. The really natural methods of acquisition at these two stages of development are almost diametrically opposed. Let us consider, for instance, the learning of pronunciation. The newborn child, after various unsuc¬ cessful experiments, reproduces sounds correctly because it has no previous habits of speech to contend with. The boy or man, unless he is phonetically trained or exceptionally acute of hearing, does not imitate at all. He merely substitutes for the several strange vowelsand consonants the English sounds which the foreign ones happen to suggest to him. That is why the pronunciation of conversational classes is generally not a whit better than that of scholars taught after the most antiquated fashion. In the attempt to inculcate the other elements of speech — inflections, syntax, and phraseology — the purely imitative process shows itself to be almost equally inadequate. We may justly urge, furthermore, against this style of teach¬ ing, that it provides little discipline for the intelligence; that it affords only the poorest kind of mnemonic training; that it favors vagueness of thought and imprecision of expression, and, finally, that it sacrifices the artistic interest of language study to a so-called “practical” one. On the other hand, it certainly does awaken enthusiasm among its disciples, and it stimulates and holds the attention. ■ The natural method has been vehemently attacked and just as vigorously defended. At present the violence of the conflict has abated, and we are able to judge dispassionately the results of its introduction into our educational life. Those results have been mainly good. In summer schools and other institutions that have used the imitative process exclusively most of the pupils are persons who have had or will soon get some practice in grammar and reading. For them the conversation lessons are supplementary and form a useful addition to their training. In schools and colleges that have not accepted the “naturalistic” theory the fame of the new method has obliged teachers to adopt some of its practical features, thus bringing much-needed life and variety into their instruc¬ tion. It seems probable that the next generation will regard “naturalism ” rather as a vivifying influence than as an independent method.1 1 For a description of the natural method see Der Leitfaden fur den Unterriclit in der deutselien Sprache, by G-. Heness, and L. Sauveur’s Introduction to the Teaching of Living Languages. The method is well exemplified, not only in the Leitfaden, but in Der Sprachlehrer unter seinen Schulern, by Heness, and in Sauveur’s Causeries avec mes elevesand Petites cause- ries. All these works are now published by Messrs. Henry Holt & Co., of New York. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1399 THE PSYCHOLOGICAL METHOD. Out of the conviction that modern-language study should be made attractive, and out of the desire to adapt instruction to the known workings of the human mind, has come a system that seems more deserving of serious attention than the grammar method or the “natural ” style of teaching. This is the system invented by Gouin and brought into general notice by Betis.1 The psychological method, rests on the principle of the association of ideas and the habit of 4 4 mental visualization. ” The whole current vocabulary of a language, in the form of short, idiomatic sentences, is divided up into groups, every group consisting of phrases that are intimately connected in subject. One group forms a lesson. These brief divisions are gathered together in chapters, each of which treats of one general topic, and several chapters make a 44 series.” When a pupil has gone through all the series, with numerous reviews, he will have mastered (so we are told) the whole spoken language. Every lesson is first worked out orally and then studied by the pupil from his book. On presenting each new word to the beginner the instructor exhorts him to close his eyes and form a dis¬ tinct mental picture of the thing or act represented. This image (it is affirmed) will remain indissolubly connected with the word, and the evocation of the one will always recall the other. Sometimes real objects or drawings are used, and pantomime is frequently resorted to; but in most cases reliance is placed on the child’s active imagination. It is never considered a sin to put in a word or two of English, and at the outset that language is very freely employed. Although most of the talking is done by the teacher, the pupils are constantly called upon to repeat his sentences and to answer questions. After the first lessons written compositions may be prepared, made up of phrases already acquired. Grammat¬ ical instruction is begun early, concurrently with the other exercises, but the reading of consecutive texts is postponed until the bulk of the ordinary vocabu¬ lary has been learned. Many innovations have been introduced into the presen¬ tation of grammar, but most of them are more radical in appearance than in reality. Some, however, are extremely ingenious, and will doubtless be copied by instructors who do not see fit to adopt the whole system. The Betis method has the following obvious advantages: It trains the memory; it fascinates the student and holds his attention more closely than any other mode of teaching now in vogue; it gives the pupil, in a reasonably short time, a ready command over a large, well-arranged, and well-digested vocabulary; it affords, through some of its conversational groups, an insight into the life of a foreign country. As for the other side, the system seems, as far as we can ascertain the facts, to lay itself open to these criticisms: It affords but little opportunity for the exercise of judgment; it entirely neglects, in the first years, the cultivation of the aesthetic sense, and assigns literary study to a stage which high-school pupils mil scarcely ever reach. Moreover, its treatment of pronunciation is decidedly unsat¬ isfactory; but this defect can probably be remedied without disturbing the rest of the scheme. 1 Its operation and results are described at considerable length in Die neueren Sprachen, by R. Kron in III, 1, 2, 3, 4, 5, 6 (published separately under the title Die Methode Gouin, oder das Serien-System in Theorie und Praxis, Marburg, 1896), and by Y. Knorr in III, 8, and*V, 9. The method has been subjected to a searching criticism by Traugott in the same periodical, VI, 6. It should be said here that Betis has considerably altered the original plan: and opinions are divided concerning the respective advantages of the two versions. The real Gouin system can be studied in the author’s Art d'enseigner et d’etudier les langues, Paris, 1880 (third edition in 1897); the Betis or “psychological ” method is illustrated by a volume called The Pacts of Life, New York, 1896, by Betis and Swan. Without presuming to pass judgment on the merits of the case, we shall confine ourselves to the revised plan, since that is the one more widely known and the only one that has been tried in America. It was brought to the attention of the English- speaking world in 1892 and 1893 by the articles of W. T. Stead in the Review of Reviews. In the years 1895-1897 it was used in Boston, Mass., by Betis himself, and it is now on trial in one of the public high schools of the same city. 1400 EDUCATION REPORT, 1897-98. THE PHONETIC METHOD. Pronunciation, neglected in the three modes of instruction just mentioned, is the very foundation of a system that has of late years attracted attention in all northern Europe, and has gained a considerable footing in Germany and Scandi¬ navia.1 Its advocates, while not entirely free from the intolerance and the self- confidence so characteristic of enthusiastic reformers, are men of sound scholar¬ ship, successful experience, and good standing in the educational world. As far as can be ascertained, they ha\e arrived at results which go far toward justifying their seemingly extravagant claims. There have been few attempts to introduce the phonetic teaching in this country; probably the most extensive trial of it has been made at the Johns Hopkins University. The phonetic method resembles the “natural” and the “psychological” schools in that it takes the modern spoken language as a basis and at first relies mainly on oral instruction, using as far as possible the foreign language itself as a medium of communication. Unlike most “conversation” courses, however, it is very sys¬ tematically constructed and its beginning is strictly scientific. It begins with a training of the ear and the vocal organs, the pupils being thoroughly drilled in the vowels and consonants of the strange tongue. These sounds are considered both as isolated phenomena and as elements of idiomatic phrases. The phrases, in turn, are combined into dialogues, descriptions, and stories. At this stage printed texts are used, but only in phonetic notation. The ordinary spelling is carefully kept from the students during the elementary period. It is said that the transition from sound symbols to standard orthography presents no serious diffi¬ culty. Objects, pictures, and maps are constantly displayed, and every effort is made to familiarize the class with the surroundings, the institutions, the habits, the character, and the mode of thought of the people whose language they are learning. The phonetic texts gradually increase in length and difficulty, and some of the latest are representative of literature. Inflections and syntax are studied inductively. Composition consists first of the oral and written reproduc¬ tion of matter already heard or read, then of combinations of familiar phrases. Systematic grammar is reserved for a late stage, and translation comes last of all. It is evident that this sort of instruction requires a special preparation and a special apparatus. Although the pupils are not taught phonetics, it is essential that the teacher be something of a phonetician; and the present difficulty of obtaining adequate instruction in the science of speech-sounds has doubtless done much to hinder the rapid general adoption of Yietor 's programme. Let us hope 1 The names by which it is known are the “reform,” the “new,” and the “phonetic” methods. It was outlined by Yietor in his famous monograph, Der Sprachunterricht musz umkehren (1882, new edition, Heilbronn, 1886), and its principal features are set forth on the cover of every number of the Maitre phonetique. Both this periodical (the organ of the Association Phonetique Internationale) and Die neueren Sprachen, edited by Yietor, are devoted to the propagation of the phonetic method. The list of publications— books, pamphlets, and articles— which deal with the “reform method ” is very large. A complete bibliography down to 1893 is given by H. Brey- mann in Die neusprachliche Reform-Litteratur von 1876-1893, eine bibliographisch-kritische Ubersicht, Leipzig, 1893. Two articles by leading exponents of the method have appeared in American journals, viz, “A new method of language teaching,” by W. Yietor, in the Educa¬ tional Review, Vol. YI, p. 351, and “Phonetics and reform method,” by A. Rambeau, in Modern Language Notes, Yol. YIII, p. 161. An excellent report of observations made during a six months’ tour of inspection of German schools is given by Mary Brebner in The Method of Teach¬ ing Modern Languages in Germany: New York, Macmillan, 1898, and this is now admirably supplemented by the work of Karl Breul, The Teaching of Modern Foreign Languages in our [English] Secondary Schools, New York, Macmillan, 1898. A conservative and at the same time fairly representative presentation of the aims and methods of the “reformers” is given by W. Munch in his and F. Glauning’s Didaktik und Methodik des franzosischen und englischen Unterrichts, Sonderausgabe aus A. Baumeister’s Handbuch der Erziehungs-und Unterrichts- lehre fur hohere Schulen. On pp. 102 sq. is to be found a select list of the more important writings on method in modern-language teaching which have appeared in recent years. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1401 that in the near future such training will he brought within the reach of all by- means of courses conducted, in our universities and in our summer schools, by men who unite with the necessary scientific attainments a practical knowledge of the requirements of American pedagogy. Phonetic texts, too, though not abso¬ lutely indispensable, are of the greatest assistance.1 This method, while it lacks the logical discipline of the old grammatical instruc¬ tion, is more successful than any other in forming a good pronunciation and in giving pupils a ready and accurate control of the spoken language. The training it affords can hardly fail, moreover, to improve the quality of the student’s voice and his enunciation of his mother tongue. From the standpoint of mnemonic education, too, it ranks high. In stimulating interest it is nearly equal to the “ natural ” and “ psychological ” courses, and it is second only to the latter in holding the attention. The training of the attention should, by the way, be regarded as an important part of any pedagogical scheme; for the habit of inat¬ tention— the utter inability of pupils to fix their minds on anything for more than a few minutes at a time — is the most serious obstacle that confronts our secondary teachers. The attempt to give scholars, by ear and eye, by description and by the use of objects and pictures, a correct and vivid idea of foreign life has been carried further by the phoneticians than by any other school; but there is no reason, save the lack of rightly prepared instructors, why this feature should not be introduced into every method; the neglect of it defeats one of the principal objects of modern- language study. Another means to the same end is the system of international correspondence between school children of different countries.2 What are the disadvantages of the “phonetic” plan, when we consider it from the point of view of our American high schools? In the first place, it seems, like other “oral” methods, to overlook the importance of literary education, for it postpones the reading of real books to a stage that is beyond our secondary period. In Europe, where intercourse between foreign countries is easy and frequent, and a command of several languages has a recognized commercial value, it is natural that a practical mastery of the strange tongue should seem highly desirable. With us, isolated as we are, a speaking knowledge of French and German has, 1 Some good ones are already available: For French, F. Beyer and P. Passy; Rambeau an'd J. Passy have provided us with suitable chrestomathies; in German, we have a little' book by Vie tor; the Maitre phonetique furthermore, is constantly furnishing material in various languages. 2 Mentioned by Vietor in Die neueren Sprachen, V, 3, 165, and described by Professor Magill in Modern Langiiage Notes, XIII, 3. The plan was first suggested in the Revue universitaire for June, 1896, by Prof. P. Mieille, who gave an account of his efforts to bring about an interchange of letters between French children studying English and English children studying French. His idea attracted immediate attention in France and England, ere long also in Germany, Italy, and the United States, and it was soon perceived that it could be turned to profit, not only for school children, but also for adults, especially for teachers. Having already been tried on a large scale, the plan has passed the experimental stage and may be confidently recommended as a valuable aid in the learning of a living language. At first, correspondents could be secured only through certain journals, which published lists of names in consideration of a subscription. Later, on the initiative of the Manuel gen6ral de l’instruction primaire, a large committee was appointed, which now undertakes gratuitously to bring correspondents together. The vice- president of the English section for women is Miss E. Williams, professeur aux Ecoles de Sevres et de Fontinay, whose address is No. 6 rue de la Sorbonne, Paris. Miss Williams’s secretary, who conducts her correspondence, is Mme. Rossignol, 117 rue N6tre Dame de Champs, Paris. The vice-president of the English section for men is Prof. A. Mouchet, 16 rue de St. Guillaume, Asni£res (pres Paris). Any one of these three can be addressed by American teachers desiring French correspondents for themselves or for their pupils. In Germany the plan has been taken up. prominently by Dr. K. A. Martin Hartmann, of Leipsic, who has reported upon a trial of it in the Saxon schools and published a body of Vorschlage relating to it. The advantages of the system are well set forth by Petri in Die neueren Sprachen VI, 511, and objections to it are answered by Hartmann in the same journal, VI, 324. A second and more extended article by Prof. Edw. H. Magill, of Swarthmore College, Pennsylvania, may be found in Modern Language Notes for February, 1899. 1402 EDUCATION REPORT, 1897-98. except for teachers, but little pecuniary worth; and even in the case of a student who has acquired it for pleasure alone, the opportunities for practice are so few that his hardly wTon accomplishment will soon slip from him. Familiarity with pronunciation and a certain ability to handle foreign constructions are, indeed, essential to a proper appreciation of the literature; but if literary study is not reached, of what avail is the preparatory training? For we must bear in mind that the vast majority of our pupils — those for whom the course should be planned — will not continue their education beyond the high school. It has been pointed out that oral work, besides exercising the organs of speech, arouses inter¬ est and fosters a certain alertness of mind, and is therefore valuable for its own sake. We may question, however, whether these benefits make up for the sacri¬ fice of all the aesthetic culture and the intellectual broadening that come only from the reading of good books. To this criticism the European advocates of the method would surely reply that they believe in abundant reading, after the student has mastered the spoken idiom. It appears, then, that the real fault of their programme, as applied to our conditions, is not so much that its underlying principle is entirely incompatible with our creed as that it calls for much more time than we allot to foreign lan¬ guage. In fact, we may well doubt whether with our three or four hours a week for three or four years our scholars would ever reach the end even of the ele¬ mentary stage; they certainly would not go beyond it; their acquisition would be only a fragment. If we should wish to introduce this or any other thorough¬ going method, we should be obliged to increase the importance of French and German in the school curriculum; and such increase is desirable from every point of view. Not only should the pupils who are intending to continue these studies in college receive the best possible preliminary training, but all children who begin the subjects at all should give them time enough to admit of an extended course, conducted according to the most enlightened principles. In order to gain the necessary hours, the foreign language must be taken up earlier, or some other high-school topic must be sacrificed. A few things thoroughly and intelligently done make the best secondary discipline. As long, however, as our present con¬ ditions last it is clear that we must give up something. Until we are all willing greatly to lengthen the time given to the linguistic part of our children's education, we shall have to renounce the idea of a full, well-rounded knowedgeof French and German, and, selecting the portion of the subject that appears most important for the greatest number, devote ourselves to the cultivation of that restricted field. Considerations of this nature have led many thoughtful teachers to adopt a mode of instruction that we may call the tc reading method.” THE READING METHOD. The title explains itself. The study of texts from the very beginning of the course, abundant practice in translation at sight, leading ultimately to the ability to read the foreign language with ease and without the interposition of English, are the principal features of this programme. Grammar and composition are regarded merely as a help to reading, and are reduced to the essentials; sometimes accidence and syntax are first learned inductively, but oftener a small text-book is used concurrently with translation. Great importance is attached to the use of good English in the renderings. Pronunciation receives scant attention; there is little or no oral Exercise. This method has been much used of late in our schools and colleges, especially in those that have large classes, a short course, and an American teacher. The great advantage of the process is that it quickly enables the student to read French and German literature — not with the complete appreciation that only an all-around command of the language can give, but with the same kind of intelli- REPORT OF COMMITTEE ON MODERN LANGUAGES. 1403 gence and enjoyment with which good classical scholars read Latin. Indirectly, it helps the pupil to form a good style, and to increase the volume and precision of his English vocabulary; it cultivates the taste by dwelling upon delicacies of expression; it exercises the memory through the enforced retention of words and idioms; it trains the linguistic sense by calling attention to the points of resem¬ blance and difference in various tongues; and the exact fitting of phrase to thought forms an excellent discipline for the judgment. On the other hand, in addition to the fact that it deals with only one aspect of language, the reading method is lacking in vivacity and in stimulus to the atten¬ tion; it interests only the more serious pupils. Moreover, the continued use, year after year, of an easy way of teaching — for it is comparatively easy, and requires but little special training — may prove demoralizing to the instructor, dull his appetite for self-improvement, and make him indolent and easily satisfied with his qualifications. Section IY. — Method as Related to the Preparation of Teachers. If all our classes were in the hands of born teachers, ideally prepared for theii* work, advice with respect to method would be quite superfluous. Every teacher would create for himself the method best suited to his class and to his own pecu¬ liar gifts. His personality would infuse life and efficacy into any process he would be likely to adopt. But in a profession so widely pursued we can not expect the majority of its followers to show genuine vocation. The most of our teachers are made, and we must see to it that they be as well made as possible. It can not be too strongly urged upon school authorities that if modern-language instruction is to do the good work which it is capable of doing it must be given by thoroughly competent teachers. The committee’s investigations show, and it is a pleasure to testify to the fact, that we already have a goodly number of secondary teachers who answer to that description. Nevertheless, our general standard is still far too low. For some time to come the majority of our teachers will necessarily be guided to a large extent, in their choice of methods, by the consideration of their own competence. But while it is easy to insist, broadly, upon the importance of adequate prepa¬ ration for teachers, it is not so easy to define, in exact terms, the minimum of attainment which can be regarded as sufficient. Much will always depend upon personality, upon general alertness of mind and aptitude for teaching. The best of teachers learn with their pupils, and it will sometimes happen that one who knows too little of his subject will teach it better than another who knows more. Nevertheless, it remains broadly true, and should never be forgotten for a moment, that what the teacher most needs is to be a master of his subject. With the sense of all-around mastery come independence of judgment and the right kind of self- assurance. Without this sense the attempt to follow someone else's method, how¬ ever good the method may be in the hands of its inventor, can never produce the best results. To be ideally prepared for giving instruction in a modern language, even in a secondary school, one should have, aside from the ability to teach and the general personal culture necessary to secure the respect and attachment of pupils, a thor¬ ough practical command of the language to be taught, a solid knowledge of its lit¬ erature, and a first-hand acquaintance with the foreign life of which the literature is the reflection. To be decently prepared, he should, at least, have read so much in the recent literature of the language that he can read about as easily as he would read matter of the same kind in English. He should have studied the principal works of the great writers, and should have taken a course in the general history of the literature. He should know thoroughly the grammar of the language in its present form. If he has some knowledge of the historical development of 1404 EDUCATION REPORT, 1897-98. forms, such knowledge will help him in his teaching, especially in the teaching of French to pupils who have studied Latin. He should he able to pronounce the language intelligently and with reasonable accuracy, though he may not have the perfect “ accent” of one who is to the manner born. He should be able to write a letter or a short essay in the language without making gross mistakes in grammar or idiom, and to carry on an ordinary conversation in the language without a sense of painful embarrassment. Even this degree of attainment will usually require residence abroad of those for whom English is the mother tongue, unless they have enjoyed exceptional opportunities in this country. In any case, the residence abroad is greatly to be desired. In insisting that secondary teachers of a modern language should be able to speak the language with at least moderate facility and correctness, the members of the committee are well aware that they set up a standard higher than that which has very generally been deemed sufficient. But it is a standard to which we must come. Many of the best schools have already come to it. Nor need we fear that such a standard will result permanently to the advantage of the foreign- t>orn teacher in the competition for positions. If we leave out of account cases of exceptional individual talent for teaching, the general principle holds good that the best teacher of a foreign language is a person of the same nationality as his pupils who is thoroughly at home in the language to be taught. The American- born teacher will thus have a substantial advantage over his foreign-born com¬ petitor, but he can not afford to be vulnerable in so vital a point as the practical command of the language in which he undertakes to give instruction. To many of our teachers residence in Europe will probably seem out of the question. Those who, by dint of thrift and sacrifice, contrive to cross the ocean can now enjoy fine opportunities in the way of summer courses at Paris, Geneva, Jena. Marburg, Greifswald, and elsewhere. The others must content themselves for the time being with a somewhat inadequate equipment, the defects of which, however, can be to a great extent remedied by the reading of well-chosen books, by work in American summer schools, and by association with foreigners in this country. It is to be hoped that our colleges and universities will recognize, more largely than they have heretofore recognized, the need of practical courses for teachers of the modern languages. With respect, now, to the main subject of this section, it is hardly necessary to observe that the teacher who can not himself speak his modern language should not attempt seriously to teach his pupils to speak it. He should not try to work the “ natural method,” or any private variation thereof; if he does, he will be almost certain to do more harm than good. He may and should provide memory exercises that exhibit natural colloquial forms, but in so doing he should be guided by some good manual, and make that the basis of the class-room work. The native German or Frenchman will naturally think that success will be easy for him in a “conversation” course, but it is for him to remember that he can accomplish nothing worth while without system; that he must have the proper books; that he can not comprehend his pupils’ difficulties unless he knows English well, and that he can never govern his class unless he has a sympathetic under¬ standing of American character. For the “psychological,” and still more for the “phonetic ” programme, special study is necessary, and no one, foreigner or native, should imagine that he can cope with such a method offhand. But if the availability and the goodness of the several methods described in the preceding section depend mainly upon the fitness of the teacher, they also depend upon the age of pupils, the probable length of the course, and the size of classes. If the study begins in childhood and the beginner is looking forward to a long and thorough course of the best possible kind, it is obviously the right thing that he devote a large amount of time at first to the acquisition of a faultless pronuncia¬ tion and an easy command of the colloquial language. He will then have the best REPORT OF COMMITTEE OX MODERN LANGUAGES. 1405 possible foundation for literary study. But if he begins later in life and the prob¬ lem is to realize the maximum of benefit from a limited course, he should devote less time to the colloquial language and proceed more quickly to the study of literature. It is also evident that in classes of considerable size the most efficient colloquial practice can not be given; the pupils may learn to understand the language (and this is of course well worth while) but they will not learn to speak with much facility. If this report were intended to meet ideal conditions, that is, if it were addressed to teachers whose training would permit them to choose freely from the methods that have been described and to combine them with wise discretion, the committee might be disposed (although in that case, as we have already remarked, advice with regard to method would hardly be needed) to make some such recommendations as the following: F6r very young children, say up to the age of 10, the “natural” or imitative method of the nurse or the gov¬ erness, with some help perhaps from the “ psychological” method. For a course of six years, beginning, say, at the age of 12, a combination during the first three years of the “psychological” and “phonetic” methods, accompanied by some study of grammar; after that a more thorough study of grammar, together with the reading and translation of good literature, supplemented by oral practice in the language and written composition. For a four years’ course, beginning in the high school, we should recommend a similar procedure, the division between the “psychological-phonetic” and the “reading” method coming, however, some¬ what earlier, say, after the first year. In combining the ‘ ‘ ps\7chological ” and 1 ‘ pho¬ netic ” methods the general plan of the former v/ould be followed, while the latter would be imitated in its treatment of pronunciation and, so far at least as French is concerned, in its use of phonetically transcribed texts. For any shorter course we should advise the “reading” method, accompanied, however, by scientific training in pronunciation, drill in the rudiments of grammar, and a moderate amount of oral practice. Recognizing the somewhat idealistic character of these recommendations, the committee will present further on a scheme of secondary courses, with suggestions relating thereto, which are meant to be adapted to existing conditions. First, however, it is necessary to deal briefly with another subject, or rather with two closely related subjects, which are more or less involved in any consideration of the modern languages in secondary education. Section Y.— Modern Languages in the Primary Grades; the Extension of the High-School Course. In a number of American cities modern- language instruction, mainly German, has already been introduced in the primary1 grades of the public schools, and the propriety and value of such instruction have been warmly debated in the news¬ papers and in local educational circles. On the one hand, it is urged that in any community where Germans preponderate or constitute even a large minority of the taxpayers they have a right to demand that the German language be taught in the public schools. The reply is made that the primary schools of the United States have an important function to perform in preparing children for life and citizenship in an English-speaking country, and that this mission will best be per¬ formed if the English language and no other is made the subject and the medium of instruction. To this it is rejoined that the learning of a foreign language in childhood need not prejudice the learning of English or of any other important subject, that the rudiments are quickly and easily acquired, and that the early beginning is in accordance with sound pedagogical principles. This line of asser¬ tion, in turn, is met with the reply that the primary schools have all they can do in teaching the subjects that are of obvious and undeniable use to everybody, and We use the word “primary” to denote in a general way all grades below the high school. 1406 EDUCATION REPORT, 1897-98. that the smattering of a foreign language which they can impart serves no educa¬ tional purpose and is of no practical value in life. When the issue is thus stated one sees at once that there is a measure of sound¬ ness in all these contentions. The committee feel that it would be futile to attempt here an answer to the question whether it is or is not desirable, in the abstract, that a foreign language be taught in the jjrimary grades of our public schools. The question in its politico-social bearings is a very large one, but it is a question which every community must and will decide for itself in view of local conditions, and the wisdom of its decision must abide the test of experience. We believe, however, that experience is already sufficient to enable us to formulate certain general principles which should always be kept in view in the practical manage¬ ment of the matter under consideration. In the first place, if a foreign language is taken up in the primary grades, it should always be as an optional study. This point seems to require no argument. The value of the study is at best so uncertain, so dependent upon circumstances of one kind or another, that the work should not be made obligatory for anyone. In the second place, it is not worth while, as a rule, that the study of a foreign language be taken up in the imimaiy grades unless the beginner has at least a pros¬ pect and an intention of going on through the secondary school. The reason for this opinion is that what can be acquired of a modern language in the primary grades, even with the best of teaching and under the most favorable conditions, is good for nothing except as a foundation. For while it is true that children learn quickly and easily the rudiments of “conversation” in a foreign tongue, it is also true that they forget them no less quickly and easily. The children of parents who speak German at home and expect to speak it more or less all their lives, may be taught in the primary school to use the language a little more correctly; but if they leave school at the age of 12 or 14, they inevitably drop back into the speech habits of those with whom they associate, and their school training thus becomes, so far as the German language is concerned, a reminiscence of time wasted. The children of parents who speak English at home may get a smattering of German at school; but if they leave school at the age of 12 or 14 they soon forget all they have learned. In the third place, if a foreign language is taught in the primary grades, it should be by teachers who handle the language easily and idiomatically. Classes should be as small as possible and there should be at least one exercise on every school day. Infrequent lessons in large classes amount to nothing. It is important that the teacher know his pupils intimately and be able to adapt his instruction to their individual needs. The general aim should be to familiarize the learner with the vocabulary and phraseology of the spoken language and to teach him to express himself readily and correctly in easy sentences. The free use of objects and pictures is to be recommended. In what has just been said we have had in view the usual arrangement of work, in accordance with which the secondary or high school is supposed to begin with the ninth grade (the average pupil being then about 14 years old) and to extend over a period of four years. Grades below the ninth we have classed as primary. But while this is still the t}rpical arrangement for the country at large, school¬ men have here and there lengthened the high school by extending it dowmward; in other words, by making provision that some of the solid disciplinary studies of the secondary period shall begin in the seventh or eighth grade. There appears to be strong argument in favor of this plan. It is urged by thoughtful school¬ men that our American high school has become congested; that the increased requirements of the colleges and the pressing demands of new subjects for “recog¬ nition” have given to the secondary school more work than it can do thoroughly in the traditional allotment of time. When, as sometimes happens, the colleges are blamed for this state of affairs and it is suggested that they reduce their requirements for admission, they are able to reply with much force that present REPORT OF COMMITTEE ON MODERN LANGUAGES. 1407 requirements, even where they are highest, are none too high unless we are willing to fall far below the standard of the Old World. The average graduate of an American high school is of about the same age as the average graduate of a Ger¬ man gymnasium, but the latter is further along in his studies and better prepared for higher work. We have therefore to consider the problem of strengthening the preparatory course while recognizing that the ordinary four-year curriculum can bear no f urther burdens and should, if anything, be simplified. Of this problem the obvious solution is to begin the proper work of the high school at an earlier date. Instead of dividing our educational years into eight primary, four secondary, and seven or eight higher, we should divide them into six primary, six secondary, and six higher. It is probable then that the six-year high-school course will meet with increas¬ ing favor, for the idea is a good one. At the same time we can not expect that the now usual organization of school work will be changed immediately or even rapidly, and for this reason the model courses to be described belovr have been drawn up primarily with reference to existing conditions. Our principal object in touching here upon the subject of the six-year secondary curriculum was to prepare the way for an expression of the opinion that, where such extended courses are provided, a modern language can be very advantageously begun in the seventh grade. Whether Latin or a modern language should come first in a well-ordered course of study is a question upon which teachers differ. It is one of the questions upon which, in the existing state of psychological and pedagogical science, it is just as well not to dogmatize. In fixing the order of studies in any school course, prac¬ tical considerations of one kind or another will often outweigh general argument. Probably the sanest view of the matter is that it does not make very much differ¬ ence whether Latin or a modern language precedes, if only the elementary instruc¬ tion in either case be rightly adapted to the learner's age and mental condition. It is often urged that the discipline afforded by the study of Latin makes the sub¬ sequent learning of a modern language easier. This is true, but the converse is no less true;. In beginning the serious study of any foreign language there are certain mental habits to be formed, certain faculties to be called into play and exercised. The pupil must learn how to study. He must become familiar with strange forms and with their equivalent in his own tongue. He must learn what idiom means and how to translate; must learn to observe, compare, and think. For the purpose of this elementary discipline one language is as good as another, if only the teaching be intelligent; and the discipline of the first linguistic study makes the second easier. In general, it is safe to assert that the average boy or girl of 12 will take more kindly to French or German than to Latin. The modern language is easier and more interesting. It seems more real and practical. Progress is more rapid. The value of the Latin has to be taken on trust, that of the modern language is more obvious to the juvenile mind. For children of 12 the Latin grammar is a very severe study. It means usually for many months little more than a loading of the memory with paradigms, a blind investment of labor for the sake of a mysterious future profit which the learner can not compre- % hend. The elementary reading matter is usually dull stuff, devised to illustrate grammar. Up through Caesar’s Commentaries there is almost nothing to touch the feeling, to feed the imagination, or to suggest a real connection with the pupil's own life. It is all a grind; in its time and place, to be sure, a very useful grind. We believe in it heartily. But the question is whether for children of 12 it is not best to break the force of the initial impact with Latin by using a modern language as a buffer. If may also be remarked, finally, that one who wishes to acquire a modern lan¬ guage thoroughly will always do well to begin in childhood. The later period of youth is distinctly a bad time to begin. In childhood the organs of speech are still in a plastic condition. Good habits are easily formed; bad habits more easily 1408 EDUCATION REPORT, 1897-98. corrected. The mind acts more naively, and the memory is tenacious of what¬ ever interests. Forms of expression are readily mastered as simple facts. Later in life, in proportion as the mind grows stronger, it also grows more rigid. The habit of analyzing and reasoning interferes more or less with the natural recep¬ tivity of the child. The fixation of speech habits in the mother tongue makes it increasingly difficult to acquire even a moderately good pronunciation, and per¬ fection is usually out of the question. Section VI. —Proposal of Three National Grades of Preparatory Instruction in the Modern Languages. Thus far this report has not dealt specifically with requirements for admission to college. In accordance with the idea embodied in the resolution referred to in Section I, we have approached our subject from the point of view of the second¬ ary schools. We have endeavored to state and explain the principles which should be kept in view in order to render our school work in French and German as valuable as possible to the learner. We have recognized that the secondary school does not exist solely or even mainly for the sake of its preparatory func¬ tion; and what we have said would be in the main true, and we hope valuable, even if there were no colleges. Nevertheless the preparatory function of the secondary school is obviously of very great importance. In practice secondary courses are shaped quite largely with reference to college requirements. The school naturally looks to the college as a regulative influence. It turns to the college catalogue, learns what must be done to prepare its pupils for admission, and concludes, not unnaturally, that this is about what ought to be done from an educational point Of view. In the absence of any central control of education in the United States this regulative influence of the college is the most potent agency at our command for creating and maintaining a high standard of second¬ ary teaching. We come, then, to the subject of secondary. .instruction as related to college requirements. For the purpose of simplifying the relation between the colleges and the second¬ ary schools and for the purpose of securing greater efficiency and greater uni¬ formity in the work of the schools, it is hereby proposed that there be recognized, for the country at large, three grades of preparatory instruction in French and German, to be known as the elementary, the intermediate, and the advanced, and that the colleges be invited to adopt the practice of stating their requirements in terms of the national grades. Explanatory. — The proposed three grades are designed to correspond normally to courses of two, three, and four years, respectively, the work being supposed to begin in the first year of a four-year high-school course, and to proceed at the uni¬ form rate of four recitations a week. The elementary course is designed to furnish the minimum of preparation required by a number of colleges in addition to the Latin and Greek of the classical pneparatory course. The intermediate course is designed to furnish the preparation required by many colleges which permit the substitution of a modern language for Greek. The advanced course is designed to furnish the highest grade of preparation of which the secondary school will ordinarily be capable in a four-year course. With respect to the time required, in years and in hours per week, for the satis¬ factory completion of the work to be outlined below, it should be said that the committee has no thought of imposing upon the schools an inflexible programme. Teachers will continue to make their programmes in accordance with their own judgment and convenience. The rapidity with which the proposed work can be done will, of course, vary greatly in different schools, with the age and aptitude of pupils, the size of classes, the efficiency of teaching, and according as the beginner of French or German has or has not studied Latin. It makes no small difference whether the modern language is begun in the first year or in the third year of the high-school course. In attempting to draw up model courses, however, the com- REPORT OF COMMITTEE ON MODERN LANGUAGES. 1409 mittee obviously had to make some definite assumption with regard to the time of beginning and the number of recitations per week. It was also necessary to pro¬ vide for the case of the work beginning in the first year, since many of our best schools already have four-year courses in German or French, or both. It is clearly" desirable that such courses be made as good as possible, and that they have a rec¬ ognized place and value in our general scheme of requirements for admission to' college. With regard to the four recitations per week let it be observed that that number has been made the basis of our calculations, not because the committee prefer it to five, or wish to recommend it to the schools instead of five, but because it is believed to be the smallest number that will permit the proper completion of the1 work proposed, if the work begins in the first year. Where a modern language is begun in the third year of a high school, it may be possible to complete the intermediate course in two years at the rate of five recitations a week, and the elementary course in proportionally less time. Where French is taken up in the last year of the classical preparatory course, it may be possible sometimes to meet the elementary requirement in one year at the rate of five recitations a week. But this will almost never be possible in the case of German, and in gen¬ eral the committee do not recommend one- year courses. The attempt to meek the elementary requirement in one year will result usually in a cramming process with neglect of that thorough drill upon the rudiments which is necessary for a good foundation. In drawing up model courses the committee has had in view the needs and th& conditions of the United States at large.1 The work of the subcommittee charged, with the matter was first submitted for criticism and suggestions to some twa hundred secondary teachers of known ability and experience. It was then care¬ fully revised in the light of the information and opinions gathered, and finally ran the gauntlet of thorough discussion in the committee of twelve. It is believed to represent the best intelligence of the country; to set a standard which is high,, but not too high, and to be throughout entirely practicable. Teachers who do- not find their own ideas perfectly expressed by the scheme will please remember: that the committee had to find its way among a multitude of counselors. Section YU.— The Elementary Course in German. ( a ) THE AIM OF THE INSTRUCTION. At the end of the elementary course in German the pupil should be able to read at sight, and to translate, if called upon, by way of proving his ability to read, a. passage of very easy dialogue or narrative prose, help being given upon unusual- words and constructions; to put into German short English sentences taken from, the language of every-day life or based upon the text given for translation, and ta answer questions upon the rudiments of the grammar as defined below. (b) THE WORK TO BE DONE. During the first year the work should comprise: (1) Careful drill upon pronun¬ ciation; (2) the memorizing and frequent repetition of easy colloquial sentences: 1 In the spring of 1898 representatives of Harvard, Yale, Princeton, Columbia, Cornell, and the- University of Pennsylvania met in New York and, in conference with representatives of a num¬ ber of prominent Eastern preparatory schools, agreed upon a scheme of uniform requirements: which has since been accepted by the institutions concerned. The modern-language conference’ framed an elementary and an advanced requirement in French and in German. The elementary- requirement of the New York conference is substantially the same as that proposed by this, committee, and their advanced requirement is nearly identical with our intermediate require¬ ment. Slight differences appear in phraseology, in estimates of time required, and in the num¬ ber of pages suggested for reading. But these differences are insignificant. It is believed there¬ fore that the six prominent institutions which have already made so good a beginning in the unification of entrance requirements will have no difficulty in adapting their statements to the scheme which is here proposed for the country at large. ED DS - 89 1410 EDUCATION REPORT, 1897-98. (8) drill upon the rudiments of grammar, that is, upon the inflection of the arti¬ cles, of such nouns as belong to the language of every-day life, of adjectives, pro¬ nouns, weak verbs, and the more usual strong verbs, also upon the use of the more common prepositions, the simpler uses of the modal auxiliaries, and the elementary rules of syntax and word order; (4) abundant easy exercises designed not only to fix in mind the forms and principles of grammar, but also to cultivate readiness in the reproduction of natural forms of expression; (5) the reading of from 75 to 100 pages of graduated texts from a reader, with constant practice in translating into German easy variations upon sentences selected from the reading lesson (the teacher giving the English), and in the reproduction from memory of sentences previously read. During the second year the work should comprise: (1) The reading of from 150 to 200 pages of literature in the form of easy stories and plays; (2) accompanying practice, as before, in the translation into German of easy variations upon the matter read, and also in the off-hand reproduction, sometimes orally and some¬ times in writing, of the substance of short and easy selected passages; (3) con¬ tinued drill upon the rudiments of the grammar, directed to the ends of enabling the pupil, first, to use his knowledge with facility in the formation of sentences, and, secondly, to state his knowledge correctly in the technical language of grammar. (c) SUGGESTIONS TO THE TEACHER. The following paragraphs are submitted in the interest of good teaching, and not in the interest of the most expeditious preparation for college. It is well known that a capable boy or girl can be crammed for a college examination in any subject in much less time than a proper training in the subject would require. Here, however, we are concerned with the proper training. The college entrance examination is admittedly an imperfect test of attainment in a modern language. Where candidates are numerous and the time limited, the examination is necessa¬ rily in writing; and then the only available test of the ability to read is the ability to translate, while pronunciation and readiness of speech are not tested at all. It is evident, then, that a good symmetrical training in the secondary school must keep in view more things than are likely to be ‘‘required ” of the candidate at his examination for admission to college. In what follows we shall take up the more important points that are involved in the teaching of beginners and make some practical suggestions — suggestions that are by no means intended to prescribe a routine, but rather to state and explain guiding principles. (1) Pronunciation. — It is hardly necessary to say that the first matter of impor¬ tance for the beginner is the learning of a good pronunciation. Drill upon the subject should be kept up steadily and inexorably until right habits are firmly fixed; because wrong habits formed at the outset are very persistent and very dif¬ ficult to correct. In attempting to imitate his teacher’s utterance of the strange German sounds the learner will at first neither hear nor reproduce correctly, but will utter rough approximations of his own. It is necessary to train both his ear and his vocal organs. In doing this most teachers rely only upon oft-repeated imitations of their own pronunciation; and this is the best reliance, always sup¬ posing that the model itself be good. What usually happens, however, is that teachers cease or slacken their drill too soon. They find it dull business. After correcting some faulty utterance a score or two of times, they conclude that the result obtained will “do,” that it is the best obtainable, that practice will make perfect — in the future. But the learner, being no longer regularly brought to book for his faults, perpetuates them, and makes no further progress except to pronounce badly with greater facility. In this way is acquired the slovenly pro¬ nunciation with which too many leave school. The opinion is sometimes expressed that it is not worth while to take great REPORT OF COMMITTEE ON MODERN LANGUAGES. 1411 pains in the teaching of pronunciation, since perfection is out of the question. The argument is that American youth will not learn in school, however they may he taught, to pronounce German as Germans pronounce it; and that since they will speak badly anyway, the question of more or less can not greatly matter. But this is not the right attitude. For although one who is not a German will very rarely learn after childhood to use the organs of speech precisely as Germans use them, so that his pronunciation will ring absolutely true, still any bo^or girl of average apitude may by careful attention to the'subject acquire a pronunciation so good that it will be pleasing rather than displeasing to a cultivated German ear; just as in the case of Germans learning English, that which is called the foreign “ accent ” may be reduced to such minute proportions that it does not offend, though it is noticeable. Now this is a result worth working for; but it can only be obtained when the teacher is interested in pronunciation and well-informed with regard to it. And right here comes in the great value of a knowledge of phonetics. Without such knowledge the teacher’s only resource is the imitation of himself as model; his own personal habits of utterance become the standard of the class. But his habits may not be the best. If an American, he may have received a faulty training; if a German, he may have dialectic peculiarities which should not be taught to a class. One who knows just how the German sounds are produced, and how they differ from the English sounds with which they are most apt to be confounded, has a great advantage in teaching pronunciation. If he hears a faulty utterance he will know what is the matter and can correct it in the most effective way. If he knows something of German dialects, of provincial or local peculiarities of pronunciation, of the nature and claims of the so-called standard pronunciation, he will know what “ correctness ” means and will he able to teach more intelligently. And, what is most important of all, for one who has a scientific interest in pronunciation, the class-room drill upon the subject will not be a dull mechanical routine, but a highly interesting employment. He will himself learn much incidentally, and will make his teaching of pronunciation useful to his pupils, not only for German, but also for English. It is therefore very much to be desired that teachers of German in the secondary schools be qualified to deal scientifically with the subject of pronunciation. For this purpose it is not at all necessary that they be accomplished phoneticians. A very rudimentary knowledge of general phonetics will suffice. Of greater impor¬ tance is it to have at hand and to have carefully studied a good treatment of the special problems of German-English phonetics.1 (2) The memorizing of colloquial sentences. — If there is any point upon which progressive teachers of living languages the world over have lately been coining to an agreement, it is that in any course of study making the slightest pretension to thoroughness the proper starting point in teaching is the vocabulary and phra¬ seology of the language as represented in its every-day forms of expression. It is of course possible to learn to read a language with some facility and still not be 1 Such a treatment can be f ound in Hempl’s German Orthography and Phonology, Boston, 1897. The second “book” of Professor Hempl’s work gives, in chapter 1, a sufficient introduction to general phonetics, with bibliography on p. 61; then, in chapter 2, a scientific description of Ger¬ man speech sounds. Chapter 8 discusses such topics as “A standard of pronunciation,” “Stage pronunciation,” “The best German,” “The difference between German and English pronuncia¬ tion,” and, very fully, “The values of the letters.” Bibliography, on p. 107. From the works there mentioned we select, as likely to be most useful to the teacher (aside from Professor Hempl's own book): Grandgent's German and English Sounds, Boston, 1892; Brandt’s German Grammar (second part), Boston, 1888; Yietor’s German Pronunciation, 4th ed., 1S90 (Lemcke & Buchner, 812 Broadway, New York, American agents); also Yietor’s German essays, Die Aus- sprache des Schriftdeutschen, 1890, and Y/ie ist die Aussprache des Deutsehen zu lehren ? 1893. It is hardly necessary to say that the most widely used school grammars deal very briefly and super¬ ficially with the subject of pronunciation and are an insufficient reliance, even when free from positive error. 1412 EDUCATION REPORT, 1897-98. able to utter a sentence in it intelligibly or to understand a sentence uttered by another; in short, without acquiring any feeling for the language in its character¬ istic modes of expression. Scholars and men of science who tind it necessary in their work to read a number of foreign languages can very quickly, by the aid of grammar, dictionary, and translation, reach a point at which they can “make out the sense *’ or “get the drift” of an article or a pamphlet. But this is not learning the language any more than “picking up” a few tunes on the piano is learning music. Such reading, though better than nothing and useful for certain purposes, is unsatisfactory. In the field of belles-lettres, where so much depends upon style, upon niceties of expression, and the subtle association of ideas, it is extremely unsatisfactory. The school, in dealing with languages so important as German and French, should aim at something better. It should aim to be thorough; to begin in the best way and lay a good foundation. For literary appreciation — that is, for reading of the most profitable kind — one needs before all things a sensitive feeling for the language. One needs the sense of being at home in it. In teaching, this principle should be recognized from the outset. The learner's knowledge is to be made second nature. His faculties and organs must be taught to respond instantly and naturally to the foreign symbols whether they are seen or heard. Idea and form of expression must become so intimately associated that the one suggests the other without any intervening proc¬ ess of ratiocination. To accomplish this, there is no kind of drill so good as the memorizing and frequent repetition of easy colloquial sentences. Such sentences can be given out and learned without any attempt at grammatical analysis and quite in advance of the pupil's grammatical knowledge. To know the meaning of “es thut mil* leid” and be able to handle the sentence appropriately, it is not at all necessary that one be able to parse a single one of the words. It is to be borne in mind that psychologically the unit of speech is the sentence or the phrase, and not the individual vocable. Thoughtful teachers sometimes object to this form of drill on the ground that it is mere memory work, that it does not teach the pupil to think or to reason. This, however, is not a valid objection. Such drill does much more than to load the memory. It develops aptitude by making psycholog¬ ical reactions instantaneous; in short, by creating Sprachgefiihl. Its value has some analogy to that of the finger-exercises of the incipient pianist. It is obviously important that what is given out to be learned in this way should consist of nothing but natural, oft-recurring forms of expression. The pupil is to learn how Germans actually say things, and not how they might possibly say something which no one would ever have occasion to say outside the class room. The ideal condition is, of course, that the teacher have such a command of collo¬ quial idiom that he will be able to furnish the necessary materials from the resources of his own knowledge. It will then be best that the pupil’s repetitions be elicited by questions addressed to him in German; in other words, that the drill take the form of short dialogues without use of English. But, as we have already intimated, the teacher who does not command the language should not attempt this, but follow a book or note down suitable sentences from his reading of realistic stories and plays. Such sentences may then be given out to be learned and repeated frequently, the teacher giving the thought in English.1 1 For reasons sufficiently obvious the committee does not undertake to recommend particular American text-books for class use. There are a number of publications from which material more or less suitable can be culled. The test in choosing is whether a sentence represents (1) a natural and (2) a usual or oft-recurring form of expression. A scientific manual of spoken Ger¬ man, on the general lines perhaps cf Sweet’s Elementarbuch des gesprochenen Englisch, is a desiderandum. Worthy of recommendation for its thorough trustworthiness in respect of idiom, and equally good for German and French, is the German edition of Storm's Dialogues frangais, i. e., Franzosische Sprechubungen, Leipzig, 18S8. For an excellent theoretical dis¬ cussion of colloquial German, containing many useful hints to the teacher, we call attention to Wunderlich’s Unsere Umgangsprache, Weimar, 1894. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1413 This is perhaps an appropriate place to say a word upon the subject of memoriz¬ ing poetry, a kind of drill which is highly thought of and largely practised by many teachers. The argument in its favor generally takes some such form as this: Boys and girls are apt to memorize easily, and they must memorize some¬ thing; then why not have them memorize gems of poetry and great thoughts of great writers rather than the banalities of ordinary discourse? But this argument is fallacious. The object of the drill in colloquial German is, as we have already remarked, not to load the memory with things supposed to be highly valuable in themselves, but to create an instinctive feeling for the language in its usual and natural modes of expression. Now poetry, as the language of emotion, is a more or less artificial — often a highly artificial — form of expression, and it is better that the natural become lodged in the mind first. The beginner who has learned to recite “ Sah ein Knab ein Roslein stehn, Roslein auf der Heiden,” is hardly in a better, but rather in a worse, position for learning how a German would ordi¬ narily express that idea. It may further be remarked that in simply hearing recitations of poetry in the class room the teacher can be of little use except to see that his pupils have done their task, which is, to make the best of it, one of his lowest functions; to correct mistakes of pronunciation, and to give points in elocution, if his talent runs in that direction. It is an easy business for him, but it is apt to involve a great waste of valuable time for all except the reciter. Finally, it is not to be forgotten that this kind of exercise, if it is felt as an irksome task, may easily create a positive distaste instead of a liking for the gems of poetry. We must remember Lord Byron’s pathetic exclamation: Then farewell Horace, whom I hated so. To sum up, we would not be understood as condemning altogether the exercise of memorizing poetry, but we have not thought it of sufficient importance to deserve a place in the scheme of work outlined above. At any rate, it should not be made much of in the early stages. The poems given out for committing to memory should be few and short and selected with reference to their simplicity and nat¬ uralness of expression. The teacher who omits the exercise altogether during the first year will make no great mistake. The recitation of well-chosen dialogues, with the parts assigned, is a better exercise, and we believe is usually found more interesting to learners. (3) Grammar. — It is assumed that simple exercises in colloquial German will begin with the very first lesson and take a portion of each recitation period, even when the pupil is learning the alphabet and becoming familiar with the values of the letters. It goes without saying that the sentences learned should occasionally be written down as well as often repeated orally. Practice in writing German from dictation is helpful in learning to spell, and should be kept up for some time. It may, however, be discontinued earlier than in case of French, because German spelling is much easier to learn than French. Whether the script letters should be learned at the same time with the print letters and regularly used in all written work is a question upon which opinions differ. On the one hand, it is urged that the script letters are not at all difficult to master, and that the use of them facilitates learning to spell. Such spelling as musz, mussen, Herz, sitzen, and others, come more easily in the German than in the Roman script. It is also urged that, as Germans use the script in their ordi¬ nary writing, those who are studying the language should learn to use it. The opposing arguments are that there is nothing educational or practically useful about learning to write the German script; that for Americans it is quite sufficient to be able to read it, in case they should some time get a letter written in it; that boys and girls of high-school age have usually formed their hand in English, and that, unless great pains be taken with them at the start — that is, unless the teacher be both able and willing to teach penmanship for its own sake — they are almost 1414 EDUCATION REPORT, 1837-98. sure to learn to write the script in an ugly un-German hand, like nothing ever met with outside the class room. From this it is clear that there is something to be said upon both sides. Upon the whole, the committee are of the opinion that the use of the German script in the schools should not be regarded as a matter of great importance and should never be required at a college examination. Teachers who write it well and are willing to take the time to teach it well may very properly insist upon it. Others will be upon safe ground if they permit the use of the Roman letters in all written work. In that case, however, they should sooner or later give their pupils some practice in reading German handwriting. It is assumed that learners who are of high-school age will take up the study of grammar after a few preliminary lessons. But for several weeks the grammar lessons should be short and easy, so as to allow an abundance of time each day for colloquial exercises and. drill upon pronunciation. As the course proceeds the study of grammar and the doing of exercises directly related to the study of grammar may properly be allowed to absorb an increasing portion of the time, but the colloquial practice should be kept up. In the teaching of grammar the most imx)ortant principle to be kept in view is that the grammar is there for the sake of the language and not the language for the sake of the grammar. The recitation of paradigms, rules, and exceptions is always in danger of degenerating into a facile routine in which there is but little profit. The important thing is not that the learner should acquire facility in telling off paradigms, quoting state¬ ments, and explaining principles according to the book, but that he should acquire facility in understanding and using the language. The maxim should be: Little theory and much application. It is of small use to be able to state correctly the principle of adjective declension, so long as the pupil, in attempting to apply the principle in a simple case, is obliged to stop and think, to recall his grammar, and perhaps to guess after all. The right forms must be so bred into the blood that they come naturally from tongue and pen. This, of course, requires an endless amount of repetition, which may at times become tedious. But the time spent upon this elementary drill is well spent and tells for good throughout the course. Teachers should not be in too great haste to get to reading good literature. The first difficulty of practical importance in teaching German grammar relates to the gender and declension of nouns. If the attempt is made to master the gen¬ der and declension of every noun that is met with, either progress will be very slow (as in case of German children learning the mother tongue), or the learner’s memory soon becomes overtaxed. Trying to remember everything, he soon ceases to remember anything with absolute confidence. The best wTay to deal with this difficulty is to concentrate attention from the start upon those nouns that belong to the language of everyday life — the names of familiar objects, relation¬ ships, and ideas — to make sure of these and let the others go. A list of such nouns can be made out which need not contain more than , say, 300 words. The pupil who at the end of a two years’ course has really learned that number of nouns, so that the right gender and the right plural come to him instantly, has done quite enough. More should not be expected by the college examiner, so far as concerns those nouns the gender and declension of which can not be determined by inspection. It is of course assumed that the candidate will know about nouns in ehen, lein, ei, lieit, Jceit, in, schaft, wig. Y/hether he knows any other rules for gender is not very important. After the inflection of the noun the other grammatical topics that require the most attention are the inflection of the adjective, the forms of the strong verbs and modal auxiliaries, the use of prepositions, and the subject of word order. In dealing with these and the minor difficulties of German grammar it is customary to rely, first, upon grammatical exercises — that is, the translation from German into English and from English into German of collections of sentences devised or selected for the express purpose of illustrating some grammatical point; and, sec- REPORT OF COMMITTEE ON MODERN LANGUAGES. 1415 end, upon drill connected with the German reading lesson. Both these resources are good if properly handled, and neither should be neglected. To do its proper work the grammatical exercise should not be simply worked through once and then dismissed, but reviewed and repeated until the right forms come instantly from tongue and pen. From this it follows that the sentences of the grammatical exer¬ cise, no less than those learned in colloquial practice, should represent natural forms of expression — things that Germans say or might say under easily suppos- sable conditions. It used to be thought, and perhaps some teachers and text-book makers still think, that anything grammatical will do for teaching grammar. And so, perhaps, it will; but it is possible to teach the grammar at the expense of the language, and the language is what we are after. To ask a learner to upset into alleged German such sentences as: “ The pupils’ coats and shoes are in the maids’ hands,” or “ I give warm clothes and red apples to poor little children,” is, to say the least, inexpedient. Instead of a help, it is a hindrance to the acquisition of a sensitive feeling for the language. Rather than exercise his wits upon the translation of such English into such German it were much better that the learner should do no English-German translation whatever, but simply read real German and learn the grammar by observation and appropriate drill. Perceiving rightly that the translation of bad exercises is a waste of time and positively harmful, some teachers have been led to the position that all English- German translation is out of place in a beginner’s course. They argue that one should not be expected to translate into a language until he knows something about it, until he has a certain working capital in the way of vocabulary, phrase¬ ology, and linguistic feeling; that so long as he must look up his words in the vocabulary and painfully and faultily piece them together according to his under¬ standing of the grammar, it is better for him to occupy himself with German pro¬ duced by those who know the language. This reasoning is not altogether unsound, but properly applied it does not lead to the rejection of all English-German trans¬ lation in the early stages of study. On the contrary, such translation is itself highly useful in acquiring that larger working capital which is desired. All that is necessary is to avoid difficult or independent translation. Throughout the ele¬ mentary course the English-German translation should consist of little else than easy variations upon a German text already studied. The German text should furnish or suggest substantially all that the learner needs to know, previous acquirements being of course taken into consideration. Here the maxim should be: A great deal of the easy rather than a little of the difficult. We come now to the subject of drilling upon the reading lesson. There are various kinds of questions that can be asked about a text, but three types are prominent in the practice of teachers. In the first type the questions call for the recitation of paradigms and rules and the explanation of grammatical principles. In the second type the questions call for the translation into German of English sentences based upon the text. In the third the object is to draw the pupil out and induce him to talk about what is said in the text. To illustrate, supposing the text in hand to be Der See macht eine Bucht ins Land: (1) Decline Der Gee. What is the meaning of die Gee I* Decline die Gee.. Give the principal parts of macht. Inflect macht in the present indicative active. Give a synopsis of its tenses in the indicative, first person singular. Why is the accusative used after in? Decline Land. What is the difference between Lande and Lander ? (2.) How would you say in German: The lake is quiet. The sea is quiet. My home is on the lake. I see a ship on the sea. There are many lakes in Switzer¬ land.? Give the German for: I made. I have made, I shall make. What are you making? Paper is now made of wood. Would it do to say eine Bucht im Landed How would you say: He is coming to land. I am going into the coun¬ try. I live in the country. That is the case in all lands except the Netherlands? 1416 EDUCATION REPORT, 1897-98. (3.) I Das macht der See? Welcher See ist gemeint? Wo befindet sicli dieser See? Von welchem Lande ist hier die Rede? Waren Sie je in der Schweiz? Was fur eine Regierung hat die Schweiz? Now, the best teaching will make some use of all these types of drill questions, but more of the second than of the first or third. The objection to an exclusive or even a predominant use of the first is that it teaches the pupil to “rattle off’ paradigms and rules, but not to understand or to use the language. Instead of learning to think in German, as the phrase is, he learns to think grammar in the terms of his text-book. Every college examiner is acquainted with the youth who will write er hat gekommen and then, on demand, give correctly the rule for the use of the auxiliaries of tense. What is needed in his case is not more practice in repeating the rule, but more practice in writing and saying er ist gekommen. The objection to an exclusive use of type 3 is that it does not specifically teach grammar at all. In types 1 and 2 the questions may, of course, be put in German instead of English. It is to be observed, however, that the German grammatical terms are rather difficult to learn and do not come under the head of “everyday forms of expression.” The principal value of grammatical drill conducted in German is to teach the learner to handle the sentence. So far as the vocabulary is concerned he might better be learning something else. (4). Reading matter. — In outlining the work of the elementary course we have recommended that, aside from the German-English exercises of the grammar, the reading matter of the first year consist of graduated texts from a reader. This is the usual practice, and it certainly has some argument in its favor. The advan¬ tage of a reader is that it offers variety, introduces the learner to different styles, and leads him gradually from that which is very easy to that which is more diffi¬ cult. Some teachers, however, prefer to make no use of a reader, but to pass directly from the grammar to complete stories having some literary value. They urge that such reading is more interesting and profitable than the disconnected texts usually found in readers. Others, while aj)proving the use of a reader, will prefer to drop it earlier than our scheme proposes, and to read at least one com¬ plete story during the first year. Questions of this kind are not very important; and there are no general principles on which to decide them. Teachers must decide according to the character of their classes. Fortunately there is now no lack of suitable material. We have several very good readers and a large number of Mdrchen, Geschichten , Erzdlilungen , and Novellen , published both separately and in collections, and all annotated for beginners. In choosing from the mass of literature available for the second year the aim should be, of course, to find that which is interesting to the young, wholesome, well-written, and not too difficult. It is natural to begin with the fairy stories, or Mdrchen, in which Germany is so prolific, but pupils of liigh-school age should not be kept too long on a diet of Mdrchen. If, at the end of the elementary course, the pupil is to be able to read easy narrative prose at sight, it is necessary that he have practice in reading different styles. Lively, realistic narrative, with plenty of dialogue, is to be preferred. The German Mdrchen is apt to appear childish to American boys and girls. On the other hand, teachers often complain that the most of the tales furnished by conspiring editors and publishers are more or less mawkish love tales, and they sigh for vigorous stories of adventure with the grand passion left out or made little of. This is a demand which future editors. may well keep in view. Meanwhile we must remember that the Germans are a more sentimental people than the Americans, and that one of the objects for which we study German in school is to learn what the Germans are like. Stories suitable for the elementary course can be selected from the following list: 1 Andersen’s Marchen and Bilderbuch ohne Bilder; Arnolds Fritz auf Ferien; 1 In all the reading lists the order is alphabetical. It expresses no opinion with regard to the merit of the texts as compared with one another. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1417 Baumbach's Die Nonna and Der Schwiegersohn ; Ger stacker's Germelshausen; Heyse’s L’Arrabbiata, Das Madchen yon Treppi, and Anfang mid Ende; Hillern’s Hoher als die Kirche; Jensen’s Die braune Erica; Leander’s Traumereien, and Kleine Geschicliten; Seidel’s Marchen; Stokl’s Unter dem Christbaum; Storm’s Immensee and Geschichten aus der Tonne; Zschokke’s Der zerbrochene Krug. Good plays adapted to the elementary course are much harder to find than good stories. Five-act plays are too long. They require more time than it is advisable to devote to any one text. Among shorter plays the best available are perhaps Benedix’s Der Prozesz, Der Weiberfeind, and Gtinstige Vorzeichen; Elz’s Er ist nicht eifersuchtig; Wichert’sAn der Majorsecke; Wilhelmi’s Einer musz heiraten. It is recommended, however, that not more than one of these plays be read. The narrative style should predominate. A good selection of reading matter for the second year would be Andersen's Marchen, or Bilderbuch, or Leander's Trau¬ mereien, to the extent of say forty pages. After that such a story as Das kaite Herz, or Der zerbrochene Krug; then Hoher als die Kirche, or Immensee; next a good story by Heyse, Baumbach, or Seidel; lastly Der Prozesz. A minor question which sometimes exercises the mind of the teacher is the question of the special vocabulary versus the dictionary. The obvious advantage of the special vocabulary is that it is very much more convenient for the learner. A well-known schoolman in writing to the committee upon this subject, sums up his views in the proposition that “dictionaries are a nuisance.” Nor is it easy to find any valid pedagogical objection to the use of a properly prepared special vocabulary. The objection most often urged is that in using a special vocabu¬ lary the scholar does not learn, nor try to learn, what the word really means in and of itself, but only what it means in the context where he has found it. It is urged, therefore, that before he can become independent, and acquire scholarly habits of study, he must emancipate himself from the special vocabulary and learn to use the dictionary. There is some force in this argument, but not much; for what the learner invariably does in using the dictionary is to pick out, from the various meanings given, the particular one that suits his occasion. To the others he pays no attention. When he comes across the word in another sense, he looks it up again. It is thus a saving of time if he have the right meaning, unincumbered by the others, given him in a special vocabulary. Really the whole question is mainly one of saving time. If, in getting his lesson, the learner could have at his elbow someone who would simply tell him the meaning of the word, that would be better still, if he would but remember what he were told. But there is undoubtedly some truth in the principle that what is acquired with diffi¬ culty, that is, with exertion and exercise of judgment, is the more likely to be remembered. Meanings that come easily in footnotes are apt to go no less easily. The whole question is one upon which no fixed rules can be laid down. There is no serious objection to the use of special vocabularies throughout the ele¬ mentary course, provided the right texts are available in editions provided with vocabularies, but the choice of reading matter should not turn primarily upon this consideration. It is best to provide a good course of reading, with variety, interest, and progression, even if, toward the end, the dictionary has to be used. (5) Translation into English; sight reading. — In the majority of schools it would appear that, after the first few months, the study of German consists prin¬ cipally in the translation of German literature into English. Translation is the exercise which is felt by both teacher and pupil to be the most important, and it is the one, accordingly, which is most insisted upon. It is also the exercise most easily handled. To sit and hold a book while the members of the class translate, one after the other, into class-room English, to correct their more serious blun¬ ders, and help them to “get the sense,” requires no great amount of preparation, no great expenditure of energy or ingenuity. But while it has its dangers, the profitableness of translation can not be successfully attacked. Whatever may be 1418 EDUCATION REPORT, 1897-98. true of very young children, one who already knows one language will learn another most “naturally,” most expeditiously, and most thoroughly hy means of comparison with his mother tongue; and this comparison, as was pointed out in a preceding section, is an important instrument of discipline and culture. More¬ over,- translation is the most effective and the most readily available means of determining whether the sense of a passage is exactly understood. It is the best detective of mental haziness, half-knowledge, and self-deception. At the same time it should not be forgotten that the principal object of study is not to learn to translate, but to learn to read without translating. How to deal with translation so as to make neither too much nor too little of it, so as to get the good and escape the evil of it, is not a simple problem for the teacher. It is easy to say that good translation should always be insisted on, and that bad English should never be allowed to go uncorrected. As a counsel of perfection, this is no doubt good. The trouble is, however, that really good translation of real literature is an art requiring literary skill. There must be time for the mental balancing of alternatives, the testing of synonyms, etc. No one can do it offhand. To exx>ect schoolboys or college students to do it in the ordinary routine of class work, is to expect impossibilities. On the other hand, slovenly, incorrect, and unidiomatic translation is worse than a waste of time. The young person who gets into the habit of murdering his mother tongue in cold blood, under the pretense of learning a foreign language, does himself more harm than good. What, then, is to be done? The practical answer would seem to be this: Between the extremes of atrocious English, which should not be endured, and the really good English, which is unattainable, there is a wide belt of what may be called tolerable English; English which is not excellent from a literary point of view, but is at least clear, grammatical, free from gross improprieties in respect to idiom, and reasonably faithful to the meaning of the original. Such tolerable English is all that can be expected in the ordinary routine of the class room. It is, however, desirable that the learner become aware that there is a higher ideal, and that he have some practice in trying to reach it. To this end a passage of German text should occasionally be given out for a carefully prepared written translation, with instructions to take time and make the work just as good as possible. Such translations should then be criticised by the teacher and compared with one another in the class. Attention should be called to the small points of idiom, arrangement, choice of words, turn of phrase, etc., which make up the difference between the tolerable and the excellent. In this way the pupil’s literary sense will be cultivated; he will become familiar with the idea of trans¬ lation as an art, and the effect will be to improve gradually the quality of his ordinary work. The next question is: How long and to what extent should the routine transla¬ tion of good German into tolerable English be insisted on in the class room? The answer is: So long as and wherever the teacher is uncertain whether the meaning of the original is understood. If there is complete certainty that the learner can translate his passage of German into tolerable English, it is, as a rule, not worth while to have him do it; the time can be Used to better advantage. An exception may be made, of course, in the case of pupils who are for any reason unusually backward in their English, or for such as may be suspected of not preparing their lessons. But for capable pupils who have a right attitude toward their teacher and their work, there jmesently comes a time when the routine translation in class of what they have previously prepared ceases to be profitable. They learn no new German in the process, and they do not improve their command of Eng¬ lish. For A, B, C, and D, who have prepared their lessons and know perfectly well how to translate a given passage, to sit in the class while E actually trans¬ lates it means a waste of time. When that stage is reached it is time to drop the systematic translation of the entire lesson in class, to call only for the rendering REPORT OF COMMITTEE ON MODERN LANGUAGES. 1419 of words or passages that are liable to be misunderstood, and to use the time thus gained in some exercise more profi table than superfluous translation. One such exercise is reading at sight. Since the general aim in the elemen¬ tary course is to learn to read very easy narrative prose at sight and not to learn to translate any specified texts, and since the candidate for admission to college will probably be tested upon some text that he has never studied, it is evident that considerable practice should be given in sight reading. Teachers some¬ times object to this exercise on the ground that it encourages guesswork and inaccuracy. But the objection is not valid. The object of the exercise is to increase the learner’s vocabulary, to make him feel that he can read German that he has not previously studied and to give him facility in such reading. There is not the slightest objection to his guessing at the meaning of a new word. All our reading is largely a process of divination, and the better we can divine from the context the better wre can read. Of course the wrong guesses must be corrected, and the teacher is there for that purpose. It is hardly necessary to say that for sight reading the very easiest texts that can be found should be chosen. Grimm’s Marchen are well adapted for the earliest experiments, then Meissner’s Aus meiner Welt or Yolkmann’s Kleine Geschichten. (6) Reproductive translation into German. — It will be observed that the pro¬ gramme of work for the second year of the elementary course provides for practice “in the off-hand reproduction, sometimes orally and sometimes in writing, of the substance of short and easy selected passages.” This is what the Germans call “freie Reproduktion,” and is one of the most profitable exercises possible. It teaches the pupil to give heed not only to the meaning but to the form in which it is expressed, to put thoughts in German with German as a starting point. The language of the original should, of course, not be memorized verbatim; what is wanted is not an effort of the memory, but an attempt to express thought in Ger¬ man forms that are remembered in a general way but not remembered exactly. The objection to independent translation from English into German is that for a long time it is necessarily mechanical. The translator has no help except his dictionary and grammar. His translation is mere upsetting. In free reproduction, on the contrary, he instinctively starts from his memory of the original. His thoughts tend to shape themselves in German form. In short, he learns to think in German. Section YIII. — The Intermediate Course in German. (a) THE AIM OF THE INSTRUCTION. At the end of the intermediate course the pupil should be able to read at sight German prose of ordinary difficulty, whether recent or classical; to put into Ger¬ man a connected passage of simple English, paraphrased from a given text in German; to answer any grammatical questions relating to usual forms and essen¬ tial principles of the language, including syntax and word formation, and to translate and explain (so far as explanation may be necessary) a passage of clas¬ sical literature taken from some text previously studied. (b) THE WORK TO BE DONE. The wTork should comprise, in addition to the elementary course, the reading of about 400 pages of moderately difficult prose and poetry, with constant practice in giving, sometimes orally and sometimes in writing, paraphrases, abstracts, or reproductions from memory of selected portions of the matter read; also gram¬ matical drill upon the less usual strong verbs, the use of articles, cases, auxiliaries of all kinds, tenses and modes (with special reference to the infinitive and sub¬ junctive), and likewise upon word order and word formation. 1420 EDUCATION REPORT, 1897-98. (C) SUGGESTIONS TO THE TEACHER. The intermediate course is supposed to be the elementary course, plus one year's work at the rate of not less than four recitations a week. * Suitable reading matter for the third year can be selected from such works as the following: Ebner-Esch- enbach's Die Freiherren von Gemperlein; Frey tag’s Die Journalisten and Bilder aus der deutschen Vergangenheit, for example Karl der Grosse, Aus den Kreuz- ziigen, Doktor Luther, Aus dem Staa.t Friedrichs des Grossen; Fouque's Undine; Gerstacker's Irrfahrten; Goethe’s Hermann und Dorothea and Iphigenie; Heine’s poems and Reisebilder; Hoffmann’s Historische Erzahlungen; Lessing's Minna von Barnhelm; Meyer’s Gustav Adolph's Page; Moser’s Der Bibliothekar; Riehl’s Novellen, for example, Burg Neideck, Der Fluch der Schonheit, Der stumrne Ratsherr, Das Spielmannskind; Rosegger’s Waldheimat; Schiller's Der Neffe als Onkel, Der Geisterseher, Wilhelm Tell, Die Jungfrau von Orleans, Das Lied von der Glocke, Balladen; Scheffel’s Der Trompeter von Sakkingen; Uhland’s poems; W ildenbruch's Das edle Blut. A good selection would be: (1) one of Riehl's nov- ellettes; (2) one of Freytag’s “pictures;” (3) part of Undine or Der Geisterseher; (4) a short course of reading in lyrics and ballads; (5) a classical play by Schiller, Lessing, or Goethe. The general principles of teaching set forth in the preceding section apply also to the work of the intermediate course. Translation should be insisted upon so far as necessary, but the aim should be to dispense with it more and more. Every expedient should be employed which will teach the scholar to comprehend and feel the original directly, without the intervention of English. Occasional exercises in preparing very careful written translations should be continued. Practice should be given in reading at sight from authors of moderate difficulty, such as Riehl or Frey tag. The “free reproduction” should by all means be kept up. It will be found much more valuable at this stage than independent translation of English into German. In dealing with classical literature thorough literary studies are. of course, not to be expected, but an effort should be made to bring home to the learner the characteristic literary qualities of the text studied, and to give him a correct general idea of the author. Section IX.— The Advanced Course in German. (a) THE AIM OF THE INSTRUCTION. At the end of the advanced course the student should be able to read, after brief inspection, any German literature of the last one hundred and fifty years that is free from unusual textual difficulties, to put into German a passage of simple English prose, to answer in German questions relating to the lives and works of the great writers studied, and to write in German a short, independent theme upon some assigned topic. (b) THE WORK TO BE DONE. The work of the advanced course (last year) should comprise the reading of about 500 pages of good literature in prose and poetry, reference reading upon the lives and works of the great writers studied, the writing in German of numerous short themes upon assigned subjects, independent translation of English into German. (c) SUGGESTIONS TO THE TEACHER. Suitable reading matter for the last year will be: Frey tag’s Soil und Haben; Fulda’s Der Talisman; Goethe’s dramas (except Faust) and prose writings (say extracts from Werther and Dichtung und Wahrheit); Grillparzer’s Ahnfrau or Der Traum ein Leben; Hauff's Lichtenstein; Heine’s more difficult prose (for example, Uber Deutschland); Kleist’s Prinz von Homburg; Korner’s Zriny; Les- REPORT OF COMMITTEE ON MODERN LANGUAGES. 1421 sing’s Emilia Galotti and prose writings (say extracts from the Hamburgische Dramaturgie or Laokoon); Scheffers Ekkehard; Schiller's Wallenstein, Maria Stuart, Braut von Messina, and historical prose (say the third book of the Geschichte des dreiszigjahrigen Krieges); Sndermann’s Johannes; Tieck's Geno- veva; Wildenbrnch’s Heinrich. A good selection from this list would be: (1) A recent novel, such as Ekkehard or Soil und Haben, read not in its entirety, but in extracts sufficient to give a good idea of the plot, the style, and the characters; (2) Egmont or Gotz; (3) a short course of reading in Goethe’s prose (say the Sesenlieim episode from Dichtung und Wahrheit) ; (4) Wallenstein’s Lager and Wallenstein’s Tod. with the third book of the Thirty Years’ War; (5) Emilia Galotti; (6) a romantic drama, such as Genoveva or Der Prinz von Homburg. It is assumed that by the time the fourth year is reached, if the preceding instruction has been what it should be, transla¬ tion in class can be largely dispensed with and the works read somewhat rapidly. Of course they can not be thoroughly studied, but thorough literary study belongs to the college or the university. It is not sound doctrine for the secondary school that one work studied with the painstaking thoroughness of the professional scholar is worth half a dozen read rapidly. In the secondary school the aim should be to learn to read easily, rapidly, and yet with intelligent, general appre¬ ciation, somewhat as an ordinary educated American reads Shakespeare. Such a person in reading Shakespeare will find much that he does not fully understand, archaic phrases, obscure allusions, etc. If he were to work out all these things in the manner of a scholar, and go deeply into the literary, historical, and psycho¬ logical questions involved in a single one of Shakespeare's great plays, it would take a very long time. Nevertheless, he can read the play intelligently in a few hours. An editor’s note helps him quickly over the graver difficulties, and when he is done he has a good general idea of the work, and has been 'greatly profited by the reading of it. The other lines of work suggested for the advanced course appear to require no further comment. They explain themselves, and grow naturally out of what has gone before. Section X. — The Elementary Course in French. (a) THE AIM OF THE INSTRUCTION. At the end of the elementary course the pupil should be able to pronounce French accurately, to read at sight easy French prose, to put into French simple English sentences taken from the language of everyday life, or based upon a portion of the French text read, and to answer questions on the rudiments of the grammar as defined below. (6) THE WORK TO BE DONE. During the first year the work should comprise: (1) Careful drill in pronuncia¬ tion; (2) the rudiments of grammar, including the inflection of the regular and the more common irregular verbs, the plural of nouns, the inflection of adjec¬ tives, participles, and pronouns; the use of personal pronouns, common adverbs, prepositions, and conjunctions; the order of words in the sentence, and the ele¬ mentary rules of syntax; (3) abundant easy exercises, designed not only to fix in the memory the forms and principles of grammar, but also to cultivate readiness in the reproduction of natural forms of expression; (4) the reading of from 100 to 175 duodecimo pages of graduated texts, with constant practice in translating into French easy variations of the sentences read (the teacher giving the English), and in reproducing from memory sentences previously read; (5) writing French from dictation. 1422 EDUCATION REPORT, 1897-98. During the second year the work should comprise: (1) The reading of from .250 to 400 pages of easy modern prose in the form of stories, plays, or historical or biographical sketches; (2) constant practice, as in the previous year, in trans¬ lating into French easy variations upon the texts read: (8) frequent abstracts, sometimes oral and sometimes written, of portions of the text already read; (4) writing French from dictation; (5) continued drill upon the rudiments of gram¬ mar, with constant application in the construction of sentences; (8; mastery of the forms and use of pronouns, pronominal adjectives, of all but the rare irregular verb forms, and of the simpler uses of the conditional and subjunctive. Suitable texts for the second year are: About's Le roi des montagnes, Bruno's Le tour de la France, Daudet’s easier short tales, De la Bedolliere’s La Mere Michel et son chat, Erckmann-Chatrian's stories, Foa’s Contes biographiques and Le petit Robinson de Paris, Foncin’s Le pays de France, Labiche and Mar¬ tin’s La poudre aux yeux and Le voyage de M. Perrichon, Legouve and Labiche’s La cigale chez les fourmis, Malot's Sans famille, Mairet’s La tache du petit Pierre, Merimee’s Colomba, extracts from Michelet, Sarcey’s Le siege de Paris, Verne’s stories. (c) SUGGESTIONS TO THE TEACHER. The suggestions already offered upon the teaching of elementary German are, in the main, equally applicable to the teaching of elementary French. While each language has its own peculiar difficulties that require special attention from the teacher, the general principles that should regulate the work are the same for both. To avoid needless repetition we refer the reader back to what is said in Section VII, c, and content ourselves here with adding a few further observations which may be regarded as supplementary. The educational value of the study of French in cultivating habits of careful discrimination, of mental alertness, of clear statement, must never be lost from view, and the expediency of an exercise must often be determined by its utility in attaining these ends. The knowledge gained in the secondary school alone can rarely be of immediate commercial value, but it should be a most serviceable foundation for later acquirements, and the advocates of oral methods may fairly lay some stress on this consideration. The demand for more spoken French in the class room rests chiefly, however, on other grounds, which may be summarized as follows: (1) Tongue and ear are most efficient aids to the memory, and he who depends on eye alone deprives himself of indispensable allies. (2) Oral work gives vivacity to the class, stimulates the pupil by active partici¬ pation, and encourages him by making him feel that he is gaining a practical command of the language. (3) In reproducing French sentences several can be spoken in the time needed to write one. (4) The hearer is compelled to grasp the sentence as a whole, while the reader is apt to dwell on separate words, distorting and often reversing the sense, which can only be obtained by making the sentence the unit of thought and interpreting each word in the light of its relation to its fellows. (5) The rapidity of speech also conduces to grasping thought directly from the French with no intermediate English. Many readers really read only the English into which, more or less laboriously, they change the French words. It is needless to dwell on the fact that such readers get their entire thought from a translation, usually a very bad one, and can never have any exact perception of literary excel¬ lence in French nor distinguish shades of meaning different from those to which they have been accustomed in English. It is hard to see how such a one can have any vivid conception of a lyric, an oration, or a dialogue; nor can he understand how, when translation is required, the proper order is French-thought-English, and not French-English, with the thought last or never. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1423 On the other hand, that time may be economically used, rambling, aimless talk¬ ing must not be tolerated in the class room; and a teacher who does not possess a good pronunciation and a ready command of the language generally does far more harm than good by practising on his pupils. Whatever recommendations the committee has made as to oral work apply only to those teachers who can speak French well. Especially with beginners should the French spoken be accurately pronounced. Faults of pronunciation once fixed are very difficult to eradicate. In some places French has been introduced into grades below the high school, and the classes intrusted to teachers unable to pronounce well. Irreparable injury has thus been done. The utmost pains must be taken at the beginning, especially with the vowels; and the separate sounds, and words containing them, should be pro¬ nounced many times by the teacher and repeated by the pupil. For a long time every new word should thus be treated, and unless a phonetic text is used the pupil should always hear a new word before he tries to pronounce it. Careful memorizing and frequent repetition of a few lines of simple prose are helpful and furnish a standard of pronunciation to which new words may be referred. Both for this and for mastering colloquial and idiomatic expressions, word order, and grammatical forms, it is advised that a small amount of French, preferably simple prose, be carefully memorized the first year. Later, selections may be made for their literary interest. Most teachers know how they prefer to teach the rudiments of grammar in a given class. We may remark, however, that it is not for the secondary school to spend time over the many pages of exceptions, peculiarities in gender and num¬ ber, idioms that one rarely sees and never thinks of using, and grammatical puz¬ zles for which each learned grammarian has a different solution, that form so large a part of some grammars. The great universals, however (the regular and the common irregular verbs; negative and interrogative variations; the common use and meaning of moods and tenses; the personal pronouns and their position; the general principles governing the agreement of adjectives, pronouns, and par¬ ticiples; the partitive constructions; the possessives, demonstratives, interroga¬ tes, and relatives; the most common adverbs, conjunctions, and prepositions), should all be thoroughly understood by the end of the second year of high-school study, and subsequent study should give considerable facility in using them. The verb seems most formidable; but when it is perceived that most forms of all verbs may be treated as identically derived from the “ primitive tenses,” the difficulties appear less numerous, and when the principle of ■ stem differentiation under the influence of tonic accent, persisting in the older and more common verbs, is a little understood, the number of really unique forms is inconsiderable. Translating into English should mean giving in well-chosen language the exact thought and spirit of the original. Thus understood, it is extremely difficult, and should never be attempted by the pupil before the meaning of the original is clear to him. It is then rather an exercise in English than in French. Nothing should be accepted as English which is not English. The teacher who compla¬ cently listens while a pupil turns good French into bad English is, to put it mildly, not doing his duty. Translating into English is often the most rapid means of ascertaining whether the pupil has correctly understood the French read, but a few well-chosen questions asked and answered in French, or an abstract in the same language, is often equally effective as a test, and far better as training in French. Just as English should be English, French should be French; and merely using French words and conforming to grammatical rules do not make a sentence French. At first, sentences formed by pupils should exactly follow French model sentences, being either verbatim reproductions or differing only in simple and immaterial verbal changes. Not until the pupil, by much assimilation of French 1424 EDUCATION REPORT, 1897-98. models, has become imbued with the form and spirit of the language, can he be safely left to his own invention. In choosing reading matter, the tendency is to select something too hard. The teacher adopts a book because it is world- renowned, because it interests him personally, because it teaches a valuable lesson, moral or historical. While all pedagogical roads should lead to the Rome of a broad culture, the attempt to teach literature, aesthetics, history, or morality from a work in which linguistic difficulties dismay the pupil and engross his attention, can only end in making him detest both the book and its lessons. The beginner in French can be taught these things best in the vernacular; while searching a dictionary to discover whether fut comes from faire or from falloir, he has little leisure to think of the relative merits of literary schools. Give him at first the easiest reading attainable, remembering that simple language does not mean infantile conceptions nor vice versa. Entertain no thought of teaching literature until the pupil is quite familiar with ordinary prose and can read page after page of the text assigned with no great need of grammar or dictionarjv The classics of dramatic literature may very properly be postponed until the fourth year, and we do not consider them always desirable even then; but a few have been given among texts suitable for the third year in the hope that these rather than others will be selected by teachers who, for reasons of their own, choose to read some¬ thing of the kind at this stage of the course. The reading lists are meant to be illustrative simply, not exhaustive. Other texts equally good might no doubt be mentioned under each head. The answers to the committee’s circulars indicate clearly that teachers would not welcome a narrow range of prescribed reading, such as teachers of Latin have in their Caesar, Cicero, and Yirgil. A definite curriculum of that kind would no doubt have its advantages, but in the case of the modern languages it is not practicable and, upon the whole, not desirable. The disadvantages would far outweigh the advan¬ tages. The mass of available literature is so great, the preferences of teachers and the needs of classes so divergent, that the only safe course is to leave a large lati¬ tude of choice. This being so, it has seemed best merely to give examples of the kind of reading appropriate to each year. Section XI.— The Intermediate Course in French. (a) THE AIM OF THE INSTRUCTION. At the end of the intermediate course the pupil should be able to read at sight ordinary French prose or simple poetry, to translate into French a connected pas¬ sage of English based on the text read, and to answer questions involving a more thorough knowledge of syntax than is expected in the elementary course. (5) THE WORK TO BE DONE. This should comprise the reading of from 400 to 600 pages of French of ordinary difficulty, a portion to be in the dramatic form; constant practice in giving French paraphrases, abstracts, or reproductions from memory of selected portions of the matter read; the study of a grammar of moderate completeness; writing from dictation. Suitable texts are: About’s stories; Augier and Sandeaffis Le Gendre de M. Poirier; Beranger’s poems; Corneille’s Le Cid and Horace; Coppee's poems; Dau- det’s La Belle-Nivernaise; La Brete’s Mon Oncle et mon cure; Madame de Sevigne’s letters; Hugo’s Hernani and La Chute; Labiche's plays; Loti’s Pecheur d’lslande; Mignet’s historical writings; Moliere's L’Avare and Le Bourgeois gen- tilhomme; Racine’s Athalie, Andromaque, and Esther; George Sand’s plays and stories; Sandeau’s Mademoiselle de la Seigiiere; Scribe’s plays; Thierry’s Recits REPORT OF COMMITTEE ON MODERN LANGUAGES. 1425 cles Temps merovingiens; Thiers’s L ’Expedition de Bonajjarte en Egypte; Vigny’s La canne de jonc; Voltaire’s historical writings. Section XII. — The Advanced Course in French. (a) the aim of the instruction. At the end of the advanced course the pupil should be able to read at sight, with the help of a vocabulary of special or technical expressions, difficult French not earlier than that of the seventeenth century; to write in French a short essay on some simple subject connected with the works read; to put into French a passage of easy English prose, and to carry on a simple conversation in French. (6) THE WORK TO BE DONE. This should comprise the reading of from 600 to 1,000 pages of standard French, classical and modern, only difficult passages being explained in the class; the writing of numerous short themes in French; the study of syntax. Suitable reading matter will be: Beaumarchais’s Barbier de Seville; Corneille's dramas; the elder Dumas’s prose writings; the younger Dumas’s La Question d’argent; Hugo’s Ruy Bias, lyrics, and prose writings; La Fontaine’s fables; Lamartine’s GS-raziella; Marivaux's plays; Moliere’s plays; Musset’s plays and poems; Pellissier’s Mouvement litteraire au XIXe siecle; Renan's Souvenirs d’en- fance et de jeunesse; Rousseau’s writings; Sainte-Beuve’s essays; Taine's Origines de la France contemporaine; Voltaire’s writings; selections from Zola, Mau¬ passant, and Balzac. Section XIII.— Specimen Examination Papers for Admission to College. The complaint is sometimes heard from teachers in the secondary schools — and investigation shows it to be not altogether groundless — that even at colleges having the same or very similar requirements for admission the entrance examinations are apt to differ not a little in respect to difficulty and in respect to the general character of the questions asked. To a certain extent this lack of uniformity is inevitable. With the best intentions examiners will differ more or less in their estimate of difficulty and in their choice of test questions. Some will prefer to set a more difficult paper and mark liberally; others to set an easier paper and mark more closely. The only obvious way to bring about uniformity in the papers set would be to intrust the preparation of them each year to a central committee or bureau (say of the Modern Language Association), which should furnish them on demand, in sealed packages and at a fixed rate, to such colleges as might wish to receive them. Such a plan would clearly have much in its favor. Under its operation there would be no room for criticism of particular colleges. The papers would presumably be prepared with very great care; they would improve in the light of criticism, would furnish teachers with a pattern to work by, and so could hardly fail to make for greater excellence and uniformity in the work of our sec¬ ondary schools. The feasibility of such a plan would depend largely upon the attitude of the colleges, and whether it would work well in practice could only be determined by trial. Difficulties of one kind and another would no doubt arise, but they do not appear in advance to be insuperable. At any rate, the plan seems worthy of serious consideration. Meanwhile, without wishing to imply an exclusive preference for a written as opposed to an oral test (the best plan, wherever practicable, is undoubtedly a com¬ bination of the two) , the committee have thought it appropriate to close this report with a series of papers designed to illustrate in a general way the kind of test ED 98 — —90 1426 EDUCATION REPORT, 1897-98. which, in our opinion, the candidate for admission to college may reasonably be expected to pass npon completing any of the courses above described. The papers are by no means offered as perfect models for imitation, but as an approximate indication of what, in our judgment, the college entrance examination should be. The time required is estimated in each case at about two hours. Unless the con¬ trary is expressly stated, the texts are not supposed to have been previously studied by the candidate. A. — ELEMENTARY FRENCH. I. Translate into English: (a) Lui, penche sur sa chaise, regardait dans la cheminee, les yeux fixes. Et tout a coup, comrne on se taisait, il se tourna de mon cote et me dit d’un ton de bonne humeur: Voici bientot leprintemps, monsieur Florence, nous ferons encore plus d’un bon tour dans la montagne; j’espere que cette annee vous viendrez plus souvent, car vous avez beau dire, vous aimez ce pays autant que moi . . . He! je ne dis pas le contraire, Georgies; mais a ton age, dans ta position . . . Enfin laissons cela . . . Et puisque turestes, eh bien, oni, tu as raison, nous irons plus souvent nous promener ensemble dans la montagne; je suis tou jours content d’etre avec toi. A la bonne heure, dit-il en riant, voila ce qui s’appelle parler. Et durant plus d'une demi-heure, la conversation roula sur les fleurs de nos montagnes, sur la belle vallee de la Sarre-Rouge, etc. On aurait cru que rien d’extraordinaire ne s’etait dit. — Erckmann-Chatrian. (b) Le temps etait sombre, il tombait une petite pluie de brouillard qui epaissis- sait encore l’obscurite, les bees de gaz brulaient mal, et leur lumiere, refieehie par les fiaques d’eau, eclairait la rue deserte d’une fagon incertaine et changeante. Le jeune homme marchait rapidement, son parapluie baisse en avant pour s’abriter de la pluie qui lui frappait dans la figure. Tout a coup, sans qu’il les eut vus venir ou sortir d’une embrasure de porte, il se trouva en face de deux hommes et, surpris de cette brusque apparition, il sauta de cote par un mouvement instinctif et nerveux. Il etait a ce moment a une centaine de metres de chez lui, a l’encoi- gnure d’une ruelle qui descend vers la rue de Charenton. — Malot. (c) Un jeune homme plein de passions, assis sur la bouche d'un volcan, et pleurant sur les morteis dont a peine il voyait a ses pieds les demeures, n’est sans doute, 6 vieillarast qu’un objet digne de votre pitie; mais quoi que vous puissiez penser de Rene, ce tableau vous offre 1’image de son caractere et de son existence: e’est ainsi que toute ma vie j’ai eu devant les yeux une creation a la fois immense et imperceptible, et un abime ouverfc a mes cotes. — Chateaubriand. II. (a) Write the five principal parts of the three verbs (the forms here given occur in I, b): rus, sortir , descend. (6) Write a synopsis of the conjugation (first person singular of each tense) of se rejouir and savoir . (c) Write the inflection of: the present indicative of boire and faire; the future of pouvoir; the present subjunctive of prendre. (d) Write the forms of the demonstrative pronouns. (e) In what ways may the use of the passive voice be avoided in French? III. Translate into English: (a) Here is the pen, shall I send it to her? No; do not send it to her; give it to me. (5) Cats and dogs are domestic animals. (c) You must give them some white bread and good coffee, if they have none. ( d ) The old man is very well this evening, although he has worked all day. (e) We have just searched for your gloves, but we do not find them in the room where you left them a quarter of an hour ago. '• REPORT OF COMMITTEE ON MODERN LANGUAGES. 1427 (/) Why do we weep for mortals whose life and character we scarcely know? We always have them before our eyes. Whatever we may think of them, they are surely worthy of our pity. (See I, c. ) B. — INTERMEDIATE FRENCH. I. Translate into English: (a) Nulle part, a aucune epoque de ma vie, je n’ai vecu aussi completement seul. La maison etait loin de la route, dans les terres, ecartee meme de la ferine dependante dont les bruits ne m’arrivaient pas. Deux fois par jour, la femme du fermier me servait mon repas, a un bout de la vaste salle a manger dont toutes les fenetres, moins une, tenaient leur volets clos. Cette Provengale noire, le nez ecrase comme un Cafre, ne comprenant pas quelle etrange besogne m’avait amene a la campagne en plein hiver, gardait de moi une mefiance et une terreur, posait les plats a la hate, se sauvait sans un mot, en evitant de tourner la tete. Et c'est le seul visage que j’aie vu pendant cette existence, distraite uniquement, vers le soir, par une promenade dans une allee de hauts platanes, a la tristesse d’un soleil froid et rouge dont les grenouilles saluaient le coucher hatif de leurs discor- dantes clameurs. — Daudet. (b) Amis, loin de la ville, Loin des palais de roi, Loin de la cour servile, Loin de la foule vile, Trouvez-moi, trouvez-moi, Aux champs ou 1’ame oisive Se recueille en revant; Sur une obscure rive Ou du monde n’arrive Ni le fiot, ni le vent, (c) Denise. Fernand? Fernand. Qu’est-ce que tu veux? Denise. Ou as-tu mis le livre que tu as ete chercher pour mademoiselle de Bar- dannes? Fernand. La, sur la table. Est-ce qu’elle est deja prete? Denise. Pas encore, mais elle acheve de sn a biller. Elle prend le livre sur la table. Andre, entrant, a Denise. Je n’ai pas pu vous demander tout a 1'heure, devant tout ce monde, mademoiselle, si vous etes tout a fait remise de votre indisposition d’hier qui vous a empechee de diner avec les amis qui me sont arrives, dont deux sont deja des votres. J’espere que ce soir j’aurai le plaisir et l'honneur de vous voir a notre table, ainsi que monsieur et madame Brissot. Denise. Oui, monsieur, ma mere m’a deja fait part de votre aimable invitation. Fernand, ci Andre. Et moi, je vais monter un pen d’avance le cheval de ta sceur pour le bien mettre a sa main; montes-tu avec nous? Andre. Non. nous avons une inspection a faire avec M. Thouvenin. Fernand. A tantot, alors. II. (a) Write a synopsis, in the first person singular, including infinitive, par¬ ticiples, and imperative singular, of the five verbs (see I, a) : vecu , tenaient , com¬ prenant, amene , vu. (b) What are the general principles governing the use of the indicative, condi¬ tional, and subjunctive moods? III. Translate into French: Tell me, what has kept you from selling that old house, the shutters of v/hich always remain closed? It is quite alone; at night one hears strange noises in it; Quelque asile sauvage, Quelque abri d’autrefois, Un port sur le rivage, Un nid sous le feuillage, U n manoir dans les hois ! Trouvez-le moi bien sombre, Bien cadme, bien dormant, Couvert d’arbres sans nombre, Dans le silence et Pombre Cache profondement! — Y. Hugo. 1428 EDUCATION REPORT, 1897-98. and little boys who have to pass near it run away without looking at it. I am sorry you did not sell it to M. Andre when you sold him your farm and your brother’s. You will do well to accept what M. Andre has offered you for it; and I wish you to go and see him this very evening. C. — ADVANCED FRENCH. I. Translate into English: (a) Tous ces dons sont communs aux orateurs; on les retrouve avec des propor¬ tions et des degres differents chez des hommes comme Ciceronet Tite-Live, comme Bourdaloue et Bossuet, comme Fox et Burke. Ces beaux et solides esprits tor¬ ment une famille naturelle, et les uns comme les autres ont pour trait principal 1‘habitude et le talent de passer des idees particulieres aux idees generales, avec ordre et avec suite, comme on monte un escalier en posant le pied tour a tour sur chaque degre. L ‘inconvenient de cet art, c’est l’emploi du lieu commun. Les hommes qui le pratiquent ne peignent pas les objets avec precision, ils tombent aisement dans la rhetorique vague. 11s ont en main des developpements tout faits, sorte d’echelles portatives qui s’appliquent egalement bien sur les deux faces contraires de la meme question et de toute question. — Taine. ( b ) Les regies generales ne sont que des expedients mesquins pour suppleer a l’absence du grand sens moral, qui suffit a lui seul pour reveler en toute occasion a 1’homme ce qui est le plus beau. C’est vouloir suppleer par des instructions preparees d’avance a la spontaneity intime. La variete des cas dejoue sans cesse toutes les previsions. Rien, rien ne remplace Fame: aucun renseignement ne saurait suppleer chez l’homme a l’inspiration de sa nature. — Renan. (c) Phedre, si ton chasseur avait autant de charmes Qu'en donne a son visage un si docte pinceau, Ta passion fut juste et rnerite des larmes Pour plaindre le malheur qui le met au tombeau. Et si tu parus lors avec autant de grace Qu'en ces vers eclatants qui te rendent le jour, Estime qui voudra son courage de glace, Sa froideur fut un crime, et non pas ton amour. Aussi, quoi qu'on ait dit du courroux de Thesee, Sa mort n’est pas l’effet de son ressentimenfc, Mais les Dieux Font puni pour t’avoir meprisee, Et fait de son trepas un juste chatiment. —Corneille. ( d ) Du Dieu qui nous crea la clemence infinie, Pour adoucir les maux de cette courte vie, A place parmi nous deux etres bienfaisants, De la terre a jamais aimables habitants, Soutiens dans les travaux, tresors dans l’indigence, L'un est le doux sommeil, et l’autre est l'esperance: L‘un. quand l'homme accable sent de son faible corps Les organes vaincus sans force et sans ressorts, Vient par un calme heureux secourir la nature Et lui porter Foubli des peines qu’elle endure; L'autre anime nos coeurs, enflamme nos desirs, Et meme en nous trompant, donne de vrais plaisirs; Mais aux mortels cheris a qui le ciel l’envoie Elle n’inspire point une infidele joie: Elle apporte de Dieu la promesse et l’appui; Elle est inebranlable, et pure comme lui. —Voltaire. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1429 II. (a) Explain the two cases of subjunctive that occur in I (c). (6) Point out two cases of poetic inversion in I ( d ). (c) Define aimable as used in classic poetry and as used in modern prose. III. Write fifteen or twenty lines of French about the author of one of the pre¬ ceding selections, or about one of the persons mentioned in I (a). IY. Translate into French: The following day, at three o'clock in the afternoon, they came to Surgeres. The cardinal was waiting there for Louis XIII. The minister and the King exchanged many affectionate greetings, and congratulated each other on the lucky chance that had rid France of the relentless enemy who was stirring up Europe against her. Thereupon the cardinal, having been informed by Rochefort that D’Artagnan had been arrested, and being eager to see him, took leave of the King, and returned to the house he occupied, near the bridge of La Pierre. There he found D’Artagnan standing without a sword before the door, and the three guardsmen armed. D.— ELEMENTARY GERMAN. I. Translate into English: (a) Ich folgte sogleich dem Boten, und er ftihrte mich in ein kleines Zimmer, das seiner schlechten Einrichtung1 nach zu den billigsten des Gasthauses gehoren muszte. Auf einem Bette lag eine schone, junge Frau mit geschlossenen Augen und totenbleichen,2 aber edlen und feinen Ziigen. Ein Dienstmadchen war mitleidig um sie bernuht,3 und neben ihr im Bette sasz ein etwa dreijahriges, blondlockiges Bubchen, jammerlich4 weinend und seine Mutter mit den suszesten Namen rufend und flehentlich5 bittend, sie mochte doch die Augen aufmachen und ihn wieder lieb haben. Ich hob den kleinen Burschen vom Bett herunter und setzte ihn auf den Boden nieder. Er blieb auch ruhig sitzen, seine groszen, blauen Augen unverwandt6 auf die Mutter gerichtet. Meine Bemuhungen, diese wieder zum Bewusztsein7 zu bringen, wurden bald mit Erfolg belohnt. Die Frau atmete schwer und schlug die Augen auf, aber sie war zu schwach um auf meine Fragen vernehmlich 8 antworten zukonnen. — Adapted from Helene Stokl. 1 Einrichtung, equipment, furnishings. 2 Bleich, pale. 3 Bemuht, occupied. 4 Jammerlich, piteously. 5 Flehentlich, imploringly. 6 Unverwandt, incessantly. 7 Bewusztsein, con¬ sciousness. 8 Vernehmlich, audibly. ( b ) Waldgegend. Vorn r edits ein aliertumliches 1 Gebdude; vor demselben ein Tisch mit Stuhlen und einer Bank, unter einem Baume; links ein Tlior; im Hinter- grunde eine Mauer. Vor derselben eine Anhohed- Hedwig, singt. Wenn ich ein Voglein war’ Und auch zwei Fliiglein hatt’, Ursula, kommt mit Frulistuck, das sie auf den Tisch stellt. Du bist ja schon frith bei der Hand, mein Kind. Hedwug. Sagst du nicht immer: Morgenstund’ hat Gold im Mund? Ursula. Das ist schon recht, dasz du mit der Lerche auffiiegst, aber die Vogel, die zu fruh singen, holt am Abend die Katze. Hedwig. Soil ich eine Lerche sein, dann musz ich auch mein Lied fur mich haben. Ursula. Das Lied paszt nur nicht an diesen Ort. Hedwig. Aber es paszt zu meinem Herzen. Ja, alte Ursula, ich wiinschte, dasz ich ein Voglein war’, und auch zwei Fliigel hatt’. Ursula. Und wo sollte es dann hinaus? Hedwig. Weit. weit weg! Uber die Mauer, liber die Baume, liber den Wald, liber das Feld — in die feme, schone Gotteswelt! — Konigswinter. 1 Altertumlich, ancient-looking. 2 Anhohe, elevation. 1430 EDUCATION REPORT, 1897-98. II. (a) Give the nominative and genitive singular (with the definite article) and the nominative plural of Boten, Filsze, Zimmer , Einrichtung, Hauses, Bette , Frau, Auge, Zugen , Mutter, Fragen, Gestalt. ( b ) Decline throughout the German phrases meaning the new house , my dear f riend. (c) Give the principal parts of muszte, lag, geschlossen, rufend, bittend, mochte, aufmachen, hob herunter, blieb, sitzen, bringen, selling auf, konnen. ( d ) Give the third person singular, of each tense in the indicative mode, of bittend, blieb, selling auf. (e) What case is governed by each of the prepositions: Auf, aus, bei, durch, fur, in, mit, uber, um, von, ivegen, zu. III. Translate into German: (a) Who is that old gentleman with the white beard?1 Surely I have seen him somewhere.2 (b) So this is your new house. What a lovely view3 from this window! But I do not see the old castle4 of which you told me in your letter. (c) He has lived two whole years, in Germany, and has just returned. He speaks German pretty well, but does not seem, to have read much. (d) I will do the best I can, but you must not expect too much. Perhaps it would be better if you should go to him yourself. (e) Come now, Hedwig, and eat your breakfast. You are not a bird and can not fly. And, after all,5 is it not better to be a pretty girl than a stupid5 bird? 1 Beard, der Bart. 2 Somewhere, irgendwo. 3 View, die Aussicht. 4 Castle, das Schlosz. 6 After all, am JEnde. 6 Stupid, dumm. E.— INTERMEDIATE GERMAN. I. Translate into English: (a) Die Wohnungen in den Badern von L. sind entweder unten in einem Dorf, das von hohen Bergen umschlossen ist, Oder sie liegen auf einem dieser Berge selbst, unfern der Hauptqueile, wo eine pittoreske Hausergruppe in das reizende Thai hinabschaut. Einige aber liegen auch einzeln zerstreut an den Berge3- abhangen, und man musz inuhsam hinaufkommen durch Weinreben, Myrtenge- straucli, Lorbeerbiische und andere vornehme Blumen und Pflanzen, ein wildes Paradies. Ich habe nie ein reizenderes Thai gesehen, besonders wenn man von der Terasse des oberen Bades, wo die ernstgrunen Cypressen stehen, ins Dorf hinabschaut. Man sieht dort die Brucke, die liber ein Fliisschen fiihrt, welches L. heiszt, und, das Dorf in zwei Teile durchschneidend, ein Gerausch hervor- bringt, als woile es die angenehmsten Dinge sagen, und konne vor dem allseitig plaudernden Echo nicht zu Worte kommen. — Heine. (5) Bernhard schritt durch enge Gassen nach dem Markte, er fand die Straszen voll von geschaftigen Menschen, die den Fremdling neugierig und forschend ansahen, viele unter ihnen in mangelhafter Beldeidung, mit bleichen und ver- gramten Gesichterp. Auch die Hauser waren mit Einliegern1 tiberfullt, noch in den Daclifenstern guckten Kinderkopfe und hing die Wasche armer Leute. Aus den engen Hofen horte er Gebriill der Kinder und neben den Hunden liefen grun- zende Schweine vor den Hausthiiren. Denn viele Landleute waren nach der Stadt gefluchtet und hausten mit ihrem Vieh gedrangt in jammerlichen Wohnungen. Auch der Marktpiatz war mit Bretterbuden und Leinwandzelten2 besetzt, an welchen armselige Frauen wuschen und kochten und halbnackte Kinder auf den Steinen spielten. — Freytag. 1 Einlieger, lodger. 2 Leinwandzelt, canvas tent. REPORT OF COMMITTEE ON MODERN LANGUAGES. 1431 (c)1 Gessler. Nan. Tell! weil, du den Apfel triffst vom Banme Auf hundert Schritt, so wirst du deine Kunst Vor mir bewahren mlissen. Nimm die Armbrust — Du hast sie gieich zur Hand — und mach dicli fertig, Einen Apfel von des Knaben Kopf zu schieszen — Doch, will ich raten, ziele gut, dasz du Den Apfel treftest auf den ersten Schusz ! Denn xehlst du ihn, so ist dein Kopf verloren. [Aile geben Zeichen des Schreekens. ] Tell. Herr, welches Ungeheure sinnet Ihr Mir an? — Ich soli vom Haupte meines Kindes — Nein, nein doch, lieber Herr, das kommt Euch nicht Zu Sinn. — Yer hut’s der gnad’ge Gott. — Das konnt Ihr Im Ernst von einem Yater nicht begehren! 1 The candidate is here supposed to have read Schiller’s Tell. If he has not, passage (c) should be replaced by another, taken from a classic previously studied. II. (a) Compare the adjectives alt, kurz , bedentend, wild, dunkel, hoeh , ober, erst, deutsch, ganz. ( b ) Explain the use of sein and haben as auxiliaries of tense, and put into German: (1) The boy has fallen into the water; (2) he has traveled much, but seen little; (3) I have remained too long; (4) I have been sitting in my room all day; (5) you have slept two hours; (6) the child has fallen asleep.1 (c) How do the modal auxiliaries differ in conjugation from ordinary weak verbs, and how from strong verbs? Put into German: (1) I will tell you some¬ thing; (2) we can not go; (3) he had to stay at home; (4) I should like to know; (5) she will not be permitted to come; (6) I have not been able to see him. (d) In passage (c) explain (1) the plural Schritt; (2) the subjunctive treffest; (3) the use of the article in des Schreckens. 1 Fall asleep, einsclilafen. III. Translate into German: There was once an old goat1 that had seven kids.2 One day she had to go out into the woods to get food3 for her young ones. So she called them all to her, and said: “I must go away now, and shall not come back till evening. You must all stay in the house and not let anyone in till I come home. If the wolf comes, you will know him by4 his5 rough voice and his black feet.” Soon the wolf came and said: “Open the door and let me in. lam your mother and have brought you some cakes.” But the kids knew by the rough voice that it was not their mother, and the oldest kid looked out of the window and saw the wolf standing there and told him to go away. 1 Goat, die Ziege. 2 Kid, Geislein. 3 Food, das Futter. 4 By, an. 5 Rough, rauh. F. — ADVANCED GERMAN. I. Translate into English: (a) Die Kunst ist lang, das Leben kurz, das Urteil schwierig, die Gelegenheit fliichtig. Handeln ist leicht, Denken schwer, nach dem Gedachten handeln unbequem. Die Nachakmung ist uns angeboren, das Nachzuahmende wird nicht leicht erkannt. Selten wird das Treffliche gefunden, seltener geschazt. Die Hohe reizt uns, nicht die Stufen; den Gipfel im Auge wandeln wir gerne auf der Ebene, Nur ein Teil der Kunst kann gelehrt werden, der Kunstler brauc-ht 1432 EDUCATION REPORT, 1897-98. sie ganz. Wer sie halb kennt, ist immer irre und redet viel; wer sie ganz besitzt, mag nur thun nnd redet selten Oder spat. Jene haben keine Geheimnisse nnd keine Kraft; ihre Lehre ist wie gebackenes Brod, schmackhaft nnd sattigend fiir einen Tag: aber Mebl kann man nicht saen, nnd die Saatfriichte sollen nicht ver- mahlen werden. Die Worte sind gut, sie sind aber nicht das Beste. Das Beste wird nicht dentlich durch Worte. Der Geist, ans dem wir handeln, ist das Hochste. Niemand weisz, was er thut, wenn er recht handelt; aber des Unrechten sind wir uns immer bewuszt. Des echten Khnstlers Lehre schlieszt den Sinn auf ; denn wo die Worte fehlen, spricht die That. Der echte Schuler lernt aus dem Bekannten das Unbekannte entwickeln und nahert sich dem Meister.— Goethe. ( b ) Alle Morgen wird auf unseren Fruhsthckstisch mit der Zeitnng ein Bundel der verschiedenartigsten Neuigkeiten gelegt: Weltlauf und Privatschicksale, Handel und Yerkehr, Feuilleton und Theaterskandal, Borse und pikanter Roman. Unter dieser Fiille von Dingen, wie Vieles davon ist brauchbar fiir unser Leben und unsere Bildung? Wie Vieles nahrt das heilige Feuer der Humanitat? Und wie Vieles sclimeichelt unseren schlimmeren Neigungen und Trieben? Man sage nicht, dasz hier nur das Angebot der Nachfrage entspreche; die Nachfrage hatte zuruckge- drangt werden konnen, ware das Angebot nicht so eifrig gewesen. Und wenn es dabei bliebe! Aber dabei hat es sein Bewenden nicht, der Leser erhalt durch die Zeitung nicht blosz den Stoff, sondern den Stoff in einer bestimmten Form und Fassung, begleitet von einem entschiedenen, wenngleich anonymen Urteil. . . . Und mag sich ein eifriger Zeitungsleser noch so sehr und so lange strauben, die Meinung des Blattes, das er halt, als die seinige aufzunehmen, es kommen erst Augenblicke, dann Tage und Wochen, in denen es ihm bequem ist, wenn das Journal fur ihn denkt, und ist er so weit, dann wird ihm das Denken ubsrhaupt zu miihsam und er iiberlaszt es ein fur allemal seinem gedruckten Orakel. — Schor- bach. II. (a) Without translating, paraphrase the following passage in ordinary German prose: Es ist der Krieg ein roh, gewaltsam Handwerk. Man kommt nicht aus mit sanften Mitteln, alles Laszt sich nicht schonen. Wollte man’s erpassen, Bis sie zu Wien aus vier und zwanzig Ubeln Das kleinste ausgewahlt, man paszte lange! — Frisch mitten durchgegriffen, das ist besser! Reisz dann, was mag! — Die Menschen, in der Regel, Verstehen sich aufs Flicken und aufs Stuckeln, Und linden sich in ein verhasztes Mussen Weit besser als in eine bittre Wahl. — Schiller. (b) Explain in German (1) the use of the uninflected forms, roh gewaltsam; (2) the difference between passen and erpassen; (3) the use of durchgegriffen. (c) Give the first five lines as they would appear in a report introduced by er sagte. ( d ) Explain in German the meaning of the last two lines. III. Write fifteen or twenty lines in German upon the plot of some play or novel that you have read. IV. Translate into German: One of the most beautiful traits in the character of Frederick the Great was his strict love of justice. Who does not know the story of the windmill at Potsdam, which the King wished to buy of the owner because it stood in his way in the laying out 1 of the park of Sans-Souci? The miller refused steadfastly to sell his property, though the King offered him a large sum and promised to have another mill built for him. But the obstinate old fellow only answered, “My grandfather built this mill, I inherited it from my father, and my children shall inherit it from REPORT OF COMMITTEE ON MODERN LANGUAGES. 1433 me.” The King now became impatient and said, “But you know, I suppose, that I might have your mill for nothing if I wished?” “Yes,” answered the miller, “if there were no chamber of justice2 at Berlin.” Pleased at the confidence which the old miller had in the Prussian courts, the King dismissed the man without further words. 1 Laying out, die Anlage. 2 Chamber of justice, das Rammer gericht. Calvin Thomas, Chairman, Professor of Germanic Languages, Columbia University, E. H. Babbitt, Secretary, Instructor in Germanic Languages, Columbia University, B. L. Bowen, Professor of Romance Languages, Ohio State University, H. C. G. Brandt, Professor of German, Hamilton College, W. H. Carruth, Professor of German, University of Kansas, S. W. Cutting, Associate Professor of German, University of Chicago, A. M. Elliott, Professor of Romance Languages, Johns Hopkins University, C. H. Grandgent, Professor of Romance Languages , Harvard University, G. A. Hench, Professor of Germanic Languages, University of Michigan, Hugo A. Rennert, Professor of Romance Languages , University of Pennsylvania, Wm. B. Snow, Teacher of French, English High School, Boston, Mass., B. W. Wells, Professor of Modern Languages, University of the South, Committee. CHAPTER XXVII UNIVERSITY TYPES AND IDEALS. Contents. — Address of Dr. E. Levasseur in response to the toast, “American Universities.” — Address of Dr. H. Moissan: “The University of Chicago.” — Address of Dr. Michael Foster at the Johns Hopkins University. — Notes on the University of Turin, by M. E. Haguenin. In all countries there is noticeable at this time great activity in respect to higher education, and particularly in respect to means for promoting international rela¬ tions and exchange of ideas and of instructions. This country contributes a large and ever increasing quota of students to European universities, and efforts are made to bring foreign professors of note to lecture in our universities. These movements naturally increase the desire of Americans to understand the admin¬ istration and the daily routine of foreign universities, and also to know the opinions that foreign critics entertain of institutions on this side of the Atlantic. In response to this interest there are reproduced in this chapter the addresses of three distinguished foreigners who have lately visited certain leading universities of this country. These addresses derive particular value from the fact that inci¬ dental comparisons are maintained in each case with the university which the speaker represents. In this way the foreign standpoint is made clear. The differ¬ ence between the American system of degree examinations and that of France is noticed particularly by M. Levasseur. This is a difference of prime importance to the American student who seeks a degree under the favorable conditions now offered by the French universities. The address of Dr. Michael Foster makes clear the recent modifications that have been made in examinations at Cambridge, England. The notes on an Italian university (Turin), cited from an article by a French writer, M. Haguenin, emphasise again by contrast the peculiar features of the French system. It is interesting to observe that in the Italian university, whose organization bears outward resemblance to that of the French university, there is encountered substantially the same system as regards examination that prevails in the universities of this country. We note, also, that the French observer is affected by the presence of women in Italian universities in the same way as his countrymen are affected by their general admission to American universities. In France, so far as the law goes, women are freely admitted to the universities, but custom has so limited the privilege that it still has, for French women at least, the appearance of a novel innovation. They are seldom found mingling with the men students excepting in the public lectures. This does not interfere with their aspirations for degrees, since students from private courses are admitted to the state degree examinations by paying the necessary fees and giving proof of the requisite preparation. 1435 1436 EDUCATION REPOET, 1897-98. Response to the Toast “The American Universities,” at the American University Club Dinner (Paris). [By Dr. E. Levasseur.] I have been in America twice. The first time I visited the country, in 1876, I was engaged especially in studying the schools without, however, neglecting to observe the economical condition of the great Republic. On the second occasion, in 1893, my attention was devoted to the working classes and the industrial condi¬ tion of the country in fulfillment of the mission with which I had been charged by the Academy of Moral and Political Sciences, and to prepare myself for the publi¬ cation of L’Ouvrier Americain, but I nevertheless did not neglect my studies of education. I was struck with the progress which seventeen years had made in every place I revisited, both from an economical point of view, in the increased size of the cities, and the growth of manufactures, and also in the increased num¬ ber of schools, and the scope of their artistic, literary, and scientific studies. I would have been more surprised, perhaps, if I had not been previously notified of the changes I was to witness in letters from American friends. It was sufficient for me to contemplate the colonnades and domes of the “White City ” at the World’s Fair — an imposing ensemble, remarkable in many ways, and too little appreciated then by European critics (and, I may add, by the New York critics, too), and then to recall the “ halls” of the centennial exhibition, and this com¬ parison gave me a kind of measure of the progress in taste and the feeling for art that the United States had made from 1876 to 1893. But, gentlemen, the president has not called upon me to speak either of industry or art, nor to speak to you of education in general. I discussed the system of American common schools in my work on primary instruction in civilized coun¬ tries, and I deemed that system interesting and original enough to devote the longest chapter in the volume to it. I will, therefore, say nothing upon this sub¬ ject, for I think it is only superior education that I am called upon to speak to you about. In this branch, too, remarkable progress has been made in our generation which merits our attention. I may say our admiration, in certain respects. If young America comes to Europe to attend our lectures, it furnishes Europe with examples that we might well occasionally copy. The Parisian students who attend the magnificent palace of the new Sorbonne can not imagine by comparison what an American university is, but the young Englishmen who promenade in the quadrangles and under the shade of the ancient trees of Oxford could form a better idea of it. American universities usually occupy vast spaces, except in a few large cities like New York, where Columbia College has recently quitted the too valuable ground on Forty-ninth street to build splendid edifices farther away, near the Hudson. Even in those cities which have grown up around the universities, as at Harvard or Yale, the university buildings, for the most part of Gothic or Roman architecture, are situated in a park which is often of great extent. I traveled through the park of the University of Wisconsin in a carriage; and I well remember the surprise I felt, twenty-two years ago, when I saw a river in the campus of Cornell University, with an impos¬ ing cascade and a series of hillsides from which the city and lake lying below could be seen. While I speak I am again in imagination in the president’s house, surrounded with a grove of fine trees, and I remember with pleasure that I there formed a friendship with the president, Mr. Andrew White, now ambassador of the United States at Berlin, which I still cherish. One of the reasons why these university parks are so large is that land (even in the western part of New York), does not cost much, and that most of the universities received a territorial endowment at their birth. UNIVERSITY TYPES AND IDEALS. 1437 The liberality of private individuals to the institutions of superior education is one of the characteristics of the American nation. In 1895-96 — the last year of which I have accounts — the sum of these liberalities amounted to more than 41,500,000 francs ($8,343,000). Although this was not an especially favorable year for this species of charity, 14 universities received more than $100,000 each, Yale taking for her part $445,000. Gifts of over $1,000,000 are mentioned. I know of 18 of such in twenty years, of which the largest, made in successive payments, is that of Mr. Rockefeller to the University of Chicago, which amounted to $7,426,000. This university, scarcely eight years old, has already covered a great part of its extensive campus with large and handsome buildings. It has 330,000 volumes in its library, and in 1897 received 2,000 students. Only a short time ago a new dor¬ mitory, Blair Hall, was completed on the campus at Princeton at a cost of $150,000, the gift of the New Jersey philanthropist, Mr. John I. Blair. Most of the States have effected useful legislation in the matter of education, which I commend to the attention of our own statesmen. They have declared that the gifts and legacies made to educational institutions should not be diverted to other purposes than those originally specified, and the same is true in regard to other institutions of public utility. It is from the gifts above mentioned that the enormous wealth of these various universities is derived. Their total invested funds were estimated at $109,562,000 in 1896, and the value of their lands and buildings at $118,106,000, without count¬ ing the value of their scientific equipment or libraries, which would be probably over $20,000,000 more. The United States Government and many municipalities have endowed a cer¬ tain number of universities, especially in the West. But these endowments, which were made sometimes in money and more often in lands, only constitute the small¬ est part of the university fortune. The Federal Government contributed to this endowment principally for the foundation of colleges of agriculture and the mechanic arts or the annexation of a department of this kind to an already exist¬ ing university. The land-grant act of 1862, introduced by Senator Morrill, is the first and most important of the legislative measures taken for this object. The income of the 484 universities and colleges, coming partly from the students’ fees and partly from the interest of the investments, was nearly $20,000,000 in 1895-96. Despite the sumptuous presents made to some of the younger universi¬ ties of the middle West and the Pacific coast, it is still the Northeast that holds the first rank in this respect. Although the universities of that portion of the country are only 16 per cent of the total number, they possess more than half (55 per cent) of the wealth of superior instruction. If the University of Chicago has to-day an invested fund of $5,000,000, Cornell has $6,300,000; Harvard, $8,900,000; Columbia, $9,400,000; and Girard College, the name of which recalls a French philanthropist, and where instruction is of a special character, $15,000,000. It is true that besides the rich universities there are others which are very poor. Out of the 484 which send returns to the Commissioner of Education, 158 had no endowment, and 54 had less than $25,000. I hope, gentlemen, you will have the indulgence to pardon a statistician for cit¬ ing these figures to you. It is a somewhat indigestible food for dessert and is probably a superfluous aliment for the Americans here present, who know these figures better than I. But it is well that Frenchmen should know what progress has been made on the other side of the Atlantic. Now, statistics, although they may not give all the truth, or be absolute truth itself, do furnish, when they are prepared with sincerity and employed with discernment, a more precise measure of progress than pompous phrases of laudation. The oldest American university, Harvard, was founded in 1636. In the South, William and Mary's College (at Williamsburg, Ya. ), which dates from the end of the seventeenth century, formerly enjoyed a reputation equal to that of Harvard. 1438 EDUCATION REPORT, 1897-98. Jefferson was one of its directors. President Eliot, of Harvard, and General Walker wrote three years ago that the University of Virginia was the first to intro¬ duce upon the American continent the real methods of superior education. About twenty other colleges were founded before the nineteenth centur3r. In the second half of this century new institutions have multiplied, more than 65 having been opened in each decade. In 1895-96, as I have said, 48 -1 universities and colleges sent their returns to Washington. The number of students has augmented still more rapidly. In 1872, when the statistics of education were first collected, the number of students in the colleges (who are far from being all the university students) was 23,392. In 1895 the number was 81,952, an increase, the proportion of which was twice as great as that of the population. More than a fifth of the colleges and universities are unsectarian, and consequently open to students of any religious denomination. Fifty-eight are Catholic, 57 Methodist Episcopal, and 50 Baptist. The Presbyterians and Methodist Episcopalians of the South, the Congregation- alists, the Lutherans, and the Christians have from 39 to 20 for each denomination. There are many small universities and some large ones. In 1897, 34 had over 1,000 students. Women have for a long time had the doors of superior education opened to them. There are about 17,000 of them in 188 establishments which are attended by young men as well, and they possess 162 establishments of their own, which had 24,663 students in 1896. 1 In 1896 Dr. Harris found a total of 159,372 students in the colleges and univer¬ sities, but from this total 47, COO should be deducted, that figure representing students of preparatory courses who receive secondary instruction. The 68,629 college students themselves receive instruction on a par with that of a part of our lycees. A German professor lately questioned whether he could legally give the name of university to American institutions, because he found great differences between their programmes and that of the University of Berlin. We may answer him that there is no single type of university, but each country has, and ought to have, its own originality in this respect. The new French universities do not resemble the German, even after all the changes and improvements in our facul¬ ties in the last twenty years, and the American universities, more or less derived from the English type, are unlike both. The college is the essential foundation of American university education. The age of admission to them is between 13 and 19 years usually, but the age of the majority of freshmen is nearer 19 than 13. Many universities have opened pre¬ paratory courses by means of which they draw to themselves part of the clientele of the secondary schools, public or private, the high schools, academies, latin schools, etc. But it is in college only that the university courses begin, to which applicants are admitted without examination, or after one which is more or less severe, according to the importance and renown of the university. These courses last four years, and bear in succession the names of freshman, sophomore, junior, and senior years. During the first two years the studies do not ordinarily pass above the secondary grade. Dr. Harris has computed, by leaving out the fresh¬ men and sophomores, and a portion of the special students, that 62,974 young men were following superior studies comparable to those of the students of European universities. Perhaps he would have deducted more if he had taken for compar¬ ison the lycees of Paris which have a higher degree of rhetoric. Practically there is one student for 1,111 inhabitants in the United States, while in France there is one to 1,344. The proportion would, probably, not be sensibly different in the two countries if the students of the special superior schools in France were added 1 A tabl8 of all tlie universities and colleges, with, the number of graduates, students, books- in the libraries, and the names of the presidents for 1897, is given by M. Levasseur in a foot note to this paragraph, taken from the Report of the Commissioner of Education, as are, natu¬ rally, most of the statistics cited in this article. Whenever such statistics are given in tabular form they are omitted here, as they have been already published. (Am. Ed.) UNIVERSITY TYPES AND IDEALS. 1439 to thoze attending the faculties, such schools being more numerous in France than in the United States. America, which has a highly organized system of primary schools, although this system is susceptible of improvement, particularly in regard to the selection of the teachers, is much less advanced in the organization of her secondary instruc¬ tion, in spite of the increased number of high schools. Both pedagogues and com¬ mittees are studying this question of reorganization of secondary instruction, which is the feeblest side of the American educational system to-day. The intel¬ lectual condition of the majority of the young men who enter college indicates the insufficiency of their preparation. In the large universities, like Columbia, Yale, and Harvard, conditions of admission are required, but in many universi¬ ties the examination may be cut into two parts and may be held in many places,1 and besides, each professor examines candidates separately. In others, indulgence is^pushed very far, so as to attract students. In the large universities young men without diplomas are authorized to follow certain courses as special students. The system that has prevailed for the last fifteen years is a liberal one. It is that which allows the student an option in his studies by virtue of which he makes his choice of the subjects taught, but with a fixed minimum of courses, and he is obliged to attend regularly those he has chosen. The authorized American peda¬ gogues do not wish to impose a superficial omniscience upon their students, but they require that they should know well a certain number of obligatory or elective studies. I take two examples of school organization, one from a^college of moderate importance and the other from the first university of the United States. Swarthmore College was founded in 1864 by the Society of Friends. The build¬ ings, situated upon a hill, have a monumental appearance, with a gently-sloping lawn in front and a park with fine trees on the sides. The principal building contains the dormitories, the lecture rooms, and physical and other laboratories. In the park are several other buildings, including a gymnasium and an observ¬ atory. The site is entirely rural. The village containing the houses of the pro¬ fessors is at several hundred yards distance. The system is that of coeducation, and the students live on the premises. The price of board [and tuition] is $450, which does not include books and apparatus. Religious exercises are compul¬ sorily attended by both male and female students. Smoking is prohibited. The entrance examination includes mathematics, grammar, English composition, and — according to the branch the student intends to follow — Greek, Latin, French, or German for the classical course; and for the literary course Latin, French, and German, and the same for the engineering and scientific courses, with some vari¬ ations. The years are divided into freshman, sophomore, junior, and senior, as is customary. In the arts department besides classical antiquity the studies con¬ sist of ancient languages, literature, history, modern languages, the sciences, and applied political economy. The degree is bachelor of arts. The literary depart¬ ment covers nearly the same matters excepting the dead languages, Latin being elective. The degree is bachelor of letters. The scientific deioartment gives some space to the modern languages and a much larger to mathematics, physical and natural sciences and laboratory work. The degree is bachelor of science. The course in civil engineering leads to the degree of bachelor of science (engineering). The course is both liberal and technical. The courses last two scholastic semes¬ ters, and some are elective. After the degree of bachelor the students may pre¬ pare themselves for the degree of master and civil engineer. 1 The writer does not seem to understand exactly the significance of the division of “ entrance examinations ” into two parts. This is done only by the highest institutions, those whose requirements are most severe. An interval is sometimes allowed between the two examina¬ tions as a means of reducing the strain on the candidate, and also of allowing him longer time to prepare in the more difficult subjects. (Am. Ed). 1440 EDUCATION REPORT, 1897-98. Harvard University is the most complete type of the American university. The faculty of arts and sciences, comprising the college, the scientific school, and the graduate school constitute the principal body of instructors. During the four years of college the studies consist of the dead and living languages, history and social science, the exact and natural sciences, and the student advances by degrees (elementary and advanced studies) and by a series of examinations held in Feb¬ ruary and June to a final examination by which he obtains the diploma of A. B., or bachelor of arts. Some of the students stop on the way, but the great majority strive to reach the end, even if it is necessary to make several attempts. From what I learned in America I place the diploma of the three or four principal universities, judging, if not by the subjects, at least by the degree of intellectual development acquired by the students, somewhere between our bac- calaureat es-lettres and our licence. The comparison, however, between the American and French systems has no common ground, because of the difference of the programmes and in the methods of granting degrees. In the United States the examination for bachelor, like the entrance examination, is conducted by each teacher separately for the subjects he teaches, without publicity and without con¬ trol. Now there have been instances in certain universities where the professors have shown favoritism toward students to whom they have given private lessons, or whose patronage they desired. It has happened, too, that professors owe their positions to political influence more than to attainments.1 The Lawrence Scientific School at Harvard and the Sheffield Scientific School at Yale, while being part of the university faculty, yet have their own deans and administration, and they give less latitude to their students. They give the degree of bachelor of science (B. S.) after a course of four years, in which, naturally, science and modern languages predominate. At the end of the four years’ course the seniors celebrate, with comic ceremonies, their “class day,” which marks their exit from the university. This is a tradi¬ tional occasion in nearly all the universities, which precedes the official solemni¬ ties of commencement, when the degrees are conferred. The college and scientific school are called the undergraduate departments. The graduate department, which has its own administration, is open to the students who have the degree of bachelor, although special students are admitted without diplomas. They can not, however, obtain degrees, as a rule. The students of the graduate department should be classed in the grade of real superior education. They draw up them¬ selves, with the approval of the corps of professors, the programme of studies they wish to pursue. After a year they can take the degree of master of arts (M. A.), and after two years that of doctor of philosophy (Ph. D.) or of science (S. D. ), if they have presented theses of sufficient originality and have success¬ fully undergone the oral examination. The doctorate is the highest degree granted for liberal studies and is the badge of the well-educated man, in the world and public life as well as in the professions. The other university departments have a professional character. The Harvard Divinity School is “unsectarian;” that is, it is not attached to any one of the Protestant churches. Admission is granted to bachelors of arts or to those who give proof of having received an equivalent education. The course is three years and leads to the degree of bachelor of divinity (D. B.). The law school, to which admission is gained by the bachelor's diploma or by examination, leads, after three years, to the degree of bachelor of laws (LL. B.). The medical school, situated in Boston, to be near the hospitals, gives a four years’ course of theoretical studies and practical exercises. Entrance is gained 1 These cases are extremely rare; indeed, judging from the criticism of many Frenchmen of their own system, not more common than under the centralized control of the French univer¬ sities. (Am. Ed.) UNIVERSITY TYPES AND IDEALS. 1441 by diploma, either from a college or scientific school, or special examination, and the degree is doctor of medicine (M. D. ). The dental school, which is also situated in Boston, admission to which is obtained on the same conditions as the medical school, has a three years’ course and gives the degree of doctor of dental medicine. To complete the view of this varied education we must still add the school of veterinary medicine and the school of agriculture and horticulture called the “ Bussey Institute,” the summer courses, created principally for the benefit of the professors during vacations, and the woman's annex, all of which receive sepa¬ rately, but by the same teachers, the college instruction. An astronomical observa¬ tory, richly endowed, is attached to Harvard. In nearly all the establishments the students in the colleges are the most numer¬ ous. Dr. Harris calculates for the year 1895 that 31 per cent of the student popu¬ lation was in the preparatory schools, 42 per cent in the colleges, 3 per cent in the graduate departments, 16 per cent in the professional schools, and 8 per cent in other branches. Thus the degrees of bachelor of arts were the most numerous. Out of 9,972 degrees granted in 1894-95, 4,891 were bachelors of arts, including bachelors of philosophy. There are, however, universities where this proportion does not hold. I will cite one which is, assuredly, one of the most remarkable types of higher instruc¬ tion to be found in America; I mean the Johns Hopkins University, which was founded in 1876, at Baltimore, and has been ever since its origin under the direc¬ tion of Mr. Daniel C. Gilman, and which has been almost entirely devoted to “ post¬ graduate studies;” that is, to a higher grade of studies that young men wish to pursue who have already received at least the degree of bachelor of arts. At Johns Hopkins the examinations are made by a special jury which is paid for per¬ forming that duty. During the first seventeen years of its existence this institu¬ tion had only literary and scientific departments, which, moreover, were not divided into the usual four years’ course and whose special object was to develop original research. The medical school has been in existence only five years, but the reputation of the institution is already well established after even the few years of its activity, and already many university professors have graduated from the Johns Hopkins University. I can speak personally only of the department of social science, which is in charge of Mr. Herbert B. Adams, and which might be held up as a model. Some universities have a special department of fine arts; many have an engineer¬ ing department, a speciality for which the industries and railroads of the United States offer iarge opportunities. Harvard has no school of this kind because there is a well organized institution of the kind in Boston, the Massachusetts Institute of Technology, of which the lamented Gen. Francis A. Walker, whose friendship I had the honor to have, was director, and whose flourishing condition was largely due to his energy. This school had an attendance of 1,300 in 1896, when there were 48 special technological schools in the United States with a total of 12,816 students. These schools were mostly State institutions. The large universities publish reviews and journals, which are sometimes con¬ ducted wholly by the students, or are reviews to which the professors contribute. Some of them enjoy a merited reputation, and I may mention those with which I am familiar, The Quarterly Review of Economics, at Harvard; The Yale Review; Johns Hopkins University Studies in Historical and Political Science; and The Journal of Economics, of the University of Chicago. University life seems to be on the average more expensive in America than in France, but the American student, like the American workman, has a kind of elasticity of needs and desires, which enables him to content himself with a little when his resources are limited. In many universities one must have §100 or $200 ED 98- - 91 1442 EDUCATION REPORT, 1897-98. for living expenses, besides the university expenses proper, which may be put at $50, besides different accessory expenses. The total will amount to $225 on an average. The secretary of Harvard said in 1893 that a student could get along, with strict economy, on $400 a year, but that one-fourth of the students spent $600, another fourth $600 to $800. “Every dollar,” he added, “over $1,200 is a dangerous dollar.” Poor students can get assistance from various fellowships which are open to competition, or are given for other reasons, which have been established in many universities, or by giving lessons as “tutors” to fellow stu¬ dents more fortunate financially than themselves, or by devoting themselves to some lucrative occupation in their leisure hours. It is not unusual to see stu¬ dents earning money during vacation as hotel waiters at the summer resorts with which to pay their way the next year. When I was a guest at the University of Chicago we were waited on at table by students who were paid for their services. Americans have the good nature not to be surprised at such things. Often, indeed, they approve of them as evidences of energy. Most of the universities have dormitories installed in the university building itself, as at Swarthmore, or more usually in separate buildings, as at Harvard, Yale, and Cornell, and divided into rooms, some being provided with two beds for poor students, and others with one, and more or less luxuriously furnished, according to the fancy of the occupant. These rooms are finished in a superior manner, and in the larger universities they must be engaged in advance. In the universities organized for coeducation the young women ordinarily have a sepa¬ rate dormitory, but not always. The student’s room is his home, and he is sub¬ jected to very easy discipline. As in England, he enjoys great freedom, and he is looked upon as a man who is responsible for his conduct. There are also “ com¬ mons,” or dining halls, but many students find it more agreeable or economical to live outside of the campus, and generally there are professors or families not connected with the university who take boarders. The students have clubs and associations, more or less secret in their character, which they nearly all endeavor to enter as soon as they become members of the university. There are football clubs, baseball clubs, croquet and lawn-tennis clubs, boating clubs, and music and athletic clubs. It is in these associations more than in the regular course of studies that the bonds of comradeship are formed. Many of them are quite celebrated in America, and there is a pride in being members of them, so that mature men boast of having belonged to them and recur to them with pleasure. I am entirely incompetent to judge of the ensemble of the university programmes in the United States, which deal with nearly every branch of human knowledge. I have only wished to indicate the general character of higher education there, which is original and liberal. I will confine myself to adding a few words on the department of historical and social sciences, which I know a little better than the others, and which, usually, combine history, geography, politics, political economy, and sometimes statistics. This class of studies is given to the college students and those of the graduate departments. I may mention particularly in this connection the Johns Hopkins University, the University of Pennsylvania with its YVharton School, Harvard University, Columbia University, the Chicago University, etc. The courses are numerous and varied. They bear, in nearly all the large establishments, upon special or practical subjects rather than upon gen¬ eral or dogmatic expositions. Often one semester is sufficient to treat these sub¬ jects, the professor seeming to devote himself especially to guiding the students hi the direction of personal studies, whether in simple elementary studies of the manual or in research or composition. In the majority of colleges political economy is not carried so far. Thus at Swarthmore, in the arts department, it is only studied during one semester in the junior year, during which the professor treats of socialism and money. In tne UNIVERSITY TYPES AND IDEALS. 1443 department of letters it is studied during two semesters, but the scientific theory of the subject is made to yield to details, pauperism, crime, charities, intemper¬ ance, the Salvation Army-— all questions of a social rather than an economical order. What I saw in 1876 and in 1893, and what I have learned in the interval and since my return, has convinced me that in this department, as probably in others, man¬ ifest progress lias been made i li the last quarter of a century. The published works of the professors testify to this, and the greater impetus cf the young men toward a university education confirms this view. Among’ Americans, as among all other peoples, there are diverse aptitudes, but, generally speaking, young Americans are unwilling to Ipse either their time or money, and the majority of them obtain results which, if they are not brilliant, are at least proportional to the outlay which they have made with a view to opening a career. My knowledge enables me to augur that in another twenty-five years the great American universities will nearly keep step with the great European universities by importing into the business of letters and the sciences the originality of their own character. Thus they will more and more fill the part that I pointed out in my work on the French popula¬ tion in discussing the European emigration, and I beg your permission to cite the passage I refer to here: The groups of Europeans which have formed themselves at different places on the globe are interesting, not only from the commercial point of view, but also from the general standpoint of civilization. They constitute so .many mew foci of intellectual activity; nature, life, and society are regarded from points of view which are absolutely different from those in which Europeans are placed. Human thought takes on a certain originality, and colonists may repay to civilization by their intellectual works some portion of their debt to it. Without doubt these growing societies are, and will be for a long time to come, especially preoccupied with their material interests. But they are cultivating letters and sciences — espe¬ cially the latter. 1ST orth America has already shown that she can contribute largely to their progress: I was not really7 qualified to speak on behalf of American universities, but as I have the honor to have the title of doctor from one of them, as I have lectured in two of them, and have been the guest of still another, I have responded with pleasure to the invitation which was extended to me, and I end this summary account by sending to my colleagues in America the good wishes of cordial fellow¬ ship of a French university man, I respond to the toast: “To the continuation of the progress of American universities.” The University of Chicago. LBy Dr. Henry Moissan.] The council of the University of Paris did me the honor last year to select me as its representative at the sesquicentennial celebration of the University of Prince¬ ton. On that occasion I visited the principal centers of instruction of the United States. Having had the pleasure some time before to offer the hospitality of my laboratory to Professor Lengfeld, of Chicago, I looked forward with interest to studying that university in process of formation, and I will now state briefly7 how that great institution was created. There was once at Yale University a professor of the Hebrew language named Harper. He had traveled extensively and knew thoroughly the educational institutions of his country, and he had the idea of founding the greatest university in the United States. Unceasingly he followed that idea, devoting himself and his best intelligence to it. It became a fixed idea with him and he reasoned it out completely. He maintained that a university worthy of the name should have sertain distinctive qualities. He wished , for example, to separata superior instruc¬ tion from secondary, which is not often done in the United States. All his pro¬ fessors were to advance science by their original investigations. He laid down 1444 EDUCATION REPORT, 1897-98. the principle that a man can not he a professor of superior instruction unless he has made some successful explorations in the remoter fields of scientific investiga¬ tion. He believed that young men would have more confidence in those who have personally ventured upon such explorations than in others who are content to describe horizons they have never seen. He maintained that a professor of supe¬ rior education has not performed his full duty when he has given a certain num¬ ber of lectures and conducted examinations, and that if he has not contributed to the progress of the science he teaches he is incapable of inspiring the love of it in his students. Professor Harper had still another idea. Pie believed that knowledge should be made active, and should be made to emerge from the selfish and impregnable position in which certain minds have wished to retain it. Knowledge, he argued, becomes useful by its applications and the increase of light which it can produce. He wished that his university should not only attract students from everywhere, but should extend itself in every direction. He expected to modify and direct the movement of ideas by lectures, by scientific journals, and by books. After he had studied the question thoroughly and from every point of view, he determined to pass from theory to practice, and, like a true Yankee, he did not lose a minute, but betook himself to Chicago, where he met a “good fairy,” named Rockefeller, to whom he unfolded his ideas and plans. After having all the details explained to him, this man entered into the ideas of the professor of Hebrew, and at the first touch of the ring gave him $600,000 with which to lay the foundation of his university. This benefactor, like all others of the kind in America, was essentially practical, and attached to this first present tw'o conditions — the first was that Professor Harper should be president of the new university, and the second was that the citizens of Chicago should furnish the sum of $400,000 with which to build laboratories. Good examples are contagious, as everyone knows (and usually tries, accord¬ ingly, to avoid them). The spirit of imitation is very well developed in Chicago. In that essentially American community, that is to say, a very practical commu¬ nity and one absorbed in business, the importance and interest of high intellectual culture was at once perceived. Mr. Marshall Field offered a tract of land valued at $125,000 for the building site, and Mr. Kent undertook the construction of the chemical laboratory at his own expense. Others followed, and in less than thirty days the required sum was raised. This happened in May, 1889. The good fairy Rockefeller wTas so well pleased that when the ring was rubbed again be placed this time a million at the disposal of Professor Harper, on the tri¬ fling condition that the citizens of Chicago should double that sum , or nearly so. All the great capitalists of Chicago, wishing to see the university a success, furnished the sum demanded. This second installment was made in September, 1890, and this little play continued in the same way in Februarj7, 1892, December, 1892, and so on, until Mr. Rockefeller had promised, by the end of 1895, the bagatelle of $7,700,000, and the citizens of Chicago $5,000,000. The professor of Hebrew rubbed his hands, because he saw his dreams becoming realized. You possibly imagine that he waited until the architects had finished their work before summoning the professors and students. That is not the way they do in Chicago, however. President Harper, who had had much experience in many universities, and was skilled in matters of education, knew that you must strike the iron while it is hot, and he deemed it best not to allow even American enthu¬ siasm to cool. As soon, therefore, as the first contribution of $1,000,000 was secured, he proceeded to summon professors from different parts of the United States. Pie took a physicist here, a professor of history there, and brought a chemist and a theologian from afar. And if a professor hesitated about going to Chicago, he had an original way of convincing him of the expediency of so doing, UNIVERSITY TYPES AND IDEALS. 1445 viz, by doubling or tripling bis salary. The professor was persuaded by such good arguments and came to Chicago, and then he built his laboratory and began his lectures. As there were no buildings at first, professors and students had to find room as best they could, for the students reached the ground as soon as the professors. Houses were rented; a floor of a hotel was used as a chemical laboratory. I should think that the laboratory odors, which are always more or less evil, would have aroused some objection on the part of the proprietor. But what of that! The university was founded, the students were arriving, the courses of lectures and practical work were being organized, and during this time gifts continued to flow in and the buildings were going up all around a vast campus covered with trees. Everything moved rapidly, and yet with order. President Harper, who combined the functions of director, rector, dean, and professor, was in his office from as early an hour as 4 o’clock in the morning. Instruction in modern languages, Latin, Greek, Hebrew, theology, and literature was organized at once. At its start the university did not include law, medicine, and fine arts in its programme, but will do so eventually. Then came mathematics, physics, and chemistry. Finally, as the laboratories became ready, a beginning was made in anatomy, zoology, botany, geology, and paleontology. An astronomical observatory was established 80 miles from Chicago, which was inaugurated last month. To each chair adjunct professors and assistants were attached. A gymnasium was also built and libraries were established. Meanwhile, since much attention is paid in the United States to the material welfare of the students, cheerful, healthy, well ventilated and lighted houses were built for them, thanks to new donations which kept coming in. The university also attached to itself, at their request, a number of institutions of secondary instruction, whose programmes and course of instruction it superin¬ tends, which is an excellent way of preparing good students for the future. Add to this outside lectures and evening classes by the professors, the expenses of which are paid by the university, which have a total of 25,000 auditors, and further consider the learned and literary societies, the regular journals and publications of the university, to the number of a dozen or more, and you will see that to superintend all this President Harper well deserves his salary of $10,000. In 1895 the university expended $660,000. It had about 2,000 students, of whom 500 were in the faculties of letters and sciences. This university is open the year around. President Harper thinks that four months’ vacation is too great a loss of time. In America no one is afraid of over¬ driving. The school year begins July 1 and is divided into four parts, each of twelve weeks, with one week’s vacation between each period. It is a curious fact that the first trimester, that of July, August, and September, is attended by a great number of teachers, male and female, of secondary instruction, who wish to complete their education or gain some degree. In most American universities there are poor students who perform some kind of manual work outside of their study hours in order to earn money with which to pay their tuition fees, which amount at Chicago to some $35 a trimester. Thus one will take the position of gas-lamp lighter, another will be a hotel waiter, another will pay his way by being steward or cook for his comrades, another will save up from a moderate salary in order to come to the university and get a degree. When I had the pleasure of visiting Chicago last year, President Harper said to me as we were walking around in the university, “We already have phys¬ ical, chemical, and botanical laboratories, lecture rooms for the humanities and theology. We shall erect a building over therefor zoology and one yonder for physiology. We have much yet to do, but the movement has begun and the University of Chicago will be grand, active, and independent.” And he added, 1446 EDUCATION REPORT, 1897-98. “ Why do 3tou not modify your doctorate? We would send you our best students with pleasure. But you know that our young men have a practical turn of mind and they will not go to Paris unless they can get the doctor's degree, and they can not pass your baccalaureate and license at once/’ I said to myself, “ President Harper hardly knows what he is asking. Modify our doctorate indeed! Great Heavens! an enormous undertaking that! ” I was as much astonished at this request as I was on another occasion when I was walk¬ ing through the fine technological collection of Columbia College and the pro¬ fessor who accompanied me said, seeing my admiration of a specimen in one of the cases. “That specimen seems to please you; allow me to present it to you.” He opened the cabinet and handed me a fine specimen of silicified wood. 1 instinc¬ tively looked around to see that no watchman had observed us. What was more remarkable was that the specimen had neither mark nor number, and was not catalogued. It is only in America that one sees such things. To return to Chicago. The grand example of initiative energy shown by Presi¬ dent Harper, Mr. Rockefeller, and the generous givers of Chicago is not a rare spectacle in the United States. Most of the universities were founded without State aid, but result from private munificence. At New York Columbia College needed a library. Its president tendered it $1,000,000. At Princeton the university is theological and literary, and it wished to become scientific. It could find a Mr. Green to give it laboratories. At Prince¬ ton, too, Mr. Marquand rebuilt the library at his own expense. Johns Hopkins left $3,500,000 to found the university at Baltimore. Some other benefactor will leave $100. Examples of this kind are abundant, but perhaps the most curious is that of Mr. and Mrs. Leland Stanford, of California. Mr. Leland Stanford had made a great fortune in business. He had the misfortune to lose his only son some years ago. Together with his wife he planned to employ the greater part of his fortune in the creation of a university for the benefit of happier families, whose children remain to them. They desired that this university “should furnish all the resources for original research for graduates and specialists. ” They desired ‘ ‘ that the instruction in letters and sciences should be carried as high as possible, believ¬ ing that in education there can be nothing superfluous.” In pious remembrance of their son they gave his name to this university, and in 1S84 they offered the legislature of California the sum of $80,000,000 to establish it. This private initiative, this self-confidence and clear and downright will, are what most strike the foreigner on his arrival in the United States. We must not think, however, that everything at Chicago was better than in other countries. I am not one of those travelers who can not see anything abroad without falling into ecstasies over it and calling it a miracle. I do not like too ready admiration, nor systematic disparagement either. I know very well that with plenty of money you can build palaces ; but I also know that a palace does not constitute a university. The citizens of the United States have their difficulties as we have ours. They have their secession experiments; weakening of the race by excessive will power; a questionable distribution of wealth; difficulties in domestic and political life. But they have a clear perception of obstacles to overcome. They wished to create centers of intellectual culture and patriotic initiative, and they have succeeded admirably. I admire that effort. How much talk of decentralization there has been in France in the last thirty years. I have heard many an orator repeat earnestly the discourse on this subject which we all know by heart, and when, the next day, this man of strong convic¬ tions was asked for a subscription for some useful work he would perhaps give a few cents with an ill grace, and grumble, “Why not apply to the Government for UNIVERSITY TYPES AND IDEALS. 1447 assistance? It would be much simpler.” If we really want decentralization we must give our money, our time, and our hearts to independent works. It seems to me that the moment has come for us, too, to show our initiative. It seems to me, from certain precursory symptoms, that the new generation will be more active than ours. I mean it will have a more efficacious if less deliberate activity. Our universities are being rejuvenated and reformed by a new law. They can own and manage their property in full liberty and augment or form new instruc¬ tion. They can make new degrees. They receive the larger part of the students’ fees. They choose their professors, for if the State has preserved the right of nomination, the minister, most of the time, merely confirms the choice of the universities. This new law reunites and groups together all the different branches of instruc¬ tion of our faculties. The creation of free courses allows anyone to be a pro¬ fessor. The liberty of lecturing has rejuvenated education. The students’ socie¬ ties which have been formed about our schools give an esprit de corps to our pupils. Finally, we now have the indispensable condition for augmenting and enlarging scientific research, viz, laboratories and liberty. Now let private initiative come to the aid of our universities, and rich as they are in the traditions of a long past, and rich in the habits of work, their social impor¬ tance will also increase. Now that the apparatus of our universities has increased, we must increase our scientific productivity. To give young minds a taste for research is to increase their curiosity and develop their initiative. It shows them how to overcome or avoid difficulties and teaches them what the imagination can expect from the experimental method. At the same time it opens up new horizons for them. When one is once possessed by the love of a science there is no greater pleasure than in advancing it. For twenty years we ha ve been giving too many degrees and have done too little original research. The reform of out education answers the question that the president of the University of Chicago put to me. Henceforth our laboratories shall be open to foreigners as in the past. But to-day our universities can give the degree of doc¬ tor to ail these whom the love of science draws to us and who come for advice and direction in undertaking new discoveries. These are important results. If at the same time we can preserve the literary form, which is the charm of our education and one of its forces, if we can pre¬ serve that limpidity and clearness which is a French characteristic and will always be our best portion, our universities will become glowing centers of intel¬ lectual light, and we shall no longer need to envy even the University of Chicago. University Education.1 [Address delivered at the Johns Hopkins University, Baltimore, October 11, 1897, by Dr. Michael Foster, Sec. R, S.]. The Johns Hopkins University, which has done me the honor to ask me to say a few words on this occasion, is, although already distinguished, a new and young university. I can remember well its beginning, and as Dr. Gilman has hinted, I may claim to have taken some small part in its birth. When I moved in 1870 from London to Cambridge, I took with me a bright lad of whose ability and industry I had already taken notice. A t Cambridge he became my right-hand man, and I had some hopes that I should long have his help; but President Gilman appeared upon the scene, and his influence was so strong that I felt that my own 1 Reprinted from the Bulletin of the Johns Hopkins Hospital, April, 1898. 1448 EDUCATION REPORT, 1897-98. interests were not to be considered, and that I ought to send that favorite across the waters to occupy the first chair of biology in this new university. Although the memories of him whom I need scarcely name, Henry Newell Martin, are tinged with melancholy, still I feel that this university must always look back with pride and affection on the work which he has done in this country, and in this affection and pride I claim a small share for myself. Your university is a new one. I come from a very old one; one which was founded six hundred years ago, which has lived through all those centuries, and which, though it has some of the charms, has also some of the evils of antiquity. The traditions of the past weigh heavy upon us. When we attempt to stretch our limbs to meet the new needs of new times we find some old written law, some well-established prejudice, some vested interest preventing our full development. You are a new university; and although I have purposely refrained from refresh¬ ing my mind as to the exact status of your regulations, and as to how far you may have already entangled yourselves in the toils of enactments, still I will take it for granted that you differ from us in the freedom with which you can move forward toward the needs of the coming times; and I think perhaps I could not do better at the present moment than to use the opportunity offered me to take my old university as a text, and to draw from it and its history some few plain reflections which 1 hope may be practical and useful with regard to the conduct of universities. Although I understand that I have been especially invited by the medical faculty, I will take leave to treat only of general things, since the welfare of the medical faculty is bound up in that of the whole university. The morphologists tell us we can learn much by studying the embryo, and something perhaps may be learned by looking back at this old University of Cam¬ bridge in the days of long ago — in the days when it, too, was a relatively young university. Things were very different then from what they are now. The dimly lighted streets or alleys in which the students lived were an emblem of the whole university. There was little outward show of glory then; there were no beautiful buildings, few books, and each student's duty was, in part, to listen to the lecture, to the reading of something which was written, but which he could not see with his own eyes. In spite of all these difficulties there were certain features of the university of that time which I trust I may say have been, with some little wavering here and there, maintained since, and which I can not help thinking have contributed in very large measure to make it what I may venture to call it, a famous and great university. One of the most striking features of the attitude of both students and teachers at that early time was that they recognized in the training of the university a preparation for practical life. There were at that time three main occupations in which learning was of practical use; and in correspondence to those three occupations there were established the three great faculties of the university — the faculty of theology, the faculty of law, and the faculty of medicine. And, if one reads what those men of old wrote concerning what they thought ought to be done in the university, one is very much impressed by the conviction which they had that the teaching should be an earnest preparation for practical life. If it soon became necessary to establish a fourth faculty, the faculty of arts, that was simply as a faculty preparatory to the others, as one supplying the first steps for and leading up toward the knowledge which should be of use in practical life; and it is worth noting that although they called that faculty the faculty of arts, and although the acquisition of the Latin language was one of the chief studies of that faculty, necessarily so because all the instruction which could be given was given in that tongue, among what they called the arts were the beginnings of the kind of knowledge which we now call science. Another feature of the university life of those early times was the very strong feeling that the work of the university consisted not in the mere acquisition of UNIVERSITY TYPES AND IDEALS 1449 knowledge, but in the training of the mind. The amount of knowledge which they had for distribution was very limited; but they used that small stock of knowledge to the very best of their ability, as the means of awakening .the minds of the students and training them for thinking and arriving at conclusions. This is seen even in what they called at that time examinations, though the word then had a very different meaning from what it has now; there were then no written examinations; there was not that demand on paper so characteristic of modern times, and that great necessity of modern civilization, the waste-paper basket was unknown. The examiners went quietly to work to ascertain in the most sure way whether a student had profited by what he had listened to. Instead of having two examiners for some hundreds of students, they appointed nine to each student; and these went in with him and out with him until they satisfied them¬ selves that he knew something, and had gathered something from what had been told him. And then as a final test they put him on the “stool"’ and made him debate in public, the test being used in such a way as to bring out his stock of knowledge, and especially his power of using it and of showing that his mind had been trained at the same time that he had gathered in a certain number of facts. There was another feature of the university which we sometimes find difficult to realize: the spirit of inquiry was rife among them. At that time the ways of thinking v/ere devious; but still within the limited circle in which they moved, along the only lines then open to them, the thinkers used their minds in the spirit of free inquiry. When one reflects upon the circumstances in which they worked, one can not help realizing that their long-drawn-out discussions were at the bot¬ tom an expression of the love of inquiry, and that if they had had the advantages which we enjoy now, that which we call their subtlety would have broken out into discovery and invention. Lastly, it was a feature of the university at that time that it was willing to take into its bosom anyone who showed that he had any promise of benefiting by the instruction there given. It was an open home for all who wished for learning. These are some of the features of the University of Cambridge in the olden times; and may we not, using them as a text, attempt to draw some conclusions as to what are the proper and essential functions of a university, and what ought to be some of its guiding principles? As I said just now, the knowledge which they possessed was extremely limited, the facts with which they had to deal were very few. What can we say of knowledge at the present time? May we not say, if theirs was too little for them, ours threatens to be too great for us; that we are entering upon an age in which the facts which have to be learned, and the various kinds of knowledge which have to be acquired are becoming too many for us? It is, or it may be perfect^ true that one of the advantages of learning is that it enables the learner to learn more rapidly; but is not this true, notwithstanding, that the increment of knowledge is increasing far more r ipidly than the increment of the power to learn? Is it not a serious matter for consideration that the things that the university has to teach are rapidly becoming far too numerous for the learner to learn? Is it not true that we can not do now as they did in those old times, teach the student all that was known? We are compelled to make a choice; we must teach to the student some things and omit to teach him others. That is a necessity which it seems to me is increasing as the years go on. Nevertheless, that position is a cruel one; for it may be truly said that every kind of knowledge has a value of its own; each kind of knowledge has for the learner a value which can be given by no other kind, and he who fails to gain any one kind of knowledge is thereby a loser. For building up the student into the full and complete man, the best course would be to take in all the knowledge which can be offered by a university; but, as I said just now, a choice must be made, and the consideration of the principles which should guide the decision as to what should be chosen and what should be left, demands the most serious attention. Here I think we may 1450 EDUCATION REPORT, 1897-98. venture to follow the example of the old university. Admitting that each kind of knowledge is particularly fitting for a particular calling; that for every particu¬ lar calling in life there is a knowledge, or there are kinds of knowledge which are suited or fitted for that calling, and without which that calling can not be pursued with success, in the necessary choice which must be made between this study and that, is it not a wise course to take that which best serves the future calling of the student? I can not but think that in this choice of which I am speaking, the argu¬ ments for what is sometimes called technical education are unanswerable; that one of the principles of most importance in determining the choice of the studies to be taken up by the student lies in the fitness of the study for giving him power in the calling which he proposes to adopt. We must, however, remember that the knowledge which is thus to be imparted to him must be not merely a knowledge of facts, but bring with it the power of thinking. If technical education is under¬ stood in this way, not as a mere accumulation of facts, not as dhe mere heaping of knowledge, but as the training of the mind in some particular kind of knowl¬ edge, the dangers, I venture to say, which some fear will prove unreal, and it will be seen to be a true principle of university education. There is another aspect in which we may look at university duties. May we not say that the tendency of modern civilization is to smooth down individual differences, and that the whole tendency of the environment of man is to make each man increasingly more like his brother? There was a time when one could tell by the dress where a man came from; but this has become less and less easy, and it is not in dress alone, but in his very nature that man all over the world becomes more like his fellows. I myself during the short time I have been in this country have felt it more and more difficult to tell what are the differences between an American and an Englishman, and I trust that these differences are equally difficult to you. This may be a favorable aspect, but there is an unfavor¬ able side to this continual influence of things about us. Mr. Francis Galton has shown that there is a great tendency in things to make men more and more alike in stature, and there seems a corresponding tendency to make men all alike in the stature of their minds. W e seem tending in many ways to a monotonous mediocrity of intellect. This influence is especially strong among young people. I see for myself in the University of Cambridge that when one young man does one thing they all do it; they go astray like sheep, and they also go straight like sheep. Surely it ought to be a function of the university to counteract this tendency, and so to bring the influences of learning upon the young as to develop individual differ¬ ences. That, I take it, is one of the most important functions which a university can exercise, but one which is not always kept in view in university enactments. Here I can speak of my own university, and in doing so can lay the blame for the present condition of things on the traditions of the past. I find in my own uni¬ versity discouragement for the development of individual power. Every lad who comes to the University of Cambridge is compelled to pass through the same examination, to know the same things to the same extent, whatever may be the nature of his mind, tie must know a little Latin, a little Greek, a little mathe¬ matics, a little history, and one or two other subjects. Each one who comes, whatever his previous history, must pass through this one gate; the whole uni¬ versity has been pushed through this one common gate. Now, I know that this may be defended. It may be said, for instance, that it is a bad thing not to know Latin. I quite agree with that. I think it a very bad thing not to know Latin; but I also think it a very bad thing for a lad to be thrown into life, it may be to go through life, without any clear Idea whatever of the fundamental laws which govern the phenomena of living things. It may be said that it is a bad thing not to know Greek. I agree with that. Not to know Greek is to my mind worse than not to know Latin, but I think also that it is a bad thing for a lad to go through UNIVERSITY TYPES AND IDEALS. 1451 life ignorant of tlie fundamental laws of chemical action. If you go along in that line of argument, you end by compelling a lad to know everything before he enters the university. If I had my way, and could wipe out the traditions of the past, I should vary that entrance examination. I should hold on to the old tradi¬ tion of the university that it was ready to receive everybody who was likely to profit by its instructions. I should make the examination look, not backward as it does now, but forward, and should only insist that the lad must give such proofs of intelligence and industry as to lead to the hope that the years of univer¬ sity life would not be spent in vain. When the lad has really entered the univer¬ sity (at times he does not do so until he has spent two or even three years at the place in preparation, and sometimes goes away from the place without having really been admitted), it seems to me there should be a still wider scope for his studies. He has even now, it is true, an opportunity to take a degree in one or other of several branches of learning, but in each case he must follow out a par¬ ticular schedule which has been laid down, and which compels him to walk along a particular path and no other. If he wishes, for example, to study mathematics •with philosophy, he would find that he could not do so, for in the examinations mathematicians have nothing to do with philosophy, and philosophy nothing to do with mathematics; and so in other things. I venture to think that this is not a satisfactory condition of things, and that throughout the whole academic course there should be a freedom of the young mind to develop in the line in which it was intended to develop. When I urge this upon my friends they all say, “It is very good, but it is impossible; the examination machinery would become so com¬ plicated as to break down.” But I would ask the question, Are examinations all in all? Were the examinations made for universities, or were universities made for examinations? I myself have no doubt about the answer. I trust that this new university, which can walk with freedom along new lines, will find some way of so arranging studies and examinations that the two will not conflict, and that anybody coming here will find that the particular gifts that have been given to him, and which it was intended should be developed, will meet their fullest expansion. Lastly, there was another feature which the old university possessed and which I may also call an essential feature of a university; that is the spirit of inquiry. No university can prosper as a university that not only does not do its best to favor special inquiries when these are started within it, but also in the whole course of its teaching does not develop or strive to develop the spirit of inquiry. Now, here again, I fear that examinations — such, at all events, is my experience — are antagonistic to inquiry; and I would suggest that in arranging examinations one ought always to look ahead to see how far one can possibly order those examinations so as to favor the teaching which teaches in the real and true way — teaching by regarding each bit of learning as in itself an act of inquiry, and so as to favor in the highest degree actual inquiry when it is taken in hand. This of course is antagonistic to one function of examinations, namely, that of putting young men to compete against each other. You can not so judge inquiries as to put the inquirers in any class list or in any order; the most you can do is to give an inquiry the stamp of approval of the university, a testimony that the inquiry has been carried out in a satisfac¬ tory way. It is true that in this way you lose that which is sometimes thought to be of great value, emulation between the scholars; but if you take away that kind of emulation you substitute for it another one far more strong and effective, that emulation that comes of striving with nature. I take it that the good which is done to a lad in starting him upon an inquiry is infinitely greater than any wdiich can be gained by competition with his fellow-students. Here I am glad to say a good word for my own university; for wTe have in a very quiet way, and unob¬ served, secured the adoption of an enactment which allovTs a lad to enter the 1452 EDUCATION REPORT, 1897-98. university and obtain liis dsgree and all which follows upon that without entering into a single examination. At the present moment it is possible for one — it is true, under exceptional circumstances — to come to the University of Cambridge in England, and if he convinces a competent body of judges that he is a person likely to carry on inquiry in a successful manner, he can enter theuniveristy as a student; and if he satisfies another body of men after a time that his inquiries have resulted in a real contribution to knowledge, he can secure his degree. He can get that without ever having touched a written examination paper, and I am proud that we are able to offer that to the world; for it has happened again and again that a man who had real genius for a particular line of inquiry stumbled over the preliminary studies of which I have spoken, knocked at the door of our university in vain and was sent away. Now such an one would be admitted, and I venture to say that in the long run the university will be the gainer. These, then, are some few thoughts concerning universities and their methods. I say I have purposely learned nothing about your enactments; but from what I know of your short past I feel confident that this university will in the future be conspicuous for progress. May I hope that it will carry on education along some of the lines which I have indicated to-day, and perhaps some day we in the old country may mend our ways after your pattern. The University of Turin [By M. Haguenin.1] The university year lasts theoretically nine months and a half, from October 15 to July 30; but this includes the examinations. The lectures do not begin until the early part of November and end June 15. They really last, then, a little more than seven months. From this must be deducted the vacations, Sundays, and holi¬ days, twelve days for Christmas and New Years, eighteen days for the carnival and Easter, the national holiday, and the birthdays of the king, the queen, etc., so that only one hundred and fifty days are left for study. This time is also often abbre¬ viated by parades, insurrections, and strikes of the students, who are anxious to prolong the vacations and insist on having their dignity respected. ORGANIZATION OF INSTRUCTION. The licenza liceale (the equivalent of our baccalaureate, with the exception that the professors do not pass upon it) confers the right of inscription at the univer¬ sity and of obtaining the inscription book in which is certified the payment of dues and fees and the attendance of the student at the obligatory courses. By virtue of the inscription and the observance of these conditions the students can pass the “ special examinations ” and apply for the academic degrees. Special examinations are those which are restricted to a single “ discipline ’’ or study, and comprise the programme approved by the faculty at the beginning of the year, or, in short, the programme that the professor proposes to follow in his course. These examinations take place either at the end of the year or, when the matter studied is distributed over several years and forms a whole not easily divisible, at the end of the total course bearing on this subject. After the student has passed the special examinations in all the matters prescribed he obtains the certificate of license. Besides the special examinations, and following all of them, there is an examina¬ tion of “ laurea,” which corresponds to the doctorate as they understand it in Ger- 1 M. Haguenin represented in his mission the Societe d’enseignement superieur, This account is translated from a communication of his to the Revue internationale de l’enseigne- ment, April and May, 1898. UNIVERSITY TYPES AND IDEALS. 1453 many. In order to be admitted to the “ laurea” examination the student must have attended the courses of the faculty during the prescribed number of years (medicine and surgery, six years; jurisprudence, four years; physical, mathemat¬ ical, and natural sciences, four years; philosophy and letters, four years; phar¬ macy, four years), and have passed the special examinations in all the obligatory matters. This examination for “ laurea” consists in the discussion of a principal dissertation written by the candidate upon some thesis selected by himself and other less important theses, and in one or more practical tests. All examinations are public. THE UNIVERSITY PERSONNEL — THE PROFESSORS. The government of the universities belongs, under the supervision of the min¬ ister and in conformity with the laws and regulations, to the following authorities: (1) The rector (who has charge of the clerical force and the treasury), who is elected for ten years and is taken from each faculty in succession. (2) The academic council. (3) The president (dean) of the faculty. (4) Council of the faculty. (5) General assembly of the professors. The official instruction of the professor takes the double form of lectures and discussions. He may devote a part of each lecture to a colloquy with the students. There are liberi docenti, extraordinary and ordinary professors, and charges de cours.1 One can not become an ordinary — that is, full — professor without having been a professor extraordinary. The professorships are tilled either by considering the known merit of the applicant (titres) or upon examination. Among the titles (proofs of The instruction he has given and copies of his publications) there must be at least one original printed memoir on a subject pertaining to the science in which the chair to be filled gives instruction. For the chair of Latin or Greek the memoir must be in Latin. These “titles” are submitted to a commission of five members, selected as follows: Each ordinary professor of the faculty or school to which the chair to be filled belongs proposes five names, selected from those of professors who have taught, or savants who have cultivated, the part of the science in question. The ten names which have obtained the greatest number of votes are published in the official bulletin of the ministry, and among these ten names the minister selects the five members of the commission; but for “ special reasons ” he may increase the number by two or four, and take these supplementary commissioners from outside the ten names given him. The commission then proceeds to the examination of the titles, and votes by secret ballot (yes or no) upon the eligibility of each candidate. By open voting it assigns their rank to the candidates who have been declared eligible and their points of relative merit. If the commission judges that the titles presented do not allow of a decision as to eligibility or to classification it pToceed-s to an examination, which consists of (1) a discussion maintained by each competitor upon one of the printed memoirs, which must last-at least an hour for each competitor; (2) a lecture of at least forty minutes in length; (3) one or more practical experiments, if one-of the experi¬ mental sciences is the subject of competition. The results of the examinations are judged, conjointly with the titles, by a single vote. A report of the examination is sent to the superior council, which adds its own comments to it, and it is then printed in the official gazette. 1 The salaries are, for a professor extraordinary, 3,500 lire (§700), 3,000 lire ($600), down to 1,250 lire ($250) ; ordinary professor, 5,000 lire ($1,000), with an increase of 500 lire ($100) every five years until 8,000 lire ($1,600) is reached; for a charge de cours, 1,250 lire ($250), and for a libero docente, 12 lire ($2.50) per student 1454 EDUCATION REPORT, 1897-98. A professor extraordinary can become an ordinary one either at his own request or by the proposal of the faculty. The minister submits the request or proposal to a commission appointed as above. Professors extraordinary can be promoted to ordinary, provided ( 1 ) that they have been professors extraordinary for at least three scholastic years consecutively; and (2) that they present new scientific titles and give evidence of their ability to teach. The liberi docenti acquire the right of teaching either by titles after due notice from the faculty to the superior council and a favorable decision by the latter by a two-thirds majority, or by an examination which consists (1) of a dissertation upon a subject proposed by the examining committee and which the candidate is allowed three months to prepare; (2) of a discussion of at least one hour's length upon this subject and upon the .part of science which he is to teach; (3) of a lecture of at least forty minutes in length upon a subject proposed by the com¬ mission. The candidate, in order to be judged fit to teach, must obtain at least two-thirds of the whole number of marks. Finally, ordinary or extraordinary professors may be charges de cours (but only of one course outside of their own); so may doctors who are fellows of the faculties, the liberi docenti, etc. The minister appoints charges de cours on the nomination of the faculty, if obligatory instruction is in question, and on advice of the faculty and superior council in case of private instruction. The University of Turin is the second in the kingdom for the number of stu¬ dents. It had 2,021 on January 1, 1893, and 2,434 January 1, 1886. The increase is constant and, as it seems, x>roportional to that of other universities. It is there¬ fore due to a general increase of the university population and to the desire which is more and more diffused of occupying places which are growing less and less numerous. The 2,434 students for 1896-97 were divided as follows: Medicine and surgery (six years), 741; law (four years), 631; physical, mathematical, and natural sciences (four years), 338; letters and philosophy (four years), 205; course of notariat and procedure (two years), 64; course of pharmacy (laurea four years besides practica one year, or diploma three years besides practica one year), 245; obstetrics for midwives (two years), 194; sxieciai bearers, 16. I have studied the annual catalogues of the University of Turin and have found material for statistics which I give below: FACULTY OF MEDICINE AND SURGERY. 1892-93. 1893-94. 1894-95. N umber of students . . „ . . . - _ _ 654 2,242 2, 010 1,294 523 162 31 87 708 2,618 2,113 1,439 492 159 23 95 733 2, 526 2,042 1,320 503 194 25 80 Number of special examinations during summer and autumn . Successful . . . . . . . . . . With simple approbation . . . . . With full number of legal votes . . . Absolutely full number of votes . . __ With praise . . . . . . Candidates for laurea . . . . . - FACULTY OF JURISPRUDENCE. Entered for the laurea . . . . . . 589 644 661 For degree of notarv and procureur .. . . . 48 52 52 Special examinations, summer and auturnn._ . . . . 2.812 2, 454 3,146 3,036 2,560 1,913 471 Successful . . . . _ . . . . . . 2,816 With si mule approval _ _ _ 1,948 361 2, 232 373 With full number of legal votes _ _ With full number of absolute votes _ _ _ _ 130 194 167 W ith praise . . . . 15 17 9 Candidates for laurea . 96 126 137 UNIVERSITY TYPES AND IDEALS. 1455 FACULTY OF MATHEMATICAL, PHYSICAL, AND NATURAL SCIENCES. 1892-93. 1893-94. 1894-95. Entered . . . . - . 291 1,027 741 620 81 31 9 18 1 201 311 1,090 831 702 82 38 9 16 6 227 345 1,034 744 631 70 35 9 8 Special examinations _ _ _ _ _ _ _ _ _ _ Successful . . - . - . . With simple approval _ _ _ _ _ _ _ _ _ With full number of legal votes . . . - . __ With full number of absolute votes . . . . With praise _ ... . . Candidates for laurea . . . . . . Failures _ _ _ _ _ _ _ - . . School of pharmacy: Entered.. . . . 233 FACULTY OF PHILOSOPHY AND LETTERS. (Entered ... . . . . . . . . 150 163 13 201 Hearers. . . . . . . . . . . . 14 15 Entered for laurea in— T jR tiers . . . . . . . _ 58 63 80 Philosophy . . . . . . . . .. _ _ 10 10 14 •Special examinations* . . . ... . . 541 524 489 Successful . . . . . . . 287 460 450 Simple approval . . . . . . 300 283 271 With full number of legal votes _ _ _ _ _ 128 109 105 With full number of absolute votes.. _ _ _ _ 48 51 57 With praise . . . . . 11 17 17 36 Candidates for laurea . . . . . . . . . 24 31 Failures . . . . . . . 1 2 2 Candidates for laurea in philosophy ... _ _ _ _ Candidates.for laurea in letters. _ _ _ _ _ 8 4 14 16 27 22 These statistics show that the average of success is about 83 per cent and that of failures 17 per cent. These averages would surprise a Frenchman, and seem to indicate a good deal of indulgence on the part of the professors. It is possible, indeed, that the independence of the professors in regard to the candidates may not be perfect. They can not forget that thej^ are their students. They know them too well and know that too great severity might provoke revolts, against which the higher authorities would not sustain the professors, or at least lead to unpleasant antipathy. On the other hand, the prosperity of the university might suffer from too great severity. All this is true or probable, and from this point of view the want of State examinations or of general examinations common to all universities, conducted by a jury which is free from all local influence, makes itself felt.1 But it should be remembered that on account of the close relation between the examination and the course — the limited field which has been gone over by the professor determining the extent of the examination — the preparation is easy, and, so to say, too easily completed. The student has only to listen. A little attention is all that is necessary, and the memory is more called upon than the intelligence. That is why these averages prove less than one would believe, and are against the professors and in favor of the students. If the success is too easy, the fault lies with the organization of the instruction. There is more than one occasion for criticism, notably in the distribution of the different courses. The great principle which rules the university is that of liberty both for the professor and the student. This liberty does not accommodate itself to a useful system of examinations, which carries with it the requirements of regularity. The professor gives what lectures he chooses and the student follows the ones he likes, on condition that he enters his name for the year in at least three obligafory studies, each calling for three lectures a week of an hour each. Besides, 1 This comment is interesting, as indicating the grounds on which a French professor would defend the system of State examinations in his own country. (Am. Ed.) 1456 EDUCATION REPORT, 1897-98. the attendance required by law is only so in appearance, few professors insisting upon it, but they sign the attendance bock when it is presented to them. They can, however, refuse to sign, and when the column of the book called attestato di diligenza (certificate of diligence) is blank the student is obliged to reenter his name. In order to help students in selecting their obligatory studies the council of the faculty draws up an order of studies, with the hours of each, which the students are not obliged to follow, but to which they usually conform to avoid troublesome combinations. The order 1 for the faculty of letters and philosophy for 1897-98 classes together the students of letters and philosophy for the first two years (1° biennio), but they are separated afterwards (2° biennio). The atmosphere in which professors and students move is not a matter of indiffer¬ ence. Turin is a city which would be called quiet rather than dull, with its great patrician houses, wide squares and long, straight streets, at the ends of which arise snowy mountains or hills “with verdure clad. ” It is Versailles full of life. It has lost the name of capital city, but preserves the prestige and beauty of one, and the glory remains to it of possessing a great number of institutions of charity and of learning, which is its most striking feature, if we look beyond its regular and imposing physical aspect. Whether we judge it from the heart or the mind, it is one of the “ strong places ” of Italy, as the Italians say and believe. My province is to speak only of instruction as I saw it there. Turin has a royal academy of sciences (physical, mathematical, and natural sciences forming one class, and moral, historical, and philological sciences another class), medical societies, engi¬ neering societies, etc., a philological club, and a society for the study of foreign languages and instruction therein. It is the center of a club of the Italian League of Education. It has schools of higher instruction — the royal school of applied engineering, the royal Italian industrial museum, an agricultural school, military schools, together with laboratories and clinics, among which is the psychiatric institute of Cassare Lombroso. In secondary instruction -there are a technical institute (a kind of institution for modern education) , three lycees, six gymnasiums ■a grade below the lycees), five technical schools (professional), a business college, a national boarding school (internat), a woman’s normal school, and even a 1 (1) Biennio of the course of letters and philosophy: First year, Italian literature (Graf), Tuesday, Thursday, Saturday at 3 o’clock; Latin literature (Stampini), Monday, Wednesday, Friday at 3; geography (X), Monday, Wednesday, Friday at 2. Second year, Italian litera¬ ture, Latin literature, same as in first year; Greek literature (Fraccaroli), Tuesday, Thurs¬ day, Saturday at 10; comparative history of the classical and neo-Latin languages (Pezzi), Tuesday, Thursday, and Saturday at 9; ancient history (X), Tuesday, Thursday, Saturday at 11; modern history (Cipolla), Monday, Wednesday, and Friday at 10; theoretical philosophy (d’Ercole), Monday, Wednesday, Friday at 11. (2) Biennio of the course of letters: Third year, Italian literature, Latin literature, same as in first and §gcond years; Greek literature, ancient history, modern history, same as in second year. Fourth year, Greek literature, same as in second and third years; archeology (Ferrero), Tuesday, Thursday, and Saturday at 2; history of philosophy (Bobba). Monday, Wednesday, and Friday at 9; comparative history of the neo-Latin literature (Renier), Monday, Wednesday, Friday at 2. (2) Biennio in philosophy Third year, Italian literature, Greek literature, same as above; ancient history, same as second and third years in letters; theoretical philosophy, same as in second year; history of philosophy, same as fourth year in letters. Fourth year, history of philosophy, same as fourth year in letters and third in philosophy; moral philosophy (d'Ercole), Monday, Wednesday, Friday at 2; pedagogics (Allievo), Monday, Wednesday, Friday at 4; gen¬ eral physiology (Mosso), Monday, Wednesday, Friday at 5. Complementary course: Greek and Latin grammar (Valmaggi), Tuesday, Thursday, Satur day at 4; Egyptology (Rossi), Tuesday, Thursday, Saturday at 4; Persian and Sanscrit (Pizzi), Monday and Wednesday, Thursday and Saturday, Tuesday and Fr id ay at 4; Semitic languages (Arabic and Hebrew) (Pizzi), Wednesday and Friday from 9 to 11. Private instruction: Ancient history (Garizio), Monday, Wednesday, and Saturday at 5; Latin literature (same), Monday, Wednesday, and Friday at 4: Gi’eek literature (Zuretti), Tuesday, Thursday, and Saturday at 4; Latin literature (Valmaggi), Tuesday, Thursday, and Saturday at 5; French language and literature. UNIVERSITY TYPES AND IDEALS. 1457 normal school of gymnastics for women, in which the theory and practice of gymnastics are taught, including anatomy, physiology, and hygiene, pedagogics, history, and singing. In primary instruction I counted some 20 city schools, 26 suburban, 14 evening schools, besides an evening commercial school, evening schools for drawing, etc. There are, besides, some 30 private schools for boys and 40 for girls. This state of things shows a culture which is widely diffused, if not profound, and manifests a lively interest in everything that concerns knowledge and educa¬ tion, and superior education ought to feel the stimulating effects of such sur¬ roundings and feel itself supported by them. Certainly the professors work, and work hard, and their publications are numerous. The professors, both by their number and quality, show the intellectual current of contemporary thought in Italy. This is manifested in the first place by a breadth and quickness of intelli¬ gence which come from climate and ra-ce, the desire and power to take an interest in everything, a kind of natural “ general culture; ” and, in the second place, by a preference for history and the historical point of view7, and, finally, by a decided taste for monographs. These tendencies can be criticised, and it may be said that one of them indicates too great ambition and the others too much modesty; but it can be replied that the first is always praiseworthy, and the two others are justified by success. THE STUDENTS. I am everywhere told that the students are recruited from the less well-to-do classes of the bourgeoisie, and that their object is to gain as soon as possible a chair in some gymnasium or lycee. They can secure a remission of fees and obtain sub¬ sidies from the “College des Provinces,” the College Caccia for the province of Novara, and from private legacies and institutions, by virtue of certain certificates and examinations. The College des Provinces distributes 70 lire ($14) a month each to some forty students during the nine months of the scholastic year. The writ¬ ten examinations which the competitors for this subsidy undergo consist in a Latin and an Italian essay (one of which must be historical), one on some phil¬ osophical subject, a Greek translation, problems in arithmetic and geometry and in physics. Each of these tests requires four hours, including the dictation of the subject, and the whole examination occupies three days; whereupon the oral examinations take place upon the subjects of the written, or upon the programme of the licenza liceale; the competitors must have an average of 70 per cent in the written and oral examinations separately. When students come to the university they already have the licenza liceale, the examination for wThicli includes the three literatures, modern history, philosophy, and the physical, mathematical, and nat¬ ural sciences. What do this examination and the studies at the lycee amount to? To speak of only two points, it is certain that the philosophical knowdedge of the young students is entirely insufficient, although they should have been instructed during the three years of the lycee. As to Latin, they have never written Latin compositions and have not even translated from Italian into Latin. Their written exercises have been limited to the translation of easy passages from Latin authors. They have, then, much, if not everything, to do at the university. Do they work there? You can see them promenading under the arcades of the great Piazza Gastello or along the Via Po, where the university is situated. They rarely have a book or notebook in their hands. They are never in a hurry, and talk together without much animation, for the Piedmontese are rather quiet. In the court of the university, to which its marble busts give an imposing air, and in the gallery of the first floor they have the same appearance. The type of the “ good student ” does not appear. I watched them in the lecture room of Professor Graf. The room was full. There wrere many students — quite ED 98- - 92 1458 EDUCATION .REPORT, 1897-98. a large number of young women, also students for the most part 1 — besides a dozen adult or elderly men and a few priests. The professor, whose subject this year was the general introduction to the history of the neo-Latin languages, spoke eloquently of Rome and the Barbarians. His authoritative position, for he holds a veritable chair of learning, gave effect to his words. The students listened with moderate attention, only about twenty out of the whole taking notes, and these were young women. One student was reading a newspaper under his over¬ coat, and a young woman was reading a book concealed by her arm; but we must not judge them by these appearances. If only a few take notes, it is because they do it for all, and afterwards publish, with the professor’s consent, lithograph copies of the lectures, or summaries of them. It is true, nevertheless— and the professors say so themselves — that the students do not work hard. Their object in attending the university seems to be not to gain instruction, but to pass easy examinations and profit by the advantages which will accrue from them. The fault here lies in the organization of the instruction. They have never had the idea of making the students exert themselves and of affording them the means and opportunity of responding to and sharing in the instruction they receive. The professors might profitably devote some of the time of their lectures to hear¬ ing discussions among the students. Thus, Professor Pezzi, as far as classical philology is concerned, gives his students Henry's Comparative Grammar, and every Saturday a student gives an account of what he has read of it: and Professor Stampini does the same occasionally on some point in Latin literature. But most of the professors seem to consider it their duty to occupy their lecture hours with their own labors, and they do not believe that they can count upon the good will of the students for work that is not required by the rules. This lacuna is, unfortunately, not filled by the establishment in each univer¬ sity of a scuola di magistero (school of discipline). This is an ensemble of dis¬ cussions which the students can attend by entering their names for a whole year, after completing the first biennio and passing the examinations belonging to it. After two years, students who have attended the discussions and have obtained the degree of laurea, can have a degree called that of magistero, which has a pro¬ fessional value. For the faculty of sciences there are four groups of discussions, viz, one each of physics, chemistry, natural sciences, and mathematics. For stu¬ dents of the faculty of letters there is a common discussion of didactics in gen¬ eral, and three sections, viz, literature (Italian, Latin, and Greek) , history (ancient, modern and geography) , and x>liilosophy, including pedagogics. There is a degree for each of these sections, and a student can not be entered in more than two sec¬ tions at once. But too few students trouble themselves to attend these discus¬ sions. Besides, there are too few of them, and the advantage of attending them is not clear. Formerly they initiated the students to scientific methods, but now¬ adays they are entirely devoted to pedagogics. At all events, certain professors see in them a means of supplementing their lectures, and use them for making a more special course. Finally, the students do not permit anyone to demand too much application from them, and when they do it is a question how to utilize this application. They do not, as a rule, know modern languages, except in Pied¬ mont, where French is understood. It is, therefore, difficult, particularly in the domain of philology, to get any good out of their work. I was able to test the result of four years of university studies for students in the faculty of letters, and attended a dozen examinations for laurea. The exam¬ ining committee was composed of eleven members. One of the members reports upon the thesis of the candidate, who listens, seated at a small table. After five 1 Female students are quite numerous (at Turin) and come from the same lycees with the young men. They have the same rights. Most of them enter the faculty of letters. They usually intend to become teachers in secondary instruction, particularly the normal schools, but some of them occupy chairs in technical schools and lycees. The conduct of the- female students at the university lectures,, a professor told me, is usually correct. UNIVERSITY TYPES AND IDEALS. 1459 or ten minutes of reading, the candidate answers and discusses with the reporter. At the end of fifteen minutes at the longest the president strikes a bell and closes the discussion. Each candidate presents three theses, and in three quarters of an hour at most he is made a doctor. Here are some of the subjects: The commerce of Genoa at the time of her supremacy. Music and the other elements of the opera. Has Cicero a philosophy? Origin of the Gens Romana. Did Rome domi¬ nate over Etruria? Can Mary of France be identical with Mary of Compiegne? Family sentiment in the poems of Catullus. The cosmogony of Moses and mod ern science. The candidate who dealt with the last subject said: “For Moses, God was a spirit; for modern science, He is material.” Another, apropos of a historical sub¬ ject which he was found not to have treated thoroughly, remarked: “I did not mention that part of the subject because it was not treated in the books.” The manuscript theses, of very diverse importance, vary between some forty pages and two or three hundred. Some are very brief; e.g., in an essay on a verse of the? Miles Gloriosus, the candidate remarked: “We must here refer to authentic man¬ uscripts.” “What are they? ” asked the professor. “I mean those written by the author himself,” was the reply. Some candidates discuss with accuracy and good taste. Most of them speak with animation and manufacture fine phrases, place stress upon the words they employ, show little care for truth, and insist obstinately upon their own meaning, while others do not respond to the questions at all and yet get the laurea. An excess of good nature seems to prevail in these examina¬ tions. If the professor touches upon a fault of the candidate, he does not press it, and if the candidate does not speak, he speaks himself. He understands that the candidate is not fully responsible. The preparatory instruction before enter¬ ing the university is often faulty. This defect explains certain weaknesses com¬ mon to all the students, and the great reproach of all the theses, viz, that they lack skillful composition, the idea (if there is one) often not appearing until the last page, and there is no gradual preparation for it, or leading up to it. To sum up: The students work little, at least in the faculty of letters and phi¬ losophy. I understand that they work harder in the faculty of law. There are two or three causes of the low results I have mentioned. The university organi¬ zation is very imperfect; the professors have too little immediate relations with their students, and perhaps what there are would be considered too familiar. Finally, politics occupies and disturbs the young Italians; and it is only necessary to read the newspapers to see what an excessive importance is attached to their extrauniversity manifestations. How can energetic and noteworthy professors come from such students? Of course, there are exceptions, and the student some¬ times works best when he is no longer a student. According to an Italian saying, a student is a young man who enjoys himself a good deal and never works. The saying exaggerates, or, at any rate, can only apply to a short time, for there are no old students in Italy; twenty-four years at latest is the limit of his stay; and then begin his real studies. THE LABORATORY OF POLITICAL ECONOMY OF THE UNIVERSITY OF TURIN. One of the most recent and most active institutions of the University of Turin is the laboratory of political economy, which is annexed to the faculty of law and conducted by the professor of political economy, assisted by a “coadjutor” and two assistants, neither of these positions receiving any salary. The university students are admitted to the laboratory as scholars, while the laureati and persons who have no academic titles are entered as soci resident!. The director contrib¬ utes 80 lire ($8) a year, the coadjutor 15 ($8), the assistants 10 ($2), the soci resi¬ dent 10, and the scholars 5 ($1), which sums are exclusively for the benefit of the laboratory, the object of which is defined to be to encourage and facilitate the scientific study of the phenomena of economics and of the questions connected therewith The soci resident have the right to frequent the laboratory, while it 1460 EDUCATION REPORT, 1897-98. is the duty of the students to do so, and both can use the scientific material of the laboratory for their work. The practical exercises of the laboratory “have for their object to give or sup¬ plement scientific education, and eventually to facilitate original researches. They consist of papers and discussions upon selected or designated subjects relat¬ ing to economical questions of a scientific or practical nature, or of critical reports, oral or written, upon visits to managements or establishments. Reports of these exercises are drawn up by the assistants.” The laboratory is open the whole year, except a short time in the autumn vaca¬ tion. It can give prizes consisting of scientific works, and publish the works of its scholars and the soci when they are sufficiently meritorious. This laboratory was founded in 1893-94 and installed in the former quarters of the laboratory of general pathology. The rooms are small and inconvenient, but the director, S. Cognetti de Martiis, professor of political economy, hopes to have them enlarged. “ Meanwhile,” he says “ the want of space has its advantages, for it compels us to keep everything in order.” The little rooms are crammed with documents, all kept in perfect order and catalogued by the scholars. This “scien¬ tific material ”is divided into inquiries, bulletins, acts of Congresses, monographs, administrative reports, consular reports, statistics, atlases, annual reports on eco¬ nomical subjects, expositions, descriptive studies, legislation (special laws affecting industries), periodicals. I was sorry to see so small a number of French reviews. The spirit of the laboratory work is purely scientific. “Here,” said Professor Cognetti de Martiis, “ we have no tendencies, and, especially, no influence. In scientific matters,” he added with a smile, “the only discipline possible is anarchy.” This broad, scientific direction is placed under the guaranty and safeguard of the promoters or most illustrious representatives of economical science, without accepting their doctrines, and their portraits adorn the rooms with appropriate quotations from their works. Thus, under the bust of Aristotle is written (in Greek) “It is clear that the city is a natural growth and that man is a political animal ” — i. e., a civic animal or citizen. Under the portrait of Vico is the quota¬ tion (in Italian) “ The order of ideas ought to follow the order of things.” Under that of Adam Smith “ The division of labor occasions in every art proportionable increase of the productive powers of labor,” and so on. The first year there were 21 students and soci in the laboratory, 11 mono¬ graphs were presented, read, and discussed, and several published, e. g., one by Prof. E. Mase-Dari on the agricultural condition of Russia; one by Dr. L. Albertini on the eight-hour question, etc. The next year, 1894-95, there were 29 inscribed, and six monographs were published, among them one by Professor Cognetti de Martiis on labor and nervous diseases; one by Dr. L. Costantino on types of rural contracts in Italy, and one by Dr. L. Einaudi on the agrarian crisis in England. There were many meetings for discussion upon publications. In 1895-96 the attendance was 34 scholars and 15 soci — 49 in all, and 26 meetings. Among the oral communications and publications were studies on the work of the labor council of Belgium, a similar work on the German commission of labor statistics, on the effects of the law of July 19, 1874, relating to the attempts of anarchists, on labor accidents, and on cooperative societies of labor. In 1896-97 there were again 49 inscribed, of whom 22 were soci and 27 scholars. The meetings numbered 21, and among the papers and monographs were studies on the strikes at Carmaux and the glass works at Albi, on governmental inquiries into straw work in Italy, on Greek proverbs relating to economics, on the cotton industry and abolition of night work, and on the development of the system of railways in the United States and its variations. The laboratory will take part in the national Italian exposition of 1898, with a great diagram showing the movement of Italian commerce since 1880, and a stereo¬ gram showing Italian emigration since 1876. CHAPTER XXVIII. STATE SUPERVISION OF DEGREE-CONFERRING INSTITU¬ TIONS. There are in this country a large number of institutions called universities, col¬ leges, institutes, seminaries, etc., possessing the degree-conferring power and maintaining widely varying courses of study leading to degrees. As the degree- conferring power is granted to institutions by the several States, an attempt has been made to ascertain how, and the conditions on which, such power is usually granted. To this end, in April, 1898, a circular letter was sent to each State in the Union asking for certain information concerning the granting of charters to institutions authorizing them to confer degrees. In reply to this letter answers were received from 41 States. Of this number it was found that in 15 States charters to educational institutions are granted by special acts of the State legislatures, in 24 States the charters are granted by certain State or county officials under a general law for the organization of corporations, and in 2 States both methods are m vogue. The following tabular statement gives the result of the above-mentioned special inquiry: Are universi¬ ties and col¬ leges char¬ tered under a general law or by special acts of the legisla¬ ture ? Who is authorized, un¬ der the general law, to grant charters al¬ lowing institutions to confer degrees? What conditions or requirements must be fulfilled by institutions to enable them to obtain the right to confer degrees? ■ Concern¬ ing prop¬ erty. Concern¬ ing teachers. Concern¬ ing course of study. Concern¬ ing ad¬ mission require¬ ments. North Atlantic Division: Maine. . . Special acts. . New Hampshire _ do . . Vermont _ _ do . . Massachusetts a _ do . Rhode Island - — _ do . Connecticut _ . do... . New York . General law . Regents of University $500,000 6 college 4 years 4 years of State of New York. profes¬ of col- of high sors. lege school grade. work. New Jersey - Special acts. . Pennsylvania. . . General law . County courts of com¬ $500, 000 6 college 4 years’ Subject mon pleas on recom¬ profes¬ college to ap¬ mendation of college sors. course. prov¬ and university coun¬ al of cil. coun¬ cil. South Atlantic Division : Delaware . Special acts. . Maryland . ._ . do Dist. Columbia.. Both . . . Virginia . Special acts. . West Virginia .. General law . Secretary of state _ None... None... None... None. North Carolina. Special acts.. South Carolina . I General law - do . . . . None... None... None... None. Georgia . . . do . . Superior courts N one _ N one _ Florida . Both . Circuit courts . None... None...] None... None. a French.- American College was incorporated by secretary of state. , 1481 1462 EDUCATION REPORT, 1897-98. Are universi¬ ties and col¬ leges char¬ tered under a general law or by special acts of the legisla¬ ture? Who is authorized, un¬ der the general law, to grant charters al¬ lowing institutions to confer degrees? What conditions or requirements must be fulfilled by institutions to enable them to obtain the right to confer degrees? Concern¬ ing prop¬ erty. Concern¬ ing teachers. Concern¬ ing course of study. Concern¬ ing ad¬ mission require¬ ments. South Central Division: Kentucky . Alabama . . . Mississippi . Louisiana . Texas . Arkansas . G-eneral law . Special ac-ts.. j General law . Special acts.. General law . . do . Secretary of state - Governor . . Secretary of state _ Board consisting o f governor, secretary of state, and super¬ intendent of public instruction. None... None... None. None. .. N one... None. .. None. None. .. None... None... None... None... Custom • ary col¬ legiate course. None. None. None. North Central Division: Ohio . . . Indiana . . Illinois . . Michigan . Wisconsin . Minnesota „ . Iowa . Missouri _ South Dakota . . Nebraska . Kansas . Western Division: Wyoming . Colorado. . . General law . _ do . . _ do . . _ do . _ do . _ do . _ do . _ do . . _ do . _ do . . _ do . General law . _ do _ Secretary of state .....do . . . . do . _ do . Secretary of state _ do . Secretary of state Utah . . Nevada . W ashington Oregon . Special acts.. - do . . General law . _ do . Secretary of state _ do . $5, 000 None... None... None... None... None... None. .. None... N one . . . None. None. None. None... None. .. None. .. None. .. None... $5, 000 None. .. None... None... None... None... None... None... None... None... (a) Noijte-.. None. .. None... None... None... None. None. None. None. None. None. None. None... None... None... None... None... None... None. None. None... N one . . . None... None... None... None... None. None. a It must be as thorough and comprehensive as is pursued in similar institutions in the United States. As stated above, in 17 of the States reported on charters are granted by special acts of the legislatures. As each legislature is a law unto itself in this respect, there are no fixed requirements which institutions need meet to enable them to obtain the degree-conferring power. If the power is denied by one legislature, there is nothing to prevent the granting of such power by the following legislature. In a large number of States the legislatures are prohibited by the State consti¬ tutions from passing special acts conferring corporate powers, but the granting of such powers is provided for by a general law for the incorporation of educa¬ tional institutions. In such a general law it is usually provided that a certain number of persons, the number varying in different States, may be incorporated as a college or university by filing in a certain office or offices, usually with the secretary of state, and in some cases also with the county recorder of deeds, a cer¬ tificate setting forth the name of the institution, the number of trustees, the object for which they wish to be incorporated, the location of the institution, and that it shall have power to grant such literary honors and degrees as are usually granted by colleges and universities in the United States. As a rule these are the only requirements, and on the filing of such certificate the proper officer, usually the secretary of state, issues a certificate or articles of incorporation. In but four States having a general incorporation law is there any property requirement — New York, Pennsylvania, Ohio, and Nebraska. The laws of New York and Penn¬ sylvania differ very materially from the other general laws in force.1 Briefly, the laws of New York and Pennsylvania provide that no institution shall receive the power to confer degrees unless it has property to the amount of $500,000, has six professors whose entire time is devoted to giving instruction to college classes, See pp. 1400-1476. DEGREE-CONFERRING- INSTITUTIONS. 1463 has a fonr-years’ course of college study, and whose requirements for admission, in the case of New York, cover four years of high-school work, while in the case of Pennsylvania the requirements are subject to the approval of the college and university council.1 The laws of New York and Pennsylvania on this subject have received the warmest approval of the educators throughout the country, and their adoption, together with the abuse of the degree-conferring power by some institutions, have led to an agitation of the subject by educational conventions, with the hope that more restrictive legislation might be adopted by other States. At the meeting of the National Educational Association in Milwaukee, in July, 1897, the following resolution was unanimously adopted by the department of higher education: Resolved, That the State should exercise supervision over degree-conferring institutions through some properly constituted tribunal having power to fix a minimum standard of requirements for admission to or graduation from such institutions, and with the right to deprive of the degree-conferring power such institutions not conforming to the standard so prescribed.2 In a paper3 read in support of the above resolution, President Henry Wade Rogers, of Northwestern University, after describing the steps necessary to incor¬ porate a university or college under a general incorporation law, says: Under laws like these institutions are incorporated as colleges and universities that are without endowment, and in not a few instances are permitted to confer degrees, although the conditions prescribed for graduation are not higher than those prescribed for admission by institutions of high rank. Institutions whose total endowment is not equal to the necessities of an academy of the first rank presume to confer the doctorate of philosophy on nonresident students, and have more candidates enrolled for that degree than they have college students in actual attendance. * * * The cause of professional as wTell as of academic education suffers from the want of adequate State supervision. Professional schools have been established, gener¬ ally in the large cities, which are governed by purely commercial standards. We have in this country schools of law, medicine, dentistry, and pharmacy that appear to be organized and conducted for the purpose of making money. They are stock corporations, the stock being generally held by members of the teaching force, the teachers being chosen, not for their fitness for any particular chair, but because of their willingness and ability to put up the money that is needed. The shorter the course of study, the cheaper the class of teachers, the less expended for books and apparatus, and the easier it is made to be admitted and graduated, the greater the number of students becomes and the larger the amount of the dividends paid. Men who make merchandise of professional education have low professional and scholastic ideals. . They are inclined to receive all students who apply for admission, without much regard to their previous preparation or their moral character. They allow the students thus admitted to continue in their school without being concerned greatly as to the manner in which they apply themselves to study. They graduate theih after an attendance for the allotted period without scrutinizing too closely the extent of their ignorance, and confer upon them a degree which in theory is supposed to stand for high attainments. This sort of thing, impossible in Europe, should be made impossible in America. Such a condition of affairs is demoralizing beyond question. The tendency of it is all in the direction of low standards. It destroys the value of degrees. It imposes on the public a class of educational charlatans and works injury to the students whom it falsely pretends to educate. It multiplies the difficulties in the way of those institutions that are endeavoring to do their work according to the highest standards. After referring to and stating the provisions of the laws of New York and Penn¬ sylvania concerning the incorporation of degree-conferring institutions, President Rogers continues: There should be established in each State a council of education, which shall be intrusted with powers similar to those vested in the regents of the University of 1 For the minimum requirements adopted by the council, see report for 1898-97, p. 468. 2 Proceedings N. E. A., 1897, p. 700. 3 Idem, pp. 701-708. 1464 EDUCATION REPORT, 1897-98. [the State of] New York, and it should be composed of the most eminent men in the State, without any reference to political considerations. No degree-conferring institution should be incorporated without the approval of the council of educa¬ tion, which should be indorsed upon or filed with the certificate of incorporation. That council should have the right to fix the minimum standard of requirements for admission and graduation, and the conditions under which degrees may be con¬ ferred; and the degree-conferring powef should be withheld from all institutions not complying with the regulations established. Such legislation should be made applicable to all institutions thereafter incorporated, as well as to those already incorporated, when the Stale has reserved the power to modify the powers con¬ ferred. It could not be made to apply to institutions already incorporated in cases where the State has not reserved power to do so. There appears to be no good reason for doubting the constitutionality of the proposed legislation. No constitutional provision is violated by creating a coun¬ cil or commission, and giving it the power to decide the questions which other¬ wise would be left to each institution to decide for itself. The principle that leg¬ islative power can not be delegated is not involved. On determining the question submitted to it, the council is no more engaged in acts of legislation than would be the institutions themselves or the individual incorporators. “ Can not the leg¬ islature, ” asks the New York court of appeals, “ confer upon a commission the power, upon the application of individuals, to make the same determination for the individuals which they could make for themselves?1’ The court answered the question in the affirmative, and so, I believe, would the courts of the country generally. May we not hope that, in the several States legislation may be obtained which shall protect the universities of the country from the evils which exist from the failure to exercise a supervision deemed essential by European States? We Ameri¬ cans need to rid ourselves of the notion that a “go-as-you-please” policy is good enough for us. The time has come when institutions doing only preparatory work should not be permitted to confer university degrees, and when professional schools, established as money-making manufactories, should be deprived of the right to sell degrees. In the discussion which followed the reading of President Rogers’s paper, Presi¬ dent James H. Baker, of the University of Colorado, said: The State should exercise control over degree-conferring colleges, because ( a ) the country is developed beyond the period when crude expedients for higher education are necessary; ( b ) the majority of the States provide, at public expense, higher education of a good standard, making colleges of inferior grade unnecessary; (c) the State-should guard the people against the deceptive claims of institutions not i>roperly equipped to maintain work according to the accepted standards of the country; ( d ) for practical considerations, as well as reasons of sentiment, a degree should be such as to merit the respect of genuine scholars; (e) proper con¬ trol would reduce the number of unnecessary colleges; (/) the kind of degrees should be subject to control, and the abuse of honorary degrees should be regu¬ lated: (g) in this matter the advantage of freedom and competition are more than offset by the disadvantages. 1 The section on legal education of the American Bar Association, at a meeting held at Cleveland, Ohio, in August, ‘ 1897, unanimously adopted the following resolutions: 2 Resolved, That the section on legal education recommends the American Bar Association to adopt the following resolution: Resolved , That the American Bar Association disapproves the policy which now generally prevails in the several States and which makes it possible for persons to organize law schools and confer degrees without reference to the length of course of study or the qualifications required for admission and graduation of students, and that this association believes that the degree-conferring power should be sub¬ ject to strict State supervision, to be exercised in a manner somewhat similar to that which is exercised by the regents of the University of [the State of] New York; and Resolved further , That this association emphatically disapproves of the confer¬ ring by law schools of the Ph. D. degree or any other than the strictly law degree. In April, 1896, the North Central Association of Colleges and Preparatory Schools appointed a committee, consisting of Presidents James B. Angell, of the 1 Proceedings 1ST. E. A., 1397, p. 70S. 2 School Review, Vol. VI, pp. 350-351. DEGREE-CONFERRING INSTITUTIONS. 1465 University of Michigan; Henry Wade Rogers, of Northwestern University; F. H. Snow, of the University of Kansas; R. H. Jesse, of the University of the State of Missouri: Joseph Swain, of Indiana University; George E. MacLean, of the Uni¬ versity of Nebraska; A. S. Draper, of the University of Illinois; William F. Slocum, of Colorado College, and George A. Gates, of Iowa College, to consider the question of possible legislation regulating the granting of academic degrees. At the meeting of the association in April, 1898, the committee presented a report with recommendations. After detailing the resolutions adopted by the depart¬ ment of higher education of the National Educational Association and the section on legal education of the American Bar Association, and giving extracts from the paper of President Rogers read at the meeting of the National Educational Asso¬ ciation in 1897, the report continues: 1 The committee desires to condemn wuth the utmost severity a state of the laws which makes possible the existence of such an institution as the National Uni¬ versity of Chicago, whose proceedings have been denounced in the British Parlia¬ ment and in the press of the United States. In like manner the committee con¬ demns a condition that makes it possible for a law school to confer the purely academic degree of Ph. D., or for an agricultural college to give the degree of D. D. , things as .utterly improper as it would be for a veterinary college to assume to confer the degree of bachelor of arts. The state of the law on this subject brings reproach upon our educational system and is highly discreditable. The value of our academic degrees is greatly impaired both at home and abroad by the total lack of any supervision by the State over our degree-conferring institutions, and which makes it possible for institutions doing preparatory work to confer the highest academic degrees. The time has come when this condition of affairs should be brought to an end and when an appeal should be made to our legislative bodies to reform the laws in a manner that will make impossible the longer con¬ tinuance of the abuses which now exist. The committee submitted the following recommendations:2 1. That in each State represented in the association an effort be made at the earliest opportunity to establish by law a body to be known as il The Educational Commission of - ” [inserting the name of the State]. 2. That the commission be composed of not less than six members nor more than nine. 3. That the members of the commission be appointed by the governor and con¬ firmed by the senate. That no person be eligible to appointment on the commis¬ sion who is a member of the faculty, or board of trustees, or other governing body, of any educational institution within the State. And that membership in the commission be forfeited ipso facto if at any time subsequent to the appoint¬ ment aforesaid the person so appointed becomes connected with any educational institution in the manner above mentioned. 4. That the members of the commission hold office for a period of not less than six years. And that the term of office be so arranged that not more than one- third shall retire in any one year. 5. That institutions hereafter incorporated shall derive the degree-conferring power from the commission and not otherwise. That institutions heretofore incorporated, and which now possess the degree-conferring power, may continue to exercise the same unless deprived of the right so to do by the commission on the ground that the institution affected falls below the standard which the com¬ mission has established. 6. That the commission shall not grant the degree-conferring powder to any insti¬ tution incorporated as a business enterprise, or to any one in which any part of the assets or income can fee divided among stockholders, or to any institution hav¬ ing lower requirements for admission or graduation than the minimum standard therefor established by the commission, or to any institution hereafter established as a college or university unless its productive endowment shall amount to at least $100,000. 7. The commission shall not confer the degree-conferring power upon any insti¬ tution until such institution has applied therefor in writing and accompanied the application with the sworn statement of the president and treasurer as to the amount of its productive endowment, the provision made for buildings, furniture, apparatus, and the requirements for admission and graduation. 1 School Review, Yol. YI, p. 354. 2 School Review, Yol. YI, pp. 355-356. 1466 EDUCATION REPORT, 1897-98, 8. Tho commission shall have the right, after having given reasonable notice, to withdraw the degree- conferring power from any institution npon which it has conferred it whenever an institution fails to meet the conditions necessary to jus¬ tify the granting of the power in the first instance. 9. The commission may require any institution to which it has granted the degree conferring power to report under oath to it, at such times as it may desig¬ nate. upon such matters as it deems necessary to enable it to exercise intelli¬ gently the powers reposed in it. And the failure of an institution to report within a reasonable time and in a satisfactory manner shall justify the commission in withdrawing from an institution so offending its degree- conferring power. 10. Any institution which exercises the degree-conferring power contrary to .the provisions hereinbefore set forth shall forfeit its right to exist as an educational institution, and it shall be the duty of the law officers of the State to wind up its affairs. And the members of a board of trustees so offending shall be individ¬ ually liable to fine or imprisonment, or both, according to the discretion of the court. In an editorial on the report submitted to the North Central Association of Col¬ leges and Preparatory Schools, the Educational Review for June, 1898, says: The [proposed] law is an admirable one, and ought to be adopted by every State in the Union, in order that wild-cat education may go the way of wild-cat bank¬ ing. It would be well, we think, to add a provision to the proposed law to the effect that no educational institution should be allowed to bear the name of a municipality or commonwealth unless supported by such municipality or common¬ wealth and under its control. Much uncertainty and ambiguity would be at once cleared up by such a provision. Private colleges would appear openly as such, and public names would be reserved for public institutions. In the following pages are given the laws or extracts from laws concerning the incorporation of educational institutions, furnished by officials of the several States: COLORADO. Any church, congregation, or society formed for religious worship, educational or benevolent purposes may become incorporated by electing or appointing, according to its* usages or customs, at any meeting held for that purpose, two or more of its members as directors or trustees, wardens or vestrymen (or such other officers whose powers and duties are similar to those of trustees as shall be agree¬ able to the usages and customs, rules and regulations of such congregation, church, or society), and may adopt a corporate name, and upon the filing of an affidavit by the chairman or secretary of the meeting setting forth the above facts, it shall be and remain a body politic and corporate by the name so adopted, said affidavit to be filed in the office of the recorder of deeds in the county in which such organisation is formed, or in the office of the secretary of state. Any corporation now or hereafter existing for educational purposes, under the laws of this State, which shall maintain one or more institutions of learning of the grade of a university or college shall have authority, by its directors or board of trustees, or by such person or persons as may be designated by its con¬ stitution or by-laws, to confer such degrees and grant such diplomas and other marks of distinction as are usually conferred and granted by other universities and colleges of like grade. DISTRICT OF COLUMBIA. Any five or more persons desirous of associating themselves for the purpose of establishing an institution of learning may make, sign, and acknowledge, before any officer authorized to take acknowledgment of deeds in the District, and fin in the office of the recorder of deeds, a certificate in writing, to be recorded in a book kept for that purpose, and open to public inspection, in which shall be stated: First. The name or title by which the institution shall be known in law. Second. The number of trustees, directors, or managers, and their names. Third. The particular branch of literature and science, or either of them, pro¬ posed to be taught; and Fourth. If the institution is to be of the rank of a college or university, the number and designation of the professorships to be established. Upon filing such certificate, the persons signing and acknowledging the same, and their successors and associates, shall be a body politic and corporate, by the DEGREE-CONFERRING INSTITUTIONS. 1467 name and style stated in the certificate, and by that name and style shall have perpetual succession, with power to sue and be sued, plead and be impleaded, to acquire, hold, and convey property in all lawful ways, to have and use a common seal, and to alter and change the same at pleasure, to make and alter from time to time such by-laws, not inconsistent with the Constitution of the United States or the laws in force in the District, as they may deem necessary for the government of the institution, and to confer upon such persons as may be considered worthy such academical or honorary degrees as are usually conferred by similar institu¬ tions. (Act May 5, 1870.) GEORGIA. A private corporation for any purpose whatever except banking, insurance, rail¬ road, canal, navigation, express, and telegraph may be created in Georgia by com¬ plying with the following provisions of the code: 1 . The persons desiring the charter shall file in the office of the clerk of the supe¬ rior court of the county in which they desire to transact business a petition or declaration specifying the objects of their association and the particular business they proposed© carry on, together with their corporate name, and the amount of capital to be employed by them actually paid in, and their place of doing business, and the time, not exceeding twenty years, for which they desire to be incorporated, which petition or declaration shall be published once a week for four weeks in the nearest public gazette to the point where such business is located before said court shall pass an order declaring said application granted. After the granting by the court of the order of incorporation, the petition and said order shall be recorded together by said clerk in a book to be kept for that purpose, and to be known as “The Record of Superior Court Charters,” and which shall be kept appropriately indexed by said clerk; but this shall not dispense with the recording of the order of incorporation upon the minutes of the court, also, as a part of the proceedings of the court. 2. If, upon hearing such petition, the court shall be satisfied that the application is legitimately within the purview and intention of this code, it shall pass an order declaring the said application granted, and the petitioners and their successors incorporated for and during a term not exceeding twenty years, with the privilege of renewal at the expiration of that time according to the provisions above set forth. A certified copy of this petition and order, under the seal of the court, shall be evidence of such incorporation in any court in this State. 8. No corporation created under this article shall commence to exercise the privileges conferred by the charter until 10 per cent of the capital stock is paid in, and no charter shall have any force or effect for a longer period than two years, unless the corporators, within that time, shall in good faith commence to exercise the powers granted by the act of incorporation; and incase of the fail¬ ure of said corporation, the stockholders shall be bound, in their private capacity, to any creditor of said corporation for the amount of stock subscribed for by him until the said subscription is fully paid up, or until the stockholder shall have paid, out of his private property, debts of the said corporation to an amount equal to his unpaid subscription. 4. The clerk of the court, for his services, shall receive the usual fees allowed for similar services mother cases. 5. Corporations thus created may exercise all corporate powers necessary to the purpose of their organization, but shall make no contract or purchase, or hold any property of any kind except such as is necessary in legitimately carrying into effect such purpose, or for securing debts due to the company. ILLINOIS. Societies, corporations, and associations (not for pecuniary profit) may be formed as hereinafter provided. Any three or more persons, citizens of the United States, who shall desire to associate themselves for any lawful purpose, other than for pecuniary profit, may make, sign, and acknowledge, before any officer authorized to take acknowledgments of deeds in this State, and file in the office of the secretary of state, a certificate in writing, in which shall be stated the name or title by which such corporation, society, or association shall be known in law, the particular business and objects for which it is formed, the number of its trustees, directors, or managers and the names of the trustees, directors, or man¬ agers selected for the first year of its existence. Upon filing a certificate as aforesaid, the secretary of state shall thereupon issue a certificate of the organization of the corporation, society, or association, making 1468 EDUCATION REPORT, 1897-98. a part thereof a copy of all papers filed in his office in and about the oiganization thereof, and duly authenticated under his hand and seal of State; and the same shall he recorded in a book for that purpose, in the office of the recorder of deeds of the county in which the principal place of business of such corporation, society, or association is located. Upon complying with the foregoing conditions the corporation, society, or association shall be deemed fully organized and may pro¬ ceed to business: Provided. The secretary of state shall not issue a certificate of organization to any corporation, society, or association under the name of any then existing. (Act April 18, 1872.) Trustees, directors or managers of educational institutions may prescribe the courses of study and grant such literary honors and degrees as are usually granted by like institutions, and give suitable diplomas. (Act March 24, 1874.) AIST ACT in relation to the incorporation of educational institutions. Section 1. Be it enacted by the people of the State of Illinois, represented in the general assembly , That whenever property, real or personal, has heretofore been or shall hereafter be devised or bequeathed by last will and testament, or granted, conveyed, or donated by deed or other instrument, to trustees, to be applied by them to the foundation and establishment in any of the cities, villages, and towns of this State of any educational institution, it shall be lawful for the acting trus¬ tees in any such case, in order to promote the better establishment, maintenance, and management of such institution, to cause to be formed a corporation under the provisions of this act, with the rights, powers, and privileges hereinafter pro¬ vided for. § 2. Such acting trustees may make. sign, and acknowledge before any officer authorized to take acknowledgments of deeds in this State, and file in the office of the secretary of state a statement in writing in which shall be set forth the intent of such trustees to form a corporation under this act; a copy of the will or other instrument by which endowment of said educational institution has been pro¬ vided; the name adopted by the proposed corporation (which shall not be the name of any other corporation existing); the city, village, or town in which the educational institution and the principal place of business of the corporation will be located; the number of managers who may be denominated trustees, man¬ agers, or directors of the corporation, and the names of the trustees, managers, or directors whc art to constitute the original board of such officers and who shall hold until their successors, respectively, are elected and qualified as in this act provided. § 3. Upon the filing in his office of such a statement as aforesaid the secretary of state shall issue to the incorporators, under his hand and seal of State, a certificate, of which the aforesaid statement shall be a part, declaring that the organization of the corporation is perfected. The incorporators shall thereupon cause such certificate to be recorded in a proper record book for the purpose in the office of the recorder of deeds of the county in which the said educational institution is to be located, and thereupon the corporation shall be deemed fully organized, and may proceed to carry out its corporate purposes, and may receive by conveyance from the trustees under said will, deed, or other instrument of donation the property provided by will or otherwise as aforesaid for the endowment of said educational institution, and may hold the same in whatever form it may have been received or conveyed by said trustees until such form shall be changed by the action of said corporation. § 4. Organizations formed under this act shall be bodies corporate and politic, to be known under the names stated in the respective certificates or articles of incorporation, and by such corporate names they shall have and possess the ordinary rights and incidents of corporations, and shall be capable of taking, holding, and disposing of real and personal estate for all purposes of their organi¬ zation. The provisions of any will, deed, or other instrument by which endow^- ment is given to said educational institution and accepted by said trustees, managers, or directors shall, as to such endowment, be a part of the organic and fundamental lav/ of such corporation. The trustees, managers, or directors of any such corporation shall compose its members, and shall not be less than three nor more than seven in number, which number may be changed within said limits from time to time by the trustees, managers, or directors of any such corporation, in such manner as may be provided in their by-laws; Provided, however, That the number of trustees, managers, or directors shall never be less than the number of trustees provided by the will creating any such trust for the administration thereof; shall elect the officers of the corporation from their number, and shall have control and management of its affairs and property; may accept donations and in their discretion hold the same in the form in which [they] are given, for all purposes of education, science, literature, and art, germane to the object and purpose of said corporation. They may fill by election, subject to the approval DEGREE-CONFERRING INSTITUTIONS. 1469 of the chief justice, for the time being, of the supreme court of Illinois, vacancies occurring in their own number by death, incapacity, retirement, or otherwise, and may make lawful by-laws for the management of the corporation and of the educational institution, which by-laws shall set forth what officers there shall be of the corporation, and shall define and prescribe their respective duties. They may appoint and employ, from time to time, such agents and employees as they may deem necessary for the efficient administration and conduct of the educa¬ tional institution and other affairs of the corporation. Whenever any trustee, manager, or director shall be elected to fill any vacancy a certificate under the seal of the corporation, giving the name of the person elected, shall be recorded in the office of the recorder of deeds where the articles of incorporation are recorded. The trustees, managers, or directors of such corporation shall, in the month of January in each year, cause to be made a report to the governor of the State for the year ending on the thirty-first day of Decsmber preceding, of the condition of the educational institution and of the funds and other property of the corporation, showing the assets and investments of such corporation in detail. Approved, June 21, 1895. KENTUCKY. AN ACT to provide for the organization of Eleemosynary and Educational Institutions. Be it enacted by the general assembly of the Commonwealth of Kentucky: § 1. Any number of persons may associate to form a corporation, society, or asssocia- tion, having no capital stock, for religious, charitable, educational, or any other lawful purpose, from which no private pecuniary profit is to be derived. Such persons shall sign articles of incorporation, and the same shall be filed in the office of the secretary of state and recorded in the county clerk’s office of the county where the principal place of business of the incorporation is located. The articles shall set forth the name of the proposed corporation, society, or association, which shall not be the name of any existing corporation, and the object for which it is formed, and such other facts as the signers of the articles deem proper to mention. § 2. When the articles are filed and recorded as provided, and a certificate of that fact is issued by the secretary of state, the signers of the articles, their asso¬ ciates and successors, shall be a body corporate and politic, and by the name selected shall have the right to sue and be sued, contract and be contracted with, have and use a common seal, and alter the same at pleasure; and to receive and hold such property, real and personal, whether obtained by purchase, gift, or devise, as may be necessary to carry on or promote the objects of the corporation, society, or association, and may sell or dispose of such property at pleasure, unless the property has been received as a gift or devise for some special purpose, and if so received it shall be used and applied only for such purpose. § 3. Corporations, associations, or societies organized under this act may adopt such rules for their government and operation, not inconsistent with law, as the directors, trustees, or managers deem proper, but shall not be operated, managed, or used for private gain, or engage in any plan or scheme of banking or insurance. § 4. Existing corporations, associations, or societies heretofore incorporated or chartered, and not operated, managed, or used for private profit, and such as may become organized under this act, may, by the consent of two-thirds of the direc¬ tors, managers, or trustees, amend any part of the charter or articles of incorpo¬ ration by filing and recording the amendment in the manner herein provided for filing and recording original articles. § 5. Corporations, associations, or societies organized under this act shall not be subject to any of the laws relating to corporations having a capital stock, or organized for pecuniary profit, except that requiring an agent on whom process may be executed, but shall at all times be subject to visitation by the legislature. § 6. In view of the fact that one or more of the existing institutions affected by this act desire to reorganize at once under its provisions, therefore an emergency exists, and this act shall take effect from its passage. Approved, March 22, 1892. NEBRASKA. EDUCATIONAL CORPORATIONS. Hoie incorporated.— Any number of persons, not less than five, desiring to establish a college, university, normal school, or other institution for the purpose of promoting education, religion, morality, agriculture, or the fine arts may, by complying with the provisions of this subdivision, become a body corporate and politic with perpetual succession, and may assume a corporate name by which they may sue and be sued, plead and be impleaded in all courts of law and equity; 1470 EDUCATION REPORT, 1897-98. may have a corporate seal, and the same alter and break at pleasure; may hold all kinds of estate, real, personal, or mixed, which they may acquire by purchase, donation, devise, or otherwise, necessary to accomplish the objects of the corpo¬ ration, and the same to dispose of and convey at pleasure. Value of property. — To ascertain the property and value thereof, of any institu¬ tion desirous of becoming a body corporate, under the provisions of this subdi¬ vision, it shall be the duty of the probate judge of any county of this State, on application in writing, of any number of persons not less than five, of whom not less than five shall be resident freeholders of the county where such application is made, or where such institution is or is intended to be located, setting forth the objects for which they desire to become incorporated, to select three disinterested freeholders of the county and voters therein, as appraisers, who shall first take an oath for the faithful discharge of their duties, before some competent officer, and such appraisers shall then proceed to make a schedule, and upon actual view to appraise the true value, in money, of all such goods, chattels, lands, and tene¬ ments, choses in action, rights, credits, and subscriptions as such applicants shall exhibit to such appraisers, and shall return such schedule with their appraisement and certificate of some officer authorized to administer oaths that such appraisers were first duly sworn by him to discharge their duties as such appraisers, to the probate judge of the proper county; and if the amount so found shall be equal to the sum required for the commencement of any such institution as said applicants desire, such probate judge shall give such applicants a certificate of the fact, and they shall enter it in a book of records, by them provided for that purpose, which certificate, together with the corporate name and the articles of association, they shall also cause to be recorded in the county clerk's office of the county where such institution is or is intended to be located, and they shall thenceforward be a body corporate and politic, according to the provisions of this subdivision; and such probate judge, appraisers, and county clerk shall be entitled to the same fees as for like services in other cases and no more. Trustees. —The corporators of any college or university which may be organized in accordance with the provisions of this subdivision may elect five or more trus¬ tees, of whom not less than five shall be resident freeholders of the county where such college or university is located, wno shall constitute a board of directors for such institution, and they shall have power to fill vacancies that may occur in their board, and shall hold their offices until their successors are elected and quali¬ fied according to the rules and by-laws that may be adopted by the board of trus¬ tees, but at all times at least five of such board of trustees shall be residents, free¬ holders of the county where such institution is located; and when any such board, in their corporate name, shall have acquired for the benefit of such institution five thousand dollars in real and personal property, to be ascertained as herein provided, said trustees shall have power to appoint a president, professors, tutors, and teachers, and any other necessary agents and officers, and fix the compensa¬ tion of each, and may enact such by-laws not inconsistent with the laws of this State or the United States, for the government of the institution, and for conduct¬ ing the affairs of the corporation, as they may deem necessary, and shall have power to confer, on the recommendation of the faculty, all such degrees and honors as are conferred by colleges and universities of the United States, and such others, having reference to the course of study and the accomplishment of the student, as they may deem proper. UNIVERSITIES. How incorporated. — Whenever any person or persons shall have become pos¬ sessed of funds, securities, and property of the value of one hundred thousand dollars or more for the purpose of an institution of learning of the rank and grade of a college or university, it shall be competent for him or them to present to the judge of the district court of the county in which such institution is, or is proposed to be situated, a petition setting forth the fact, and such circumstances as may be pertinent, praying the appointment of one or more commissioners to examine into the truth thereof; and thereupon it shall be the duty of the said judge to appoint a commissioner or commissioners for the purpose aforesaid. The person or persons so appointed shall be, by said judge, sworn to full inquiry and true report make of the matters given to him or them in charge, and the said oath, duly subscribed by the parties and certified by the said judge, shall be filed in the office of the clerk of said county. The said commissioner or commissioners shall thereupon personally examine the property, funds, and securities alleged to be set apart for the purpose aforesaid, and shall appraise the same and report the facts thus ascertained to the said judge. If, from the said report, it shall appear to the said judge that the sum of one hundred thousand dollars in property, funds, DEGREE-CONFERRING INSTITUTIONS. 1471 and securities of that value have been set apart for the purpose aforesaid, so as to be irrevocably and inviolably appropriate thereto, the said judge shall indorse the said report with an order approving the same, and directing that the same be filed in the office of the said county clerk, together with the petition aforesaid, and other papers presented to him in the same matter, which petition, report, order, and papers shall be recorded by the said clerk in the book of incorporations to be kept in his office. Trustees. — Whereupon, the person or persons possessed of the said funds, securi¬ ties, and properties may, under his or their hands, appoint five or more persons to be trustees of the said institution, who shall thereupon become a body politic and corporate under a name and style to be named, designated, and appointed for the purpose by the aforesaid person or persons in the said writing appointing the said trustees, which paper, writing of appointment, shall be filed and recorded in the book of incorporations in the office of the said county clerk, and the said trustees, under the name and style so named, designated, and appointed, may sue and be sued, plead and be impleaded, in all courts of law and equity, have a common seal, and the same alter, break, and renew at pleasure, and hold all kinds of estate, real and personal and mixed, which they may acquire by purchase, donation, devise, or otherwise, necessary to accomplish the purpose of the corporation, and the same to dispose of and convey at pleasure. And a certified copy of the said paper, writing, appointing said trustees, and naming, designating, and appointing the name and style of such corporation, shall be prima facie evidence in all courts and before all officers, boards, commissioners, and tribunals of the due incorpora lion of such body politic and corporate. Powers of trustees. — The said board of trustees shall have power to fill all vacan¬ cies in their number, to make rules, regulations, and by-laws for the government of their board and of the institution; to appoint a president, professors, tutors, and teachers, and any other necessary officers and agents, and fix the compen¬ sation of each; to erect within and as departments of said institution such schools and colleges of the arts and sciences and professions as to them may seem proper, and to confer such academic degrees and honors as are conferred by colleges and universities of the United States, and to borrow from time to time, for the pur¬ pose of paying indebtedness, such sum or sums of money as they may see fit, and to secure such loan or loans by mortgage or trust deed executed by their president and secretary, upon their college or university buildings and grounds, and other¬ wise as they shall deem expedient; Provided, That if such institution has stock¬ holders, the said board of trustees shall first be authorized to borrow such money and execute said mortgage or trust deeds by vote of the owners of a majority of the stock. Foreign corporations — Diplomas, etc. — That any corporation organized under the laws of any other State or States, Territory or Territories, for the purpose of establishing, maintaining, and conducting institutions of learning of the rank or grade of a college or university, which has complied with or hereafter may com¬ ply with the provisions of section 215 of chapter 16 of the compiled statutes of the State of Nebraska, and of this act, be, and the same are hereby, perm tted, authorized, and empowered to issue diplomas and to confer degrees and honors such as are conferred by colleges and universities of the United States. Same — Status ascertained — Procedure. — Whenever any such corporation shall have become possessed of property and funds of the value of one hundred thousand dollars or more, whether in land, buildings, funds, securities, or endowments, and shall have established aninstitution for the purposes, aforesaid within this State, it shall be competent for such corporation to present to the judge of the district court of the county in which the said institution shall be located, a petition setting forth the facts and stating that the said corporation has complied with the provisions of the section aforesaid and of this act, together with such other facts as may be pertinent, and praying the appointment of three commissioners to examine into the truth thereof. And thereupon it shall be the duty of the said judge to appoint three disinterested commissioners, residents of the said county, for the purposes aforesaid. The persons so appointed shall be, by the said judge, sworn to true inquiry, and full report make of the matters given them in charge, which said oath shall be subscribed by the parties and certified by the said judge, and shall be filed in the office of the clerk of said county, as hereinafter provided. The said commissioners shall thereupon immediately proceed to the discharge of their said duties, and shall personally examine the property, funds, securities, and endow¬ ments of the said institution alleged to be set apart for the purposes aforesaid, and shall appraise the same and shall report facts thus ascertained in writing, duly signed by the said commissioners, to the said judge. If to the said judge it shall appear from the said report that the said corporation has complied with the provisions of this act, and that the said sum of one hundred thousand dollars or more, in property, 1472 EDUCATION REPORT, 1897-98. funds, securities, or endowments, has been set apart for the purposes aforesaid, to be irrevocably and inviolably appropriate thereto, the said judge shall indorse said report with an order approving the same, and shall in said order fix the compensa¬ tion of the said commissioners, and shall direct that the said order, together with the petition and oaths and all other papers pertaining to the said matter, be filed in the office of the clerk of said county, and the said petition, oaths, report, order, and other papers shall be recorded by the said clerk in the book of incorporation provided by law to be kept in his office. Same — Powers, diplomas , etc. — That thereupon the said corporation maj^, by its regents, trustees, or other government officer or officers thereof, upon the recommendation of the faculty of said institution, issue diplomas and confer degrees and honors, as provided in section 1 of this act. NEW YORK. Educational institutions are chartered by the regents of the University of the State of New York. Regents. — The university is governed and all its corporate powers exercised by 19 elective regents, and by the governor, lieutenant-governor, secretary of state, and superintendent of public instruction, who are ex officio regents. The regents may confer by diploma under their seal such honorary degrees as they may deem proper, and may establish examinations as to attainments in learning, and may award and confer suitable certificates, diplomas, and degrees on persons who sat¬ isfactorily meet the requirements prescribed. Charters. — The regents may, by an instrument under their seal and recorded in their office, incorporate any university, college, academy, library, museum, or other institution or association for the promotion of science, literature, art, his¬ tory, or other department of knowledge, under such name, with such number of trustees or other managers, and with such powers, privileges, and duties, and sub¬ ject to such limitations and restrictions in all respects as the regents may pre¬ scribe in conformity to law. Conditions of incorporation. — No institution shall be given power to confer degrees unless it shall have resources of at least $500,000, and no institution for higher education shall be incorporated without suitable provision, approved by the regents, for buildings, furniture, educational equipment, and proper mainte¬ nance. No institution shall institute or have any faculty or department of higher education in any place or be given power to confer any degree not specifically authorized by its charter; and no institution of higher education shall be incor¬ porated under the provisions of any general act authorizing the formation of a corporation without grant of a special charter on individual application, and no corporation shall, under authority of any general act, extend its business to include establishing or carrying on any such institution. Change of name or charter. — The regents may at any time, for sufficient cause, by an instrument under their seal and recorded in their office, change the name, or alter, suspend, or revoke the charter or incorporation of any institution which they might incorporate, if subject to their visitation or chartered or incorporated by the regents or under a general law; provided, that unless on unanimous request of the trustees of the institution, no name shall be changed and no charter shall be altered, nor shall any rights or privileges thereunder be suspended or repealed by the regents, till they have mailed to the usual address of every trustee of the institution concerned at least thirty days’ notice of a hearing when any objections to the proposed change will be considered, and till ordered by vote at a meeting of the regents for which the notices have specified that action is to be taken on the proposed change. Among the ordinances adopted by the regents are the following: College defined. — An institution to be ranked as a college must have at least six professors giving their entire time to college and university work, a course of four full years of college grade in liberal arts and sciences, and must require for admis¬ sion not less than the usual four years of academic or high-school preparation or its equivalent, in addition to the preacademic or grammar-school studies. Degree-conferring power. — No charter hereafter granted shall authorize any institution to confer any honorary degree or any degree on examination without residence, or any degree on lower requirements than those fixed by the university ordinances as the minimum for that degree. Honorary degrees. — The bachelor’s degrees in arts, philosophy, science, and lit¬ erature, and the doctor’s degree in philosophy shall not be conferred by the uni¬ versity or by any institution in this State causa honoris. DEGREE-CONFERRING INSTITUTIONS. 1473 Nonresident degrees — No degree shall be conferred in this State on examination without completion of a prescribed course, of which at least one year has been taken in regular attendance on the usual exercises of a teaching institution regis¬ tered for that degree. PENNSYLVANIA. AN ACT to provide for the incorporation, of institutions of learning with power to confer degrees in art, pure and applied science, philosophy, literature, medicine, law, and theology, and for the supervision and regulation of the same, and providing a method by which institu¬ tions already incorporated may obtain the power to confer degrees, and exempting from the provisions of this act colleges heretofore incorporated by the courts of -common pleas with power to confer degrees in cases where such colleges have at the time of the passage of this act a specified amount of capital or resources. Section 1. Be it enacted , <&e., That all institutions of learning hereafter to be incorporated as colleges, universities, or theological seminaries with power to confer degrees in art, pure and applied science, philosophy, literature, law, medi¬ cine, and theology, or any of them, shall be incorporated in the manner herein¬ after set forth, with general power as follows: First. To have succession by their corporate names for the period limited by their charters, and when no period is limited thereby, or by this act, perpetually, subject to the power of the general assembly, under the constitution of this Com¬ monwealth. Second. To maintain and defend judicial proceedings. Third. To make and use a common seal and alter the same at pleasure. Fourth. To hold, purchase, and transfer such real and personal property as the purposes of the corporation require, not exceeding the amount limited by its charter or by law. Fifth. To appoint and remove such subordinate officers and agents as the business of the corporation requires, and to allow them suitable compensation. Sixth. To make by-laws, not inconsistent with law, for the management of their property and the regulation of its affairs. Seventh. To enter into any obligation necessary to the transaction of their ordinary affairs. Section 2. Whenever five or more persons, three of whom at least are citizens of this Commonwealth, shall voluntarily associate themselves together for the pur¬ pose of obtaining a charter of incorporation as a college, university, or theological seminary with power to confer degrees as aforesaid, they shall prepare a certificate of such intended incorporation, which shall set forth: I. The name of the corporation. II. The purpose for which it is formed. III. The place or places where its business is to be transacted. IV. The term for which it is to exist. V. The names and residences of the subscribers. VI. The number of its directors, trustees, or managers, and the places of resi¬ dence of those who are chosen as such for the first year. VII. The amount of assets in the possession of said subscribers which are to be devoted to the purpose of establishing and conducting said college or university. VIII. The minimum number of persons whom it is intended to regularly employ as members of the faculty of said corporation. IX. A brief statement of the requirements for admission and of the course of study to be pursued in said institution. Section 3. Notice of the intention to apply for any such charter shall be inserted in two newspapers of general circulation, printed in the proper county, for three weeks, setting forth briefly the character and object of the corporation to be formed and the intention to make application therefor. Section 4. The said certificate of incorporation shall be acknowledged by at least three of said subscribers, and before the recorder of deeds, et cetera, of the county in which the business of the corporation is to be transacted, to be their act and deed and for the purposes therein contained, and the same having been duty cer¬ tified under the hand and official seal of said recorder of deeds, et cetera, shall be presented to any law judge of a court of common pleas of said county, accompa¬ nied by the proof of publication of the notice of such application, who is hereby required to peruse and examine said instruments, and, if the same be found to be in proper form and within the purposes of this act and shall appear lawful and not injurious to the community, he shall endorse thereon these facts and shall thereupon direct the prothonotary or clerk of said court to transmit to the super¬ intendent of public instruction of the Commonwealth a certified copy of said cer¬ tificate of incorporation, together with the said endorsements thereon. ED 98 - 93 1474 EDUCATION REPORT, 1897-98. Section 5. No charter for such incorporation, with power to confer degrees as aforesaid, shall be granted until the merits of the application, from an educational standpoint, shall he passed upon by a board to be styled the “ College and Univer¬ sity Council,” which shall consist of twelve members, namely, the governor, the attorney- general, and the superintendent of public instruction, who small be mem¬ bers ex officio, three persons selected from the presiding officers of undenomina¬ tional colleges or universities of this Commonwealth, three persons selected from the presiding officers of denominational colleges or universities of this Common¬ wealth, and three persons holding official relationship to common schools of the State. Those who are not ex officio members shall be appointed by the governor, with the advice and consent of the senate, for a term of four years. Section 6. No institution shall be chartered with the power to confer degrees, unless it has assets amounting to five hundred thousand dollars invested in build¬ ings, apparatus, and endowments for the exclusive purpose of promoting instruc¬ tion, and unless the faculty consists of at least six regular professors who devote all their time to the instruction of its college or university classes, nor shall any baccalaureate degree in art, science, philosophy or literature be conferred upon any student who has not completed a college or university course covering four years. The standard of admission to these four year courses or to advanced classes in these courses shall be subject to the approval of the said council. Section 7. Upon receipt of said certified copy of certificate of incorporation as directed in section four, of this act, the said superintendent of public instruction shall, within sixty days thereafter, cause said “college and university council ” to be convened at such time and place as he may designate, and said council shall thereupon hear and consider said application, and if the course of instruction and standard of admission to said institution and the composition of the faculty shall appear to said council to be sufficient, and the educational needs of the particular locality in which the proposed institution is to be situated and of the Commonwealth at large are likely to be met by the granting of said applica¬ tion, the said council shall thereupon cause to be endorsed on said application or certificate its findings and its approval of the same, together with a recom¬ mendation to the law judge or court before whom the same was originally presented that the same be granted. If, in the judgment of the council, the said application should not be granted, it shall endorse thereon its findings, and its disapproval of the same with a recommendation that said application be refused. The said certified copy of said certificate shall, with the endorsements thereon, thereupon be returned to the said law judge or court, who, in finally passing upon the application, shall be guided in his decree by the finding of the college and uni¬ versity council. In case the law judge, after giving his consideration to the find¬ ings of the said council, shall be satisfied with the propriety of the application in view of all the facts, he shall approve the same and order and decree that, upon the recording of said certificate with the recommendation of said council and a copy of said order of court in the recorder’s office aforesaid, the subscribers thereto and their associates and successors shall be a corporation for the purpose and upon the terms therein stated, and thenceforth the persons named therein and subscrib¬ ing the same, and their associates and successors shall be a corporation by the name therein given. In case of the disapproval of said application by the council aforesaid, the proposed charter shall not be granted. Section 8. In the transaction of business of said “college and university coun¬ cil” the concurrence of a majority of the members thereof shall be required. Section 9. All institutions chartered under this act shall be subject to visitation and inspection by representatives of the council, and if any one of them shall fail t.o keep up the required standard the court shall, upon the recommendation of the council, revoke the power to confer degrees. Section 10. The council shall meet regularly on the first Tuesday of October pre¬ ceding the biennial session of the legislature, and shall submit to that body a bien¬ nial report upon higher education in Pennsylvania; said report to be printed in connection with the report of the superintendent of public instruction. Section 11. Any college, university or theological seminary, heretofore incor¬ porated under the laws of this^Commonwealth, may apply to any law judge of any court of common pleas of the county in which the business of such corporation is transacted for amendments to its charter, enabling it to confer degrees in like manner as institutions originally incorporated under this act, and in the applica¬ tion therefor it shall follow the requirements of this act in respect of applications for original charters of incorporation and the method of pro edure prescribed therefor. Such applications for amendments shall be acted upon by the same authorities and in the same manner as provided in this act for the original incor¬ poration of colleges, universities, and theological seminaries. No such amendment DEGREE-CONFERRING- INSTITUTIONS. 1475 shall he .granted, however, unless the institution applying therefor shall bring itself within the provisions of this act as fully as is required in the granting of original charters under this act. Section 12. When a college or theological seminary has heretofore been incor¬ porated by special act of assembly, it may obtain the power to confer degrees from the courts, as above set forth, provided it has invested funds amounting to one hundred thousand dollars at the time of the passage of this act. This act further¬ more .shall not impair the authority of colleges heretofore incorporated by such courts of common pleas with power to confer degrees in cases where such institu¬ tions have property or capital, at the time of the passage of this act, of at least one hundred thousand dollars, and which shall, within three months after the passage of this act, file with the superintendent of public instruction of this Commonwealth a sworn statement that the assets held by them individually for the purpose of promoting education in the higher branches of human learning amount to the sum of on 6 hundred thousand dollars, nor shall this act impair the authority of uni¬ versities similarly incorporated by the courts with the power to confer degrees in cases where such institutions possess property at the time of the passage of this act amounting to the sum of five hundred thousand dollars, and which shall, within three months from the passage of this act, file with the superintendent of public instruction of this Commonwealth a sworn statement that the assets held by them individually for the purpose of promoting instruction in the higher branches of human learning amount to the sum of five hundred thousand dollars; none of the provisions of this act, however, shall be construed as applying to institutions possessing capital stock and established for the purposes of private profit or gain. Approved — The 26th day of June, A. D. 1895. TEXAS. Private corporations may be created by the voluntary association of three or more persons for the support of any benevolent, charitable, educational, or mis¬ sionary undertaking. The charter of an intended corporation must be subscribed by three or more persons, two of whom at least must be citizens of the State, and must be acknowl¬ edged by them before an officer duly authorized to take acknowledgment of deeds. Married women may be subscribers to charters. Such charter shall be filed in the office of the secretary of state, who shall record the same at length in a book to be kept for that purpose, and retain the original on file in his office. A copy of the charter, or of the record thereof certi¬ fied under the great seal of the State, shall be evidence of the creation of the cor¬ poration. The existence of the corporation shall date from the filing of the charter in the office of the secretary of state, and the certificate of the secretary of state shall be evidence of such filing. The president, professors, or principals shall constitute the faculty in academy, college, or university corporations, and shall have power to enforce the rules and regulations enacted by the directors or trustees for the government and discipline of the students, and to suspend and expel offenders, as may be deemed necessary. The directors or trustees named in the charter, as required by this title, of any college, academy, university, or other corporation to promote education, and their successors, may make all necessary by-laws, elect and employ officers, provide for filling vacancies, appoint and remove professors, teachers, agents, etc., and fix their compensation, confer degrees, and do and perform any and all necessary acts to carry into effect the objects of the corporation. Such corporations may procure, to be used as a part of the course of education, shops, tools, and machinery, land for agricultural purposes, and necessary build¬ ings for carrying on their mechanical and agricultural operations. Any such corporation may convert its property, except when held upon some special trust, into stock or scholarships, and file a certificate of their action, as required in the case of an increase of capital stock of a corporation. Such conver¬ sion can only take place by the consent of a majority of the stockholders. The directors of any such corporation, whose property is held not as stock but upon trust or by devise, donation, gift, or subscription, shall not contract debts beyond the means of the corporation. If they do contract debts to a larger amount, they shall be held individually liable for the same after the means of the corpora¬ tion are exhausted. Any such corporation may, by a vote of three-fourths of the directors, or if the same is owned in shares of stock, then by a vote of thres-fourths of the stock- 1476 EDUCATION REPORT, 1897-98. holders change the location ana name of the institution and transfer the effects thereof to where removed, or may apply the property thereof to other purposes of education than those named in the original charter filed with the secretary of state. WEST VIRGINIA. Joint stock companies maybe incorporated for universities, colleges, academies, seminaries, schools, or institutes, for the purpose of teaching any branch or branches of useful information or learning or promoting religion, morality, military science, or discipline. The charter is granted by the secretary of state on the presentation to him of an agreement signed by not less than five persons, stating the name of the corpo¬ ration, its purpose, location, duration, and certain information concerning the stock. The agreement must be acknowledged before a justice, notary, or judge, and must show that a certain portion of the capital stock has been paid in good faith. WISCONSIN. Three or more adult persons, residents of the State, may form a corporation for the establishment, maintenance, and use of schools, high schools, academies, semi¬ naries, colleges, and universities, or for the cultivation and practice of music. Any such corporation may be formed, to have a capital stock divisible into shares or without any capital stock, upon such plan as may be agreed upon. In order to form such a corporation, the persons desiring to do so shall make, sign, and acknowledge written articles, containing: 1. A declaration that they associate for the purpose of forming a corporation under the revised statutes, and of the business or purposes thereof. 2. The name and location of such corporation. 3. The capital stock if any, the number of shares, and the amount of each share. 4. The designation of general officers and of the number of directors, which shall not be less than three. 5. The principal duties of the several general officers respectively. 6. The method and conditions upon which members shall be accepted, discharged, or expelled. 7. Such other provisions or articles as they may deem proper to be therein inserted for the interest of such corporation or the accomplishment of the purposes thereof . Such original articles, or a true copy thereof verified as such by the affidavits of two of the signers thereof, shall be recorded by the register of deeds of the county in which such corporation is located, and no corporation shall, until such articles be so left for record, have legal existence. A like verified copy shall, within thirty days, be filed with the secretary of state, and for a failure so to do each signer of any such articles shall forfeit $25. The certificate of corporation is issued by the secretary of state. Any corporation formed for the establishment and maintenance of schools, high schools, academies, seminaries, colleges, or universities, or for the cultivation and practice of music, shall have power to prescribe and regulate the courses of instruc¬ tion therein, and to confer such degrees and grant such diplomas as are usually cenferred by similar institutions, or as shall be appropriate to the courses of instruc¬ tion prescribed. CHAPTER XXIX. REPORT OX SCHOOL STATISTICS,1 MADE BY A COMMIT¬ TEE OF THE DEPARTMENT OF SUPERINTENDENCE OF THE NATIONAL EDUCATIONAL ASSOCIATION. To the Department of Superintendence: Gentlemen: Your committee, consisting of the undersigned and Messrs. James MacAlister and George P. Brown, holding over from the last year, conclude their report2 on statistics by offering, first, a list of the items which, in their opinion, should be collected to show the workings of a school system. They have arranged these items in three classes. The first class iucludes the essential data which should be taken every year, and from all schools. This first list contains the essential and indispensable items for every annual report. 1 Prom Report of Proceedings of the meeting of the Department of Superintendence held in Brooklyn, N. Y., February, 1892. Tiie appendices have been revised and somewhat enlarged. 2 PRELIMINARY REPORT MADE IN FEBRUARY, 1891. Gentlemen: Your committee appointed at the last annual meeting for the purpose of con¬ sidering and reporting on the subject of School Statistics, beg leave to offer the following pre¬ liminary report, setting forth the results of their studies on the subject, and postponing for another meeting, or for the work of another committee, if it be your pleasure, the completion of the details of a scheme of statistics which will afford the data required for a comparative study of domestic and foreign educational systems. Your committee would first call attention to the object and purpose of collection of statistics, which they conceive to be the following: Statistics reveal the nature and efficiency of the powers and forces involved in a process. Forces and powers are revealed in their results. Their results are of little moment, if dead results, except as they indicate what the living power has been and still is. In matters of edu¬ cation we inquire into the aims and purposes of the educative process, and learn this by a quan¬ titative study of the means employed and the results obtained. It is evident, therefore, at the outset, that the quantities given by our statistical tables can have no significance except in con¬ nection with the qualitative elements involved. W e pass over at once from the how many to the what kind. We seek, again, new quantitative data that may indicate the quality, but we never reach quantitative data that are significant in and for themselves. Your committee would suggest as the four principal heads under which school statistics may be grouped: First. Attendance of pupils. Second. Course of study. Third. Teaching forces and appliances. Fourth. Support— revenue and expenditures. Under these four heads they would group the following details: I. Statistics of attendance should answer questions like the following — (а) How many? (б) How long? (c) Who? That is to say: (1) How many pupils in the aggregate? (2) How many relatively to the entire population? (3) How many relatively to the population of the school age, say 5 to 21, 6 to 14, or some other period agreed upon? Then this item should be further defined in five items: (1) How many enrolled during the annual session of school? (2) How many as average 1477 1478 EDUCATION REPORT, 1897-98. The second list contains the more important of what we may call occasional statis¬ tics, and should not he expected every year, perhaps, nor from all schools. A belonging? (3) How many in actual average daily attendance? (4) How many were dropped and afterwards readmitted? (5) The number of cases of tardiness. Under the second item of attendance ( How long?) we wish the number of daily school sessions for the year, and the hours of a school session, the length and hour of recesses and intermissions. Under the third item of Who? we include such items as— (1) How many of each sex? (2) How many at each year of age, and the average age? (3) Race. (4) How many born in the town or State where the school is situated? (5) How many born in other parts of the same nation? (0) How many born abroad? (7) Occupations of parents. II. Under the second of our four chief heads we should ask for statistics regarding the course of study, and thus determine by this grade of schools as follows: (а) Kindergarten. (5) Primary and grammar school. (c) Secondary education. (d) Higher education. We should ask very carefully as to the relations of these items to the first class of items, espe¬ cially age, sex, and average attendance. The primary and grammar schools are to be distinguished from the secondary schools by the following tests: The introduction of algebra, or of an ancient or modern language, marks the beginning of the secondary course of study. The higher course of study should be marked by analytic mathematics, or by logical and philosophical studies, or by advanced language studies. III. The third general head, “ The teaching forces and appliances,” includes— (1) Buildings and accommodations. (2) Size of schools under one principal teacher (or else number of pupils per teacher). (3) Humber of teachers. (4) Supervision. (5) Means of training teachers. (б) Examinations of teachers. (7) Methods of discipline and instruction used by teachers. IY. The fourth general head, “The support of schools,” includes — (1) Revenue. Items of. (а) Receipts from State and local-taxation. (б) Receipts from funds or productive property. (c) Receipts, if any, from tuition. (2) Expenditures. (a) For teachers’ salaries, including supervision. (b) Incidentals, including janitor hire, fuel, apparatus, and other current expenses. (c) Permanent investments, including building and repairs. Your committee would call attention to the importance of a detailed discussion of the use to be made of these several items, in studying the effective forces of educational systems, and in comparing one with another. Such discussion is not here attempted, but is suggested as a proper subject of a supplementary report. Moreover, your committee have observed the prime neces¬ sity for such a definition of the several items as to prevent misunderstanding. A description of the best methods of keeping and tabulating the several items would also be a very useful addi¬ tion to such a report. In dealing with reports, not merely reports from a foreign country, but with reports from different sections of the United States, your committee has been impressed with the necessity of a glossary of terms used in tabulating statistics. There should be a careful collation of all terms and designations used here and abroad, and so minute a description given of the processes of ascertaining the data under the several heads, as to leave no doubt in the mind as to the exact meaning of each. Without this accurate information there can be no satisfactory comparative study of school systems. All of which is respectfully submitted. W. T. Harris. Jas. MacAlister. George P. Brown. REPORT ON SCHOOL STATISTICS. 1479 State superintendent may, for example, collect statistics one year regarding the place of nativity of pupils and parents, another year he may take occupations, and another year he may collect items regarding th.9 preparation of the teaching force. In our third list we have included still less essential items, which may be col¬ lected at still rarer intervals. In the next place, we have given a tabular summary showing in detail the items actually collected in the several States of the Union, and side by side with it an exhibit of the statistical items collected in the several countries of Europe. As these details can not be read before an audience, your committee submit the same for printing in an appendix, hoping that they will be found useful to State officers in the preparation of their forms and blanks for collecting these returns. All of which is respectfully submitted. W. T. Harris, Chairman of Committee. Appendix I. SCHOOL STATISTICS. I. Fundamental Items. 1. dumber of children of legal school age, classified by race and sex (school population). a, White males. b, White females. c, Colored males. d, Colored females. Note.— These letters, a, b, c, d, are used in these tables always to indicate race or sex as here indicated. 2. Number of pupils enrolled on the school registers (excluding duplicate registrations), classified by race and sex (a + b-[-c-}-d). Note.— The plus sign (+), when used, indicates that the items between which it is placed are taken separately. Thus, a + b means that the white males and white females are given sepa¬ rately. Where this plus sign is omitted, the items are not given separately in the reports. 3. Average daily attendance classified by race and sex. 4. Average length of school year (days or months). 5. Number of teachers, classified by race and sex. 6. Number of pupils receiving kindergarten instruction, classified by race and sex. 7. Number of pupils receiving elementary instruction (including kindergarten pupils), classi¬ fied by race and sex. 8. Number of pupils receiving secondary instruction, classified by race and sex. 9. Number of students receiving higher instruction, including colleges, schools of medicine, theology, law, technology, classified by race and sex. 10. Number of students in special schools, classified by race and sex, including trade schools, evening schools of all kinds, manual training schools, schools for the defective and dependent classes, reform schools, commercial schools, and nurses’ training schools. 11. Number of buildings used as schoolhouses. 12. Total seating capacity of sueh buildings (number of pupils that can be accommodated). 13. Value of all property used for school purposes. 14. Average monthly salaries of teachers, classified by race and sex. 15. Total school revenue. (1) Income from productive funds and rents. (2) State school fund. (3) Local taxes. (4) Other sources. 1 6. Total expenditure. (1) Salaries of teachers (including supervision). (2) Other current expenses. (3) Permanent expenditure (for buildingsr grounds, etc.). 17. Amount of permanent invested funds. 1480 EDUCATION REPORT, 1897-98. II. Less Essential but Desirable Items. IS. Age classification of pupils enrolled. (1) Number of pupils under six. (2) Number of pupils between six and seven, etc. * * * * * * (11) Number of pupils between fifteen and sixteen. (12) Number of pupils over sixteen. 19. N umber of cases of tardiness. 20. (1) Number of pupils born within the State. (2) Number of pupils born in other States. (3) Number of piipils born in foreign countries. 21. Occupation of parents. (1) Agents. (2) Ba,nkers and brokers. (3) Clerks and salesmen. (4) Domestic servants and waiters. (5) Draymen and teamsters. (6) Farmers. (7) Factory and mill operatives. (8) Hotel and boarding-house keepers. (9) Laborers (unskilled). (10) Manufacturers. (11) Mariners and boatmen. (12) Mechanics and artisans. (13) Miners and quarrymen. (14) Merchants, traders, and dealers. (15) Professionals. (16) Public officials and employees. (17) Railroad employees. (18) Seamstresses. (19) Saloon keepers and bartenders. (20) Unclassified. 22. Average number belonging, including temporary absentees. 23. Number of pupils in each branch of study. 24. (1) Average age of kindergarten pupils. (2) Average age of elementary pupils. (3) Average age of secondary pupils. (4) Average age of higher pupils. (5) Average age of special pupils. 25. (1) Number of normal schools. (2) Enrollment in normal department. (3) Average attendance . (4) Number of teachers. (5) Expenses. III. Occasional Items. 28. (1) Number of teachers who have taught less than two years. (2) Number from two to five years. (3) Number over five years. 27. (1) Number of applicants for teachers’ certificates. (2) Number who are certified. 28. (1) Number of teachers graduates of normal schools. (2) Number of teachers graduates of universities and colleges. (3) Number of teachers graduates of high schools, academies, etc. (4) Number of teachers who have received only an elementary education. 29. Number of pupils dropped and readmitted in the course of the year. 30. Number of hours in each school session. 31. Length of recesses or intermissions, and time of beginning. 32. Number of cases of corporal punishment. 33. Number of pupils promoted to next higher grade. REPORT ON SCHOOL STATISTICS. 1481 Appendix II. An exhibit showing which of the essential items enumerated in Appendix 1 are reported by the several States of the Union and by leading foreign nations. I. The United States. Alabama. — 1. ab + cd (enumeration made on alternate years). 2. ab + cd. 3. ab + cd. 4. ab + cd. 5. a+b + c + d. 14. ab + cd. 15. (l) + (2) + (4); (3) is imperfectly given. 16. (2) and (3) are only reported in city districts. 23. 25. Arizona.— 1. a + b. 2. a + b. 3. 4. 5. a + b. 8. 13. 14. a-|-b. 15. 16. Arkansas.— 1. a + b + c + d- 2. a + b+c + d. 3.ab + cd. 4. 5. a+b + c + d. 11. 13. 14. ac + bd. 15. 16. 17. California — 1. a + b+c + d. 2. ac + bd. 3. 4. 5. a + b. 7. 8. 11. 13. 14. a + b. 15. 16. 22. 25. 27. 28. Colorado.— 1. a + b. 2. a + b. 3. 4. 5. a + b. 7. 8. 11. 12. 13. 14. a + b. 15. 16. Connecticut.—!. 2. 3. 4. 5. a + b. 6. 11. 12. 13. 14. a + b. 15. 16. 17. 26. Delaware.— 1. a + b. 2. a+b. 3. 4. 5. a + b. 13. 14. a + b. 15. 16. 23. District of Columbia.— 2. a+b + c+d. 3. ab + cd. 4. 5. a + b+c + d. 6. 7. 8. 10. 11. 14. ab + cd. 15. 16. 22. 25. (1) (2) (3) (4). Florida.— 1. ab + cd. 2. a + b + c + d. 3. ab + cd. 4. ab + cd. 5. a + b + c + d. 11. 13. 14. a + b + c + d. 15. 16. 17. 23. Georgia.— 1. a+b+c+d (enumeration every 5th year). 2. a+b+c+d. 3. ab+cd. 5 a+b+c+d. 15. 16. 23. Idaho. — 1. a+b+c+d. 2. a+b. 3. 4. 5. a+b. 11. 15. 16. Illinois.— 1. a+b. 2. a+b. 3. 4. 5. a+b. 8. a+b. 11. 13. 14. a+b. 15. 16. 17. 25. (1) (2) (3) (4) (5). 27. Indiana. — 1. a+b+c+d. 2. a+b. 3. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 25. Iowa. — 1. a+b. 2. 3. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 17. 26. (1) (2). 27. (1) (2). Kansas. — 1. a+b+c+d. 2. a+b+c+d. 3. ab+cd. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 17. 27. Kentucky.— 1. a+b+c+d. 2. a+b+c+d. 3. a+b+c+d. 4. ab+cd. 5. a+b+c+d. 7. 8. 11. 13. 14. a+b+c+d. 15. 16. 17. 23. (1) (4). 25. 26.(1). 27. (1) (2). 28.(1). Louisiana.— 1. 2. a+b+c+d. 3. ab+cd. 4. ab+cd. 5. a+b+c+d. 11. 14. a+b-fc+d. 15. 16. Maine.— 1. 2. 3. 4. 5. a+b. 8. 11. 13. 14. a+b. 15. 16. 23. 25. Maryland.— 2. ab+cd. 3. ab+cd. 4. ab+cd. 5. a+b+c+d. 11. 15. 16. 23. Massachusetts.— 1. 2. 3. 4. 5. a-+b. 8. 14. a+b. 15. 16. 17. 22. 25. 28. (1). Michigan.— 1. a+b. 2. a+b. 4. 5. a+b. 11. 12. 13. 14. a+b. 15. 16. Minnesota.— 1. 2. 3. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 17. 28. (1) (2) (3). Mississippi.— 1. a+b+c+d. 2. a+b+c+d. 3. a+b+c+d. 4. ab+cd. 5. a+b+c+d. 11. 13. 14. a+b+c+d. 15. 16. 17. 27. (1) (2). Missouri.— 1. a+b+c+d. 2. a+b+c+d. 3. 4. 5. 12. 13. 14. ab+cd. 15. 16. 17. 27. b. 28. (1). Montana.— 1. a+b. 2. 3. 4. 5. a+b: 11. 13. 14. a+b. 15. 16. 17. 28. (1). Nebraska.— 1. ac+bd. 2. ac+bd. 3. 4. 5. ac+bd. 7. 8. 11. 13. 14. a+b. 15. 16. 17. 27. (1) (2). Nevada.— 1. ac+bd. 2 ac+bd. 3. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 17. 22. 26. (1). New Hampshire. -1. a+b. 2. a+b. 3. 4. 5. a+b. 11. 18. 14. a+b. 15. 16. 22. 26. (1). New Jersey.— 1. a+b+c+d. 2. ac+bd. 3. 4. 5. ac+bd. 11. 12. 13. 14. ac+bd, 15. 16. 17. 18. 27. (1) (2). New Mexico.— 1. 2. 3. 4. 5. a+b. 13. 15. 16. New York.— 1. 2. 3. 4. 5. a+b. 11. 13. 14. 15. 16. 25. 27. (1) (2). North Carolina.— 1. a+b+c+d. 2. a+b+c+d. 3. ab+cd. 4. 5. a+b+c+d. 11. 13. 14. a+b+c+d. 15. 16. 23. North Dakota.— 1. a+b. 2. a+b. 3. 4. 5. a+b. 8. 11. 13. 14. a+b. 15. 16. 17. 23. Ohio.— 1. a+b. 2. ac+bd. 3. ac+bd. 4. 5. a+b. 8. 11. 13. 14. a+b. 15. 16. 17. 23 Oregon.— 1. a+b. 2. a+b. 3. a+b. 4. 5. a+b. 11, 13. 14. a+b. 15. 16. 17. 23. 27. (1) (2). Pennsylvania.— 1. 2. a+b. 3. ab. 4. 5. a+b. 11. 13. 14. a+b. 15. 16. 26. (1) (D. 27. (1) (2). 28. (1) (2) (3). Rhode Island.— 1. a+b. 2. a+b. 3. ab. 4. 5. a+b. 6. a+b. 8. a+b. 11. 13. 15. 16. 17. 23. South Carolina.— 2. a+b+c+d. 3. a+b+c+d. 4. 5. a+b+c+d. 11. 13. 14. ac+bd. 15. 16. 23. South Dakota.-1. a+b. 2. a+b. 3. ab. 4. 5. a+b. 11. 12. 13. 14. a+b. 15. 16. 23. 27. (1) (2). Tennessee.— 1. a+b+c+d. 2. a+b+c+d. 3. ab+cd. 4. 5. a+b+c+d. 11. 13. 14. a+b+c+d. 15. 16. 23. Texas. -1. a+b+c+d. 2. a+b+c+d. 4. 5. ab+cd. 11. 12. 13. 14. a+b+c+d. 15. 16. 17. 23. 28. (1) (2). Utah.— 1. a+b. 2. a+b. 3. 4. 5. a+b. 13. 14. a+b. 15. 16. 23. 1482 EDUCATION REPORT, 1897-98. Vermont.— 1. a-fb. 2. a+b. 3. 4. 5. a+b. 7. 8. 11. 13. 14. a+b. 15. 16. 17. 18. 23. Virginia.— 1. a+b+c+d. 2. a+b+c+d. 3. a+b+c+d. 4. 5. a+b+c+d. 8. ab+cd. 11. 12. ab+cd. 13. 11. ac+bd. 15. 18. 17. 18. 24. 25. 27. (1) (2). Washington.— 1. a+b. 2. a+b. 3. a+b. 4. 5 a+b. 7. 8. 11. 12. 13. 14. a+b. 15. 18. 17. 27. (1) (2) West Virginia.— 1. a+b-fc+d. 2. a+b+c+d. 3. a+b+c+d. 4. 5. a+b+c+d. 11. 13. 14. a+b+e+d. 15. 18. 17. 23. 27. Wisconsin.— 1. a+b. 2. a+b. 4. 5 a+b. 8. 11. 12. 13. 14. a+b. 15. 16. 17. II. Foreign Countries. Canada— England.— 1. ab. 2 a+b. .3 a+b. 4. 5. a-fb. 6. a-fb. 7. a+b. 12. 14. a+b (yearly). 15. 16. 18. ab (a+b in some cities). 23. 25. 26 (in some cities). 27. 28. Scotland.— 1. ab. 2. a+b. 3. a+b. 4. 5. a+b. 6. a+b. 7. a+b. 8. a+b. 12. 14. a+b (aver¬ age annual salary). 15. 18. 18. ab. 23. 25. 27. 28. France.— 1. a+b. 2. a+b. 4. 5. a+b. 6. a+b. 7. a+b. 8. a+b. 9. ab. 11. 14. 15. 16. 18. 21 (Paris). 25. 28. 30. 31. Italy.— 1. ab. 2. a+b. 4 (by months). 5. a+b. 6. ab (reports infant schools which include Froebelian methods and a few kindergartens in the largest cities). 7. a+b. 8. a+b. 9. ab. 10. a+b. 11. 14. a+b (reports maximum and minimum annual salary). 15. 18. 25. a+b. 27. a+b (reports numbers certified). 28. a+b (reports graduates of normals). 30. 31. Netherlands.— 1. ab. 2. a+b. 5. a+b. 7. a+b (kindergartens not included). 8. a+b. 9. a+b. 10. a+b. 11. 14. ab (reports maximum and minimum annual salary). 15. 18. 23. a+b. 25. a+b. 27. a+b. 28. a+b (reports graduates of normals). 33. ab. Spain.— 1. ab. 2. a+b. 3. a+b. 5. a+-b. 7. a+b (kindergartens not included). 8. a+b. 9 (in part). 10 (in part). 11. 14. a+b (reports maximum and minimum annual salary). 15. 18. 25. a+b- 27. ab (reports numbers certified, and those certificated). 28. ab (reports gradu¬ ates with normal certificates). 30. 31. Norway.— 1. ab. 2. a+b. 4 (reports number of weeks). 5. a+b, 7. a+b (kindergartens not included). 8. a+b. 9. ab. 15. 16. 25. ab. 28. ab (reports graduates of normal schools and academies). 30. 31. Sweden.— 1. ab. 2. a+b. 4 (by weeks). 5. a+b. 7. a+b (kindergartens not included). 8. a+b. 9. ab. 10. a+b. 11. 14. a+b (reports maximum and minimum annual salary). 15. 16. 18. ab. 23. ab (reports per cent of pupils in each branch in secondary schools). 25. a+b (reports separate schools for the sexes). 30. 31. 33. a b. Russia.— 1. ab. 2. a+b. 5. ab. 7. a+b (kindergartens not included). 8. a+b. 9. a+b. 10. a+b. 15. 16. 25. a+b. Prussia.— 1. a+b. 2. a+b (every fifth year). 4. 5. a+b. 7. a+b. 8. a+b. 9. a+b. 11. 15. 18. 17 (every third year). 25. 27 (partially). 28. 30. Saxony. — 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 9. ab. 10. ab. 11. 15. 16. 17 (every third year). 20 (regarding language spoken). 25. 27 (partially). 28. 30. Wurtemberg.— 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 9. ab. 10. ab. 11. 15. 18. 17 (only partially). 25 (partially). 27. 28. 30. Bavaria.— 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 9. 11. 15. 16. 17. 25. 27. 28. 30. Hamburg.— 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a + b. 10. ab. 11. 15. 16. 17. 25. 27. 23. Bremen.— 1. a+b. 2. a+b. 4. 5. a+b 7. a+b. 8. a+b. 10. ab. 11. 15. 16. 25. 27. 28. Lubeck.— 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 10. ab. 11. 15. 16 . 25. 27. 28. Austria.— 1. a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 9. ab. 10. 11. 25. 27. 28, 30. Hungary.— 1. a+b. 2. a+b. 4. 5. a+b. 6. a+b. 7, a+b. 8. a+b. 9. ab. 10. ab. 11. 15. 16. 17. 25. 27. 28. 30. Switzerland.— 1, a+b. 2. a+b. 4. 5. a+b. 7. a+b. 8. a+b. 9. a+b. 10. ab. 11. 15. 16. 25. 27. 28. 30. Uruguay.— 1. ac+bd. 2. ac+bd. 3. 5. ac+bd. 6. ac+bd. 7. ac+bd. 8. ac+bd. 9. ac+bd. 10. ac+bd. 11. 12. 13. 14. ac+bd. 15. 16. 17. 20. (l) + (3). 21. (6) + (10) + (12)+(14) + (20). '23. 25. (l) + (2) + (3) + (4) + (5). 28. (l) + (2) + (3). 28. (l) + (3) + (4). Appendix III. Giving the definitions of certain technical terms used in educational reports, together with their equivalents in certain foreign countries. Technical Terms used in Education— Definitions and Foreign Equivalents. 1 (a). School age.— Age at which children are permitted free attendance at the public schools. This age varies in the different States, but 6 to 21 may be considered the representative school age in this country, being designed evidently to embrace all minors old enough to render school REPORT ON SCHOOL STATISTICS. 1483 instruction advisable and profitable to them. The children of school age in each State, whatever that age may be, collectively constitute the school population of such State. Note. — There are, in the foreign countries considered in this vocabulary, no terms corre¬ sponding in significance to “■school age” and “school population,” as understood in the United States. In a popular sense, however, as used in literature everywhere, “school age” includes the period of life from the age of 4 or 5 years to adult age as the epoch most suitable for schooling. 1 (b). Compulsory school age.— The age at which children are obliged by law to attend school in those States of the Union having compulsory school laws. This age also varies in the several States, but 8 to 14 may be considered as the representative. The children subject to a compul¬ sory school law constitute the “compulsory school population ” of a State.. Eng. Age for school attendance. Ger. Schulpflichtiges Alter. Fr. Age scolaire. It. Obhligo di frequeniare la scuolci. Sp. Edad escolar; or edad de la obligacion escolar. Note.— The compulsory school age in the foreign countries considered above varies, but G to 13 may be regarded as typical. All the children subject to compulsory school laws in England and France, and the major part of those in Germany, are allowed free instruction at public schools. 1 (c). School population. See 1 (a) and note. 1 (id).. Compulsory school population. For definition see 1 (b). Eng. Population of school age. Ger. SthulpflicMige Kinder. Fr. Enfants d'dge scolaire ; or, N ombre d'enfants d instruire. It. Popolazione da 6 a 13 anni. Sp. Ninos en edad de escuela. 2. EnroUment.— Number of different pupils enrolled (or entered) on the school registers dur¬ ing any given year; or, in other words, the entire number of different pupils who have attended at any time during the year. Eng. Number of children ( or scholars) on registers. Ger. Zahl cler Einqeschriebenen. Fr. Population des ecoles; or, Nombre des eleves inscrits. It. Numero degli iscritti. Sp. Numero de nihos concurrentes (or inscriptos). 3 (a). Attendance.— Number of pupils present (on any given day or at any given time). Eng. Attendance. Ger. Frequenz, determined on two test-days ( Stichtage ) each year. Fr. Frequentaiion , or Eleves presents, determined as in Germany. Sp. Asistencia. 3 (b). Average attendance.— Average number of pupils attending each day or session. Eng. Average attendance. Ger. Durchschni t ts-Fre quenz. Sp. Asistencia media ; or Promedio de la asistencia diaria. 4 (a). School year.—{X) The year, or period of twelve months, for which school officials are elected, appropriations of money made, teachers hired, school reports made, etc., though the annual epoch of some of these features sometimes dates from a different day than that of others. In the United States the school year usually begins the 1st of July, or some other day during the summer vacation. The term is sometimes restricted to (2) that portion of the school year during which the schools are in actual session. Eng. School year. “A year or other period for which an annual parliamentary grant is . . . paid or payable.” It “is the year ending with the last day of the month preceding that fixed for the inspectors* annual visit.”— Ed. Acts Man., 17 ea., p. 375. Ger. Schuljahr. Fr. Annee scolaire. It. Anno scolastico. Sp. Aho escolar. 4 (b). Length of school year. — The number of days, weeks, or months the schools were in actual session during the school year. The expressions “length of schools,” “duration of schools,” “length of school term,” etc., are also used. The average length of the school year is the average of a group of schools in which the number of days of session varies. As in most foreign govern- 1484 EDUCATION REPORT, 1897-98. mental school systems the number of days is nearly uniform, this latter term has little applica¬ tion outside the United States. Eng. Number of times school has kept This must be divided by two to get the number of days. Ger. Dauer des Schuljahres. Fr. Duree de Vannee scoiaire. Sp. Numero de dias de close. 5. Teacher.— An instructor in an elementary or secondary school. Eng. Schoolmaster , schoolmistress , teacher. Ger. Lehrer , Lelirerin; Oberlehrer. Fr. Mcdtre , maitresse, instituteur, institutrice. It. Insegndnte , maestro , maestra. Sp. Maestro , maestra. 6. Kindergarten.— A school for young children, from about three to six years, conducted after the methods of Froebel. Eng. Infant school , or class. Ger. Kindergarten. Fr. Ecole maternelle. It. Asili d'infcincia. Sp. Jar din de infantes. 7. Elementary instruct ion.— Instruction in the first principles or rudiments of knowledge, including chiefly reading, writing, spelling, arithmetic, grammar, geography. United States history, and often the outlines of natural history and science, the pupil being prepared by this course to enter upon algebra and Latin or some modern language. Usually in the United States the first eight years of a fully graded public-school course mark the period of elementary instruc¬ tion, the child entering at the age of about 6 years. Elementary schools are schools in which ele¬ mentary instruction is the sole or predominating feature. These, in a fully graded course, may be subdivided into primary schools (first four years) and grammar (or intermediate) schools (sec¬ ond four years). Kindergarten instruction is also classed as elementary. Eng. Elementary instruction. Ger. Elementar-Unterricht. Fr. Enseigncment primaire (excluding the “primaire superieur ”). It. Istruzione elementare. Sp. Ensehomza primaria. 8. Secondary instruction.— This is supposed to begin the ninth year of the course of study, and to take up algebra, geometry, natural philosophy, physical geography, Latin, Greek, French, and German, for some or all pupils, and for a whole or a part of the four years; also an outline study of universal history, English literature, and some of the special natural sciences, as geology, human physiology, botany, etc. A secondary school is a school whose ultimate object is to give a secondary education, and which may or may not have a preparatory course of elementary grade, or pupils pursuing elementary studies. Eng. Secondary (or intermediate) instruction. The term “secondary schools” in Eng¬ land is applied to certain groups of schools designed for the education of the upper and middle classes, including endoived grammar (i. e-, classical) schools, endowed nonclassical schools, private schools , and proprietary schools. These are also known as middle-class schools. They receive pupils at about the age of 8, continue them in their elementary studies, and carry them along to an age varying from 14 to 19, giving them an education in some cases higher, in others— especially in the ‘‘private ” schools— not so high as is indicated by the term sec¬ ondary in the United States The nine great public schools of England (Eton, Harrow, etc.), which are properly “ intermediate ” schools— i. e., standing between preparatory primary schools or private tutors and the “universi¬ ties ’’—receive pupils from 10 to 15, and are of higher grade than most of the secondary schools of the United States. Higher board schools have developed in some of the large cities, and coi*respond nearly to our public secondary schools (high schools), giving to the children of their people an opportunity to continue their education beyond the elementary grade. About 80,000 pupils pursue high- school subjects in elementary schools. Ger. Hoherer Unterricht ( i . e., higher than that given in the Volksschulen). Fr. Enseignement primaire superieur. The instruction given in the Division de gram- maire of lycees and colleges communaux also belongs here. It. Istruzione secondo/ria. Sp. Ensehanza secundaria . 9. Higher (or superior) instruction.— This is supposed to take the fourth epoch of four years in a complete course of education, secondary taking the third four years, and elementary educa- REPORT OX SCHOOL STATISTICS. 1485 tion the first eight years By topics and methods, the higher education is distinguished by tak¬ ing mathematics in those branches which succeed plane geometry and elementary algebra; Latin and Greek writers, that require more maturity of reflection to master, such as Horace, Livy, Tacitus, Juvenal, Cicero's moral essays, Homer, Demosthenes, Plato, JEschylus, Sophocles, Euripides, Aristotle; physics treated by mathematics; rhetoric; mental philosophy ; the philos¬ ophy of history. In general, the studies of higher education are conducted on a comparative method, with the purpose of treating each theme in the light of all branches of knowledge. A higher institution of learning is one whose ultimate object is to give a higher education, and which therefore may or may not have a preparatory department, in which instruction is given in secondary or even elementary branches. Eng. University instruction ; collegiate instruction. Ger. Hochschulunterricht. Fr. Enseignenient superieur. The last three years of the enseignement secondaire is also of the higher grade, according to the United States standard. It. Istruzione superiore. Sp. Ensehanza universitaria. 10 (a). Special schools. — Schools of elementary or secondary grade, which (1) educate for some special trade, business, or occupation (e. g., commercial colleges, art schools); or (2) educate some special class of persons (e. g., deaf -mutes, juvenile delinquents). Sp. Escuelas especiales. 10 (b). Evening schools. — A class of special schools, generally public and located at the centers of population, designed to give evening instruction in elementary and sometimes in secondary branches, general and technical, to persons whose occupation, age, or both, prevent them from attending the day schools. A special feature of evening schools in some cities of the United States is the instruction of foreigners in the English language. Eng. Evening schools. Ger. Forth ildungsschulen ( elementar ). Fr. Classes d'adxdtes. (Held in the evening or on Sunday.) It. Scuole serali. Sp. Clases nocturnas. 10 (c). Evening high schools. Continuation schools. — A class of evening schools, designed more particularly to give some degree of secondary education to youths who are obliged to go to work after finishing their elementary education in the day schools. Ger. Hohere Foribildungsschulen. (Evenings or Sundays.) 11. Schoolhouse. — A building used for school purposes, one in which instruction is given Eng. School building. Ger. Schulhaus. Fr. Maison d'ecole. It. Edificio-scolastico. Locale per le scuole. Sp. Casa de escuela. 12. Number of sittings for study , excluding those used only for recitation purposes. Eng. Accommodatioxi , number of seats. Includes all seats, being total seating capacity. Sp. Area de las salas de close. 13. School property.— All property, real and personal, belonging to a school system (i. e., not hired or rented), and designed to be used for school purposes, including school sites and buildings, furniture, libraries, apparatus, etc. Eng. School buildings, premises, and furnishing . Ger. Schul-Eigenthum. Fr. Bdiiments et maieriaux scolaires. Sp. Edificios, menage , y utiles escolares. 11. Salary (or wages ) of teachers.— The sum paid to teachers weekly, monthly, or annually, as compensation for their services. In computing the average monthly salaries of any group of teachers, weekly and annual salaries must be reduced to a monthly basis. Eng. Salary. Ger. Gehalt. Fr. Traitement. It. Onorario stipendio. Sp. Sueldos. 15. (a). Revenue (school).— Money from any source received for school purposes. Eng. Income. Ger. Einnahmen. Fr. Ressource. It. Renditci. Sp. lngresos. 1486 EDUCATION REPORT, 1897-98. 15 (b). State (school) tax. — A uniform tax levied on all the property or polls of a State, the proceeds whereof is apportioned to the counties, towns, or school districts generally, according to school population or average attendance. Eng. Bates. Ger. Slaais-ScJmlsteuern. 15 (c). Local (school) taxes.— County, town, and school district taxes for school purposes. Eng. Bates. Ger. Gris- (or Municipal-) Steuern. Fr. Centimes addiiionels , or speciaux. It. Tasse communale e provinciate. Sp. Fondos provinciales, comunales, y municipaies. Impuestos department ales de instruccion publico. i. 15(d). Revenue from permanent funds. —The interest on invested funds, including rent of school lands, if any. Eng. Income from endowment. Ger. Inieressen angelegter Fonds. Fr. Produit des legs et dons. Sp. Ingresos por donativos y legados. IS (a). Expenditure (school). — Money expended for school purposes. Eng. Expenditure. Ger. Ausgaben. Fr. Depenses. It. Spess general i. Sp. Gastos. IS (b). Amount paid to teachers (for salaries), including salaries of superintendents. Eng. Teachers' salaries. Ger. Ausgaben f ur Gehalter. Fr Traitements. It. Stipendi; rimunerazioni ed indemnita al personale. Sp. Obligaciones del personal. Gastado en el personal ensehante. 15 (c). Other current expenditure in addition to amount paid to teachers^ i. e., incidental or miscellaneous expenditure for the maintenance of the schools and care of school buildings, including, among other things, fuel, lighting, janitors, incidental repairs, free text-books if any, and stationery, cost of administration, rent of hired buildings, etc. Foreign countries do not conform to this classification, but the analogous foreign terms are as follows: Eng. Miscellaneous expenditure. Ger. Andere Ausgaben. Fr. Depenses diverses. Sp. Eventuates. Gastos en materiales, utiles, etc., de consumo anudl. 16 (d) Permanent expenditure.— Expenditure for school buildings (including permanent repairs), grounds, furniture, libraries, and lasting apparatus. Eng. Capital charges. Ger. Baukosten . Fr. Depenses de construction ,* frais del location de maisons d' ecole ; entretien des locaux scolaires; entretien et renouvellement du mobilier scolaire et du mat&riel d'en- seignement. It. Sussidi per construzione e riparazione di edifici scolastici. Sp. Gastos que aumentan el capital escolar. 17. Permanent funds. — V alue of funds and other property yielding an annual revenue for school purposes. Eng. Endowment. Ger. Fonds. Fr. Dons et legs,' biens. Sp. Donativos, legados, y mandos. 19. Tardy. — Late in arriving at school. Eng. Not punctual. Ger. Zuspatlcouimend. Fr. En retard. Sp. Falla de puntualidad. 22. Average number belonging to a school, or system of schools, includes temporary absentees. Pupils absent for sickness or other cause, but with intention of returning to school, are consid¬ ered as “ belonging. ” This number differs from the number “enrolled ” (see 2), inasmuch as the latter includes all different pupils who have attended at any time during the year, some of REPORT ON SCHOOL STATISTICS. 1487 whom may have been dropped from the roll of those “belonging,” on account of death, removal from the district, protracted sickness, entrance on business, etc. Sp. Alumnos existentes. 25. Normal school. —A school designed for the professional training of persons intending to become teachers, usually maintained by a State or city. Eng. Training college. Ger. Lehrer- Seminar. Fr. Ecole normals. It. Scuela normals. Sp. Escuela normal. 27. Certificate ; license (to teach).— A formal testimony of ability to teach, or permission to teach, awarded as the result of satisfactory examination before an examining board, or after having successfully completed a certain prescribed course of study, or given other evidence of" capacity to teach. Eng. Certificate. Ger. Zeugniss ; Reifezeugniss : Licenz. Fr. Titre (or brevet) de capacite; certificat d' aptitude pedagogique. It. Diploma d' abilitazione (or d'idoneiia). Sp. Certificado de ciptitud ; diploma 6 titulo de maestro. 28 (a). University — An institution for higher education, having as its nucleus a college in which the so-called liberal arts are taught in a course of three or four years for the degree of A. B., and in addition one or more departments for the learned professions, medicine, law, or divinity— or it may be for advanced or post-graduate work, along any lines of learning or inves¬ tigation. In England the university unites several colleges. Eng. University. Ger. Universitdt. Fr. Faculte. Universite is the term very generally employed for the Paris “ facultes. ” It. Universita. Sp. UUiversidad. 28 (b). College.— Strictly speaking, an institution of higher education, usually with a four years’ course completing preparation for the degree of A. B. The word college i3 also used in connection with a descriptive word to designate other species of higher education, as, “agri¬ cultural college,'’ “medical college.” Eng. College. Ger. Gymnasium. Fr. Lycee; college communal (de plein exercice) It. Ginnasio ; liceo. Sp. Institute ; colegio. 28 (c). High school.— A public secondary school. Eng. Higher board school. Ger. Hohere Schule, Realschule , hohere Biirgerschule. Fr. Ecole primaire superieure. 28 (d). Academy ; institute; seminary.— Names given indifferently to private secondary schools “ Institute” is occasionally applied to schools of higher grade. Eng Grammar school ; high school ; institute; public school , etc. Fr. Etablissement libre d'enseignement secondaire ; etablissement la'ique; etablissement ecclesiasiique ; petit seminaire. Sp. Estciblecimiento privado de ensehanza secundaria; seminario; instituto; liceo. 80. Session. — A sitting of a school, or assembly of the pupils for recitations, exercises, and studies, continuing from the time the school is called to order until the pupils are dismissed beyond the teachers’ jurisdiction. There are generally either one or two sessions each day. Eng. Meeting of the school. Ger. Schulst'unde. Sp. Horas de clase. 31. Recess ; intermission.— Brief suspensions of school exercises, recurring periodically each day, for recreation, meals, or some other purpose. In public elementary schools holding sessions from 9 to 12 a. m.. and from 1 to 4 p. m., two recesses of fifteen minutes each take place, the first at or near the hour of 10.30 a. m., and the second at or near the hour of 2.30 p. m. The noon hour for dinner is not called a “recess,” but usually an “intermission.” Ger. Freiviertelstunde. Fr. Recreations; sortie de midi. Sp. Recreos y salidas. 1488 EDUCATION REPORT, 1897-98. 32. Corporal punishment. — Punishment inflicted upon a pupil's person, generally with a rod, cane, or ruler, but including a variety of other punishments in which bodily pain is caused. Other punishments, to be discriminated from corporal, are such as are based on the sense of honor, such as deprivation from privileges of the school, confinement after school hours, require¬ ment to sit or stand in some unusual place, enrollment on a list of disgraced pupils, etc. 33 (a). Promotion.— Advancement from any grade to the next higher. Eng. Advance to higher standard. Ger. Versetzung. Fr. Avancement ; montee d'une classe. Sp. Promociones ; pases. 33 (b). Grade: class —The body or group of pupils having the same degree of advancement pursuing the same studies, etc. Eng. Standard. Ger. Klasse. Fr. Classe. It. Classe ; grado. Sp. Clase; grado ; curso. CHAPTER XXX. MEDICAL INSPECTION OF SCHOOLS. A system of daily inspection of schools by physicians has been introduced in several cities, among others Boston, New York, Chicago, Philadelphia. In the following pages is given a compendium of information bearing upon this subject,, in a series of extracts from school and other official reports, from the writings and addresses of eminent professional men, and from other sources. A short descrip¬ tion of the system in Paris is also given. MEDICAL INSPECTION OF SCHOOLS IN BOSTON. [Massachusetts State Board of Health Report, 1894, p. 819.] The need of medical inspection of schools, for the purpose of detecting con¬ tagious and other diseases among the school children, was brought to the atten¬ tion of the mayor and city council in 1892, and for this purpose an appropriation was then secured. A delay of several months was occasioned in securing the approval of the school committee, so that the plan did not finally go into opera¬ tion until November, 1894, when the board of health selected 50 physicians for this purpose, divided the city into 50 school districts, and began school inspection.. These physicians are appointed medical inspectors of schools and agents of the board, of health, and are authorized to visit each school daily during the early part of the- morning session and to examine all pupils who complain or appear to the teachers, to be ill. If an inspector finds a pupil showing symptoms of any contagious dis¬ ease, or is otherwise too ill to remain in school, he will advise the teacher to send the pupil home for the temporary observation of its parents or family physician.. He will also give such professional advice as may be required by the teachers to- aid them in canning out all laws and regulations pertaining to contagious dis¬ eases, vaccination, and general school hygiene, whose enforcement belongs to the school, committee or board of health. In the examination of throats the medical inspectors will use only the wooden tongue depressors which are furnished by the board of health, each of which is to be burned after a single use. The medical inspectors of schools are also authorized agents of the board of health, and will, on notification of said board, visit all cases of scarlet fever and diphtheria at the homes of the patients, for the sole purpose of examining the places and plans of their isolation, and as such agents they will report to the? board of health their approval or disapproval of such places and plans of isola¬ tion. Such medical agent will not prescribe, advise, or criticise anything beyond that which pertains strictly to the isolation of the patient, and will carefully avoid any word or act which may be construed as an infringement upon the rights of the family or attending physician. He will visit the patient as often as may be necessary to inform himself as to the continued isolation of the case. No case- of scarlet fever or diphtheria will be discharged from isolation until its complete- recovery is certified to the board of health by one of its medical agents, and such- certificates of recovery will be based on the complete disappearance of desquama¬ tion in cases of scarlet fever, and on the absence of the Klebs-Loeffier bacillus in¬ cases of diphtheria, the latter to be shown by bacteriological examination made' satisfactory to the board of health. The reports of the medical inspectors of schools for the months of November and December show that 4,962 pupils were presented to them for examination. Five hundred and sixty-four were found to be too ill to remain in school for the time being, 212 were suffering from contagious diseases, 48 were suffering from, diphtheria, and 131 were too ill from troubles in the eyes and ears to be in school- ED 98 - 94 1489 1490 EDUCATION REPORT, 1897-98. Diseases of the throat were most prevalent, and were found in 1,749 pupils. Diseases of the eye, ear, and spine are found sufficiently often among the school children to warrant a more careful examination to find those who may be suffer¬ ing from mild forms or early stages of these diseases. It often happens that school children suffer serious and unrecognized disadvantages by reason of defective eyesight, deficient hearing, or a commencing deformity of the spine. The mild forms and early stages of these ills would not generally be seen and appreciated by the teachers, and it would be unreasonable to expect them to detect illness which requires special skill on the part of the physician to recognize. The board of health reported that “ diphtheria became epidemic during the' year (1894) , causing 817 deaths, and its increase was noticeable in every month of the year over those of 1893. It assumed an epidemic form in the last week of Sep¬ tember, reached its climax about the first week in December, and gradually fell off at the end of the year. * * * “ The prevalence of the disease in epidemic form made it possible for the board of health to introduce three new forces for the suppression of the disease. One is the new remedy, ‘antitoxin;’ * * * another agent has been found in the use of the bacteriological laboratory. * * * The third and probably most potent agency in controlling the spread of this disease and that of scarlet fever is the new force of 50 physicians for the daily inspection of the schools, in which there are more than 70,000 of the most susceptible subjects to these two diseases. This has set in practice the most active, constant, and skillful watchfulness for the earliest symptoms of these and other diseases among school children.” [Massachusetts State Board of Health Report, 1895, p. 756.] The inspection of schools, which was commenced in November, 1894, and described fully in our last annual report, has been followed through the year with excellent results. The schools have been visited daily, and all children who have complained of illness or appeared to the teachers to be ill have been examined by the visiting physician, who, in all cases, advises the teachers what to do with the pupil. This work has now been in progress for fourteen months, and it has dem¬ onstrated the fact that there are not only many cases of contagious diseases to be found in the schools, and which require early recognition and removal, but that there are large numbers of school children whose illness and whose disposition by the teacher require the decision of a competent physician. For the fourteen months ending December 31, 1895, 16,790 pupils were exam¬ ined, 10,737 of whom were found to be ill, 0,053 were found not to be ill, and 2,041 of these were too ill to remain in school for the day. Seventy-seven cases of diphtheria, 28 cases of scarlet fever, 116 of measles, 28 of chicken pox, 69 of pediculosis, 47 of scabies, 47 of mumps. 33 of whooping cough, and 8 of congenital syphilis were found in children sitting in their seats, spreading these diseases to other children. The remaining 10,372 sick children were suffer¬ ing from a large variety of other diseases. Commendable efforts were made by the board in the direction of a general improvement of the sanitary condition of the schoolhouses of Boston. In view of the fact that contagious diseases may easily be spread in the schools through the medium of infected books, pencils, sponges, slates, desks, and other surfaces of the schoolroom handled or used by the children, the following recommendation was made to the school committee in 1894: To the Honorable School Committee , City of Boston. Gentlemen: The board of health begs respectfully to recommend that the desks, chairs, window sills, wainscotings, doors, doorknobs, and such other sur¬ faces as are likely to be handled by the children within the school buildings be carefully rubbed with cloths or sponges, wet with a solution of corrosive subli¬ mate (one part of corrosive sublimate to 1,000 parts of water), as often as every Saturday during the school year; that the floors of the schoolhouses be well cov¬ ered with sawdust, thoroughly wet with the same disinfecting solution, at least once a week, and the sawdust swept up and burned; that the use of all slates, slate pencils, and sponges for slate use be discontinued, and that paper and lead pencils be substituted. The disinfection of books is scarcely practicable except by fire, and the board would recommend, whenever it is known that a book has been handled by a pupil who was at the time affected with a contagious disease, or the book is otherwise much soiled, it be immediately burned. Very respectfully, The Board of Health, By S. H. Durgin, Chairman. MEDICAL INSPECTION OF SCHOOLS. 1491 [Massachusetts State Board of Health Report, 1890, p. 870.] There were 72 fewer deaths from diphtheria than in 1895, although the number of oases of diphtheria reported was largely increased on account of the larger number discovered among the pupils in the public schools by the medical inspect¬ ors of schools and the bacteriological tests in the otherwise unrecognized cases. The ratio of deaths to the number of cases of diphtheria reported was 11.48 per cent, as against 14.48 per cent the preceding year. The medical inspection of schools has been continued during the past year, with the same encouraging and satisfactory results as during the previous fourteen months. All pupils who have complained or appeared to their teachers to be ill have been examined by the visiting physicians, and the teachers advised as to what should be done with such pupils. The teachers and visiting physicians have entered upon and pursued this work with surprising harmony. The search for infectious diseases in the schools during the last year has been even greater, while the number of cases in this class found in 1896 is less than that of 1895. The same is true also of the otner miscellaneous diseases. Considerable inquiry has been made by officials of other cities as to our methods and results in this work, and several cities are now preparing to adopt a similar system. For the year ending December 31, 1896, the whole number of pupils examined was 8,964, and of this number 1,156 were found to be too ill to remain in school. The diseases found may be classified as follows: specific infectious diseases _ . . _ _ _ _ _ _ 267 Oral and respiratory diseases . . . . . 3, 934 Ear diseases _ 66 Eye diseases _ 382 Skin diseases ... _ _ _ _ _ _ _ _ .... 628 Miscellaneous diseases _ _ _ _ _ _ 3, 687 Total number of examinations _ _ _ _ 8, 964 MEDICAL INSPECTION IN NEW YORK CITY.1 2 At a meeting of the New York board of health held March 16, 134 medical inspectors were appointed for public schools, in accordance with the provision recently made by the city authorities at the recommendation of the health depart¬ ment, indorsed by the board of education. Dr. A. Blauvelt, formerly assistant chief of the bureau of contagious diseases, was appointed chief inspector at an annual salary of $2,500. Some results of school inspection in New York City.- The weekly report of Dr. Blauvelt, chief of the bureau of school inspection, for the week ending April 10, shows that in the public and parochial schools of the city 7,398 children were examined and 364 excluded. The number of cases of dis¬ ease were as follows: Measles, 2; diphtheria, 13; scarlet fever, 1; croup, 3; whoop¬ ing cough, 4; mumps, 10; contagious eye diseases, 59; parasitic diseases, 227; chicken pox, 15; skin diseases, 19. Dr. Blauvelt, chief of the medical school inspectors, in his report to the health board3 of the work of the school inspectors for the week ending April 23, stated that out of 4,599 examined, 243 children were excluded. There were 4 cases of measles, 4 of diphtheria, 1 of scarlet fever, 2 of croup, 13 of mumps, 8 of chicken pox, 28 contagious eye diseases, 160 cases of parasitic diseases of head and body, and 13 skin diseases. IN CHICAGO.4 For the supervision of contagious diseases and the inspection of schools the city has been divided into 9 districts, one medical inspector being assigned to each, giving an average of more than 20 square miles for each inspector to cover, and the number of schools assigned to each is about 30, with branches varying in number from 10 to 20. 1 Boston Medical and Surgical Journal, March 25, 1897. 2 New York Medical Record, April 22, 1897. 3 New York Medical Record, May 1, 1897. 4 Report of Health Department, Chicago, 1895, p. 83. 1492 EDUCATION REPORT, 1897-98. IN PHILADELPHIA. June 7, 1898, the bureau of health — Resolved, That the medical inspector be directed to have the 15 assistant medical inspectors visit one public school each day in their respective districts, who shall inspect each school according to the methods now employed in Boston, New York, and Chicago. MEDICAL INSPECTION OF SCHOOLS IN ST. LOUIS.' The members of the Medical Society of City Hospital Alumni of St. Louis have offered their services gratuitously to the board of education for the purpose of conducting a daily medical inspection of the pupils in certain schools in order, they say, that a practical local test may be made of a service that has been found so valuable in a sanitary sense in other cities. It is proposed to select 10 schools which will fairly represent the entire school population and have them visited daily during October, November, and December by physicians whose duty it will be to advise the several principals in the cases of pupils found ailing and suggest the most judicious course to be pursued — the object of the service being the earli¬ est possible detection of such diseases as diphtheria, scarlet fever, croup, etc., and the prevention of their further spread. This offer has been accepted by the St. Louis board of education, and the preliminary details are now being worked out by the committee of the Medical Society of the City Hospital Alumni. BROOKLINE, MASS.1 2 The board voted December 10 that the agent should secure a sufficient number of physicians to make daily medical inspections of the schools. Six inspectors and 4 substitutes were at once appointed. All accepted were assigned to schools, and on the 11th ail were at their posts. The duties of the inspectors were mainly confined to the examination of children founci by their teachers to be ill, and also any noticed by the inspectors, and advice as to the disposal of sick children, and with very few exceptions the teachers heartily cooperated. MEDICAL INSPECTION IN NEWTON, MASS.3 The plan of appointing medical inspectors for each ward or school district, on whom the board can call to examine the children in a school or elsewhere in the event of suspected cases, has worked most satisfactorily. Several school inspec¬ tions have been made and a large number of children have been examined at their homes by the inspectors; in several instances unsuspected cases of disease have been c iscovered and reported to the board, thus enabling it to take proper pre¬ cautions. No complaint in regard to the interference by the inspectors with* the work of the family physician has been reported, and the board will continue the system during the coming year. DESIRED IN LOWELL, MASS.4 A. K. Whitcomb, superintendent of schools in Lowell, Mass., says; No consid¬ eration is more important than the health of children. Education gained at the expense of health is a loss, and a sound body is a price too great to pay for even a whole worid of knowledge. Nor do unsanitary conditions at school affect the children alone. One-seventh of Lowell s population is in school, and this seventh inevitably carries disease, if it finds it in the schoolhouse, into every family in the city. Hence the superlative importance, not only to the children, but to every citizen, of expert supervision of the schools, the schoolhouses, and of all the phys¬ ical conditions under which the children live in school. Most of the great tuition schools abroad, and many here, have a resident physi¬ cian for the prevention rather than the cure of disease, and the value of their work is beyond question. In the public schools medical inspection, where there is any, usually takes the form of visits at intervals of several months rather than of daily calls. In Boston 49 physicians are employed at a nominal salary of $200 per annum to visit every school each day and examine pupils of whose fitness to 1 New York Medical Record, October 15, 1898 2 Massachusetts Board of Health Report, 1894, p 828. 3 Massachusetts Board of Health Report, 1895, p. 777. 4 Lowell School Report, 1896, p. 46. MEDICAL INSPECTION OF SCHOOLS. 1493 remain the teacher has a doubt. In the first month of such visitation 437 sick children were found in school, among whom were 37 ill with diphtheria and 104 with scarlet fever. These startling figures tell their own story and leave no need of argument to prove the value of the work. * . * * A phase of the subject which has been attracting widespread attention in recent years has been the study of children physically defective, the defects most noted being those of sight and hearing. Tests in Europe and in this country have shown a startling prevalence of these defects, which have been unsuspected by either child or parent. A child, forinstance. blamed for stupidity because he had learned nothing in several months, was found to be so defective in vision that he had never seen v. a letter clearly enough to distinguish it from others. And scores of cases as pitiable, where not only education but health and life itself have been imperiled or lost through such unsuspected deficiencies, have come to my personal knowledge and have brought me to feel that anyone who reveals such defects and puts them in the way of cure or mitigation is second to none as a public benefactor. To discover such cases in the Lowell schools, in order that parents may, if they please, secure for their chil¬ dren such treatment as will most benefit them, is one of the reasons why I plead for medical inspection. I have not myself yet seen the need of daily visits by many physicians. My ideal is to have one who shall give his whole time to the work, though I shall not at all object to a cooperating board of daily visitors at a nominal salary. The man selected should be an expert in sanitation as well as a skilled physic: an. He should go to each house, should begin with the basement and see that it is clean, dry, and well ventilated; should inspect the plumbing and see that sanitaries are in perfect order; should enter the schoolrooms and have regard to temperature, ventilation, light, curtains, the position and use of black-boards, the size and posi¬ tion of seats and desks; should test the air of schoolrooms for carbonic oxide or other noxious gases; in short, should interest himself in everything which pertains to the physical well-being of the child. He should be constantly on the watch for contagious diseases; should have power to send home children too ill to be in school, and in this should be in close touch with the board of health, of which he might well be a member. He should test for physical defects of sight and hear¬ ing, and should see that parents are notified of matters needing their attention, and so on through a round of useful duties too numerous to be specified. IN FALL RIVER, MASS.1 William C. Bates, superintendent of schools in Fall River, Mass., says: In my report last year I called attention to the medical visitors in the schools of the city of Boston. The experience of this year has shown that such a service of daily visitation is much needed here. The room teachers, the principals of buildings, the truant officers, and the clerks in the office do all in their power to guard the children from contagious diseases. If these efforts could be supplemented by the regular visits of physicians, more immediate and positive action could be taken in suspicious cases. We are under very great obligation to the agent of the board of health and the city physicians for almost daily visits to the Robeson and Colum¬ bia street schools while contagious diseases were prevalent in that district. More care than ever has been taken to exclude all children from families afflicted with measles and all children who have the whooping cough, but even in these diseases we feel the need of the medical visitor in order that we may be sure that the right action is taken. COMMENDED IN WASHINGTON, D. C.2 Among other notions that have been introduced into the public schools of Bos¬ ton is a daily medical inspection. The city employs for this service 50 doctors at a salary of $200 a year. It is stated that bright young members of the medical profession are glad to accept such appointments, and it can readily be seen that such an introduction into business may be advantageous. The work occupies but a small part of the day. During the last school year this inspection disclosed 500 cases ot infectious diseases, while 3,000 pupils were sent home. The list of dis¬ eases discovered included 200 cases of mumps, 100 cases of measles, and 175 cases of diphtheria, scarlet fever, whooping cough, chicken pox, and influenza. Diphtheria is now extremely prevalent among the school children of Worcester, and the Worcester Telegram urges that the Boston plan be applied in that city. ‘ 1 Ten physicians,7 it says, “ought to be able to make the daily rounds of Worcester < Fall River School Report, 1896, p. 20. 2 Washington Post, November 18, 1898. 1494 EDUCATION REPORT, 1897-98. schools if 50 can cover the ground in Boston, and $2,000 will be wisely spent pay¬ ing them.” We do not know just how much time is devoted to the daily inspection or whether it includes all the scholars, or only such as seem, from general appear¬ ance, to need attention. If it could be so managed as not to interrupt the regular progress of school work, it would be desirable in the schools of all cities. The cost would be trivial in proportion to the probable results. SOME RESULTS OF THE MEDICAL INSPECTION OF SCHOOLS IN BOSTON, WITH AN ACCOUNT OF AN EPIDEMIC OF DIPHTHERIA AND AN EPIDEMIC OF SCARLET FEVER. [By H. D. Arnold, M. D., Boston, Mass.] It has long been recognized that the schools are an important factor in the spread of contagious diseases. In addition to the fact that in any collection of large numbers of people within a small space we have a favorable condition for the spread of infection, there are certain factors in the schools which increase the danger. The children are of a susceptible age. Our schoolrooms are overcrowded and the ventilation is generally inadequate. In their play and in some of their school exercises the children come in close contact, and they still use many arti¬ cles in common. They are careless in regard to the secretions of the mouth and nose, and the road is an easy one from mouth to hand, from hand to an article in common use, or to another hand, and again from hand to mouth. Given a case of contagions disease in a schoolroom and we could hardly ask for better facilities than are there furnished if we •wished to spread the disease. Given a case of con¬ tagious disease anywhere in the school district and unless effective measures are taken to isolate it until all danger is past its chances of reaching the schoolroom are excellent. Given careless parents, and parents who are unable or unwilling to call a doctor to pronounce on the nature of apparently slight affections of the throat, etc., and we have the most mischievous factor of all in the spread of conta¬ gious diseases, namely, the appearance in public of these diseases in a form which is light and unrecognized by the laity. That these unrecognized light cases find their way into the schoolroom has been the experience of every school inspector. That such light cases may give rise to serious and even fatal forms of the disease in others we all know. That it has done so through the medium of the school some of the inspectors can prove. In view of these considerations, I think we can not question the wisdom of the board of health in attempting to detect cases of contagious disease at the school¬ room and to exclude them before they have done mischief, and in attempting to secure better isolation of cases of contagious disease at home as soon as they are recognized. These are the two aims of the system of school inspection. The city of Boston, for this purpose, has been divided into 50 districts, to each one of which a medical inspector is assigned. The average is four schoolhouses and 1,400 pupils to each district. It is the duty of the inspector to visit the schools daily; also to visit at their homes all cases of diphtheria and scarlet fever when tlmy are reported to the board of health, for the purpose of reporting in reference to isolation. At the schools we do not attempt to examine all the pupils, but only those who are called to our attention by the teachers. It was felt that the teachers, who are constantly with the children, would be more likely to notice that a child was “ail¬ ing ” than would a physician in making so hasty an inspection of each case as he would be obliged to make if he attempted to see them all. The teacher picks out the “ailing” child, the doctor examines and decides what the ailment is. Practi¬ cally this plan has worked well, although its weak point is that its efficiency de¬ pends entirely upon the conscientiousness and the keenness of observation of the teacher. Our visit to the schools is made, by preference, soon after the morning session begins, having allowed enough time for the teachers to observe the pupils, to inquire for cases of sickness, and to report them to the master. This shows another weak point, namely, that any contagions case that comes to school still has an opportunity during a varying length of time to infect other pupils in the room before the disease is recognized. Still, owing to the shortness of the time, and in some cases to the good judgment of the teachers in sending a suspicious case out of the room while waiting for the doctor, the practical result is fairly satisfac¬ tory. A perfect system of medical inspection of schools should not, however, be based so fundamentally upon the judgment of a nonmedical observer, the teacher. When a pupil is presented to us for examination we have several questions to decide. Is he sick or not? If sick, is the disease of a nature to render him a possi¬ ble source of danger to the other pupils, or is it of such a nature or severity as to MEDICAL INSPECTION OF SCHOOLS. 1495 render his stay in school prejudicial to himself? If a positive answer is given to either of these questions we recommend to the teacher that she dismiss the pupil. Usually a verbal or written message (according to age and intelligence) is sent home with the pupil, explaining the circumstances, and if the inspector thinks the pupil needs medical care he adds the recommendation that the family physician be "consulted. We do not prescribe for nor give advice to any pupil at the school. They receive no treatment whatever from us, except in the case of emergencies, when such assistance as is demanded on the spot is given. In regard to diagnosis, only so much is said as is essential to explain the action taken. We prefer to say “sore throat,” instead of diphtheria or tonsilitis, as the case maybe. In other words, when we meet a case of sickness in the school, it is our aim to try not to interfere in any way with the rights of the family physician, certainly not to treat his cases or to indicate what diagnosis or treatment is proper. There are cases, however, where the question of the safety of the other pupils demands that an investigation should be carried out beyond the schoolroom and at the pupil’s home. Here the inspector is placed in a delicate and sometimes an embarrassing position, and good judgment must be exercised. Sometimes this investigation is best undertaken through or in company with the family physician. Oftentimes, however, we feel that it is neither right to put the people to the expense of consulting a physician nor the physician to the trouble of giving a free consultation. Especially is this the case among people who are in poor or moder¬ ate circumstances and where the question at issue is one of only slight suspicion or doubt on our part. It would seem in such cases, where it is a. question of public safety (not of benefit to the individual), that the investigation might rightly be undertaken by the public medical inspector, provided he makes it plain that he is acting solely in an official capacity for the public good. Our main duty at the school is, then, to examine such pupils as are reported to us as being ailing, to advise the teacher whether the pupil should be sent home either for his own good or for the safety of the other pupils, and to recommend such pupil to the care of the family physician if medical care seems advisable. Incidentally other duties come up. We examine and give certificates of vaccina¬ tion to such pupils as enter the schools without the required certificate. We vac¬ cinate pupils who have not been vaccinated, if after suitable inquiry we find the family is in real poverty, but not otherwise. We also advise the teachers with reference to the return of pupils after an absence for sickness, when the only evi¬ dence in their possession is a note from the parents. Similar advice is sometimes called for when there is a note from a physician. Not that the diagnosis of the physician is subject to criticism, but that sometimes such notes do not furnish the information which is required to enable a pupil to return to school. I doubt whether you all realize that this requirement is determined by statute law, and that the regulation of the school committee is merely carding out the public stat¬ utes of the Commonwealth. The following extract from chapter 198, act,3 of 1885, will make this clear: “The school committee shall not allow any pupil to attend the public schools while any member of the household to which such pupil belongs is sick of small¬ pox, diphtheria, scarlet fever, or measles, or during a period of two weeks after the death, recovery, or removal of such sick person; and any pupil coming from such household shall be required to present, to the teacher of the school the pupil desires to attend, a certificate from the attending physician or board of health of the facts necessary to entitle him to admission in accordance with the above regulation.” By the regulations of the school board each teacher is obliged to keep a record of all pupils absent from school for a contagious disease either in their own person or in a member of the household and a record of the date of return and of the phy¬ sician who signed the certificate for return. The teacher is kept posted as to the existence of contagious diseases among her pupils or their families by receiving for inspection each day a list of all contagious diseases reported to the board of health in the preceding twenty-four hours, with the addresses. When, there¬ fore, a pupil returns after a contagious disease, with a note like the following: “ In my opinion it is perfectly safe for A B to return to school. X Y Z, M. D.,” the teacher has no authority to readmit the pupil. When this case is referred to the medical examiner, jf he is not in possession of facte which enable him to fill out a proper certificate himself, he must refer the case back to the physician for a proper certificate, for he is not given authority to alter the statute law of the State. We are also called upon sometimes by the teachers for advice about the hygiene of the schoolroom, etc., and sometimes the hygienic condition of the school calls for notice on our part. So there are a number of ways in which the daily visit of the school inspector may be of benefit to the health of the school children. 1496 EDUCATION REPORT, 1897-98. The school inspector also has duties outside of the school in connection with contagious diseases. Acting as the agent of the board of health, he visits all cases of diphtheria or scarlet fever reported to the board of health which lie in his dis¬ trict. He is required to report to the board of health whether the proper isolation required by them is being carried out. He is also required to certify when the danger of infection from the body of the person has ceased, and the case is ready for release from isolation, and the apartments ready for disinfection. Since the development of the method of determining the presence of the bacilli of diph¬ theria by cultures, that method has been adopted by the board of health as the proper test to determine when it is safe to release patients who have been sick with diphtheria. When the terminal culture taken by the family physician is found to be negative, the board of health has all the evidence required, and is ready to disinfect at once (without the intervention of its agent), provided the family physician indicates that the patient is otherwise ready, by marking the card that goes with the culture “ For release.” In such case, if the culture is negative, the laboratory notifies the board of health, and no other formality is necessary. In case the family physician is unable to take the culture for release, the board of health will, on request, send its agent, the school inspector, to take the culture. In the case of scarlet fever, however, there is no bacteriological test possible to determine when the danger of infection ceases. As infection from a case of scarlet fever in its later stages commonly comes through the desquamating epithelium, the cessation of desquamation has been adopted by the board of health as deter¬ mining practically the time when danger of infection ceases. That the desqua¬ mating epithelium is a medium by which the infection may be conveyed is, I believe, universally admitted by physicians. It is not universally recognized, however (if we may judge by certificates that “all danger of infection has ceased ” ) , that the epithelium from the later stages of desquamation is danger¬ ous. It is owing to the apparent differences of opinion among physicians on this point that the board of health has deemed it wise to require a statement from its own agent before releasing the patient and disinfecting after scarlet fever. It does not assume that its medical inspectors possess superior judgment or more knowledge of the diseases than the family physician, but merely that it can require them as its agents to report certain definite facts and can thus secure definiteness and uniformity in carrying out its regulations. We have no practical means of determining whether the desquamating epithelium in a given case at a certain stage is or is not infectious. The only safe rule seems to be that recommended by a committee from the school inspectors appointed to consult the medical author¬ ities on this question — that desquamation in any stage must be regarded as dangerous. As agents of the board of health, the school inspectors are, therefore, instructed not to recommend the release of a patient after scarlet fever until desquamation has entirely ceased, although the period required for this is often long enough to make the family, and sometimes the physician, restive. During the winter of 1894-95 (the first winter of the work of school inspection) we had an epidemic of scarlet fever in the city of a fairly mild type, but typical. Of the cases which came under my observation as school inspector I secured defi¬ nite information in twenty cases of scarlet fever as to the time from the beginning of the disease to the end of desquamation. The average time was thirty-seven and one-lialf days from the first definite symptoms of the disease, and thirty-five and one-half days from the appearance of the rash. The shortest time, twenty-five days; the longest, sixty days. * * * The usefulness of the inspector's work at the schools is shown not only by the statistics of the total number of cases examined, but by such results as are given in the following account of an epidemic of diphtheria. It occurred in a class room in a school under my charge, and it is interesting as showing how such an epidemic may be introduced and spread among the pupils of a class, as showing that an epidemic may be stamped out by prompt and efficient measures, and as illustrating some of the difficulties involved in the medical inspector's position. The class was the lowest primary class, still using some of the kindergarten methods and having a number of articles in common use. It consisted normally of about 50 pupils, but had been reduced by absences for measles and other causes to about 40. The room was rather crowded, the school building an old one, with poor facilities for ventilation, and hence the hygienic condition was not of the best. Of the 40 pupils it is known that at least 14 were sooner or later affected by diphtheria, and that at least 4 other children in the families of these children con¬ tracted the disease from them. There was 1 fatal case among the 14 pupils, and 1 fatality among the 4 who were infected by them. We have, then, an epidemic of 18 cases, with 2 deaths. MEDICAL INSPECTION OF SCHOOLS. 1497 The earliest case in this epidemic attended school last on April 20, 1897, but owing to a combination of circumstances the existence of an epidemic was not recognized until May 5. One cause for the delay was that for some time there had been so many absences caused by measles, colds, etc., that the absences caused by 8 cases during the two weeks did not attract the teacher's attention as being unusual. The other principal reason was slowness on the part of physicians in reporting some of the cases to the board of health. Notice of the earliest case did not reach the school inspector until two days after the epidemic was discovered and sixteen days after the child was taken sick. One other case went directly to the hospital, another was outside my district for visiting the homes, and of the other 5 cases up to that time I had received word about only 2 by May 4. Finding that these 2 attended the same class, I went to the school May 5 to investigate. The teacher was already aroused in the matter, for she had that morning found on the board of health report 2 more cases of diphtheria from her class. She had also heard rumors from the pupils that two or three others had the disease, and she found 3 cases of sore throat in the room, the first time, by the way, that any of these cases had appeared to be at all sick while they remained at school. It was at once apparent to me that we had an epidemic on hand. Four suspi¬ cious cases were sent home and recommended to the care of the family physician. The extent of the epidemic was investigated during the day. The board of health had arrangements made for disinfection at 9 the next morning. The class was allowed to assemble for purposes of investigation, every throat being examined and a culture taken in all suspicious cases. The class was then dismissed, and the formaldehyde generators set to work at once. This was on Thursday morning. After the disinfection the room was cleaned up, allowed to air for two days, and opened for school again on Monday. For a week and a half the throats of all pupils present in the class wTere examined the first thing in the morning. No child who had had any suspicious symptoms was allowed to return until a culture from the throat was found to be negative. As a result of these measures, notwithstand¬ ing the fact that the epidemic had made such good headway before discovery, not a single case of diphtheria developed after the epidemic was discovered except those known to have been infected at the time. I am not sure that I have discovered: the case which brought diphtheria into the class room . The first case that could be found after a diligent investigation attended school last on April 20. She was supposed by her parents to be fVell, and the teacher did not notice anything wrong. The next morning she complained of a sore throat, and her father saw some “white patches” in the throat. The pre¬ sumption is that she had the disease on the 20th when she attended school and gave it to 4 other cases that developed from three to five days later. It is possi¬ ble, however, that her case, as well as those immediately following, may have been caught in the schoolroom from some other case so light in its symptoms that at the time of investigation no trace could be found of it. It is instructive to learn, in reference to the virulence of the bacilli in light cases and after clinical symptoms disappear, that although this first case proved to be a light case and clinically a short one, a brother and a sister were taken sick on the 29th and 31st, after the beginning of the disease, owing to a relaxation of the isolation. Both the brother and the sister were seriously sictc, and the brother died. The fatal case among the pupils of the class came among the 4 cases which I think were infected by the first case. With these two exceptions, the other cases in the epi¬ demic were quite mild. How little protection would come by trusting to the parents of some public- school children is shown by their action in the following cases : Four cases wTere sent home at the time of the discovery of the epidemic on the morning of May 5. They all had suspicious-looking throats, and in view of the existing epidemic the diagnosis of diphtheria was warranted clinically. With each child was sent a note stating that there had been some cases of diphtheria in the schoolroom, that the child had a sore throat that probably was diphtheria, and that the school inspector advised calling the family physician. The doctor was not called in a single case. The mother of one of the children brought him back herself in the afternoon, and was abusive to the teacher for sending him home. I turned up just in season to get my share. I was informed that I did not know what I was talking about; that his nausea and vomiting and constitutional symptoms two days before were due to indiscretion in eating; that his sore throat was “simply tonsilitis,” that he was subject to, and that the patches in the throat were of no importance. The other children might have diphtheria, but her boy didn't, “because he wasn't sick enough.” She refused to le* me take a culture, and was informed that the boy would not be admitted to the school until a nega¬ tive culture had been obtained by myself, or, if she preferred, by her family phy¬ sician. She did not go to the family physician until another week had elapsed, 1498 EDUCATION REPORT, 1897-98. when a culture proved negative. I feel reasonably sure, however, that an earlier culture would have been positive. The three other cases returned next morning. Two brought verbal messages that they were well enough to come to school. The third brought a note from his father, saying that it was absurd to say his boy had diphtheria. Cultures were taken from all three throats, and all proved positive. The mother of one of these was not convinced even then. She called another doctor to prove that the school doctor was wrong, and discharged him when he obtained a positive culture, and she was only partially persuaded there was no trick to it when a third doctor also found a positive reply to his culture. One other case is instructive. This boy was subject to tonsilitis, so his parents did not attach any importance to a sore throat, which began May 2. He returned May 5 and was examined. His throat was negative. I learned, however, that his brother, who slept with him, had a sore throat beginning the day before, May 4, and had stayed at home, but that he also was at school that morning in another room. He was sent for, and I found several characteristic patches in his throat. Thus a possible source of infection of another class was nipped in the bud. Both were sent home with a note recommending the family physician and stating what the trouble was. They did not consult a physician for ten days. Naturally the throats were cleared up then, and the physician, not understanding the full cir¬ cumstances, gave them a note stating that they might return to school. Admis¬ sion was refused until a negative culture was found. They proved positive, and the one from the class room which had the epidemic lasted positive for two weeks more. Had I allowed him to return without a culture he would have had two weeks in which to start another epidemic of diphtheria, which, while it might have been ascribed to imperfect disinfection of the room, would in reality have been due to my carelessness in taking it for granted that the throat was negative. The epidemic of scarlet fever occurred in one of the lower boys’ classes of the grammar school, the pupils averaging about 10 years of age. This epidemic was definitely traced to a pupil who was supposed by his parents to have German measles. Twelve cases of scarlet fever occurred among the other pupils; at least 1 case occurred in the family of an infected pupil, and 2 cases which dis¬ appeared from the class at the same time as the scarlet fever cases were diagnosti¬ cated ‘ ‘ tonsilitis ” and may perhaps have been light cases of scarlet fever. Leaving these two doubtful cases out of the count, the epidemic affected 13 pupils of the class and 1 outsider — 14 in all. There was 1 death; the other cases were light. One case developed nephritis. The original case attended school on May 18, and on returning from school in the afternoon his mother noticed he was red about his neck, and on undoing his clothes found his skin was red about his shoulders and upper chest. She was quite positive this condition had not existed at noon. Here is a case, then, at school on the afternoon of May 18, with scarlet fever in a state of efflorescence. The first case of scarlet fever to follow absented himself on May 21. This was Friday. Another case developed before Monday, May 24, and the third on May 24. This last case was extremely light and only stayed at home May 24 and 25. He returned with a story which did not arouse any suspicion on the teacher’s part, May 26, and remained in school until the afternoon of June 7. He was examined by me that day without having the scarlet fever discovered, and was then taken out of school by his parents “lest he might catch the disease.” The existence of scarlet fever was only discovered on June 16, when the attending physician, in seeking for an explanation of a nephritis, by careful search found a little desqua¬ mation about his toes. He very likely was a factor in the subsequent spread of the disease, The other factor was the return to school of the first case. He came the afternoon of May 24 and remained the morning of May 25. My visit was delayed that morning, especially at one of the schools, and I arrived just after the class had been dismissed. I found a note from the teacher saying this boy had returned with a note from his parents saying he had had German measles, and asking for instructions. 1 left word that German measles reported by the par¬ ents was to be treated as measles, and he must stay out two weeks. He returned for the afternoon session and was immediately sent home. He was in school, then, an afternoon and the following morning during the seventh twenty-four hours after the beginningof the rash. This was May 24 and 25. On May 28 two cases disappeared for scarlet fever; on June 1 five cases (and one of the “ton¬ silitis ” cases); on June 4 one case, and on June 8 one case (and the second “ton¬ silitis ” case). The epidemic was not discovered until June 3. By that time nine cases were out for scarlet fever besides the so-called German measles case. That morning only the second of these had appeared on the board of health report, and the teacher had heard through the pupils doubtful rumors of one or two other cases. MEDICAL INSPECTION OF SCHOOLS. 1499 The real gravity could not be realized, but there was enongh to lead me to insti¬ tute an investigation. That day was spent in inquiring about the cause of absence of those pupils who were out, and in following up two or three false clues as to the origin of the trouble. The next morning I knew better how much of an epi¬ demic we had, and hunted for the source among the pupils present. Nothing was found. That afternoon in following other clues I investigated the case of “Ger¬ man measles” and found that it was scarlet fever. The next morning, June 5, the room was disinfected by the board of health. For ten days after that the pupils were examined at the opening of the session. No new cases developed except one on June 8, who was undoubtedly infected before disinfection was done. On June 16 I -learned of the case which had developed nephritis. As he had attended school one session on June 7 after disinfection, the room was again disin¬ fected June 17. This was the end of the trouble. MEDICAL INSPECTION OF SCHOOLS.1 [By Samuel EL Durgin, of Boston Board of Health.! The influence of schools upon the spread of infectious diseases and the need for the exercise of greater public care over the schools have been much discussed within the last few years and with nearly unanimous conclusions. I think we should all agree upon the fact that the collection of large numbers of persons within small spaces, generally speaking, furnishes the most favorable opportunity for the spread of infectious diseases, but more particularly with school children whose susceptible age and familiar habits render them unusuallj7 liable to the inci¬ dence and extension of these diseases. W e shall also agree that the infective agent is frequently present in our public schools, and that it only remains to- be shown by what means the infection is conveyed. We need to consider but two of the most common and dreaded infectious dis¬ eases — diphtheria and scarlet fever — and perhaps diphtheria alone would be sufficient. It was thought from the beginning of our knowledge of diphtheria until within a few years that it belonged in the list of what has been termed filth diseases, and with this view in mind boards of health followed out different lines of work for the purpose of proving or disproving the theory that this disease might be caused by any unsanitary conditions. In 1878 the board of health, with which I am identified in Boston, called for reports of cases of diphtheria, and for the last nineteen years we have examined every house in which a case of diphtheria was reported, and among other reasons to see what connection filth and defective drainage within buildings had with the prevalence of this disease, but with such negative results as to warrant the belief that it is scarcely, if at all, more likely to occur in the poorly constructed and badly kept houses than in the best. The percentage of defects found in connection with cases of diphtheria is found to be but slightly greater than that found when examining from house to house where no disease or complaint has occurred. In 1882 we made an investigation to ascertain what connection there might be between cases or groups of cases of diphtheria and street gullies, perforated sewer covers, sewer outfalls, proximity to tide- water flats, low, damp ground, and high ground. Here again, we found not even a suspicion of relation between cases of diphtheria and any of the suspected causes. On the other hand, we are continu¬ ally reminded of the unmistakable, direct or indirect, connections between new cases of these diseases and other infected persons or rooms and articles which have become infected. We are forced to believe that the means by which children afflicted with diphtheria may and do create foci of infection in our school build¬ ings as well as in their homes, and the facilities by which others may take on the infection from such foci, are both natural and easy. I think we are warranted in this belief by every process of reasoning and upon the facts connected with the dis¬ ease. Diphtheria is unquestionably an infectious disease and may be communi¬ cated directly from person to person, or indirectly through some intermediate object upon which the infective matter may have been lodged and where it may remain active for a longer or shorter time. The local manifestation of diphtheria is nearly always in the throat, where we have the bacilli of the disease in abun¬ dance, mixed with the secretions of the throat and mouth, and in the most conven¬ ient form to be transferred to any surrounding object. This infective matter is easily scattered and attached to things by coughing, sneezing, and spitting, or by the fingers, wfflich perform a continual messenger service between the mouth and whatever may be touched within the reach of such fingers. We have, for instance, 1 Read at the annual meeting of the Massachusetts Medical Society, June 9, 1897. 1500 EDUCATION REPORT, 1897-98. a child suffering from diphtheria in school, not ill enough to attract special atten¬ tion. He may be there a day or two before the disease is discovered, with a mild, unrecognized case, or he may be there for a much longer time in a condition for spreading the disease. During this time he may attach the infective matter to the desk, chair, books, slates, slate pencil, lead pencil, penholder, sponge, drinking cup, door knob, door, window sill, banister, wainscoting, or to anything else which he may handle or touch after using his fingers about the mouth. The fact that these things may become infected with diphtheria in this way has been conclusively shown in the laboratory by Professor Ernst. In kindergarten schools the danger of spreading the disease by a single case is much greater, both by direct and indirect infection, because these children by virtue of the different processes of teaching are brought into much closer contact with each other and they use a large number of objects in common which are very liable to become infected. One unrecognized case under such circumstances may give rise to a dozen more, and without our being able to trace one of them to its particular source. The following account of a kindergarten teacher may be of interest at this point: ‘•Regarding the contact of children with each other in kindergarten and the interchangeable use of material, it is as follows: The chairs for seating the children are small, portable ones. These are carried from one place to another as the classes need them; no one chair is allotted to any particular child; all are used in common. The tables at which the children sit are long enough for four or five children to sit at each. It is impossible to arrange so that each child may have the same chair or the same place at the table regularly. The material used is such that it is almost impossible to let one child use any portion of it solely as hs. We have but two dozen worsted balls with which to teach color, form, and direction; and we have 70 children to use the ball. It is the same with everything else. The blocks used are handled by two or three classes during the same day. The iron rings, wooden sticks, wooden planes, pasteboard tablets, wooden beads, weaving needles, and worsted needles are all used in common. The napkins used at lunch time are washed once a week, and taken out before then if really soiled, otherwise they are folded and returned to the drawer ready for the next day. The picture books are enjoyed by all and the dolls are used at every recess. In playing the games the children stand holding hands on the ring, and when there is good attendance they are crowded. •'Many of the games bring them very close together, for instance: “In playing the ‘ bird's nest,’ the mother bird chooses six or more children, who kneel upon the floor in a semicircle; she twines their arms about each other to imi¬ tate weaving the nest. She then chooses three children, who are put close together, necessarily, in the nest, and then the game proceeds. This is a typical bird game, and is very pretty; but in time of epidemic of throat diseases, we do not Lke to play it in our kindergarten, as it brings the heads so near each other. There are other games, of course, which do not need such close proximity as the one described; but all the games are for two or more children to take partin. and they are general y in contact in some way, if only holding hands.” Numerous instances have come under our observation where a child has been found in school suffering from an infectious disease, by the medical inspector of schools, and sent home. This case has been followed in due time by other cases in children whose only discoverable exposure was that which occurred in the school¬ room. * * * The board of health divided the city into 50 districts, giving an average of about 4 schoolhouses and 1,400 pupils to each district. No difficulty was experienced in finding well-qualified and discreet physician's who would undertake the duties prescribed, and the board secured and appointed one physician for each district, with a salary of $200 a year. In the examination of the children in school every facility is extended to the doctor by the teachers, and he in turn reaches a satisfactory conclusion with the least possible delay or annoyance to anyone. There being frequent need for looking into the children's throats, we provided the inspectors with something for a tongue depressor which could be used once and destroyed, and thus get rid of the danger of communicating any disease from one pupil to another and avoid unfavorable criticism on that score. These little pieces of clean pine are made for us at a cost of one-tenth of a cent each. They are w.thout objection in use or appearance and will burn as easily as a match, which is the intended destiny of each after being used once. The thermometer is rarelyT a necessity in these exami¬ nations and when used is treated with due care. * * * The corps of inspectors has become an organized association, which meets once in two months to (discuss the manifold medical questions which arise in the per¬ formance of their duties. MEDICAL INSPECTION OF SCHOOLS. 1501 MEDICAL INSPECTION OF SCHOOLS.1 [By Miss Dora Keen, chairman of the committee on medical inspection of schools of the Public Education Association of Philadelphia.] The influence of schools upon the spread of contagious diseases and the need for the exercise of greater public care over the schools are subjects that niajr well interest members of health boards, pledged to secure the greatest good of the greatest number in questions of public safety, or teachers in training for intelli¬ gent work under accepted conditions. In October, 1896, Dr. Charles F. Roberts, sanitary superintendent of the New York Board of Health, sent a communication to the board setting forth his belief that the greatest source of the transmission of infectious and contagious diseases among children was through contact with one another at school, and that this transmission could best be overcome by systematic daily examination of the school children by medical inspectors of the health department. * * * While the inauguration of the work comes properly within the function of the city boards of health, with whom it lies to organize and conduct the work, yet no less does it claim the interest of the physicians and teachers. To assure themselves of the value and necessity of the system, the boards of health of New York and Boston conducted preliminary investigations.- The Boston board published tables, arranged by months, of all the cases of diphtheria in the city reported in nineteen years. There was a variation of 1,600 cases reported in any two months, and the smallest numbers were during the summer vacations. The total for the nineteen years was 3,339 cases in January, the highest number, as opposed to 1,765 cases in August, the lowest. Similar scarlet-lever records for twenty years showed 3,107 cases for January, the highest number, as compared with 1,208 cases for August, the lowest. Although recommended by the board in 1890, it was not, however, until a severe epidemic of diphtheria in 1894 that the innovation was made. An example of the effective protection of the community by the plan was afforded by an epidemic of diphtheria in 1897. A primary school of 40 pupils had 14 of its number attacked with diphtheria, in eighteen days, all from one room. Of the 14 cases 7 were discovered by a medical school inspector and 3 of these only by cultures. All suspicious cases were dismissed from school, May 5, and recommended to the care of their family physicians. The next morn¬ ing every child was examined and many cultures taken. The class was then dis¬ missed from Thursday to the following Monday and the rooms disinfected and cleaned. For ten days after his return the throat of every pupil was examined by the medical inspector when the children first assembled in the morning, and no pupil who had been absent with any suspicious symptoms was allowed to return until it was proved by a negative culture that there could be no danger. As a result of these measures not a single case of diphtheria resulted beyond those known to have been infected at the time the epidemic was discovered. Similar experience with scarlet fever occurred within two weeks in the service of the same school inspector, in which 11 cases resulted from the presence in school of one pupil, and his illness had been attributed to German measles. The preliminary investigation in New York was made as a result of the above- mentioned communication of the sanitary superintendent, in order to obtain defi¬ nite data as a basis for action. The best results were obtained by securing the absence list of a class in which a case of contagious disease had occurred, and visit¬ ing the absent children to learn the causes of absence. Eighty-five families with scarlet fever or diphtheria were visited, and showed 15 cases of scarlet fever and 19 cases of diphtheria, 34 cases out of 85, in which the first case in the family was a school child. It was in the district reporting the largest number of scarlet-fever cases that the connection with the schools was best marked. The examiner reported that in his experience any severe outbreak had always come from schools. The statistics seemed to show that many cases of diphtheria wTent unnoticed, and the same was true, to a lesser extent, of scarlet fever. Children sent home by teachers for “sore throat ’’ frequently fail to call in a x>hysician and return to school when feeling well. A statement of all known cases of scarlet fever in one school one fall shows that 13 cases out of the 20 would probably have remained unknown if the absence list had not been investigated. Of these 13 cases 4 did return to school, and although in a condition to spread contagion, would have remained if they had not been found. Several others were preparing to return, and the epidemic would certainly have been indefinitely prolonged in the absence of systematic in vestigation. In regard to measles, 17 cases reported in three weeks, in one district, were investigated, with the result that 20 additional cases were 1 From Public Health, August, 1898. 1502 EDUCATION REPORT, 1897-98. found which, from ignorance or the mildness of the attack, had not been reported, 9 never having called a physician. Of these 37 cases, 22 had been contracted in schools. Of 13 of these same cases contracted in a parochial school, but 3 were known to those in charge. The evidence set forth in this preliminary investigation proved so entirely con¬ vincing that application was made for the appointment of one chief medical inspector and a staff of 150, to serve during the school term each year. * * * In Chicago so much benefit resulted from the first attempt at supervision that the health department determined ‘:to continue the work to the full extent of its resources. ” For lack ot appropriations for a special item the work was undertaken by the regular medical inspectors, and based on the notifications from physicians of cases of infection. If the patient had been attending school, the school was at once visited, precautionary measures taken against the spread of the disease, and insanitary conditions remedied. During four months 350 individual inspections of 233 public schools were made, with the result that 1,417 cases of diphtheria and 306 cases of scarlet fever w^ere located. * * * On the side of defective sight and hearing preliminary and uncoordinated tests are ail that can be reported. The field is an important one, and has received much attention from specialists, but no city has yet coordinated thi3 work with that of general medical inspection of schools. The financial basis of medical inspection of schools must be thought of. Where expense prevents a complete investigation, the work may best be begun in the kindergartens and the primary grades. This plan will include practically all the children under 10 years of age, and it is among these that the chief danger exists. This principle applies especially to the kindergarten, in which by virtue of differ¬ ent processes children are brought into close contact with each other, and use, in common, a large number of objects liable to become infected. Coming next to the sanitary and hygienic side of the subject, the control that will be obtained over contagious diseases will redound to the credit of health boards and repay the community for all that the Inspection may cost. It ha3 been estimated by one physician that 70 per cent of epidemics mignt be prevented by school inspection. There are many diseases undoubtedly contagious upon which the law requires no report, namely, the four diseases that inspection has thus far shown to include the largest numbers of school cases — parasitic diseases of the head, contagious eye diseases, follicular tonsilitis, and oral and respiratory dis¬ eases; and, further, measles, consumption, mumps, whooping cough, rubella, and chicken pox. Medical inspection will detect a large number of cases that have not before been considered as requiring exclusion from school. While the main purpose of the health board is undoubtedly the preservation of life, yet the com¬ munity has the right also to demand the best possible protection against the spread of the above-named diseases and the incident interruption of the school life of the child. In a very large number of cases the mildness of the attack, or ignorance, has Xmevented the recognition and report of the disease, while the child was never¬ theless in a condition to spread contagion. * * * Chicago's experience proves that inspection should begin in the old school- houses, since the number of sick children from these is greater than from the new buildings. The fact points to another side for the notice of the school inspector. If the medical school inspectors are alive to the possibilities of their work, full information may be incidentally gained as to defective conditions of school life, and particular defects, from time to time, will certainly be brought to the atten¬ tion of the authorities. It will suffice to enumerate the conditions to which atten¬ tion should be directed. Overcrowding, defective heating, plumbing and ventila¬ tion, dark basements, insufficient and uncleanly sanitaries, seating and school furniture, recess periods, overstudy, and grading of pupils. The medical profes¬ sion, quite generally through the journals, have suggested or indorsed the move¬ ment for school inspection, and, wherever established, the boards of education have cooperated in the work. After two and one-half years of test, Boston reported the plan constantly growing in favor with the medical profession, among the school teachers, and in the community at large. When organizing the work, the New York board of health took the wise step of giving a few explanatory lectures to the s :hool inspectors. It is hoped that a movement to institute the work through¬ out our State may result from this presentation of its proven value. DISCUSSION. Dr. W. W. Keen , Philadelphia , said the State owes two duties to its children. The first one an education; and in order to obtain this, v/e all know that the State has passed a new law — compulsory attendance at school. The second duty of the MEDICAL INSPECTION OF SCHOOLS. 1503 State to its children is a preservation of their health, and yet at the present time, owing to the compulsory education law and the absence of any law for medical inspection, we compel our children to go directly into the midst of danger to their health. You. all know very well that at the seaside hotel or boarding house, if a case of scarlet fever or diphtheria breaks out, you find the place deserted in from twenty-four to forty-eight hours unless the child is taken away; and yet right in the midst of our schools a case of scarlet fever may exist or a case of diphtheria break out, and all of the children in the school are exposed to it, just as though it were a healthy child. Now, this is not right, and this practice ought not to be, when it bears so severely on the poor, or those who are either unable or do not know enough to obtain medical aid. Being in a rich or well-to-do family, when the child showrs symptoms of sore throat (typical disease, and most dangerous to our school children) , instantly a physician is called and the child kept from school, in order to nurse it at home. But in a poor family, very possibly the woman going out to do washing from day to day, it is impossible for her to take care of the child at home. In addition, she does not call a physician. The child is sent to school. The others are not protected; hence this child spreads the disease to all with whom it comes in contact. W e must not forget, in connection with this, the fact that it is not the severe cases that are dangerous; they are so sick they must stay at home, but it is the simple cases that are the cause of severe ones very often. A mild case in one child may give another child a severe attack of diphtheria; a mild case of scarlet fever in one child may give your child a fatal attack of the disease. Therefore It is that this medical inspection of schools, the finding of mild cases each day going to school who ought not to go, is saving an enormous num¬ ber of very likely severe cases, as well as many mild ones. Moreover, a great many of these cases are not made compulsory of notification. We can not have every case of measles, chicken pox, infected heads, and so on, reported. That is impossible. Yet these children go to school and infect others; and, taking measles (a mild disease) as an illustration, very many of us, I believe, in different com¬ munities do not regard it as particularly dangerous, and yet the records are very large regarding mortality as a result of measles. Next to all those oral and respira¬ tory contagious diseases come diseases of the eye, where the secretion likely goes on the handkerchief and then to books, desks, etc. They are touched by the healthy children, who, placing their fingers in their eyes, are infected from the first child. The records of our blind asylums show that the blindness of a great majority of the children that are filling these establishments has resulted from disease. W e must remember, therefore, that these cases of nonreported diseases are as danger¬ ous as reportable ones. Yrou may possibly have noticed the large number of chil¬ dren that were examined in N ew York and found ill. Out of 9,000 cases that were examined, some 1,200 were sick enough to he sent home— too ill to fie at school; and, wliat is still more striking, in Chicago 744 cases of diphtheria in school led to the discovery of 28 cases in homes — cases that had not had any physicians called to them, therefore were not reported to a board of health. To these two instances 1 shall add a third, namely, that 281 cases of scarlet fever in school were discov¬ ered, not by physicians at home, not by careful mothers who could see that their children were ill, but 281 cases allowed to go to school were sent home by the physicians in attendance, the medical inspectors of the schools; and then, notify¬ ing the health board where these children lived, resulted in discovering 745 cases at home. I venture to think that the very facts that I have stated, from the san¬ itary point of view, are a justification of the necessity of compulsory medical examination of school children, lest they become a nuisance in the community in the technical serse. Dr. S. S. Risley, of Philadelphia , said the systematic medical inspection of our schools, not only as regards the hygiene of the schoolhouse, but the examination of the individual pupils for the purpose of excluding contagious diseases and infec¬ tions, must commend itself to the judgment of every thoughtful citizen of our great Commonwealth. ILLS CHARGEABLE TO SCHOOL ATTENDANCE. [Dr. S. H. Durgin, Boston, Mass., before Boston Society for Medical Improvement.] To find these diseases at home in the family of the pupil, whether contagious in character or unpleasant to the sight, is looked upon with comparative indifference by the public; but when they are found in the public schools or in any other place where the public cr private rights of other parties are concerned, then the laws which deny one the right to use his own or the public place to the injury of his neighbor must be invoked. We have now 71.495 pupils and about 1,500 teachers in our public schools and 11,808 in the parochial schools of Boston. It is fair to 1504 EDUCATION REPOET, 1897-98. say that under the stimulus of this daily medical attention every teacher will become more and more expert and desirous to detect any existing illness among the children under his or her charge. Every parent can feel that his child is less exposed to disease in school and less likely to be ill without immediate and proper attention from teacher and physician than at any previous time. I am satisfied that it would be hard to find a field for medical inspection and supervision which presents equal facilities for detecting diseases among congregated bodies or which offers more encouraging results. In looking over the list of diseases which we have found among the children attending our schools, one is forced to notice several ills which may not only be induced, but aggravated and perpetuated, by the present faulty means of seating children, a subject which has recently engaged our attention with very hopeful results. But that which strikes one more forcibly is the excessive prevalence of diseases in the throat, lungs, and air passages. We find, of the 9,188 children found to be sick, no less than 5,689 had acute or chronic diseases thus located; and of these, 5,058 were located in the throat. I would not overlook the many faulty conditions of the homes of the school children or the many outside influ¬ ences which contribute to the causes of these ills; but we are painfully aware of the fact that in many of our schoolhouses there are such grave deficiencies in ventilation, heating, and cleanliness, with the attendant excessive heat or cold or sudden alternations from one to the other, that we are warranted in concluding that a proportion, at least, of this illness is chargeable to school attendance. The very large number of cases of tonsilitis, pharyngitis, laryngitis, and sore throat found gives rise to a strong suspicion, especially in view of our recent work in culture diagnosis, that if cultures had been made in all these cases many of them would have been found to be accompanied by diphtheria bacilli. MEDICAL INSPECTION OF SCHOOLS IN BERLIN.’ The municipal authorities of Berlin have decided to appoint medical officers to the municipal schools. This step will certainly meet with the general approval of the medical profession, which has for a long time past recommended medical supervision of schools. According to the instructions drawn up by the municipal school board, the duties of these medical officers will be as follows: (1) They will examine children as to their state of health before they enter a school; (2) in cases of bodily or mental abnormalities they may recommend the adoption of special instructions; (3) they will have to look after children wrho are absent from school without sufficient reasons; (4) they will have to advise the head master in cases of infectious diseases; (5) they must give notice to the school board when they have found the health of the children unfavorably affected by the unhygienic con¬ ditions of a school; (6) they will have to be present at a certain hour at the school once a fortnight, so that the master may obtain their advice in individual cases; (7) they will have to control the class rooms without reference to the -hours of instruction; (8) all the medical officers of schools will have to meet regularly under the presidency of a member of the school board to discuss matters relative to the hygienic conditions of schools, etc. The duties of these medical officers will thus be rather complex, and a good deal of tact will be required on the part of these gentlemen to avoid friction with the teachers, or with the family medical attendants of the children. A large proportion of school managers.and teachers are opposed to the appointment of these medical officers, because they are anxious that their own authority shall be supreme in everything that belongs to the schools, and they are of opinion that the medical men may eventually undermine disci¬ pline. These apprehensions, however, seem to be unfounded, for a similar system has given satisfactory results in other towns, for instance, in Wiesbaden. MEDICAL INSPECTION OF SCHOOL CHILDREN. [By Severance Burrage, instructor in sanitary science, Purdue University, Indiana.] No one more than the superintendent or teacher realizes ■what a glorious place the public school is for the spread of contagious disease. School epidemics are quite common; and yet it can not be denied that, in most cases, if ordinary pre¬ cautions are taken, these epidemics, as such, can be prevented. It is not often that the teacher is at fault, however. It is through ignorance and carelessness of the parents, and because of insufficient sanitary regulations on the part of the public authorities, that the epidemics prevail. 1 London Lancet, November 19, 1898. Taken from Journal American Medical Association, December 31, 1898. MEDICAL INSPECTION OF SCHOOLS. 1505 An epidemic may originate either from within the school, directly or indirectly from some sanitary defect about the building, or from without the school through the agency of infected children or teachers. When an epidemic has broken out, extraordinary or heroic measures are neces¬ sarily taken to check its spread and to prevent its future outbreak. If the trouble is in the sanitary condition of„the building itself, the school may have to be closed for repairs or renovation. If it is brought in Dy the pupils, a most careful isola¬ tion, quarantine, and fumigation, with perhaps a temporary closing of the school, may be necessary. But, looking at the subject from the standpoint of the sanitarian, it is our great desire to prevent the diseases altogether, particularly in epidemic form. This being the object, we must observe a number of ordinary precautionary measures con¬ tinuously, such as a regular sanitary inspection of the building, resulting in the proper cleansing and airing before the beginning of the school year, and the sub¬ sequent cleaning, and, perhaps, fumigation at regular intervals; providing the scholars with a pure water supply, and distributing the same in a safe and proper manner; maintaining good sanitary arrangements; keeping the amount of floating dust and dirt down to the minimum, perhaps by the use of some form of “dust- less’’ oil on the floors; and, in short — assuming, of course, that the school build¬ ing is properly constructed, ventilated, heated, and hygienically furnished — every precaution should be taken to keep the children in that vigorous and healthy condition in which they are least susceptible to disease of any kind. But more immediately effective than any of the above precautionary measures is the medical inspection of the school children. While only practiced by a very few of our larger cities, it has worked so well there that we can no longer regard it as an experiment. The aims of the system are, first, to discover cases of contagious disease at the schoolroom, and to send such cases to their homes before they have done mischief; and second, to obtain better isolation by keeping these cases at home as long as the period of possible infection lasts. * * * It is a comparatively simple matter for the teacher to recognize an “ailing” pupil, one who does not appear as bright and responsive as usual, and the process of reporting such cases to the master can occupy but a few moments at most. It wouid seem, after conversing with several of the Boston teachers, that they found but little objection to the system on account of the time it required of them, and they did not hesitate heartily to commend it. They did say — and of course we- would naturally expect— that very much depends on the personality, the disposi¬ tion, and the tact of the medical inspector. On the other hand, some parents have taken the stand that boards of health have no business to prevent these children’s diseases in this or any other way; that they wish their children to have the measles, scarlet^ fever, etc., while young, and thus have it over with. But taking into account the very great difference in degree with which different children are affected, and the serious results which commonly follow many of these diseases, such as deafness and blindness, to say nothing of those cases which result f atally, 1 feel that the authorities are justified in taking this and every other possible pre¬ caution to prevent their spread in our schools. I can see no reason within the bounds of common sense, for commending such a stand on the part of the parents. * * * During the school year 1898-97, in Chicago, even with their small force, 1,181 visits were made to the schools; 4,023 cases of contagious and infective diseases were located and taken charge of for preventive purposes, and insanitary con¬ ditions in 63 public schools were reported to the board of education, and similar conditions remedied in 58 homes of patients. In the first three months, in New York, 63,812 children were examined, and over 6 per cent were excluded because of contagious disease. * * * There is absolutely no reason why its introduction should be confined to large cities. The fact of the matter is that it would be very much easier to introduce, and much cheaper to operate, in smaller cities and even in towns, and as a system it would be just as effective. As to the expense of the system, it seems to me slight in comparison with the enormous benefits that result from it. If railroad companies find it economical to spend thousands of dollars for the analysis and supervision of the water supplies of their employees, believing that they can get more and better work from healthy workmen, why should not towns and cities get much better educational results from healthy teachers and scholars, which they almost insure by spending some money for sanitary improvements and medical inspection? It is impossible to estimate the extent of prevention which has already resulted from this system; but the figures cited above, particularly the specific infectious ED 98 - 95 1506 EDUCATION REPORT, 1897-98. diseases which were eliminated at once from the schools and placed under proper care, supervision, and isolation, give us an idea, at least, of the great value to the school and to the community. Take alone the 73 cases of diphtheria which were sent home the first year in Boston — we can simply ask the question, How many more cases did this early separation, prevent? That there has been a demand for something o& this sort abroad is shown from the following extracts from the Berlin letter to the Medical Record of date January 22, 1898: Public meetings were held at Berlin after a serious epidemic of measles, in which three-fourths of the scholars of the local academy suffered because the school was not closed. These meetings resulted in the passing of resolutions as follows: ♦ ‘Laymen and physicians demand that each school have a physician assigned to it, to have charge of the general hygiene of the building and be watchful over the health of scholars; to see to the proper heating, ventilation, cleanliness, and, if necessary, disinfection of the building; to order the closing of the school when the heat becomes excessive and in time of epidemic; furthermore, to examine new scholars, in short, the school physicians should protect the scholars against the dangers of school life.” Although this is not at. a,ll similar to our systems in its details, it shows that the need of something of the kind is widespread. Besides being a most valuable preventive measure against the fostering and spreading of contagious disease, medical inspection may be looked upon as a most important factor in the education of the children and their parents on sanitary matters. Its operation also brings before the health authorities in a very emphatic manner several needed reforms and improvements, such as a sanitary inspection of school buildings and their surroundings, entirely apart from the medical inspec¬ tion; the examination of the eyes and ears of the scholars, and humoring the weak ones as far as possible by seating in most favorable locations, according to their weaknesses, and the introduction of bathrooms in the schools, as so many of the children do not have access to the proper bathing facilities. While not intending to lose sight of many of the other features of school hygiene and sanitation, nor detract from their value and importance, it is the purpose of this paper to emphasize above all this matter of medical inspection, as it is one of the greatest preventive measures so far devised. It has been highly commended by all thinking people who have seen it in active operation, especially by teachers and physicians. Realizing its importance to the health of a community, as well as its great educational value, and feeling that untold benefit can come from a more widespread introduction of it in one form or another, the writer does not hesitate to commend the matter of medical inspection as worthy of thoughtful consideration. 1 B. A. Hinsdale said he could not assent to the view of Professor Burrage; that it would be easier to secure needed medical inspection of schools in the villages, towns, and smaller cities than in the larger cities. In the communities referred to the sentiment and practice of individualism were developed to a remarkable degree. The people were very democratic. They were not so accustomed to feel the pressure of what is called the “ social whole ” as the people of the larger cities, and did not so well understand it, its value, and its necessity. The communities that he referred to were not prepared to accept measures that large cities accepted as a matter of course. This fact might be the best of all reasons why the cam¬ paign of education should begin at once and. be carried on with vigor, but it was certainly a conclusive reason why it should be undertaken and be conducted with prudence, tact, and wisdom. SCHOOL DISEASES AND MEDICAL INSPECTION. [By Prof. Delos Fall, Albion College* Michigan.] By the term ‘ ‘ school diseases ” is meant all such as are likely to be spread by the gathering of pupils in schools. The list is a very large one. They are probably all communicable diseases, but not all dangerous diseases. The list, however, would include only a portion of the dangerous communicable diseases to which all mankind is subject. The common and well received tradition concerning this subject is that, in the nature of the case, school diseases, like all others, are only to be recognized and dealt with by expert medical men, acting in the capacity of medical inspectors, Proceedings of National Educational Association, 1898, p. 539. MEDICAL INSPECTION OF SCHOOLS. 1507 who themselves must initiate and carry forward every movement which shall eventually rid the pupils and the schools of disease and allow them to pursue their work under improved conditions. This method makes the medical inspector the only active agent in working out the problem of restricting and preventing dis¬ ease. Teachers and pupils, under this system, place themselves passively in the hands of the health officer, without themselves having any active relation to the case. This must be the case if the problem is to be solved at all from the stand¬ point of curative medicine, for the science of medicine remains to-day -with a great deal attached to it which is vague and mysterious; that could not be taught in the schools or understood by the pupils; and all the skill of the trained physician is required to cope with the evil. Under this system it is frequently the case that the schools have to be closed, and serious interruption of their work results. But the:e is a science of the prevention of disease, a science somewhat simple in its principles and so clear and manifest in its practical application that all may participate in the work and contribute to the glorious end. And this intelligent and mutual cooperation of all classes of people is the one condition by which the great work is to be done. For example, consumption is a communicable disease which destroys 150,000 of the inhabitants of the United States every year, and yet the means for its prevention and final extermination are so well understood and so simple that young children can clearly apprehend and put them into successful operation. Hence it is of much greater importance that the problem, enlarged so as to include all communicable diseases, should be studied and acted upon. From the standpoint from which the paper is written it will not do simply to study diseases with reference to their being “school diseases;” and, again, it would fall far short of the end to be desired if medical inspection should be the one means employed for the restriction and prevention of communicable diseases. Tlie solution of the problem by which public schools may not be interrupted by epidemics of disease, and at the same time the health of the pupils and patrons alike be preserved from the scourges of consumption, scarlet fever, diphtheria, and other communicable diseases, will have been made when there can be secured the intelligent cooperation of pupils and teachers, patrons of the school, and all other citizens, and these aided and directed by an efficient public-health service. I desire especially to call attention to what may be called the “ Michigan idea” concerning the successful solution of this important problem. By a law of the State, enacted some four years ago, it is decreed that “ there shall be taught, in every year, in every public school in Michigan, the principal modes by which each of the dangerous communicable diseases is spread, and the best methods for the restriction and prevention of each such disease.” By the same law the State board of health is required annually to send to the public-school superintendents and teachers throughout the State printed data and statements which shall enable them to comply with such act. Such data have already been furnished, and other and more complete information will be given to the teachers during the coming school year. Some reasons why it is believed that in time many of the important communi¬ cable diseases may be destroyed are: First, the science of bacteriology has made known the specific cause of many of the dangerous communicable diseases, and this knowledge has made clear the methods by which their spread may be prevented, thus causing the saving of hun¬ dreds of lives of those who would other wise fall victims to them. Second, the methods by which this work is to be done are so simple that school children can easily learn them, and thus be led willingly to cooperate with their parents and health officials in the great work. Consider for a moment what needs to be done in order that the schools may go on continuously and yet not be centers of infection from which dangerous disease shall spread. First of all, it is essential that the school and health authorities of the city be alert to the fact that the school, in the very nature of the case, is the most certain center of infection ever established in the community. Careless and ignorant parents allow their children to come to school while they are yet in a condition to communicate disease to others. The need of medical inspection of schools can be clearly seen by the study of the fact just stated, and that fact is the complete justification of municipal or school authorities, when money is expended for this purpose. When a given case is one which involves serious danger to the community, steps must be taken to see that in no way does the disease spread. 1 Proceedings National Educational Association, 189S, p. 534. 1508 EDUCATION REPORT, 1897-98. MEDICAL INSPECTION A VALUABLE EDUCATIVE INSTRUMEN¬ TALITY. [By W. B. Powell, superintendent of schools, Washington, D. C.] The most important argument in favor of medical inspection of schools and school children is the educational benefit it would be to the community at large. Its direct and naturally aggressive tendency would be to make knowledge of the common laws of health universal, and to create an interest in the study of social life. Intelligence respecting the effects of modes of living on length of life, on happiness of life, and on cost of living is very meager, especially among the lower classes of society. The school has reason to know and to understand the disad¬ vantages of this condition economically and morally. Knowledge of these sub¬ jects would grow rapidly if the school would take hold of the matter purposively and would cause people to begin knowledge-getting in experience. Medical inspec¬ tion would result in giving knowledge of conditions and causes, and would sug¬ gest changes in modes of living, with reasons for the same. These would cause thought and would give information to satisfy the same, which, with the purposive effort induced in the realization of suggestion, would educate in the most effectual way. This experience would create interest, which, in turn, would insure further knowledge-seeking by means of reading, attending lectures, by inquiry, and in many cases by original investigation and experiment. Is it not the duty of the school to arouse society to intelligent thought on the importance of better modes of life? By no other means can this be done so effectively. Is it not the duty of the school to train people to live better? Is not this the true purpose of the school? The logical place to begin this is with the physical life of society, the one phase of life that has been the most ignored by our educational methods, because least thought about, and until now least understood.1 SCHOOLS AND THE SPREAD OF DIPHTHERIA.2 The public health department of the London county council has issued a report upon diphtheria and elementary schools, in which Dr. Shiriey F. Murphy repeats his opinion that the increase of diphtheria in London is largely due to the aggre¬ gation of children in schools. Dr. Murphy closes his report with this very grave warning: “I am satisfied that the full recognition of the effect of compulsory school attendance in this connection is absolutely necessary if efficient measures are to be adopted for the prevention of diphtheria caused in this way. The system of noti¬ fication supplies but a very inconsiderable record of the total number of persons actually suffering from the disease, its principal use being to give indications as to where inquiry should be made. The circumstance that schools contribute largely to the prevalence of this disease not only justifies but necessitates the medical officer of health having free access to schools where school children can be most readily examined for the prosecution of his inquiries. I am led to make these observations because the medical officer of health of a London district reports that the London school board has addressed to his authority a letter ‘severely censuring’ him for examining in school certain children during scarlet fever prevalence among the pupils of the school, where, in fact, he found children he had grounds for regarding as possibly infective. The board stated that they would not allow him or any other medical officer to examine children in their schools. The authorities in London should look to this, and would act wisely if they followed the example of New York in this respect.” THE SCHOOL A FOCUS FOR SPREADING DISEASE.3 The effect of schools in spreading diphtheria has long occupied the attention of sanitarians. The medical officer of the school board seems to attach little impor¬ tance to this influence, but it is so natural to believe that the aggregation of many children offers full opportunity for the spread of so infectious a disease that no one can be surprised that the danger is frequently pointed out. There have been many outbreaks which have been traced to the presence of a case or two in a school, and the closing of such an infected school has often sufficed to arrest the spread. At Southall, England, Dr. Windle suggested to the authorities systematic e. ani¬ mation of the school children, and they accepted his advice. They had previously 1 Proceedings National Educational Association, 189S, p. 459. 2 New York Medical Record, December 31, 1898. 3 London letter to New York Medical Record, October, 1898. MEDICAL INSPECTION OF SCHOOLS. 1509 adopted the plan with great success in the case of scarlet fever, and there can be little doubt that the inspection which has just been carried out will serve to check diphtheria, which has prevailed for the last two years in Southall. MEDICAL SUPERVISION OF THE SCHOOLS IN PARIS.1 The present institution of medical supervision of the schools in Paris does not date farther back than 1884, although previous to that year the schools were not entirely without supervision by physicians. The law of 1833 (June 28) had charged the school committees of the respective towns and cities with the care of keeping the schoolhouses clean, while a royal ordinance of 1837 (December 22) made it a special duty of the female supervisors of maternal schools (kindergartens) to watch over the health of the little children in the infant asylums. For the city of Paris separate governmental decrees had been issued, while the two decrees mentioned had reference to all the schools of France. The decrees of 1842 (December 20) and 1843 (May 19) ordered that every public boys' and girls’ school should be visited by a physician, who was to inspect the localities and the general health of the school children. For private schools and maternal schools similar regulations were issued. These school physicians of public institutions and the lady inspectors of maternal schools were appointed by the prefect of the department, selected from nominations made by the mayor. However praiseworthy this arrangement was, it had a great drawback. In the annual budgets of the communities no provision was made for paying these physi¬ cians; hence an appeal to the generosity of the medical fraternity was necessary. Many offered their services and acted gratuitously for many years. In January, 1878, Messrs. Lauth and Harant, members of the general council of the Seine department, moved a reorganization of the medical service in schools. Their endeavors were not without speedy success; for during the session of April 23, 1879, the council voted in favor of paying for medical supervision of the schools during the last six months of the year. The sum appropriated was 34,200 francs. New regulations issued by the prefect determined certain mooted questions and defined the duties of the physicians. The Seine department was divided into 114 medical districts, of which 88 were within the city of Paris. Each district con¬ tained between 20 and 25 schoolrooms. The medical inspectors, who had to be graduates of well-reputed schools of medic ne, were nominated by the mayors of the different arrondissements (wards) and appointed by the prefect of the department. The term of office was three years, at an annual salary of 600 francs. They were obliged to visit the schools of their district at least twice a month, carefully inspect the localities, and remove any children found to be suffering from con¬ tagious or infectious diseases; they were even empowered to order a school closed in times of epidemics. During the absence of the physician the principals of the schools had to watch over the health of the pupils in their respective buildings. In order to assist them in this, the authorities provided them with instructions issued by the supreme sanitary council of Paris, according to which they could detect the symptoms of contagious and infectious diseases. In Paris the medical service in school stood under the immediate supervision of the mayor of the arrondissement, while in the suburbs and the country the head of the canton watched over the faithful discharge of duty on the part of the physicians. Up to the year 1882 the entire expense for the new institution was defrayed by the department, but in that year the communal budget of Paris contained the item of 53,000 francs for salaries of school physicians. The experiences of the first period of three years of service had taught the author¬ ities valuable lessons, which led to the following reforms: It was found that the number of schoolrooms (20 to 25) given to one physician to supervise was too large. The consequence was that the examination of individual children with ref¬ erence to their eyesight, ears, and teeth (the seats of most children's diseases) could not be minute and exact enough. Hence the city council appointed a com¬ mission which wmrked out and submitted a new statute, or set of regulations; this was adopted on November 7, 1883, and went into effect January 1, 1884. The most important points of these regulations, which are still in force, are as follows: Article 2. The public schools of the city of Paris are, for the purpose of medical supervision, to be divided into groups of from 15 to 20 schoolrooms. Any mater- 1 Educational News, December 6, 1890. From Freie Padag. Blatter (Vienna), by L. Fleiscbner, after official French reports. 1510 EDUCATION REPORT, 1897-98. nal school is to be reckoned as two rooms. A redistricting takes place every three years. The prefect performs this duty. Newly opened schools are assigned to the nearest “medical group.'5 Article 3. The salary of a school physician is 800 francs ($160) per annum. Article 4. The physicians are nominated by the mayors and appointed by the prefect of the department. Article 5. The tenure of office of these physicians is for three years. Article 8. Every school physician must announce to the mayor his address or residence or office and the hours at which he can be found there. This statement is posted in a conspicuous place in the respective schools. A book must be kept in every public school and maternal school, in which the school physician notes down his observations. This book must be submitted to the inspection of officials and supervisory authorities. Article 10. The school physician is obliged to visit every public and maternal school twice a month, but lie must also appear there when the mayor or prefect may see fit to order a visit. Article 11. When visiting a schoolhouse the physician shall first thoroughly inspect the “localities’5 (corridors, stairs, water-closets, etc.). In so doing, the principal of the school is to accompany him, so that he may receive suggestions from the physician. Then the latter visits each class room, and after he has inspected them with reference to light, heat, ventilation, furniture, etc., he must proceed to examine the pupils separately, especially those who are pointed our by the principal and teachers as showing symptoms of indisposition. After the examination of a schoolroom and its inmates is completed, the physician enters the results in his book intended for this purpose. He answers the different ques¬ tions and tabulates his answers in the columns provided for them. In the column “ad hoc 55 he enters the names of those children in whom he has noticed symptoms of approaching disease, states that their withdrawal from school is found neces¬ sary, and especially notes whether the disease is contagious. Finally, he enters the number of pupils absent on account of sickness on the day of his visit, and inquires of the teachers what sickness, if any, seems to be prevalent at that time. Article 13. At least once a month a thorough examination of each child is to be made with reference to eyes, ears, and teeth. If the physician finds an inclination to disease, or if the general state of health of a child needs special attention on the part of the parents, these must be notified by the physician’s certificate, which is to be handed to the child. Article 14. Children in whom the physician discovers the symptoms of a conta¬ gious or infectious disease are to be sent home at once with a sealed letter, in which the physician states the cause of this step. In this letter the parents are notified that the child is not permitted to attend school until it comes with a certificate signed by a school physician announcing its complete recovery. Article 15. The principal of every school keeps at hand a series of instructions, issued by the supreme sanitary council, in which the symptoms of contagious and infectious diseases are stated. If a child gets ill during the absence of the school physician, the teacher of the respective class room notifies the principal. If the latter finds symptoms of a contagious or infectious disease, he must send the child home with a sealed letter, in which he asks the parents or guardian to call at the office of the respective school physician during his office hours, which are mentioned. Article 16. A certificate of recovery may even be required of children who have been absent for any length of time on account of sickness, without having been sent home. In this case the nature of the illness is to be stated, unless the child is subjected to a special examination by the school physician and thus acquires a certificate of recovery. Article 18. Within twenty-four hours after each sanitary and medical inspection the physician is obliged to report to the mayor of the arrondissement (ward) about the sanitary condition of the school. Blanks for this purpose are furnished him. Article 19. The mayors of all arrondissements prepare summaries of the various individual reports and submit to higher authority all those propositions and sug¬ gestions which seem of special importance. Propositions which are of a more general nature, and not very pressing, are referred to medical committees for delib¬ erate on and subsequent report. In case an epidemic breaks out, the mayor has the right, upon motion of the school physician, to close a school; but he is obliged to give notice of his action to the school inspector and his own superiors. Article 20. The mayor is required to report regularly every three months to his higher authority (the prefect of the department) concerning the sanitary and medical condition of the schools in his arrondissement. Semiannually he must send in a more elaborate report, containing suggestions for changes and improve- MEDICAL INSPECTION OF SCHOOLS. 1511 ments, such as are made by the physicians in their reports to him. Advice regarding changes and “ adaptations ” in buildings is equally welcome. This supervision of the Paris elementary schools was, in 1886, performed by 128 physicians. The budget of the city for that year contained the sum of 100,800 francs for this institution. Medical supervision of schools in Paris has served as a model for similar arrangements in other French cities. By means of a ministe¬ rial order of November 14, 1879, the attention of all prefects was called to the instructions quoted above at length. But since then, through the school law of October 30, 1886, as well as through ministerial decrees and orders dated Novem¬ ber 18, 1887, medical and sanitary inspection has been made obligatory for all the schools, public and private. A few years ago the city council of Paris expressed the desire that with this institution of supervision be connected a free school dispensary. This suggestion is under advisement at present. These dispensaries, so it is intended, shall go further than the school physicians who are watching over the health of the children. These dispensaries shall take sick children and treat them in hospital wards specially arranged for children, and provide them with medicine and surgical assistance. As early as 1862 a few free dispensaries were in existence in Paris supported by charitable societies, notably the “Societe philanthropique. ” These dispensaries were connected with hospitals for children, but there is a difference between insti¬ tutions founded and maintained by charity and those by law. In these private dispensaries children could not always have the desirable special treatment, med¬ icine, shower baths, etc. To the city of Havre belongs the honor and credit of having founded the first public free dispensary for children. This institution is equipped with all the most desirable conveniences and all necessary appliances. In 1875 a physician, Dr. Giebert, aided by contributions of charitable persons, established an institution of this kind which had astonishing results, and was sub¬ sequently made a city institution. In Paris the first children’s dispensary was opened in the first arrondissement upon urgent solicitation of Dr. Dubricay and M. Baudof. It found a home in Jean Lantrie street, No. 15, in a house which was offered by the owner free of charge. Since the date of opening, April 1, 1883, the consultations in this institu¬ tion have reached the enormous number of 60,000. In the first year the number was 5,037, then, steadily increasing, it reached 19,000 in 1889. The expenses during 1889 were 5,980 francs, but the annual donations amounted to 8,205 francs. The example set by the first arrondissement soon found imitators. To-day (in 1890) eight arrondissements have children’s dispensaries, partly supported by pri¬ vate persons (like those in the thirteenth and fourteenth arondissements), partly by the city. The excellent influence these few institutions have exerted has awakened the desire of increasing their number and to provide every ward of the city with one; hence a credit of 100,000 francs was opened for that purpose in the city budget of 1890, and all indications point toward an early fulfillment of the desire mentioned above, namely, that the medical and sanitary inspection of the schools be supplemented by a great number of free dispensaries, in which children will find treatment needed in cases of sickness. CHAPTER XXXI. BIBLE STUDY IN AMERICAN COLLEGES. The following report upon the condition of Bible study in the colleges of the country has been furnished to this office through the courtesy of Dr. William R. Harper, president of Chicago University. The investigation was conducted during 1897 by a committee appointed by the Council of Seventy of the American Institute of Sacred Literature. The organ¬ ization of the institute and that of the council are explained in the following par¬ agraphs, compiled from the publications of the institute. THE AMERICAN INSTITUTE OF SACRED LITERATURE, DIRECTED BY THE COUNCIL OF SEVENTY. The work of the American Institute of Sacred Literature is directed and main¬ tained by the Council of Seventy, a governing body composed of representative Biblical teachers of America, organized for the purpose of promoting the histor¬ ical study of the Bible, and of improving and increasing Biblical instruction. The experimental period of the institute has passed. Its work has become a recognized, part of the world's work. The following plan has been adopted for the conduct of the Institute, along the lines already well established and in new directions not yet developed. The chief features of the plan are (a) the organization of the leading active Biblical teachers of the country for a common purpose; (b) the constant training of new teachers in the guilds of the council, which will result in added dignity and a consequent increase of interest in Biblical teaching as a profession; (c) the possibility of increase in the working power of the institute through councilors and fellows in all parts of the country; (d) the body of patrons, who will give staunch support to the work by their money and influence. The first annual meeting of the Council of Seventy was held in Chicago, Decem¬ ber 9, 1898; the second, January 14, 1898; the third, March 4, 1899. THE CONSTITUTION OF THE COUNCIL. 1. The name of the organization shall be the Council of Seventy, in full ‘L The Council of Seventy of the American Institute of Sacred Literature.” 2. The purpose of the council shall be (1) to associate more closely those who desire to promote the study of the Bible from the historical standpoint, and of other sacred literatures.as related to it; (2) to induce properly qualified persons to undertake this work either independently or in connection with another calling; (3) to extend through the American Institute of Sacred Literature a wider acquaintance with the right methods of Bible study and their results; (4) to direct the affairs of said institute. 3. The council shall consist of persons who, believing that the critical need of the times is teachers of the Bible properly trained and imbued with the historical spirit, (a) having secured a thorough knowledge of a particular portion of the Bible or of other sacred literatures as related to it, and ( b ) having prepared them¬ selves to teach the same, (1) shall by the acceptance of membership in the council pledge themselves to accept such opportunities as may present themselves to com¬ municate toothers the results of their work in Bible study, and (2) thus express themselves as willing to accept the appointments of the American Institute of Sacred Literature in so far as such appointments do not interfere with other obligations which they have assumed. 4. The number of members in the council shall be limited to 70, and the councilors shall be divided into three chambers according as their work pertains to the Old Testament, the New Testament, or sacred literatures in general. No chamber 1513 1514 EDUCATION REPORT, 1897-98. shall contain more than 23 members, exclusive of the president of the council, who shall be reckoned as a member of each chamber. 5. The officers of the Council of Seventy shall be a president; a principal of the institute; a recorder, who shall keep the records and edit the reports of the coun¬ cil; a treasurer, who shall also be the treasurer of the institute; three trustees, who shall have general charge of the funds of the council and who shall be elected by the council from among the patrons; and a master and a scribe for each cham¬ ber. These thirteen shall constitute the senate of the council, to whom shall be committed the management of the affairs of the council in the intervals of its meetings and the detailed management of the institute, which shall include the arrangement of courses of instruction, the organization of aggressive work, the selection and appointment of instructors. The president shall be elected by a separate ballot of each chamber and a majority of the votes of each of the three chambers shall be necessary to an election. The recorder and treasurer shall be elected by a majority of the votes of the three chambers, and the master and scribe by a majority of the votes of the chamber concerned. Friends of the work who may consent to render aid in furthering the purposes of the council shall be denomi¬ nated patrons, and their names published as such in the documents of the council. 6. One-fourth of the council shall constitute a quorum, provided each chamber is represented. One-third of each chamber shall constitute a quorum. One-half of the senate shall constitute a quorum. 7. New councilors shall be elected by the respective chambers, subject to con¬ firmation by the senate. The rank of councilors in each chamber shall be deter¬ mined in each case by academic seniority. 8. The council shall hold an annual meeting in the month of December at such time and place as may be determined. At this meeting (1) the annual report of the president and principal shall be presented; (2) an election of officers shall take place; (3) separate meetings of the chambers shall be held for the discus¬ sion of special questions. 9. Each councilor shall be authorized to organize a guild of those of his pupils or others {a) who have shown sufficient advancement in Biblical work and interest in the purpose of the council to warrant such appointment; (5) who will under¬ take to give earnest attention to the securing of a thorough knowledge of a par¬ ticular portion of the Bible or other sacred literature; (c) who will make every effort to prepare themselves to teach the same to others;. ( d ) who will hold them¬ selves in readiness to accept the appointments of the Institute of Sacred Litera¬ ture so far as such appointments do not interfere with other obligations which they may have assumed. All appointments to a guild shall be made annually and shall be confirmed at the annual meeting by the chamber of which the coun¬ cilor is a member. Members of the guilds shall (1) be called fellows of the council; (2) report, through their councilors, to the chamber the work of each year; and (3) pay to the treasurer the sum of $5 a year. In filling vacancies in the council preference shall be given to the fellows. 10. The council shall undertake the publication of such pamphlets and docu¬ ments as may be needed for the work of the institute. 11. A record of the work of each councilor and of each fellow shall be preserved. This record shall he printed annually and sent to each councilor and fellow. 12. An annual report of the work of the institute shall be prepared by tlie prin¬ cipal and shall be published for the benefit of the councilors and patrons. The officers of the Council of Seventy for the year 1898 were: President, Dr. J ohn H. Barrows, the University of Chicago; principal. President William R. Harper, the University of Chicago; recorder, Dr. Clyde W. Votaw, the University of Chi¬ cago: treasurer, Prof. George H. Gilbert. Chicago Theological Seminary. The council is divided into three chambers, one having in charge the work con¬ nected with the Old Testament, another having in charge the work connected with the New Testament, and a third having in charge the work connected with sacred literatures in general. The officers of the three chambers are: Old Testa¬ ment chamber: Master. Prof. Edward T. Harper, Chicago Theological Seminary; scribe, Prof. George L. Robinson, McCormick Theological Seminary. New Testa¬ ment chamber: Master, Prof. Charles F. Bradley, Garrett Biblical Institute; scribe, Prof. Sliailer Mathews, theUniversity of Chicago. General chamber: Master, Pres¬ ident Charles J. Little, Garrett Biblical Institute; scribe, Prof. George B. Foster, the University of Chicago. The names of the members of the Council of Seventy will be found below. The senate of the council, consisting of the 13 officers of the council, meeting monthly in Chicago, directs the work in detail through the executive officers of the institute, reporting at intervals to the general council. These executive BIBLE STUDY IN AMERICAN COLLEGES 1515 officers are: President William R. Harper, principal; Prof. Frank K. Sanders (Yale), eastern vice-principal; Miss G. L. Chamberlin, executive secretary. THE WORK OF THE INSTITUTE. Any statement in regard to the work of the American Institute of Sacred Lit¬ erature should be prefaced by a clear definition of the aim of the organization, viz, to stand for no special theory of interpretation, school of criticism, or denomi¬ nation, but to promote a S3rstematic knowledge of the Bible as interpreted in the best light of to-day, and to increase the facilities for obtaining such knowledge. It works in harmony with all Christian denominations. It joins hands*with all organizations for Christian work. Specifically, the divisions and subdivisions of the institute work are as follows: I. The correspondence work. — In this department courses are offered: 1. In the Hebrew and Cognate languages: (a) For beginners; (b) for reviewers; (c) for advanced students. 2. In New Testament Greek: (a) For beginners; (6) for reviewers; (c) for ad¬ vanced students. 3. In the English Bible: (a) Book study, e. g. , Luke, John, etc, ; (&) subject study, e. g., the founding of the Christian church, etc. The correspondence instruction is given by men of university and theological training. It is conducted by means of printed instruction sheets sent to the stu¬ dent weekly. The recitations, written out in accordance with the instructions, are returned to the instructor, examined and criticised by him, and again returned to the student with further suggestions. Since 1878, the year in which the corre¬ spondence school of Hebrew was organized, about 1,000 persons have received instruction in the department. A large proportion of these have completed courses and received certificates. The work has not been confined to America and Great Britain, but has been carried among Christain missionaries into every part of the world, Australia, Africa, and China adding not a few names to the roll. II. Reading vjork. — 1. The Bible Students’ Reading Guild: This Guild aims to provide reading courses, both popular and professional, upon Biblical and theo¬ logical topics. At present only the professional courses are available, but the num¬ ber of these will be made to meet the demand. The courses cover such subjects as the following: (1) Historical and literary origin of the Pentateuch; (2) Old Testament proph¬ ecy; (3) The origin and growth of the Hebrew psalter; (4) The life of the Christ; (5) The apostolic age; (6) The problems of the Fourth Gospel; (7) Christianity and social problems; (8) The preparation of sermons. The books upon these courses (six or more in number) are selected by the Coun¬ cil of Seventy, and are intended to present impartially all sides of the subject. The Biblical World or the American Journal of Theology, according to choice, is sent to each member for one year from date of registration. In order that the courses may be available to the largest possible number of ministers and Bible teachers, the books are loaned as well as sold. A carefully prepared review accom¬ panies each volume. The details of this scheme give to the professional Bible student an opportunity (1) to secure a consensus of opinion upon the most important literature on the subjects connected with his work; (2) to obtain temporarily the use of books thus wisely selected; (3) to build up his own library under most competent advisers; (4) to have at hand in his reading a carefully prepared review which he may annotate and keep for future reference; (5) to keep in touch with the best current thought in periodicals, both American and foreign; (6) to secure advice along lines of special reading not in the courses announced; (7) to do all this at a very small annual expense. Arrangements for special credit for work are made with individual students when desired. 2. The Outline Bible Club course for Christian organizations: The urgent necessity for a course of study for young people and for all Christian organiza¬ tions, a legitimate feature of whose work might be Bible study, renders advisable a special course upon which all organizations may unite and thereby avoid a con¬ fusing complication of work, and duplication of membership. The course presents four subjects, viz, The life of the Christ, The foreshadowings of the Christ,' The founding of the Christian church, The work of the Old Testament sages. Each year is independent, and students enter at any time with the then current year. Since it is a study course, and not a reading course, only the Bible is used. The work is conducted by means of monthly direction and question sheets sent to all students, in which daily work is assigned. The work is inductive; the student is 1510 EDUCATION REPORT, 1897-98. led to investigate the original sources, and is given information only when it seems necessary. The time required in the work of this division is fifteen minutes a day. It is, therefore, especially suited to busy Christian workers. Five thou¬ sand persons have enrolled for this course during the past year, among them mem¬ bers of the Young People's Society of Christian Endeavor, the King's Sons and King’s Daughters, the Young Men's Christian Association, and the Young W omen’s Christian Association, the Women’s Christian Temperance Union, the St. Andrew’s Brotherhood, the Ep worth League, and other similar organizations. The course is personally recommended by the heads of these organizations. III. Examination work. — In order to stimulate such study of the Bible as is not carried on directly in connection with the institute, certain annual examinations are offered as follows: 1. An examination in connection with the International Sunday School Lessons. (This is sometimes omitted.) 2. To undergraduate college students in (a) Hebrew; (b) New Testament Greek; (c) a specific Biblical subject (English). For the best two papers in each of the college examinations prizes of $100 and $50, respectively, are offered. IV. Summer schools. — The summer schools of the institute are usually held in connection with other institutions or organizations, the number of courses and the character of the work depending upon the desire and financial resources of each institution or organization. Instruction has been given under the auspices of the institute in connection with the University of Chicago; the Chautauqua Assemblies at Chautauqua, N. Y.; Bay View, Mich.; Des Moines, Iowa; Lake Madison, S. Dak.; Lakeside, Ohio; Monteagle, Tenn.; Winona, Ind.; Saratoga, N. Y. ; Winfield, Kans. ; Glen Park, Colo.; Pertle Springs, Mo.; Ruston, La.; Waseca, Minn.; Marinette, Wis. ; Silver Lake, N. Y. : Tully Lake, N. Y. ; Crete, Nebr. ; also under different auspices at Macatawa Park, Mich.; Jackson, Tenn.; Lewiston, Me. Not less than 5,000 students receive a longer or shorter term of instruction each summer. It is the purpose of the institute to organize independent summer schools, where it seems wise to do so. V. Lecture tvork. — Biblical lectures are given under the auspices of the institute (a) in courses, in cooperation with university extension organizations; ( b ) in courses, in colleges and local institutes; (c) as single lectures and addresses at conventions and elsewhere. VI. Local board icork. — Local boards of the institute, whose duty it is to prop¬ agate the work of the institute in their respective localities, are organized in several of the larger cities. VII. Publication work , — The institute publishes all its own instruction sheets. Outline inductive studies, supplemental to the International Sunday School Les¬ sons, have been furnished to the Sunday School Times for five years. Series of studies are also provided for other periodicals. It is the province of this department to provide supplementary material for the reading courses when necessary. MEMBERS OF THE COUNCIL OF SEVENTY. OLD TESTAMENT CHAMBER. Prof. W. J. Beecher, Auburn Theological Sem¬ inary, Auburn, N. Y. Prof. W. R. Betfceridge, Rochester Theological Seminary, Rochester, N. Y. Prof. C. R. Brown, Newton Theological Insti¬ tution, Newton Center, Mass. Prof. Sylvester Burnham, Colgate University, Hamilton, N. Y. Prof. A. S. Carrier, McCormick Theological Seminary, Chicago, 111. Dr. C. E. Crandall, University of Chicago, Chi¬ cago, Ill. Prof. Edward L. Curtis, Yale University, New Haven, Conn. Prof. Samuel I. Curtiss, Chicago Theological Seminary, Chicago, Ill. Prof. T. F. Day, San Francisco Theological Seminary, San Anselmo, Cal. Prof. F. B. Denio, Bangor Theological Semi¬ nary, Bangor, Me. Prof. D. H. Gates, Oberlin Theological Semi nary, Oberlin, Ohio. Prof. Edward T. Harper, Chicago Theological Seminary, Chicago, Ill. President William R. Harper, University of Chicago, Chicago, 111. OLD TESTAMENT CHAMBER— Continued. Prof. Charles Hors well, Garrett Biblical Insti¬ tute, Evanston, Ill. Prof. Lincoln Hulley, Bucknell University, Lewisburg, Pa. Prof. Charles F. Kent, Brown University, Providence, R. I. Prof. D. A. McClenahan, United Presbyterian Theological Seminary, Allegheny, Pa. Prof. L. B. Paton, Hartford Theological Semi¬ nary, Hartford, Conn. Prof. Ira M. Price, University of Chicago, Chi¬ cago, Ill. Prof. G. L. Robinson, McCormick Theological Seminary, Chicago, Hi. Prof. Frank K. Sanders, Yale University, New Haven. Conn. Prof. Nathaniel Schmidt, Cornell University, N. Y. Dr. Herbert L. Willett, University of Chicago, Chicago. Ill. NEW TESTAMENT CHAMBER. Prof. Alfred W. Anthony, Cobb Divinity School, Lewiston, Me. Prof. Benjamin W. Bacon, Yale University, New Haven, Conn. BIBLE STUDY IN AMERICAN COLLEGES. 1517 MEMBERS OF THE COUNCIL OF SEVENTY — Continued. new testament chamber— continued. Prof. J. H. Barbour, Berkeley Divinity School, Middletown, Conn. Prof. E. I. Bosworth,Oberlin Theological Semi¬ nary, Oberlin, Ohio. Prof. Charles F. Bradley, Garrett Biblical In¬ stitute, Evanston, Ill. Prof. Marcus D. Buell, Boston University, Bos¬ ton, Mass. Prof. Ernest D. Burton,. University of Chicago, Chicago, III. Prof. G. H. Gilbert, Chicago Theological Semi¬ nary, Chicago, Ill. Dr. Edgar J. Goodspeed, University of Chi¬ cago, Chicago, Ill. Prof. Ezra P. Gould, Protestant Episcopal Di¬ vinity School, Philadelphia, Pa. Prof. D. A. Hayes, Garrett Biblical Institute, Evanston, Ill. Prof. M. W. Jacobus, Hartford Theological Seminary, Hartford, Conn. Prof. J. H. Kerr, San Francisco Theological Seminary, San Anselmo, Cal. Prof. R. R. Lloyd, Pacific Theological Semi¬ nary, Oakland, Cal. Prof. Shailer Mathews, University of Chicago, Chicago, Ill. Prof. Rush Rhees, Newton Theological Insti¬ tution, Newton, Mass. Prof. James S. Riggs, Auburn Theological Seminary, Auburn, N. Y. Prof. C. J. H. Ropes. Bangor Theological Semi¬ nary, Bangor, Me. Prof. J. H. Ropes, Harvard University, Cam¬ bridge, Mass. Prof. W. H. Ryder, Andover Theological Semi¬ nary, Andover, Mass. Prof. Wilbur F. Steele, University of Denver, Denver, Colo. Prof. William A. Stevens, Rochester Theolog¬ ical Seminary, Rochester, N. Y, Dr. Clyde W. Yotaw, University of Chicago, Chicago, Ill. GENERAL CHAMBER. Pres. John H. Barrows, Oberlin College, Ober¬ lin, Ohio. Prof. James H. Breasted, University of Chi¬ cago, Chicago, 111. Dr. Edmund Buckley, University of Chicago, Chicago, Ill. President G. S. Burroughs, Wabash College, Crawfordsville, Ind. Prof. George B. Foster, University of Chicago, Chicago, Ill. Prof. Kemper Fullerton, Lane Theological Seminary. Cincinnati, Ohio. Prof. G. W. Gilmore, Bangor Theological Semi¬ nary, Bangor, Me. Prof. G. S. Goodspeed, University of Chicago, Chicago, Ill. Dr. Wm. Eliot Griffis, Ithaca, N. Y. Prof. Thomas C. Hall, Union Theological Semi¬ nary, New York City. Prof. Henry C. King. Oberlin Theological Semi¬ nary, Oberlin, Ohio. President Charles J. Little, Garrett Biblical Institute, Evanston, Ill. Prof. W. D. Mackenzie, Chicago Theological Seminary, Chicago, Ill. Prof. D. B. McDonald, Hartford Theological Seminary, Hartford, Conn. Prof. E. K. Mitchell, Hartford Theological Seminary, Hartford, Conn. Prof. Frank C. Porter, Yale University, New Haven, Conn. Prof. Henry P. Smith, Amherst College, Am¬ herst, Mass. Chancellor O. C. S. Wallace, McMaster Univer¬ sity, Toronto, Canada. Prof. Irving F. Wood, Smith College, North¬ ampton, Mass. Prof. A. C. Zenos, McCormick Theological Seminary, Chicago, Ill. REPORT OF THE COMMITTEE APPOINTED BY THE COUNCIL OF SEVENTY OF THE AMERICAN INSTITUTE OF SACRED LITERA¬ TURE TO INVESTIGATE THE CONDITION OF BIBLE STUDY IN AMERICAN COLLEGES. 1 Your committee beg leave to submit the following report of the condition of Bible study in the colleges of the country, as they have studied it in pursuance of orders received. Owen H. Gates, Oberlin Theological Seminary , Oberlin , Ohio. W illis J. Beecher, Auburn Theological Seminary, Auburn, N. Y. Charles F. Bradley, Garrett Biblical Institute, Evanston, III. Edward T. Harper, Chicago Theological Seminary, Chicago, III. Frank K. Sanders, Yale University, New Haven, Conn. January 14, 1898. 1 The report as published has been somewhat altered from the form in which it was read before the Council of Seventy at their annual meeting January 14, 1898, that form having had special reference to the oral presentation of the report. 1518 EDUCATION REPORT, 1897-98. ACCOUNT OF THE METHOD EMPLOYED. A circular letter was sent to the presidents of the colleges of the country (exclu¬ sive of the Roman Catholic institutions) which are listed in the latest published report (1894-95) of the United States Commissioner of Education. The letter inclosed a list of questions to be answered and the familiar circular of the insti¬ tute. The letter and list of questions are given herewith: The American Institute of Sacred Literature, Oberlin, Ohio, May 1, 1897. Dear Sir: At their annual meeting in December the Council of Seventy appointed a committee ‘‘to make a thorough investigation of the teaching of the Bible in American colleges, said committee to present the results of the investiga¬ tion and recommendations thereupon at the next meeting of the council.” The committee ask for the cordial cooperation of the several colleges, in order that the investigation may be as thorough and the report as complete as possible. The inclosed questions are sent to you in pursuance of the task laid upon us. The formulated questions can not, of course, exactly suit each case, and we ask you to answer them as fully as possible, and in addition to give supplementary inf or- mation of which, in your judgment, we ought to be in possession. It is expected that copies of the report will be sent to each college, so that all will share the information we secure. If there is likely to be delay in replying, kindly drop us a card, that we may know that our letter has reached the proper persons. BrBUE STUDY IX COLLEGES. Please send as soon as convenient to Prof. Owen IT. Gates, Oberlin, Ohio, the following items: I. The current issue of your catalogue, for the sake of general information as to your curriculum, as well as its description of your Bible courses. II. Any other printed description of your Bible work which you may have. III. Information on the following points, as to each of your Bible courses, as exact as possible for the purpose of tabulation, and as full as possible, in order to preclude improper inferences: 1. Name, description, length in hours per week, and total hours. 2a. If required, of what classes? Preparation involved for recitation and for examination. Estimate of the value to the student body of required Bible courses. 2b. If elective, how freely elected? Preparation involved for recitation and for examination. 3. Primary aim, devotional, culture, theological? 4. Method employed in the conduct of the course. 5. Is the instruction by a teacher (or teachers) designated wholly or chiefly for this purpose? Is the work attached to some other chair? Is it assigned according to circumstances to some suitable member of your faculty? Are the courses taught by the same teacher in successive years? 6. Any recent or proposed changes in regard to the work. We would like to note any marked tendency among the colleges. 7. Opportunities outside of the curriculum upon which you rely for instruction in the Bible; e. g., Y. M. C. A. courses, etc. 8. Additional remarks. Men’s and coeduca¬ tional. Women’s, first class. Women’s, second class. Total. Number of colleges addressed... . . . 422 243 15 9 146 31 583 284 Number of colleges responding . It was early seen that the conditions obtaining in the girls' schools of the second grade w^ere so different from those in the other classes that they could not in any case be treated in connection with them; accordingly no efforts were made after the first letter to get information from them. BIBLE STUDY IN AMERICAN COLLEGES. 1519 The report will mention the women’s colleges of the first grade in a group by themselves in order to facilitate comparison among themselves. The basis of the body of the report is therefore the 243 men’s and coeducationaT colleges which responded to the request, for information. As is intimated above,, the replies were not all sent at once in response to the first call. Supplementary letters were sent to many, and it was a puzzling question what amount of energy should be devoted to the prosecution of the inquiry. We are happy to state that in almost every case the second call brought a reply. This was in part due to the fact that we selected for a second letter the better known and more responsible colleges which had not replied at first; and in part that it involved a written and more individual letter, which is, of course, more effective than a printed circular, though sent under a sealed cover. In some cases a postal card asking for a catalogue was answered when the circular was ignored. In order to secure the freshest possible information, the letter was not sent out until May — of course during the summer no correspondence could be carried on — and when the work was resumed in the fall it was prosecuted in the midst of other pressing duties. We decided that unless practical completeness were to be our aim, we had in the results already mentioned material enough for safe deduc¬ tions. We therefore suspended the work of collection for the more difficult one of collation. The colleges heard from constitute about 60 per cent (57 i) of the Protestant colleges of the country within the group mentioned above. The enrollment of students in these reporting colleges exceeds 77 per cent of the whole enrollment in the same group. This, of course, means that we have heard from the larger colleges. The average number of students in the colleges which report is 185, while in the remainder it is only 76. The total number of students in the institu¬ tions reporting is 47,700 out of a total of about 61,700 students in the group of colleges under consideration. It is thus evident that we have quite general and satisfactory information as to the^advantages afforded the students of our colleges for the study of the Bible. Men in non-Roman Catholic colleges _ _ _ _ 44,482 Women in coeducational colleges _ 13, 677 Women in women’s colleges _ _ 3, 536 Total women in non-Roman Catholic colleges _ _ _ _ _ 17, 213 Total students _ _ 61,695 Men in colleges reporting _ _ _ 35, 000 Women in coeducational colleges reporting _ _ _ _ 9, 600 Women in women’s colleges reporting _ _ _ 3, 100 Total women in colleges reporting _ _ _ _ 12, 700 Total students in colleges reporting _ _ 47, 700 From the circumstances of the appointment of the committee it is fair to assume that the report will urge more and better Bible study. The institute stands for more, rather than less, Bible work. Now, it is clear that if the report errs on account of not being complete it will err in representing that the Bible study of the colleges is better than it is, for the conditions in the nonreporting colleges will be less favorable than in those which replied. * * * In other words, we have very much more than three -fourths of the amount of Bible study in the colleges represented in our report. Further, the smaller colleges with their fewer teachers and less subdivision of labor can not furnish as good a quality of instruction as the larger institutions , so that from our studies we form none too low an estimate of the quality of Bible study in the country at large. 1520 EDUCATION REPORT, 1897--98. We therefore will not err in basing our appeals for more and better Bible study in colleges on the information which we have been able to gather in our investi¬ gation. The following is a list of the colleges responding and included in the statistics. The data correspond with the table of colleges in the report of the Commissioner of Education for 1894-95, pages 2115 and following, except that in the last column “ State” takes the place of “ nonsect ” in the case of the State institutions: No. Location. Name of college. Denomination. 3 ALABAMA. Eastlake . . Howard College . . . Bapt. 9 State. 10 ARIZONA. State. ARKANSAS. 11 M. E. So. 13 Presb. 14 Clarksville . Arkansas Cumberland College . Cumb. Presb. 15 M. E. So. 17 Little Rock . - . M. E. 19 CALIFORNIA. State. 20 Cong. Bapt. 24 Oakland . . California College _ _ 26 Nonsect. 31 Stanford University _ Nonsect. 34 COLORADO. Boulder . Uni versi tv of Colorado . . State. 35 Colorado Springs . Colorado College . . . Nonsect. 36 Del Norte.. . Presbyterian College of the Southwest. . Presb. 39 CONNECTICUT. Hartford . Trinity College . . P. E. 40 Middletown . Wesleyan University M. E. 41 New Haven _ .• . . Yale University . . . Cong. DELAWARE. 42 Newark _ _ Delaware College . N onsect. 43 DISTRICT OF COLUMBIA Washington . . Columbian University Bapt. Nonsect. 44 do Gallaudet College 47 do . . Howard University Nonsect. 48 FLORIDA. De Land . . _ _ . . John B. Stetson University . . Bapt. M. E. So. 49 Leesburg . . . . Florida Conference College . . . . . 52 Winterpark . . . Rollins . . . . Cong. State. 53 GEORGIA. Athens University of Georgia, 54 55 Atlanta . Atlanta University Non sect. . do . Morris Brown College . . . A. M. E. 60 Oxford . . . . . Emory College . . . . M. E. So. 64 IDAHO. Moscow _ _ _ _ University of Idaho.. _ _ _ _ State. 65 ILLINOIS. Ahingdon . Hedding College . . . . . M. E. 68 Carlin ville . Blackburn University Presb. 69 Carthage . Carthage College Luth. 70 Champaign __ . University of Illinois State. 72 Chicago . Chicago University Bapt. Ev. 74 Elmhurst . Evangelical Proseminary 75 Eureka . . Eureka College Christian. M. E. 76 Evanston . Northwestern University . BIBLE STUDY IN AMERICAN COLLEGES. 1521 No. Location. Name of college. Denomination. Illinois— continued. 79 Nonsect. 80 Univ. 82 Nonsect. 83 Presb. 84 M. E 85 Cumb. Presb. 87 Ev. Ass’n. 89 M. E. 91 Luth. 95 Cong. INDIANA. 98 State. 99 Nonsect. 100 Luth. 101 Bapt. 102 Meth. 103 Presb. 106 Christian. 109 Friends. 112 M. E. IOWA. 113 Presb. 114 M. E. 115 Luth. 116 Nonsect. 117 Luth. 119 Christian. 121 M. E. 122 Cong. 123 Presb. 124 Indianola _ _ Simpson College. . _ . M. E. 125 Iowa City . ... _ _ . Iowa State University State. 128 Mount V ernon . . . Cornell College . . . . . M. E. 134 Tabor . Tabor College . . . . Cong. 135 Toledo . Western College . U. B. KANSAS. 136 Atchison _ _ ... _ Midland College . . . . . Luth. 138 Baldwin. . . Baker University . . . . — M. E. 144 Lawrence _ _ University of Kansas . . .. State. 151 Topeka . . . . Washburn College . . . . Cong. 152 Winfield _ _ _ _ St. John’s Lutheran College. . Luth. 153 . do . Southwest Kansas College M. E. KENTUCKY. 155 Berea . . . Berea College . . . . . Nonsect. 156 Bowling Green . . . . Ogden College . . . . Nonsect. 158 Danville . . . . Centre College . . . . . . Presb. 166 Russellville . . Bethel College ... Bapt. LOUISIANA. 169 Baton Rouge . . . Louisiana State University _ State. 174 New Orleans . . Leland University . . . . Bapt. 175 . do . New Orleans University M. E. 176 . do . Straight University . Cong. 177 . do . . . Tulane University . Nonsect. MAINE. 178 Brunswick . Bowdoin . . Cong. 179 Lewiston . . Bates College Bapt. 180 Water ville . . Colby University . . Bapt. MARYLAND. 181 Annapolis . . St. John’s College . Nonsect. 182 Baltimore . Johns Hopkins University N onsect. 190 Westminster . Western Maryland College Meth. Prot. MASSACHUSETTS. 191 Amherst . . . Amherst College .... Cong. 194 Cambridge . Harvard University ... N onsect. 196 Tufts College . Tufts College . Univ. 197 Williamstown . . Williams College .... Non sect. ED 98 - 96 1522 EDUCATION REPORT, 1897-98. No. Location. Name of college. 201 MICHIGAN. Albion College 202 203 Alma College Ann Arbor . - - - . - - University of Michigan. . . . 205 Benzonia College _ _ 207 Hillsdale . Hillsdale College . . 208 Hope College . . . 210 Olivet College . . . . 214 MINNESOTA. Augsburg Seminary _ _ 215 _ do — . . . . . University of Minnesota . 21(5 Norlhfield - - Carleton College . . . . . . . 217 St. Olaf College . . 218 St. Paul... . . Macalester College.. . . j MISSOURI. Central Christian College 232 Christian University . 234 Columbia . . University State of Missouri. . J 236 Fayette . . . . Central College . . . . . . . . 237 Fulton ... . . Westminster College . . . 238 Pritchett School Institute 94_2 William Jewell College _ _ 243 Missouri Valley College . 246 Park College . . . . 250 Washington University . .... — 251 Drury College _ . _ .. _ _ _ NEBRASKA. 258 Union College _ _ _ _ _ _ _ 259 Doane College . 261 University of Nebraska. _ . . . 262 Gates College . . . . . 264 University Place . Nebraska Wesleyan University . 266 NEVADA. Reno . . State University of Nevada _ _ _ NEW HAMPSHIRE. 267 Hanover . . . Dartmouth College . . 269 NEW JERSEY. New Brunswick _ Rutgers College . _ 270 Princeton . . Princeton U niversity . . . . 273 NEW YORK. Alfred . . Alfred University _ _ 2S0 Canton St. Lawrence University 281 282 Clinton . Hamilton College . . . Geneva . Hobart College . . 283 Hamilton . Colgate University _ _ 284 Ithaca . Cornell University . . . . . 287 New York . . . . Columbia College . . . . 290 . do . . University of City of New York 292 Rochester _ University of Rochester . . _ _ 294 Syracuse . . . . Syracuse University . . 295 NORTH CAROLINA. Chapel Hill . University of North Carolina . . . 298 Charlotte... . Biddle University . . . . . 297 299 Davidson . Davidson College . . . ' Guilford College . Guilford College _ _ _ 302 i Newton . . . . Catawba College . _ _ _ _ _ 303 1 Raleigh . . Shaw University . . . . 306 1 Wake Forest . Wake Forest College . 308 NORTH DAKOTA. Fargo . . Fargo College _ _ 309 University . University of North Dakota . 311 OHIO. Akron . Bn oh tel College __ . . . . . 312 Alliance . Mount Union College . 315 Berea . . Baldwin University 320 Cincinnati . University of Cincinnati 323 Cleveland . Western Reserve University . Denomination. M. E, Presb. State. Cong. F. W. Bapt. Ref. Cong. Lutii. State. Cong. Luth. Presb. Christian. Christian. State. M. E. So. Presb. Non-sect. Bapt. Cumb. Presb. Presb. Nonsect. Nonsect. 7-day Adv. Cong. State. Cong. M. E. State. Cong Ref. (Dutch). Nonsect. 7-day Bap. Univ. Nonsect. P. E. Bapt. Nonsect. Nonsect. Nonsect. Bapt. M. E. State. Presb. Presb. Friends. Ref. Bapt. Bapt. Cong. State. Univ. M. E. M. E. Nonsect. Nonsect. 325 326 328 329 330 331 332 333 335 336 337 341 342 343 344 345 347 350 351 358 359 362 363 364 366 367 368 369 370 371 373 374 375 377 378 379 330 382 385 386 389 390 391 392 395 396 397 398 399 400 401 403 404 405 408 412 413 414 416 418 420 421 423 424 425 427 BIBLE STUDY IN AMERICAN COLLEGES. 1523 Location. Name of college. Denomination. ohio — continued. Columbus _ Defiance _ Findlay _ Gambier _ Granville _ Hiram _ Lima . Marietta _ New Concord Oberlin . . Oxford _ Springfield ... Tiffin . Urbana . Westerville.. . Wilherforce .. Wooster _ Oltio State University . . Defiance College . Findlay College . Kenyon College _ _ Denison University . Hiram College . . Lima College _ _ Marietta College . Muskingum College . Oberlin College . Miami University . Wittenberg College . Heidelberg University.. Urbana University . Otterbein University . . . Wilber force University University of Wooster.. State. Nonsect. Cfi. of God. P. E. Bapt. Christian. Luth. Nonsect. Uni. Presb. Nonsect. Nonsect. Luth. Eef. New Church. U. B. A. M. E. Presb. OEEOON. Eugene . Forest Grove _ University of Oregon Pacific University.... State. Cong. PENNSYLVANIA. Allegheny _ Allentown . . . Beaver Falls. . . Bethlehem . . Carlisle . . . College ville . . . Easton . . . Gettysburg . . . Greenville _ Grove City _ _ _ Haverford . . . Lancaster . . Le wisburg . . Lincoln University ... Meadville.. . . New Berlin... . . New Wilmington - _ Philadelphia. _ _ do . . State College . . Swarthmore . W ashingt'on _ _ EHODE ISLAND. Providence . . Western University of Pennsylvania ... . Muhlenberg College . . Geneva College . . Moravian College _ _ Dickinson College . . Ursinus College . . . . Lafayette College _ _ _ _ Pennsylvania College _ _ _ Thiel College _ _ _ _ Grove City College. . . . Haverford College _ _ Franklin and .Marshall College.. . . Bucknell University . . . . . . Lincoln University . . . . . Allegheny College . . . . . Central Pennsylvania College . . Westminster College . . . . . Central High School . . . . . University of Pennsylvania . . . Pennsylvania State College . . Swarthmore College . . . Washington and Jefferson . . . Nonsect. Luth. Ref. Pres. U. B. M. E. Ref. Presb. Luth. Luth. Nonsect. Friends. Ref. Bapt. Presb. M. E. Un. Evang. Uni. Pres. Nonsect. State. Nonsect. Friends. Presb. Brown University Bapt. SOUTH CAROLINA. Charleston _ _ Clinton . . Due West . . Greenville . . . Newberry _ _ Orangeburg . . Spartanburg _ SOUTH DAKOTA. East Pierre . . Hot Springs . . Redfield . . Vermilion . . . Yankton . . TENNESSEE. College of Charleston . . . Presbyterian College of South Carolina. Erskine College . . . . Furman University . . Newberry College . . . . . Claflin University . . . . Wofford College . . . Nonsect. Presb. Presb. Bapt. Luth. Nonsect. M. E. So. Pierre University . . Black Hills College.. . . Redfield College _ _ _ University of South Dakota. Yankton College _ _ _ Presb. M. E. Cong. State. Cong. Clarksville. Knoxville. _ do . Lebanon . . Maryville . Milligan _. Nashville . _ do . . . do . . . do . Sewanee ... Tullahoma. Southwestern Presbyterian University _ Knoxville College . . . . ; University of Tennessee . . Cumberland University _ _ _ _ Maryville College . . . . . Miiiigan College _ _ _ _ _ Central Tennessee College . . Fisk University . . . . University of Nashville . V anderbilt University . . University of the South . . Jesse Mai Aydelott College . . . . Pr.es.by, Uni. Presb. State. Cum. Pres. Presb. Christian. M, E. Cong. Nonsect. M, E. So. P. E. Nonsect. 1524 EDUCATION REPORT, 1897-98. No. Location. Name of college. Denomination. 431 TEXAS. 437 440 442 Marshall - - Tehuacana.. . 445 UTAH. Salt Lake City . . 446 VERMONT. Burlington. _ 447 Middlebury . 448 VIRGINIA. Ashland . . 450 Charlottesville . . 451 Emory _ _ _ 453 Lexington _ _ _ 456 Salem . . . 457 Williamsburg . . . 460 WASHINGTON. College Place . . 462 Seattle . . 464 Tacoma . . . . 466 Walla Walla . 470 WEST VIRGINIA. Morgantown - - - 471 WISCONSIN. Appleton . 472 Beloit 475 Madison . . 476 Milton . . . 478 Ripon . . 481 WYOMING. Laramie . University of Texas . Wiley University _ _ _ Trinity University . . . . Baylor University _ _ _ Nonsect. M. E. Cum. Pres. Bapt. University of Utah State. University of Vermont Ivliddlebury College _ State. Nonsect. Randolph Macon College . University of Virginia . . Emory and Henry College . Washington and Lee University Roanoke College _ . . . College of William and Mary _ M. E. So. State. M. E. So. Nonsect. Luth. Nonsect. Walla Walla College . University of Washington Puget Sound University... Whitman College . 7-day Adv. State. M. E. Cong. West Virginia University State. Lawrence University.... Beloit College . . University of Wisconsin Milton College . Ripon College . . M. E. Cong, and Pres. State. Bapt. Cong. University of Wyoming State. Location of colleges, by States. State. Total. ! Total ex¬ cluding Roman Catho¬ lic. Total an¬ swer¬ ing. Alabama . . 9 9 Arizona . 1 1 1 Arkansas . . 8 8 5 California . . 15 11 4 Colorado . . . 5 4 3 Connecticut _ _ 3 3 3 Delaware.. _ _ 1 1 1 District of Columbia. _ 5 3 3 Florida . . . 5 4 3 Georgia . . . 11 11 4 Idaho . . 1 1 1 Illinois _ _ 31 26 17 Indian Territory 2 9 Indiana . 15 13 10 Iowa . . . 23 23 14 Kansas . 18 16 16 Kentucky . . 15 14 4 Louisiana . . 9 7 5 Maine . . 3 3 3 Maryland . . 10 6 3 Massachusetts . 8 6 4 Michigan . 11 10 7 - Minnesota. . . . 11 10 5 Mississippi . 5 5 Missouri . 28 25 11 Montana . . . . 1 1 State. Total. Total ex¬ cluding Roman Catho¬ lic. Total an¬ swer¬ ing- Nebraska . . 10 9 5 Nevada . . 1 1 i New Hampshire . 1 1 1 New Jersey _ 4 9 9 New Mexico . 1 1 New York.. . 22 14 10 North Carolina . 13 13 7 North Dakota . . 3 3 2 Ohio . . 38 35 22 Oklahoma. . 1 1 Oregon . 8 8 2 Pennsylvania _ 32 27 22 Rhode Island . . 1 1 1 South Carolina . . 9 9 7 South Dakota, . 6 6 5 Tennessee . . 24 23 14 Texas . 14 12 4 Utah . . . 2 1 1 Vermont . 2 2 2 Virginia. . 10 10 6 Washington . . 9 8 4 West Virginia - 4 4 1 Wisconsin . . 10 8 5 Wyoming . . . 1 1 1 Total . . 481 422 243 It will be noticed from this table that the replies are more numerous from the Northern and Eastern colleges. BIBLE STUDY IN AMERICAN COLLEGES. 1525 Classification , according to religious denomination , of the colleges in the foregoing table.1 CD c3 -4-3 xn o ? o ,s ^ O P, pq 6 CQ w H (=3 < W o £ m © £ 0 to 0 o P M HI £ '3 p tb o O p P '3 P Friends. | K. J <1 cS ■d o O o O O £ a) £ Me. Prot. Ref. Pres. 3 o3 H ‘3 P 0 . » 8 17 li 55 339 13 14 335 20 75 69 135 80 109 258 328 343 190 362 87 208 10 31 24 40 15 345 282 379 41 108 91 344 196 299 273 378 269 43 49 425 68 243 412 52 119 100 363 280 371 460 302 42 48 76 60 329 83 414 95 227 115 311 3S6 342 64 44 72 84 236 103 440 232 117 366 70 54 101 89 399 113 134 331 136 373 08 79 166 102 424 123 151 418 152 125 82 172 112 448 158 176 214 144 99 179 114 451 202 178 217 168 116 180 121 218 191 332 203 156 207 124 237 205 341 215 177 242 128 246 210 234 181 283 138 296 216 368 261 47 292 153 297 259 369 266 155 303 175 347 262 397 295 182 306 201 367 267 4-56 309 194 330 264 308 325 197 374 294 389 351 350 238 390 312 392 403 382 250 396 815 395 405 404 251 442 364 400 420 413 270 476 377] 408 466 431 281 401 416 472 445 284 420 428 478 446 287 437 429 450 290 462 320 470 323 475 326 481 333 336 I 337 ,358 370 380 | ■ 391 398 423 427a 447 j... 457 ...J 30 TT 22 27 9 ! O 4 25 5 3 24 7 16 3 4 4 3 1 1 1 1 2 6 1 The numbers in this table, except totals, are the list numbers used to identify the colleges in the previous list. 1526 EDUCATION REPORT, 1897-98. Bible study in colleges. Denomination. Total number of col¬ leges. Total answer¬ ing. With Bible. Bible required. Bible elective. Required or elective. No Bible study. 30 13 13 17 43 29 14 1 20 5 14 50 22 20 8 16 4 2 Free Will . . . . 2 Methodist Episcopal . 57 27 26 16 13 3 1 Methodist Episcopal, South.. 25 9 6 5 2 1 3 African Methodist Episcopal 4 2 1 1 1 Protestant Episcopal . 5 4 3 2 2 1 1 Presbyterian . . . 40 25 25 25 7 7 0 Cumberland Presbyterian... 7 5 4 4 3 o 1 United Presbyterian . 6 3 3 s Congregationalist . 25 24 23 18 13 8 1 Christian 20 7 7 3 6 o Lutheran . . 23 16 15 14 3 9 1 United Brethren 13 3 3 3 1 1 Universalist . . . 4 4 2 2 2 Friends _ .... _ 7 4 4 3 1 Seventh Day Adventists _ 3 3 3 1 2 Church of God . . 1 1 1 1 1 l New Church 1 1 i Methodist Protestant 2 1 1 1 1 l Reformed Presbyterian . 2 1 1 1 United Evangelical 4 2 2 1 1 Reformed . 8 6 5 5 1 l i Total . . . 243 197 129 108 40 46 A word should be added as regards the construction which the committee have put upon the term “Bible study” in studying the information received. The study may be done in Hebrew or Greek, or in the English Bible; but in order to be admitted into the tables it must be a regular part of the curriculum. If it is by catalogue statement required of all its students, it is included. If not required, it must be regularly elective, and account must be taken of it in some way in the requirement for graduation. We felt justified in rejecting from consideration for purposes of tabulation such statements as this: “The president conducts a voluntary Bible class Sunday mornings,” when no other information is given of the work and its place in the college duties. In order to guard against any misrepresentation in any lists which might be published, we gave the colleges an opportunity, by a special question, to state what outside means are employed in Bible instruction. INFORMATION GATHERED. “NO STUDY” COLLEGES. Of the 243 listed (men's and coeducational) colleges, 46 are without Bible study. Of these, 17 are State institutions, 14 nonsectarian, and 15 denominational. The following is a list of these 46 colleges, together with the remarks made by them by way of explaining, apologizing for, or justifying their lack of opportuni¬ ties for Bible study: 9. University of Alabama. — None. 10. University of Arizona. — “ Prohibited by law.” 11. Arkadelphia. — Would be glad to arrange Bible study, and would appreciate information as to methods. 19. University of California. — ‘ ‘ In State institutions distinctive Bible study is not favored, but in literary classes frequent reference is made to the literary qualities of the Bible. ” 26. T’hroop Polytechnical Institute. — From the catalogue. No other reply made; nothing appears. 53. University of Georgia. — There is a teacher of Bible outside of the faculty. It is proposed to raise an interdenominational fund. BIBLE STUDY IN AMERICAN COLLEGES. 1527 64. University of Idaho. — Young Men’s and Young Women’s Christian Associa¬ tions. No other course thus far. 70. University of Illinois. — The letter was referred to the Young Men's Christian Association, who conduct the only course. 85. Lincoln University.— No regular work as yet. 98. Indiana University. — No Bible work appears in the catalogue. 125. Iowa State University. — No Bible work appears in the catalogue. 152. St. John’s Lutheran. — No Bible course as such in the curriculum. This institution being preparatory to a seminary, the systematic study of the Bible under the head of isagogics is entered on in that department. “We give at least two hours per week in the preparatory department to Bible history, Old and New Testament, guided by text-book; college, freshman, and sophomore years, Luther's Catechism, etc., junior and senior, Greek New Testament.” The president adds: “ If you publish outlines for Bible study in college, I would be glad to get a copy.” 156. Ogden College. — “From lack of funds, we have not been able yet to arrange for a Bible course in the college.” 175. New Orleans University. — Bible is taught in the preparatory department. A theological course is advertised, but no students are recorded in that course. 177. Tulane University. — “I shall be glad to learn of any practicable plans to promote Bible study.” 179. Bates. — President Chase replies that they have Bible study. As it is explained, however, it falls in the class of extra-curriculum study. There is a required course in ethics, and there are large voluntary classes in Bible conducted by Professor Purinton, of the (Cobb) Divinity School. 181. St. Johns College. — The president teaches a Sunday Bible class. 250. Washington. — Constitution forbids instruction “either sectarian or relig¬ ious, or partisan in politics,” etc. Charter forbids instruction “either sectarian in religion or partisan in politics,” etc. * * * 266. State University of Nevada. — “I regret to say that there is no Bible instruc¬ tion in the university.” 280. St. Lawrence. — The catalogue has no hint of Bible study. The religious attitude of the university is shown by required church and chapel attendance and by the fact that they have a theological department. 290. New York University. — None. 802. Catawba. — No study. 308. Fargo. — Requires it of preparatory students, but has no course in college. Number of students of college grade, 4. 309. University of North Dakota. — “ Forbidden by law; ” “no instruction either sectarian in religion or partisan in politics shall be allowed in any department of the university.” There are simple religious exercises each day and voluntary Bible classes Sunday evenings. Attendance is gratifyingly large, including most of the Roman Catholics among the students. 311. Buchtel. — Does not report Bible study. 343. Urbana College. — Bible study seems to be completed in the preparatory depaitment; in the college, theological instruction takes its place. 345. Wilberforce University. — None. 350. University of Oregon. —No study. 358. Western University. — None. 880. Central High School, Philadelphia (collegu grade). — None. 385. Pennsylvania State College (land grant). —Catalogue makes no statement. It is known that the professor of English includes a study of Job in one of his courses. 391. College of Charleston. — None. Letter gives no explanation. 413. University of Tennessee. — Catalogue shows none. There is a Young Men’s Christian Association. 424. Vanderbilt. — “We have often discussed the matter, and are desirous of introducing an elective in Bible study.” 425. University of the South.— None in the catalogue. 427a. Jesse Mai Ay delott. — None. 431. University of Texas.— Catalogue shows none. There is a Young Men’s Christian Association. 1528 EDUCATION REPORT, 1897-98. 445. University of Utah. — Catalogue shows none. There is a Young Men’s Christian Association. 446. University of Vermont. — President conducts a Bible class Sundays. 447. Middieburv College. — None. 450. University of Virginia. — No official provision, but much interest on the part of some teachers and students. Professor Willett lectures. 451. Emory and Henry College. — “ I desire to make Bible study, as soon as prac¬ ticable, a part of the curriculum.’’ 457. William and Mary College. — None; they rely on outside aids. 462. University of Washington. — Catalogue shows none. 476. Milton. — None. 481. Wyoming University. — All instruction in religious matters is voluntary. No Young Men’s Christian Association as yet. 238. Doubtful if any. The number of students in the colleges listed above which have no regular study of the Bible in the curriculum is a little less than 8,000. The average number in each college, 175. Colleges ( for numbers see list above) with required , elective , and no — Bible study. Required. Elective. ai o £ Required. Elective. None. Required. Elective. None. o' ® Elective. None. Required. Elective, j None. 3 98 208 323 397 g 99 210 325 398 10 100 214 326 399 11 101 216 216 328 328 400 13 102 217 329 329 401 14 14 103 218 218 330 330 403 15 106 227 331 331 404 17 109 237 237 332 405 20 20 112 238 333 333 403 24 24 113 113 242 335 412 26 114 243 243 336 336 413 31 115 246 337 414 414 34 116 250 341 416 35 117 251 342 342 418 36 119 258 343 420 39 121 259 259 344 421 40 122 261 345 423 41 123 262 347 347 424 42 124 J 264 350 425 43 125 266 351 427a 44 128 128 267 267 358 428 47 134 134 j 269 359 359 429 48 135 270 270 362 431 49 49 136 273 363 363 437 52 52 138 138 280 364 440 53 144 281 366 442 54 151 282 367 367 445 55 152 283 368 36b 446 1 60 153 284 370 370 | 447 64 155 287 371 448 65 156 290 373 450 j 68 68 158 292 374 451 1 69 166 294 375 453 70 ! 169 295 377 456 72 1 174 296 378 457 75 175 297 297 379 460 76 176 299 380 462 79 177 302 382 464 80 178 303 385 466 I. 82 179 306 306 386 470 I 83 180 308 389 471 471 84 181 309 390 472 472 I 85 182 311 391 475 87 190 190 312 392 476 89 205 315 395 478 478 91 207 j 207 320 396 481 95 Totals: Required, 129; elective, 103; none, 46. Total with Bible. 197. BIBLE STUDY IN AMERICAN COLLEGES. 1529 STATE INSTITUTIONS AND BIBLE STUDY. Alabam a. — N one. Arizona. — Prohibited by law. Arkansas. — No State institution reporting. California. — i£In State institutions distinctive Bible study is not favored, but in literary classes frequent reference is made to the literary qualities of the Bible.” Colorado. — Hebrew appears in the catalogue. Connecticut. — No college. Delaware. — No State institution reporting. Florida. — No State institution reporting. Georgia. — Teacher outside of faculty. Proposal is made to raise an interdenom¬ inational fund. Idaho. — Young Men’s Christian Association and Young Women’s Christian Asso¬ ciation. No other courses thus far. Illinois. — Letter was referred to the Young Men’s Christian Association, who conduct the only courses. Indiana. — No Bible work appears in the catalogue. Iowa. — Catalogue shows no Bible. Kansas. — Two Greek classes use Greek Testament for sight reading. Occasion¬ ally there is a regular class in Greek Testament. The professor of English litera¬ ture lectures on English Bible; Greek professor on origin of the Bible. Young Men’s and Young Women’s Christian Associations. Kentucky. — No State institution reporting. Louisiana. — Stevens and Burton's Harmony of the Gospels one hour weekly is studied. No examination. Aim, devotion and culture. Assigned to suitable teacher. Next year we want to introduce Burton’s Letters and Records of the Apostolic Age. We find the course of study we are pursuing a good one. Maine.— No State institution reporting. Maryland. — No State institution reporting. Massachusetts. — No State institution reporting. Michigan.— Courses of Biblical literature in Young Men’s Christian Association building through the voluntary agency of the Church of the Disciples, who have established chairs here for that purpose, and have done a great deal of good here for the last few 3Tears. “Students (I think) pay a small fee.” Endowment courses of lectures have also been established by an Episcopal guild and also by a Meth¬ odist guild. Catalogue shows several Hebrew and Hellenistic Greek courses. Minnesota. — Hebrew and history of the Hebrews. Mississippi. — No information. Missouri. — New Testament Greek. Disciple Bible college in connection. Work there is not counted on a degree. Episcopal guild to be established. This idea is gaining ground in Missouri. The president of the Bible college writes that credit is given for time spent in that college. This has 100 university students (50 from the law department) taking two to four hours of work in the Bible college. Montana. — No State institution reporting. Nebraska. — New Testament Greek; Old Testament literature. Interpretative study of Old Testament poetry and characterization, one semester. Led by Eng¬ lish literature teacher. Nevada. — “I regret to say that there is no Bible instruction in the university.” New Hampshire. — No State institution reporting. New Jersey. — No State institution reporting. New Mexico.— No State institution reporting. New York.— No State institution reporting. North Carolina. —Catalogue statement: New Testament Greek, two hours per week. Literary study of the Bible. For graduates, critical survey of one or more books. Influence of the Bible on literature and development, by professor of English; not given every year. The professor of history lectures on New Testa¬ ment history to the Young Men’s Christian Association. This can not be counted toward a degree. North Dakota. — “Forbidden by law.” “No instruction either sectarian in reli¬ gion or partisan in politics shall be allowed in any department of the university.” 1530 EDUCATION REPORT, 1897-98 Ohio. — No information. Oklahoma. — No information. Oregon. — No study. Pennsylvania. — Elective (1897-98) to juniors and seniors, by Dr. T. H. P. Sailer. Two hours per week. “Introduction to Bible” for those not prepared to study it in the original. Rhode Island. — No State institution reporting. South Carolina. — No State institution reporting. South Dakota. — Biblical literature, four hours, twenty-four weeks, offered for the last three years. Elected only once, and then by 16 or 18 students. Aim: culture, literary, archseological, scientific. Two professors. Tennessee. — Catalogue shows no work. Young Men’s Christian Association. Texas. — Catalogue shows no work. Young Men's and Young Women’s Christian Association. Utah. — Catalogue shows no work. Vermont. — President conducts Bible class on Sundays. Virginia. — No official provision, but much interest on the part of some teachers and students. Professor Willett. Washington. — Catalogue showTs none. West Virginia. — Bible is taught only as a literary book, and Bible ethics as a part of general ethics. Wisconsin. — Hebrew and New Testament Greek courses are numerous. Also there is listed under Hebrew: Isaiah, literary and historical study, two hours. History and geography of Palestine, one hour. In these there is no knowledge of Hebrew required. Wyoming. — All instruction in religious matters is voluntary. No Young Men’s Christian Association as yet. COLLEGES HAVING BIBLE STUDY. Of the 243 colleges in the list 197 report Bible study as a part of the curriculum. These are divided between required and elective work, as follows: Requiring Bible work _ _ _ _ _ _ _ . _ 129 Not requiring, but offering as an elective . . . . . 68 Total _ 197 Requiring some and offering more as elective . . . .... 40 Not requiring, but offering as an elective . . . . . . 68 Total offering Bible study as an elective . . . . 108 REQUIRED BIBLE STUDY. One of the special points of interest in our investigation was the mode of instruc¬ tion in required Bible courses. The number of hours per week devoted to the study in the colleges which make a requirement in Bible is shown from the follow¬ ing table: Unknown . . . . . . . . . . . ... 12 One-hour courses . . . . . . . . . . . 67 Two-hour courses . . . . . . . . 23 Three-hour courses _ _ _ _ _ 12 Four- hour courses . . . . . . . . . . 5 Five- hour courses _ _ _ _ _ _ _ 17 There are one and two hour Bible courses in 90 colleges and three, four, and five hour courses in 34. BIBLE STUDY IN AMERICAN COLLEGES. 1531 The 84 which adopt the method of frequently occurring exercises are named in the following condensed list, arranged by States: Colleges having three, four, and five hour courses. Arkansas . Arkansas College, Philander Smith. Colorado . . ..Presbyterian College of the Southwest. Illinois _ _ Hedding. Blackburn, Carthage, Lake Forest, IVlcKendree. Iowa _ Charles City, Amity, Simpson, Tabor, Wartburg. Maine. . . . . Bowdoin. Missouri _ Christian University. Nebraska _ Doane, Gates, Nebraska Wesleyan. North Carolina ..Biddle, Davidson, Shaw. Ohio _ _ Findlay, Hiram, Marietta. Muskingum, Oberlin. Pennsylvania . .. . Grove City. South Dakota .Black Hills, Yankton. Tennessee. _ Southwest Presbyterian, Milligan, Fisk. Washington _ Walla Walla. Wisconsin . Ripon. There are two-hour courses of required work in the following colleges: Colleges having two-hour courses. Colorado.. _ Presbyterian College of the Southwest, Illinois . . . . . Chaddock, August-ana. Iowa _ Upper Iowa, Simpson, Western. Kansas _ Baker. Minnesota _ St. Olaf, Macalister. Missouri . ..Westminster. New Hampshire .Dartmouth. North Carolina.. Biddle, Davidson, Wake Forest. Ohio _ Lima, Otterbein. Pennsylvania _ Ursinus, Thiel. Tennessee _ Central Tennessee College. Washington _ Puget Sound. Wisconsin . .Lawrence. The following colleges require Bible study in one-hour courses (i. e. , one period per week) . There are appended some remarks made in their letters or cata¬ logues, bearing on the preparation required for the lessons, and upon the value of one-hour required courses: 17. Philander Smith. — Twenty minutes each day throughout the course. The Greek Testament is taught in autumn of sophomore year. 20. Pomona. — One hour through the course. Two hours’ preparation required and examinations. ‘ ‘ Frequent testimonials and clear evidence of real and impor¬ tant value.” Aim is culture, with strong devotional bias. Electives are also offered. 39. Trinity. — Held Monday morning. Great value. 44. Gallaudet. — Practically is a Sunday-school class. On the whole it is satis¬ factory. 47. Howard. — Freshman year, two terms. Also a Sunday-school class for boarders. 54. Atlanta, — Little preparation, and little value. 60. Emory. — Wonderfully successful, intellectually and religiously. Old and New Testaments are used. Through the course. 87. Northwestern College. — Through the course. Old and New Testament. 95. Wheaton. — Recitations and examinations. Very helpful. “ We XDropose to be more exact in requirements.” 102. Hanover. — Held Sunday. It is valued highly. 109. Earlham. — Required of nonresidents. Preparation voluntary; no exam¬ inations. 113. Coe. — One hour of preparation required. Use the Blakeslee method. “Formerly we used Smith; now the Bible.” 1532 EDUCATION REPORT, 1897-98. 116. Amity. — Their one-hour course is in New Testament Greek; required of sophomores. 123. Lenox. — Preparation and examination as in any other course. An improve¬ ment is noticed in college morals. 128. Cornell. — One-hour course on the Acts. (Possibly not required.) 136. Midland. — One hour for three years. Senior year, comparative religion and evidences of Christianity. Bible classes like other classes, except that there are more comments by the professor on the text. 155. Berea. — Lectures and examinations. 158. Center College. — Lectures and examinations. Through the course. Old and New Testaments. 166. Bethel. — Required of every student. Value, as judged by the interest of the students, is considerable. No examinations. Obligatory feature on account of the importance of Bible in literary course; but compensated for by giving credit in excess of time and labor given to it, as compared with o':her studies. Aim is culture, not excluding devotion. This depends on the current sentiment in college. Many have not studied, some not read, the Bible before coming. Would like to know best books and plans. We favor direct contact with the Bible. We have advanced; present state tentative. Some professors report their Bible classes to be their best. 176. Straight. — Weekly, three years. 202. Alma. — Preparation and examinations as in other course. We think highly of the work. No other influences character so much. 205. Benzonia. — “One hour a week through the course,” is the reply; but only freshman year is devoted to Bible study; the rest is church history and evidences. 207. Hillsdale. — Examinations as in other courses. Seventy per cent is passing mark. Highly valuable. 208. Hope. — Examinations as usual. Seventy per cent is passing mark. 210. Olivet. — Freshmen, New Testament ethics; sophomores, planting and devel¬ opment of Jewish and Christian Church; juniors, evidences; seniors, doctrines and duties of Old and New Testaments. Aim, culture, with strong devotional element. 216. Carleton. — Freshmen and sophomores. Good grades are made. 236. Central. — “Some students, the best, appreciate the work; others study it because they are obliged to. It is taught for its religious influence.” 246. Park. — Freshman and sophomore years. The theoretical has been separated from the devotional since 1890. 243. Missouri Valley. — Entrance requirements in Bible. One hour through the course. Endowed professorship. Usual academic methods. 251. Drury. — Two terms at least, each year, through most of the course. This includes, however, other religious instruction besides Bible. 269. Rutgers. — English Bible and evidences required for seniors. 281. Hamilton. — Through the course; systematically arranged. “We like the plan.” 296. Biddle. — All freshman and sophomore and part of senior year, one hour; otherwise two and three hours. 299. Guilford. — Through the course. At least one hour of preparation. Aim, devotion and culture. “We value Bible work highly.” 320. Cincinnati. — No definite information. 323. Western Reserve. — Freshman year. Two hours’ preparation and semi¬ annual examinations. “Value great, if teaching is good.” 329. Kenyon. — Freshman year. Preparation similar to that for other studies. 330. Denison. — Greek Testament, two terms. “We do not feel the need of an English Bible chair. ” 342. Heidelberg. — Two terms first three years. Study is growing more thorough. 347. Wooster. — First two years. Two hours’ preparation; examinations. No question of the value of required Bible study. “The confessedly religious and denominational basis of our organization prevents the question. Bible is the best means to character, culture, and strong life.” 351. Pacific. — Through the course. Aim, to learn the contents of the Bible. The Young Men's Chr; flian Association does the devotional work. 362. Geneva. — Preparation as for other courses. Aim, information, inspiration. BIBLE STUDY IN AMERICAN COLLEGES. 1533 363. Moravian. — Freshman year. Most of the students study for the ministry. 367. Lafayette. — Three years. Presumed to require two hours’ study Sunday afternoon. Cheerfully attended, decorous, thoughtful. 38S. Pennsylvania. — Freshman and sophomore years. Preparation as for other studies. Also a Sunday school. 371. Haverford.— Through the course. Regular work required. Highly valuable. 373. Franklin and Marshall. — Freshman year. 375. Lincoln. — through the course. Memorizing is emphasized. On entrance an examination is required on Genesis and Mark. (College is for negroes.) 379. Westminster. — One term each year. 389. Washington and Jefferson. — Through the course; $100 prize for excellence in Bible study. 395. Erskine. — Four years’ course. Graded as in other studies. Sunday. Grow¬ ing appreciation of the work. Aim, devotion and culture. 396. Furman. — Some are interested; others would gladly be excused. Bible Union lessons used. “I am exceedingly anxious to find out the best method of securing effective Bible study, and will hail any light on this matter. More reci¬ tations are needed; can be secured by making part elective or by substituting Bible for something else.” 397. Newberry. — Each class one hour. Recitations. 398. Claflin. — No previous study. Forty- five minutes daily devoted to Bible reading and study. Aim is devotional. 399. Wofford. — Half hour a week. The time is so short that no effort is made to make the exercise a drill. Practical aims are sought. 400. Pierre. — One-half hour, including chapel service. Probably more time will be given; more class work done. In the newer West we can not bring Bible teaching into very close class work. To secure the largest attendance we must use more general methods. 412. Knoxville. — Forty-minute periods. Through course. Aim, good Chris¬ tians and good citizens. Examinations. A change from weekly to daily recita¬ tions is seriously considered. 414. Cumberland. — English Bible is a department of the English literature work during freshman year. 416. Maryville. — Through the course. Students take the work cheerfully and with interest for the most part; promotes seriousness and dignity. We think the moral and religious tone has been elevated; conversions multiplied; growth in grace of students and teachers promoted. Regular Bible work was introduced in 1889. All teachers participate and grow more expert each year. Young Men’s Christian Association is somewhat under the influence of Mr. Moody's methods. 428. Greenville and Tusculum. — Forty-five minutes. Through the course. ‘•Would like to have a good text-book. None of the several which I have seen satisfy me.” 429. Washington. — Forty-five minute periods. Of great value. “Teaching is now distributed, but we will probably arrange to have one man do all the work.” 440. Trinity. — Bible lessons in chapel, varied and adapted to the several grades of students. 456. Roanoke. — Sophomore year. Required work is not generally popular. Most work is done by Young Men’s Christian Association. 466. Whitman. — Through course. Inductive study of the Bible. 472. Beloit. — Monday morning. Courses well organized. Number of students in colleges requiring Bible work is: Men, 10,645; women, 2,720; total, 13,365; average, 104. It is, then, the smaller colleges which require Bible. WHAT IS THE REQUIRED WORK? Of the 129 colleges it is stated that Old Testament study is required in 49; New Testament in 77; using Greek New Testament alone, 13; using Greek in part, 9; Old and New Testaments, 40; Old Testament alone, 4; New Testament alone, 26; choice offered, 2 or 3. In these it usually occurs that the Testament which is omitted has been studied in the preparatory department. Old Testament history is, it seems, more frequently taught there than any other part of the Bible. 1534 EDUCATION EEPORT, 1897-98. More than one-third of the colleges do not state in the catalogue or in their let¬ ters what part of the Bible is covered by the required work. Some of the one- third follow the Sunday School lessons. Some use a text-book and follow that. Biblical history is most frequently studied. Different periods of the Old Testa¬ ment times are not commonly separated in titles of courses. The Maccabean period is once specified. The New Testament history is divided into life of Christ (gospels, harmony) and Acts (Paul, early church history, propagation of the gospel, etc.). Almost all who make their requirement in Old Testament require Old Testament history. Biblical introduction is not known very widely as a sci¬ ence. Geography and antiquities are mentioned about six times. Introduction about as often. Outlines and analysis five times. History of the English Bible once. The Bible as literature is specifically mentioned three times. VALUE OF REQUIRED WORK. Only 33 answer the question. Twenty-four of these answers are from colleges having one-hour courses. Eleven say the value is great; 1, great if teaching is good; 1, helpful; 1. good grades are made; 1, growing appreciation; 1 , considerable; 2, some interested, some not (more hours needed) ; 1, taken cheerfully for the most part; 1, unsatisfactory; 1, not popular; 1, little; little preparation; made a required subject last year; 1, dGes not knowhow much knowledge is gained, but it gives the professors a chance to reach the students; 1, changed to elective last year. Five answers from two-hour course colleges say that they are valuable, appre¬ ciated, popular; a three-hour course college says decidedly valuable: 3 four-hour, profitable, useful, helpful; 2 five-hour, high, incalculable. In addition to these few specific answers to the question as to the value it is to be noted that the one-honr plan is the older one, and that accordingly any change from that plan in favor of a larger number of hours per week is evidence of dis¬ satisfaction, more or less pronounced, with the older method. At least they were searching for something more valuable. ELECTIVE BIBLE STUDY. The interest of the committee centered in the minimum rather than the maxi¬ mum of Bible study. The information gained shows that the elective courses are found chiefly in the larger and better-equipped colleges, those which are the lead¬ ers in methods. The elective courses reveal in their subjects and methods the influence of competition with other academic courses, and offer fewer peculiar or questionable methods than is the case with the required courses in other colleges. The present report has not been developed in further detail. The average number of students in colleges where Bible is offered only as an elective is 353; total number of students in them, 23,967. Average attendance in colleges offering Bible either as required or elective work, 190. TEACEIVG FORCE. The inquiry concerning teaching force was answered by 142 colleges: All teach in _ _ _ _ _ _ _ _ Work assigned to from 1 to 9 teachers _ _ _ _ Stated to be done by 1 man (or several, if the work is more than 1 man can do) . Of these there are special professorships (alone, or with evidences or ethics; perhaps the professor does other work, but this is his chief work) in _ Attached to some other chair in . . . . Not stated what other chair . . . . . . . . Philosophy . . . . . . . English . . . . . . . . . . . Taught by the president in. _ _ _ _ _ _ _ _ _ _ 6 37 92 26 25 6 11 8 BIBLE STUDY IN AMERICAN COLLEGES. 1535 Taught by the pastor . . - . . . . . — . . 2 Taught by the chaplain _ _ _ _ _ 1 Taught by the lecturer _ _ 1 Taught by the professors in attached seminary _ _ 14 The following are the facts about Bible study in 9 of the 15 colleges for women, Division A. 1. Mills. — One hour per week required of juniors and seniors. Outlines of Bible study, using Steele’s book. (This course, in addition to Sunday work in the col¬ lege Sunday School. ) One and a half hour's preparation is estimated for each les¬ son, conducted by the president and the pastor of the college church. Increase in thoroughness of work is a recent improvement. There are also courses of (out¬ side) lectures on the Bible as literature. Our Bible work seems valuable. 2. Rockford. — One hour a week, freshman and sophomore years. One and a half hours’ preparation. Regular work of teacher of philosophy. Have just been obliged to drop required Bible for juniors and seniors. This was on account of the many subjects in the curriculum for required study. 3. Smith. — Required work for freshmen, one-half year; sophomores, whole year; juniors, one-half year — all one hour. Kept one hour by reason of the numerous difficulties of making a change, which is in itself desirable. Elective work is well, increasingly, elected. The department is of equal dignity with others. One teacher in eharge. Sophomores and juniors taking their electives are excused from their required work, in order to get them out of the one-hour courses; these are unsebolarly and inefficient and opposed by a majority of the faculty. 6. Mount Holyoke. — Required , one h onr a week for the first three years. Seniors have theism. Two hours’ preparation, examinations, etc. Aim, culture and in¬ formation. Elective work offered next year for the first time. Special chair of instruction in biblical literature. It is proposed to offer choice in the required work. The great question in college Bible study is one of method — method of conducting classes and of directing individual work of students. 7. Wellesley. — Required, one hour in freshman and sophomore years each; two in junior year. Juniors may choose between seven parallel courses. Preparation same as for other work. Aim, culture or general education. Work done by a eorps of instructors designated wholly for this work. The department of biblical instruction has been recently organized. Much devotional study of the Bible among the students. Numerous electives open, with credit on degree. 9. W ells. — Required, one hour a week of freshmen and sophomores. Two hours of preparation, with rigid examinations. Electives offered to juniors and seniors. Largely elected. The biblical department was specially organized recently, and is in charge of a specially trained professor. 12. Yassar. — Have depended thus far upon lectures by specialists, given Sunday evenings ; attendance of all students expected. “ W ill not say that we are satisfied with the method, for there is no way of testing the results, except as the students organize for speeial supplementary studies. However, I know of no better method than this, unless we are able to secure a special student of the Scriptures, who can offer attractive elective courses as well as a general prescribed course for the freshmen.” The difficulties of arranging the curriculum are to be considered in this connection. 13. Cleveland College for Women. — Required for first three years, two hours’ preparation and examinations as usual. No devotional aim. 14. Bryn Mawr. — Required once a week through the year, u Biblical literature. ” Numerous elective courses one and two hours a week. Required work is taken usually in the junior or senior year. Preparation the same as for other work. We regard it as of great value. Primary aim of biblical work is cultural, inci¬ dentally devotional. Special chair of instruction. 1536 EDUCATION REPORT, 1897-98. 15. Randolph-Macon. — Definite Bible instruction only on Sundays, when the students meet the various professors, who present studies in various lines of Bible literature. REVIEW OF THE SITUATION. The conditions are most hopeful. The larger colleges— those best organized for work — are giving gratifying attention to Bible study. Many of the smaller colleges are doing their best. A number express their desire to do more, signifying their purpose to develop the work as time and money and students increase. Some very frankly express their ignorance of the best methods, and say that they will gladly welcome any suggestions for improvement. We regard the number and character of the responses received to our circular as in themselves indicative of considerable interest in the matter. There is a disposition on all sides to increase the amount and quality of the work done. It is coming to be more on an equality with other departments. Recent appointments of special teachers are reported. Tentative instructorships are being made permanent. Some of the State institutions have regular work. Others report themselves as being in sympathy with Bible study, and rely upon and actively cooperate with outside efforts to accomplish the desired ends. On the other hand, it is evident that there is still great need of such efforts as this Institute stands for, and a great opportunity to secure still further gains. Many, though by no means all, of the colleges which do not reply doubtless have little or no Bible study to report. There are colleges which make a report, though that has to be “ no study.” There are many schools where the so-called Bible instruction is distributed among the members of the faculty, with results which are inevitable. Too many answer our questions as if we were inquiring about common Sunday school classes. From the answers received there is more than a suspicion warranted that the typical one-hour course is little more than the average Sunday-school class in method of conduct, dignity, and results. Add, however, to such a class the element of required attendance and we would expect to find what is stated in some instances to be the case, that the value is questioned, results indifferent, interest slight. “No preparation,” “preparation slight.” ‘ 4 preparation voluntary,” “one hour’s preparation is expected ’’—such phrases show the character of the work. Some who reply seem not to understand what Bible study means. They include in their statements evidences, church history, and ethics. One replies that they have Bible study one hour a week through the course, when only the freshman year is occupied with strict Bible study. The State colleges are, or think that they are, hindered by law from doing Bible work — a condition which may be improved. The history and literature of the Hebrews and the Jews may and should be studied as other history and literature is studied. The peculiar religious element need not be dealt with, and modern sectarianism is not found in the Bible. Such a large and influential portion of universal history and literature should not be ignored, or information about it be left to chance instruction. SUGGESTIONS.1 From the answers received, the committee feel justified in offering the follow¬ ing suggestions to the Institute: 1. The aim should be some Bible work in every college in the country, State institutions included. 2. Bible study should be conducted in the best modern way, with the use of the best books, and with the most skillful teachers obtainable. It is important that 1 It may be observed that the necessary limits of this report render it impossible to present all the data upon which these suggestions are based. The subject has been fully considered, and the suggestions seem naturally to follow from the facts. BIBLE STUDY IN AMERICAN COLLEGES. 1537 the colleges understand that modern methods and radical higher criticism are not synonymous. 3. Except under peculiar conditions the Bible itself should be studied, other text-books being used only to direct attention to this book itself. 4. A clearly-drawn line should separate Bible study as an immediately devo¬ tional exercise from Bible study as a part of the college curriculum. 5. The Young Men’s Christian Association is well equipped for furnishing Bible* work of a devotional nature, ancfis heartily to be commended to the colleges for that purpose. We make this suggestion with the more emphasis, because if the* devotional work is given into the charge of this or some similar agency the prob¬ lem of Bible study in the curriculum, for which credit is to be given toward an academic degree, is much simplified. 1 6. The Young Men's Christian Association courses, or whatever other outside* organization is in the field, or is brought in, should not supersede all curriculum courses. There is real and abundant need of both. The value of each is impaired: if it is to do duty for both; while if each restricts itself to its own sphere, they may- supplement each other perfectly. 7. The college Bible course should be so free from avowed and direct devotional* aims, that the teacher can demand as thorough work as in any college courser- Bible study will then take its place as a worthy part of the curriculum. When the* student has joined the class, attendance, preparation, recitations, tests, examina¬ tions, theses, should correspond with those demanded in other college work. 8. The college should create as soon as possible a department of Bible study" on a par with others, though the amount of work offered at first be small. 9. The teaching ought to be done by some one (or more, if the work to be done* is more than one man's work) who is equipped for this work with the same thor¬ oughness as is demanded of teachers in other departments. The committee would certainly not overlook the important influence upon the teachers, as well as upon; the students, of the enlistment of the whole teaching force in Bible instruction.. The assignment of the systematic curriculum work to a trained specialist should not and will not interfere with extra-curriculum devotional Bible classes led by" the several professors.2 10. The committee agree heartily to recommend that one-hour courses be made at least three hours a week, in order to secure for them fuller recognition, closer application, more definite aim, and a better outlook for the elective work which should, and very often does, follow. We recommend this, even knowing that in most cases the work must be confined to fewer weeks. But conditions differ, and we do not feel ready to reject as valueless all one or two hour courses. After all,, the character of the work done is the chief thing, and it may be that insistence* upon three, four, and five hour courses would prove an artificial and needless con¬ dition. It is our judgment, however, that there is more than an accidental connection between one-hour courses and the Sunday School-like methods of the- past; and that the easiest way to elevate the style of instruction in Bible is to con¬ centrate the work. A one hour course is often, perhaps usually, regarded as an 1 The committee are glad to draw attention to a very careful statement secured from Mr J, R. Mott, summarizing and characterizing the work of the college department of the Young: Men’s Christian Association. Attention is called also to the reports printed in the Young Men’s- Christian Association Yearbook. Their statements of work done amply justify the claim made for them above, that they are well equipped for the kind of Bible work to which allusion is made. 2 It will not be misunderstood that we urge less Bible study of a devotional character, or Bibles study that is less devotional, among college students; on the contrary, we would organize it ins such a way that it can become, and can be kept, truly devotional. The recommended distinc¬ tion between curriculum study and extra-curriculum devotional study is not made until we- are sure that there are agencies in the field entirely competent, with the counsel of individual professors, to conduct courses of this character in a way to secure the best possible results. ED 98 - 97 1538 EDUCATION REPORT, 1897-98. extra, which must not be allowed to interfere with the regular five hour courses. So long as, and in so far as, one hour Bible courses are thus originated, and an entrance is granted only grudgingly to the Bible as a study, results will certainly not be satisfactory. It is absolutely essential that the importance of the study be conceded and maintained by the college authorities. This being the attitude, the one hour feature is not an unsurmountable difficulty. If the conditions seem to require it, a weekly exercise can be made a success; experience has abundantly proved that. The committee makes this explanation in order to avoid discouraging the many colleges where better arrangements can not at present be made. 11. The committee has no recommendation as to required versus elective Bible courses in college. The conditions in and around one college differ so largely from those of another that each must probably think the matter through for itself. One college finds required work satisfactory from every point of view. Another finds it the opposite; students and teachers dislike it. One (a unique one, indeed) is just making its work required. Another is making its work elective. It would seem a natural outcome of the careful differentiation of devotional study of the Bible from the curriculum study, which has been recommended above, that an important objection to the requirement of Bible study from college students disappears, viz, that it interferes with the sovereign rights of an Ameri¬ can. It seems that a boy reaches the age of consent earlier in religious matters than in intellectual. Horace’s Odes and Greek philosophy, but not the Psalms or the teaching of Jesus, may be required studies for him. On the other hand, the absence of the strictly devotional element would for many destroy the chief argument for making Bible study required. It would seem, however, that moral and religious profit from the study of the Bible does not disappear with the disappearance of the immediately devotional element; that Bible truth presented without appeal or invitation, presented as judicially as pos¬ sible; that the facts of the Bible, recited as the facts of profane history are recited; that the ethics of the Bible, studied as any other subject is studied (and no con¬ scientious scruples, however abnormally developed, can reasonably stand in the way of such treatment), ought to form in the end as potent an influence over thoughtful men and women as could be demanded. 12. Bible study in State universities should receive more detailed study. It is in order, however, to state our conviction that State enactments against biblical instruction are directed against it as it was formerly given, and that with the rise of the new methods of study of the Bible, and with the training of men ready and fitted to conduct it with entire respect for the religious scruples of students and parents, just as a novel may be studied without the inculcation of all the follies of its characters, or as historical study does not compel us to adopt the vices of its heroes, abundant freedom may be had for Bible study. It is a sad commentary on former methods that the phrase prohibiting teaching which is “sectarian in religion ” should be quoted as forbidding Bible study. Doubtless the legal diffi¬ culties differ in the various States. It may well be that the use of State funds for the salary of a teacher of the Bible would be illegal, whereas the State could not decline to receive and administer gifts to endow such a chair. It may be that the time has not yet come when it would be fitting to press the claims of formal Bible study upon certain State institutions. Meantime, there is an abundant opportunity, with rare, if any, exceptions, to include Hebrew history in ancient history, biblical masterpieces of literature in literary courses, biblical ethics in general ethics, until, in entire conformity to law, the students are put in posses¬ sion of a fair knowledge of Bible facts. CHAPTER XXXII. THE BIBLE IX THE PUBLIC SCHOOLS AXD STATE UNIVER- SITIES. I. — Report concerning Bible reading in the public schools of the United States, prepared by Elizabeth B. Cooli, president Chicago Woman’s Educational Union. (1) Origin of the investigation. (2) Detailed report, by States, of the present practice relative to Bible reading in the public schools. (3) Tabulated summary of statements made by school superintendents. (-1) Readings from the Bible selected for school. II. — The Bible in the public schools; from an address by Dr. A. P. Peabody, of Harvard University. III. — The English Bible and State Universities, by Rev. Dr. Young, field secretary of the Chris¬ tian Woman’s Board of Missions. In May, 1898, the Chicago Woman's Educational Union requested its president to prepare a statistical and historical report concerning Bible reading in the pub¬ lic schools of the United States. In compliance with the request, letters of inquiry were sent to the 45 State superintendents of schools, all of which, with two excep¬ tions, have been answered. Two forms of blanks were sent to county and city superintendents of schools, one containing the following questions, the other two less: Are portions of the Bible read regularly in all the schools of your city? If not, is the Bible read in part of them? If read, for how many years has this been the custom? If not, was it formerly read there? For how many years? Is there a rule of your board on this matter? Although many of these blanks reached the superintendents after their schools were dosed for the summer and many school officers had no accurate data upon the subject, replies were received in response to these inquiries from every State of the Union. The earnest and cordial spirit pervading these returns was notice¬ able. Dividing the United States for convenience into the North and South Atlantic, the South and North Central, and the Western portions, their attitude toward Bible reading in the public schools is found to be as follows: NORTH ATLANTIC DIVISION. Hon. W. W. Stetson, State superintendent of schools, Augusta, Me., reports in general as follows: I am very happy to be able to report that the opening exercise in most of the common schools of this State consists of reading a passage of Scripture by the teacher and repeating the Lord’s Prayer by the teacher and pupils. This custom is so general that I think it is unnecessary to attempt to collect any statistics upon this matter in this State. Reports from superintendents and school officers from 9 of the 16 counties in Maine, received since June 17, 1896, state that there is Bible reading in every school. In the tenth, teachers read or not, as they please. 1539 1540 EDUCATION REPORT, 1897-98. As soon as the Pilgrims penetrated the wilds of Maine and established schools, the Bible was the Book essential. Through public spirit and respect for the Gov¬ ernment, in whose interest public schools are administered, daily reading of the Bible has been maintained for two hundred and seventy-one years. The rule for the opening exercises in the schools of Portland, Maine’s chief city, is as follows: Reading of select portions of Scripture by the teacher and the repeating of the Lord’s Prayer kin concert by the pupils shall constitute the opening exercises of the schools. The practice of the school teachers of Maine is in harmony with the decision of Justice Appleton, which was concurred in by the entire bench of seven members of the supreme court of Maine (see 38 Maine, 379). The Maine court says: If the Bible, or any particular version of it, may be excluded from the schools because its teachings may be opposed to the teachings of the authorities of any church, the same result may ensue as to any other book. If any one sect may object, the same right must be granted to others. This would give the authorities of any sect the right to annul any regulation of the constituted authorities of the State as to the course of study and the books to be used. It is placing the legis¬ lation of the State, in the matter of education, at once and forever in subordina¬ tion to the decrees and teachings of any and all the sects, when their members conscientiously believe such teachings. It at once surrenders the power of the State to a government not emanating from the people nor recognized by the con¬ stitution. * * * As the existence of conscientious scruples as to the reading of a book can be known only from the assertion of the child, its mere assertion must suffice for the exclusion of any book in the reading or in the hearing of which it may allege a wrong to be done to its religious conscience. * * * As a right existing on the part of one child, it is equally a right belonging to all. As it relates to one book, so it may apply to another, whether relating to science or morals. * * * As the child may object to reading any book, so it may equally object to hearing it read for the same cause, and thus the power of selection of books is withdrawn from those to whom the law intrusts it, and by the right of negation is transferred to the scholars. The right as claimed undermines the power of the State. It is that the will of the majority shall bow to the conscience of the minority or to the conscience of one. * * * Nor is this all; while the laws are made and established by those of full age, the right of obstruction, of interdiction, is given to any and all children, of however immature age or judgment. NEW HAMPSHIRE. The New Hampshire school law, Chapter III, sections 15, 17, and 18, is as fol¬ lows: Sec. 15. No book or tract designed to advocate the tenets of any particular sect or party shall be permitted in any of the schools, nor shall any sectarian or parti¬ san instruction be given by any teacher in the same. Sec. 17. Good morals being of the first importance to pupils and essential to their highest progress in useful knowledge, instruction therein shall be given in each of the schools, and the principles of truth and virtue faithfully inculcated upon all suitable occasions. The pupils shall be carefully instructed to avoid idleness and profanity, falsehood and deceit, and every wicked way and disgrace¬ ful practice, and to conduct themselves in an orderly, courteous, and respectful manner; and it shall be the duty of the instructors, so far as practicable, to exer¬ cise a general inspection over them in these regards both in and out of school and while going to the same and returning home. Sec. 18. The morning exercises of all the schools shall commence with the read¬ ing of the Scriptures, followed by the Lord’s Prayer. Hon. Fred Gowing, State superintendent of schools, Concord, N. H., writes June 20, 1896: I not only do not object to using the actual Bible, leaving to the teachers’ dis¬ cretion the selection of passages, but encourage it. Reports from superintendents or teachers in all but one of the counties of New Hampshire have been received. In all the schools of the State, with a very few exceptions, the Bible is read and has been since the schools were first established EIBLE READING IN THE PUBLIC SCHOOLS. 1541 (about 1633). Many of the school boards emphasize the State law for Bible read¬ ing with local rules. VERMONT. Hon._Mason S. Stone, State superintendent of education, Montpelier, Vt., writes: We encourage Bible reading in our public schools, although we have no law requiring it. The Bible is read in nearly every school. The Lord’s Prayer and Bible verses are quite generally recited. Three local reports received show that the general custom from the earliest existence of the schools has been to have the Bible read daily. One of these states that the Bible is not read in the graded schools of the town, but in the outlying districts only. A second states that it always has been read in a part of the schools, and the third that it has always been read in all the schools MASSACHUSETTS. Hon. Frank A. Hill, secretary State board of education, Boston, Mass., writes June 15, 1896: So far as my knowledge, my observation, and my experience go, the schools of Massachusetts read selections from the Bible once a day. The repetition of the Lord’s Prayer is generally used in connection with the devotional exercises, and the singing of sacred music, while not universal, is exceedingly common. The enthusiasm with which chairmen of school boards and other officers of schools send in their affirmative reports (100 received) shows a deep interest in Bible reading in schools. For two hundred and seventy-six years the Bible has been most intelligently read by the people of Massachusetts. The State law upon this subject is as follows: Sec. 33. The school committee shall require the daily reading in the public schools of some portion of the Bible without written note or. oral comment, but they shall not require a scholar whose parent or guardian informs the teacher in writing that he has conscientious scruples against it to read from any particular version, or do take any personal part in the reading; nor shall they direct to be purchased or used in the public schools schoolbooks calculated to favor the tenets of any particular sect of Christians. In the current edition of the State school laws the following annotations are made to this section: The school committee of a town may lawfully pass an order that the schools thereof shall be opened each morning with reading from the Bible and prayer, and that during the prayer each scholar shall bow the head , unless his parents request that he shall be excused from doing so; and may lawfully exclude from the room a scholar who refuses to comply with such order, and whose parents refuse to request that he shall be excused from doing so. (13 Allen, 137. ) It is the settled policy of the State to require the use of the Bible in the public schools, and since the passage of the act of 1855 there have been but few objections made. The duty of the committees is performed if they require the Bible to be read by the teachers as a part of the morning devotional service. The law does not pre¬ scribe, as a rule from which there are to be no deviations, that every pupil who may be able to read the Bible shall be required to do so. In this respect a discretion is vested in the committees. No sectarian books are used in the schools. Many school committees have local rules, some of which we quote below: RULE OF THE CITY OF CAMBRIDGE. Morning exercises in all the schools shall begin with reading from the Scriptures and the Lord’s Prayer. RULE OF THE CITY OF BEVERLY. 11. All teachers shall, according to the requirements of the laws of this Common¬ wealth, as set forth in the public statutes, in chapter 44, section 15, exert their best 1542 EDUCATION REPORT, 1897-98, endeavors to impress on the minds of children and youth committed to their care and instruction the principles of piety and justice and a sacred regard to truth; love of their country, humanity, and universal benevolence; sobriety, industry, and frugality; chastity, moderation, and temperance, and those other virtues which are the ornament of human society and the basis upon which a republican consti¬ tution is founded: and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues, to preserve and perfect a repub¬ lican constitution and secure the blessings of liberty as well as to promote their future happiness, and also to point out to them the evil tendency of the opposite vices. 80. The morning session in all the schools shall open with reading from the Bible. THE CHELSEA SCHOOL LAW. Sec. 45. In each schoolroom the morning exercises shall commence with the reading of suitable selections from the Bible by the teacher, to be followed by the audible repetition of the Lord's Prayer by the teacher alone, or by the teacher and ils in concert. Sec. 46. Good morals being of the first importance to the pupils and essential to their highest progress in useful knowledge, instruction therein shall be given in each of the schools, in conformity with the provisions of public statutes (chap. 44, sec. 15) and the principles of truth and virtue faithfully inculcated upon all suitable occasions. The pupils shall be carefully instructed to avoid idleness, pro¬ fanity, falsehood, deceit, and every wicked and disgraceful practice, and to con¬ duct themselves in an orderly and proper manner; and it shall be the duty of their instructors, so far as possible, to exercise a general inspection over them in these regards both in school hours and while going to and from school. THE FITCHBURG RULE. Sec. 3.' The beginning of the morning exercises in the school shall include the reading of some portion of the Bible without comment, but no scholar shall be required to read therefrom whose parent or guardian shall notify the teacher that he or she has conscientious scruples against such reading. THE SALEM REGULATION. Morning exercises m all the schools shall commence with the reading by the teacher of some portion of the Bible, without written note or oral comment; but no pupil shall be required to read from any particular version whose parent or guardian shall state in writing that he has conscientious scruples against allowing him to read therefrom. NEW BEDFORD SCHOOL LAW. [Chapter XV, sei. 4, as amended December, 1894.] Opening morning exercises. — A portion of the sacred Scriptures shall be read without comment to the pupils by the teacher of each school at the opening of the morning session; also a patriotic selection shall be recited or a patriotic song shall be sung by the school; and the board recommends that the Lord’s Prayer be repeated by the teacher alone or by the teacher and pupils in concert. THE NEWBURYPORT RULE. Sec. 8. The teachers shall open their respective schools in the morning with reading of the Scriptures and the recitation of the Lord’s Prayer, the opening exer¬ cises not exceeding ten minutes in length; and it is recommended that the after¬ noon services close with singing. In 1642 an ordinance was passed requiring “chosen men ” to take account of the ability of children “to read and understand the principles of religion and the cap¬ ital laws of this country.” An ordinance establishing grammar schools was passed November 11, 1647, in the preamble of which occurred a clause indirectly showing that our earliest legislators attached importance to a knowledge of the Bible. The clause is as follows: v It being one of the chief projects of that old deluder, Satan, to keep men from the knowledge of the Scriptures, etc. BIBLE READING- IN THE PUBLIC SCHOOLS. 1543 In 1854 an ordinance was passed forbidding the continued employment of teach¬ ers who had manifested themselves “ scandalous in their lives and not giving due satisfaction according to the rules of Christ.” More than one hundred years later, in 1789, an act was passed making it the duty of instructors to impress upon their pupils “the principles of piety, justice, and a sacred regard to truth; love to their country, humanity, and universal benevolence; sobriety, industry, and frugality; chastity, moderation, and tem¬ perance, and those virtues which are the ornament of human society and the basis upon which the republican constitution is structured. “According to the New England theory of life, it was absolutely essential that everyone from early childhood should be taught to £ read and understand the Bible and other good and profitable printed books in the English tongue.”’ This feeling strengthened with the passing years, and, as regards Bible reading in schools, indefiniteness changed to clearness and option concerning Bible read¬ ing to judicious and careful requirement. RHODE ISLAND. Under date of June 13, 1896, Hon. Thomas B. Stockwell, State commissioner of public schools, Providence, writes: I inclose extract from the last edition of our school manual, which shows very clearly the relation of the State to the subject of religious and moral teaching in the public schools. Twenty years ago I made quite a careful study of this subject and embodied it in my annual report, of which I am able to send you a copy.1 It is my impression that there has not been much change since then. If any change, it is in the direction of less reading of the Bible. The report states that 10 towns require by rule the reading of the Bible. That in 5 it is simply recommended by them; that in 6 either the reading of the Bible or a prayer, generally the Lord’s prayer, is required. In 1 town some moral or religious exercise is made obligatory. In 12 towns no rule or recommendation upon the specific subject exists. Passing from rule to practice, Mr. Stockwell found it to be the almost universal custom to open the daily session with some form of devotional exercise, of which the reading of the Scriptures formed an important part. Returns received directly from 11 towns and cities in Rhode Island ratify, so far as their localities are concerned, Mr. Stockwell’s report. They show (1) that the use of the Bible is recommended to teachers; (2) that it has always been the custom in the school; (3) G of the 11 cities and towns report that the Bible is read in every school. The management in 1 city and in 1 town have adopted rules requiring Bible reading. In the rest Bible reading is optional, but universal in 4 of the remaining 9 localities, and almost universally read in 2 more, and read in some of the schools of the remaining 3. One of these is Providence, the largest city in the State. Mr. Stockwell’s report contains the following, on — MORAL CULTURE. While we acknowledge fully the labors of the teachers in this branch of their work, we can not also fail to recognize the existence of a lower moral tone in the community than formerly prevailed. For various reasons, some inseparable from our condition, and others the result of our own negligence, we have fallen upon a period when the public morals are at a low state. In this condition of affairs there is devolved upon the schools the greater necessity for lending all the aid in their power to the work of elevation. School officers in their selection of teachers should exercise a wide discretion and seek for those individuals who can be relied on as efficient and faithful 1The great value of this article has lead to its insertion almost as a whole on the following pages. 1544 EDUCATION REPORT, 1897-98. instructors in virtue. Teachers are called upon to throw more of devotion into their work, and to labor for the education of the heart as well as of the head. They must not be satisfied with keeping the letter of the law, but must live up to its spirit with a heartiness that shall carry before it all opposition and indifference. The accompanying special report to the general assembly was prepared, as its tenor indicates, in response to a resolution passed by that honorable body at the May session. I have thought it best to incorporate it in this report, in order that it might take a more permanent form, regarding it as of some future value, at least as showing the present status of our schools in reference to this great question. To the Honorable the General Assembly: I have the honor to present the following report in response to a resolution adopted by your honorable body at the May session, 1876, to wit: “ Resolved ( the senate concurring ), That the commissioner of public schools be instructed to report to the general assembly, at the next January session, whether any and what means are used in the public schools ‘ to implant and cultivate in the minds of ail children therein the principles of morality and virtue,’ as pro¬ vided in section 6 of chapter 54 of the general statutes.” The chapter of the general statutes from which the quotation in the above reso¬ lution is made is the one which refers mainly to teachers, the conditions of their service, and their duties. The whole section referred to reads as follows: Every teacher shall aim to implant and cultivate in the minds of all children committed to his care the principles of morality and virtue. From the tenor of this chapter, and especially of this section, coupled with the fact that the subject of morals is nowhere else alluded to in the laws relating to schools, and that such has always been the fact since the first enactment of the law, I have always supposed it to have been the purpose of the general assembly to place the subject of moral instruction chiefly in the hands of the individual teachers in preference to those of any official or body of officials. In accordance, therefore, with these facts, we can not expect to find that well- defined system or comprehensive plan of instruction in this department that we should in reference to those subjects which are specifically placed under the con¬ trol and direction of the school authorities. It needs, however, but a survey of the various reports of the school committees of the several cities and towns in the State for the last few years, and especially for the past year, to show conclusively that the school authorities throughout the State are deeply alive to the impor¬ tance of the subject, that they are ready and anxious to take as advanced ground in the matter as the sentiment of their respective constituencies will permit, and that they are now exerting a constant influence in all directions, upon both teacher and pupil, in order to bring them up to a higher moral law. Of the means used to secure moral and virtuous development, we naturally con¬ sider the Bible first. As a result of my inquiries on the subject I have received information from all but 2 of the 33 cities and towns in the State. I find that in 10 towns the reading of the Bible is required by a rule of the committee; that in 5 it is simply recommended by them; that in 6 either the reading of the Bible or a prayer, generally the Lord's prayer, is required, while in 1 town “ some moral or religious exercise ” is made obligatory. In the other 12 towns no rule or rec¬ ommendation upon this specific subject exists. Passing now from rule to practice, I find from the testimony of the several town superintendents that not only in those towns where there is a specific rule or recommendation, but also in all of the others it is almost the universal custom to open the daily session with some form of devotional exercises, of which the reading of the Scriptures forms generally an important part, and often the whole. As a result of my own observation I have noticed that it is now much more common than formerly for the teacher to read the Scripture selection alone, instead of making the exercise a concert or responsive one. This course I believe to be the best calculated to produce the desired impression upon the minds and hearts of the pupils. It will thus be seen that there are but few schools in our State wherein the pupils are not brought into daily contact with the Scriptures, the fountain of all truth, the source of all virtue, the essence of ail morality. * * * As every school is, in a certain sense, a minature government and the same principles underlie its existence and control its life as in the case of the nation, it is, of course, both the duty and the privilege of the teacher to call the attention of his pupils to these fundamental ideas and to impress them upon them as the mainspring of their actions. * * * A reference to the ‘ • rules and regulations ” adopted by the several school commit¬ tees will, in nearly all cases, I think, reveal the presence of one or more provisions BIBLE READING IN THE PUBLIC SCHOOLS. 1545 upon the matter of morals and behavior, and referring to both teacher and pupil. In illustration of this influence I have the pleasure of quoting one rule from each of the recent reports for two towns, situated quite remote from each other, and thus fairly representing the State as a whole. The first: “ It shall be the duty of the teachers to use their best endeavors to impress upon the minds of the youth committed to their care and instruction the principles of piety, justice, and a sacred regard for truth; love to their country, humanity, and universal benevolence; sobriety, industry, frugality, chastity, moderation, temperance, and those other virtues which are the ornament of human society and the basis upon which a republican constitution is founded; and they shall endeavor to lead their pupils, as their ages and capacities will allow, into a clear understanding of the tendencies of those virtues, to preserve and perfect a republican constitution and secure the blessings of liberty as well as promote their own happiness, and also to point out to them the evil tendency of the opposite vices.” The second: “ Good morals being of the first importance, and essential to their progress in useful knowledge, pupils are enjoined to avoid all vulgarity and pro¬ fanity, falsehood and deceit, and every wicked and disgraceful practice. They will be expected to conduct themselves in an orderly manner, both in and out of school; to be diligent and attentive to their studies; to treat each other kindly and politely in all their intercourse; to respect and obey their teachers, and to be punctual in their attendance.” From what precedes, it will be seen, I think, that the main force to be relied upon for the promotion of moral culture, is not so much a system of ethics or a well organized plan of instruction as the life which the teacher lives before his pupils. The most effective means for implanting the seeds of virtue and inculca¬ ting a sound morality are often the almost unconscious words and acts of the sincere and faithful teacher, which are, as it were, the spontaneous overflow of his own pure character. * * * In recognition of this truth, and also of the consequent responsibility resting upon them, I am glad to be able to report that the school authorities of various towns are adopting more and more stringent rules in reference to the moral quali¬ fications of their teachers. I hope the standard will be raised still higher, and they shall be sought for not merely the negative grace of a character without reproach, but the positive virtue of an aggressive morality. From “Instruction to teachers,” in the last school manual of Rhode Island, Mr. Stock well sends the following: Moral instruction should, by all means, be inculcated by the teacher, but yet so as to avoid all sectarian comment or bias. The rule as laid down in the law of the State of Massachusetts (see text of law under “Massachusetts”), while it points out and inculcates the duty of the teacher to give moral instruction, is carefully drawn to avoid giving countenance to any attempt to impart sectarian instruction and may well be followed in this Commonwealth. [And adopted by it and by every other Commonweath in the United States. — Ed.J Here follows extract from Massachusetts statutes, as quoted under “ Massa¬ chusetts” in “ Rule of the city of Beverly.” Mr. Stockwell continues: Reading the Bible and praying in schools. — The constitution and laws of the State give no j)ower to a school committee, nor is there any authority in the State, by which the reading of the Bible or praying in school, either at the opening or at the close, can be commanded and enforced. On the other hand, the spirit of the constitution and the neglect of the law to specify any penalty for so opening or closing a school, or to appoint or allow any officer to take notice of such an act, do as clearly show that there can be no compulsory exclusion of such reading and praying from our public schools. The whole matter must be regulated by the consciences of the teachers and inhabitants of the district and by the general con¬ sent of the community. Statute law and school committees’ regulations can enforce neither the use nor disuse of such devotional exercises. School committees may recommend, but they can go no further. It is believed to be the general sentiment of the people of Rhode Island that this matter shall be left to the conscience of the teacher; and it is expected that if he read the Bible as an opening exercise, he shall read such parts as are not contro¬ verted or disputed, but such as are purely or chiefly devotional; and if he pray at the opening of his school, he shall be very brief and conform as nearly to* the 1546 EDUCATION REPORT, 1897-98. model of the Lord’s Prayer as the nature of the case will admit. And in all this he is bound to respect the conscientious scruples of the parents of the children before him, as he would have his own conscientious scruples respected by them in return; always, of course, taking care that in the means he uses to show his respect for the consciences of others he does not violate the law of his own conscience. . In regard to the use of the Bible in schools, two observations occur here. If the committee prescribes or the teacher wishes to have the Bible read in school, it should not be forced upon any children whose parents have any objections what¬ ever to its use. In most cases the teacher will have no difficulty with the parents on this subject if he conducts with proper kindness and courtesy. CONNECTICUT. Charges D. Hine, secretary of the State board of education, Hartford, Conn., under date of July 17, 1896, writes: In most schools of the State the Bible is read, or some part of the Bible recited; often it is a portion of the Psalter. There is. however, no uniform practice. In most of the best schools the only opening exercise is the Lord’s Prayer or some devotional exercise, with singing. As I have said, however, in most schools the Bible is read and always has been read. Generally there is no objection to it. Hartford, Connecticut’s largest city, has a rule for Bible reading, which, it may be unnecessary to say, is observed. Bridgeport and Meriden (with a population of 48,858 and 21,280, respectively) have each a carefully observed rule requiring Bible reading. Although left to the teacher’s discretion, so far as the reports received show, in the other cities of the State, Bible reading is carefully observed in all of them, with one exception, and in many of the schools of that one. The early legislation of Connecticut is similar to, when not identical with, that of Massachusetts. From the summary of the system of public instruction in Connecticut at the opening of the eighteenth century, made by Dr. Henry Barnard, notice the following: It is an obligation on every parent and guardian of children “not to suffer so much barbarism in any of their families as to have a single child or apprentice unable to read the Holy Word of God and the good law of the colony,” and also “to bring them up to some lawful calling or employment,'’ under a penalty for each offense. NEW YORK. The great metropolis of the Empire State has a positive law concerning Bible reading in public schools. It stands as follows: RULE FOR BIBLE READING IN SCHOOLS IN THE CITY OF NEW YORK. [All schools to be opened by reading the Bible.] Sec. 134. All the schools of this city under the jurisdiction of the board of education shall be opened with reading a portion of the Holy Scriptures, without note or comment. Further instructions relating to this subject in the city are: Sec. 1062. No school shall be entitled to or receive any portion of the school moneys in which the religious doctrines or tenets of any particular Christian or other religious sect shall be taught, inculcated, or practiced, or in which any book or books containing compositions favorable or prejudicial to the particular doc¬ trines or tenets of any particular Christian or other religious sect shall be used, or which shall teach the doctrines or tenets of any other religious sect, or which shall refuse to permit the visits and examinations provided for in this chapter. But nothing herein contained shall authorize the board of education to exclude the Holy Scrixitares, without note or comment, or any selections therefrom, from any of the schools provided for by this chapter; but it shall not be competent for the said board of education to decide what version, if any, of the Holy Scriptures, without note or comment, shall be used in any of the schools: Provided , That BIBLE READING IN THE PUBLIC SCHOOLS. 1547 nothing herein contained shall be so construed as to violate the rights of conscience as secured by the constitution of this State and of the United States. The rule for Brooklyn, which she has observed with no record to the contrary since her schools were established, is as follows: Part III, section 5. — (At the opening of school.) A portion of the Holy Scrip¬ tures shall be read aloud by one of the teachers in each department, without note or comment. Returns from 94 school officers, residing in 48 of the 59 counties of New York, are received. About one-half of them, as school commissioners, speak for a section of a county each. Fifty- three of these report Bible reading as an opening exercise in all of their schools. Two others think the custom is universal, it being the expressed wish of the superintendents to have the Bible read. Twelve others report that the Bible is read in nearly all or in a very large per cent of their schools, and the statement is generally made that the custom is as old as the schools. Three report written or -unwritten local rules prohibiting Bible reading. Nine others report no Bible reading. In these schools, with two exceptions, it is stated that the Bible was formerly read in them. Three state that the Bible is read less than formerly, while two report that the custom seems to be growing, a larger per cent of teachers in the counties reading the Bible than formerly. In the rest the Bible is read to some extent. As teachers do not usually report con¬ cerning this custom, data are not so easily obtained nor so reliable as on some less important subjects. The reports show unmistakably that New York in its public schools is a Bible-reading State. The early records of New York afford many proofs that its tendencies were not very different from those of its more eastern sisters. The following facts and statements are found in Morris’s History of the Character of our Civil Institutions: The first emigrants (to New York) were those who had fled from the severity of religious persecution in the seventeenth century in the French-Belgic provinces, and came with a faith tried in a fiery furnace. The East India Company, formed in 1621, stipulated that “where emigrants went forth under their auspices and that of the States- General of Holland, it should be their duty to send out a schoolmaster, being a pious member of the church,” whose office it was to instruct the children and preside in their religious meetings on the Sabbath and other days, leading in the devotions, and reading a sermon, until the regular ministry should be established over them. The first settlers of New Rochelle and West Chester counties were said to have such regard for the sanctity of the Sabbath that they 'would take up their march of foot Saturday noon for public worship 20 miles away, engage in the services, remain until after midnight, and then take up their homeward way, relieving the monotony and weariness of the journey with the singing of hymns. An order for the opening and closing exercises of a school at Long Island, adopted October 8, 1682, contains the following: “Art. 2. When school opens, one of the children shall read the morning prayer as it stands in the catechism, and close with the prayer before dinner; and in the afternoon the same. The evening school shall begin with the Lord’s Prayer and close by singing a psalm.” In a letter written on the 11th of August, 1628, by Rev. Jonas Michaellus, the first minister of the Dutch Reformed Church in the United States, there is found the following statement: “We must have no other object than the glory of God in building up His king¬ dom and the salvation of many souls. As to the natives of this country, I find them entirely savage and wild, proficient in all wickedness, who serve nobody but the devil. Let us, then, leave the parents in their condition, and begin with the children who are still young and place them under the instruction of some experi¬ enced and godly schoolmaster, where they may be taught especially in the funda¬ mentals of our Christian religion. ” The constitution of the State as formed in 1777, and also as re-formed in 1821, contains the following: “ This convention doth further, in the name and by the authority of the good people of this State, ordain, determine, and declare that the free exercise and enjoy¬ ment of religious profession and worship, without discrimination or preference, shall forever hereafter be allowed within this State to all mankind: Provided, 1548 EDUCATION DEPORT, 1897-98. That the liberty of conscience hereby granted shall not be so construed as to excuse acts of licentiousness or justify practices inconsistent with the peace or safety of the State.'’ In 1838 the legislature of New York, by a vote nearly unanimous, declared that — “In all countries some kind of religion or other has existed in all ages. No people on the face of the globe are without a prevailing national religion. "Magis¬ trates have sought in many countries to strengthen civil government by an alliance with some particular religion and an intolerant exclusion of all others. But those who have wielded this formidable power have rendered it a rival instead of an auxiliary to the public welfare — a fetter instead of a protection to the rights of conscience. With us it is wisely ordered that no one religion shall be established by law, but that all persons shall be left free in their choice and in their mode of worship. Still, this is a Christian nation. Ninety-nine hundredths , if not a larger proportion , of our whole population believe in the general doctrines of the Christian religion. Our government depends for its being on the virtue of the people — on that virtue that has its foundation in the morality of the Christian religion; and that religion is the common and prevailing faith of the people. There are, if is true, exceptions to this belief; but general laws are not made for excepted cases. There are to be found, here and there, the world over, individuals who entertain opinions hostile to the common sense of mankind on subjects of honesty, human¬ ity, and decency; but it would be a kind of republicanism with which we are not acquainted in this country which would require the great mass of mankind to yield to and be governed by this few. “ It is quite unnecessary to enter into a detailed review of all the evidences that Christianity is the common creed of this nation. We know it, and we feel it, as we know and feel any other unquestioned and admitted truth.” NEW JERSEY. C. J. Baxter, superintendent of public instruction, Trenton, N. J., writes: Many boards require the Bible to be read. A few do not. It is read in nearly all of the schools, and has been as far back as I can remember. Bancroft writes: The people (of New Jersey) rejoiced under the reign of God, confident that he would beautify the meek with salvation. The motto on the provincial seal was, “ Righteousness exalteth a nation.” With this early record it is not surprising to learn that the following rule is to be found in the school laws of the State of New Jersey, 1895, page 45, section 123: It shall not be lawful for any teacher, trustee, or trustees to introduce into or have performed in any school receiving its proportion of the public money any religious service, ceremony, or forms whatsoever, except reading the Bible and repeating the Lord’s Prayer. Jersey City has the following rule: The principals of the several departments shall open their schools each morning by reading a portion of the Scriptures, without note or comment. From 21 reports received, 19 state that the Bible is read in all the schools. Of this number, 12 cities have special law’s requiring Bible reading. One report states that it is read in nearly all, and the other that only the Lord’s Prayer is used. The rule for the Hoboken schools is: Rule LYII. Sec. 81. The opening exercises of each department shall consist of the reading of a chapter out of the Bible (no comments to be made) and repeating the Lord's Prayer. During the above exercises the doors shall be kept closed and good order shall be observed. Rule LVI1I. Sec. 82. The opening exercises shall close at 9.15 a. m. The Passaic rule is: At the opening of the morning session each day they shall read, or cause to be read, without comment, a selection from the Bible. This exercise may be accom¬ panied by singing a hymn and repeating the Lord's Prayer. BIBLE READING IN THE PUBLIC SCHOOLS 1549 In Long Branch City schools are opened with Bible reading and cnanting the Lord’s Prayer. PENNSYLVANIA. The Book of School Laws and Decisions for the State of Pennsylvania contains the following decisions, page 146, Nos. 114 and 115: 114. The Scriptures come under the head of text-books, and they should not be omitted from the list. 115. Sectarian works and all books of controversial or immoral tendency should be excluded. The common school is no place for controversy or the implanting of the habit of it, either on religious or political subjects, much less for books or lectures of questionable morality. In the report of the superintendent of the State for the school year ending June 3, 1895, the total number of schools in the State is 18,019. The number in which the Bible is read is 15,780, or more than 87| per cent. Pennsylvania, taking advantage of this principle for the good of the schools, presents accurate reports upon the subject. Other States may wisely give this item a place in their reports in the interest of character building. The rule for Bible reading in the schools of Philadelphia is as follows: At the opening of each session of the schools at least ten verses of the Bible shall be read, without note or comment, to the pupils by the principal, or, in his or her absence, by one of the assistants. A suitable hymn may also be sung. Of the 50 reports recently received from city and county superintendents in the State of Pennsylvania, 41 state that the Bible is read in all their schools, 1 in all but the primary, 4 that it is read in many of them, and 5 that it is not read at all. These reports show also that Bible reading has been a custom from time imme¬ morial in most of the "schools. Only 2 state that it has never been read in them. Few report it as a modern custom three, five, ten, fifteen, twenty, and twenty- five years old. Many schools have special rules requiring the reading; some, the unwritten law of Christian community; others, custom, public sentiment, incli¬ nation of teachers, etc. Maine, with her supreme court decision; Massachusetts, with her model State law; Rhode Island, with her watchfulness for the morality and virtue of teachers and pupils; New York, with her law forbidding the exclusion of the Scriptures; Pennsylvania, with her requirement that Bible reading should be reported by all teachers; these, and all the other States of the North Atlantic Division, are in accord with the great jurist, Rufus Choate, who declared: We would have the Bible read not only for its authoritative revelations and its commands and exactions, obligatory yesterday, to-day, and forever, but for its English, for its literature, for its pathos, for its dim imagery, its sayings of conso¬ lation and wisdom and universal truth. SOUTH ATLANTIC DIVISION. DELAWARE. Hon. C. C. Tindal, State superintendent of schools, Dover, Del., writes: I think I am safe in saying that Bible reading at opening of school is well-nigh or quite universal in Delaware schools. A loyal spirit of confidence in Bible principles as essential to good citizenship has led her to honor the Scriptures from her earliest colonization. One qualifica¬ tion to be possessed by every officer of the State, required by her first constitution, was belief in the inspiration of the Holy Scriptures. 1550 EDUCATION "REPORT, 1897-98. MARYLAND. The superintendent of schools, Baltimore, Md., writes as follows: The Bible is read daily in our schools; the Lord's Prayer is also recited. I inclose a copy of the rule which has been in force for over thirty j^ears: “ Each school, either collectively or in classes, shall be opened by the reading of a chapter or part of a chapter in the Holy Bible and the use of the Lord’s Prayer. The Douay version may be used separately by those pupils who prefer it.” The Bible has been read in all the schools in the city of Frederick for twenty years or more. Westminster has no Bible reading in her public schools. THE DISTRICT OF COLUMBIA. On the subject of Bible reading and moral instruction the city of Washington has the following rule: 32. They (teachers) shall practice such discipline in their schools as would be exercised by a kind and judicious parent in the family, always firm and vigilant, but prudent. They shall endeavor, on all proper occasions, to inculcate in their pupils truthfulness, self-control, temperance, frugality, industry, obedience to parents, reverence for the aged, forbearance toward the weak, respect for the rights of others, politeness to all, kindness to animals, desire for knowledge, and obedience to the laws of God; but no teacher shall exercise any sectarian influence in the schools. The opening exercises in every school shall consist of reading by the teacher, without note or comment, a portion of the Bible, repeating the Lord’s Prayer at the option of the teacher, and appropriate singing by the pupils. VIRGINIA. The following words of George Washington fittingly introduce the report received from his native State: Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports. In vain would that man claim the tribute of patriotism who should labor to subvert these great pillars of human happiness, these firmest props of the duties of men and citizens. The mere politician, equally with the pious man, ought to respect and to cherish them. A volume could not trace all their connection with public and private felicity. Let it simply be asked, Where is the security for property, for reputation, for life, if the sense of religious obligation desert the oaths which are the instruments of investigation in courts of justice? And let us with caution indulge the supposition that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both for¬ bid us to expect that national morality can prevail in exclusion of religious prin¬ ciple. It is substantially true that virtue or morality is a necessary spring of popular government. Hon. John E. Massey, State superintendent of public instruction, Richmond, Ya. , writes that he believes the Bible to be read in nearly all the Virginia schools; that this has been the custom since their organization. Richmond reports the Bible as read in all her schools since their establishment. Manchester and Roanoke report fully observed rules requiring Bible reading. The rule in Roanoke specifies reading some portion of Scripture, the singing of a suitable hymn, and repeating the Lord’s Prayer. No exposition allowed. The Bible is read in all the schools of Staunton also. Two others report the cus¬ tom as general, but not universal. Perhaps the position of superintendent of schools in Virginia can not be more correctly expressed than by Bushrod Rust, superintendent of schools, Roanoke, Va. Mr. Rust writes: I am strongly opposed to setting aside the dear old Bible as it stands for all the books in Christendom. * * * I believe in having the entire work at hand and in reading such selections as would “establish our youth in habits of truth, purity, uprightness, unselfishness, and goodness.” I believe in being absolutely nonsec¬ tarian in and around our schools, and at the same time I would have all our BIBLE BEADING IN THE PUBLIC SCHOOLS. 1551 teachers be godly men and women, exemplifying all the graces of the Christian character in their daily lives before the pupils. This would tend to the building of high character and good citizenship. WEST VIRGINIA. The secretary of the State department of free schools reports that the Bible has been read in part of the schools of the State since 1863. There is no State law on the subject of Bible reading in the public schools of West Virginia, but on April 6, 1893, her supreme court decided that such reading should not be excluded. Thirteen reports have been recently received, four from her cities. In two of these it is stated that the Bible is read in ail of the schools every day. In the other two it is read at option of teachers, and has been since the organization of the schools. Of the 8 county superintendents, 4 report Bible reading in all the schools of the county, excepting the high school in one county. Of the other 4, 1 reports the Bible as read in 25 per cent of the schools, saying that formerly teachers had done very little along that line, but at present the interest is increas¬ ing. A second, that the custom, although having been practiced for twenty-five or thirty years, is at present discontinued. The third states that it is read at the option of the teacher; that for twelve years it was read in all the schools under a requirement made when the free-school system was organized. NORTH CAROLINA. Hon. John C. Scarborough, State superintendent of public instruction, Raleigh, N. C. , writes: In our town and city graded schools, supported by local taxes as a supplement to the fund regularly apportioned to the town or city, the Bible is generally read, either in opening or at some other time, generally, however, at opening, the superintendent or principal in charge offering a short prayer cr repeating the Lord’s Prayer in concert with other teachers and pupils. * * * There is no rule about it, except as the custom of reading the book makes it a rule. Superintendent Scarborough states further: The question of reading the Bible in the public schools of ISTorth Carolina has never been mooted or discussed in the State. Many public school teachers read it, and have it read, sometimes as a part of a short exercise at opening, sometimes as a reading lesson selected by the teacher, the whole school, or so many as can read, reading alternate verses or passages. It depends entirely on the inclination of the teacher in charge. One county examiner writes that the Bible is read in about 50 per cent of the schools. That the custom has been growing for twenty years. Another, that the Bible is more generally read nowT than at any former time. The remaining five, from whom special reports are received, state that the Bible is read in all their schools. SOUTH CAROLINA. Hon. W. D. Mayfield, State superintendent of schools, Columbia, S. C., writes: There is no law for or against reading from the Bible in our schools. Such teachers as desire to do so read from it as they may choose. Twelve officsrs report Bible reading under their jurisdiction. Nine of these state that it is read in all of their schools. It has been read in the schools of Charleston, the chief city of the State, for the last thirty-five years. Of the remaining five, two county superintendents state that the Bible is not generally read. A third, that the custom is quite common, but not universal, as it should be, and the fourth states that it has been generally read, but not regulaTly, for the last thirty-five years. The fifth, that it is read in part of the- schools. Thomas S. G-rimke, the South Carolina statesman and philosopher, wrote of the harmony of our civil institutions with the Bible as follows: 1552 EDUCATION REPORT, 1897-98. If ever a political scheme resembled the divine government it is ours, where each exists for the whole and the whole for each. GEORGIA. Hon. G. R. Glenn, State school commissioner, Atlanta, Ga., writes: Under our public school laws the Bible can not be excluded from our schools. The teacher is left to use the Bible as she may see fit. I am glad to say that a great many of our teachers open the school with some sort of religious exercises, some¬ times reading from the Bible. The Bible is read in large numbers of the public schools as far back as remem¬ brance reaches. Of the 12 reports received from Georgia, 6 state that the Bible is read in all the schools and the other 6 state that it is read in part of them. FLORIDA. Hon. William N. Sheats, State superintendent of public instruction, Tallahassee, Fla., writes: No data published in regard to Bible reading in the schools. There is no law prohibiting it, and most Christian teachers read short lessons from the Bible and open their schools with prayer daily. Of 4 reports received from other school officers, 1 states that Bible reading in all the schools has always been the custom under a school board rule requiring it. A second reports reading of Bible in the county schools. The other 2 state that while Bible reading may not be universal the practice is and has been generally observed in all their schools since organization. The rule for Bible reading adopted by the board of instruction for Osceola County is as follows: Sec. NI (p. 10). The reading of the Bible and short devotional exercises of anon- sectarian character at the opening of the school are hereby encouraged. Also the reading occasionally of the Declaration of Rights as set forth by the constitution of the State of Florida and the Constitution of the United States. The South Atlantic Division has Bible reading generally in its schools. The largest cities observe the rule in all their schools. SOUTH CENTRAL DIVISION. KENTUCKY. There is nothing in the law of Kentucky to enjoin or forbid the reading of the Bible in schools. The teaching of infidel or sectarian doctrine is forbidden. Fourteen replies from county and city superintendents in this State give the following information: Eight of them report the Bible as read in all the schools under their supervision, the custom having been observed for twenty-five, thirty, or more years— ever since the organization of the schools. In one of them it has been the custom for three years only; in another two years. Two of these schools have rules requiring Bible reading. In others it is optional. Louisville, Ken¬ tucky's largest city, has the Bible read in every school. There is a rule requiring such reading. Four others report that the Bible is read in part of the schools. Two report no Bible reading, the superintendent of one of which expresses deep regret that such is the fact. TENNESSEE. This State sends two reports, one of which assures us of Bible reading in all the schools since their organization. The superintendent writes: Should the Bible be removed from our schools I would not superintend or instruct in them. The Bible is our rock of public safety. The other superintendent reports Bible reading in part of the schools and states that a rule will be made this summer requiring it of ail teachers. BIBLE READING IN THE PUBLIC SCHOOLS. 1553 ALABAMA. Five reports are received from Alabama. Three of them, including one from the capital of the State, report that Bible reading has been the custom in their schools since organization. The fourth has no data on the subject. The fifth states that Bible reading is not customary. MISSISSIPPI. The constitution of this State requires that the free enjoyment of all religious sentiments shall be held sacred. The rights hereby secured shall not be construed to justify acts of licentiousness injurious to morals or dangerous to the peace and safety of the State, or to exclude the Holy Bible from use in any public school of this State. Of the two reports received, one states that the Lord’s Prayer is used; another that the Bible is read occasionally and that vigorous efforts will be made to have “ Readings from the Bible” ] introduced this fall. LOUISIANA. The constitution of Louisiana has several sections forbidding the connection of schools with any sectarian enterprises. The one report received from that State informs us that there is no local rule on the subject of Bible reading, and that the Bible has not been read during the last six years. From this report the custom of the schools of the State can not be ascertained. TEXAS. Hon. J. M. Carlisle, State superintendent of public instruction, Austin, Tex., writes that the state department has not collected any special statistics on this subject. He regrets his inability to aid in the preparation of this report. Seven local reports have been received. In Houston the Bible is read in all the schools under a law requiring such an exercise. One reports some Bible reading, but no system or regularity. Another states that the Bible is read in the third and fourth grades in course of ethical reading. The fourth writes that it is read regu¬ larly mornings in high schools and has been since they were organized. The remain¬ ing three report no Bible reading. Two have no rule on the subject, and one of them has a prohibitory regulation. ARKANSAS. In the bill of rights of the State of Arkansas, amended in 1868, she directs her general assembly to * * “ encourage schools, because ‘ religion, morality, and knowledge ’ are ‘ essential to good government, ’ ” etc. The constitution of the State (1874) maintains free schools, because “intelligence and virtue are the safeguards of liberty.” Hon. Junius Jordan, State superintendent of public instruction, Little Rock, Ark., writes that the State constitution has no rule on the subject of Bible reading. That the custom has been observed in part of the free schools for twenty-five or more years — ever since such schools were organized. Three other reports received state that the schools have no rule on the subject; that the Bible is read in part of them at option of the teacher. NORTH CENTRAL DIVISION. OHIO. The concluding sentence of the seventh section of the bill of rights in the pres¬ ent constitution of the State of Ohio is nearly identical with the article concerning 1 A book of selections from the Bible, prepared under the auspices of the Chicago 'Woman’s Educational Union. ED 9S— — 98 1554 EDUCATION REPORT, 1897-98. schools in the ordinance of 1787; and by the general custom of Bible reading throughout the State this is indicated as the book from which the religion and morality required by the State is to be found. Reports are received from 53 counties and cities in Ohio. Thirty-one of these state that the Bible is read in every school (29 of them report the custom as observed for many years, ever since the establishment of the schools, and for so long a time that ‘‘the memory of man runneth not to the contrary).” In one instance it is reported as having been observed ten or fifteen years. One reports a rule on the subject. Three report an unwritten law favoring Bible reading. The request of the superintendent operates as law in another locality. Of the remaining 22, two have insufficient data, but believe that the Bible has been read for at least five years in all the schools. Another states that teachers are requested to read portions of the Bible regularly, and that most of them do. Four more state that most of the schools have Bible reading. Two more report reading in part of the rooms. Four others say that the Bible is not generally read in the schools under their care. Two report the reading only of the selections from the Bible found in their school readers. Two report very little, if any, Bible reading, and 3 report none. One superintendent writes: All our schools, from the first primary through the high school, have the Bible read, and a short prayer, or the Lord's Prayer repeated, accompanied by some appropriate song. We thoroughly believe in it, and we know that it has a good influence on our children. INDIANA. Indiana has the following law on the subject (1865, p. 3, approved and in force March 6, 1865) : 4493. Bible. — The Bible shall not be excluded from the public schools of the State. (167.) The following note is of interest in this connection: Note. — The Bible, without note or comment, is installed in the common schools of Indiana. Its continuance-as a moral class book in these nurseries of her future citizens will as surely mark the period of her prosperity and grace the zenith of her glory as its exclusion would prove the precursor of her decline, the herald of her shame. — (Mills, superintendent.) Reports received from 31 county and 26 city superintendents of schools are as follows: Seven county and 11 city superintendents report that the Bible is read in all their schools. Twenty-four other school officers report that it is read in nearly all their schools. Three report no Bible reading. All the others report Bible read¬ ing at the option of teacher. Six of the city boards have rules concerning Bible reading, 1 of which we quote. GREENSBURG RULE. Sec. 3. Opening of the schools. — The school shall be opened in the morning with reading of the Bible and prayer or singing; but the first shall in no case be omitted. Several superintendents of schools in Indiana are using the book “Readings from the Bible,” and like it very much. ILLINOIS. Hon. Samuel L. Inglis, State superintendent of public instruction, Springfield, Ill. , writes — The constitution of the State neither requires nor forbids the reading of the Bible. Of the 71 reports received from Illinois city and county public school superin¬ tendents, 7 report Bible reading regularly in all their schools. Four more state BIBLE READING- IN THE PUBLIC SCHOOLS. 1555 in nearly all. Twenty-eiglit others write that it is read in part of their schools at the teacher's option. Twelve report no Bible reading. A few have written rules requiring Bible reading. Others observe an unwritten law, based on custom or the will of the teacher. On the general subject of Bible reading, one superintendent writes: All of our public schools have been opened daily with devotional exercises, and nearly ail of our teachers’ meetings have been opened with prayer. Another — Teachers are requested to open morning sessions with appropriate songs, the reading of a Bible selection, and prayer. They are to make no comments in these or other school exercises of a sectarian character, but reverence for God and respect for holy things must be inculcated and enforced in every school. MICHIGAN. Of the 42 reports received from county and city superintendents in Michigan, 17 report the Bible read in all their schools; 5 more report it as read in nearly alt or quite generally; 1.1 more as read in part of the schools; 9 report that the Bible is not read at present, but in 3 of these it was formerly read. The custom of Bible reading in Michigan dates back to the organization of the schools. Detroit has adopted “ Readings from the Bible ” for use in her public schools. In December, 1898, the supreme court of Michigan rendered a decision favorable to Bible reading in the public schools. WISCONSIN. Hon. J. Q. Emery, State superintendent of public schools, Madison, Wis,, in a circular letter dated April, 1896, to superintendents of schools, and town and dis¬ trict clerks, states — The supreme court has decided that sectarian instruction, within the meaning of the constitution, is instruction in religious doctrines which are believed in by some religious sects and rejected by others. Fifty-three reports have been received from city and county superintendents. All indicate a loyal observance of the construction placed upon the decision of the supreme court. A careful reading of this decision seems to show that the judges make an exception to the general rule of excluding the Bible, which would permit the use of some book of suitable Scripture selections. The passage referred to is found on page 17, section 5, in the pamphlet containing the decision of the supreme court of Wisconsin concerning the district board of school district No. 8, of the city of Edgerton. It is as follows: Furthermore, there is much in the Bible which can not be justly characterised as sectarian. There can be no valid objection to the use of such matter in the secular instruction of the pupils. Much of it has great historical and literary value, which may be thus utilized without violating the constitutional prohibi¬ tion. It may also be used to inculcate good morals— that is, our duties to each other — which may and ought to be inculcated by the district schools. lo more complete code of morals exists than is contained in the New Testament, which reaffirms and emphasizes the moral obligations laid down in the Ten Command¬ ments. Concerning the fundamental principles of moral ethics, the religious sects do not disagree. The following sentiment was prepared for the use of the Wisconsin schools, in their patriotic exercises in May, 1898: The best citizen, the best patriot, the best son of his country,ds he who gives the best manhood to his country. He is the man who writes upon his nature the Ten Commandments and the Nine Beatitudes. 1556 EDUCATION REPORT, 1897-98. MINNESOTA. Hon. W. W. Pendergast, State superintendent of public instruction, St. Paul, Minn., writes — I have to some extent examined the book entitled ” Readings from the Bible,” and think the selections have been made with the greatest of care and the best of judgment. Three reports concerning Bible readings have been received from the Minnesota superintendents, in one of which it is said that the Bible is read in part of the schools, and two which report no reading. The city of Minneapolis has adopted “ Readings from the Bible” for use in her schools. IOWA. The school law of Iowa states (sec. 1764, p. 57) — The Bible shall not be excluded from any school or institution in this State, nor shall any pupil be required to read it contrary to the wishes of his parent or guardian. Hon. Henry Sabin, superintendent of public instruction, Des Moines, Iowa, writes — The great fault in the education of to-day is undoubtedly the tendency to crowd the intellect and to neglect nearly every thing which tends toward moral training. I think the selections are most judiciously chosen and that the book is well adapted to carry out the praiseworthy design. I can not see how it can be objectionable to anyone who has the welfare of the children at heart. Twenty reports from county and city superintendents have been received. Seven report the Bible read daily in all their schools; 1 states that it is read in the high and grammar school grades; 3 that it is read in nearly all of the schools; 6 report regular reading in part of them; 1 reports the Bible read at irregular inter¬ vals; 2 report no Bible reading; 3 boards report special rules on the subject as follows: North Des Moines. — A recognition of the divine character of God, and of the accountability of man, is expected of all the teachers, particularly in the brief opening exercises of each day; but all matters of a sectarian or partisan character shall be excluded from the schools. Fort Dodge. — Opening exercises shall be held in all the departments, and may consist of Bible reading without note or comment, prayer, music, or other appro¬ priate exercise, at the option of the teacher. [Oskaloosa School Manual, p. 43, secs. 50 and 52.] Sec. 50. They [teachers] shall open the morning session in each school with reading from the Bible, followed by prayer or appropriate singing, at the option of the teacher. Sec. 52. Sectarian influence. — Teachers shall not exercise any sectarian influence in school; but they shall endeavor at all proper times to impress upon the minds of their pupils correct principles of morality and virtue, a sacred regard for truth, habits of sobriety and industry, love for God and man. In addition to the cities whose rules are quoted above, replies were received from Sioux City, Burlington, Muscatine, Ottumwa, Marshalltown, and others. These show that the custom of Bible reading extends back to the organization of the schools. One county superintendent writes — We find in the Bible beautiful literature, excellent teachings, and the founda¬ tion of our discipline. MISSOURI. Hon. John R.Kirk, State superintendent of schools, St. Louis, Mo., writes — There is nothing in the school law of this State with reference to Bible reading in the public schools. The matter is left entirely to the board of directors of each district to settle according to the wishes of the community. BIBLE READING IN THE PUBLIC SCHOOLS. 1557 Twenty-six reports from city and county superintendents acquaint us with, the following facts: Six report Bible reading in all their schools; 1 reports it in most of them; 1 has no data; 11 report Bible reading in part of their schools; 7 report no Bible reading. Returns show that the Bible has been read in many localities since the organization of the schools. Others state that the custom is growing, and that the Bible is read more now than ever before; 4 state that the Bible has never been read in their schools. One superintendent writes — Your enterprise deserves the greatest encouragement from educators. I have received and examined carefully the book “Readings from the Bible,” and think such a book should be in every school course as a supplementary reader. Every boy and girl should know it well. Another states that — Each schoolroom acknowledges God in some way every morning. * * 'x‘ Character building is an important factor with us. NORTH DAKOTA. Hon. Emma F. Bates, State superintendent of public instruction, Bismarck, N. Dak., sends the following from the revised code of 1896, section 754: The Bible shall not be deemed a sectarian book. It shall not be excluded from any public school. It may, at the option of the teacher, be read in school without sectarian comment, not to exceed ten minutes daily. No pupil shall be required to read it. nor to be present in the schoolroom during the reading thereof, con¬ trary to the wishes of his parents, guardian, or other person having him in charge. Moral instruction, tending to impress upon the minds of the pupils the impor¬ tance of truthfulness, temperauce, purity, public spirit, patriotism, and respect for honest labor, obedience to parents, and. due deference to old age shall be given by each teacher in the public schools. One superintendent reports Bible reading in part of the schools. The legislative provision for the establishment and maintenance of schools is founded upon the fact of the necessity of a high degree of intelligence, patriotism, integrity, and morality on the part of every voter in a government by the people. The superintendent understands that in order to secure the highest educational results in children, parents must be in intelligent cooperation with all efforts to improve the pupils. Hence, June 26, 1896, was designated as parent’s day, to be observed throughout the State. The exercises upon that day consisted of select songs, recitations, essays, dia¬ logues bearing upon home life, its beauties and duties, the child in the home, the mother, the father, the family. * * * The home is the unit of government, and for the perpetuity of holy home life, and for the right education of the children of those homes our nation was established and our public-school system is main¬ tained. SOUTH DAKOTA. Hon. George N. Parker, deputy superintendent of public instruction, Pierre, S. Dak., writes: Vfe send you a copy of the school law of 1891, on page 44 of which you will find all the law we have upon the reading of the Bible in the public schools. * * * We have examined the publication (Readings from the Bible) you mention, and we are much pleased with it. [South Dakota School Law, p. 44, sec. 18.] No sectarian doctrine shall be taught or inculcated in any of the schools of the corporation, but the Bible, without sectarian comment, may be read therein. Thirteen reports are received from city and county superintendents of South Dakota; 5 report that the Bible is read in all the schools and 8 that it is read in part of them. The State law is the only rule on the subject. 1558 EDUCATION REPORT, 1897-98. NEBRASKA. Hon. H. R. Corbett, State superintendent of schools, Lincoln, Nebr., writes: The State of Nebraska has by its laws and the regulations of the department of education always encouraged moral culture in its public educational system. The Bible is generally read in our schools. I have, however, no carefully compiled data showing the exact extent or nature of the efforts in this direction. I have examined the book entitled Readings from the Bible, and regard it as one of the most important educational publications of recent times. It will cer¬ tainly facilitate the introduction of Scripture reading into many schools where such exercises have heretofore been impossible. From the 28 reports received from city and county superintendents, 13 state that the Bible is read in all the schools; 2 more have not complete data, but believe it to be read in most of their schools. Generally speaking, writes one, the Bible is read throughout the county. One states that it is read in nearly all of the schools; 8 report Bible reading in part of them — in some counties more, in some less. The Bible has held an honored place in the educational system of Nebraska since the organization of their schools. One superintendent of schools answers the questions in regard to Bible reading in the negative. She writes: I read these questions aloud to our teachers in attendance at the institute, and I think if you ask us the same questions next year I can answer yes. Another speaks of introducing “Bible readings” into his schools during the coming year. Another writes: I have examined Readings from the Bible with much care and interest in view of the discussion now going on along this line, and I must certainly say that it seems to me the work undertaken and presented in this little volume has been admirably done. KANSAS. Hon. E. Stanley, State superintendent of public instruction, Topeka, Kans., writes: We have but little law bearing upon the subject of Bible or moral instruction in the common schools of the State. * * * I like your little book, Readings from the Bible, selected for schools, very much. I think the selections are very well chosen. Thirty-four reports from county and city superintendents on the subject of Bible reading have been received. Seven state that the Bible is read in the opening exercises of all their schools, another thinks this is done, 2 more report Bible reading in most of the schools, and 2 report such reading in many. Seven report Bible reading in part of their schools, and 5 report it as not being read. The cus¬ tom of Bible reading has been general since the schools were organized. Three superintendents report school laws on the subject. Others say custom is the law in their localities. THE WESTERN DIVISION. MONTANA. Hon. E. A. Steere, State superintendent of public instruction, Helena, Mont., states that there is no rule in the constitution of Montana concerning the Bible; that it is read in a few of the schools. He expresses his approbation of Readings from the Bible as follows: “ I am highly pleased with its contents.” A report from a local superintendent in Montana states that the Bible is not read in his schools. BIBLE READING- IN THE PUBLIC SCHOOLS. 1559 W_YOMING. Hon. Estelle Reele, State superintendent of public instruction, Cheyenne, Wyo., writes: There is no provision whatever in the Wyoming’ school laws relative to the mat¬ ter [Bible reading] , it being left entirely to local school boards, or in almost all eases to the individual teachers. * * •* I have examined the copy of Readings from the Bible sent me and like it very much. Eight reports from county and city superintendents are received. One states that the Bible is read in all schools; another that some teachers read it regularly; a third that it is occasionally read; one expresses sorrow that the custom is not universal; one states that in the primary grade portions of the Bible are learned and repeated; another reports no Bible reading at present, but writes that it was formerly read; two report no Bible reading. COLORADO. Hon. A. J. Peavey, State superintendent of public instruction, Denver, Colo., writes: Have examined the Bible readings and consider it very valuable. We have no statistics about Bible reading. Twenty-four reports from city and county superintendents have been received. Four of these state that the Bible is read in all their schools; 11 report reading in part of the schools; 9 report no reading. One of these superintendents expects to put Readings from the Bible into all the schools of his county this coming year. Another suggests the use of it for supplementary reading. One writes as follows: I am in happy accord with the movement, and hope to see Bible reading practiced for morning exercises in all our schools of this county. I shall take pleasure in directing the attention of the institute to this very important subject. UTAH. Hon. John R. Park, State superintendent of public instruction, Salt Lake City, Utah, writes: While morality is taught and inculcated in all of the public schools of this State, the Bible is not read in any of them. The belief seems to be quite widespread here that moral teaching in the public schools should be wholly nonsectarian, and many believe it to be impossible to introduce the Bible into the schools without at the same time removing one of the strongest safeguards against sectarianism. Eight reports from city and county superintendents verify the information con¬ tained in Mr. Park’s letter. One of them states that the Bible had been read at option of teacher for twenty years, until 1896. Another that it had been read for thirty-eight years, ending in 1885. NEVADA. Hon. H. C. Cutting, State superintendent of public instruction, Carson City, Nev. , writes: Although there is not one school in the State where the Bible is read, efforts at moral training are made in all. Two reports received from local superintendents are in harmony with that of the State superintendent. IDAHO. Hon. C. A. Forseman, State superintendent of public instruction, Boise City, Idaho, writes: Our school law prohibits any reading of the Bible, or at least that is the recog¬ nized construction. Eight county superintendents verify the report of their chief. 1560 EDUCATION REPORT, 1897-98. WASHINGTON. Hon. C. W. Bean, State superintendent of public instruction, Olympia, Wash;, forwards a copy of the attorney-general’s opinion regarding the reading of the Bible in the public schools of the State, dated September 19, 1891. Four reports from county and city superintendents are received. Each states that the Bible is not read, being under ban of attorney-generals ruling. Two state that it was read in their schools previous to 1891. One writes: I believe the day will come when the Bible may be read and taught. OREGON. Hon. G-. M. Irwin, State superintendent of public instruction, Salem, Oreg., writes that the Bible is not generally read in the schools of the State. Ten reports are received from county superintendents; 4 state that there is no Bible reading in their counties; the others say that it is read in a few schools in each of their counties. There is no rule in Oregon prohibiting the reading of the Bible, and in some schools it is reported to have been read for forty-eight years. CALIFORNIA. Hon. Samuel T. Black, State superintendent of public instruction, Sacramento, Cal., refers the questions relating to Bible reading in the schools to the county superintendents of his State. Twenty-six replies to these questions have been received; 19 of these report no Bible reading; 6 understand section 8 of Article IX of the constitution of 1879 to be opposed to such reading; 7 report Bible reading in part of the schools; 1 writes-that it is read for its literary value, stating that many of its stories are required to be told and read in course of study. One superintendent writes as follows: I am much pleased that something is being done in this direction. I have read the notices that have appeared, from time to time, in the papers with reference to the preparation of a book of extracts from the Bible. I shall surely try to have it introduced into our schools. Superintendents of public schools reporting in the summer of 1896 Bible reading in all , in part, or in none of their schools. Superintendents reporting | Bible reading — In all their schools. N orth Atlantic Division : Maine . . New Hampshire . Vermont . . . 14 15 Massachusetts . Rhode Island . . Connecticut . New York _ _ New Jersey _ Pennsylvania . . South Atlantic Division: Delaware . . Maryland . District of Columbia. Virginia . West Virginia. . North Carolina . South Carolina . Georgia . . Florida . South Central Division: Kentucky . . Tennessee . Alabama - - Mississippi . Louisiana . . . Texas . Arkansas . 100 6 8 53 21 41 1 q i 4 6 6 10 6 1 9 1 3 In part of their schools. In none of their schools. - 1 1 9 5 1 16 14 1 5 4 1 4 4 2 1 3 i 5 3 6 2 1 1 i 1 i i 2 3 4 Total reports received. 15 16 4 100 11 9 83 22 50 1 3 1 8 12 7 14 II 4 17 2 5 2 1 8 BIBLE READING IN THE PUBLIC SCHOOLS. 1561 Superintendents of public schools reporting in the summer of 1896 Bible reading in all , in part, or hi none of their schools — Continued. Superintendents reporting Bible reading — Total In all their schools. In pa,rt of their schools. In none of their schools. reports received. North'Central Division: 33 15 5 58 15 10 3 28 Illinois . .. - _ _ _ 27 33 11 71 Michigan _ _ _ _ _ _ _ 18 90 U 53 125 Wisconsin _ _ _ _ _ _ 53 3 Minnesota . . . . . . 1 2 Iowa .. _ _ . . . . . . . 8 11 1 20 2 Missouri 1 1 North Dakota. . .. __ . . . . . . 1 1 2 South Dakota . _ . _ _ _ _ 5 8 13 Nebraska . . . . . . . . 13 12 5 30 Kansas . . ■ 17 12 5 34 Western Division: Montana . . . . - . 1 1 2 Wyoming . . . . . 1 3 4 8 Colorado . . . . 3 12 9 24 Utah . . . . . 8 8 Nevada. . . . . 2 2 Idaho . . . 8 8 Washington . . . . . . 15 15 Oregon . . . . 6 4 10 California ... . _ _ _ _ 7 19 26 Total United States _ _ 454 295 197 946 Reports of State superintendents are not included above. Superintendents hav¬ ing “no data ’’are not counted. Three- fourths of superintendents report Bible reading in part or all of the schools under their supervision. The recapitulated laws of nine States concerning Bible reading in schools are as follows : Massachusetts. — The school committee shall require the daily reading in the pub¬ lic schools of some portion of the Bible, without written note or oral comment, etc. Pennsylvania, Decision No. lllj.. — The Scriptures come under the head of text¬ books, and they should not be omitted from the list. New Jersey. — It shall not be lawful for any teacher, trustee, or trustees to intro¬ duce into or have performed in any school receiving its proportion of the public money, any religious service, ceremony, or forms whatsoever, except reading the Bible and repeating the Lord’s Prayer. Georgia. — The county board of education shall prescribe from time to time what text-books and books of reference shall be used in the common schools of the county; provided the Bible shall not be excluded from the common or public schools of the State. Mississippi. — The constitution of this State requires that the free enjoyment of all religious sentiments shall be held sacred. “The rights hereby secured shall not be construed to justify acts of licentiousness injurious to morals or dangerous to the peace and safety of the State, or to exclude the Holy Bible from use in any public school of this State.” Indiana. — The Bible shall not be excluded from the public schools of the State. Iowa. — The Bible shall not be excluded from any school or institution of this State, nor shall any pupil be required to read it contrary to the wishes of his parent or guardian. North Dakota. — The Bible shall not be deemed a sectarian book. It shall not be excluded from any public school, etc. South Dakota. — No sectarian doctrine shall be taught or inculcated in any of the schools of the corporation; but the Bible, without any sectarian comment, may be read therein. Educators connected with our public schools recognize the truth of which the poet sings: “If half the power that fills the world with terror, If half the wealth bestowed on camps and courts, Were given to redeem the human mind from error There were no need of arsenals or forts.” 1562 EDUCATION REPORT, 1897-98. SELECTED BIBLE READINGS. The need of appropriate selections from the Bible to be read in schools is obvious. Generally the choice rests with the teacher, who would undoubtedly in many instances be glad to have the assistance of a book of selections that would econo¬ mize time and effort. It might be possible also, by means of judicious selections, to meet the conflicting notions that sometimes result in the total elimination of the Bible from schools. At the instigation of Prof. David Swing, of Chicago, the ‘Woman's Educational Union undertook to secure the preparation of such a book, and the result is the lit¬ tle volume Readings from the Bible Selected fo* Schools, referred to several times in the preceding report. As stated by the society, the book consists of selections from the Old and New Testaments of the Bible, made by ten clergymen, namely, Cardinal Gibbons, Prof. Herrick Johnson, Rev. Theodore N. Morrison, President Charles A. Blanchard, Dr. H. W. Thomas, Rev. Jcsiah Strong, Dr. F. W. Gunsaulus, Dr. J. H. Barrows, Rev. Theodore F. Wright, and Dr. Thomas C. Hall. These selections were edited by a committee of four persons, named by Prof. David Swing (together with a fifth, who did not act) in a letter written April 3, 1894. The committee consisted of Hon. William J. Onahan, Dr. John Henry Bar- rows, Hon. Charles C. Bonney, and Mrs. E. B. Gook. Rabbi Joseph Stolz, Prof. Henry G. Moulton, and others also rendered valuable assistance to the committee. President William R. Harper, of the Chicago University; President Henry W ade Rogers, of the Northwestern University; President John M. Coulter, at that time of the Lake Forest University; Dr. M. M. Mangasarian, and others reviewed the manuscript, with commendations and suggestions. A feeling that the work was both patriotic and philanthropic seemed to inspire those who interested themselves in it. The publishers also did their part with a desire to serve the schools in the most helpful manner possible. The book received a hearty welcome from the evangelical clergymen of Chi¬ cago, who in mass meeting assembled spoke eloquent words for it and voted their approval of it. The Chicago metropolitan press, with great unanimity, expressed the popular sentiment of approbation through their columns, both editorially and otherwise. It was also the subject of favorable notice by educators and religious journals throughout the country. The editorial committee bear, hearty testimony to “the intelligence, prudence, and wise and painstaking zeal with which the work was pursued by the Chicago Woman’s Educational Union, under the faithful and earnest leadership of its president, Mrs. Elizabeth B. Cook.” As to the purposes of the book, Hon. W. J. Onahan, a distinguished Roman Catholic layman and chairman of the editorial committee, wrote: Wre do not wrish to outline any scholar's religious belief. We simply want to lay the foundation for a belief of some kind. Personally, I should regret not hav¬ ing done what I could to make it impossible for a child to grow" up in ignorance of God. Let them grow np in what church they may, but let them have a belief of some kind. Dr. Barrows, also of the committee, says: It is historically certain that the best elements of our institutions sprang from the Bible. * * * There is no sectarian bias for this movement. Only the highest results, dear alike to Catholic, Protestant, Israelite, and even agnostic, are desired and sought for. There is surely no agnostic in Chicago whose judgment has the weight of Professor Huxley’s, and he knew of no substitute for the Bible equal in value to the Hebrew and Christian Scriptures. Hon. C. C. Bonney, the third member of the committee, writes as follows of the legal aspect of the case: In contemplation of law, no injury is possible as the result of reading the Bible in the public schools. In contemplation of law, the exclusion of the sacred Scrip- BIBLE READING- IN THE PUBLIC SCHOOLS. 1563 tures from the public schools is an indignity to the sovereign authority and a vio¬ lation of the compact of 1787. In contemplation of law, such exclusion is a breach of the trust on which the school funds are held and an injury to all who are inter¬ ested in the schools. The bane of American education is the idea that mere knowl¬ edge will make useful men and women. Religion, morality, and knowledge all being necessary to good government and the happiness of mankind, they should all be taught in the public schools, where the children and youth ought to learn the virtues we desire to have them practice when they arrive at mature years. The selections used in this book were made, as already stated, by clergymen of different denominations. They were carefully arranged in form of a trial book of selections, which, after being approved by the Educational Union, was submitted to clergymen, educators, ethical teachers, and leaders of the unchurched masses for revision, and their suggestions have been considered by the committee having this work in charge. It is obvious that every possible effort has been made to avoid sectarian bias in this compilation, while maintaining the highest literary and ethical standard. II. — The Bible in the Public Schools. [From an address by Dr. A. P. Peabody, of Harvard University.] We are asked to exclude from our schools the Bible, and, by parity of reasoning, all instruction drawn from or to the Bible. What is tills, in the first place, but garbling and truncating history? There are important, momentous portions of the world's history of which the Bible is the only manuaL The Jewish people have exercised an influence upon mankind far exceeding that of all other ancient nations, and outside of the Bible how scanty and fragmentary is all that can be known or taught concerning this people! Christianity is the most important factor in the history of mankind. It has been the inspiration and the mold of modern civ¬ ilization and has supplied all the elements that distinguish it from the culture of the ancient world. It has modified all political and social institutions-. It has given birth to philanthropy in its protean forms. It has created home, with its unnumbered amenities and charities, while the classic languages have not a word that corresponds to our idea of home. It has reversed the scale of the virtues, attaching supreme importance to some that had not even a name, and throwing into the background others that arrogated to themselves the exclusive title of virtue. Shall our children be forbidden to learn what Christianity is in its own universally acknowledged manual? Jesus Christ, whatever be his actual char¬ acter — whether he he or not, as I believe him to be, all that his biographers claim for him — is so far the most influential personage that has ever appeared in the history of the world. To exclude his life and character from the narrative of human existence for the last nineteen centuries is an immeasurably mere gross, foolish, and stupid mutilation of history than it would be to omit the names and doings of Washington, Franklin, and Adams from American history. Shall not our children be permitted to learn what he was from the only authentic record of his person, words, and works? If history is to be one of our school studies, I know not liow it is to he taught if the Bible and its contents be excluded. There are other departments of education in which the Bible is no less essential than in history. If moral philosophy is to be taught at all, I suppose that none would deny that it is distinctively Christian ethics in which onr children are to be trained. But if Christian ethics be taught, shall they ]pe taught as they are interpreted — and it may be distorted and misrepresented — by modern theorists, or as they fell from the lips and are embodied in the life of the divine teacher? Again, in our school education we are laying a constantly increasing stress on the culture of the taste and imagination in literature. W e deem it of no little 1564 EDUCATION REPORT, 1897-98. importance that our children and youth should become conversant with the best models of composition, should learn to admire what is truly grand, and to love what is truly beautiful, and should thus, both in their choice of books and in their choice of words in speaking and writing, be under the guidance of a pure, refined, and cultivated taste. In this department who will dare dispense with the Bible? Leaving their religious worth out of the account, in a purely literary point of view I should feel myself bereaved of the choicest productions of human genius, of my highest inspiration and my most finished models, were you to blot out of my knowl¬ edge the Psalms of David, the parables of our Saviour, St. Paul's description of charity, his sublime chapter on the resurrection, the glorious vision of the Apocalypse, and many portions of sacred writ which transcend all other literature equally in the glow and fervor of their God-breathed thoughts, and in the sweet¬ ness, majesty, and grandeur of their diction. W e are by profession a Christian people. W e recognize the great principles of religion, of Christianity, in the devotional services in our legislatures and our courts of justice, and in the use of oaths in every department of public adminis¬ tration. Shall our children be trained as citizens without the inculcation of those fundamental religious ideas which will impress upon them the significance of prayer and the dread solemnity of an oath? ******* The question virtually before us is not that of the use of the Bible in schools, but that of the permanence of our public schools as an institution. * * * I have left myself little space to speak of the way in which the Bible should be used in schools. Of course it should not be made a mere class book, and should not be read indiscriminately. I would have it, in the first place, furnish the material for whatever devotional services there may be in the school. Such serv¬ ices are intrinsically proper, and apart from their religious worth they aid mate¬ rially in the discipline of the school, by the relations of a more tender and sacred character which they create between teacher and pupils and among the pupils. But prayer in the teacher’s own words may be sectarian or, what is fully as bad, may be suspected of being so. Far better is it then that prayer be offered in the comprehensive form given by our Saviour. To this, where it is found practica¬ ble, may be added the responsive reading of Psalms and other appropriate pas¬ sages of Scripture, by teacher and pupils alternately, or of such scriptural litur¬ gies of praise as might be prepared for that use. Where sacred music can be added, nothing could be easier, more pleasant to the ear and taste, or more edify¬ ing to the spiritual receptivity than the chanting of Psalms. Over and above such devotional exercises it should be left to the discretion of committees and teachers, and should depend on the grade and character of the school, whether additional direct use be made of the sacred volume. Where all or the major part of a school are of an age to profit by such reading, I would have short lessons read by the teacher or one of the scholars, embracing the most instructive biographies and historical narratives of the Old Testament, the choicest specimens of Hebrew poetry, the principal parables and discourses of our Saviour, the leading incidents in His life, and some select portions of the apos¬ tolic epistles. For such purposes there -are volumes of extracts for school use, well chosen and arranged, and easily accessible, or the teacher may exercise his own taste and judgment in the selection. But what I would chiefly contend for and urge is, that the teacher be not only permitted, but expected, instructed, and encouraged to make free use of the Bible for any and every purpose for which he may find it available— for instruction in history, literature, morals, and the fundamental truths of religion; that it be a reference book, a standard work, a recognized authority in the school; that as the teacher has recourse to all other books within his reach for such help as they may furnish him in teaching, so should he have especial recourse to this exhaustless THE BIBLE IN THE STATE UNIVERSITIES. 1565 manual of knowledge, human and divine, for whatever knowledge and wisdom he can draw from it for the pupils under his charge. The problem of religious instruction in State universities is a serious one, and is attracting much earnest attention at the present time. One method of its solution is shown in the accompanying account of the work of Bible chairs at State uni¬ versities under the auspices of the Christian Woman’s Board of Missions. The office is indebted for the statement to the courtesy of Rev. Dr. Young, field sec¬ retary. III. — The English Bible and State Universities. [By Rev. Chas. A. Young.] The Bible has been recognized all through our American history as the sheet anchor of our civil liberties and the source of our higher civilization. It was faith in the Bible which actuated the American Congress, when the Revolution was at its height, to issue an order for 20,000 copies of the Scriptures, side by side with appropriations for the purchase of gunpowder. The grant of public lands for the purpose of education in 1787 states that religion is ‘ ‘ necessary to good govern¬ ment. ” That the religion of the Bible is implied may be inferred from the fol¬ lowing statements of Presidents of the United States: The studious perusal of the sacred volume will make better citizens. (Thomas Jefferson.) In regard to the Great Book, I have only to say that it is the best gift which God has given to men. (Abraham Lincoln.) So great is my veneration for the Bible that the earlier my children begin to read it the more confident will be my hopes that they will prove useful citizens of their country and respectable members of society. (John Quincy Adams.) Hold fast to the Bible as the sheet anchor of your liberties; write its precepts on your hearts and practice them in your lives. To the influence of this book we are indebted for the progress made in civilization, and to this we must look as our guide in the future. (U. S. Grant.) The more profoundly we study this wonderful book, and the more closely we observe its divine precepts the better citizens we will become and the higher will be our destiny as a nation. (Wm. McKinley.) None of these Presidents were ecclesiastically inclined, yet ail recognized the religion of the Bible as the basis of true citizenship. The Bible is the great text¬ book of civilization. As Daniel Webster said: “ There is no solid basis for civili¬ zation but in the Word of God.” Horace Mann wrote: “Our system earnestly inculcates all Christian morals; * * * it welcomes the religion of the Bible.” Even Professor Huxley, certainly no pietist, says: “True science and true reli¬ gion are twin sisters, and the separation of either from the other is sure to prove death to both.” No scheme of intellectual equipment is complete which omits the study of the interpretations of life contained in the classic masterpieces of the world’s best thought. Some knowledge of the literature of the Roman, Greek, German, English, and other peoples is essential to any adequate understanding of history. Strange as it may seem, the body of literature which we call the Bible— which is permeated by a healthful moralism and hopeful optimism, and judged by every canon of literary criticism is the most beautiful, fascinating, inspiring, and ennobling literature in the world, and which has exerted an unparalleled influ¬ ence upon our best literature— has been almost totally neglected in our higher institutions of learning. Consequently, those who study the great lessons of life revealed in literature are properly expected to have some knowledge of Homer, Horace, Dante, Goethe, Shakespeare, and Milton, but are unfortunately almost totally ignorant of the literary worth of the Bible, the most important collection of books in the world. When, in addition to its superior literary merits, the eth¬ ical value of the history and literature of the Bible, wffiich exceeds that of all 1566 EDUCATION REPORT, 1897-98. other literature combined, is taken into account, the absence of the literary study of the Bible in the curricula of our colleges and universities is indeed strange. The rising tide of interest in the Bible from the standpoint of history and litera¬ ture, as well as from that of ethics and religion, is taking practical shape in the establishment of chairs in Biblical literature in many endowed denominational schools. The introduction of Biblical study in State universities, however, is attended with some difficulties. The reason of this is apparent. It has usually been regarded as impossible to teach the Bible except from the standpoint of theol¬ ogy, thus affording the instructor opportunity to force his peculiar denominational tenets upon students. The fear of sectarian prejudice has made the exclusion of the Bible from the curriculum seem the safer course. Again, the Bible has been viewed from the ecclesiastical standpoint, rather than from the standpoint of life and literature, history and ethics. This fact, owing to the separation of church and state, has perhaps had more influence than fear of sectarian bias in preventing the study of the Bible in State universities. It has been proved, however, that the Bible can be taught from the standpoint of history and literature, scientific¬ ally and without sectarian bias, and this fact has encouraged the establishment of Bible chairs at the seats of several State universities. While the separation of church and state is a fundamental principle in American civilization, every informed person knows that we can not divorce our political life from our religious influence without the most disastrous consequences. Relig¬ ious culture is essential to the highest and completest intellectual attainments. It was a recognition of the moral and spiritual needs of university students, whether church members or not, which prompted the Christian Woman’s Board of Mis¬ sions, an organization of Christian women with headquarters at Indianapolis, Ind., to undertake ‘-the establishment of English Bible chairs for the purpose of giving religious instruction to students attending State universities.” The method of coordinating religious instruction with the university studies is very simple and has proved eminently practicable. The instruction is provided by Christian peo¬ ple who are responsible for the expenses. Classes are arranged for all students who desire to study the Bible. This plan not only meets the needs of students preparing for Christian service in the ministry or the mission field, but affords opportunity for general religious culture to all. Dr. Richard T. Ely, of the Uni¬ versity of Wisconsin, recommends the establishment of denominational dormi¬ tories around State universities, but having no legal connection with them. THE ORIGIN OF THE BIBLE CHAIR IDEA. The present has its roots in the past. The unity of life pervades every realm of thought to-day. The idea of coordinating religious culture and intellectual development is not new. “Let ns reason together saith the Lord.” (Isaiah i, 18.) An early church father reminds ns that in the Bible the tree of knowledge and the tree of life grow side by side. The charter of Harvard College, the first institution of learning on the continent of America, declared the object of the institution to be “ the education of the English and Indian youth of this country in knowledge and godliness.” In onr State universities, however, the emphasis is placed almost exclusively upon intellectual development. Through the influence of Thomas Jefferson the University of Virginia was the first State university to invite religious denominations to plant their theological schools around it. In Jefferson’s letter to Dr. Cooper, November 2, 1822, describing his plan of allowing independent schools of theology to be established in the neighborhood of the uni¬ versity, two things are very plain. (1) His chief concern was to disarm prejudice against an institution of “no religion.” We who heartily accept the doctrine of the separation of church and state may not fully realize the bitterness of the preju¬ dice which the father of the University of Virginia felt. (2) While Jefferson’s chief concern was negative, it is also quite evident that, as to the positive work THE BIBLE IN THE STATE UNIVERSITIES. 1567 “ the different religious sects” might accomplish, he did not anticipate the teach¬ ing of the Bible from the standpoint of history and literature to all students irre¬ spective of creed or calling. I give his letter as quoted in the History of Higher Education in Virginia. In our university you know there is no professorship of divinity. A handle has been made of this to disseminate an idea that this is an institution not merely of no religion, but against all religion. Occasion was taken at the last meeting of the visitors to bring forward an idea that might silence this calumny, which weighed on the minds of some honest friends to the institution. In our annual report to the legislature, after stating the constitutional reasons against a public establishment of any religious instruction, we suggest the expediency of encourag¬ ing the different religious sects to establish each for itself a professorship of their own tenets, on the confines of the university, so near as that their students may attend the lectures there, and have the free use of our library and every other accommodation we can give them; preserving, however, their independence of us and of each other. This fills the chasm objected to ours, as the defect in an institution professing to give instruction in all useful sciences. * * * By- bringing the sects together and mixing them with the mass of other students we shall soften their asperities, liberalize and neutralize their prejudices, and make the general religion a religion of peace, reason, and morality. My interest in the coordination of religious culture and secular education at State universities was enlisted by Dr. Samuel Spahr Laws. His view of the coordination of church and state at the most strategic point, the State univer¬ sity, is embodied in the following letter concerning the establishment of Bible chairs at the seats of State universities, written from Columbia, S. C., January 1, 1894: Bev. Charles A. Young, Ann Arbor, Mich. My Dear Friend and Student oe Former Days: It was a great pleasure to me to receive your letter from your present field of labor. The plan of organiza¬ tion and operation which you outline is, in my judgment, perfectly feasible, Those educational institutions which are not under denominational supervision are unprovided permanently with any assured and adequate care of their religious interests. This remark is particularly applicable to our State universities. At the University of Virginia it was the idea of its founder, Thomas Jefferson, that theological schools might be put on independent foundations, in close proximity to it, so as to avail themselves of its advantages, and reciprocate by extending over it their religious influences. In a letter written by Mr. Jefferson from Monticello, in September, 1818, he uses the following language, to wit: “Of all the systems of morality, ancient or modern, which have come under my observation, none appears to me so pure as that of Jesus. * * * The problem confronts us. How can Christian influences be best mingled with educational influences in those institu¬ tions not directly under religious care?” In our country, wisely, church and state are separated, and State education is, as in no other country of the world, secu¬ larized. In Germany for centuries the theological faculty has stood first of the four fundamental faculties of the university. Such a combination with us is impracticable. The influence of religion in our State universities must conse¬ quently be indirect. You are pleased to ask me about my own attitude on this matter during my long service as chancellor of the University of the State of Mis¬ souri, of which you gained some knowledge while a student there. * * * As an established means of organizing Christian influences in permanent association with the university, I held for a number of years a magnificent lot of 10 acres right alongside of the university, with the view of its allotment to the Christian denominations of the State for their individual Christian schools, or for one grand united Bible school, which should sponge out of the university all that was avail¬ able for theological students. * * * I had then several hundred thousand dol¬ lars deemed available for founding this enterprise. However, “The best laid schemes o’ mice and men gang aft aglee.” Wishing you great strength in your work, I remain, Your friend, - S. S. Laws. It will be seen that the union Bible school which Dr. Laws hoped to establish would have been a great improvement over Mr. Jefferson’s idea of the different religious sects establishing “each for itself a professorship for their own tenets.” It remained for Christian women to realize what Mr. Jefferson and Dr. Laws hoped but failed to accomplish. 1568 EDUCATION REPORT, 1897-98. In 1S36 Mrs. Sarah Hawley Scott, of Detroit, died, leaving over $12,000 to mis¬ sionary societies. This amount was intrusted to the Christian Woman’s Board of Missions, of which Mrs. Maria Jameson was then president. With the proceeds of the Scott bequest a handsome chapel was built and the Church of Christ organ¬ ized at Ann Arbor, Mich., in 1891. The church which the Chiistian Woman’s Board of Missions established was an essential prerequisite for the establishment of the English Bible chairs. But while preaching religious truth on Lord’s days is efficient, it is not sufficient for university students. The student habit of mind makes ‘ ‘ Jesus as a teacher ” more influential than ‘ 4 Christus orator. ” The preach¬ ing function is important, but the teaching function, even in matters of religion, is still more important. University students are surfeited with science, even to the neglect of history and literature, language and the fine arts. The Bible — its ethics and its literature, its truth and its life — should be taught in order to restore the symmetry of a true development, physical, intellectual, and spiritual. In 1893, under the leadership of Mrs. O. A. Burgess, the Christian Woman’s Board of Mis¬ sions established the first English Bible chair at the seat of the University of Michigan. Its purpose is to teach the Bible — not theology, not denominational tenets, but the Bible — from the standpoint of history and literature, to all students, Christian and non-Christian, male and female. Literature is the interpretation of life. Biblical literature is the best interpretation of the higher life. The necessi¬ ties of positive spiritual ideas in State universities, where science, with its secular tendencies, is so largely emphasized, has been well expressed by Dr. Harris: Nature presupposes a God of grace and good will toward His creatures. * * * But the mind, disciplined solely in observing independence and external relations, becomes of the opinion that it is not necessary to assume self-activity to explain anything in nature. * * * Natural science, with its predominant use of the categories of quality and quantity, fails in the department of organic nature to comprehend the plant and the animal, and it fails still more signally to recognize the spiritual in man. * * * Now, the corrective for such studies as lay too much stress on external observation is found ready at hand in the studies of human nature, language, history, and literature. Religious literature, of course, touches the problem directly and offers to the individual in the form of authority the spir¬ itual theory of the universe. (The Study of Natural Science — Its Uses and Dan¬ gers. W. T. Harris, LL. D.) Man is material, mental, and moral. As a university student he needs athletics or manual training for his physical development; he needs to study science and art, language and literature, for his mental expansion, but above all and conserv¬ ing all he needs to study the Bible as the Book of Life, its history and its litera¬ ture, for his religious culture. HISTORY OF THE ANN ARBOR BIBLE CHAIRS. The idea of endowing an English Bible chair at the seat of the University of Michigan was first advocated by the writer in 1891, while pastor of the Church of Christ in Ann Arbor. Harris Hall, McMillan Hall, and Newberry Hall were equipped with libraries and other facilities for Christian students of the various denominations, but no systematic Bible teaching was offered. At the National Convention of the Christian Woman’s Board of Missions held in Nashville, Tenn., in 1892, the president, Mrs. O. A. Burgess, recommended the establishment of an English Bible chair at Ann Arbor, Mich. After due deliberation the convention unanimously recommended “the endowment of one or more Bible chairs ” at Ann Arbor, and a committee was appointed to present plans for the work at the next national convention. This was held in Chicago in 1893, when the following report was made by the Bible chair committee: Inasmuch as the great need of the world is a knowledge of Christ and the simple gospel He taught, and as a higher education and a broader culture are demanded by the x>eople, which demand can only be met by an increase in the force of edu- THE BIBLE IN THE STATE UNIVERSITIES. 1569 cated workers; and inasmuch as God has opened the way for the Christista Woman’s Board of Missions to further this end through its mission: Resolved , That we heartily indorse the steps that have been taken toward the permanent establishment of a chair of the English Bible at Ann Arbor, and would recommend — 1. H. L. Willett, who comes to the position bearing the honors of Bethany and Yale and Chicago universities, as one eminently fitted for the professorship of that chair. 2. We would recommend Clinton Lockhart, whose credentials for fitness are unquestioned, as a suitable assistant to the work. 3. We recommend, inasmuch as the needs of the present year are in a large measure provided for, that the executive committee be directed to take such steps as may be required for the further progress of the Bible chairs. Respectfully submitted. Mrs. Persis L. Christian. Mrs. M. F. Miles. Lura V. Thompson. Mrs. V. A. Pollard. The recommendations of this committee were adopted, and the executive com¬ mittee of the Christian Woman’s Board of Missions was authorized to begin the work at once. The purpose of the Ann Arbor Bible chairs is as follows: 1. To provide biblical instruction for the students of the university and other persons who may desire to study the Bible. 2. So to present the claims of the Christian ministry as to win to it well-educated young men who are endowed by nature and qualified by character for such work. 3. In connection with advantages already offered by one of America’s greatest universities, to provide a high-grade missionary training school where young men and young women can prepare themselves for the foreign field. Those desiring to become medical missionaries will find superior advantages in the medical schools of the university, and may at the same time receive training under the Bible chairs in the study of the Bible and in missionary history and methods. 4. To provide training in Bible study and methods of work for young preachers and others who are to engage in Sunday school, Endeavor, and other church work. It is thought that Sunday school teachers and leaders in Endeavor work may be glad to avail themselves of this instruction, and perhaps at the same time attend some of the lectures in the university. Th9 methods of the Ann Arbor Bible chairs are as follows: 1. Regular courses of Bible study for university students are offered by the instructors each year. They aim to make their instruction as scholarly and as inviting as any that is offered in the university, and especially to appeal to the spiritual nature of the students. They are in deep sympathy both with the Bible and with the students. It is their .chief purpose to teach the Bible. 2. One or more Bible institutes, lasting from three to five days, are conducted at Ann Arbor under the auspices of the Bible chairs each year. The instructors in these institutes are the best biblical scholars that can be secured, regardless of denominational affiliations. These institutes are well attended and are much appreciated by students and by citizens of Ann Arbor. 3. Lecture courses on Christian sociology, Christian missions, and other prob- , lems involved in the application of Bible truth to individual and social life are provided each year. 4. It is the aim of the instructors to put the students into sympathetic touch with the best biblical literature. The actual work of the Bible chairs began October 1, 1893. The courses offered for the year 1893-94 were as follows: History of Israel, Prophecy, Psalms, The Life of Christ, Paul and His Epistles, Methods of Christian Yi^rk, Religious Movements in America, and New Testament Greek. The largest classes were those in the Life of Christ and in the Life and Epistles of Paul. The number of registrations during the first year was 59. The number of courses elected was 80. Special lecture courses were given by A. McLean, general secretary of the Foreign ED 9S - 99 1570 EDUCATION REPORT, 1897-S8. Christian Missionary Society, on “Missions and missionaries,5’ and by Prof. George D. Herron on “Applied Christianity.” Hundreds of students and citizens of Ann Arbor attended these lectures. The lectures have since been published in book form. The price fixed by the instructors for each course of study was $1 per term. Owing to an arrangement with the Student’s Christian Association, whereby the use of Newberry Hall was secured for the classes, the members of that association were admitted at one- half price. The success of the Bible chairs for the first year surpassed the expectations of the most sanguine friends of the work. The question whether university students ■would avail themselves of biblical instruction if it should be offered them was definitely settled by the fact that a large number of them had elected the Bible chair courses and faithfully pursued them. The instruction offered was placed on a thoroughly scientific and practical basis. The Bible chair experiment received strong commendations in the press, both local and general, and especially in the religious papers. Prominent educators all over the country took an inter¬ est in the experiment. Dr. Richard T. Ely, of the University of Wisconsin, thinks the success of the principle involved will form an epoch in the history of education. The following letters written at the close of the first year’s work indicate the impression which it made upon the leaders of thought and religious life in Ann Arbor : Ann Arbor, Mich. , June S, 1S94. To the Christian Woman's Board of Missions: You might like to learn our impression of the work undertaken here by Mr. Willeit and Mr. Lockhart. It gives us pleasure to say that their classes have been larger than they expected and that we feel under obligations to them for the help they have rendered in the religious work among our students. The friends who have contributed to the support of the new enterprise have every reason, I think, to be more than satisfied. Yours, truly, James B. Angell, President University of Michigan. Mrs. O. A. Burgess, President of the Christian Womans Board of Missions : We, the undersigned, pastors of Ann Arbor, Mich., wish to express our sympa¬ thy with and approval of the great and commendable work which the Christian Woman's Board of Missions have done and are doing in our city, the seat of the University of Michigan. The Church of Christ has, from its beginning, been unequivocal in its loyalty to our divine Lord and Saviour, as the Son of God, and the work of the Bible chairs has been, and we ti’ust shall continue to be, a tower of strength for evangelical Christianity among the students of the university. We rejoice in the success which has thus far attended your efforts to have the Bible taught systematically as the Word of God to our students, and hoi>e the Bible chairs may be firmly established and well endowed. Respectfully submitted. C. M. Cobern, Pastor Methodist Episcopal Church. J. M. Gelston, Pastor Presbyterian Church. J. W. Bradshaw, Pastor Congregational Church. Prof. G. P. Color was called to take charge of the Bible chair work in February, 1895. Fifty-two students took regular work the second year. The following courses were given: The Life of Christ, the Life and Epistles of Paul, Prophecy, History of Minions, a Normal Course for Sunday School Teachers, and the Philos¬ ophy of Religion. The third year of the Bible chairs began the first week of October, 1895, with a Bible institute, which was conducted by Ernest D. Burton, professor of New Testa¬ ment Exegesis in the University of Chicago, and by Dean H. L. Willett, of the THE BIBLE IIST THE STATE UNIVERSITIES. 1571 Disciple Divinity House, Chicago. There were ten sessions of this institute and these sessions were well patronized. The institute served a good purpose in many ways, one of which was the prominence into which the Bible chair work was brought before the students and citizens of Ann Arbor. At the close of this insti¬ tute Bible chair classes were organized and taught by Rev. C. A. Young and G-. P. Coler. Mr. Young withdrew from the work as instructor in February, IS98, and Professor Coler was assisted by Mrs. W. C. Hull, who taught a class in Old Testa¬ ment history. During the year courses were given in the following subjects: The Life of Christ, the Gospel of John, the Life and Epistles of Paul, the Epistles to the Hebrews, Old Testament History, Christian Ethics, the Gospel of Matthew, the Epistle to the Romans, the Great Religions of the World. Ninety-five different students enrolled in these classes, 59 young men and 36 young ladies. Many others applied for courses, but hours could not be suitably arranged. The fourth year of the Bible chairs opened the first week of October, 1896, with an interesting Bible institute, conducted by Dr. H. L. Willett. Seventy-five stu¬ dents are already (November 17, 1898) enrolled in the Bible chair classes, and it is probable that still others will enroll loefore the close of the semester in February. It is expected that a much larger enrollment will be secured for the second semester of this year. SIMILAR WORK AT OTHER STATE UNIVERSITIES. This wise policy has been signally pursued in occupying State university centers. Not only at Ann Arbor, Mich., where nearly 3,000 students are annually gathered, is the Christian Woman's Board of Missions bringing the English Bible chair to the attention of a great university community, but also at Charlottesville, the seat of the University of Virginia, and Athens, the seat of the University of Georgia. It is worthy of note that the influence of the wise policy of the Christian Woman’s Board of Missions in having the Bible taught at State university centers has been even more far-reaching than was anticipated when the work at Ann Arbor began in 1893. This is plainly manifest in the fact that the Disciples of Christ in several States have not only adopted the plan of teaching the English Bible from the standpoint of history and literature to all students, irrespective of their future life work, but in three States at least have advanced beyond the pop¬ ular feature of the Bible chair work emphasized by the Christian W Oman's Board of Missions to the more distinctly educational feature of giving special training to ministerial students. With this in view the Berkeley Bible chair, located at the seat of the University of California, has been superseded by the Berkeley Bible Seminary, with two competent instructors. H. D. McAneny, financial secretary of the Berkeley Bible Seminary, deserves great credit for the excellent work he has done. The year ending July 30, 1896, this faithful, energetic secretary reported over $80,000 pledged by the churches of California to the Berkeley Bible Seminary fund. Since then I have been informed that Hesperian College has transferred its endowment, over and above its indebtedness, to the seminary fund. At Columbia, Mo., under the leadership of J. H. Garrison, editor of the Chris¬ tian Evangelist, assisted by T. P. Haley, W. T. Moore, D. O. Smart, and others, steps are being taken toward the establishment of a Bible college contiguous to the University of Missouri. So far the teaching of Dr. Moore has been a popular work among a large number of students rather than special training to a limited number of ministerial students, but as soon as sufficient endowment can be raised to support two or more regular instructors more technical work will be done without neglecting the broader popular features of the work. Prof. E. C. Sanderson is doing excellent work in pushing the establishment of the divinity school at Eugene, the seat of the University of Oregon. Perhaps the most significant enterprise 1572 EDUCATION REPORT, 1897-98. related to the Bible-chair movement is the establishment of the divinity house in connection with the divinity school of the University of Chicago. The work of the divinity house, under the direction ‘of Herbert L. Willett, Ph. D., and Edward S. Ames, Ph. D., is quite distinct from the Bible-chair work and should not be classed with it, since it is of a technical theological character and not popular Bible study. It is related to the Bible-chair enterprise, sinoe it is in alliance with a university, but it differs from it in being graduate in character and in being connected with a university which is not a State institution. The establishment of one or more Bible chairs at the seat of a State university was first proposed by Mrs. O. A. Burgess for national consideration in 1892. The actual work of teach¬ ing the English Bible, from the standpoint of history and literature, to students m general began at Ann Arbor in 1893. The Bible-chair movement is only three years old — still in its infancy — yet systematic biblical instruction will be offered the students at six of our State universities this coming year by the disciples of Christ. Under the auspices of the English Bible chair of the Christian Woman's Board of Missions, Prof. G. P. Coler and others will give systematic instruction in the Bible and the history of missions, at Ann Arbor; Dr. Herbert L. Willett, during his leave of absence from work in Chicago, will be employed in systematic Bible teaching at the University of Virginia; C. A. Young will do similar work at the University of Georgia; Dr. W. T. Moore gives all of his time to Bible teaching at the University of Missouri; Prof. S. M. Jefferson and Prof. A. M. Elston at the University of California, and Prof. E. C. Sanderson at the University of Oregon. When the report of the committee recommending the establishment of the first English Bible chair was read at Nashville, J. H. Garrison said: “ The inauguration of this movement will make this night historic.” No one who under¬ stands it questions the wisdom and practicability of the Bible-chair movement. The only question before us is, Shall we adequately support it? Each Bible chair ought to have an endowment of at least $50,000. The following communication expresses the judgment of a number of State university presidents and may fitly close this report: University of Georgia, Chancellor's Office, Athens, Ga., May S, 1S9G. Rev. Mr. C. A. Young. Reverend and Dear Brother: The Manual of Bible Chairs at the University of Michigan has given me both pleasure and instruction. You may rest assured that such work at this university would receive a warm welcome and hearty sup¬ port from all good men, especially from the faculty and trustees. The general idea embodied in the Manual has been for years in the minds of some of us. In our opinion it solves one of the greatest problems of the higher education in the United States, viz, How can the religious element be fostered in our State universities? To this you reply: This great work can be best done by the churches of Christ placing Bible chairs in close contact with their young men while enjoying the benefits of the Stat8 university. The enterprise must be wholly ecclesiastical, and the control must be in the denomination, not in the university. The benefits of your plan seem to be equally great to all parties concerned: (1 ) It fully recognized the American doctrine of the complete separation of church and state. Each of these great societies is left uncontrolled and unhin¬ dered to pursue its own legitimate ends in its own constitutional way. Yet incidentally they benefit each other very much, as two independent political sover¬ eignties would do which permit their people to exchange commodities on favor¬ able terms. (2) It secures to members of such churches, with the least possible expenditure, all the benefits of the State's costly endowments for literary and scientific educa¬ tion. They reap a return from the taxes paid by them, and at the same time enjoy ail that can be done to retain their sons while they are minors in the faith of their parents. And the church, as it seems to me, ought to accomplish better results than she can do in any other way. She is helping to keep a great institution from the possibility of being given over to secularism. And yet she is acting strictly within her divine commission, which reads: “Go ye, therefore, a,nd make disciples THE BIBLE IN THE STATE UNIVERSITIES. 1573 of all nations, * * * teaching them to observe all things whatsoever I have commanded you.” That is to say, she escapes from the entanglements of geology, biology, and metaphysics, which, however valuable they may be for mental train¬ ing, are certainly not among the “ things ” which Christ commanded. And if, like Paul, the church can truly say, “ This one thing I do,” like him, she should be able to do it well. (3) The State and her university will share fully in the blessing of this arrange¬ ment, for all men know that the morality of the gospel is the best and cheapest safeguard to order. All see that Christianity creates a better citizenship — manlier men, more womanly women. The withdrawal from the State university of so many of the more pious young men is a public calamity, for in the university they are “the salt of the earth” and the “light of the world.” FTor would the Bible chairs interfere in the least with the work done by the Young Men’s Christian Association, the influence of which is chiefly to stimulate devotional feelings and promote Christian work for others. The Bible chairs would supply a steadier light to the conscience, and would forearm the reason against doubt and disbelief. I conclude, dear brother, as I begun, by assuring you of a warm welcome and a wide, field in the University of Georgia, should your friends enable you to plant Bible chairs close beside us. Yours, faithfully, Wm. E, Boggs, Chancellor of the University of Georgia. The establishment of English Bible chairs at the seats of State universities, so as to coordinate secular and religious instruction, I consider eminently practi¬ cable. It provides symmetrical education on the most economical basis possible. It disarms prejudice against our State universities from those who fear the tenden¬ cies of secular education. As has been well said, “ It is the principle of business in Christianity which recognizes the importance of occupying great educational centers for the purpose of radiating the light of religious truth.” As the above matter goes to press a letter is received from Rev. Charles A. Young respecting the promotion of Bible study among the students of the Uni¬ versity of Virginia. The following extract from the letter and the circular appended show the work in detail: I have been conducting Bible study from the standpoint of history and literature among the students of the University of Virginia upon the same plan I introduced at Ann Arbor, Mich., Athens, Ga., and elsewhere. * * * Over a score of the best and brightest young men who are students of the Uni¬ versity of Virginia gave me two hours per week in class room and three hours per week studying special duties I assigned them in biblical history and literature, making five full hours per week given to the systematic study of the Bible. Young Men’s Christian Association, University of Virginia. BIBLICAL INSTRUCTION. The purpose.— It is the object of these lectures to afford opportunities for the study of the Bible from the standpoint of history and literature to members of the university and other persons who may desire to pursue such courses of inves¬ tigation. The Bible is obtaining increasing recognition as a collection of litera¬ ture, possessing a distinct educational as well as ethical and religious value. It is recognized as the most profoundly influential book in existence. Its study may, therefore, well find a place in the educational discipline of every member of the community. Courses of study. — The themes presented will include four courses*of study, as follows: The Life and Letters of Paul, ten lectures; The Minor Prophets, ten lec¬ tures; The Life and Writings of John, five lectures; Book Studies, etc. (popular course) , five lectures. These lectures will be delivered in the university chapel on Tuesday, Wednes¬ day, Thursday, and Friday evening of each week during five weeks, from January 18 to February 18, 1893, and at such other places and hours as shall be arranged by 1574 EDUCATION REPORT, 1897-98. the general secretary of the Yonng Men's Christian Association with those who may pursue any of the above courses. Admission to courses. — Those who are desirous of taking any or all of these courses will register with Mr. Charles Hancock, to whom the fees may be paid upon registration as follows: One course of five lectures _ _ . _ _ _ . $1 . CO Two courses of five lectures, or one double course of ten lectures. . . 1. 50 Admission to all courses _ _ _ _ _ _ 8. 00 The fees to members of the Young Men's Christian Association and to ministers will be one-half the above. Arrangements for nonresidents. — Persons residing in other places may avail themselves of this opportunity for Bible study by residence in Charlottesville dur¬ ing the period of the courses. Ministers can return to their churches over Sunday if they find it desirable. The necessary expenses of residence in Charlottesville will not exceed $5 per week. Consultation. — Those desiring to make inquiries or engage accommodations may address W. I. McNair, general secretary of the University of Virginia, Young Men's Christian Association. Those who desire to inquire further regarding these courses may consult Mr. Hancock or the general secretary at the office of the Young Men's Christian Asso¬ ciation. CHAPTER XXXIII METHODS OF INSTRUCTION IN AGRICULTURE. INCLUDING LEAFLETS ILLUSTRATING THE EDUCATIONAL WORK DONE AT THE C ORNELL AGRICULTURAL EXPERIMENT STATION AND AT PURDUE UNIVERSITY. THE SCHOOL GARDENS AT THE BUSCOMBE BRITISH SCHOOL. [From volume 2 of Special Reports on Education by the British Educational Department.] Starting a school garden. — There are two ways of setting boys to work at garden¬ ing. They may either cultivate a plat in common or each boy may be provided with a plat of his own. The latter plan is the better, because it offers superior educational advantages. If, for example, a boy is one of a group cultivating a garden, he can not know for certain what is the effect of his share of the work. It is only when a boy is sole master of a plat of his own that he can be sure what the results of his efforts really are — whether meritorious or defective. Th e objects of school gardening. — A school garden must not be treated as though it were an allotment. The difference is important, because, if it is ignored, the school garden may prove a pecuniary success, but an educational failure. The owner of an allotment naturally seeks to make the greatest commercial profit out of his parcel of land. In the school garden, on the other hand, the boys have partly to receive instruction in the rudiments of the gardener’s craft according to the best methods and partly to find illustrations for their lessons in natural science and to make practical application of them. In an allotment the owner often finds it to pay better to grow one or two kinds of crops, either for the sake of the demand for them in his market or because the soil is best suited for them. The schoolboy should learn how to raise a variety of crops, and wrill benefit educationally as much by failure as by success. Indeed, when the conditions of soil and climate are so favorable that, be the gardening good or bad, the crop is always forthcoming, though the undertaking may prove a greater commercial success, yet as an educa¬ tional exercise it will have less value than where nature is unkindly and hard to subdue. Again, the object of a school garden is certainly not to put boys as apprentices to gardening. Some boys, no doubt, who learn gardening will become gardeners in a professional way, but it would be wholly out of place in school unless it served a general purpose as well as having a technical aim. School gardens are a part of general as well as technical education. A very slight acquaintance with modern text- books and their readers, whether dealing of the farm or of the garden or of the home, is sufficient to show that while many of the plain facts of modern science are assumed by the writers to be matters of gen¬ eral knowledge, most of the readers continue to regard such facts as outside their province and belonging to the peculiar domain of men of science. Now, some knowledge of the nature of a few of the chief gases and other chemical elements is really indispensable for the farmer, the gardener, and the housewife, and it may be acquired in more ways than one. While a girl may study it in connection with 1575 1576 EDUCATION REPORT, 1897-98. cooking and cleaning, a boy may have it brought home to him in connection ■with a garden plat. The kind of experiments which may be made and studied with advantage in connection with school gardens are described in Laurie's Food of Plants and in an extremely practical and suggestive paper by the professor of botany in the Durham College of Science, Mr. M. C. Potter. Mr. J. H. Crawford published in Natural Science (July, 1892) a plan for making an agricultural museum, which offers valuable suggestions for associating practical garden work with the study of elementary science in the class room. The result of this combined indoor and outdoor instruction will be to spread a much-needed type of general as well as technical knowledge. The rising genera¬ tion will learn what is the true nature of an experiment, what are the methods of modern science, in what way observations are made and inferences are drawn from them, what are the sources of error, and how it comes about that a merely prac¬ tical man may as easily underrate as overrate the researches of the laboratory. The division of the ground , and therefore, first the size, shape, and arrangement of the individual plats. — Each boy, then, should have a plat to himself. In the Buscombe School Gardens there are plats for 12 boys. The plats must not be too large, because the boys can not work more than two afternoons a week. „ The shape, again, is important, because it is desirable that the boys should be able to perform much of their gardening while standing on the paths between the plats instead of having to step on the border for every operation. The plats, therefore, measure 80 feet in length and are only 10 feet in width. The four corners of each plat are carefully marked by squared and substantial pegs firmly driven into the ground. Each plat is numbered and the numbers are •written clearly and boldly on the face of the pegs. The longer axis of each plat extends along a line from east to west, which facilitates the cropping. The vegetables are planted in rows across the plats from north to south, because this plan gives them the best chance of thriving. Each particular kind of vegetable is planted on the same line right across all the plats (see plan), so that although in the separate plats the rows are short, being only 10 feet long, yet, when the whole set of plats is looked at in one view, the vegetables are seen to be planted in long rows extending right across the gardens in regular lines, from the north boundary to the south. The success of each boy is thus easily comparable with that of the others. Cropping of a plat. — Let us now see how a plat is cropped: Broad beans, hollow crowm parsnips, white Spanish onions, Bedfordshire champion onions, radishes, lettuce (cos and cabbage), potatoes (three rows — early, medium, and late), Brus¬ sels sprouts, cauliflower, James’s intermediate carrot, shorthorn carrot, pineapple beet, Wheeler cabbage, drumhead savoy, Yeitch's autumn giant cauliflower, scar¬ let runners. The scarlet runners were planted on the side next the road, and served as a screen against the depredations of roughs and idlers, who, in the absence of the boys, wTould occasionally steal their best vegetables. (2) Other plats for working in common. — Besides the ground which was taken up by the 12 plats and the paths between them, the in closure contained space for two other purposes. (a) Along the south side there is a border about 100 feet in length and 10 in width for growing certain vegetables which will not lend themselves readily to separate treatment in the 12 plats, such as asparagus, marrow [gourds], and sea- kale. Here too are planted several pot herbs, such as thyme, sage, marjoram, etc., and also seedlings to be pricked out later in the other plats, such as lettuce, celery, leeks, sprouts, and cabbage. ( b ) At the east end of the ground there is space for 4 plats of the same size as the 12 others — namely, 80 by 10 feet — in which certain fruit trees were planted, including standard apples, pears, and plums, and also such brush fruit as currants, gooseberries, and raspberries. Room is also found for some tomatoes, a straw¬ berry bed, and a few herbaceous flowers, by way of ornament, and some roses. METHODS OF INSTRUCTION IN AGRICULTURE. 1577 In the northeast corner a small frame 6 by 4 feet was placed for the purpose of growing seedlings, which might thus be preserved through the winter for early spring planting. In these plats the boys learned how to bud roses, to train fruit trees, and to make grafts in different ways. Care of tools. — The ground was inclosed by a barbed-wire fence, which Avas stretched upon strong posts. Inside of this fence Avas planted a privet hedge, in which Avere set at intervals a few trees, such as poplars, maple, birch, and ash. At the gate of the inclosure a wooden hut was built for the accommodation of the tools and seeds. It was made of tarred boards, with a corrugated iron roof, 9 Teet square, 9 feet high at the back and 6 feet in front. The floor is of brick, and shelves are provided. Each plat has a set of tools assigned to it, and each tool is numbered to correspond with the plat to Avhich it belongs. Each set of tools hangs from a peg, which is numbered to correspond Avith the plat to which it belongs. The boys are taught to keep their tools scrupulously clean by aid of linseed oil and paraffin, and to put them away in an orderly manner after using them. The plat tools are adapted in size to the use of the boys, one 4-inch Dutch hoe; one 4-inch draAV hoe; one 4-prong [spading?] fork; one spade (7 by 11 inches), and one 10 toothed rake. Besides these are other tools for common use, to wit: 1 besom, 1 mallet, 2 wheelbarrows, 1 Avater can, 2 boat baskets, 4 lines GO feet in length-. The plans show the details of the arrangements, which have been described. The effect of good and had gardening contrasted. — The soil was originally of the worst possible description, consisting of almost pure gravel. The boys had obviously to overcome natural difficulties. Cultivation Avas commenced by trench¬ ing to a depth of 2 feet, which involves digging out three spits (to the depth of three spades about) . Stable manure was applied somewhat liberally at the bottom of the trench. The summer of 1896 was very dry, but owing to this “ bastard” trenching, although there was no artificial watering, the fine growth of the crops in these plats, as compared with the scanty growth in neighboring gardens, where there was far less labor expended, proved the truth of the old saying, justissima tellus, for “ the honest earth well repaid all the toil.” The produce of the gardens received certificates of merit at more than one horticultural shoAV. The contrast between the results of good and bad gardening forms a most telling object lesson, and the difference in the crops according as the boys are more or less skillful, or as they are careful or careless, is Avell demonstrated by the arrangement of the rows of vegetables which cross the plats in a straight line. In the report of the W oburn fruit farm for 1897 a method is described of making approximate measurements of the comparative loss of growth Avhich is due to neglect and bad method. The instructor of the Buscombe School Gardens, himself a nurseryman, is attempting to teach the boys to practice the method of measurement there described. The young gardeners' diary and account hook. — The boys are taught to make rough notes on the ground, recording the operations of each day, the dates of planting seeds, and the names of the sorts selected. Hints are added to this instruction as to the distance between the rows of plants, and also between plants in the toav, and a record is made of the kind of manure which is used and other matters. A daily record of the weather is kept and the amount of rainfall observed and noted. The notes are afterwards worked up in a systematic form, and serve as a gardener’s diary of great value for future use should the boys in later life do some gardening of their own. A few extracts from one of the diaries are given: March 15. — Sowing onion seed. White Spanish and Bedfordshire versus cham¬ pion. One row of each, 1 foot apart; made drill about 3 inches deep. After sowing the seed, raked the soil over them and patted it down with the spade. March £2.— Trenching and manuring. The brood beans and pease are shoAving above ground. March 16, 23, and 29. — Trenching, manuring, and weeding. April 2. — Finished trenching in all the plats to day. Edging and Aveeding paths. 1578 EDUCATION REPORT, 1897-98. May 14. — Sowed one row of cabbage lettuce in the experimental plat. Dressed the cabbage plants with four different kinds of artificial manure, namely: Two rows with nitrate of soda, two rows of nitrate silicate, two rows with native guano, one row with ichtheinic guano. ^ Each boy sold the produce of his own plat, and the money so earned was brought to the instructor, who received it and entered the amount in an account book, reserving a separate page for each plat. Each boy also kept an account book of his own, so that he might feel sure that he received his proper share. The money is divided, and one-half is devoted to the purchase of seeds for the next season, while the other half is given to the boys in proportion to their earnings. In this way some boys earned as much as 8 shillings in the year, while the average was about 6 shillings. In conclusion, says Mr. Hooper, I may add that a year’s garden work had a strikingly beneficial effect upon the growth and physical development of the boys who had thus done their part to carry out the somewhat neglected instruction to man to go forth “ and till the ground whence he was taken.” [for, the use of teachers.] No. 22. LEAFLET.1 ON NATURE STUDY. ESPECIALLY ADAPTED TO THE USE OF CHILDREN IN SCHOOLS IN RURAL DISTRICTS. [Prepared, by the faculty of Purdue University.] AN EXPERIMENTAL FARM FOR YOUNG PEOPLE. [By Prof. W. C. Latta.] . In Leaflet No. 9 Professor Coulter told you about a school garden. If you have acted on the suggestions of that leaflet, you are beginning to realize how attrac¬ tive, interesting, and instructive such a garden may become. More than this, you have learned how easily and cheaply you can beautify the school yard with flowers and vines. 1 ADDITIONAL NOTES TO TEACHERS CONCERNING THE USE OF THE NATURE-STUDY LEAFLETS. It is important to observe that very much of the nature study by the children must be done out of doors and in the spring and summer, but many of the schools will not be in session at that time of the year. Such of the leaflets therefore as especially relate to spring and summer work on the part of the children should be translated into oral lessons and given by the teachers of such schools during the winter term. It is quite apparent the leaflets can often be useddn this way with but few slight changes in phraseology. Thus instead of taking the children on an excursion in May to observe spring birds, the teachers can rephrase the leaflet on that subject and use it as a basis for a conversation with the children, instructing them how to become good observers as they go about and requesting them to report the results of their observations at the beginning of the next term. These oral lessons should bring out as much as possible the previous information of the children. Some of the leaflets, however, which seem especially to relate to objects which can be observed only in the spring, may serve as models upon which the teacher can construct exercises adapted to use in the fall by substituting subjects of study which can be readily found in the later months of the year. To emphasize what has already been said in the letter of transmittal it may be repeated that the chief purpose of these leaflets is to suggest methods to the teachers rather than to give them information, and that the most successful results will be obtained when teachers are able to supplement these lessons by those of their own construction. James H. Smart. President's Room, Purdue University, Lafayette , Lid., March 4, JAM METHODS OF INSTRUCTION IN AGRICULTURE. 1579 In this leaflet I wish to show yon how to have a miniature school farm, which may be made quite as interesting and instructive as the school garden. But I fancy I hear you say, “Where can we find room for such a farm? We can’t take it out of our playground. It is too small now.” You are quite right. Don’t take any part of your school yard, but persuade the school authorities to provide a small enclosure — at least one rod by four in size — just outside the school yard. Doubtless some kind-hearted farmer who has not forgotten that he was once a boy will let you have the ground, and then 1 am sure you can get the school board to put a strong, close fence around it. In this small enclosure the older boys can prepare the ground, plant the seeds, and cultivate the crops “ by hand.” About the only tools you would need for this purpose would be the spade, the hoe, and the rake. In such a piece of ground you could conduct a great many simple experiments with the farm crops. You could watch the process of germination, growth, fer¬ tilization, and development of grain, and you could also note when, where, and how insects and fungous diseases attack the several crops. By conducting these experiments you would learn many interesting facts that would prove very helpful on the farm. It is not expected that you would be able to grow as good crops as the farmer can under more favorable conditions. You must remember that the chief object of the school farm is to get knowledge, which will, later in life, help you to become more successful farmers. Do you know how valuable knowledge gained by careful observation and exper¬ iment really is? Just this kind of knowledge is considered so valuable that our Government expends annually nearly a million of dollars to maintain agricul¬ tural experiment stations in the several States and Territories and in the District of Columbia. This vast amount is expended in conducting and in publishing the results of experiments that will help the farmers to avoid mistakes and employ only the best methods. By using this experimental knowledge the farmers of the country will be enabled to save many times this sum. A prominent farmer of northern Indiana estimates that the farmers in his county alone might have saved one and one-half millions of dollars in the last ten years by fully using the information afforded by the experiment station and the farmers’ institutes. Experiments have shown that the stinking smut of wheat can be effectually destroyed by simple treatment with hot water. If this remedy alone were faith¬ fully used by all farmers whose wheat is affected it would save them millions of dollars. The farmers of Indiana annually expend many thousands of dollars for new varieties. of grain in the belief that the old varieties are “ running out.” Many carefully conducted experiments at Purdue University and elsewhere have clearly shown that these varieties do not necessarily run out, and that the old and tried sorts, if well cared for, will generally do as well as, or better than, the new kinds for which some farmers will pay three or four prices. The value of the experiments which you can conduct on a school farm will depend on what you undertake and how you do the work. If you begin at the wrong time, do the work in a careless manner, or if you fail to finish what has been well begun, your observations and experiments may have very little value; but if you will carry out even the simplest kind of an experiment from beginning to end in a careful manner, you will surely gain some useful knowledge. More than this, you will acquire the habit of systematically taking and recording observations which will prove invaluable to you all through life. In order to help you, I will suggest (1) a few very simple experiments that you can try in the garden at home or in some corner where they would not be dis- 1580 EDUCATION REPORT, 1897-98. turbed, and (2) how to arrange and manage a school farm, in which yon could join with your schoolmates in conducting a variety of experiments. One of the very interesting things you might do in the garden at home is to col¬ lect and plant all the varieties of peas you can get. This might include the Canada held peas, the several kinds of garden peas, and the different varieties of sweet peas. Plant in drills, at least one foot apart, dropping the seeds two or three inches apart in the drill. Do all the planting in one day in the early spring, and cover about two inches deep. Note (1) when each kind “comes up;” (2) the difference between the first or seed leaves and those which follow; (3) how tall each kind grows; (4) when each kind blooms; (5) differences in the size, color, and fragrance of the flowers; (6) differences in the form and size of the seed pods and in the num¬ ber of pods produced on a single plant of each kind; (7) when each kind matures. You will, of course, need supports for the taller varieties. When each variety comes into bloom it will be interesting to carefully dig up one plant of each kind and examine the roots for nodules (little rounded enlargements), which will vary in size from a pin head to a pea. The little colonies of microbes which live in these nodules have the singular power of capturing the free nitrogen of the air and of rendering it available for crops. Most if not all of the leguminous plants (including peas, beans, clovers, etc.) have this peculiar power of “fixing” nitrogen through the agency of microscopic soil microbes, and this is one reason they are called soil-renewing crops. This experiment would be nearly, if not quite, as interesting if made with varie¬ ties of beans or corn or potatoes. If in addition to, or instead of, these experiments at home you desire to join with your schoolmates in making a series of experiments, the school farm will best serve your purpose. An enclosure 1 rod wide by 4 long is perhaps as large as you can well take care of “by hand.” In such an enclosure you can lay out a series of 20 plats, each 1 yard square, for the small grains, and another series, each 6 feet by 7, for corn, potatoes, etc. The accompanying diagram, containing half the plats in each series, shows how the plants may be arranged, and indicates also the number of hills or drills to each plant. LIST OF EXPERIMENTS.— SERIES I. N o. 1. Wheat sown broadcast. No. 2. Wheat sown in drills. Nos. 3 and 4. Rye sown as Nos. 1 and 2. Nos. 5 and 6. Oats sown as Nos. 1 and 2. No. 7.1 Two drills seed wheat covered i inch deep and two drills seed wheat covered 1 inch deep. No. 8. Two drills seed wheat covered 2 inches deep and two drills seed wheat covered 3 inches deep. Nos. 9 and 10. Seed oats sown as Nos. 7 and 8. No. 11. Two drills small shrunken seed wheat and two drills large plump seed wheat. No. 12. One drill seed wheat sown September 1 to 15, and one drill, each, seed wheat sown 2, 4, and G weeks later. No. 13. Two drills seed wheat, 12 grains to each drill, and two drills seed wheat, 24 grains to each drill. No. 14. Two drills seed wheat, 36 grains to each drill, and two drills seed wheat, 48 grains to each drill. No. 15. One drill seed oats sown March 1 to 15, and one drill, each, seed oats sown 2, 4, and 6 weeks later. No. 16. Two drills seed oats, 12 grains to each drill, and two drills seed oats, 24 grains to each drill. No. 17. Two drills seed oats, 36 grains to each drill, and two drills seed oats, 48 grains to each drill. No. 18. One drill, each, of red clover, crimson clover, alsike clover, and alfalfa, sown about April 1. No. 19. One drill red clover, sown February 15 to 25, and one drill, each, red clover sown 2, 4, and 6 weeks later. No. 20. Four drills crimson clover sown as No. 19. SERIES II. No. 1. Corn in hills, 3 grains to each hill. No. 2. Corn in hills, 4 grains to each hill. No. 3. Corn in drills, 6 grains in each drill. No. 4. Corn in drills, 8 grains in each drill. No. 5. Corn in drills, 12 grains in each drill. No. 6. Corn in drills, planted April 20 to 30. No. 7. Corn in drills, 2 weeks after No. 6. No. 8. Corn in drills,! weeks after No. 6. No. 9. Corn in drills, covered 2 inches deep. No. 10. Corn in drills, covered 4 inches deep. 1 Sow 20 grains to each drill of Nos. 7-12, inclusive, and to each drill of No. 15. METHODS OF INSTRUCTION IN AGRICULTURE. 1581 The following are some of the many other experiments you might undertake: 1. A test of varieties of corn, oats, and wheat. 2. Treatment of seed wheat, oats, and potatoes for fungous diseases. 3. Planting large and small cuttings of potatoes. 4. Planting potato cuttings, part with the “ eye ” up and part with the eye down. 5. Planting tip and butt kernels of corn. 6. Planting sound and defective seed corn. 7. A test of frequency and depth of cultivation of corn or potatoes. 1. Get advice from your elders as to best time and manner of doing the work. 2. As far as possible, avoid working the ground when wet. This is very impor¬ tant if the soil is heavy. In early and late planting you can not always avoid this. 3. Try to get the soil well pulverized before planting or sowing. 4. Each one of the older boys should have a memorandum book, in which he should draw a diagram of the plats, and number each one in both series. 5. Under the proper date and number note when and how each plat is prepared and planted. 6. Treat the several plats of a group just alike in all respects except the point under investigation. To illustrate: If you want to learn the effect of planting seeds deep and shallow, take care that the several plats in this group are prepared alike, planted the same day, with the same kind of seed, the same number of seeds, and cultivated at the same time and in the same manner. 7. Observe when the seeds in each plat “come up,” the per cent of seeds that germinate, how the young plants look, etc., and make careful notes of these and other observations under the proper numbers and dates in vour memorandum book. The chief purpose of this is to acquire the habit of making close observa¬ tions and carefully recording the same. Your teacher will show you how to make the notes in your book. 8. From time to time during the season make careful observations, always com¬ paring the several plats of the group with each other, and note in your book the points of interest. 9. Be on the lookout for the first appearance of rust on wheat, oats, rye, and corn. Examine both upper and under surfaces of leaves. Note to what extent each variety is affected by rust. 10. Note what per cent of smutted heads appear in wheat, oats, and rye. Be very careful to note the effect of treatment of seed on the amount of smut present. 11. Note when and where corn smut first makes its appearance, and whether any varieties show more smutted stalks than others. Note how many of the smutted stalks produce no ears. Extend your observations to the fields of corn 1582 EDUCATION REPORT, 1897-98. near by. By counting stalks in the field with and without smut, and noting the per cent of ears in each lot, you may learn how the proportion of grain is affected by smut. 12. If any plants become sickly or die before they mature, try to find the cause. It is quite likely to be the work of some injurious insect. If you do not look very carefully the little fellows may escape notice. Prove that boys have “sharp eyes’’ by finding and capturing the culprits. 18. It will be necessary to continue operations on your school farm during the summer vacation. Six or eight of you can do this by taking ‘ ‘ turns'” on successive weeks. Why not organize a school-farm club and elect one of the older boys director of experiments? If no one of the scholars feels competent to take charge of the experiments, invite some wide-awake, progressive young farmer of the neighborhood to act as director. Your teacher will cheerfully aid you to organize and conduct such a club. You could meet each fortnight at the schoolhouse and compare notes and observations. You would find such a club both interesting and profitable. 14. In performing the experiments many puzzling questions will arise as to prin¬ ciples and methods of cropping. If your school farm does not give you the answers, consult the other leaflets of this series. Consult also your teacher, parents, and others, and if you are not fully satisfied, write to me, and 1 will try to give you the desired information. I will be glad to hear from you at any time, and will be especially pleased to have you report anything of interest in connection with your school farm. [for the use of teachers.] No. 2. LEAFLET ON NATURE STUDY. ESPECIALLY ADAPTED TO THE USE OF CHILDREN IN SCHOOLS IN RURAL DISTRICTS. [Prepared by tbe faculty of Purdue University.] THE STUDY OF THE FOLIAGE LEAF. [By Prof. Stanley Coulter.] The materials for “nature" study are the nearest and most conspicuous natural objects. These materials necessarily differ with the locality, with the seasons, even from day to day. It will be found, however, that in almost every locality the greater part of these studies will be connected with plant forms. The reasons for this are very apparent. Plants are living things and life appeals to the child. The material for the studies is convenient and abundant. Plants have a fixed position, allowing the effect of varying conditions to be readily seen and under¬ stood. The life cycle is so short that all of its phases may be observed in a single school year. Beyond this it is to be remembered that plants stand as the visible sign of the agricultural capacity of any region, giving us direct report of the character of its soil and climate; that they are intermediaries between unorgan¬ ized matter and animal forms, and that they have profound economic importance not merely in furnishing food stuffs, but also in some of their forms, in absolutely conditioning public health. It is, however, because of their abundance and rela- METHODS OF INSTRUCTION IN AGRICULTURE. 1583 tive ease of preservation in any desired condition that plant forms must naturally furnish the material for a large part of nature studies. The flowering plants are evidently the most conspicuous plant forms in any region, and of these the foliage leaf is the most conspicuous part. From the ear¬ liest spring, when it begins to unfold its blade of delicate green, until it falls clothed in autumnal brilliance, it is the dominating feature of the plant. For this reason this leaflet is intended to suggest how the foliage leaf may be used as an object for nature study in such a way that all work done will have a definite purpose and an equally definite value. Foliage leaves are so variant in general apx>earance, in position, in size and gen¬ eral outline, that it seems necessary to determine what characters are common to all such organs. The following general characters will be found to apply to all foliage leaves however diverse they may be in appearance: 1. The foliage leaf is a lateral organ of the stem. It is found upon no other part of the plant body. 2. The foliage leaf is characteristically green , due to the presence of chlorophyll, which is developed only in the presence of sunlight. 8. The foliage leaf is an expanded organ, giving the greatest possible surface exposure to light and atmospheric conditions. Other parts of the plants are mass structures, not surfaces. It is very evident from these common characters that the foliage leaf is an organ adapted for the light relation . The value of this conception of the foliage leaf in nature studies can scarcely be overestimated. Its application readily and clearly explains peculiarities of form, of position, of lobing, and the great mass of adapta¬ tions characteristic of plants growing under differing conditions. It explains in a general way plant outlines, and will be found to render clear many apparently puzzling conditions. Before illustrating the above points specifically, it will be well to consider briefly the work of the leaf. This work may be grouped under four heads: 1. Transpiration , or the interchanges of moisture between the interior of the plant and the external air. The result of transpiration, which is after all appar¬ ently little else than evaporation, is to aid in the transfer to the leaves of the nutrient water taken from the soil by the roots. 2. Respiration, or breathing. Those gaseous interchanges between the plant and the air through which oxygen is taken up by the plant and carbon dioxide returned to the air. 3. Carbon fixation, or those processes through which, under the influence of light, carbon dioxide taken from the air is broken down, the carbon being retained and built into the tissues of the plant, wThile a portion at least of the oxygen is returned to the air. 4. Photo-synta,x, or those processes through which, under the influence of the light, the crude food materials derived from soil and air are transformed into sub¬ stances suited to the needs of the plant. While for the purposes of this leaflet only one of these uses, that of transpira¬ tion, will be considered, the others have been given to show how essential the light relation is to the f oliage leaf if it accomplish its assigned work. The Toliage leaf then is not merely an ornamental appendage to the plant, its various peculiarities being considered as the result of chance, but a working organ intimately con¬ cerned with the most important duties in the individual life of the plant. Let us now examine some of the ways in which this light relation is secured. One of the forms, often seen, especially in the early spring, is that known as the “rosette” arrangement. The foliage leaves are apparently arranged radially, lying flat upon the ground, and in the absence of the stem, seeming at first glance quite unlike organs for light relation. Common plants with this arrangement are the mullein and plantain. If the leaves in this arrangement are without 1584 EDUCATION REPORT, 1897-98. leafstalks, it will be found that in almost every case they are broader at the apex than at the base, a form which in definitional botanies is known as spatulate. The successive circles of leaves as they arise from the center are progressively shorter, the broader portions at the apex fitting into the spaces left between the narrowed bases of the leaves of the preceding circle. If the whole rosette be looked at from above it will be seen that scarcely any portion of the lower leaves is shaded by those above, each leaf, by its peculiar form, and the regularly diminishing size of the leaves of succeeding circles, being brought into the most perfect light condition. In the case of the plantain, where leafstalks are present, the same condition is brought about by the progressive shortening of the leafstalk from the lower to the upper circles of leaves. It is very evident, then, that the “ rosette'5 arrange¬ ment is a device for securing the light relation on the part of plants with reduced stems. Material for illustration: Common plantain, earlier leaves of mullein, shepherd's purse, dandelion. Taking the cases where leaves are found upon a well-developed stem, the most casual examination will show device after device for securing proper light rela¬ tions. So evident are they that they need not be mentioned in detail, almost every species of plant furnishing its own solution to the problem. If an ordinary erect stem is looked at from above it will be seen that the leaves are arranged in a series of fairly distinct ranks. The number of these ranks is important, since it has a direct relation to leaf form. The greater the number of ranks the narrower the leaves. The smaller the number of ranks the broader the leaves. Facts evi¬ dently explained by our conception of the leaf as the organ of light relation. Thus far it has been assumed that the leaf-bearing stem has been erect. If by any chance or by the necessities of growth it should change from the erect to the horizontal position, it is evident that to secure proper light relations the leaf position must also change. Comparisons of leaf positions upon erect and hori¬ zontal stems taken from the same plant will prove of great value in emphasizing the fact that, above all other things, the leaf must have light exposure. Material for illustration: Erect and horizontal stems of elm, maple, linn, oak, apple, peach, cherry, catnip, wild pinks, honeysuckle, or of any plant that may be growing near at hand. I have considered as yet only cases in which the leaves were entire, or with unbroken margins, since these furnished the simplest illustrations. In the case of lobed or dissected leaves, the conditions are somewhat different. In the simpler forms of lobed leaves, the lobing is evidently a device to prevent the shading of underlying leaves. If you recall the ordinary ivy, with its sharply angled leaves, almost geometrical in their regularity, this fact will be evident. If a growing tip of this plant, as it clings to the wall, be carefully flattened down it will be seen that the leaves fit into each other so accurately by means of these angles that on the one hand there is scarcely any perceptible shading, and on the other there is scarcely any space unoccupied by the leaf. Such accurate fitting of leaves when brought to a common plane produce what is known as leaf “mosaics,55 which simply serve to again prove that the leaf is the organ of light relation. Where the leaves are much dissected, as in the case of the common ragweed, there is the same arrangement in ranks, the same arrangement of leaves in different planes as in the case of the entire leaf, but as a rule no marked diminution in the size of the leaves as we pass from the base to the top of the plant, the constant shifting of the parts of the dissected leaf and the possible play of light through the openings between the leaf parts being sufficient to prevent any portion of the underlying leaf from being continuously shaded. Material for illustration: Ivy, geranium, star cucumber, begonia, common mal¬ low, ragweed, or any plant with lobed or dissected leaves. It will be seen, then, that leaf form largely determines the outline of the plant, METHODS OF INSTRUCTION IN AGRICULTURE. 1585 taken as a whole. Let ns return to the mullein for a moment. It will be remem¬ bered that the leaves are entire, the lower ones being the largest and standing nearly at right angles to the stem. As the summit is approached the leaves become gradually smaller, and at the same time more closely appressed to the stem, until at the extreme summit they are much reduced and nearly parallel to the stem. This arrangement, so evidently for the purpose of preventing shading of lower leaves, serves to give to the whole plant a general pyramidal outline, a form characteristic of simple plants with entire leaves. In the case of the rag¬ weed, on the other hand, since there is no diminution in size of the upper leaves, the general outline of the plan is cylindrical , a form characteristic of plants with divided or dissected leaves. It is evident that in genuine nature work the foliage leaf is to be studied from a new view point. It is not to be used as a frame upon which to hang definitions as to form and margin, apex and blade, but is to be considered as a working organ charged with important duties which can only be successfully performed in the presence of the light. In this view all peculiarities of position and form' and structure are but devices for enabling the leaf to properly accomplish its work. The main question in every case concerning the foliage leaf is, How is the light relation secured? ” Before considering specifically how the view of the foliage leaf as the organ of light relation serves to explain many so called adaptations to meet special condi¬ tions, it is necessary to touch very briefly upon the relation of plants to the soil. It is evident that by far the greater part of the food of the plant is derived from the soil. It is also plain from our knowledge of the structure of the plant that this food must be taken up in the form of a watery solution. It follows, therefore, that the amount of water in the soil has a very important bearing upon the food supply of the plant, and serves, perhaps, more than any other one factor to deter¬ mine its structural features. Indeed, this matter of the available water of the soil is of such great import that it determines largely not merely the external form of the plant, but also modifies in a marked way its minute structure. Based upon this dependence of plants upon and their relation to water, the plants of any given region may be separated into three groups, each showing adaptive arrangements to fit it for its place in nature: 1. Water-loving plants, or those plants which live either wholly or partly in water, or else grow in very wet soil, where the water percentage is 80 or above. This is an extreme form of vegetation, and the number of species of plants in this class in Indiana is relatively small. Technically such plants are known as Hydrophytes. 2. Dry soil or desert plants, at the opposite extreme from the water-loving plants. These plants grow in dry soil and atmosphere, the water content of the soil being below 10 per cent at its minimum. Such plants are known as Xerophytes. 8. Intermediate plants, or those adapted to medium conditions of moisture in air and soil. Such plants are known as Mesophytes, and constitute the larger portion of our native flora. While these differing soil conditions modify the structure of the entire plant, we wish at this time to consider only their effect upon the leaf. It is plain that when a plant lives in an extremely dry soil the water lost by transpiration can be replaced with extreme difficulty, and that if no check were placed upon transpiration the available water in the soil would soon be exhausted and the plant would die. On the other hand, when plants live in the water or in a soil rich in water, the losses from transpiration, however great, can be easily replaced. As the foliage leaf is the chief organ of transpiration, the most evident adapta¬ tions to control the process occur in it. ED 98 - 100 1586 EDUCATION REPORT, 1897-98. Let us consider in what ways transpiration may be checked, and then see if by an application of these facts the foliage leaf will not tell to us the story of the water capacity of the soil: 1. Transpiration may be checked by reducing the size of the foliage leaf. Much less water will be evaporated in a given time from a vessel with ten square inches of exposed surface than from one with a surface exposure of one hundred square inches. So, much less transpiration will take place from a small leaf than from a large one. Think of the leaves of the water lily, of the splatter dock, of the skunk cabbage, indeed of any water or marsh plant with which you are familiar, and compare them as to size with leaves of the golden-rods or the mul¬ lein or any familiar plant living in a dry soil. You will see at once a marked con¬ trast. In tropical regions, where water is abundant both in soil and air, the foli¬ age leaves are very large, but as we come into the temperate regions the leaves are reduced in size until finally in desert or arctic regions they are so reduced that they almost lose the semblance of foliage leaves . 2. Transpiration may be checked by reducing the number of leaves. If you can recall any plant, say a wild rose, and compare one growing in moist soil with one growing in dry soil, you will at once see how often nature makes use of this device to prevent damage by excessive transpiration and to fit the plant to meet its condi¬ tions. And in this way, also, the leaf tells us of the water content of the soil. You know farmers and gardeners say that in wet weather their plants all run to leaf, which only means that no check need be placed upon transpiration. 8. Transpiration may be checked by thickening the outer wall of the leaf. If you compare a leaf of a plant growing in dry soil with that of one growing in very moist soil, the former will in almost every case have the thicker and tougher outer covering. This is one of nature’s favorite devices for checking transpiration, and you can scarcely examine a leaf taken from a plant growing in dry soil which will not show it and at the same time tell to you the character of the soil as to its water capacity. 4. Transpiration may be checked by the leaves having a covering of hairs. This also is of frequent occurrence in nature. The common mullein is a familiar exam¬ ple of this method of controlling transpiration. This of course is not the only use of hairs, as maybe shown in some future leaflet, but it is one of their important uses. There are other methods of checking transpiration, but we are only concerned with those which are readily apparent and can be used in nature work. If we compare, then, the foliage leaves of plants growing under dry conditions with those of water-loving plants, the following facts are apparent: 1. The leaves are relatively small. 2. The leaves are often fewer in number. 8. The outer covering of the leaf is thicker. 4. The leaves are often clothed with hairs, which in water-loving plants are almost always wanting. The intermediate plants show almost all conceivable variations between these extremes and are extremely sensitive to the slightest changes in soil and air mois¬ ture, recording these changes in corresponding leaf modifications. The differences in many cases in plants of the same species growing under differing conditions are so marked as to have led to the formation of distinct species, when the plant was merely trying to tell us the story of the soil. It is not wise, in these studies, to press the work upon a single feature too far. Continued application is an acquirement of age. The endeavor has been to call attention to a few points which may suggest to the teacher how to use the foliage leaf in nature work. Similar studies, using some other one of the leaf functions as a basis, will doubt¬ less suggest themselves to the teacher as this work progresses. Some of these may be treated in future leaflets should this one prove to be helpful to the teachers of the State. METHODS OF INSTRUCTION IN AGRICULTURE. 1587 The teacher in the country school has here the greatest advantage over the teacher in the city, God’s laboratories are infinitely more complete and more suggestive than man’s, and earnest, honest work in these lines will develop in the pupil habits of observation which will not only be of temporary value but will be a permanent possession. METHODS OF PRESENTATION. 1. Develop general characters of leaf (p. 2). This may be done by bringing in abundant material representing different plant forms. Some of the plants should be entire, showing root as well as stem. Have the pupils tell what part of the plant is stem, what part is leaf, and what part is root. This develops easily and naturally the position of the leaf. The color of the leaf can now be considered and this followed by the leaf as a flat organ or surface. Tell the pupil to bring to the school any plants in which the leaves are not upon the stem, are not green, and are not expanded surfaces. Such exceptions will be found, but so rarely that the general characters given will be seen to be the rule. 2. Arrangement of leaves to prevent shading. (a) Take some simple case, as the maple, the elm, the mulberry, or indeed almost any form with simple and entire leaves, being careful to select erect stems. The specimens should be fresh, or the wilting of the leaves may obscure the real relations. Ask if the successive leaves as you pass from base to top of the twig are directly over each other. Does this arrangement prevent the shading of the lower leaves by those above? By abundant material of these simple forms have the child see the different ways in which this shading is prevented. In most cases it may be necessary to suggest to the child to look at the specimen from above and not from the side. (b) Take horizontal stems of the forms studied under (a), and have the child report upon the very apparent differences in arrangement. Ask why this differ¬ ence occurs. If the answer does not suggest itself to the children, repeat the work under (a) and (Z>) , using different forms. Be careful not to suggest the explana¬ tion, but allow the pupil to work it out, even though it seems to take a long time. (c) Take the earlier leaves of the mullein , the plantain, the shepherd's purse, or the dandelion. Work out first the “rosette” arrangement. Then lead up to various arrangements for preventing shading. In the hands of the skillful teacher this should not be a difficult task. ( d ) The case of lobed and dissected leaves had perhaps better be illustrated by the teacher. The common ivy, star cucumber, or any convenient plant with lobed or angled leaves will be found suitable, 3. The general form of the plant as determined, by the leaf. (a) To show pyramidal form of simple plants with entire leaves, take the com¬ mon mullein, the shepherd’s purse, or any plant growing in your region having entire leaves. Have lines drawn from the tip of top leaf to the tip of bottom leaf. What is the shape of resulting figure? (5) To show cylindrical form of plants with dissected leaves, take the' ragweed, or any form easily obtained, and proceed as in (a). In both cases plants of as many kinds as possible should be examined, in order that the plant form as deter¬ mined by the leaf may be seen to be the rule and not merely a chance outline. Plants in which branching ' does not occur, or in which it is very simple, should be chosen, as branches complicate the plant outline and render this point more difficult to work out satisfactorily. 4. The leaf as indicating differing soil conditions. (a) Select any water or marsh plants with entire or nearly entire leaves. Suit¬ able forms are water lily, spatter dock, arrow leaf, skunk cabbage, or marsh marigold. Have them examined with reference to sire, toughness, and thickness of outer covering of leaf, and presence or absence of hairs. 1588 EDUCATION REPORT, 1897-98. ( b ) Select forms of plants loving dry ground, such as the golden-rods, mustards, some of the smartweeds, indeed, any form growing in dry soil, whether its name is known or not. Examine as to same points as in (a). Compare conditions found in (a) with those in (6). (c) Take some single form, such as the wild rose, which you find growing in moist soil, intermediate soil, and dry soil. Note changes in leaf size, leaf number, character of outer covering, and presence or absence of hairs in specimens grow¬ ing in these different conditions. 5. Experimental ivorTc. (1) To show necessity of light for the development of leaf green. (a) Take twTo plants, equally vigorous, and place them in pots. Keep one in the sunlight, the other in the dark. Let all other conditions be identical. At the end of a week or ten days what differences are noticeable in the plants? ( b ) Shade a portion of a vigorously growing leaf by covering with a piece of pasteboard. The pasteboard may be held in place by pins passed vertically through it and the leaf, the small wounds made by the pins not producing any injurious effects. At the end of two or three days remove pasteboard and note results. Expose the previously covered portion to the action of light for a few days and note results. In the case of young children, interest may be added by cutting the shading pasteboard into various patterns. (2) To show that leaf green is necessary to the growth of the plant. Continue experiment 1 (a) for two or three weeks. Note differences in size and vigor of plants. (3) To show effect of soil moisture upon plants. Take vigorous seedlings of Indian corn, beans, peas, or any rapidly growing plant and place in pots. Subject one plant to drought by withholding moisture from it, give to the other abundant water, being careful, however, not to drown the plant. Note the results at the end of one, two, three, and four weeks. These suggestions are made not as laboratory directions, but merely as indications to the honest teacher of methods by7 which information may be secured from nature itself without the intervention of text-books. Suggestions which, it is hoped, will lead the teacher to find new meaning in that very common thing, the foliage leaf, and through this to give him the power to advance to a clearer and fuller interpretation of the life about him. TEACHER’S LEAFLETS. FOR USE IN THE RURAL SCHOOLS. PREPARED BY The Agricultural Experiment Station of Cornell University, Ithaca, N. Y. [Issued under the auspices of the Experiment Station Extension or Nixon law. By L. H. Bailey. J HOW A CANDLE BURNS.1 [By George W. Cavanaugh.] I. Oxygen. Light the candle and place it upon a piece of blotting paper. Ques. What do you see burning? Ans. The candle; or the wick and wax (or tallow). No. 2. JAN. 1, 1897. 1 To the Teacher: This is the second of a proposed series of leaflets designed to suggest methods of presenting nature study upon commonplace subjects. This is a new field of effort for the College of Agri- METHODS OF INSTRUCTION IN AGRICULTURE. 1589 Ques. Is anything burning besides the candle? The answer will probably be “ no.” Well, let us see. Place the lamp chimney over the lighted candle, and partly cover the top by a piece of stiff paper, as in Fig. 15. Ask the pupils to observe and describe how the flame goes out; i. e.. that it is gradually extinguished and does not go out instantly. Ques. Why did. the flame go out? The probable answer will be, “Because there was no air." (If there was no air within the chimney, some could have entered at the top.) Place a couple of pencils beside the relighted candle and on them the chimney as in Fig. 16. Fig. 15.— The beginning of the Fig. 16.— Supplying air underneath experiment. the chimney. culture, and we therefore look upon the methods as largely experimental. We are endeavoring to determine the best way of interesting-children in country life. You can give us many sugges¬ tions, and we should like a free expression of your opinions and experiences. It should be borne in mind that the object of these lessons is not to impart direct and specific information, but to train the child in the powers of seeing and inquiring. The teacher should keep the attention of the pupil closely fixed upon the experiments, asking him to describe everything which he sees. Require that the pupil see all that is specified in this leaflet, and endeavor to lead him on to see things which are not here described. Once the inquiry is started, you will no doubt be able to conduct other similar experiments from time to time. If questions come up which you can not answer, write them to us and we may be able to help you. We suggest that you ask your pupils to write short compositions upon these lessons and to make sketches of the observations, and that you send us some of these from time to time in order that we may learn how the experiment is working. We do not care for the best essays alone, but simply the average. The suggestions which we obtain from teachers will aid us greatly in the preparation of future leaflets. We should particularly appreciate suggestions as to the-most useful subjects to be taken up in these tracts. The materials needed for this exercise are, a piece of candle about 2 inches long, a lamp chimney (one with a plane top is best), a piece of white crockery or window glass, a piece of fine wire about 6 inches long, a bit of quick lime about half the size of an egg, and some matches. All of these, with the possible exception of the quick lime, can be obtained in any household. If you perform the experiment requiring the lime, be sure that you start with a fresh piece of quick or stone lime, which can be had of any lime or cement ' dealer. During the performance of the following simple experiments ask your pupils to describe to you what they see you do at each step. The questions inserted in the text are offered merely as suggestions in the developing of the desired ideas. The answers, which are intended only for the teacher, are those which it is desired shall be given by the pupils. 1590 EDUCATION REPORT, 1897-98. Ques. What is the difference between the way in which the candle burns now and before the chimney was placed over it? Ans. It flickers or dances about more. Ques. What makes boys and girls feel like dancing about when they go out from a warm schoolroom? Ans. The fresh air. Ques. What makes the flame dance or flicker when the chimney is raised by the pencils? Ans. Because it gets fresh air under the chimney. Repeat the first experiment, in which the flame grows gradually smaller till it is extinguished. Ques. Why now does the flame die out? Ans . Because it had no fresh air. Ques. Is it really necessary to have fresh air in order to keep a flame burning? Ans. Yes; since otherwise the candle would continue to burn until it is all used up. To prove this further, let the candle be relighted. Place the chimney over it, now having the top completely closed by a piece of paper. Have ready a lighted splinter or match, and just as soon as the candle is extinguished remove the paper from the chimney top and thrust in the lighted splinter. Ques. Why does the light on the splinter go out? Ans. Because there is no fresh air inside the chimney. Ques. What became of the freshness that was in the air? Ans. It was destroyed by the burning candle. Evidently there is some decided difference between fresh air and air from which the freshness has been burned, since a flame can continue to burn only in air that has the quality known as freshness. This quality in fresh air is due to a gas which nas the name of oxygen, and which is represented by the letter O. Ques. Why was the splinter put out instantly, while the candle flame died out gradually? Ans. When the splinter was thrust in, the air had no freshness or oxygen at all, while when the candle was placed under the chimney it had whatever oxygen was originally in the air within the chimney. Endeavor to have this point clearly understood: That the candle did not go out as long as the air had any oxygen and that the splinter was extinguished imme¬ diately because there was no oxygen left. Relight the candle. Our second ques¬ tion may now be repeated: Ques. Is anything else burning besides the candle? Ans. Yes; the oxygen of the air. When the subject of the necessity of fresh air, and consequently of oxygen, for the burning of the candle seems to be understood, the following questions, together with any others which suggest themselves, may be asked: What is the reason that draughts are opened in stoves? Why is the bottom of a “ burner” on a lamp always full of holes? II. Carbon. Let us now observe the blackened end of a burned match or splinter. This black substance is usually known by the name of charcoal, and if handled will blacken the fingers. Try this. The same substance is found on the bottoms of kettles which have been used over a wood fire, only it is a fine powder. Let us see what was burning when the candle was lighted besides the oxygen in the air. Relight the candle, and hold the porcelain or glass about an inch above the bright part of the flame. Ques. What happens to it there? Next lower it directly into the flame (fig. 17). METHODS OF INSTRUCTION IN AGRICULTURE. 1591 Ques. What is the black stuff that gets upon the glass? Look closely and see whether it is not deposited here also as a fine powder. Ques. Will this deposit from the candle blacken the fingers? Instead of using the name charcoal for this black substance, let us call it car¬ bon (represented by C), the better name, because there are several kinds of carbon, and charcoal is only that kind which is rather light and easily blackens the hands. Some other kinds are the dia¬ mond, coal, and black substance in lead pencils. This last kind is called graphite. These are all much harder than charcoal. The carbon from the candle flame came mostly from the wax or tallow. Only a very small portion came from the wick. It can not be seen in the tallow, neither can it be seen in unburned wood, and yet it can be found when the wood is partly burned. The condition in which the car¬ bon exists in the tallow or wood may be explained in a later lesson. At present it suffices that it is there. Why, now, is the glass blackened when held in the flame and not when held just directly above it? It is because the carbon from the candle has not been completely burned at the middle of the flame, but it is burned beyond the bright part of the flame. When the glass is held in the flame, the carbon that is not yet completely burned is deposited on it, because it is cooler than that in the surround¬ ing flame. A fine deposit of carbon can be had from any of the luminous parts of the flame; and it is these thousands of little particles of carbon, getting white hot, which glow like coals in the stove and make the light. Just as soon as they are com¬ pletely burned, there is no more light, the same as coals cease to glow when burned to ashes. III. Carbon Dioxid. Let us now inquire what becomes of the carbon that we find in the bright part of the flame and of the oxygen that was in the air in the lamp chimney. When the candle was extinguished within the chimney, there was no oxygen left, as shown by the lighted splinter, which was put out immediately. Neither could any of the particles of carbon be found except on the wick. Yet they both still exist within the chimney, but in an entirely different condition than before. While the candle was burning, the little particles of carbon that we find ascending in the flame are joining with the oxygen of the air and making an entirely new sub¬ stance. This new substance is a gas like oxygen, and can not be seen in the air. Ques. Of what two substances is this new substance made? Ans. Carbon and oxygen. What shall we call this substance? Since it is made of carbon and oxygen it ought, if possible, to have a name that will show its composition. Its name is carbon dioxid. The words carbon and oxid show of what it is made, and the pre¬ fix di, which means two, shows that it contains twice as much oxygen as carbon. This is represented by the formula CO„. Place the bit of quicklime in about half a glass of water on the day previous to the experiment. When ready for use there will be a white sediment at the bot- tem and a thin white scum on the top of the clear lime water. Call the attention of the pupils to this white scum, as a question about it will follow. Make a loop in the end of the piece of wire by turning it around the point of a lead pencil. Remove the scum from the lime water with a piece of paper, and insert the loop into the clear water. When withdrawn the loop ought to hold a film of clear water. Pass the wire through a piece of cardboard or stiff paper, and arrange as shown in fig. 18. Fig. 17.— The carbon or soot on the glass. 1592 EDUCATION REPORT, 1897-98. Place the chimney over the lighted candle. Lower the loop into the chimney and cover the top of the chimney with the paper. Withdraw the wire a couple of minutes after the candle goes out. Note the cloudy appearance of the film of water on the wire. The cloudiness was caused by the carbon dioxid formed while the candle Omitting the candle, hang the freshly wetted wire in the empty chimney. Let the film of lime water remain within the chimney for the same length of time as when the candle was used. It does not become cloudy now. The cloudiness in clear lime water is a test or indication that car¬ bon dioxid is present. Ques. What caused the white scum on the lime water which stood over night? Ans. Some C02 in the air. Ques. How does the C02 get into the air? Ans. It is formed whenever wood, coal, oil, or gas is burned. The amount of C02 in ordinary air is very small, being only three parts in ten thousand. If the lime water in the loop be left long enough in the air it will become cloudy. The reason it clouds so quickly when the candle is being Besides being made by real flames, 0O2 is formed every time we breathe out air. Renew the film of water in the loop and breathe against it gently for two or three minutes. The'presence of C02 in the breath may be shown better by pouring off some of the clear lime water into a clean glass and blowing into it through a straw. An interesting question to end the lesson with is, Why does water put out a fire? The answer is, not alone because it wets, but because it cools the carbon, which must be hot in order to unite with the oxygen, and prevents the oxygen of the air from getting as near the carbon as before. Fig. 18.— The test with the film of lime water. TEACHER’S LEAFLETS FOR USE IN THE RURAL SCHOOLS. PREPARED BY The Agricultural Experiment Station of Cornell University, Ithaca, N. Y. [Issued under the auspices of the Experiment Station Extension, or Nixon law. By L. H. Bailey.] No. 3. MARCH 1, 1897. FOUR APPLE TWIGS. [By L. H. Bailey.] The other day, as I walked through an apple orchard for the first time since the long winter had set in, I was struck by the many different shapes and sizes of the limbs as I saw them against the blue -gray of the February sky. I cut four of them in passing, and as I walked back to the house I wondered why the twigs METHODS OF INSTRUCTION IN AGRICULTURE. 1593 were all so different, and I found myself guessing whether there would be any apples next summer. Now. I have had pictures made of these four little apple limbs. Let us look them over and see if they have any story to tell of how they grew and what they have set out to do. I. One of these twigs (fig. 19) was taken from a strong young tree which, I remem¬ ber, bore its first good crop of apples last year. This simple twig is plainly of two years’ growth, for the “ring'’ between the old and new wood is seen at B. That is, the main stem from the base up to B grew in 1895 and the part from B to the tip grew in 1896. But the buds upon these two parts look very unlike. Let ns see what these differences mean. W e must now picture to ourselves how this shoot from B to 10 looked last summer whilst it was growing. The shoot bore leaves. Where? There was one just below each bud; or, to be more exact, one bud developed just above each leaf. These buds did not put out leaves. They simply grew to their present size and then stopped. What are these buds of the tip shoot propos¬ ing to do in 1897? We can answer this ques¬ tion by going back just one year and seeing what the buds on the lower (or older) part of the shoot did in 1896. Upon that part (below B) the buds seem to have increased in size. Therefore they must have grown last year. There were no leaves borne below these buds in 1896, but a cluster of leaves came out of each little bud in the spring. As these leaves expanded and grew, the little bud grew on; that is, each bud grew into a tiny branch, and when fall came each of these branches had a bud on its end to continue the growth in the year to come. What we took to be simple buds at 2, 8, 4, 5, 6 are therefore little branches. But the strangest part of this wonderful little twig has not yet been seen — the branches are of different sizes, and three of them (7, 8, 9) have so far outstripped the others that they seem to be of a different kind. It should be noticed, too, that the very lowermost bud (at 1) never grew at all, but remained perfectly dormant during the entire year 1896. It will be seen, then, that the dormant bud and the smallest branches are on the lower part of the shoot and the three strong branches are at the very tip of the last year's growth. Fig. 19.— A two-year-old shoot from a young apple tree. Half size. If, now, we picture the twig as it looked in the fall of 1895, we will see that it consisted of a single shoot, terminating at B. It had a large terminal bud (like those at 7, 8, 9, 10), and this bud pushed on into a branch in 1896, and three other buds near the tip did the same thing. Why did some of these branches grow to be larger than others? “Simply because they were upon the strongest part of the shoot, or that part where the greatest growth naturally takes place,” some one will answer. But this really does not answer the question, for we want to know why this portion of the shoot 1594 EDUCATION REPORT, 1897-98. is strongest. The real reason is because there is more sunlight and more room on this outward or upward end. In 1897, if this shoot had been spared, each of these four largest twigs (7, 8, 9, 10) would have done the same thing as the parent twig did in 1896; each would have pushed on from its end, and one or two or three other strong branches would probably have started from the strong side buds near tlia tips, the very lowest buds would, no doubt, have remained perfectly inactive or dormant for lack of opportunity, and the intermediate buds would have made short branches like 2, 3, 4, 5, 6. In other words, the tree always tries to grow onward from its tips, and these tip shoots eventually become strong branches, unless some of them die in the struggle for existence. What, now, becomes of the little branches lower down? II. From another apple tree I took the twig shown in fig. 20. We see at once that it is very unlike the other one. It seems to be two years old, one year's growth extending from the base up to 7, and the last year’s growth extending from 7 to 8; but we shall see upon looking closer that this is not 3 so. The short branchlets at 3, 4, 5, 7 are very differ¬ ent from those in fig. 19. They seem to be broken off. The fact is that the broken ends show where apples were borne in 1896. The branchlets that bore them, therefore, must have grown in 1895, and the main branch, from 1 to 7, grew in 1894. It is plain, from the looks of the buds, that the shoot, from 7 to 8, grew last year, 1896. Starting from the base, then, we have the main twig growing in 1894; the small side branches growing in 1895; these little branches bearing apples in 1896, and the ter¬ minal shoot also growing in 1896. Why was there no terminal shoot growing in 1895? Simply because its tip developed a fruit bud (at 7) and therefore could not send out a branch; for there are two kinds of buds — the small, pointed leaf bud and the thick, blunt fruit bud. If the branchlets, 3, 4, 5, 7, are two years old, the dormant buds — 1, 2— must be of the same age. That is, for two long years these little buds have been waiting for some bug to eat off the buds and leaves above, or some accident to break the shoot beyond them, so that they might have a chance to grow; but they have waited in vain. We have now found, therefore, that the little side- shoots upon apple twigs become fruit branches or fruit spurs, whilst the more ambitious branches above them are making a great display of stem and leaves. But will these fruit spurs bear fruit again in 1897? No. The bearing of an apple is hard wTork, and these spurs did not have enough vitality left to make fruit buds for the next year; but they must perpetuate themselves, so that they have sent out small side buds which will bear a cluster of leaves and grow into another little spur in 1897, and in that year these new spurs will make fruit buds for bearing in 1898. The side bud is plainly seen on spur 5, also on spur 4, whilst spur 7 has sown a seed, so to speak, in the bud at 6. It is therefore plain why the tree bears every other year. Fig. 20.— A tliree-year-old shoot and the fruit spurs. Half size. METHODS OF INSTRUCTION IN AGRICULTURE. 1595 III. There was one tree in the orchard from which the farmer had not picked his apples. Perhaps the apples were not worth picking. At any rate, the dried apples, shriveled and brown, are still hanging on the twigs, and even the birds do not seem to care for them. I broke off one of these twigs (fig. 21). Let us see how many apples this curious twig has borne. We can tell by the square-cut scars. An apple was once borne at 1, another at 2, another at 4, another at 5, another at 6, and another at 7; and at 7 there will be a scar when the apple falls. Six apples this modest shoot has borne! And I wonder liow many of them got ripe, or how many were taken by the worms, or how many were eaten by the little boys and girls on their way to school, A curious thing happened when the fruit was growing at 2. Two side buds started out, instead of one, and both of them grew the next year. But one of the little branehlets fell sick and died, or a bug nipped off its end, or it starved to death; and the grave is still marked by the little stick standing up at 3. The other branchlet thrived, and eventually bore apples at 4, 5, 6, and 7. I have said that these fruit spurs bear only every other year; then, if this branch has borne six apples, it must be twelve years old. The truth is that it is about twenty years old, for some years it failed to bear;* but the age can not be traced out in the picture, although any little boy or girl with bright eyes could soon learn to trace out yearly rings on the shoot itself. IV. The last shoot which I got that day has a whole volume of history in it, and I can not begin to tell its story unless I should write a small book. But we will trace out its birthdays and see how many apples it has borne. It is shown in fig. 22, and because it is so long I have had to break it in two several times to get it on the page. It begins at A, and is continued at B, C, D, E, and F. Let us count the yearly rings and see how old the whole limb is. These rings are at 28, 28, D, 12, 1 — five of them; and as the shoot grew one year before it made any ring, and another year made no increase in length — as we shall presently see — the whole branch must be seven years old. That is, the limb probably started in 1880. 1 Let us begin, then, at A and follow it out. 18C0. Started as a spur from the main branch A, and grew to 1. 1891, Apple borne at 1. This apple did not mature, however, as we can readily 1 It is really impossible to tell whether the shoot started from the limb A in 1889 or 1890, with¬ out knowing the age of A, for the spur may have developed its blossom bod at the end in either the first or second year of its life; that is, young fruit spurs sometimes make a blossom bud the very year they start, but they oftener “stand still” the second year, and delay the blossom bud until that time.. 1596 EDUCATION REPORT, 1897-98. see by the smallness of the scar. In this year, two side buds developed to con¬ tinue the spur the next year. 1892. Gave up its desire to be a fruit spur, and made a strong growth on to 12. For some reason it had a good chance to grow. Perhaps the farmer pruned the tree and thereby gave the shoot an opportunity; or perhaps he plowed and fertil¬ ized the land. In the meantime one of the side buds grew to 3, and the other to 7, and each made a fruit bud at its end. 1893. Shoot grew lustily — on to D. The fruit bud at 3 bore an apple, which probably matured, as shown by the scar 2. Two side buds were iormed beneath METHODS OF INSTRUCTION IN AGRICULTURE. 1597 this apple to continue the spur next year. The fruit bud at 7 bloomed, but the apple fell early, as shown by the small scar. Two side buds were formed. The buds upon the main shoot — 1 to 12 — all remained dormant. 1894. Shoot grew from D to beyond E. Side bud of 2 grew to 4, and made a fruit bud on its end; the other side bud grew on to 5, and there made a fruit bud. Side bud of 7 grew on to 10, and the other one to 8, each ending in a fruit bud. Buds on old shoot — 1 to 12 — still remained dormant. Some of the buds on the 1893 growth — 12 to D — remained dormant, but some of them made fruit spurs^-14, 16, 17, 18, 19, 20, 21, 22, 23. 1895. Shoot grew from beyond E to 28. Flowers were borne at 4 and 5, but at 4 the fruit fell early, for the five or six scars of the dowers can be seen, showing that no one of them developed more strongly than the other; that is, none of the flowers “set.” A fairly good fruit was probably borne at 5. At the base of each a bud started to continue the spur next year. Upon the other spur flowers were borne both at 8 and 10. At 10 none of the flowers set fruit, but a side bud developed. At 8 the fruit partially matured, and a side bud was also developed. The buds upon the old stem from 1 to 12 still remained dormant. Some of the spurs on the 1893 growth — 12 to D — developed fruit buds for bearing in 1896. Some of the buds on the 1894 growth— D to beyond E — remained dormant, but others developed into small fruit spurs. One of these buds, near the top of the 1894 growth, threw out a long shoot, starting from E, and the bud at 26 also endeav¬ ored to make a long branch, but failed. 1896. Main shoot grew from 28 to the end. The side bud below 4 (where the fruit was borne the year before) , barely lived, not elongating, as seen above 3. This branch of the spur is becoming weak and will never bear again. The side bud of 5, however, made a fairly good spur, and developed a fruit bud at its end, as seen at 6. The side bud of 10 grew somewhat, making the very short spur 11. This branchlet is also getting weak. The bud of 8, however, developed a strong spur at 9. Both 11 and 9 bear fruit buds, but that on 11 is probably too weak ever to bear fruit again. In fact the entire spurs, from 1 to 6 and 1 to 9, are too weak to be of much account for fruit bearing. This year several of the spurs along the 1893 growth — 12 to D— bore flowers. Flowers were borne from two buds on the first one (at 13 and 14), but none of the flowers “set.” One of the little apples that died last June still clings to the spur, at 14. A side bud, 15, formed to continue the spur in 1897. Flowers were borne at 16, 20, 21, and 23, but no apples developed. Upon 16 and 20 the flowers died soon after they opened, as seen by the remains of them. Upon 23, one of the flowers set an apple, but the apple soon died. The spurs 17 and 18 are so weak that they have never made fruit buds, and they are now nearly dead. The spurs 19 and 22 have behaved differ¬ ently. Like the others, they grew in 1894, and would have made terminal fruit buds in 1895, and would have borne fruit in 1896; but the terminal buds were broken off in the fall or winter of 1894, so that two side buds developed in 1895, and each of these developed a fruit bud at its end in 1896 in the spur 19, but only one of them developed such a bud in 22. Upon these spurs, therefore, the bear¬ ing year has been changed. Upon the growth of 1894 — D to beyond E — only three spurs have developed, Nos. 24, 25, and 26. These started out in 1895, and two of them — 25 and 26— have made large, fat buds, which are evidently fruit buds. The shoot at E grew on to EE, and all the buds on its lower two-year-old portion remained dormant. On the 1895 growth — from beyond E to 28 — all the buds remained dormant save one, and this one — 27— made only a very feeble attempt to grow into a spur. The buds upon the 1892 growth — 1 to 12 — are still dormant and waiting for an opportunity to grow. What an eventful history this apple twig has had! And yet in all the seven years of its life, after having made fifteen efforts to bear fruit, it has not produced 1598 EDUCATION REPORT, 1807-38. a single good apple! The fault, therefore, does not lie in the shoot. It has done the best it could. The trouble has been that the fanner either did not give the tree enough food to enable it to support the fruits, or he did not prune the tree so as to give the twig light and room, or he allowed apple scab or some other disease to kill the young apples as they were forming. I am wondering, therefore, if, when trees fail to bear, it is not quite as often the fault of the farmer as it is of the trees? FOR THE USE OF TEACHERS. No. 4. LEAFLET ON NATURE STUDY. ESPECIALLY ADAPTED TO THE USE OF CHILDREN IN SCHOOLS IN RURAL DISTRICTS. [Prepared by the faculty of Purdue University.] THE CARE OF DOMESTIC ANIMALS. [By Prof. C. S. Plumb.] The purpose of this little leaflet is to aid in training the powers of observation of children by studying the animal life of their daily surroundings at home. Enough suggestions are given to the teacher in this to enable one to discuss several phases of such life with the children, and inspire them with an ambition to become more familiar with the daily needs and welfare of farm animals. Once upon a time, over a century ago, there lived in England a little boy by the name of Robert Bake well. He lived with his parents in a stone house and helped take care of the horses, cattle, sheep, and swine on the farm. He showed an unusual interest in all of the live stock, and was with them much of his time. As he grew in years, so his interest in farm animals increased. He was rather a reticent fellow and kept his thoughts to himself. But he was a great thinker and observer. He saw that the people about him had many animals that were unworthy of their keeping. The stock grew slowly, ate much expensive food, were of ill shape, and were not profitable to their owners. And so after giving this matter much thought, Robert Bakewell began the work of improving the farm animals of his locality, in the county of Leicester. Horses, cattle, and sheep he resolved to improve to a higher standard of excellence. His neighbors laughed at him, but he was not diverted from his self-assnmed task. For years he worked at his problems, and finally he placed before the admiring world the improved English cart horse, long¬ horn cattle, and Leicester sheep. Then Bakewell was honored, even beyond the shores of Britain, and in later days he became known as 44 the father of the improved live-stock husbandry.” Note to the teacher. — You will notice that part of the leaflet is printed leaded, or with the lines far apart, and a part of it not leaded. The teacher should use his discretion in the use of the closely lined matter. In most cases it will be necessary to simplify it .to meet the comprehension of the children. The leaded matter may be read to the children or presented orally just as it is. It, however, admits of unlimited amplification and discussion. In presenting it the previous knowledge and experience of the children should be drawn upon so far as possible. It is sug¬ gested that this leaflet affords material enough for a great many lessons, and that part of it should be used in the summer and part in the winter. What led to Bake well’s success? A natural love for animals. The faculty of observation. An ambition to improve that which lie thought was inferior. The use of better methods. Per¬ sistency of purpose. Are not all these qualities found to some degree in you? Do not the boys and girls of the farm, more often than not, love the animals with which they come in con- METHODS OF INSTRUCTION IN AGRICULTURE. 1599 tact? How can this love be turned to account as a means of education in one direction and animal betterment in another? Let us see. Robert Bake well, as one engaged in caring for and improving farm animals, believed in three things: (1) Stabling or shelter; (2) Proper feeding and watering; and (3) Gentle treatment. Have you ever thought what a highly developed being the improved farm ani¬ mal of to-day is? Did he not once run wild and independent? Has not the will of man greatly improved the horse, ox, cow, and pig since the days when they roamed wild? Seventy-five years ago the fastest horses could hardly race a mile in three minutes. Do you know what the fastest record is to-day? Where cattle run wild they produce only enough milk to raise their calves on. How much milk has the best cow you have ever heard of given in a year? In some parts of the coun¬ try where the pigs run wild and have no care they are so thin and have such long legs that they call them “ razorbacks,” and they can almost outrun the fastest dogs. How do the best looking pigs that you see on our farms and at our fairs look, compared with a “razorback?” Yes, it is true the farm animal of to day is an artificial one, composed of either nerves, muscle, meat, or wool, and over which man has a wonderful power if he but knew it. Once shelter and care would have been an injury; now are more frequently a necessity. And so you should know the real necessity of giving farm animals the care that humanity and economy make desirable. Would it not be well to look into the necessity of these things? Suppose we consider some phases of the lives of farm animals that we might give attention to and thereby add to the comfort of dumb beasts, while adding to our own knowledge of life. Stabling or shelter.— All animals require protection from the changes of weather or other conditions to a greater or less extent. In the severe cold of winter or the heat of summer what do most animals naturally do? Do they seek for shelter? Is it for this reason in part that sheds or barns are erected? How do cattle look as they stand in the cornfields or barnyard on a cold, cloudy day in January, with a strong wind blowing? On the great prairies cattle seek the protection of groves or windbreaks, where other shelter is not provided. In the cooler northern part of the country in winter, as in Indiana, for example, the humane and wise man provides comfortable barns or warm sheds in which his stock may be housed. Is this important? Let us see. Some years ago the writer conducted an experiment at the Indiana experiment station at Purdue, to see if shelter was desirable for animals in winter. Six cows were used. Three of these were given shelter from all kinds of disagreeable weather, while three were kept out, exposed to all sorts of conditions during the clay, the only shelter provided being a small shed open on two sides. This experiment showed several things: First, that the exposed cows produced less milk each day than the sheltered; second , the exposed cows lost in weight, while those given shel ter gained ; third, the exposed cows ate more food than the sheltered ones; fourth, from the financial side, the sheltered cows showed nearly $13 more to their credit than did the exposed ones. The animal body is something like the boiler of an engine. The food is the fuel which creates the energy to make the body go. If this body is exposed to severe cold, then more food or fuel is necessary to keep the system up, and so the cost for food is increased. Another thing should never he lost sight of, and that is that it is cruel to expose animals to intense cold without for hours at a time. Even in summer, when there is no breeze and the heat is excessive, all kinds of farm stock will suffer if they can not secure shelter of some kind from the sun’s rays. Suppose that we make some observations on the subject of shelter. Turn one of the horses or cows out of doors in cold winter weather, and note how it affects the appearance and the appetite. "When it is stormy in winter, if possible, com¬ pare the condition of wool and skin of a flock of sheep out of doors with those kept in shelter. Ask the man who buys and sells wool what kind of a fleece is 1600 EDUCATION REPORT, 1897-98. most valuable, the one from sheep running in the rain and snow or the one kept in the dry shed. In summer place some pigs in a field exposed to the sun, where they can get no shelter, and compare their appearance and comfort with those lying in the shade. In warm weather, when flies are biting badly, begin to weigh the milk of four cows morning and night. Now, turn two of these into the pasture and keep two in a darkened stable, and see what is the influence on the milk yield and comfort of the different animals. Food and feeding. — All true lovers of animals enjoy watching them eat. In the great zoological gardens crowds assemble to see the lions eat and to feed the monkeys peanuts and candy. There is a sense of pleasure in watching our farm animals with hearty appetite eating their grain in the manger. The most success¬ ful feeders study the appetites of their stock and enjoy giving changes of diet and noting the relish shown by the animal in eating of it. Of the foods fed, horses prefer oats or corn. Cattle and sheep relish both of these, as well as bran and oil meal, while pigs enjoy corn or shorts or middlings best. In fact, a large share of the pigsgrowm in the United States are fed on corn or its products. All classes of stock, however, enjoy and need herbage in some form, either dry or green. Horses are usually fed timothy hay and cattle clover and corn fodder, green or dry, while sheep need clover or some kind of fine grass, as, for example, Kentucky blue grass. This last is the best pasture grass we have, though for pigs nothing is better than green clover. Now that we know what foods are used, how shall the animals be fed? Shall they be fed at any regular hours? Is there a gcod and a bad way to feed? Suppose we say that the best way to feed horses is to give them water first, then some grain, and last, hay. Is that right? 1 s that the way you do at home? I think horses should be watered before eating. That is so they will not wash their food down before they have ground it up well in the stomach. But suppose you ask a few men you know, who have horses, when they give them water and report on this subject. Cattle are usually fed their grain first, and then the hay, or coarse fodder, or pasture. Horses and cattle must be fed morning, noon, and night, although grain is not usually fed cattle at noon. Much, however, depends upon circumstances, for horses that are hard worked, or cattle that are being fattened or heavily milked, require more nutriment than do others. Sheep and pigs should be fed at morning and night; but if being fattened it is best to feed them three times a day. It is important that all kinds of stock be fed only such an amount as will be entirely eaten, and with a relish, especially the grain. With some coarse hays or clover there always is necessarily some woody material left uneaten. Here is a good chance to make some observations. What do the live stock you are acquainted with eat? How much is fed them of this or that? At what hours of day are they fed? Do you know how fast they grow? There are sheep and pigs on many farms where simple feeding experiments might be conducted. Let us take two lambs about the same size, and feed one corn meal and the other ground oats, and see which will grow the best. We should have scales, and the lambs should be weighed occasionally, say once a week, and an accurate record kept of the growth, as well as of the amount of food eaten each week. Then, in a few weeks, it wall be interesting to report on the gain in weight, how many pounds of grain were eaten, its value, and which cost the most. Will it not be easy to feed the calves the skim milk for a few weeks, weighing or measuring what they drink of it, and then report on the amount of such food a calf needs each day to grow well? Can you not show how much each 100 pounds of skim milk is worth when fed to calves or pigs? Feed them the milk, weighing what you give daily, and keeping a record of the weights of the pigs or calves. How much grain do some cows eat daily that make large amounts of milk? Will such a cow give less milk if she is fed less grain? Watering. — Few people realize how important it is that farm animals should be watered properly. In winter they suffer most, from having to drink from icy pools or troughs, so that if they get enough to satisfy thirst, they are frequently chilled all through. With cold air all about the exterior of the body and ice water METHODS OF INSTRUCTION IN AGRICULTURE. 1601 within, the temperature of the body is reduced, and then more food (fuel) is required in the furnace to warm up the body to the necessary point again. Do you think animals prefer warmed water in winter? Mr. Gurler, in his book, American Dairying, tells of a case where some young heifers jumped into a water trough to get where the water was coming warm from a pipe. He says his cows, when given water slightly warmed, keep in better condition and give more milk. I have seen cows go to a stream of water flowing along icy shores and drink and then stand humped up and shivering as though suffering from ague. They were chilled through. A cow will easily drink 50 pounds a day of water at a temperature of 60 degrees, but if at 35 degrees, she will not drink all she needs, and will turn away chilled, yef thirsty. Do you know how a cow looks containing 50 pounds of ice water? Teach the necessity of giving the farm stock water that is pure and clean, and which in winter has the chill removed from it. Filthy water usually carries dis¬ ease germs and may cause serious sickness. Thousands, yes millions, of pigs have died from disease through drinking water that was contaminated with cholera germs. The sheep and pig need as pure water to drink as the horse or cow, and they require plenty of it at all times. Would you not be interested to learn something about this important subject? How much will our farm animals drink at a time? A bucket of water on the scales may be weighed before and after drinking. W ill more warm water be drunk than cold? Place a pail of very cold and one of very slightly warm water before the horse on a cold winter day and see which he will drink first. How much water does a sheep drink at a time? How much water will a horse drink in a week? Will a horse that is working hard drink more than one standing in the stable? How much more water will a large horse drink than a small one? Do you know of any men who have heaters in their water troughs in winter, so that their stock may have warm water? If so, ask them how they like these heaters. Gentleness is a most important thing to observe wThen among animals if one desires to secure the best results in handling them. The man who has the pigs under his feet whenever he goes into the lot where they are by his quietness and gentleness has taught them that he is their friend. Such a person usually knows how to feed profitably and raise stock successfully. The man who sits by the nervous cow and quietly soothes her with a gentle voice while milking, instead of using harsh measures, secures more milk and enjoys the company of the beast more than would the man who would “teach her a lesson.” No dumb animal was ever improved in disposition or made more profitable to the owner by the adoption of brutal or unnecessarily severe measures. The most successful feeders of stock are invariably gentle in handling their animals. The man who succeeds in getting the greatest speed out of a horse on the race track is tho one who rules by love, not fear. [Bulletin 130, Cornell Agricultural Experiment Station.] THE MOISTURE OF THE SOIL, AND ITS CONSERVATION. [By L. A. Clinton.] The conservation of soil moisture is one of the most important problems pre¬ sented to the farmer and gardener. Hardly a season passes in which some impor tant crop is not reduced in yield from twenty-five to seventy-five per cent because of lack of sufficient moisture to bring it to maturity. The soil may have been put in proper condition, plant food may have been supplied in the form of fertilizers, and all other conditions may have been favorable for the development of a full crop, yet with the supply of moisture deficient all this labor and expense count for little or nothing. The questions, therefore, arise, “To what extent can the amount of soil moisture be controlled?” “Is it possible to do anything to save crops from the oft-recurring droughts?” The insufficient water supply is not due to lack of rainfall, but to its unequal distribution. The average annual rainfall in New York for the last twenty years is 37.52 inches. The lowest rainfall ever recorded in the State was in 1879, when ED 98 - 101 1602 EDUCATION REPORT, 1897-98. only 19.74 inches fell. In 1895 there was also a deficiency, only 28.66 inches being recorded. In the arid portions of Kansas a rainfall of 20 inches which is well dis¬ tributed is reasonably sure of making a good crop. The loss there by surface drainage is, however, very slight, it. being estimated at not more than ten per cent, or about 2 inches, leaving 18 inches for crop growth. In New York, with a rainfall of from 34 to 40 inches, nearly one-half passes off by surface drainage and is lost so far as immediate plant growth is concerned. Not only is the water lost to the crops, but it carries with it much of the soluble plant food of the surface soil. This, then, would suggest one important step in the attempt to store up moisture. This surface flow of water must be prevented and caused to sink into the soil to supply a reservoir from which plants can secure moisture during the period of growth. HOW THE SOIL HOLDS ITS WATER. That a proper understanding of the question may be reached, it is necessary to have a knowledge of the conditions under which water exists in the soil, and of the part it plays in the mysterious operations of plant growth. Water may be in one of three forms — as free, capillary, or hygroscopic water. The free water of the soil is that which flows under the influence of gravity. It is the source of supply for wells and springs. It is not directly used by plants, and its presence in the soil within eighteen inches of the surface is detrimental to the growth of most cultivated crops. It is valuable, however, because it is the supply from which capillary water is drawn. The capillary wTater does not flow by gravity. It is the direct source of mois¬ ture for plants. It may be either drawn upwards or it may pass downwards, depending upon whether the soil is drier at the surface or below. In time of droughts the capillary action of the soil may be sufficient to raise the water through a distance of five or six feet, its power in this respect depending directly upon its physical condition. If the soil is coarse and cloddy and the particles are not compact, then the water can not rise to take the place of that which is carried off by evaporation cr used up by plants in their growth. If, however, the soil is fine, in good condition, and homogeneous, the water passes freely and continu¬ ously to the surface. Notice the track of the horse on the plowed ground or the footprint of the driver, and see how the moisture comes directly to the surface, because the soil has been compacted and there is intimate capillary relation between its particles. This moist surface shows that the water is passing off from it into the air. This observation should teach a lesson. The soil may be pulver¬ ized and made compact, but the capillary pores near the sur¬ face must be enlarged by tillage so as to break the capillary connections and stop the water in its upward course, and thus force it to pass off through the tissues of the plant. This loose surface stratum, two or three inches deep, is the ’ ,.1 “soil mulch” (fig. 1), of which so much has been said in recent writings. i. It is the one most important means of preventing the loss of wa^er from the soil. It breaks off the capillary pores in . the soil structure and interposes between the lower moist soil and’ the air a layer so loose that the water cannot rise through it. This mulch may itself dry to dust, but it never¬ theless protects the soil below. When soils become baked, the minute capillary pores connect directly with, the atmosphere and the evapo¬ ration of water is very rapid. Hence it is exceedingly important that the crust be broken after every rain. The hygroscopic water of the soil flows neither under the influence of gravity nor capillarity. It is held firmly in place upon the particles of soil, and can only be driven off by a high degree of heat. Just how important this water is in the Fia. 1.— The soil rauleh. METHODS OF INSTRUCTION IN AGRICULTURE. 1603 growth of plants has not been determined, but it is probable that during severe droughts it may assist in carrying the plant over, enabling it to maintain itself until capillary action is restored. THE NECESSITY OF WATER FOR GROWING PLANTS. The importance of water to the growing plant can only be understood when we apprehend and appreciate how large a part of its structure is composed of water, and that even this large percentage of its composition is but a fraction of the total amount used in its development. The quantity of water entering into the structure of plants varies from sixty to as high as ninety-eight per cent of their total weight. During the entire period of growth there is a constant giving off of moisture by the foliage, and it must be made good by that which is taken up by the roots. By experiments conducted at the Wis¬ consin Experiment Station it has been found that in raising oats, for every ton of dry matter produced there were required 522.4 tons of water; for every ton of dry matter of flint corn there were required 233.9 tons of water; for dent corn, 309.8 tons of water for every ton of dry matter. On plots at this station, 1.8 tons of dry matter of oats per acre represented an expenditure of 940.32 tons of water. Potatoes used 422.7 tons of water per ton of dry matter. The yield of potatoes on the experiment plots of 450 bushels per acre, during the dry season of 1895, represented an amount of water equal to 1,310.37 tons. Just why so much water is required by the grow¬ ing plant and how it obtains this supply is not usually understood. It has been the subject of con¬ siderable research and even now presents interesting problems for further study. The roots of the plant are its feeders, and all the water ordinarily used by it passes in through these channels. The particles of soil hold a film of water in firm contact. The roots and rootlets of the plant, in burrowing through the soil, come into intimate relation with these soil particles (fig. 2). The finer the soil, the closer the relation established between it and the roots. The roots are thus surrounded by a thin film of water, a portion of which they are able to absorb. The water passes up through the tissues of the plant, carrying with it soluble plant food which is conveyed to the manufacturing or elaborating organs, the leaves. There, in the presence of sunlight, the fixation of carbon from the air takes place, and by means of the movement of the sap the now organized material is carried to all growing parts of the structure. That part of the water no longer required passes off through the breathing pores of the leaf, called stomata. As evaporation is a cooling process, there is no doubt that this loss of water has an important influence in lowering the temperature of foliage and in promoting the fixation of carbon. As already stated, the plant roots can absorb food only in the soluble form, and the passage of a large quantity of water through their tissues is necessary to furnish the supply of mineral elements required by growth. Not only is a large quantity of moisture demanded for tlie direct use of the plant, but its presence in the soil is necessary m order that the plant food may be rendered available. Few soils are so lacking in fertility that they would not grow crops could the mineral Fig. 2. — Acorn plant, showing the intimate relation between the roots and the soil parti¬ cles. From life. 1604 EDUCATION REPORT, 1897-98. plant food which they contain be unlocked and brought into fit condition for use. This important operation, as well as nitrification — or the conversion of nitrogen compounds into the form of nitrates — can proceed only in the presence of moisture. Crops plowed under for green manuring, and barn manures, can be made available only when there is sufficient moisture in the soil to cause breaking down and decomposition. With moisture in the soil, there is a constant move¬ ment towards the plant roots to restore the equilibrium, or to make good that used by the plant. This movement of the moisture brings to the roots the soluble plant food. * * * Supply the plant with moisture, and its roots are able to set free from the particles of the soil a part of the mineral elements required for its growth. Supply even our sandy desert plains with abundant moisture, and immediately they change from a desert to a garden. An acre of soil to the depth of 1 foot weighs approximately 1,800 tons. If 25 per cent of this is moisture, we should have 450 tons of water per acre. An acre of soil to the depth of 8 inches weighs about 1,200 tons. If 25 per cent of moisture were found here it would contain per acre 300 tons of water. Plants can main¬ tain themselves with as low as 5 per cent of water, but their growth seems to go on most rapidly in soils whose water content is from 13 to 25 per cent. THE CONSERVATION OR SAVING OF ^MOISTURE. ******* The means by which moisture may be conserved is as follows: By plowing and tilling, mulches, underdrainage, lessening the influence of winds, applications of lime, salt, etc., rotation of crops to increase humus, adapting the crop to the soil. Plowing to save moisture. — As already indicated, the first step in the conserva¬ tion of moisture must be the preparation of the soil so that the rain will sink down and not be carried off by surface drainage. * * * The improvements in the plow have done much toward accomplishing this, but there is still much ignorance as to the proper use of this implement. As an implement to be used in the preparation of the soil for the reception of moisture it stands preeminent. Good plowing does not consist, as ordinarily supposed, in merely inverting a portion of the earth, but in pulverizing and fining it and burying the sod or refuse which may be on the surface. The amount of water which a soil is capable of holding depends directly upon the fineness of its parti¬ cles. Then, that plow which will break and pulverize the soil most thoroughly is the one best adapted to fit the soil for holding moisture. * * * King found the rate of percolation from soils of different degrees of fineness to be as follows, the column of soil being 8 feet in height: Time of percolation. Size of grains. Per cent lost in 1 hour. Per cent lost in 2 hours. Per cent lost in 24 hours. Per cent lost in 48 hours. Inch. 0. 186 9. 10 10.45 13.05 13.52 .073 7.95 9.47 12. 31 12.72 .061 6.22 9.21 11.71 11.53 .045 1.76 2.83 7.64 8.44 .032 1.28 1.91 5. 83 6. 79 ******* Harrowing to save moisture. — The harrow, besides pulverizing and fining the soil for the seed bed, is most efficient in furnishing a soil mulch. The spring-tooth harrow is in reality a cultivator and its action is similar to#that of the cultivator. When used as an instrument to conserve moisture, the teeth should penetrate to METHODS OF INSTRUCTION IN AGRICULTURE. 1605 the depth of about 3 inches, and to produce the best effect the ridges left by it should be leveled off by a smoother, which can now be purchased as an attachment to the harrow. The tillage of orchards by the harrow is now practiced extensively, and nothing short of irrigation will so nearly meet the demands of trees for moisture, particularly upon the heavier soils. The Acme harrow is a most excellent implement on soils which are comparatively free from stones and rubbish. The plow-like action of its blades serves to pulver¬ ize the surface soil, to spread the loose mulch evenly, and it leaves a most excellent seed bed. The cutaway or disk harrows may be either beneficial or of absolute injury. If the disks are so set that they cover but a portion of the surface with the mulch, they leave a ridge exposed to the action of the wind and sun and the rate of evap¬ oration is greatly increased. The disks should be set at such an angle that the whole surface shall be stirred or covered. Their chief value lies in their cutting and pulverizing action on clay soils, but as conservers of moisture they are inferior to the Acme or the spring tooth. Soils which need the disk harrow should gener¬ ally be gone over again with some shallower tool. The mellower the soil the lighter should be the work done by the harrow. On most heavy orchard soils it will be found necessary to use the heavy tools, like the spring- tooth and disk harrows, in the spring, but if the land is properly handled it should be in such condition as to allow the use of a spike-tooth or smoothing har¬ row during summer. * * * Cultivators and conservation of moisture. — The action of cultivators is not materially different from that of the spring-tooth harrow. The size of the teeth should be regulated by the work to be performed, a many-small-toothed implement being preferable to a few large teeth where the object is to conserve moisture. It must be borne in mind that in a dry time the less surface exposed the less will be the evaporation. * * * The roller in its relation to soil moisture is an implement whose value depends largely upon local conditions. There is no tool which requires more judgment as to its proper use. On light, loose, sandy, or gravelly soils, where every effort must be made to solidify and pack the particles closely together, the roller must be used repeatedly. The difficulty of such soils is that the space between the grains are so large that the water is permitted to pass through freely and is lost by percolation. The capillary openings are so large, that there is very feeble rise of the water to take the place of that used by plants and lost by evaporation. The roller lessens the size of these pores in solidifying the soil, and the capillary force is then strong enough to draw the water to the surface (fig. 3). If, now, the soil is left in this condition, it has been put in the best possi¬ ble form for parting with its moisture, and it will take advantage of the opportunity, unless prevented by estab¬ lishing a surface mulch. In seeding land in a dry time the soil should be rolled, in order to bring sufficient moisture to the seeds to insure germination. Where circumstances will permit, the roller should be followed by a smoothing harrow, that the surface mulch may be restored and the moisture stopped before reaching the atmosphere (fig. 4). On clay lands the roller must be used with much caution. If used immediately after grain is sown and a heavy rain following, there would be danger of the soil becoming so compact on the surface that the tender shoots would be unable to get through, and the most direct connec¬ tion would be established between the soil moisture and the air. A good method of treatment for clay is to roll before the seed is sown, then harrow and make a good seed bed, and then drill in the grain. After the plants are well up the roller may Fig. 3.— Showing the effect of the roller in compact¬ ing the surface layer. 1606 EDUCATION REPORT, 1897-< Fig. 4. — Showing how the soil mulch should be restored by tillage after the roller has been used. be used again, which will bring the water to the surface where the growing plants can make use of it before it passes off by evaporation. Herbage mulches. — The covering of the soil by a mulch of leaves or decaying vegetable matter is nature’s way of conserving moisture and of restoring fertility to the soil. Go to any forest where the leaves have not been burned annually and notice the mulch which covers the soil (fig. 5). The soil will be found to be moist and loose. Humus has been stored up and the covering of leaves prevents the escape of the moisture by surface evaporation. Many persons conclude that because nature tills by mulching man should do the same, but the conclusion is fallacious. Farm areas are too open and too much exposed to searching winds to allow of the good results which nature obtains in the seclusion and coolness of the forest. Even our largest orchards do not give us forest conditions. This herbage mulch also induces shallow rooting of trees, as sod land does. In most farm lands also it is necessary to plow or move the land at least once a year in order to sow the seed and harvest the crop, and this would destroy an herbage mulch. Aside from all this, it is impossible, except in very special cases, to secure sufficient herbage to afford an adequate mulch. The liumus of the soil is the great storehouse for nitrogen and moisture. It is the accumulation of decaying vege¬ table or animal matter, and its presence in the soil, while not absolutely necessary to the growth of plants, is the factor which makes the land congenial for the very best development of the crop. The constant use of commercial fertilizers without being supplemented by barn manures or green manuring will so reduce the percentage of humus in the soil that its water-holding capacity will 'be considerably diminished. This humus should be liberally supplied by means of cover crops, rotations, and stable manures. TJnderdrainage and how it acts as a conserver of moisture is popularly misun¬ derstood. It is usually supposed that underdrains instead of acting as conservers of moisture, produce exactly the opposite effect. It has already been noticed that water may exist in the soil as free or capillary, and that the presence of the free water within 18 inches of the surface is positively detri¬ mental to the growth of most cultivated plants. Hot only is it necessary that moisture be supplied, but also that the soil shall be in such condition that the air may have access ■ to it, for a supply of oxygen as is necessary to the breaking • down and decomposition of organic matter and the making of plant food available. The underdrain removes only the free water which may come too near the surface and it leaves the soil above in a porous condition, so that the water of rainfall may sink down instead of being carried off by surface drainage. This rainfall water.is not caught and removed by the drains in its downward course, but the drainage flow begins only when, by the accumulation of the rainfall, the level of the free water has been brought up to the level of the drain. Thus the reservoir for the supply of capil¬ lary water is kept nearer the surface during a drought and is removed a proper distance from the surface during a wet time to insure a healthy and proper development of the roots of plants. Mineral substances as conservers of moisture. — Among the materials of com¬ merce which are applied to soils as indirect fertilizers are lime, gypsum, and salt, all of which are thought to act as conservers of soil moisture. The application of quicklime to certain soils has been found to have a most beneficial action. When Fig. 5. — The loose mulch on forest soils. METHODS OF INSTRUCTION IN AGRICULTURE. 1607 used upon heavy clay, it causes a certain adhesion or flocculation, a binding together of the minute particles, and prevents their running at times of rains into a compact hard crust (fig. 6). It causes a more granular condition, making the soil looser and more porous, allowing the water of rainfall to permeate it more readily. As a result of the flocculation, the pores of the soil near the sur¬ face are enlarged, and it thus better serves the purpose of a mulch to hold in reserve the moisture underneath. On sandy soils, the difficulty in conserving moisture arises from the fact that they are so open and porous that the water passes through and is lost to the plant. It would seem that an application of lime here would tend to aggravate the difficulty. On clay, the action of the lime takes place at or near the surface, the soil being so compact that it is not washed down through the soil. In sand, the pores are so large that the lime sinks readily into the soil, and instead of finding the effects of its appli¬ cation at the surface we must look for it below. The binding property of lime is well known from its use in the trades. In its passage down through the particles of sand it does not proceed far before it probably begins to bind the grains together, and there is formed a layer somewhat impervious to water (fig. 7). Frequent and small applications of lime have been found most beneficial. From 20 to 40 bushels per acre will usually be found to give the best results. On marshy and boggy lands which have recently been drained but still remain sour and full of undecomposed organic mat¬ ter, the benefit derived from applying lime is very great. It breaks down the vegetable matter, neutralizes the acid, and makes plant food available. In this case its action upon the plant food in the soil is more important than its agency in the conservation of moisture. Windbreaks to save moisture . — The drying effects of the wind are well known when it ljas unbroken sweep over a farm. The loss of moisture from this cause is very great. W indbr eaks are not only protection in winter but they serve equally well in summer to protect the fields. The hedgerow around a field is not, then, entirely useless, since it serves ks purpose as a conserver of moisture. * “ * SUGGESTIONS FOR DETERMINING THE AMOUNT OF MOISTURE IN SOILS. It is a very easy matter to determine- the amount of moisture in a soil. The only apparatus required is a pair of scales which will weigh to grains and a tube which can be driven into the soil for taking the sample. Such a pair of scales can be purchased for a small sum, and the tube may consist simply of a piece of boiler pipe about inches in diameter which has had the outer edge at one end beveled down to enable it better to be driven into the soil. Have a mark on the outside of the tube indicating 8 inches or 1 foot from the sharpened end, according to the depth to which it is desired to take the sample. The sampler used by the United States Department of Agriculture (figs. 8 and 9) is described as follows: “ The soil-sampling tubes are made out of brazed brass tubing about seven-eighths inch internal diameter and 15 inches long. The tubing is No. 21 Stubb’s gauge. On one end a brass collar about one-fourth of an inch wide is sweated in. The end of the tube is then turned off in a lathe, giving a rather long taper, but letting the point be the full thickness of the collar. A mark Fig. G. — The flocculation of the surface of clay- soils by the addition of quicklime. 1608 EDUCATION REPORT, 1897-98. is cut into the tube 12 inches from this cutting edge.” We have used this imple¬ ment with much satisfaction. In determining the moisture in a given soil, several samples should be taken and these samples thoroughly mixed and then accurately weighed. Then subject the sample to a heat of 212° F. for a few hours, then weigh and heat again for one hour, then weigh again, and continue this operation until there is no further loss of weight by heating. The difference in weight between the original and the heated sample will indicate the amount of moisture which was present. Divide the difference in the weight by the first weight of the sample to determine the per cent of moisture in the original sample and multiply by 100. The follow¬ ing case will illustrate: Original weight of sample __ _ _ ....pounds. . 2 W eight after drying _ _ _ .... do _ 1.5 Loss in drying _ _ _ _ _ do.... .5 Per cent of moisture in original sample =.5-r-2=.25. .25X100=25 per cent. An interesting line of work for granges and farmers' clubs would be the investi¬ gation of soil moisture. The importance of thorough culture to conserve moisture is so great that if its value was fully realized we should experience less trouble from droughts. Far better is a season with a deficiency of rainfall, if continuous surface culture be given, than a season of abundant rains with little culture. Much wiser is he who cultivates a small farm, and cultivates it intensively, than he who attempts to spread over a large area and allows his crops to suffer from droughts because the moisture which they so much need has not been saved by frequent tillage. Neglect the soil — allow the orchard to care for itself — and when the time of harvest comes the reward shall be according to the labor; but treat the soil as a living thing, care for it faithfully and intelligently, study the plants and learn their ways and the conditions under which they thrive, and give them congenial surroundings, and they will respond with a readiness that will abundantly repay the best efforts in their behalf. SUMMARY. 1. The average annual rainfall in New York is sufficient for the growth of profit¬ able crops. Owing to its unequal distribution and to the loss of nearly one -half of it by surface drainage, crops usually suffer from droughts. 2. The first step toward conserving moisture is to put the soil in such a phys¬ ical condition that it will be pervious to water or afford a reservoir for it. 3. Water exists in the soil as free, capillary, or hj^groscopic. The free water within eighteen inches of the surface is injurious to the growth of cultivated METHODS OF INSTRUCTION IN AGRICULTURE. 1609 plants. The capillary water is the direct source of their supply and should be conserved by all possible means. 4. Capillary action of the soil depends upon the fineness of its particles and the closeness of their relation to each other. In course, loose, sandy, or gravelly soils the action is weak; in fine, well-compacted soils it is strong. 5. When the capillary interstices or pores in the soil are continuous from the moist undersoil to the surface, the moisture rises uniformly and passes off into the atmosphere by evaporation. If, however, these interstices or pores are made very much larger near the surface, the moisture is arrested in its upward movement a result which is accomplished by light surface culti¬ vation, which produces a “soil mulch.” This mulch of loose soil answers much the same purpose as a board or carpet would in cut¬ ting off the direct connection of the capillary soil with the atmos¬ phere. As soon as the soil becomes baked or encrusted the capil¬ lary connection with the atmosphere is renewed and another tillage is required to reestablish the soil mulch. 6. A large amount of water is necessary for the plant, as its food is in a very dilute solution, and water is also used in building plant tissue. 7. Moisture in the soil is necessary that nitrification and decom¬ position of organic matter may take place. Without it the action by which the roots are able to corrode the solid rock and set tree plant food can not take place. 8. The distribution of rainfall can not be controlled by any known means. Dependence must be placed upon irrigation and the conservation of soil moisture. 9. Irrigation is expensive, and, while entirely practicable in arid regions, yet in our section if flooding by irrigation should be fol¬ lowed by heavy rainfall the effect might be disastrous. Where irrigation is not a common necessity it must be secured by indi¬ vidual enterprise and is therefore expensive. In New York we must depend largely upon conserving or preventing the loss of the moisture. 10. The means by which moisture maybe conserved are: Judi¬ cious plowing and tillage, mulches, underdrainage, windbreaks, applications of lime, salt, etc., and adaptation of crop to the soil. 11. The absorbing or capillary power of a soil depends upon the fineness of division of its particles. 12. The plow is a most valuable implement for pulverizing and fining the soil. Fall plowing is recommended for heavy clays, the FlG-9-— The soil surface to be left rough and unharrowed. Fall plowed lands catch and hold the water. 13. Surface tillage should begin early in the spring as every day’s delay after the soil is in fit condition means a loss of many tons of water. 14. The harrow is valuable as an implement with which to establish and main¬ tain a surface mulch. Frequent harrowing of an orchard will greatly lessen the evaporation from the surface. 15. Where cultivators are used as conservers of moisture many fine teeth are preferable to a few coarse teeth. 16. Ridge culture is calculated to promote evaporation. To conserve moisture, practice level culture and so reduce the area exposed. 17. The roller brings moisture to the surface by compressing the soil. On loose sandy soils it is useful by compacting the particles. On clay its use may prove injurious if followed by heavy rains. Where possible it is well to follow it with a smoothing harrow to restore the mulch. 1610 EDUCATION REPORT, 1897-98. 18. A surface mulch of leaves and decaying vegetable matter is nature's way of conserving moisture. It also adds humus to the soil, which is the great store house for nitrogen and moisture. An herbage mulch can rarely be used in farm areas, however. 19. Underdrains act beneficially in making soils porous above them and thus increasing their permeability; and in removing the free water and thus allowing the access of air, which is as necessary as moisture. 20. Lime, gypsum, and salt are all used as conservers of moisture. An applica¬ tion of lime seems to have a beneficial effect on heavy clay and on light sand. It also acts favorably on marshy, sour lands. 21. Grasses and grains should be grown on clay and loamy soils, leaving sandy and gravelly lands for cultivated crops. The humus of tilled lands may be kept up by barn manures and by green manuring. 22. The space between the trees in orchards should be left free for tillage. A growing crop makes such -a demand upon the supply of moisture that the trees may be seriously injured. 23. Determinations of soil moisture may be easily made by anyone. The impor¬ tance of this line of work is called to the attention of granges, farmers’ clubs, and horticultural societies. 24. The importance of thorough tillage to conserve moisture can not be made too emphatic. Deficiency in rainfall with intensified agriculture is preferable to abundant rains and neglect by the cultivator. The soil will respond in a large measure according to the treatment it receives. Neglect it and it will fail to bring forth liberal increase, but cultivate intelligently and thoroughly and it responds quickly. PROGRESS OF EXTENSION WORK-REPORT OF WORK DONE UNDER THE NIXON LAW OF 1897 OF THE LAWS OF THE STATE OF NEW YORK, CHAPTER 128. 1 EDUCATIONAL WORK. It was decided at the first meeting of the faculty of agriculture to emphasize the educational work, since the Federal experiment station, a department of the Col¬ lege of Agriculture, was able to carry on many investigations, especially those which of necessity must extend through considerable periods of time and which require ample and permanent laboratories, equipment, and investigators, while most of the work contemplated under chapter 128 could best be carried on away from the college. The problem of how to successfully introduce into the schools of the State a study of the fundamental principles which govern the soil, the plant, and the ani¬ mal, or the study of agriculture, has been considered most carefully by many dis¬ tinguished educators. This subject was long and carefully considered by the faculty of agriculture before entering upon the work. The leaflets on Nature Study which were already issued had been so kindly received and so fully appre¬ ciated that it v*as decided to issue others and to employ trained teachers to visit the schools and to attend teachers’ institutes for the purpose of explaining how the subject-matter of the leaflets, as well as other similar subjects, might be used as texts by the teacher, while the illustrations could not help but be useful to the teachers of classes in drawing. It was hoped, too, that after the teacher had given instruction on some subject intimately connected with natural objects which attract the attention of the pupil, the object having been used for a drawing in the class room, the description of such object would form a most interesting sub- Fourth report, February, 1898. METHODS OF INSTRUCTION IN AGRICULTURE. 1611 ject for compositions, which are now required in most departments of the public schools. By correlating' with composition and drawing work, the objection of an added study was removed. It is believed that a study of the more common and familiar objects of nature leads directly to a better understanding of those laws and phenomena which are the very foundation of improved agriculture. In the hands of the skillful teacher the leaflets may be used to impart valuable lessons in nature history and in the con¬ servation of energy as applied to rural affairs, and may, in some cases, serve to interest teacher and pupil in the economics of agriculture. Briefly stated, it is hoped that such instruction will lead logically and naturally to a greater love for rural affairs and a more rational understanding of them among the old and young both in city and in country. Eight leaflets in ail have been published, eiectrotyped, and republished on the following subjects: No. 1. How a Squash Plant Gets Out of the Seed. (Four editions.) No. 2. How a Candle Burns. (Three editions.) No. 3. Four Apple Twigs. (Five editions.) No. 4. A Children’s Garden. (Six editions.) No. 5. Some Tent-Makers. (Four editions.) No. 6. What is Nature-Study. (Four editions.) No. 7. Hints on Making Collections of Insects. (Two editions.) No. 8. The Leaves and Acorns of Our Common Oaks. (Two editions.) The demand for these leaflets is so great that other editions will be required in the near future. The work in Nature-Study has passed the experimental stage; the demand for it is far beyond our facilities for carrying it forward. This educational work in agriculture divides itself naturally into six divisions: Nature-study; schools of agriculture and horticulture; dairy instruction: lectures on special subjects, such as the sugar-beet industry; a course of reading and instruction for farmers; publications. There are many principles of agriculture which are well understood by the scientist but which are not familiar to the farmer. It is proposed to secure the cooperation of progressive agriculturists in the endeavor to learn how best to fit these principles into practice. It is impossible to sharply separate these various activities, as one often over¬ laps the other. Suffice it to say, that more than seven hundred lessons and lectures have been given throughout the State by persons selected on account of their spe¬ cial fitness for the work in hand. Thirty thousand teachers are enrolled on our lists and have received leaflets, and many have attended the lectures explaining the methods of presenting nature- study work in the schools. Sixteen thousand school children have received those leaflets which are especially adapted to their needs. Two thousand five hun¬ dred young farmers are enrolled in the agricultural reading course. These are assisted from time to time by means of printed circulars which give directions and assistance to the farmer in carrying on his studies at home. From time to time question papers are sent out for the purpose of giving opportunity to the farmer to make known his needs that they may be more fully understood and met. The location of nature-study centers is shown in the diagram. It is believed that the benefits derived from carrying the experimental work beyond the limits of the station grounds are very great. First, the data obtained are valuable. In some cases they are much more valuable than could possibly be obtained from experiments conducted at the station. In corroboration of this statement, reference is made to the bulletin on sugar beets, already mentioned. Second, the station is brought into closer touch with the farmers. Meeting them on their own farms, the station workers become better acquainted with their 1612 EDUCATION REPORT, 1897-98. peculiar surroundings and needs, and can offer more appropriate assistance than they otherwise could do. On the other hand, the farmers learn better how the station can help them and how to avail themselves of that help. Third, the experi¬ ments serve as object lessons to the farmers. As such they impress themselves upon a large class of farmers that would give little heed to a printed description of experiments conducted at the station. Fourth, the experiments have a high educational value for the farmers performing them. Perhaps, at the present 1 <3 §> tune, this is the most important consideration. There are many questions affected by soil and climate that must be decided for each locality individually, and the greatest hindrance is the want of trained experimenters to take up the work. It is hoped and believed that we shall find in various localities in the State intelli¬ gent and public-spirited farmers who, for the benefits to be derived by themselves and their fellows, will be willing to cooperate with the station in this work. The educational work which had already been done prior to April, 189*7, by METHODS OF INSTRUCTION IN AGRICULTURE. 1613 Prof. L. H. Bailey, and his associates in horticulture in the western part of the State, made it possible to secure the cooperation of more than 300 farmers in the investigations in sugar-beet culture and 203 farmers in the experiment with fertilizers. The time has come when the help of the farmers must be secured if valuable investigations are to be conducted which shall be applicable to varied conditions. Climate, soil, environment, and needs are so variel in the State that comparatively little help can be given unless the investigations can be conducted in the locality where the help is needed. DAIRY HUSBANDRY. Observations in the dairy districts led to the conclusion that this branch of agriculture needed assistance. The theory of making butter and cheese is fairly well understood, but the art, in many cases, was found to be lamentably wanting. To bridge over this gap between science and art, two expert dairymen were em- 1614 EDUCATION REPORT, 1897-98. ployed during the summer, men who hot only knew much of the science, hut of the art of dairy husbandry as well. These men went from factory to factory, called a few dairymen together, and gave valuable instruction by first teaching the leading principles and then by practically applying them. INSTRUCTION IN AGRICULTURE IN THE RURAL SCHOOLS OF FRANCE. THE FRENCH PROGRAMME. The conception of making agriculture a subject of instruction in the public schools originated in 1791 in the second legislature of the First Republic — that is to say, during the period called in France “ The Revolution.” 1 The Second Repub¬ lic, that of 1848, was unable, in spite of its “ good intentions,” to do more than the “Revolution” or First Republic had done; its laws were in practice only expres¬ sions of good will. During the seventh decade of the present century France experienced an “ agriculture crisis ” or depression, and in 1867 a great inquiry was made with a view to relieve the situation. Among the questions asked in this effort to obtain a consensus of opinions regarding the deplorable condition of agri¬ culture, the most important national industry, was one which was expressed in these terms: Is the public school course (l’instruction primaire) conducted so as to favor agriculture, and what is its influence upon the choice of a profession? As may well be imagined, a great divergency of opinion is to be observed in turning over the 500 or 600 pages of extracts given by Mr. Inspector Pinet in the work which he so diligently compiled for the students of social science,2 but Messrs. Priiiieux and Schribaux, in an official report, summarize the inquiry thus: The inquiry bore upon three main points: (1) What instruction [in agricul¬ ture] shall be given to male students in the elementary normal schools? (2) What instruction shall be given [in agriculture] in the district [communal] schools? (8) What instruction shall be given to adult persons in special courses which are appropriate to improve agriculture? The same authorities give, “en resume,” the following conclusions as deducible from the replies: 1. Establish, as soon as convenient, a course of agriculture and of horticulture in all the normal schools for men. 2. In order to make the instruction given in these courses uniform (afin de constituer Tunite de ce professorat) , let the agricultural colleges be given the mission officially to train teachers for the normal schools, unless it happens that agricultural instruction has been already regularly organized in that section. These teachers should be selected from among the best students of the third year of our normal schools and sent to a school of agriculture, whence, after two or three years, they are to be drawn out to be especially charged as assistants in normal schools, both with instruction in agriculture and, in part, in the ordinary subjects pursued in those schools. 8. Distinguish between rural schools and other elementary schools, so that the usual rural school instruction in summer wull permit some agricultural work (s'aceorder avec les travaux des champs).3 4. Put the matter to be taught in pedagogic form (une instruction detaiilee) , so as to point out precisely the way (preciser la voie) which the teacher in the rural schools ought to follow hereafter, in teaching agriculture and horticulture, and 1 L'enseignement de I’agriculture dans les ecoles normales d'instituteurs et dans les ecoles primaires, par Priiiieux, inspeeteur general de l'enseignement agricole, et Schribaux, repe- titeur a 1 Institut national agronomique. 2 L’enseignement primaire en presence de l'enquete agricole, par A. Pinet, inspeeteur de 1’en- seignement primaire, etc. 3 It would appear that this means that the school hours should be so fixed in summer that the children might be able to work at home on the farm, “ so that the children may be exercised in the duties of agriculture or be employed at labor in the great industrial establishments [facto¬ ries], where their activity and their bodily strength may be developed.” See Bulletin admi¬ nistrate du ministere de l'mstruction publique, No. 164, 1867. METHODS OF INSTRUCTION IN AGRICULTURE. 1615 further, announce that, after two or three years, questions upon agriculture and the practice of horticulture will be an obligatory part of the examination for obtaining a teacher’s certificate. 5. Class the districts (communes) of each county (literally “department”) according to the kinds of crops (cultures) which dominate in each, and select, or have written if necessary, for each of these kinds of culture text-books which shall not only be easily understood (clair) , but interesting, and, in addition, recom¬ mend that these books be adopted in preference to any others, and that all copy-book models, transcribing and dictations, as well as arithmetical problems, have an agricultural application. Finally, send the teachers out into the country, that they may know it understandingiy. 0. Compare, by a rigid examination, the different elementary manuals upon agricultural instruction and agricultural reading books and adopt the best, subject to such additions, eliminations, etc., as may be thought necessary. If no book has yet appeared sufficiently good for the purpose, let a prize be offered for one or more of the kind required. 7. Require that a garden or a plat of land (terrain) be annexed to every normal school and every rural elementary school, in order that the teacher may set the elder pnpils of the school to experimenting (essayer) with fertilizers, sowing, cultivating (Linage, pulverizing the soil), but especially with trimming trees, and choose horticultural operations which have been brought to their attention in their books or written exercises. Further, let the teacher at least once a week take his pupils on an agricultural investigation (promenade), and, finally, place the normal school near a farm, which may or may not belong to the department, but in any case shall afford the students the best examples possible for their imitation. 8. Order that there shall be immediately established in each chief place of the canton or in a central commune agricultural and horticultural conferences, upon which ail the teachers of the circumscription must attend. These conferences are to be presided over, both as president and professor, by a man well instructed in agricultural science, and also capable of imparting his knowledge to others. Any cultivator who requests permission may also be admitted to this conference, 9. Recommend to teachers to bring together during the winter evenings, if only once or twice a week, the grown-up people of their communes and give agricultural readings before them, accompanied with explanations and suggestions. 10. Fix upon a general programme or scheme which will serve as a general plan of campaign, to be completed by the particular programme proposed by the agricultural society — as the variety of culture in the different parts of France requires — and supplement it with the detailed instructions upon the methods which the teacher ought to employ, as noted in paragraph 4. Also, let there be sent out at the same time a list of practical exercises, etc. 11. Appoint in each department certain commissions whose members belong to the agricultural society or societies of that department, and, adding to this mem¬ bership the inspector of schools, let them ascertain the results of the instruction and advise the teachers. 12. Finally, establish annual competitions between the students of the elemen¬ tary schools and those pupils in the adult classes who are worthy to be admitted, and give each teacher an honorarium, gauged according to the number of prizes obtained by his pupils, the prizes to be awarded by the agricultural committees. Such is the fundamental plan upon which the Third Republic of France has endeavored to introduce agricultural instruction into rural France, for the Second Empire collapsed in 1870, before an opportunity was given to it to carry out the ideas regarding agricultural education which it had in its last years found itself compelled to solicit. The essential problem of the plan is, the introduction of agricultural instruction having been decided on, to find the pedagogic form in which such instruction shall be given, pedagogic form in each of its features — what shall be taught, or programme; bow shall it be taught, or method. The first of these falls within the province of the agricultural scientist; the second within that of the pedagogue, especially of that class whose business it is to systematize or, as the original of the above translation expresses the matter, “to constitute the unity of the professorate,” or, in English idiom, teach the same thing in the same way everywhere, though apparently teaching local agriculture, a programme, indeed, expedited and enhanced by the intelligent teacher, though held stationary and perhaps deteriorated by mere routine. Let ns see how these features of peda¬ gogical form have been bandied in France, first confining attention to the form 1616 EDUCATION REPORT, 1897-98. rather than to the agencies fixed upon as proper to introduce a rational agricul¬ tural instruction in the public elementary schools. 1. Pedagogic Form, or the Programme and Methods. We now for a time take leave of Mr. Inspector-General of Agricultural Instruc¬ tion Prillieux and Professor Schribaux, who, unquestionably, are far better able to speak upon this subject than a foreigner, and go back to the 31st day of December, 1867, when Mr. Victor Duruy, now so well known abroad as an historian and in France as one of the great ministers of public instruction, was at the head of French school affairs. On the 29th of December, 1867, Mr. Duruy had ordered that the departmental educational authority should arrange the school hours in summer so that a portion of the children's time might be utilized at home, hoping thereby to prevent the withdrawal of them by parents during the summer lime. On the following day, December 30, he issued a programme both for the elemen¬ tary and the normal schools, and on the 31st he nominated several departmental professors of agriculture and fixed their duties, and at the same time issued an “instruction'5 upon the organization of agricultural teaching. But first, as to this “instruction,” so far as its second and third divisions are concerned, quoting from Mr. Duruy 's circular: Mr. Prefet: I have already communicated, to you the different measures pro¬ posed by the commission which, was charged with the matter of organizing and developing agricultural instruction in the normal schools, the classes for adult persons, and the rural elementary schools, and I have submitted to the imperial council of public instruction such of its conclusions as I deemed it advisable to have its advice upon before stating them. I now pass in review the propositions of the commission, and notify you of the conclusions which have been arrived at in regard to them. * * * (2) F ix upon a general programme of agricultural teaching which shall be appro¬ priate to local conditions of culture. Upon this proposition of the commission it is to be said that one of the principal obstacles which presents itself to the intro¬ duction of agricultural instruction in our classes i s the want of a definite programme. When we examine the very large number of works which treat upon agriculture, we see very quickly how, in this vast field of agricultural science, the makers of these volumes differ about the principles of the science which it is desirable to place before children and country boys for their study. The matters which are presented by one author as fundamental are scarcely noticed by another, and not at all by a third. This one insists on the cultivation of sugar-producing plants, that one upon mulberry trees, and still another upon the exclusive culture of this or that forage plant more or less unknown. One class are very special in their point of view and their works are of no value except under special conditions or in a certain locality; the other class take such a general view that in wishing to cover everything they are not at all practical. On the other side, every teacher has not made agriculture a special study with the intent of teaching it, and the actual condition of things in the line of agricultural science offers little inducement for them to engage in a study the principles of which are not yet fixed, as far as it is a matter of instruction. By placing in their hands a body (un ensemble) of verified principles in the form of a programme they will very soon be in a position to make a course of instruction which will produce advantageous results. How do the schools which are especially organized for technical instruction set to work? They commence by inscribing on their programmes the fundamental laws of the science they desire to teach; then, selecting *from among its applications those which have a direct bearing upon the particular industry, they extend and develop them, and in this way young people are educated, who, by joining subse¬ quent experience to the principles which they had been previously taught, become men who are useful to themselves and to society.1 Let us turn now to Mr. Duruy's official programme, which is prefaced as follows: In view of the articles 5 and 35 of the law of March 15, 1850, and the decree of July 2, 1855, the imperial council of public instruction proceeds to determine: Art. 1. The programme of agricultural instruction in the rural elementary schools and in the elementary normal schools shall be as follows: (1) Vegetation , soil, climate. — A general view of vegetation, the duration of Bulletin administrate du ministere de l'instruction publique, 1867, No. 164, partie officlelle. METHODS OF INSTRUCTION IN AGRICULTURE. 1617 vegetable life of vegetables, different methods of reproduction (seeds, buds, etc.). Soils, their nature and physical properties. Influence of climate and agricultural zones (regions agricoles). (2) Principal operations in agriculture. — Fertilizing substances, tillage, ecobu- age (lifting and burning the turf filled with roots, etc.). Instruments of cultiva¬ tion. Drainage and irrigation and watering. Sowing and transplanting. Har¬ vesting and preservation of crops. Influence of heat and light. Breaking up- pasture, etc. Inclosures, country roads, wagons, and buildings. (3) Crops and vegetables of interest to France. — Cereals, beans, oil, fabric and! color producing plants, forage plants, pasture, curing. Roots to be used as food* or in industrial processes (sugar, alcohol). Parasitic plants and animals. Bushes (vegetaux ligneux). Propagation, seed beds, grafting, etc. Fruit trees, ele¬ mentary forestry. (4) Domestic animals useful to agriculture. — General principles. Cow, horse,., pig, etc. Fowls, silkworms, bees. (5) Agricultural economy. — Capital, renting, working on shares, proprietorship ^ buying and locating a farm (domaine). Rotation of crops. Influence of various- circumstances upon agricultural systems. Starting out. Bookkeeping. (6) Horticidture ( culture desjardins). — Division of horticulture in three parts,- viz, fruit garden, vegetable garden, flower garden. Parasites of garden crops. In 1880 the plan of campaign is somewhat changed. The syllabus of instruction in the normal schools is changed to read very like the matter given on page 1010 of the Report of the Commissioner of Education for 18S9--90, under the head of~ “ Introduction ” to an agricultural course in higher elementary schools for boys,, and to this the reader is referred. In 1883 instruction in agriculture was made? obligatory in the rural elementary schools of France, and in 1895 a new programme,, more specifically chemical and agricultural, was issued. This plan appears as a part of Chapter XXIV of the Commissioner’s Report for the year 1895-96, to which- the reader is referred. The programme of 1887 is as follows: ELEMENTARY PRIMARY. Elementary course (7-9 years). First lessons in the garden and school. Middle course (9-11). Ideas appropriate to what the child has read, object lessons and ex¬ cursions with the purpose of familiarizing pupil with soils, fertilizers, tillage, and com¬ mon implements. Higher course (11-13). More methodical in¬ struction upon tillage, implements, drainage, fertilizers of all kinds, sowing, harvesting, do¬ mestic animals, and bookkeeping. Ideas about horticulture, propagation, tree culture, and grafting. • SUPERIOR PRIMARY. Complementary course (boys and girls over- 13). Same programme as for following, but- less developed. Higher primary schools (for boys and girls>.- Practical ideas about vegetation, and the du¬ ration of growth, and reproduction (seedsv- buds, grafts). Different kinds of land, manures,., and their use and rotation. Experience witls. and use of agricultural implements and ma¬ chines. Principal operations in agriculture^, such as breaking up land, planting, transplant¬ ing, drainage, and irrigation. Principal crops- of France and of the locality. Diseases of plants; parasites. Legumes, fruits, flowers r*. use of sash. Training and pruning fruit trees ^ care of domestic animals; bee culture. II.— School Gardens. [Instructions of Jules Simon, minister of public instruction of France, dated February 25, 1872.] ': Land designated for school gardens sometimes requires money for breaking up, manuring, and planting, which comes most frequently out of the pocket of the teacher, who is not always prepared to meet such expenses. In consequence these - gardens either are not cultivated as they should be, or the fruit trees are not of the best kinds. In addition, the teacher who owns these trees takes them away- . with him when he is appointed to another position. This is, of course, proper, but the gardens are thus periodically depleted of trees, and the instruction in fruit- tree culture is either interrupted or relinquished entirely in the schools to which- the depleted garden is annexed.1 1 The climate of Europe permits fruit trees to be cultivated on stocks, which, while dwarfing their growth, permits them to be annually both severely pruned, in the sense of that word im* America, and also root pruned; hence they are readily removable. ED 98 - -102 1618 EDUCATION REPOST, 1897-98. It is desirable to remove these obstacles, and to accomplish an improvement it is essential to include in the appropriation for the school buildings and grounds the cost of preparing the soil for gardening purposes, and under such conditions the trees owned by the district shall be inventoried as fixtures, and the teacher, who necessarily gathers the fruit, shall do so by virtue of his position alone. It is only in this manner that it is possible to create, to maintain, and to develop, an instruction which tends to increase the well-being of the rural population. I desire to add, in order to facilitate the organization of this kind of instruction in the rural public schools, that it is necessary to limit expenditures as much as possible, and this may be brought about, I am led to believe, through the normal schools which have nurseries from which scions and cuttings, as also new or useful plants, may be furnished each year; and I am convinced that the directors of these normal schools will second the effort of the minister in this matter. 1 III. — The Departmental Agricultural Professor and His Course in the Normal Schools for Men. The National Legislature of France in 1879 created a “ departmental professor of agriculture/’ whose duties embraced the following: 1. The agricultural instruction given in the normal schools of each department and in other public schools where such instruction may be given. 2. Country meetings (“farmers’ institutes”), not fewer than 26 annually. 3. Such duties as he may be charged with by the prefect of the department or the minister of agriculture and commerce. By the law of March 28, 1882, elementary agricultural instruction in the public schools was made to comprehend the elements of the sciences and their applica¬ tion to agriculture, and by the decree of 1887 it was made to comprehend the first ideas about science, principally in its applications to agriculture. PROGRAMME OF THE COURSE OF AGRICULTURE FOR FRENCH NORMAL SCHOOLS FOR MEN. Second year of normal-school course, devoted to agriculture, zootechnic, and rural economy (two hours a week) : (1) Vegetable growing — study of the soil and the means of modifying its chemical composition and physical properties (manure and fertilization, irrigation, drainage, cultivation; special crops, such as cereals, legumins, etc. ) , and rotation of crops; (2) zootechnic — feeding places of horses, cows, sheep, and swine; and (3) rural economy — property in land, methods of exploitation and capital required, bookkeeping. The third year of normal-school course, devoted to horticulture (fruit-tree and vegetable growing) (one hour a week): General ideas of culture planting, pre¬ paring the soil, the “plantation;” special kinds of culture of fruit trees, grape, peach, cherry, plum, pear, apple, roses, etc.; grafting; and the vegetable garden. The professor must accentuate the methods and productions of the different locali¬ ties. (Subsequently this programme was changed so as to make the course con¬ sist of two lessons a week during winter to the second-year students in one class ) In his special instructions the minister of education of France observes that it is not to be understood that the normal schools are to be turnecf into ‘ ‘ agronomic insti¬ tutions” because agricultural instruction is given an “honorable place” in their course of study. “ What is necessary,” said that functionary, ‘ ‘ is that the graduates when they become teachers shall carry to the elementary schools an exact knowledge of the soil, the means of improving it, the methods of cultivation, the management of a farm, of a garden, etc. It is sufficient if they can teach in the elementary school the elements of agriculture, give wise counsel in the neighborhood, and, if neces¬ sary, combat effectively routine and prejudice. To accomplish this it will suffice if the instruction given by the teacher is sober and clear; if the ideas of the stu¬ dents are rectified by visits to the best farms, by some laboratory work, and by frequent tests in the garden or demonstration field of the school. The object of the course is not to teach the business of farming, but to study the phenomena of life and the conditions of its development, to inspire a love for the country, and to develop the natural tendencies of children to become interested in flowers, birds,” etc. (Decree of 1880.) 1 In America the experiment station might serve instead of the normal school, though it should he stated that there are about 100 normal schools in France. METHODS OF INSTRUCTION IN AGRICULTURE. 1619 IV.—' The Demonstration Grounds (Champs de Demonstration). The departmental professor should not confine himself [said the French minister of public instruction in 1881] to giving merely oral instruction. He should join example to precept, operate upon the place, reenforce his lessons by demonstrations with machines or instruments, and conduct his pupils abroad to witness the results obtained by advanced methods. I have unceasingly called these facts to the atten¬ tion of departmental professors each time I have had occasion to inform them of a new fact or discovery or of legislative matters necessary for the rural population to be made acquainted with, and my efforts have already borne fruit. Several professors, recognizing the utility of these suggestions, have created experimental stations (champs), have published interesting reports, and organized practical demonstrations which have been appreciated by the public; but though these examples have been imitated outside of our borders, they are still too infrequently copied at home. * * * There should be no confusion between these demon¬ stration grounds (champs de demonstration) and experimental stations — that is, establishments of experimentation (champs d’experiences ou etablissements d’ex- perimentation). The experimental station is designed to make experiments to test doubtful or misunderstood matters, and such is the function of the agronomic stations of France; but the methods of investigation carried on at such stations require an expenditure of time in the field and laboratory not at the disposal of the departmental professor to give. The demonstration grounds are to show the facts which have been discovered and verified; in short, to disseminate the char¬ acter and value of such discoveries. (There were said to be, in 1896, nearly 4,000 of these plats.) V.— Cause of the Failure to Accomplish the Best Results in Agricultural Instruction in France. The teachers [say Messrs. Prillieux and Schribaux, in their official report pub¬ lished by the minister of public instruction, 1890] carry away to the elementary school the methods and tendencies of their normal school. If agriculture does not occupy a place of honor in that school, if the general instruction does not testify for agriculture a sympathetic feeling, it is absolutely necessary to renounce all hope of making our teachers the apostles of progress in agriculture, and it would be wise to remove from our programmes for the rural elementary schools a branch of instruction which is taught without knowledge, without conviction, and with¬ out benefit. So far, at least, agricultural instruction in the French elementary schools has given mediocre results. As early as 1884 the departmental professors as a body addressed the minister of public instruction, who had inaugurated an inquiry, tc the following effect; We deem it proper that the examination for a teacher’s certificate should rec¬ ognize more largely the instruction given by the departmental professors. More than 65 departments have now (1884) a chair of agriculture, and lessons in agri¬ culture are given in almost all the normal schools for men, as far a3 the students of the second and third years are concerned. This instruction is given according to a general plan everywhere the same, which has been approved by the superior council of public instruction, and it seems right that candidates for the higher grade teachers’ certificate should give a special guaranty that they are proficient in agriculture and horticulture. 1 Though this deliverance has not been ignored, nevertheless it is said that the departmental professors are not satisfied with the situation. VI.— The Farm or Practical Schools of France. [From a report prepared by an English Parliamentary commission.] The farm schools of France (1898; are a class of institutions which correspond more or less to the model farms of Ireland, and French experience in this particu¬ lar has not been more fortunate than Irish. In 1848 these were a class of schools greatly favored by French theorists in agricultural education, and 52 of them were established in different parts of France. This number has been steadily diminished by the State until there are now only 16 of them. The farm schools 1 Recueil des monographies pedagogiques publiees par le ministere de l’instruction publique. 1620 EDUCATION REPORT, 1897-98. were intended chiefly for the training of agricultural laborers, farm servants, and the sons of small farmers, but it has been found that the sort of knowledge there received is better acquired by service on well-managed private farms on which young laborers can earn from $50 to $75 a year while learning all they want to know. There are in France 6,913,500 farmers, of whom 3,460,000 are proprietors and farmers, the other half being day laborers and servants. Out of the 3,460,000 proprietors and farmers 8,159 cultivate farms of more than 500 acres, 20,644 between 250 and 500 acres, 115,254 between 100 and 200 acres, 259,800 between 50 and 100 acres, and 3,022,700 less than 50 acres. This last class contribute the backbone of the French peasantry, that wonderful race whose thrift, industry, probity, tenacity of purpose, and intelligence have excited universal admiration. This class shrank from sending their children to the farm schools, there to act as a sort of servant and simply to learn what they often could learn just as well at home. Thus it was found necessary to cre¬ ate a new type of school, one whose fees should not be above the means of the small farmer nor require for admission a higher preparation than was given by the ele¬ mentary schools, and, further, which should receive the pupils not at the age of 17, like the farm schools, but at 12 or 14. The first school of this kind was founded in 1872 with the aid of the departmental council of the Department of the Meuse (i. e., in English, Meuse County) . The General Government resolved to include them in the national system in 1875. There are now 40 of these schools. These ‘ ‘ practical ” schools are a most interesting combination of the State system with the voluntary system of Government, of Government aid with local and private initiative and support, and of central authority with local responsibility. The practical school must be established on a farm or an estate belonging to an individual or a county council or a municipality, and must be carried on by one or other of these owners at their own expense and risk, the State supplying only the cost of the teaching and directing staff and some scholarships or bourses by way of assistance to less well-to-do pupils. The implements and other material must be provided by the locality. No encouragement is given to a large outlay on showy buildings, the existing buildings of the chateau or farm offered being almost invariably utilized. When a farm or estate has been selected by the min¬ ister of agriculture on the advice of the county council and after inspection by an agent, the proprietor or farmer is usually named director and given control of the school; and it is one of the most noteworthy results of the French system of agri¬ cultural education that in most of these cases the proprietor, a farmer, is a highly trained agriculturist possessing the diploma of the National Institute of Agronomy. [The university or post-graduate course of French agricultural instruction, see p. 998 of Report of this Bureau for 1889-90, vol. 2.] The staff usually numbers eight or nine. The director, who, if he be a professor, is piaid $800 to $1,200, one professor at $480 to $600, one $400 to $480, one at $360 to $440, an assistant master and laboratory superintendent of garden work each at $320 to $400, a visiting vet¬ erinary officer at $120 to $160, and a military instructor $60 to $80. It is another result of a well-established system of agricultural education that a supply of fully qualified teachers is available to man these agricultural colleges and some of them decorated for services done to the science of agriculture. The aim is to train the pupils in the best forms of cultivation for their own part of the country, but the theoretical course is more uniform, including agriculture, zootechny, rural econ¬ omy and engineering, physics, chemistry, botany, meteorology, zoology, geology, horticulture, entomology, a popular course in civil law, mathematics, surveying, bookkeeping, and hygiene. METHODS OF INSTRUCTION IN AGRICULTURE. 1621 INSTRUCTION IN AGRICULTURE IN PRUSSIA. The royal department of agriculture of Prussia in 1897 submitted to the Prus¬ sian legislature a course of study in agriculture for rural public schools which had been in successful operation as the course in agriculture for the model schools (Musterschulen) of the circle of Rybnik in Prussia. In the Padagogische Zeitung, the organ of the German Teachers’ Association, this course is described, the journal taking the occasion to speak of the poor pedagogical condition of the rural schools and to ask the question, “ What can the agricultural minister of each State of the German Empire do to build up the agricultural continuation schools?” and to answer the question thus: “He should improve the course with strict regard to the requirements of the agricultural calling; should provide a course for the instruction of teachers of rural schools; should supply traveling technical teachers, compile reading books, provide appa¬ ratus, and distribute prizes.” The curriculum of the model “continuation” schools now being established in Rybnik “ Circle” in Prussia, continues the Zeit¬ ung, is to be taught by a traveling agricultural teacher and the regular teacher. The programme is as follows: NATURAL SCIENCE AND AGRICULTURE. One hour weekly. First winter. — (1) Physics, to wit: The general properties of bodies and gravity; the sources of heat and its distribution; the thermometer; water, liquefaction, steam, ebullition, fog, dew, rain, ice, atmospheric heat phenomena. (2) Chemistry: The most important agricultural inorganic compounds; carbonic acid, sulphuric acid, phosphoric and silicic acids, nitrogen and the air, ammonia and nitric acid, hydrogen, water (in December). Potassium, sodium, magnesium, lime, alumina, iron and its most important combinations (January). (3) Soil formation (Feb¬ ruary"). (4) Fertilizers (March). (5) Agricultural plants, to wit: Useful and objectionable plants; cultivated plants, meadow plants (pasture grasses?); weeds and their destruction; the value of a forest (die Bedeutung des W aides) (Novem¬ ber). Inner and outer form of plants; increasing by budding (Knospen) and seeds; conditions of germination and growth (December). Nourishment of plants (January). Irrigation and drainage (Be- und Ent-wasserung) ; rational prep¬ aration of the soil (February). Sowing, cultivation, and harvesting; the more important cultivated plants, including kitchen vegetables (March). Second winter. — (1) Chemistry, the more important organic compounds, to wit: Starch, sugar, fat, albumen (November). Dairying, food, circulation of the blood, and respiration (January). (2) Physics: The lever, inclines, pulleys, specific weight, atmospheric pressure, barometer, pump, hose, siphon (February). The more important agricultural implements and mechanics (March). (3) Zoology and cattle raising, to wit: Useful and harmful animals, bony structure (Novem¬ ber). The more important breeds of domestic animals; structure of the teeth (December). Breeding, habits, andcareof animals (January). Feeding animals, . especially young cattle. (4) Rural economy, to wit: Concurrence of land, capital, and work; relations of grain and forage farming; rotation of crops; mutual coop¬ erative societies and insurance (March). CHAPTER XXXIV. CONSULAR REPORTS. Contents: Gardeners1 schools in Russia— School gardens in Russia— Educational institutions and methods in Corea— Leipsic Commercial University — Commercial education at Gera, Ger¬ many-Weaving schools in Germany — Education in Russia — School for merchant marine in Russia— Supplementary education in Saxony— German studies of malarial disease— Practice of professions in Japan. GARDENERS’ SCHOOLS IN RUSSIA. In compliance with a. request from a resident of Massachusetts the Department of State sent an instruction to various United States consular officers in Russia to forward information in regard to gardeners’ schools in that Empire. Reports have been received from Odessa, Moscow, and Warsaw. These replies appeared in Advance Sheets of Consular Reports, and are here reproduced. They will serve to supplement an article on “School gardens,” Yol. 1 of this Report, p. 224. ODESSA. United States Consul Heenan writes, on February 5, 1898: In compliance with instructions from the Department I have the honor to trans¬ mit a report on school gardens and agricultural science in Russia. In this report I have given a brief history of the efforts made to improve the conditions of agri¬ culture in Russia. It seemed advisable to do this, in order that the subject of school gardens should be better understood. The system of farming in vogue among the peasantry in Russia is primitive in the extreme, the peasant believing that what was good enough for his grandfather is good enough for him. The difficulties and opposition which private and offi¬ cial efforts meet in Russia would scarcely be understood in the United States. It is quite safe to state that the soil which is tilled by the peasantry here, if it were tilled in a proper manner, would yield two and even three times as many bushels per acre as it does at present. How serious a competitor Russia would then be in the grain markets of the world will be easily understood, when it is remembered that its wheat crop alone in 1896 was 372,000,000 bushels; in 1895, 397,000,000 bushels; in 1894, 446,000,000 bushels; and in 1893, 402,000,000 bushels. The historic part of this report was taken largely from Prof. N. P. Moskalske’s article on agricultural schools in Russia, which was prepared for the Columbian Exposition at Chicago in 1893. The part relating to school gardens was obtained by correspondence with various parties and by visits and conversations with others. I have confined this report to the school gardens in the government of Ekateri- noslav, because this province is a fair example of what has been done. The first practical school of agriculture in Russia was founded in the govern- # ment of St. Petersburg, late in the last century. It was the first attempt to develop the science of agriculture in Russia. Persons of both sexes and of all classes were admitted; the full course was three years. The attempt, however, was a failure and was abandoned in 1803. 1623 1624 EDUCATION REPORT, 1897-98. In 1822 the Agricultural Society of Moscow, in connection with the Economic Society of St. Petersburg, established at Moscow an agricultural school with an adjoining farm, where, at first, only peasants belonging to landowners were admitted. Later on, in 1885, boys of ali classes had free access to the school. The qualifications of entry were that all applicants should be able to read and write and should be not less than 16 years of age. The full course was for five 3Tears, and comprised the ordinary sciences, as also geodesy, chemistry, physics, mechanics, agriculture, architecture, and bookkeeping. The aim of the school was to qualify young men to manage estates. In 1S25 a similar school was founded in St. Petersburg by the Countess Strogo¬ nov, who gave it over to the Imperial Economic Society and permitted the stu¬ dents to make their practical studies on her estate of 1,200 acres, in the government of Novgorod, about 60 miles from St. Petersburg. Eventually the Russian Gov¬ ernment contributed toward the support of this school; nevertheless, as it proved to be too great a financial burden for the Countess, and as it did not show very practical results, it was closed in 1844. The same fate awaited the two agricul¬ tural schools founded near St. Petersburg in the forties — that of Udelnoe, exclusively for peasant boys, and the St. Petersburg school, belonging to the Economic Society, exclusively for boys of the nobility. The peasant students soon left the school and returned to their old ways of farming, while the students of the other school, profiting by the rights given them by the school, entered the Government service. The committee for improving agriculture in Russia, which was founded in 1833, had great influence on the development of the science of agriculture in Russia. It was due to the influence of this organization that Gov¬ ernment aid was secured for existing agricultural schools, and also for the estab¬ lishment of new schools. In 1836 a new school was established in the town of Gorki, in the government of Mojilev, with teachers specially trained for their duties by the professor of rural economy and technology in the University of Jurjev. The first establishment in Russia for teaching the science of gardening was founded in the Crimea in 1812 and was known as the Nikitsk Garden. The princi¬ pal aim of this institution was the cultivation and acclimatization in the Crimea of the plants of southern countries. In 1828 the Magarachsk School of Viticulture was joined to the garden. Later on, two garden schools were opened, one in Penza and the other in Ekaterinoslav, and also the Imperial Botanical Garden in St. Peters¬ burg. Of these, the Ekaterinoslav school was closed in 1859, while the others have remained in existence ever since. The above brief summary gives the history of private effort in Russia to spread the science of agriculture. It is only since the reign of Nicholas I, when the min¬ istry of Crown domains and agriculture was estbatished, that systematic meas¬ ures for spreading the science of agriculture have been taken by the Russian Gov¬ ernment. An agricultural school with an extensive special course, but with very limited instruction in other branches, was opened in the town of Gorki in 1840. It was divided into three sections— a lower, designed principally for peasants; a higher, called the Gorki Agricultural Institute, for furnishing educated agricul¬ turists; and a middle, for preparing land stewards and farm bailiffs. Twenty thousand dollars was annually appropriated for the maintenance oi the institution, together with the school and farm. Young men who had finished their literary studies in a secondary school were admitted to this institution. The course was four years, during which time stu¬ ff dents were trained in natural and agricultural sciences and were given practical lessons in farming. Those who finished the full course in the institute had the same rights as those who graduated from the universities. I?? 1864 this institute gardeners’ SCHOOLS IN RUSSIA. 1625 was transferred to St. Petersburg, and in 1869 the teaching of forestry received so much attention that the institute was divided into two sections — agriculture and forestry. In 1878 the first section was closed altogether, and the school was changed into a higher school of forestry. From the foundation of the Gorki Agri¬ cultural Institute to the year 1865, when it was transferred to St. Petersburg, 499 persons had completed the full course. If the 70 students who finished the higher section be included, the total would be 569. The agricultural schools which were afterwards established in the various gov¬ ernments of Russia were chiefly molded on the Gorki Institute. For the lower instruction in agriculture the Government provided eight farms on Crown lands in the different divisions of Russia. These farms were designed for preparing young peasants to be expert farmers and for making experiments to improve the industry. Young men from 16 to 20 years of age, able to read and write, were admitted as pupils on these farms. The teaching was exclusively practical and consisted in working on the farms and in studying the best methods of agricul¬ ture. The course w^as for four years, and corresponded to that of the lower schools, adding thereto the fundamental rules of agriculture and of veterinary surgery by simple means. Schools of these three grades also existed in Russia for teaching gardening. In the fifteen years during which farms and nurseries existed for teaching boys, the number of pupils who had finished their full course was as follows: Up to 1865 there were on the farms 2,410 pupils, and in garden establishments, up to 1869, 849 pupils, of whom 518 were in garden schools and 331 in nurseries. These pupils, chiefly serfs, were of great use to their masters. The records show, however, that these schools made but little improvement in the peasants’ method of farming, as most of the pupils on returning home continued to follow the old systems of farming. The principal reason why the teaching of these schools was not more effective was that the pupils were too little taught to study special branches. There was no elementary instruction in the natural sci¬ ences preparatory to the study of special subjects. The boys often attended these institutions not from choice, but under compulsion, and looked upon the whole course in the light of an unpleasant duty. This view was pretty general among the peasant farmers, and even among the landowners. This brings us down to the reign of Alexander II and the liberation of the serfs in 1861, which freed the Crown peasants from the jurisdiction of the minis¬ try of Crown domains, and resulted in a complete change in the system of develop¬ ing agricultural industry in Russia. The Government soon discovered that the landowners, as well as the peasants who had been set free, were in great need of instruction in farming, and steps were taken to disseminate the science of agri¬ culture among them. Without going too much into detail, it will suffice to state that the efforts made consisted in still further developing and increasing the number of schools. These schools were classified as higher agricultural schools, middle schools, farm schools, land-surveying schools, and garden schools. It is not the intention in this report to do more than mention these schools and to add that they have been very successful. It is with the lower agricultural schools and the efforts to reach the peasant class that this report has to do. When the middle agricultural schools had attained a sufficient development, the ministry of Crown domains began to establish lower-grade schools. These were organized one by one, and during the ten years from 1871 to 1881 six were estab¬ lished. The first founded was a dairy school, opened in 1871, in the town of Edimonovo, on the River Volga, The school admitted pupils of both sexes, with¬ out any restriction as to age or qualifications. The number of pupils was over 80 per year. There was no theoretical course and no fixed plan for practical studies in the school. 1626 EDUCATION REPORT, 1897-98. The second lower school was the Goretsk Trade School, founded in 1872, for preparing workmen for making farming machines and implements. A factory and workshops were annexed to the school in which boys learned to make and mend farming implements and machinery, and for that purpose they were instructed in joinery, wood turning and polishing, locksmith’s work, soldering, and smithy work in general. The full course at this school was five years. Besides the ordinary subjects, the following were taught: Physics and general mechanics, metal and wood technology, agricultural mechanics, the construction of agricul¬ tural machines and implements, tracing, and geometric and technical drawing. The average number of pupils attending this school was about 50 a year, and the number who finished the full course was, on the average, 4 persons a year. The school receives $2,000 annually from the Government. To the category of agricultural schools established according to special regula¬ tions belongs the school in Courland, on the estate known as Alt-Saten; also the schools in the governments of Minsk, Kostroma, and Vladimir. As the organiza¬ tion and maintenance of these lower schools were very expensive, the number of pupils finishing the full course rather small, and the demand for expert farmers considerably increased, the ministry of Crown domains arrived at the following conclusions: That it was very important to increase the number of lower agricul¬ tural schools; that the cheapest and simplest method would be to establish them on well-organized estates, believing that theoretical teaching could be better combined with practice on such estates than on Crown lands. The law in connec¬ tion with these lower schools, which was enacted in December, 1883, contains the following provisions: (1) The aim of the lower agricultural schools is to spread among the population the fundamental principles of farming and of the trades connected therewith, principally by practical studies and work. (2) The schools are to be founded by private persons, by zemstvos, or by socie¬ ties on lands pertaining thereto, or granted by the Government for that purpose. (3) The courses of these schools are divided into two grades, namely, a general, for the teaching of agriculture, and a special, for its different branches, such as apiculture, gardening, wine making, the dairy, etc. (4) All the pupils are required to work gratis on the farm belonging to the school or to the founder of it, but after Gne year a small salary may be given them. (5) The lower schools may be of two categories, first and second; but the course in both is the same, and of three years. One or two preparatory classes may be annexed to the school. (6) Boys not younger than 14 may enter the schools of either category. Those who enter the first category must previously finish the course in a two-class vil¬ lage school. To the preparatory classes pupils of very limited education are admitted. (7) Besides reviewing the general sciences, the pupils are to be taught natural sciences and given a short course in agriculture. (8) In winter the pupils study in classes, and the summer is given to practical studies. (9) After finishing the course, the pupils, before receiving diplomas, must prac¬ tice for one year on other farms. (10) The Government contributes from $750 to $1,800 a year to agricultural schools, according as they belong to the first or second category and to the num¬ ber of preparatory classes. This sum is given only for the maintenance of the teachers and for books. (11) In schools supported by the Government a smaller number of pupils are admitted. A special contract is concluded with the department of agriculture GARDENERS SCHOOLS IN RUSSIA. 1627 and rural industry, in which are stated the rights and obligations of the founder of the school and of the proprietor of the estate on which it is opened. (12) Those who serve in the schools are freed from military conscription and enjoy all rights attending the civil service, and at the end of each five years’ serv¬ ice receive from the treasury an augmentation to the amount of a fourth of their annual salary, till such time as the originally determined salary shall have been doubled. (18) Special regulations for dairy schools have been drawn up and perfected by the minister of imperial domains, in mutual agreement with the minister of public instruction. In the regulations for these schools the following points are noted, in distinction to the regulations of ordinary rural industrial schools: Dairy schools may be established on all private estates where a regular dairy industry is carried on, where there are not less than 80 milch cows, and where each cow gives not less than 2,700 pounds of milk annually. The school may be either for boys or girls. The number of pupils in each school must not exceed 12. A treasury subvention is accorded, both for the salaries of the director or direct¬ ress and the teachers of the school, as well as for the maintenance of the pupils. The course of studies extends over a period of two years, followed by a supplemen¬ tary term of six months to one year for practical training in other branches of rural industry. The number of applications for permission to establish elementary schools in accordance with these requirements was so great that the ministry was not in a position to satisfy them out of the funds assigned for the purpose, notwithstand¬ ing that, including the sum of $(5,000 originally set apart in 1844, these funds already amount to $47,000, independent of the subsidies granted to dairy schools. Out of this sum, up to 1894, 50 regularly founded schools have been opened. Sub¬ ventions from the treasury are granted to 84 of these 50 schools, 5 of them having been founded by private contributions. The entire sum given by the Government amounts to $42,000, making an average sum of $1,285 for each school, the founders expending on their own account $63,000, and on account of the zemstvos (county councils) $16,100, for the maintenance of 8 schools and aid of some of the other 34 schools. Independently of this, out of the funds set apart for the dairy indus¬ try $10,000 are granted to 5 dairy schools and 3 girls’ schools for training in rural industry and domestic economy. Eight high schools are maintained with¬ out any subvention whatever from the Government. In 31 rural and garden industrial schools the average annual number of pupils in attendance is 41. The maintenance of these 31 schools costs the Government $33,000. The sum expended on these schools by their founders and by the local authorities amounts in all to $64,000. In general the maintenance and instruction of each pupil in the rural industrial schools costs the Government and the founders $72. The number of pupils received into dairy schools is purposely limited, in order to secure for them a better and fuller training, both in the care of cattle and in every branch of the dairy industry. In the 5 dairy schools there are not more than 55 scholars, giving the average number of 11 for each school, and as $6,500 are assigned by the treasury to these schools^ it may be reckoned that each scholar costs about $118 a year. Besides the dairy schools already mentioned, in two of which girls are also admitted, a number of schools designed exclusively for girls have been established in different parts of Russia by the aid and with the concurrence of the Govern¬ ment. In these schools are received girls not younger than 16 years, and who must previously have gone through the regular course of studies at one of the national schools. They are instructed in those branches of rural and domestic industry with which women have generally to occupy themselves, namely, the 1628 EDUCATION REPORT, 1897-98. management of the dairy, bird breeding, gardening, kitchen gardening, cooking, sewing, nursing, etc. The course extends over two years. Thus, under the administration and care of the ministry of imperial domains, there are, in all, 68 rural industrial schools. The sums expended on their maintenance and the num¬ ber of pupils receiving instruction in these schools are set forth in the following table: ' Cost of maintenance. Class of schools. - [Num¬ ber. Pupils. From the Gov¬ ern¬ ment. From the zemstvos and founders. Total. Higher schools. _ _ 1 Ill $71,000 113, 500 $71,000 130,500 Secondary schools . . . Lower schools: 8 1,186 $18,000 On a special footing . . . 9 463 41,500 7,000 48,500 On the normal footing, at work. . 40 1,397 46,000 68,000 114,000 On the normal footing, at work, opened in 1893 10 7,500 33,000 40,500 Total _ _ _ _ 68 3, 157 277, 500 136,000 403,500 Besides the secondary schools of rural industry just mentioned, which are under the supervision of the ministry of imperial domains, there are similar schools under the administration of the ministry of public instruction. These are two professional schools — one in the government of Perm and the other in the govern¬ ment of the Taurida (Crimea). Much attention has lately been directed to the idea that instruction in rural industry, and particularly in the garden and kitchen industry, might with profit be given to the pupils of the national schools. With this purpose in view, special classes for training teachers for the national schools were established. This train¬ ing was given during the summer in the educational establishments of the minis¬ try, and was supplemented by regular practical training under the immediate direction of the tutors of these establishments. During recent years similar classes have been opened in many of the schools of rural and garden industry. In all, or nearly all, of the Governments of European Russia efforts are contin¬ ually being made to show the peasant farmer the importance of tilling his land in a proper manner and under favorable conditions. The government or province of Ekaterinoslav, in southern Russia, is perhaps a fair example of what has been attempted and accomplished in this direction. The Ekaterinoslav rural administration, with a view to improving peasant agri¬ culture, has established 82 experimental fields in the 8 districts into which the province is divided, making 4 fields in each district. They are always established in the midst of fields owned by peasantry, from whom the land is rented and whose implements are used in tilling. The fields are sown with local seeds of the best quality and much more thoroughly cleaned than the seeds sown by the peas¬ ants. All the other operations incident to gathering the harvest are carried out by hiring the same peasants who had sown the fields as day laborers or by piece work, with the object of proving to the peasants that more can be accomplished on the same soil with the same implements. By tilling it more timely and care¬ fully the peasants may receive twice or thrice as good results as they receive at present. This will make it possible for the peasants on the one hand to reduce the area of land sown and to allot a part for cattle grazing, and on the other hand to insure to their fields the requisite moisture, proper seasoning, and protection against the detrimental effects of drought. Another object of the experimental fields is to clearly show the importance of gardeners’ SCHOOLS IN RUSSIA. 1629 the fallow strip of land in the struggle against rank weeds, in the accumulation and retention of moisture in the soil, and in the seasoning of the soil. As it is not possible to recommend a bleak fallow, in view of economic reasons, the experimental fields contemplate usual fallows, merely broken up as early as possible in the spring. When the summer crops have been sown and the working animals have received from seven to fourteen days’ rest, the first plowing of the fallow land begins. The depth of plowing and the number of harrowings and replowings must be entirely regulated by- the character of the rank weeds, the amount of moisture, and other local conditions. Naturally, the object of this is to prepare the peasant population for the tran¬ sition from a nonsystematic agriculture to a four-field culture, viz, fallow, winter crops, pasture, and summer crops, which is the simplest system, and, as a begin¬ ning, is the most suitable one as long as the peasantry complain of having too little land, as well as on account of climatic conditions. For the management of these fields, teachers are selected in the village schools who enjoy the respect and confidence of the people and -who have either been employed in land culture or in farming for themselves, and who have voluntarily offered their services to conduct these experimental fields. The sum of $25 is allowed by the rural administration for each field. The total harvest return is left to the manager of the field as his remuneration. He must have an experimental field not less than 8 acres in extent, of which one-third must be fallow, the second sown with winter crops, the third with summer crops. He must render an account to the rural administration regarding the quantity of grain, etc., harvested, and that of the neighboring peasant fields, for the purpose of comparison, and must state his relations toward the local residents. All the fields are managed under the instruction and the guidance of the director attached to the rural administration of the province, and the managers of the fields give all requisite explanations to the peasants regarding the preparation of the soil, the importance of the fallow, of good seed, etc., according to the particulars imparted to them by the director. The annual report for 1895 of the general committee for the installation of school gardens for the province of Ekaterinoslav states that out of the total number of 500 elementary village schools in the province, 227 schools had gardens or kitchen gardens, or both. The total area under the 227 village schools was 921 acres, and the area under the gardens belonging to these schools was 285 acres, making a total of 3771 acres. The total number of fruit-bearing trees in these gardens was 14,974; fruit-bearing bushes (currants, gooseberries, etc.), 18,951; young trees (seedlings or saplings) for planting purposes (in nurseries), 77,076; total, 111, 001. The total number of forest trees was 17,996; bushes not bearing fruit, 38,459; seedlings or saplings for transplanting (in nurseries), 181,865; total, 238,290. There were given to peasants for planting: Fruit trees, 13,589; forest trees, 41,759; total, 55,348. Besides this, 51 schools had apiaries and 10 had silkworm culture. The sum of $1,568.35 was spent by the management of these schools in the effort to promote the gardens during 1895; but it is considered quite inadequate to the actual requirements, and it has been decided, to invoke the aid of the Central Government. Owing to the scarcity of food for silkworms and the difficulty of finding a market for the cocoons, silkworm raising has proved to be totally unprofitable. Out of the 30 schoolmasters who were engaged in it in 1894 (1£ pounds of grains were hatched) only 10 continued in 1895. At present the mulberry tree is scarce in the South Russian steppes, although it is the intention to plant it extensively for forest purposes. Should this be done, silk culture would probably be very 1630 EDUCATION REPORT, 1897-98. successful. In a country which is naturally destitute of wild berries the first endeavor should be made to grow such trees as bear them. Bee culture seems to have a good chance of becoming a permanent success, owing to quick returns therefrom. The honey and wax find ready sale, and, besides, the bees do not require such careful protection as orchards. Kitchen gardens are still more likely to become important, as they supply daily wants. Berry bushes and cherry trees come next in importance, because they give quicker returns and require less care than apple trees, pear trees, apri¬ cots, etc. Vines, if properly selected, correctly treated, and planted in suitable sites, may in time become a very important item in these school gardens, and may induce many peasants to engage in the industry. Forest trees, it is believed, are likely to have a future only along lanes and roads, in churchyards, graveyards, etc., because, as a rule, the peasants have not sufficient land for grain growing or cattle grazing, and are not able to set aside land for forest trees which give no immediate profit. In accordance with a request made by the director of the primary public schools to the curator of the Odessa district of public instruction, courses of silk growing and orchard culture at Ekaterinoslav and of silk growing in Slavenoserbsk were established, to last from the 13th of June to the 13th of July, 1895. For the main¬ tenance of the teachers who came to attend the lectures during that period, the sum of $125 was granted out of the special funds of the ministry of public instruc¬ tion. In addition to this, the ministry of agriculture and state domains granted the sum of $150 for the promotion of this object, while the rural administration of the Ekaterinoslav district gave $100 and that of Novomoskovsk and of Slaveno¬ serbsk $50 each. The courses at Ekaterinoslav were attended by 26 male and 3 female teachers and those at Slavenoserbsk by 17 male and 3 female teachers, a total of 49 per¬ sons. At the first place forty-two lectures were delivered and at the second place thirty-two. In addition, all the requisite manijjulat’ions were demonstrated and gone through. Further, at the village or borough of Ivanovka, district of Slave¬ noserbsk, practical instruction was given regarding apiculture, which was brought to a close by visiting a few model bee raisers in the vicinity. Much difficulty was experienced from the circumstance that many of the teachers, not being practical men or acquainted with any labor in connection 'with the soil, are better able to grasp a public lecture than to carry out practical work, and also from the fact that obstructions are often placed in the way by villagers, who look upon this matter of horticulture, etc., as a hobby of the particular teacher and totally for¬ eign to school education, which, in their opinion, should consist of mere book learning. Much patience on the part of the teachers is required in explaining to such parties the great desirability of spreading practical as well as theoretical knowledge and inculcating a taste for the work in connection with every variety of gardening. There are 50 teachers who have taken up apiculture, 20 of whom have gone through the regular series of lectures and received practical instruction, while 30 have derived all their knowledge from books. There were altogether in the 51 apiaries, of which 2 belonged to schools and all the others to schoolmasters, 1,040 hives (containing 416 hives of the old pattern, being hollo wed-out tree trunks, and 624 new-pattern hives, which can be taken apart, as they are made of boards and panes of glass); 222 new swarms of bees were recorded as having been obtained on 21 bee farms, while 21 such apiaries out of this number showed a return of 3,604 pounds of honey and 105 pounds of wax. The total outlay for 30 apiaries is given at $2,951.32, while the annual profit is quoted at $248.25, GARDENERS’ SCHOOLS IN RUSSIA. 1631 It is of interest to note that some of the teachers have begun to sow small plots of ground with phacelia, ressda, melissa, and other plants of a similar nature, by which means not only more, but better, honey has been obtained than the locali¬ ties in question produced before. Instances occur in which it is related that pupils become greatly interested in horticulture and in the growth of trees. These avail themselves of the oppor¬ tunity to plant young trees, which are always given when asked for by the pupils. The traveling inspector saw ten such gardens which he considered sufficiently sat¬ isfactory to induce him to make application for prizes, in the shape of useful books pertaining to gardens, in order to encourage the pupils. EXPERIMENT STATIONS. In conclusion, it may be of interest to point out, with reference to stations for the experimental study of rural industry, that up to the present there are very few in Russia that will admit of comparison with those in western Europe. Of the stations devoted to some distinct specialty and founded by the Govern¬ ment, may be mentioned the following: The Tiflis silkworm rearing station, which was founded at Tiflis in the year 1887. The Kharkov bacteriological station, which was established in 1887 for investi¬ gating the question of the prophylactic inoculation of cattle as a remedy and preservative against the Siberian plague and other infectious diseases. A sum of $2,500 is granted yearly toward the maintenance of this station. The cliemicai station for rural industries, attached to the forest corps, is chiefly devoted to investigations concerning the nature and properties of different soils. The Caucasian experimental station, in the Koutias government, has for its main object the cultivation of American vines and their acclimatization in Russia. The Government cotton plantations— one in Tashkend, in the Syr Dariensk district, and the other in the Tiflis government, on the Government estate at Karayask — are showing excellent results. There are also two rural industrial stations, one for investigations, in the Orlov government, on the estate of Count Tolstoi; the other, experimental, in the Petersburg government; also three establishments, under the administration of the ministry of public instruction, namely, the chemical experimental station for rural industries, attached to the polytechnic school at Riga; the agronomical lab¬ oratory, attached to the university at Kiev, and the technical laboratory, attached to the Kiev department of the Imperial Russian Technical Society. Among the farms and grounds established by local governments and societies for promoting the experimental study of rural industries, some have either been opened on Government lands, of -which a free grant had been made for that pur¬ pose, or else they receive a money subvention from the Government. Such are the three experimental farms founded by the zemstvos of the Perm government and the Kharkov, Poltava, and Kiev experimental grounds, as well as those established by the Yiatka local authorities, the Odessa experimental station, and the experi¬ mental ground under the administration of the Imperial Society for the Further¬ ance of Rural Industries in Southern Russia. There are others which receive no Government subsidy, such as the seven sta¬ tions for seed sowing in the botanical gardens at St. Petersburg, Helsingfors, Kiev, Guriev, Riga, Tver, and Warsaw. MOSCOW. Under date of March 24, 1898, United States Consul Smith writes: There are a number of agricultural schools in Russia, with departments for sheep breeding, for domestic industries, and for instruction in the distillation of 1632 EDUCATION REPORT, 1897-98. wines and spirits. The Government appropriates for these schools 300,000 rubles ($134,200) annually. They are not sufficient to provide all the instruction required, and special classes for teachers have been formed, principally in the provinces of Viatka, Novozibkoff, and Livnsch; but these seem to be of short duration. In the town of Jizdra there is a yearly class, excellently conducted, for teaching gar¬ dening, fruit culture, etc. WARSAW. United Stated Consul Rawicz, under date of November 12, 1897, says: I have ascertained that two schools for gardeners, which existed for a number of years at Warsaw and at Czenstochowa, were closed two years ago. During the present year, however, the educational department has opened at Warsaw, at the pomological garden, a gardeners’ school, to prepare instructors for the country gardeners; but, as the institution has existed only a couple of months, it is impossible to say anything about its usefulness or prosperity. SCHOOL GARDENS IN RUSSIA. Under date of July 17, 1897, United States Consul-General John Karel sends the following report: In a good many countries of western Europe, especially in Germany, Austria, France, Belgium, Switzerland, and partly in Sweden, the public village schools have sections of land allotted to them, which are either devoted to the use of the teachers, who take the profits therefrom, or serve for the establishment of school gardens. School gardens in western Europe bear in a certain measure a scientific character. Children are made to carry out in them practically what they learn about them theoretically. In Russia, since the ascension to the throne of Emperor Alexander II, and since the liberation of the serfs in 1861, and of the Crown peasants from the jurisdiction of the ministry of Crown domains, the system of developing agricultural industry has completely changed in everyone of its branches. It was well known that the landowners and peasants were in great need of instruction in farming; conse¬ quently schools of all kinds were established by the ministry of agriculture throughout the country. Many schools were endowed with lands, and already in 1843, according to the regulations for public parish schools in villages of Crown peasants, sections of land for kitchen gardens, taken from the Government lands, were attached to these schools for the benefit of the teacher or his assistant. For the development of the gardening industry, schools were founded first in Penza in Bessarabia, near Kishinev, in the town of Yerny of the Semirechinsk district, and in 1869 a school of gardening and viticulture was founded at Nikitsk. The work of the Nikitsk school was divided as follows: During the winter semester there were three hours of lessons per day and four and one-half hours of practical study in the garden, vineyard, and in the cellar. During the summer semester the lessons in class lasted only one hour, or sometimes two hours, but the prac¬ tical studies occupied daily six and even eight hours. In 1875, according to the regulations of the ministry of public instruction, for one and two class schools, the opening of such schools was permitted on condition that the founder would endow any such school with not less than one desiatina (2.6997 acres) of land. Many village schools in Riga and Warsaw districts pos¬ sess lands granted to them by the local laws to insure their maintenance, apd the use of the land is given to the teacher as a part of his compensation. By giving SCHOOL GARDENS IN RUSSIA. 1633 land to schools in those districts, and also to those in the villages of Crown peasants, no scientific aim was in view. The same question is raised now that it is proposed to grant Government lands for school needs in the newly organized villages of emigrants who settled on the free Government lands in Siberia. The movement for developing a knowledge of gardening began in the seventies,, but on account of the small interest taken in agricultural occupations many teachers did not devote their attention to school gardens, which consequently remained uncultivated and were not a source of profit. In 1887 the ministry of agriculture and- Crown domains took special steps to encourage and facilitate the establishment of school gardens. They distributed plants and seeds, and to cer¬ tain provinces sent expert gardeners to instruct teachers how to organize and direct garden operations. In different provinces courses in some one branch of agricultural science were organized for the purpose of acquainting the teachers (male and female) of village primary schools with the work, and to the best and most energetic were given gratis manuals on gardening (by I. I. Meschersky and W. A. Alexandrov), and other books, implements, and seeds. Besides, the min¬ istry gave subsidies to some of the zemstvos 1 for the organization of similar courses and pecuniary assistance for teaching gardening and farming in semina¬ ries and in some of the lower schools. For the further encouragement of teachers, the ministry began in 1895 to give, through the ministry of public instruction, to the most successful in the dissemi¬ nation of agricultural knowledge premiums to the amount of 50 rubles each as a reward. In 1855 61 teachers received such premiums; moreover, during recent years some teachers have received medals and official acknowledgment of their labors; others, again, medals from different societies and medals at expositions. But the principal inducements for the teacher to occupy himself with gardening are the income derived from the sale of fruit trees, fruit, berries, vegetables, honey, wax, cocoons, hops, etc., and the providing of vegetables enough for himself during winter. In some cases, and especially at the beginning, the local school administrations were not in favor of teachers occupying themselves with such work, in conse¬ quence of which the ministry of public instruction issued a circular in 1894 direct¬ ing the school councils, directors and inspectors of public schools, and through them the local school administrations, to take such measures as would be found, according to the local conditions, necessary for the organization of school gar¬ dens, as well as for sowing cereals and grass where a sufficient amount of land was available, and to invite village and town societies and zemstvos to organize garden societies. The circular required, also, the directors and inspectors of the public schools to state in their reports what schools endowed with land have school gardens and what ones have not; to state the reason why not, and to suggest measures which may be necessary for their establishment. The above-mentioned course adopted by the ministry of public instruction, and the approval of the teachers’ activities in that direction expressed by the Emperor at three different times, gave an impulse to the development of school gardens and of the branches of agricultural industry pursued in the schools. Besides, the desire to add something to the low salaries of the village school-teachers and, on the other hand, to acquaint as much as possible not only children, but also grown-up people, with gardening, sericulture, and apiculture has caused an increase during the last ten years in the number of school gardens, apiaries, and silkworm hatch¬ eries. In 1892 there were about 2,000 school gardens in Russia. At the present 1 Zemstvos are special bodies composed of landowners existing in 34 of the governments for the administration of economical affairs. ED 98 - 103 1634 EDUCATION REPORT, 184)7-98. time there are 7,521. with 532 apiaries and 872 silkworm hatcheries, which are dis¬ tributed as follows: In zemstvo governments. Num¬ ber of school gar¬ dens. Apia¬ ries. Silk¬ worm hatch¬ eries. J In zemstvo governments. : Nam- | ber of school gar¬ dens. Apia¬ ries. Silk¬ worm hatch¬ eries. Bessarabia ... . ... .. .. ra 2' 11 VISTULA REGION— eont'd. '54 m 8 Plotsk . * 70 315 18 Petrokovsk . 348 19 5 105 13 Sedlets . . 237 9 1 Kadom . . . . 56 4 3 Suvalki . . . 281 2 125 13 64 2 Total _ 2,122 28 r •99. 3 87 32 BALTIC REGION. 1 34 Lifland _ _ 426 56 69 Kurland .. . . . 245 11 153 8 1 Estland . . 17 198 3 63 2 Total _ _ 688 ; 67 23 i Samara _ _ _ 135 5 i SOUTHEASTERN REGION. 78 1 Simbirsk _ _ j 209 11 Don _ _ _ 178 1 2 Smolensk ... _ . . .. 62 11 Astrakhan... _ 1 1 Ta,uride _ _ _ _ ' 99 5 9 Ural . . . . . 17 Tambov _ _ . . . . 1 52 1 | Orenburg. .... .. 28 6 Tver . 6 1 Turgai . . . 6 Tula 75 10 Ufa _ _ _ 57 4 Total... . . 225 7 3 "Kid arkov 134 14 51 _ Kherson _ _ _ 122 19 5 CAUCASIAN REGION. Chernigov _ .. 135 1 Jaroslav 19 4 Kuban _ _ 213 103 102 Ki3 tais 144 'Total . 2,643 189 82 Stavropol. . 150 J-rV 04: 20 23 q 16 NORTHWESTERN REGION. Kars . . . . . 4 «7 1 Elisa vetpol . . 10 2 24 Grodno _ _ _ 200 o Erivan . . . . 12 1 20 Kovno „ 119 Baku -Dagestan 4 2 6 yitp.bssV 97 Moghdev _ 53 g- Total 560 131 273 TVTrn sslr 05 Vilno. _ ... _ Total 59 593 5 TURKESTAN REGION. Turkestan region 34 1 2 _ SOUTHWESTERN REGION. SIBERIAN REGION. Kiev 57 8 5 Tomsk . 16 V olyn _ _ _ 287 24 i Tobolsk _ _ 7 Podolia _ _ _ 275 29 Eniseisk _ 8^ ftlTi 1 P ti 14 1 1 T.rvhnl 619 61 6 VTCTTTT A iDTi'r1 TAW Total . . 37 3 1 VlbiiJLA rCiiibUIiN. Total in European Russia 7, 450 528 369 Warsaw. . . . 397 1 Total in Asiatic Russia . . 71 4 3 Kelets 75 Lublin. . . . . 413 Grand total _ 7,521 532 372 Kalis'h . . __ . . 245 6 1 As an experiment, with pecuniary assistance from the ministry of agriculture, at some of the schools of the ministry of public instruction and the holy synod, and also in some of the kindergartens, classes in gardening and farming have been organized. At present this instruction is given in 28 schools, namely, in 7 normal schools, 6 elementary schools, 7 parish schools, in 1 elementary school of the Empress Maria, and in 2 kindergartens. Besides, in 1897 the department of agriculture provided pecuniary assistance for organizing agricultural classes in three village schools: Beloiarski in the Sha- drinsk district, government of Perm, and on estates Zatishie and Kiloshitsy, district of Luga, government of St. Petersburg. SCHOOL GARDENS IN RUSSIA. 1635 THE OBJECT OF SCHOOL GARDENS. Mr. I. I. Mescherski, who is chief of one of the departments of agriculture, and one of the principal advocates of school gardens in Russia, has stated the object of school gardens and their significance as follows: “School gardens,” he says, “ which are being organized at present at public schools in many governments of European Russia, are of importance on the following grounds: (1) Hygienic, as being a place for physical labor in the open air, so necessary for the teacher and pupils who have been kept confined in the bad and heated air of public schools; (2) scien¬ tific educational, as acquainting children with the life of useful plants, develop¬ ing their minds by the study of nature, and promoting in the rising generation a regard for labor and a more moral and aesthetic sentiment concerning trees; (3) general economical, as spreading among the people new knowledge relating to gar¬ dening, kitchen gardening, and to the farming industry in general, and thereby leading to the production of such food articles as the people of some localities do not now possess; and (4) personal economical, as regards public teachers, who may avail themselves gratis of the products they have grown, such as fruit, vegetables, etc., and besides get some income from the sale of the superfluity of these prod¬ ucts and from the cultivation of plants and seeds. The same refers also to school apiaries, silkworm hatcheries, trial fields, and to school farms in general.” A school garden, to answer the purpose for which it is intended, should include: (1) An orchard, from which might be procured grafts, and, in the south, also a vineyard. (2) Berry bushes and stone-fruit trees. (3) Nurseries of fruit, berry, and forest trees, or an ornamental plot for grow¬ ing young plants. (4) A kitchen garden; if possible, with a hothouse. In addition, it is desirable to have decorative trees and a flower garden. Some¬ times hops, mulberry trees, balm mints, melliferous plants, etc., are planted. The management of the garden must conform absolutely to the local conditions. The Size of a school garden depends in part on the amount of land procurable. The normal size of the garden may be considered from three-fourths of an acre to If acres. When there is a large area of land connected with a school, the teachers gener¬ ally utilize it by sowing field crops or growing kitchen-garden and other plants with a view to profit. At the Nizshni-Novgorod exhibition in 1896 the commission for organizing the educational section for the ministry of public instruction, in constructing a build¬ ing for the representation of a village elementary school, found it desirable to have a school garden attached to it, which would give visitors an idea of the character of school gardens and of the mutual relations of the different operations which are carried on in them. The forming of the plan was intrusted to W. Pashkewicz, a specialist in gardening at the department of agriculture, with the assistance of I. I. Mescherski, the former secretary of the society, and a secretary and member of the commission. The model school garden arranged on the exhibition grounds was not large, as it contained only 1 ,225 square yards. To organize a garden of normal size (from three-fourths of an acre to If acres) was difficult, and even impossible, owing to lack of space and to the high cost of material and of trees, which had to be bought fully grown. The school garden at the exposition consisted of (1) a nursery, (2) a kitchen garden, (3) plots of berry bushes and stone-fruit trees, and (4) fruit trees. A plan of the above-mentioned model school garden, with explanations, is attached to this report. 1636 EDUCATION REPORT, 1897-98. COURSES FOR PUBLIC-SCHOOL TEACHERS. With a view to acquainting public-school teachers with horticulture, garden¬ ing, and other branches of agriculture, the department of agriculture began to organize in 1891 short courses on these subjects at the agricultural and garden establishments under the control of the department, and in other localities. These classes are held generally in summer, when the public-school teachers have their vacations, and run from one to one and one-half months. Other persons besides the teachers may attend such courses, but only by special permit from the department of agriculture. At these courses there are delivered lectures on the local farming industry and the easiest way to improve it. At the end of the courses the students undergo an examination, and to those who pass satisfactorily certificates are given in which it is only stated how long the student has attended the courses, but nothing is said about his progress in his studies. And to those who have been the most successful in their studies at these courses are given, as rewards, garden instruments, books, seeds, and plants. Such courses were designed to be held at the following institutions in 1897: (1) At the Goretsk Agricultural School, with one and one-half months’ course, from April 20. For admission to this course a certificate from the directory of public schools is required. (2) At the Uman Agricultural School, from May 15 to July 1, on horticulture, gardening, sericulture, and apiculture. On entering these courses the public school teachers must present a permit from their superiors. The number of students is limited to 60. Preference is given to public-school teachers who have plots of land attached to their schools. The persons attending these courses can hire lodg¬ ings with board in the neighboring village at from 10 to 15 rubles ($5.14 to $7.71) a month. (3) At the Marinsk Agricultural School, from the middle of April to June 1, on gardening and apiculture. Persons wishing to enter these courses must present a petition to the director in due season. (4) At the Kazan Agricultural School, from April 25 to May 25, on gardening, kitchen gardening, and apiculture. Applicants must send in a petition to the director not later than April 15, and also a certificate of their identity. The num¬ ber of students is limited to 30. (5) At the Kharkov Agricultural School, from May 1 to June 1, on gardening, apiculture, and sericulture. Here preference is given to public-school teachers who have land connected with their schools and who have a better scientific edu¬ cation. Thirty students are received to these courses. (6) At the Bessarabia School of CEnology, on viticulture and wine making, in July. (7) At the Marino-Garsk Agricultural School, on horticulture and gardening, from May 1 to June 15. (8) At the Uspensk Agricultural School, from June 15 to July 31, on gardening and horticulture. The number of students limited to 20; preference given to teachers (male and female) whose schools have land connected with them. Board and lodging can be had at the neighboring village of Smolensk, at 10 rubles ($5.14) per month. (9) At the Burashev School, on gardening and agriculture, from May 15 to July 1. (10) At the Ekaterinoslav School Garden, from June 1 to July 1, on gardening, apiculture, and sericulture. Public-school teachers wishing to enter those courses must present, together with a permit from their superior, a petition to the committee for the organization of school gardens in the government of Eka¬ terinoslav , which committee is attached to the Ekaterinoslav section of the Impe- SCHOOL GARDENS IN RUSSIA. 1637 rial Russian Gardening Society. All other persons must address their petitions to the curator of the school about a month before the beginning of the courses. (11) At the Kon-Kolodez Agricultural School, in May, on horticulture, garden¬ ing, apiculture, agriculture, cattle breeding, and natural history. (12) ' At the Kokorozensk Agricultural School, in June, on apiculture, garden¬ ing, and entomology, and in September on viticulture, agriculture, and cattle breeding. (13) At the Lubensk Agricultural School, on apiculture and dairy farming. (14) At the Odessa School Garden, from June 15 to July 15, on gardening and kitchen gardening. Similar courses were to be held further at Ostaklov, Menzelinsk, Tiflis, Uralks, and at the Shubin- Wakhtinsk Farming School. Besides the nineteen foregoing organized courses and lectures, the ministry of agriculture and Crown domains, in compliance with intercession made at the beginning of 1897, found it desirable to assist the establishing of similar courses at six other places. W. A. Alexandrov, in his last pamphlet on the organization of courses for school gardens in 1896, says: School gardens are very desirable institutions at public schools on pedagog¬ ical grounds, for emphasizing their scientific and educational features in a direc¬ tion necessary for farmers’ children. In school gardens consisting of nursery, orchard, kitchen garden, apiary, silkworm hatchery (in southern Russia), and an experimental plow field, and also on excursions made for the purpose of study¬ ing natural history and agriculture, the school-teachers could in a short time design a short and practical course of natural history as an introduction to agri¬ cultural education. The teacher, leading pupils to the desired end through inves¬ tigations and experiments at the school garden and during excursions, is in a posi¬ tion to promote the conscious acquirement of knowledge, and consequently the development of the mind for an independent activity, and to give to the pupil a more serious view of his relations to natural objects and phenomena and to his own observations. For all children, and for peasants’ children especially, it is necessary, first of all, to learn to observe, then to note what they observe, to clas¬ sify their observations, in order to understand why and wherefore this or that hap¬ pens, to deduce from these observations and experiments natural laws and funda¬ mental principles, and thus to learn to examine deeper the surrounding objects. Besides, school gardens are very desirable for peasants’ children from an educa¬ tional point of view. In working together with the teacher, or separately at their sections in nurseries or kitchen gardens, at the trees in orchards, or at the beehives in apiaries, they get into the habit of working consciously and practicing economy in exploiting the gifts of nature. In Russia there are 40 gardening organizations, of which 2 receive a permanent subsidy from the department of agriculture, and the majority receive pecuniary assistance from different sources, including gardening expositions. When in 1896 the department of agriculture had under consideration measures for the further development of fruit and kitchen gardening, it decided to collect from the garden¬ ing organizations of Russia their views and suggestions of measures which would be most expedient and well timed for the amelioration and development of this branch of agriculture, and issued requests to that effect addressed to the said organizations. Up to the present time 35 societies have answered and presented reports con¬ taining valuable suggestions on the subject, which have been partly published in Izwiestia (Information), a journal published by the ministry of agriculture and Crown domains. For much of the foregoing information the writer is under obligation to Mr. E. Kovalevski, a member of the scientific committee in the ministry of public ( instruction, who takes an interest in school gardens. 1638 -'-M~:.. #L_.a M'S... S'"' "WS. M MS- yM--._-._M S. Scale. Arshin-28” 3^2 j ’ o / ^ 4 J £ 7 8 & Sagene = 7ft. EDUCATION IN COREA. 1639 EXPLANATION OF THE SCHOOL-GARDEN PLAN. A, A', A", paths 7 feet wide. A'", paths 6 feet wide. P, P', beds planted with seeds of vegetables, 42 inches wide. B, bed planted with seeds of fruit trees, holes If inches apart. C, D, grassy beds, with seedlings of pear and apple trees planted in checkerboard order, with a distance of 14 inches between the rows and 3.} inches between the trees. The nursery is divided into six beds, E, F, G, H, J, and K. E, seedlings transplanted in spring from beds G and D, where they have passed the preceding summer after being taken from the seed beds. In summer the apple and pear seedlings are grafted with a leaf bud. F is allotted for yearlings. G is allotted for 2-year-old trees. H is allotted for 3- year-old trees. J is allotted for 4-year-old trees. K represents a fallow worked over again, manured with fresh manure in the spring (but which can be done in autumn), and planted generally with cabbages. The following year such a bed is planted with seedlings. Each of the above-mentioned six beds has six rows: Three rows of apple trees, one of pear trees, one of plum trees, and one of cherry trees, and the rows are 28 inches apart. In each row are 21 trees, which are 14 inches distant one from the other. L, L', beds planted with berry bushes 3f feet apart, and stone-fruit trees (cherries) 10£ feet apart. The border along the path is set out with mentha. * R, kitchen garden, divided into three fields, with twenty-one low beds running parallel with path A. The width of the beds is 42 inches, the width of the intermediate furrows 14 inches. The first section of seven beds, fresh manured, is planted with cabbages; the seven beds of the second section are planted as follows: Three beds with cucumbers, one and one- half beds with carrots, one and one-half beds with radishes, one bed with turnips, rape, and parsnips. The seven beds in the third field, which are manured with ashes, are planted as follows: Three beds with turnips, two beds with beans and peas, and two beds with onions and garlic. O, O', furrows between the beds, 14 inches wide. Q, a hedge around the garden. N, N', beds planted with cherry trees 104 feet apart, and, in the space between, gooseberry bushes feet apart. The border along the path is set out with sage plants. ORCHARD. T, pear trees, and V, apple trees, are planted 21 feet apart, and alternated so as to let the broad -spreading apple trees extend their branches between the pear trees. U, plum trees, planted 8J feet apart. W, nut trees, mountain ash, box thorn ( amelanchns ), and Hippoplice rhamnoides , intermixed, 7 feet apart. Y, four frame beehives. S, S', raspberry bushes planted in rows. Between the trees in the fruit gardens usually potatoes are planted. EDUCATIONAL INSTITUTIONS AND METHODS IN COREA. Horace N. Allen, United States consul-general at Seoul, reports under date of July 12, 1898: The education of Corean children is usually carried on at home. Several fami¬ lies may unite and employ a teacher, who will instruct the boys in the use of the Chinese character and in the principles of the Chinese classics. Well-to-do fathers usually provide their boys with a private tutor. Girls are not usually taught to read. Of late the publication of numerous papers, periodicals, and religious pam¬ phlets in the native character called ernmoun is aiding in the spread of a knowledge of the Corean language, which is much easier to learn and more expressive than the cumbersome Chinese, which latter all officials must know, since the Chinese is used in all official documents. I inclose a clipping from the Seoul Independent of July 5, relating to the general system of education now being followed in Corea. Through the kindness of the various foreign teachers, I am able to give an intelligent account of the work the foreign schools are doing. 1640 EDUCATION REPORT, 1897-98. In 1883 an English school was started in Seoul, under the care of an English¬ man — T. E. Halifax. The school was kept running for a couple of years, but the chief work was done in the eight months prior to the bloody emeute of 1884. Most of the really first-class interpreters now in government employ were pupils in this school and got their knowledge of English during this period of eight months. The Coreans are very quick in acquiring a knowledge of foreign languages. In 1886 a school was started in Seoul, under the charge of three teachers selected by the Department of the Interior at the request of the State Department of the United States, in accordance with repeated requests from the Corean Government. These gentlemen — Messrs. Gilmore, Hulburt, and Bunker — served in this capacity for varying periods till the school finally closed in 1894. Some of their former pupils now hold positions of trust and importance in the Corean Government. The school did good work in a small way, but did not accomplish what was expected of it, owing to great opposition from certain quarters to anything of the kind at the time. The present favorable aspect of education in Corea really dates from the Japan- China war, and I shall mention the schools separately, using the information given me by the respective teachers. AMERICAN METHODIST SCHOOL. The mission of the American Methodist Church maintains a flourishing school, which was originally started in 1886 under the name of Pai Chai “Hall for Rearing Useful Men,” a name conferred upon the school by His Majesty. Under an agree¬ ment made with the Corean Government in 1896, a certain number of pupils are placed in this school by the Government upon a compensation of $1 silver (50 cents gold) per month. The Government further pays for a native teacher for every 50 scholars. The course of study, discipline, etc. , is entirely in the hands of the mission. Attendance at chapel and at Sunday service is compulsory. Beginning with an attendance of 50 in 1895, the school has now 103 pupils; and 176 were in attendance at the close of last year’s term — June, 1897. Japanese and Chinese youths are also received at this school. The school has 2 foreign teachers and 4 native assistants, with 3 instructors in the Chinese character. A very highly appreciated course of lectures has been a prominent feature during the past two years, being delivered by native-born Coreans who have lived long abroad and become thoroughly familiar with matters that interest the outside world, No money is given to any of the pupils of this school except for services rendered. Poor boys are given employ¬ ment in the mission printing press or bookbindery, and they thus learn a useful trade while helping themselves to a general education. A theological course was at one time furnished at this school, but it has been discontinued. The boys wear a uniform, and they have some drill in gymnastics and military tactics. One prominent feature of this school is the debating society, in which the boys have shown a remarkable aptitude for public speaking. From the course of study sent me by the principal, Rev. H. G. Appenzeller, I find that the preparatory course extends over three years. Reading, writing, and spelling are taught in the first year; geography, arithmetic, and composition in the second; and history, algebra, draw¬ ing, physiology, and a course in the New Testament in the third. This is followed by a regular college course, which is only arranged for, however, through the sophomore year. NORMAL SCHOOL. Seoul has another American school, taught by Rev. H. B. Hulburt, one of the three teachers sent from America in 1886. Mr. Hulburt’s present school was started in 1897. It is meant to be a normal school for the drilling of native teach¬ ers, who may go out and take charge of primary schools for the people. It was the idea of the Government, in starting this school, to use the teachers prepared in it for establishing a regular system of public schools throughout the country. EDUCATION IN COREA. 1641 One of Mr. Hulburt’s functions is to prepare text-books for the use of these schools, a work in which he has had considerable experience. It is unfortunate that in connection with this normal school the Government has established a school for the teaching of English to the sons of nobles, thus preventing the teacher from devoting his time to his legitimate work, as he desires to do. There are at present enrolled in the normal school 30 scholars, while the English school, under the same teacher, has 35 students. The principal has 1 native assistant in the English department at a salary of $20 silver ($10 gold) per month, and 2 assistants in the normal department who receive $42 ($21) and $20 ($10), respectively. The last two teach only the Chinese classics. As to the work, Mr. Hulburt says: My work being, then, of a double nature and the assistance of little value, I found it necessary to confine the curriculum for the first year to arithmetic and general geography. During the first year the men completed and thoroughly reviewed the whole of an intermediate arithmetic, the application of every part of which I adapted to Corean life and customs. This, in view of the utter lack of text-books, is most encouraging, and shows that the Coreans have good capacity along scientific lines. I found among the whole class three or four men who are exceptional mathematicians, even when judged from the standards of America or Europe. In the study of geography, I found that the interest was sustained, and the men applied themselves vigorously. The difficulty in the pronunciation of foreign names, and the fact that the Chinese books have transliterated the geo¬ graphical names in such a grotesque manner, has been something of an obstacle; but in this branch I have made use of a gazetteer of the world, which I published some years ago in the vernacular, and in this wTay I have succeeded in weaning them away from the Chinese pronunciation, which is so misleading. During the first year the men have completed the study of Europe, Asia, and North America. In addition to ordinary geographical matter, they have been taught the facts con¬ cerning the military and naval strength of the different nations, their foreign policy, their relative pow-er, their educational and religious status, and a large amount of other special matter. I have quoted Mr. Hulburt thus at length, as he is the only one of the teachers who has given me such an insight into the methods and results of teaching the Corean mind. Mr. Hulburt has a five years’ contract with the Corean Govern¬ ment, one year of which has passed. His pay is $225 per month for the first year, increasing $25 per month during the second, third, and fourth years, to $300 per month for the fourth and fifth years (equal to half these sums in gold). The school buildings are not at all suited to the work, but will probably be improved. The normal students are housed and fed by the Government at an expense of $5 ($2.50 in gold) per month each. The English students are given their midday meal. GOVERNMENT JAPANESE SCHOOL. The Government Japanese Language School (Nichigo Gakko) was organized in 1891 to teach the Japanese language, geography, history, political economy, and “the popular sciences.” It has a course of study extending over three years. There have been 11 graduates from this school, which now has an enrollment of 61. Text-books, stationery, and the midday lunch are provided by the Govern¬ ment. Uniforms are not provided, though there is instruction furnished in mili¬ tary gymnastics. The buildings are foreign adaptations of Corean houses and have 3 class rooms, 1 dining room, 1 office, making a total of 1,440 square feet of space, with a playground of 10,800 square feet. The school has a Japanese head master, an assistant master (Japanese) , and two Corean assistant teachers. The assistant teachers get $300 and $240, silver, per annum. The head master receives a salary of $1,500 and the assistant master receives $480 per annum (equal in gold to one- half these sums). PRIVATE JAPANESE SCHOOL. The Foreign Education Society of Japan also maintains a school in Seoul, called the “ Keijo Gakko.” This was organized in April, 1898, “ as a token of the sincere sympathy for the lack of a sound educational basis in Corea, with the view of 1G42 EDUCATION REPORT, 1897-98. giving a thorough elementary course of instruction to Corean youths, and thus aiming to form a true foundation of the undisputed independence of that country. Among the active members of the society are Messrs. Oshi-kawa and Hondo, most prominent Christians in Japan, and the teachers in charge of the school are grad¬ uates of the Kyoto Doshisha School. It is supported by the voluntary contribu¬ tions of philanthropists resident in Japan and Corea. It endeavors to teach all popular sciences, both in Japanese and Corean.” This school has two ordinary courses — higher and lower — of three years each, and a special course for the teach¬ ing of the Japanese language of one year. There are four teachers, who receive only the actual cost of their living. The cost of the maintenance of the school is $3,000, silver ($1,500, gold). The school building is a Corean house remodeled, with five class rooms and quarters for the head master. No charge is made upon the pupils, who are also furnished with test-books and stationery free. Three dol¬ lars per month is given to meritorious students, and the best scholar is sent to Japan for further education at the expense of the school. The enrollment is 180. with a daily attendance of 100. No uniforms are supplied or worn. CHINESE SCHOOL.. On May 1, 1897, the Corean Government engaged a Chinese teacher from Pekin, at a salary of $70 per month for the first year, $80 per month for the second, and $90 per month for the third, to teach a Chinese school, with the object of turning out good Chinese interpreters and giving them a knowledge of the Chinese litera¬ ture and classics. The school has a daily attendance of 35. The age of the pupils varies from 15 to 30. A school building and residence for the teacher is furnished, and the cost of maintenance, aside from the teacher’s salary, is $100 per month. The scholars are given 5 cents per day for lunch. The students are divided into three classes, and school lasts from 9 a. m. to 3 p. m., with one hour for lunch. There is no session on Saturday afternoon or on Sunday. RUSSIAN SCHOOL. From the Russian teacher, Mr. Birukoff, I have the following facts regarding the Russian Language School. This school was established in April, 1898, and numbers at present 88 pupils. These are selected now and then by the educational department, family influence having much to do in the selection. Pupils receive 5 cents xier day for a midday lunch. The foreign teacher receives $180, silver, per month, with house, and at present he also has $40 extra per month for drilling the scholars during recreation hours. He has 3 assistants (natives), 1 especially engaged and 2 who have been selected from the best of the pupils. The first receives $15 per month, the second and third $10 each. No impils will be gradu¬ ated prior to January, 1899. The school has at present four courses, but this number is arbitrary and may depend upon the number of pupils and their progress during the year. As a rule, the Corean pnpils show a special interest in geography and history and very good aptitude forVnathematics. They write well, as far as orthography is concerned, but their syntax is rather feeble. The greatest nuisance is the abom¬ inable pronunciation of Russian words, which sometimes make the speech of evep. the best iiupils nearly unintelligible. FRENCH SCHOOL. One of the most successful schools in Seoul is the French school under Mr. E. Martel, although it has only been m fair running order since January, 1896. French interpreters are met with at all Government departments and at the homes of many high officials. At the commencement of this school it only had an enrollment of 17 pupils, none of whom knew any French. The number of pupils has steadily increased, until it now has 100 in attendance, with 4 assistant teachers, chosen from the first EDUCATION IN COREA. 1643 class. The plan of this school is to turn out good interpreters and teachers of the French language, and at the same time to give them a working knowledge of arithmetic, history, geography, and bookkeeping, so that they may be fitted for the posts of clerks and assistants in the Government service. The final examination for this year, which has just been held, covered the following branches: Reading, dictation, arithmetical problems, composition, chartography, oral geography, gram¬ mar and parsing, conversation and translation, commercial bookkeeping, and geom¬ etry. The cost of maintenance, in silver, is as follows: One assistant teacher, $20 per month: 3 assistant teachers, $15 per month each; 2 servants, $4 per month each, and the scholars are furnished stationery and a midday lunch. The allowance for 1890 was $800 ($400, gold); for 1897, $2,026 ($1,013, gold), and for 1898 it is $2,200 ($1,100, gold). ENGLISH SCHOOL. The most important of the foreign-language schools and the one with the best equipment is the English school. The head master, W. Du Flon Hutchison, is a professional teacher of much experience, and he has as assistant master T. E. Halifax, who taught the first English school in Corea in 1883. The school was begun in November, 1894, using as a nucleus some students from a naval school Mr. Hutchison had been conducting with the aid of some English officers on the island of Kang Wha. The British residents have done a great deal in the way of encouraging the scholars of this school by contributing toward the purchase of neat and appropriate uniforms, teaching them such games as football and other college sports, in which the boys do excellently, and in offering prizes for the win¬ ners in the various sports. The boys now buy their own uniforms, which con¬ sist of a Norfolk blouse of dark-blue navy serge and well-lined trousers to match for winter, while in summer the same style is used with brown khaki as the mate¬ rial. The boys wear a fiat cap, which compels them to cut off the absurd top- knot such as has been worn by their fathers for centuries, and their appearance is thereby greatly improved. It is the plan of this school to give the young men an idea of general knowledge, in addition to the use of the English language. The masters desire rather to make manly youths of their boys, hoping that they may be induced to continue their studies, or at least have a desire for knowledge greater than they would have otherwise possessed. The school has had many backsets. A fine new new building was taken away from them for some other purpose just as it was completed. A drill sergeant loaned to the school by the British admiral was allowed to leave, and they complain of having to work under many difficul¬ ties. The scholars of this school are from the middle classes, which probably accounts for much of the school’s success; since a teacher, however well qualified he might be, would be able to do little with the nobles’ sons unless they were made to obey rules. The pupils receive stationery and lunch, and the cost of main¬ tenance, exclusive of the teachers’ salaries, is $4,230 ($2,115, gold) per annum. The teachers receive pay as follows, per month in silver: Head master, $300; assistant master, $250; 1 native teacher at $25, 1 at $20, and 3 at $15 each. There are 120 scholars enrolled in this school, with an average attendance for 1898 of 110. CATHOLIC MISSION. Besides the above-named schools, the Catholic mission under the French fathers maintains an important theological seminary here, where men are educated for the ministry. The teaching is in Latin, and a number of native priests of the church have been educated there. MISCELLANEOUS. The Methodist, Presbyterian, Catholic, and other missions support schools for little girls, where the children are taught Corean and useful things. These are rather homes than schools. 1644 EDUCATION REPORT, 1897-98. There have been many military schools in Corea at various times under the charge of Americans, Japanese, English, and Russians. These have all passed away, and the Coreans have just organized a military school of their own, with no foreign instructors. I understand it is to be more of a school for drilling new officers than anything else. It is the intention to take the tactics and commands they have received from their previous instructors and combine them into an “improvement of each,*’ which will have the Corean language as a medium of communication. It has been a source of comment heretofore that English and Americans, Russians, and Japanese could hear the officers giving commands each in his own language, much to the bewilderment of the native soldier. A German teacher has just arrived from work in Japan to open a school in Seoul for teaching the German language. He is under contract for three years, with §200 per month for the first year, §250 for the second, and $300 for the third (silver). He is to have $30 per month also for house rent. Horace N. Allen, United States Consul-General. Seoul, July 12, 1898. [From the Seoul Independent, July 5, 1898.] Besides the foreign-language institutions there are 10 schools under the care of the department of education. Of these, 1 is a normal school with 30 students, whose curriculum consists of reading, composition, arithmetic, geography, history, and dictation. The institution has 2 Corean teachers, one receiving $56 and the other $15 a month for monthly salaries. Nine are primary schools, located throughout the city, with the total enrollment for this year of 838 boys. The course of study adopted in all these schools is composed of reading, composition, arithmetic, geography, history, writing, and gymnastics. Teachers are appointed on the ratio of 1 teacher to every 30 pupils. The monthly salary of a teacher ranges from $15 to $25, according to the term of their service. The annual esti¬ mate allowed for these 10 institutions amounts to $14,416. There are 21 local primary schools stationed in principal centers in the country, each receiving from the department of education $30 a month. While this condition of the primary education is better than nothing, we cer¬ tainly believe that it can and ought to be improved. The department of educa¬ tion we believe to be a farce. All the business it does or pretends to do can be done — and better done, too — by one chief of a bureau and a few able chusas. But if the farce is to be kept up as a kind of necessary evil in the official system of the Government, let the evil be run as economically as possible by dismissing the majority of the secretaries and chusas and runners, who are paid for doing noth¬ ing. The money thus saved should be spent in improving the existing schools and in establishing new ones. LEIPSIC COMMERCIAL UNIVERSITY. The merchants of Germany for some time past have recognized the value and necessity of giving young men who intend to follow the commercial industries information in connection therewith. The business men of Leipsic, under the auspices of the Leipsic Chamber of Commerce, with the advice and consent of the royal ministry of the interior and the academical senate of the University of Leipsic, will open on the 23d of April, 1898, a commercial university, the first of its kind in Germany. There are, of course, many expenses in connection with the establishment of this institution, which will be paid by the Leipsic Chamber of Commerce. The royal ministry of the interior and the council of the city of Leipsic have, however, promised to contribute something toward defraying the running expenses for the first two years at least. The establishment of such schools will be found to be most beneficial to com¬ mercial careers, and their methods and teachings can not fail to impress upon the minds of the students the great value of these institutions as a means for increas- COMMERCIAL EDUCATION IN GERMAN!". 1645 ing one’s business knowledge, and also for the perpetuation and upbuilding of a country’s commerce and industries. This subject is well worthy of thoughtful and careful consideration, not only by our boards of education, but by the boards of trade of our large cities. The following is a brief plan of the Leipsic Commercial University: The management is placed in the hands of 12 men, who are chosen to serve for a period of two years. This body is called the commercial university senate, and is composed of one representative of the Royal Government, one of the city of Leipsic, the president and two members of the Leipsic Chamber of Commerce, three professors of the University of Leipsic, who are appointed by the academical senate thereof, two professors of the commercial university, appointed by the president thereof, and the director of studies. The president of the chamber of commerce is chairman of this commercial institution until further notice. The director of studies is appointed by the commercial university senate for a period of two years. His duties are chiefly confined to the supervision of the daily school work. He is required, before the beginning of every school term, to com¬ municate with the different professors whose lectures are included in the term’s work to remedy any conflict that may appear in the working schedule. Admission is granted to students who can present a certificate setting forth that they have attended German schools for nine years, to teachers who have passed their second examination, to merchants who have their one year’s voluntary mili¬ tary service papers, or who have finished their apprenticeship, if they can show in a satisfactory way to the board the necessary mental knowledge. In case foreign¬ ers ask for admission, the committee will decide whether or not they possess the proper educational qualifications. No person can be a student at the commercial school and at the University of Leipsic at the same time. Upon application for a visiting card, however, permission will be granted students of either institution to attend lectures in the other. The course of study covers the science of law and political economy (as far as they are necessary and valuable for general education and for the commercial profession), commercial history, commercial geography, knowledge of goods, technology, and foreign languages. Commercial arithmetic, bookkeeping, cor¬ respondence, and stenography will also be taught. Those who desire to educate themselves as commercial school teachers will have an opportunity of attending pedagogical lectures at the seminarium, which is connected with the public com¬ mercial school. The school term begins on the 23d of April and lasts until the end of July. The second term commences the 1st of October and finishes on the 1st of March. Just before the second term — i. e., the last week in September — the time is spent in visiting factories and mills to study the actual workings thereof. Two years’ time is required for the whole course. The tuition fee is $10 per annum, which entitles the student to attend all the lectures of the course. For subjects other than prescribed in the regular course, such as foreign languages, an additional fee will be charged, which, however, will be very small. The establishment of a state examination commission and the publication of detailed regulations concerning the examinations is reserved. Misconduct is pun¬ ishable by fines as high as 50 marks ($11.90) and, in case of gross misconduct, by dismissal. The following will be the faculty for the first two years: Science of general political economy, Prof. Dr. Biichner; commercial and trade politics, Prof. Dr. Buchner; industrial politics, Dr. Pohle; commercial, maritime, and banking laws, Prof. Dr. Friedberg; introduction into the studies of statistics, Professor Hasse; German colonial politics, Professor Hasse; geography and colo¬ nial politics of East German Africa, Dr. Hassert; general and chemical technol- 1646 EDUCATION REPORT, 1897-98. ogy, Dr. Rassaw; elementary insurance mathematics, with practical exercises, Dr. Hausdorff; countries and cities of central Europe, Prof. Dr. Ratzel; general history of modern times, Prof. Dr. Marks; introduction into the knowledge of plastic arts, Prof. Dr. Schmarsow; history of the German literature of the gen¬ eration of Klopstock and Lessing, Professor Witkowsky; commercial and political arithmetic, Mr. Lambert; bookkeeping, Mr. Lambert; correspondence and office work, Dr. Doll; mechanical technology, textile industry, with excursions, Dr. Pritzeh. Lectures in foreign languages and exercises in commercial correspondence in foreign languages will be arranged as they may be needed. B. H. Warner, Jr., .Consul. Leipsic, March 25, 1898, COMMERCIAL EDUCATION AT GERA, GERMANY. Consul Warner sends the following from Leipsic, July 28, 1898: Subsequent to writing my report upon the Leipsic Commercial University my attention was called to another very prominent technical institution. The Amthor Higher Commercial School at Gera, Reuss, affords young men a most excellent opportunity for acquiring theoretical and practical knowledge of business and business methods. There are now 200 students, and the course of instruction is as follows: The preparatory course comprises German, French, and English, with corre¬ spondence; history and geography (general and commercial), botany and zoology, and caligraphy and arithmetic. The first commercial course embraces: German language, literature, and cor¬ respondence; French and English languages, and correspondence; arithmetic, bookkeeping, commercial science, history, and geography (general and commer¬ cial), higher mathematics, physics, caligraphy, and stenography. The second and third courses take up the same subjects in a more advanced form. The length of each course is one year. In response to a long-felt want a class has been added to the school course which affords apprentices of the mercantile calling an opportunity to perfect themselves in a theoretical way. WEAVING SCHOOLS IN GERMANY. Under date of August 3, Mr. Warner transmits the following report from Con¬ sular Agent Neuer, of Gera: Continually increased attention is given in Germany to the question of technical and industrial education. The Government as well as mercantile corporations and municipalities are aiding this movement in every possible way. Schools are to be found in nearly every large trader-center, where the details entering into the manu¬ facture of various classes of goods are taught, and the latest discoveries of science and practical experience are employed. Of this widely spread system of technical and industrial education the weaving school in Gera forms a branch. Wealthy manufacturers take a deep interest in the institute and have aided it from time to time by donations and bequests. Moreover, the institute is supported by sub¬ scriptions, the fees of the students, and an annuity of 2,000 marks ($476) granted by the Government. It has a principal and seven assistant teachers, who possess special qualifications and are skillful weavers themselves. The board of adminis¬ tration consists of five expert merchants, who watch over the school’s progress, examine its work, and report to the city’s association of manufacturers. WEAVING SCHOOLS IN GERMANY. 1647 The pupils are partly youn g workmen and partly young merchants engaged in weaving mills, and are divided into four classes. The school is open twice a week; on Sundays from 7 or 8 to half-past 9 or 10 o’clock in the morning, and on Tues¬ days or Thursdays from 8 to 9 o’clock in the evening, thus not interfering with the usual working hours of the students. The course of study lasts four years, and instruction in the single classes com¬ prises the following subjects: Class 1. — Calculation and pattern designing; origin and development of weav¬ ing; mode of sorting and classifying the raw material; method of rating goods by ascertaining the quantity and price of material used, and also cost of labor required in the production of a given length and width of goods, or from given data of values of material and labor. Class 2. — Weaving in its present state of perfection; weaving and designing of jacquards; nature and properties of the various kinds of wool. Class 3. — Machine construction, with special regard to the power loom; com¬ parative merits of power looms; consideration of the principal parts which are common to all power looms. Class 4 . — Construction of various kinds of hand looms; weaving by hand looms; technical designing; weaving of fancy articles, etc. Theoretical instruction is given from various works on weaving, and from a large collection of designs and models. For practical instruction there are in use 13 power and 17 hand looms adapted to the weaving of various standard fabrics, besides other appliances for demonstrating the processes of preparation and of plain and fancy weaving. A voluminous library connected with the school proves a most valuable factor in the promotion of technical knowledge. An exhibition embracing woven articles, sketches, designs, and writings of the pupils on textiles, machine construction, etc., is held every year. The last exhibi¬ tion, on March 27 of this year, was considered an extraordinary success, and showed the great interest taken by all classes of people in the institution. On the other hand, it made evident the diligence and zeal which both teachers and scholars devote to their task in pursuance of one common object— the advance¬ ment of industrial and technical knowledge. Prizes were awarded on this occa¬ sion, consisting of books on designing and weaving, cases of mathematical instru¬ ments, diplomas, etc. The fee to be paid monthly by each pupil amounts to only 50 pfennigs (12£ cents) , hence enabling the working classes to share the benefits of the training. I need not take up space in this report to call the attention of our manufacturers to the advantages derived from technical education, as these are already known and appreciated by manjT of our educators and manufacturers. My present pur¬ pose is simply to call attention to the means that ar9 being applied to generalize and perfect the system of technical education in this country, in order that our people may be advised of the methods adopted to strengthen manufacturing industries. EDUCATION IN RUSSIA. During August this year the first special meeting of school directors was held in St. Petersburg. Invitations were sent to all the schools, both church and other¬ wise, for their members to take part in the conference. As far as can be gleaned from the somewhat scanty reports, the subjects considered were very interesting. At one of the meetings it was particularly noticeable that no protests were heard to the effect that matters to be discussed should be dealt with by the clergy alone, as was the case in previous years, and it was generally agreed that only the 1648 EDUCATION REPORT, 1897-98. cooperative and friendly work of the ministry for national education and the clergy could give the people proper and thorough education. Provincial and county councils that before were considered incapacitated were this time specially invited to join in the work of the ecclesiastical party. The head of the church schools at the first meeting announced that provincial and county councils desiring to assist the clergy in educating the people would always be met with assistance and consideration from the local and central church school establishments. It was then agreed, with the exception of special cases, to admit as guardians over church schools members of another faith. The subject of increasing pres¬ ent resources was then fully discussed. The reporter stated that were it possible for the state exchequer to add in the course of eight years to the school budget 200,000 roubles ($100,000), in ten years it would be possible to open 80,000 properly organized schools, with 4,000,000 scholars, and 100,000 ungraded national and parochial schools, with 5,000,000 scholars. To help increase the state budget, it was proposed to impose a 2 per cent levy on the revenues of all monasteries and churches (excepting those with special appoint¬ ments), also on insured church capital, and on revenues derived from the manu¬ facture of church candles. On several previous occasions funds were raised by the above plan. Several other questions were touched upon, among them the matter of teachers, which was pointed out as of great importance. From the above it is to be seen that at present great interest and activity are being centered on the matter of public education. Thomas Smith, Consul. Moscow, September 30, 1898. SCHOOL FOR THE MERCHANT MARINE IN RUSSIA. I transmit a translation of the regulations, established by imperial authority, for the management of an institution recently organized in this city, which has for its object the training of young men in the theory and practice of navigation, in order that they may become competent to take command as masters and mates on Russian merchant vessels. The studies make of those who successfully pass the course highly educated men, familiar with the English, French, or German languages, physics, mathe¬ matics, theoretical mechanics, commerce, political economy, bookkeeping, physical geography, nautical astronomy, shipbuilding, commercial geography, law, hygiene, etc. I have thought it advisable to bring the knowledge of this establishment to the attention of the Department at this particular time, for the reason that it would in my opinion be highly advantageous to our future commercial and merchant- marine interests if similar institutions could be successfully established throughout the United States, either in connection with educational institutions or as separate establishments. As we shall furnish the world with food and manufactured goods, both patriot¬ ism and profit demand that these products be carried in American ships, and that these ships be manned and officered by competent Americans. We move quickly in the United States, and it requires but a slight knowledge of our people to predict that in ten years’ time we shall have the largest merchant fleet afloat. I have been told by Americans who have traveled much in European and Asiatic waters that an American ship is rarely met with, and, certainly my own experi¬ ence as consul at Odessa during the past thirteen years confirms the statement. NAUTICAL EDUCATION IN RUSSIA. 1649 I have never on a single occasion seen an American ship in the Odessa harbor, and yet during the year 1S97 the official returns show that 1,192 steamers and 34 sail¬ ing vessels, having an aggregate tonnage of 1,761,339 registered tons, entered this harbor. Of these, 663 steamers, having a registered tonnage of 1,050,028 tons, were British. Under the circumstances, it is not surprising that the Russian Government is now admitting ships for the Russian foreign and domestic trade free of duty, and is also establishing and endowing marine schools for its coming merchant-marine officers. Thos. E. Heenan, Consul. Odessa, December 2, 1898. [Translation.] STATUTES OF THE CLASSES OF MERCANTILE NAVIGATION AT THE ODESSA COMMER¬ CIAL SCHOOL. (1) The object of these classes of mercantile navigation at the Odessa Commer¬ cial School is to give to young men who are preparing themselves to perform the duties of ship masters and mates on board of trading merchant vessels a corre¬ sponding theoretical and practical education. (2) The classes are under the care of the department of trade and manufacture of the ministry of finance. (3) The revenue for the support of these classes consists of (a) sums given by the Government for their maintenance according to the statutes; (b) annual sub¬ sidies from the municipality of Odessa, out of the sums received from the tax levied on exports; (c) subsidies from steam navigation and from other companies, and (d) payments by students for their instruction. Remark. — The sums received by virtue of b and d form the special means of revenue of the classes, and are disbursed for their maintenance in addition to the sums granted by statutes; so that the payment for the instruction is exclusively applied to such expenses in connection with the teaching as have not been pro¬ vided for by the statutes. (4) The course of instruction extends over three years, and is subdivided into three classes. (5) In these classes will be taught: (a) Religion; (b) Russian language and litera¬ ture; (c) English; (d) French or German; (e) physics; (/) mathematics (practical calculation, plane and spherical trigonometry); ( g ) theoretical mechanics; (7i) commerce, with elementary particulars of political economy and bookkeepings ( i ) physical geography (hydrology and meteorology); (j) navigation, with pilot¬ age and fundamental particulars regarding deviation of compasses; (k) nautical astronomy; (l) fundamental principles regarding the construction of a ship; (m) practical seagoing; ( n ) steamship mechanics; (o) commercial geography; (p) knowledge of cargo: ( q ) law, and (r) hygiene. Remark. — The subjects enumerated in g-r, as well as spherical trigonometry, are considered special; the remainder relate to general instruction. (6) During the course of education, in addition to theoretical teaching, practi¬ cal instruction takes place on vessels. The superintendence of this instruction is- intrusted to the captain of the training ship. (7) Students of all conditions and religions, who are Russian subjects, are received into these classes. (8) For admission into the classes is required: (a) The presentation of a certifi¬ cate showing that the applicant has passed through the general course of educa¬ tion given in the commercial schools of the ministry of finance, and must pass an examination in the English language and in mathematics, to the extent of the course of instruction as given in the general classes of the Odessa Commercial School, and (b) the accomplishment of a trial voyage of not less than two months- on board of the training ship belonging to the classes. Remark. — Those who do not present certificates as mentioned in a are subjected to an examination to the extent of the course of instruction as given in the general classes of the Odessa Commercial School — in all subjects excepting chemistry. Those who have passed through five classes of a regular school or of a classical gymnasium are accepted after passing an examination — the first named in mathe¬ matics and in the English language, and in the French or German language to the ED 98 - 104 1650 EDUCATION REPORT, 1897-98. extent of the course of instruction as given in the general classes of the Odessa Commercial School, and the last named, in addition to this, in physics. (9) In connection with these classes of mercantile navigation, there may be estab¬ lished, with the consent of the ministry of finance, a boarding and lodging house for the students at the expense of such students, or on special donations for that purpose, or on the joint revenue derived from these sources. (10) The general management of the classes of mercantile navigation is vested in the council of wardens of the Odessa Commercial School; the immediate man¬ agement of the same is intrusted by them to the manager of the classes. (11) For the purpose of participation in the discussion of matters concerning the classes of mercantile navigation, in addition to the council of wardens of the Odessa Commercial School, are added as members (a) the manager of the classes; (b) a representative from the Odessa municipality, and (c) representatives of the steam navigation companies and of those institutions which subsidize the classes, appointed in rotation and to the number prescribed by the minister of finance. (12) The manager of the classes must accompany the students during the time they are pursuing their practical studies on the training ship at sea, for the pur¬ pose of watching their progress and morality, as well as for the immediate super¬ vision of their practical studies in steersmanship. The manager of the classes may also be charged in accordance with instructions from the council of wardens, with the command of the training ship; but in that case the immediate guidance and supervision of the practical studies of the students must be intrusted to one of the teachers or to one of the captain’s assistants (mates), who is selected by the manager of the classes with the consent of the council of wardens. (18) As assistant to the manager of the classes in the execution of the duties of inspector and in the supervision of the students, one of the teachers is appointed with the title of instructor. In the event of the illness of the manager of the classes, the instructor takes his place. (14) The subjects of instruction in these classes of mercantile navigation are distributed among the staff of teachers who are in the Government service and those who are only engaged temporarily. The number of the first named must not exceed six, and they can only be on the following subjects and groups of sub¬ jects: (a) Mathematics (practical calculations, plane and spherical trigonometry) and physics; (b) navigation and pilotage and fundamental particulars regarding the deviation of compasses; (c) nautical astronomy; (d) theoretical mechanics and fundamental knowledge of the theory and construction of a ship; (e) steam¬ ship mechanics, with other practical studies, and (/) English language. Remark. — The manager of the classes of mercantile navigation, if he so desires, may instruct in one or more subjects of the course, but not more than eight hours a week. (15) The manager of the classes, as well as the captain of the training ship, is appointed by the council of wardens from among persons who have received a special naval education and who have served either in vessels of the imperial navy or in the merchant marine. (16) The manager of the classes, as long as he occupies that office, is reckoned as being in the fifth rank, and is confirmed in that rank after serving in the same for nine years. He may, however, be raised to that rank or grade before the expiration of that term by virtue of the general rules established for the civil service. (17) The instructor and teachers are chosen by the manager of the classes after consultation with the council of wardens and are confirmed in their positions by the department of trade and manufactures. (18) The teacher of religion is selected by the manager of the classes and, after receiving the recommendation of the council of wardens, is confirmed in his posi¬ tion by the department of trade and manufactures, with the consent of the admin¬ istration of the archdiocese. (19) As teachers of the subjects of general instruction, such persons may be appointed whose education and training qualify them for positions in regular schools. (20) Teachers of the special subjects, other than those relating specially to naval matters, are appointed from among persons who have finished the course of study in the highest educational establishments and have received from the department of trade and manufactures certificates granting the right to teach these subjects in the commercial schools. Teachers of nautical subjects must have passed through the naval-cadet corps of the technical school of the marine department or have taught in mariners’ schools of the higher grade for not less than five years. Per¬ sons who can not qualify under these conditions may be admitted to act as teachers after reading three trial lectures in the presence of a special committee appointed NAUTICAL EDUCATION IN RUSSIA. 1651 by the schools committee. Those who are successful are confirmed in their posi¬ tions by the department of trade and manufactures after the expiration of one year. (21) -For instruction in the special subjects, payment is fixed at 150 rubles ($75) per annum, and in subjects of general education 75 rubles for a weekly lesson. The rate of paj’ment to the teachers may be three times increased by one-fifth, but not previous to the expiration of three separate periods of five years each and on the condition that the highest rate be allowed only to two teachers. (22) Students who have passed the full theoretical course of the classes of mer¬ cantile navigation and who have taken two practical courses are submitted to an examination, according to the programme confirmed by the ministry of finance, before a special committee, under the presidency of a person annually appointed by the minister of finance, composed as follows: The manager of the classes, the director of the commercial school, the teacher of that subject in which the exam¬ ination takes place, the captain of the training ship (in the subjects of nautical specialty), a representative of the department of marine, a representative from the municipality of Odessa, a representative from the body of merchants elected by the exchange committee, and one member of the council of wardens elected by that council from the persons described in c, paragraph 11. (23) After passing examinations in the theoretical course- of instruction, the teachers must pursue a course of practical navigation for about three months in vessels of the merchant navy and about two months in the training ship of the classes, after which they are submitted to an examination in practical knowledge by a committee, comprising the persons named in the preceding paragraph, with the difference, however, that in matters of practical knowledge the presence of the director of the commercial school is not obligatory. (24) Students who have successfully finished the examination in the theoretical and practical courses, provided that the aggregate duration of their training in navigation (together with experimental navigation, navigation on board commer¬ cial steamers, and the time of practical examinations) amounts to no less than seventeen months, receive a certificate that they have finished the course of edu¬ cation. The best students are rewarded with gold and silver medals. As regards their entering the Government service on duties which demand technical commer¬ cial knowledge, and also into higher educational establishments, those who have finished the full course of the classes of mercantile navigation enjoy the rights granted to those who have finished the course of regular schools. With regard to the acquisition of the rank of steersmen (mates) or masters of merchant vessels, they are subject to the regulations existing for that purpose. ( Paragraphs 193-204 of Commercial Code; Code of Law, Yol. XI, Part II, edition 1893.) Remark. — Students who have successfully passed the examination in the theo¬ retical course, but who were unable to complete their sea service on account of illness, will be granted all the rights enumerated in the preceding paragraph; but, in lieu of an attestation of having passed the full course, they will be given cer¬ tificates of having passed the said examination, with a statement regarding the causes that prevented their finishing the practical course. (25) As regards military service, the students who have finished the course enjoy the privileges granted to students of the first category of educational estab¬ lishments. Those who have not finished the course have the privileges of those who have passed the course in the establishments of the second category. The com¬ mencement of military service in the army is postponed for students until the age of 21 years; and those students who, after having finished the course, desire to acquire the rank of mate or of master may be granted, with the consent of the ministers of finance and war, the time necessary for this object. (28) The classes of mercantile navigation at the Odessa Commercial School are authorized (a) to have a seal of the pattern established for the provincial institu¬ tions; (5) to acquire real estate and to accept all kinds of donations; (c) to order from abroad objects and apparatus required in teaching, with the observance of paragraphs 1047 and 1048 of the Customs Code (General Law Code, Paragraph XI, edition 1892), and (d) to send their mails, parcels, and packages up to 1 pood (36 pounds) weight without payment of postage. 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rescribe, grant certificates of qualifica¬ tion to teach in any public school in the State and may revoke the same. Such certificates may be accepted by any board of school visitors or board of education in lieu of any other examination. ED 9S - 105 1666 EDUCATION REPOST, 1897-98. A certificate of approbation signed by a majority of the board of school visitors or by all the committee appointed by them is essential to a teacher in any school receiving any portion of its support from the public money. Delaware, 1898. — The county superintendent— a person of mental and schol- arly attainments appointed -by the governor — holds examinations, at such times and places as he may appoint, in common English branches, temperance, peda¬ gogy; also in algebra, geometry, civics, natural philosophy, elements of rhetoric. He issues certificates: Professional, to those answering 90 per cent of the ques¬ tions upon subjects of the first list above and 75 per cent on the second list, valid four years; first grade, for 90 per cent on the first list, valid two years; second grade, for 75 per cent hut less than 90. valid one year; provisional, for 60 per cent but less than 75, valid one year. Revocation of certificates by the superintendent must he confirmed by the State board of education, consisting of the secretary of state and the county superin¬ tendents, to he effectual. District of Columbia, 1897. — The government is unique. The taxes are paid into the National Treasury . Congress controls appropriations. No one votes for £>ublic purposes except as he goes to his legal home from which official resi¬ dence has separated him. Three Commissioners appointed by the President, by and with consent and advice of the Senate, constitute the executive, and, for many details, a legislative body. They appoint two superintendents of schools, one being exclusively for colored schools, and a board of education. Under rules of this board the superintendents and persons selected annually by the committee on teachers and janitors, from the corps of supervising principals and principals, constitute a board of examiners, which holds regular examinations, opening on the third Friday of November and not exceeding three days. Teachers’ certificates are issued in four classes, as follows, commencing with the lo west : The first-class certificate shall be sufficient evidence of the scholastic qualifica¬ tions required for teaching in any school from the first grade to the third grade, inclusive; the second-class certificate for teaching in any school from the first grade to the fifth grade, inclusive; the third-class certificate in any school from the first grade to the seventh grade, inclusive; the fourth-class certificate in any school from the first grade to the eighth grade, inclusive; and l'or all other positions the examinations and certificates shall be special. Teachers of schools of any grade must be not less than 18 years of age. Graduates of the Washington normal school [white] and of the [colored] normal school * * * shall be assigned to duty as teachers in the order of their stand¬ ing and excellence, as shown by the certificates of the respective principals. Graduates of other approved normal schools shall stand upon an equal footing with certificate holders, and may be nominated instead of the highest certificate holder, in the discretion of the local committee. No certificate shall be valid when the holder thereof has been out of the service of the District for a term of more than one year, unless leave of absence has been granted by the board. No teacher shall be employed in any higher grade of schools than that for which his certificate was granted. Florida, 1894.— The (elected) State superintendent may issue life certificates to holders of State certificates with thirty months’ experience in a high school in the State when indorsed by three holders of State certificates as possessing eminent teaching ability and experience, without examination. He may issue special life certificates to eminently successful kindergarten or primary teachers of three years’ experience in the State, limited to the class of schools. The State superintendent issues State certificates to persons holding first-grade certificates with twenty-four months’ experience, including eight months in the State, upon examination in geometry, trigonometry, physics, zoology, botany, teacher’s examinations and certificates. 1667 Latin, rhetoric, English literature, mental science, general history; general average required, 85 per cent; minimum in any subject, 60; valid five years. A prerequisite for every applicant for examination for any certificate is a fee of $1, for expenses of a grading committee and teachers’ institutes. The (elected) count}7- superintendent conducts examinations with questions pre¬ pared by the State superintendent. The answers are designated by numbers, the names of candidates being identified later. They are submitted to a grading com¬ mittee of three teachers holding the highest grade certificates in the county, selected by the (elected) county board of public instruction before the marking of the grading committee. The superintendent issues certificates of three grades: First, examination same as third, and civil government, bookkeeping, algebra, physical geography; average grade, 80 per cent; minimum in any branch, 60; valid three years, and in any county by indorsement of the local superintendent. Second, examination same as third; average grade, 75 per cent; minimum, 50; valid two years; not more than two issued to the same person. Third, examination common English branches, theory and practice of teaching; average grade, 60 per cent; minimum, 40; valid one year; no teacher to teach more than one year under a third-grade certificate. Certificates are revocable for cause by tlie issuing authority. Georgia, 1897. — The (elected) State school commissioner, upon satisfaction with the quality shown in papers of unusual merit, which county commissioners are required to forward to him, issues permanent teachers’ licenses, good in any county, revocable by himself for good and sufficient cause. He prepares the questions for county examinations. In each county the grand jury selects five freeholders as a board of education. This county hoard selects a county commissioner, ex officio superintendent of common schools. Candidates for this office are examined by the president of the board, or by someone appointed by him, with questions furnished by the State commissioner upon the subjects taught in the common schools — science and theory of common school teaching and government, and such other subjects as the State school commissioner may deem proper. The county commissioners examine candidates on a day or days fixed by the State commissioner, uniform throughout the State, grading papers submitted by applicants according to instructions of the State commissioner, and submitting the papers with recommendations to the county board, which grants licenses of three grades: First, valid three years; second, valid two years; third, valid one year; according to their rank above the minimum set by the State commissioner. The licenses are valid in other counties by indorsement of local commissioners. As indicated above, papers of unusual merit must be forwarded to the State com¬ missioner. The county commissioner is required to revoke county certificates for incom¬ petency, immorality, cruelty to pupils, or neglect of duties, with right of appeal to the county board of education. Idaho, 1893. — The State board of education, consisting of the superintendent of public instruction, secretary of state, and attorney-general, holds at least two public examinations annually, assisted by one or more persons selected by the board. Upon examination in all branches in the course of study prescribed for the public schools and such other branches as the board directs, and upon satisfactory evi¬ dence of “ability to instruct and properly manage any school in the State,'’ the board issues: State diplomas to those of five years’ experience, of which two have been in Idaho, valid for life; State certificates, experience, three years, valid five years. The board may issue certificates to persons holding diplomas or certificates from States requiring similar qualifications. The diplomas and certificates are revocable by the State board, for cause, after at least thirty days’ notice for opportunity of defense. 1668 EDUCATION REPORT, 1897-98. The State superintendent prepares questions and prescribes regulations for county examinations. The county superintendent holds one regular public exam¬ ination and not to exceed three special examinations annually. Candidates must be 18 years of age. pass examination in common English branches, civil govern¬ ment, temperance, theory and practice of teaching, State constitution, and so much of the general school law as relates to teaching. Fee, $1, for institute fund. The county superintendent issues certificates of three grades: First, to those of one year's experience, valid three years throughout the State on filing a copy in the office of any county superintendent where the holder desires to teach; second, valid two years; third, valid one year; also, temporary certificates, valid in a specified district and only to the next public examination. He may revoke county certificates for cause, but not without opportunity for a personal hearing. Illinois, 1896. — The (elected) State superintendent, upon public examination, on such terms and by such examiners as the superintendent and the principals of the State universities prescribe, grants State certificates valid in every county and every school district in the State, and of two grades — the higher for life; the lower for five years — revocable by the superintendent on proof of immoral or unprofes¬ sional conduct. (Compare with local examinations below.) The (elected) county superintendent, upon examination in common English branches and temperance, issues certificates of two grades: First, valid two y.ears; second, valid one year; also, special certificates limited in validity to the special study named on the certificate. He may renew certificates by indorsement and may revoke them for just cause. Candidates must be: Males, 18 years; females, 17 years of age. School districts having a population between 1,000 and 100,000, not under spe¬ cial charters, elect boards of education required to examine teachers as supple¬ mental to any other examination. The peculiar requirement of the last-named examination led to a correspond¬ ence with S. M. Inglis, the State superintendent, whose statements are best given in extracts from two letters. Under date of December 6, 1897, the superintendent wrote the Commissioner of Education: By Article VI, section 10, of the school law, boards of education in districts exceeding 1,000 in population have the authority to examine teachers as supple¬ mental to any other examination, but such examination does not take the place of the examination required by the county superintendent or the State superin¬ tendent. There are 48 districts in the State acting under special charters. * * * Unless otherwise provided by such charters, every teacher in the State, in order to draw public money, must possess either the certificate of the county superintendent or that of the State superintendent. Under date of December 13, 1897, he wrote: A teacher holding a State certificate or a countv certificate is subject to the local examination, under Article VI, section 10. provided the local boards require it. So far as I know, the local examinations seldom occur, * * * the local authorities seeming to construe these provisions as permissive rather than mandatorjx Indiana, 1895. — The State board of education, consisting of the governor (elected), State superintendent of public instruction, presidents of the State uni¬ versity, Purdue University, and the State normal school, and superintendents of common schools of “the three largest cities in the State,’ ‘grants State certificates to those possessing eminent scholarship and professional ability, valid to teach in any schools of the State, without further examination, for life. The examinations are conducted by the county superintendents in February, March, and April. February list: Arithmetic, geography, English grammar, physiology, United States history, reading. March list: Algebra, civil govern- teachers’ examinations and certificates. 1669 ment, American literature, science of education, and two of the following three — elements of physics, elements of botany, Latin (grammar, two books of Cfesar, two books of Virgil). April list: Geometry, rhetoric, general history, physical geography, and two of the following three — chemistry, geology, zoology. Applicants for life State license must have forty-eight months’ experience, six¬ teen in Indiana, and pay a fee of $3, in no case to be refunded. A person holding a thirty-six months’ license is exempt from the February list. Applicants for professional license take the March list only and pay no fee. They must have held two thirty-six months’ licenses and taught on them not less than five years immediately preceding the examination. The license is valid eight years throughout the State. A general average of 75 i>er cent with a mini¬ mum of GO per cent in any subject is required. An applicant failing to pass for life State license, but meeting the requirements of a professional certificate, is entitled to it if he reaches the required average for a professional certificate but falls below the standard in one subject. He may be conditioned on such subject and receive a professional license on the same condition as if he had originally applied for a license of this class. The temperance examination is obligatory for all licenses. The county super¬ intendent, appointed biennially by the township trustees, licenses successful appli¬ cants for six, twelve, twenty-four, or thirty-six months, according to the ratio of correct answers and other evidences of qualification given upon examination in branches taught in the common schools. In examinations for graded schools the superintendent may consider any special fitness and make on the certificate a statement of the work for which an applicant is specially qualified. A six months’ license is regarded as a trial license, not to be issued twice to the same person. A person who has taught six consecutive years in the common schools of the State, and who has a three years’ license, is exempt from examination so long as he teaches in the common schools of the county in which the current three years’ license was obtained; but if he suffers a period of a year to pass without teaching a full school year within it his exemption ceases at the option of the county super¬ intendent. The county superintendent may revoke county certificates for incompetency, immorality, cruelty, or general neglect of the business of the school. Iowa, 1897. — An educational board of examiners, consisting of the (elected) superintendent of public instruction, president of the State university, principal of the State normal school, and two persons, one a woman, appointed by the gov¬ ernor for terms of four years, holds annually at least two public examinations and issues — State diplomas. — Examination as for certificates, and in geometry, trigonom¬ etry, chemistry, zoology, astronomy, political economy, rhetoric, English litera¬ ture, general history, and such other branches as the board may require; valid for life; fee, $5. State certificates. — Examination, common English branches, physiology, alge¬ bra, botany, natural philosophy, drawing, civil government, constitution and laws of Iowa, didactics; valid, five years; fee, $3. One-half a fee is returned in case of failure. The net moneys are paid into the State treasury. The board is authorized to issue State certificates to graduates of the State nor¬ mal school, or of other State normal schools, or to holders of any State certificate of equal rank to those of Iowa, with thirty-six weeks’ experience; State diplomas to like persons with five years’ experience; also to issue State primary teachers’ certificates. All above are revocable on well-founded complaint entered by any county super¬ intendent. 1670 EDUCATION REPORT, 1897-98. The (elected) county superintendent, holding a first-class or State certificate or diploma conducts examinations monthly on the common English branches and temperance. Special certificates may be issued, covering only the branches named therein . Fee, $1, for the institute fund. Certificates are valid for a designated time, not exceeding one year. Applicants passing also in didactics, elementary physics, elementary algebra, elementary economics, with thirty-six weeks’ experience, have certificates for two years. Fee, $'i, for institute fund. Certificates are revocable, with opportunity for a hearing. Teachers failing to teach, temperance lessons as provided are to have their certificates revoked and he debarred from teaching one year. Kansas, 1897. — A State board of education, consisting of the State superin¬ tendent of public instruction, chancellor of the State university, presidents of the State agricultural college and the State normal school, and three appointed by the governor, with advice and consent of the senate, from those in school work in the schools of the State, upon critical examination, issues diplomas to those of two years’ experience in the State, superseding all other examinations by local boards, valid in every locality during the life of the holder, unless revoked, as well as certificates valid three years. The State board is authorized, on application, to examine the course of study and the work of any college or institution of like standing, and if approved as equal to the four years’ courses of study in the State normal school the board may accept passed subjects by graduates of such institution and of the State institu¬ tions in lieu of examination on the same subjects, but the parties are examined on the professional subjects in the normal-school course and such other subjects pre¬ scribed by the board as are not covered by their certified grades from the institutions. The board issues three-year certificates upon satisfactory examination as above, and at the end of three years, two of which have been spent in teaching, life cer¬ tificates are issued in lieu of the first. The board is further authorized to issue two grades — three years and five years — of State certificates of high qualification to such teachers as are found on exami¬ nation to possess the requisite scholarship, with evidence of good moral character, ability to teach, and skill to govern. When the papers show a lack of knowledge in common English branches the board is authorized to require a specific examination thereon. Certificates of other States, secured by an examination equivalent to that of the board, are recognized as a basis to issue like certificates. All life certificates become void if the holder should not be engaged in school work for three consecutive years, but may be renewed by the board of education. The board may cancel certificates on satisfactory proof of disqualifying condi¬ tions. A county board of examiners, consisting of the (elected) county superintendent and two competent persons, holders of first-grade or State certificates or diplomas of cue of the State institutions, appointed by the county commissioners on nomi¬ nation of the superintendent, for one year, holds examinations on the last Satur¬ day of January, October, and April, and at the close of the county institute, with questions prepared by the State board of education. Certificates of three grades are issued: First, age required, 18 years; experience, twelve school months; examination, common English branches, Constitution of the United States, bookkeeping, theory and practice of teaching, elements of nat¬ ural philosophy, temperance; general average, 90 per cent; minimum, 70 in any one branch; valid three years and. by indorsement of local superintendent, in any teachers’ examinations and certificates. 1671 county. Second, age 17 years; experience, three school months; examination as above, less bookkeeping and elements of natural philosophy; general average, 80 per cent; minimum, 60 per cent; valid two years. Third, valid one year. Temporary certificates valid till next regular examination may be issued by the county superintendent upon written request of a district board, upon examination and in case of necessity, but not to one who failed at the last public examination nor twice to the same person. Examinations are imperative for all county certificates, the temperance exam¬ ination specifically. The certificates, except temporary, are valid in the county, except in cities of the first and second class having their own boards of examina¬ tion. Ail are revocable by the board of examiners for cause. The diploma of the State normal school is a legal certificate valid for all common schools of the State, except, by the attorney-general's opinion, in cities of the first and second class. Kentucky, 1896. — The State board of examiners, consisting of the (elected) superintendent of public instruction and two professional educators appointed by him, upon examination issues certificates of qualification for county superintend¬ ents, State diplomas and State certificates to teachers, and prepares questions for examinations by county superintendents, submitting all series of examination questions to the State board of education for their approval. The State board of education consists of superintendent of public instruction, secretary of state, and attorney-general. State diplomas. — Age required, 24 years; experience, two years in the State; examination (personal) at the State capital last Wednesday of June and of August, in common-school branches, science and art of teaching, psychology, English liter¬ ature, algebra, higher arithmetic, geometry, physics, and elementary Latin; gen¬ eral average, 90 per cent; minimum in any subject, 70 per cent; valid in all schools maintained partly or wholly by the State till revoked or the holder shall fail for two successive years to he engaged in active school work; revocable by the State superintendent or, so far as his county is concerned, by a county superintendent; fee, $5, to be paid to the two appointive members of the hoard of examiners. State teachers ’ certificates. — Age required, 21 years; experience, two years; examination before county board of examiners in applicant's county, with ques¬ tions furnished by State board, in subjects as for State diplomas, except geometry, physics, Latin, on the same days in June and August as applicants for county certificates: average as for State diplomas; valid in common or graded schools of the State for eight years unless revoked or the holder shall fail for two successive years to be engaged in active school work; fee, §4, and registration fee for for¬ warding the answers ; revocable as diplomas. The (elected) county superintendent must hold a valid county certificate of the first class or a State certificate or diploma, which may be granted by examination before the State board or by a special county board consisting of the county judge, county clerk, and a person selected by them, upon questions furnished by the State board. The county board of examiners, consisting of the superintendent and two strictly moral and well-educated persons holding county certificates of the first class or \ State certificates or diplomas of literary institutions of high learning, appointed by the county superintendent, examines candidates 18 years of age, with questions prepared by the State board of examiners, upon the science and art of teaching, and the subjects in the common-school course including temperance. The papers of applicants for State certificates justifying the recommendation of the county hoard are transmitted to the State board, and certificates, upon approval by the latter, are issued as indicated previously. Three .classes of county certificates are issued: First, requiring an average grade of 85 per cent on subjects of the common-school course and science and art of teaching; minimum in any subject, 65 per cent; 1672 EDUCATION REPORT, 1897-98. valid four years. Second, average grade, 75 per cent; minimum, 55 per cent; valid two years. Third, average grade, 65 per cent; minimum, 50 per cent; valid one year. They are revocable by the county superintendent for incompetency, ineffi¬ ciency, immorality, or unworthiness as a teacher. Louisiana, 1894. — The governor, (elected) superintendent of public education, attorney-general, and six citizens appointed by the governor, one from each Con¬ gressional district, constitute the State board of education. It appoints parish boards of education. The diplomas of the State normal school and of the Peabody Normal School at Nashville, Tenn., entitle their holders to first-grade teachers’ certificates, valid throughout the State for four years, renewable by the State board of education. In parishes the parish superintendent (of either sex, elected by the parish board) and two competent persons to aid him, selected by the school board of the parish, form an examining board. When two or more teachers apply for the same posi¬ tion a competitive examination is required, the appointment to be given to the most competent. Fee for examination, $1 for institute fund, refunded in case of failure to pass. All teachers teaching “since three years ” are exempt from further examination. The temperance examination is obligatory. For a high-school or first-grade certificate the applicant must be found compe¬ tent to teach common English branches, elocution, rhetoric and literature, botany, philosophy, algebra, geometry, and such other studies of high grade as the local board deems necessary. A special certificate of this grade may be issued for speci¬ fied branches in any academic department. For a second-grade certificate the candidate is examined in the common English branches and elements of natural philosophy. For a third-grade, the common English branches. The certificates are revocable by the parish superintendent, subject to approval of the board, for incompetency, inefficiency, or unwortbiness. Maine, 1895. — The management of schools in every town devolves upon a super¬ intending school committee. This committee, upon examination in common English branches, temperance, elements of the natural sciences, especially as applied to agriculture, and such other branches as they desire to introduce in the schools, issues certificates valid one yea*, renewable. By indorsement they may give validity to any graded certificate issued by normal -school principals or by the State superintendent (appointed by the governor, with advice and consent of the council). Upon examination to test professional and scholastic abilities, the State superin¬ tendent issues probationary or permanent certificates indicating the grade of schools which the holder is qualified to teach. These certificates are to be accepted by local authorities in lieu of the examination by themselves. Maryland, 1894. — The governor, by and with the advice and consent of the senate, appoints at every session of the general assembly four persons, one from the Eastern Shore, who, with the governor and the princiijal of the State normal school, constitute the State board of education. In like manner the governor appoints a board of three county school commis* sioners for each county (six in each of four named counties), one-third every two years. The State board, on request of county boards, examines candidates for county examiner and may grant to teachers of long experience and established reputation professional certificates valid till revoked for cause. The board of county school commissioners elects a person not of their number secretary, treasurer, and examiner. Upon examination, and subject to sanction TEACHERS EXAMINATIONS AND CERTIFICATES. 1G73 of the board at its next meeting, the examiner issues certificates: First-grade examination, common English branches, bookkeeping, algebra, natural philos¬ ophy, with such other as added by the State board; valid five years. Second grade, common English branches; valid six months, to be extended to five years on satisfying the examiner of the proper qualifications. In the discretion conferred by the law the State board has added: For first grade, general history, including Constitution of the United States and constitu¬ tion of Maryland; physiology, plane geometry, theory and practice of teaching, laws and by-laws of public school system of Maryland. For second grade, history of Maryland, history of the United States, constitution of Maryland, Constitution of the United States, physiology, algebra to quadratics, geometry, one book of Wentworth or an equivalent, theory and practice of teaching, laws and by-laws of the public-school system of Maryland. The diploma of the normal school is accepted as a valid certificate. Any person holding a first-grade certificate or the diploma of a respectable college, or of a State normal school, having taught seven years, five in Maryland, may apply to the State board for a life certificate. Male applicants must be 19 years; female, 18 years of age. No examiner is allowed to charge any fees. All certificates are revocable for cause. Massachusetts, 1898. — The school committee of the town is to ascertain by personal examination the qualifications of candidates for teaching and their capacity for the government of schools. The diplomas of the State normal schools may be accepted by school committees of towns and cities in lieu of personal examination. By an act of April 28, 1894, provision was made for examination and certifica¬ tion of teachers by the State board of education, consisting of the governor, lieu- tenant-governor, and eight persons appointed by the governor with the advice and consent of the council, to test professional as well as scholarly abilities of candidates. Certificates are to be probationary or permanent, and indicate the grades of school to which they apply. School committees may accept the certificates in lieu of local examination. At date of this compilation provision has not been made for carry¬ ing the law into effect. Michigan, 189*3. — An (elected) State board of education, having charge of the State normal school, holds at least two meetings annually, at which teachers are examined. It grants certificates entitling the holders to teach in any public school of the State -without further examination, valid for life. Two years’ experience in the State is prerequisite except for graduates of the literary and scientific depart¬ ments of the university and of incorporated colleges of the State, who may receive the certificates upon examination. The certificate of completion of an advanced course of study at the normal school, setting forth the studies completed, operates as a life certificate. This document is distinct from a diploma of graduation. The board may grant teachers’ certificates without examination to those holding bach¬ elor's or higher degrees and with courses of study of at least a year in the science and art of teaching at an approved college, valid four years, which, upon three years’ experience in the State, may be changed for life certificates. Upon completion of the course in the normal school for rural and elementary schools the board issues a certificate valid for schools of the classes named for five years. This may be suspended or revoked by any board of education. The certificate of the proper faculty of the university to one graduating with a bachelor’s or higher degree and completing the pedagogical course is a life certifi¬ cate, valid anywhere in the State when filed or recorded with the local examiners. The questions for county examinations are prepared by the State superintendent of public instruction. 1674 EDUCATION REPORT, 1897-98. In each county the board of supervisors appoints two persons as a board of school examiners in connection with the (elected) commissioner of schools, who must be a graduate of a reputable college or equivalent institution, hold a State teacher’s certificate, or have held a first-grade certificate, within two years of elec¬ tion, or been county commissioner under the act, except in certain small counties, where a second-grade certificate suffices. The board of school examiners at appointed times, twice and not exceeding four times a year, upon examination in common English branches, temperance, and government, issues to persons 17 years of age certificates of three grades: First, experience required, one year — valid four years throughout the State by indorse¬ ment of the State superintendent and filing a copy in the county where used; sec¬ ond, experience, seven months — valid three years in the county; third, Class A, experience, three years in primary departments of graded schools — valid in such departments only; Class B— valid in any school in the county for one year, no more than three times to the same person. The board of examiners, without examination, may renew certificates of those who attained 85 per cent in all studies at two previous examinations, since which they have been continuously teaching in the county. The county commissioner, upon examination, may grant limited certificates for designated districts valid to the next public examination; not twice to the same person nor exempting the teacher from a full examination. Annual fee, $1 for male, 50 cents for female teachers — initial fee collectible by board of examiners, later payments by director or secretary of board employing the teacher — set apart as an institute fund in the hands of the county treasurer. In general, all licenses are revocable only by the authority issuing them, but they may be suspended within their jurisdiction by any board after opportunity for a personal hearing. Minnesota, 1897. — Permanent teachers of high character and broad scholarship and who have a successful experience may, upon examination by the State super¬ intendent, or by a committee of three competent teachers appointed by him, receive professional State certificates which shall entitle the holders to teach in any public school in the State without further examination: Provided , That no life certificate shall be in force after its holder shall permit a space of three years to lapse without following some educational pursuit, unless his certificate be indorsed by tho State superintendent: Provided further, That a graduate of a college or university of good standing in the State who has received a first-grade certificate and has taught with ability and success in any public school at least one year shall be entitled to a professional certificate from the State superintendent without further examination. The branches required for a professional State certificate are written arithme¬ tic, United States history, reading and elocution, English grammar; common and physical geography, with map drawing; mathematical geography and projection, school economy, physiology, algebra, natural philosophy, chemistry, composition and rhetoric, bookkeeping, plane and solid geometry, plane trigonometry, geology, zoology, botany, English literature, general history, political economy, intellec¬ tual philosophy, moral philosophy, logic, astronomy, civil government and school laws, history of education, and the theory and art of teaching. The diploma of a Minnesota normal school is valid as a State certificate for two years. After two years’ experience, by indorsement of the president of the normal school and the State superintendent, the diploma of the elementary course becomes valid for five years, and that of the advanced course for life. County superintendents, upon examination, issue certificates of three grades: First, a term of three months’ experience requisite, valid two years; second, valid ope year; third, valid in a specified district six months. teachers’ examinations and certificates. 1G75 Examination: Common English branches, temperance, and, for first grade, ele¬ mentary algebra, elementary plane geometry, physical geography, natural philos¬ ophy, civil government, theory and practice of teaching. Any city, town, village, township, or school district with not less than 500 inhabitants, unless consisting in whole or in part of one incorporated city, town, or village, and not above 6 miles square, may be organized as an independent district, with a board of three examiners appointed by the local board of educa¬ tion so that the term of one expires yearly, who may indorse the certificates issued by the county superintendent on examination made at their request. These examiners are authorised to conduct independent examinations. The county superintendent may cite a teacher to reexamination, and on being satisfied of defect in learning, character, or ability, or on refusal or neglect to attend, he is to revoke his certificate. Neglect to provide temperance instruction is to be deemed sufficient cause for annulling a teacher’s certificate. Local superintendents may suspend normal certificates. County superintend¬ ents and boards of examiners in independent districts have power to revoke cer¬ tificates issued by them, subject to appeal to the State superintendent. Mississippi, 1894. — The board of education, consisting of the secretary of state, attorney-general, and (elected) superintendent of public instruction, appoints a board of three examiners, of whom two are graduates of colleges or teachers with first-grade certificates, to examine all candidates for county superintendent on subjects required for first-class certificates and on the school law. Prerequisite fee, $5, equally divided between members of the board of examiners. The hoard of education is empowered to issue professional licenses to teachers of recognized ability upon examination in algebra, geometry, rhetoric, English literature, elements of botany and of chemistry, science of teaching, civil govern¬ ment, Latin (through Caesar and Virgil). The State superintendent prepares questions for county examinations. The county superintendent, appointed by the State board of education, and two first-grade teachers, one appointed by the county school board, the other by the supervisors, constitute a board of examiners. No teacher of a normal or training school is to be on the board. The county board issues licenses of three grades: First, to those 17 years of age — examination as below, and history of Mississippi, elements of natural philosophy, civil government; those of 85 per cent general average valid two years, those of 90 per cent valid three years, renewable in the county as long as the holder continues to teach, and after five years’ teaching under first grade the teacher is exempt from further examination; experience, six months. Second, examination common English branches and temperance, but a certificate is not to be withheld for fail¬ ure on the latter; general average, 75 per cent; minimum in any branch, 50; valid one year. Third, examination as second; general average, 60 per cent; minimum, 40; valid one year. The county superintendent may suspend or remove any teacher for disqualifica¬ tions, and has the same power as a justice of the peace to issue subpoenas for wit¬ nesses for inquiry or trial. For good cause he may revoke a license, upon trial, after ten days’ notice to the teacher of the charges, with right of appeal to the State board of education. Missouri, 1897. — The (elected) State superintendent of public schools is author¬ ized, on examination, to grant certificates exempting from further examination by any examiners, without any fee, and revocable for incompetency, cruelty, immorality, drunkenness, or neglect of duty-. The normal diploma for the “ advanced course” has the force of a permanent State certificate, revocable like preceding. 1676 EDUCATION REPORT, 1897-98. The normal diploma for the “elementary course,” hearing the names of the studies completed and the grade in each, is a valid State certificate for two years, revocable as preceding. The normal diplomas are from the normal schools, the normal department of the State University, and Lincoln Institute. An institute is required annually in each county. A county institute board of examiners, consisting of the county commissioner and the conductors and instruct¬ ors of the institute, no minimum being below 50, issues certificates of three grades: First, examination same as second and the third years’ work of the institute course; average, 90 per cent; required experience, one year; valid three years. Second, examination same as third and the second years’ work of the institute course; average, 85 per cent; valid two years. Third, examination, common Eng¬ lish branches, civil government, temperance, first year's work of the institute course; average, 80 per cent; valid one year. The county commissioner on examination, preceded by payment of a fee of $1.50, issues certificates of two grades: First, examination same as second, and etymology, algebra, zoology, rhetoric, botany, geometry, physics, literature; aver¬ age as below; valid two years. Second, examination, common English branches, civil government, theory and practice, temperance; average, 80 per cent; mini¬ mum, 60 per cent; valid one year. Certificates are revocable for causes named heretofore, on satisfactory proof furnished the commissioner, all charges to be preferred in writing and signed by the party bringing the accusation. Montana, 1895. — The State board of education, consisting of the governor (elected), state superintendent of public instruction, attorney-general, and eight others appointed by the governor, by and with the consent of the senate, grants: Life diplomas— Examination, same as State diplomas, and elements of botany, geology, political economy, zoology, general history; experience, ten years. State diplomas — Examination, a first-grade county certificate, with English literature, mental philosophy; experience, five years; valid six years. A State or a life diploma may be granted to any graduate of the State normal school or of the State University after sixteen months’ experience in the public schools of the State; also to graduates of other educational institutions in or out of the State, on conditions established by the State board. The State superintendent may revoke a State or a life diploma for incompetency or immoral conduct, after serving the holder with a written statement of the charges and giving him opportunity for defense before the State board. The State superintendent prepares all questions for the county superintendent, who must hold a certificate of the highest county grade and have twelve months’ experience in the State. The (elected) county superintendent issues to candidates 18 years of age, who have paid $1 fee for institute fund, certificates of three regular grades: First, examination same as second, and American literature, natural philosophy, plane geometry; experience, twelve months; valid three years, and in any county in the State on registry therein and payment of fee. Second, examination same as third, and civics of the United States and of Montana, physical geography, ele¬ mentary algebra; valid in the county two years. Third, examination, common English branches, theory and practice; valid one year. A temporary certificate, good to the next regular examination, not more than once to the same person, is permitted. Special certificates for penmanship, music, drawing, a modern language, limited to the branches specified, valid three years, are issued on request of district boards. County certificates are revocable by the county superintendent for causes com¬ prising crime against the State law, incompetency, and neglect of duty. teachers’ examinations and certificates. 1677 Nebraska, 1897. — Upon examination by the State superintendent, or a com¬ mittee of three competent teachers appointed by him, permanent teachers of high character and broad scholarship, with due experience, receive professional State certificates, valid for any public school in the State, without further examination. Graduates of colleges and universities of good standing, who have received cer¬ tificates of the first grade and who have taught in any high school in the State three years, are entitled to professional certificates without further examination. The (elected) county superintendent issues certificates of three grades: First, examination same as second, and algebra, geometry, and natural philosophy; experience, one year; valid two years. Second, examination same as third, and history of the United States, civil government, bookkeeping, blackboard drawing, theory and art of teaching; valid one year. Third, examination, common Eng¬ lish branches and physiology; valid in a specified district not more than six months, no person to receive more than three. The temperance examination is required of all teachers. Any authority conferring certificates may revoke them, but the county superin¬ tendent can only report to other authorities regarding certificates issued by them that they ought to be revoked, assigning reasons therefor. A student of the State normal school, having completed the common-school course, receives a certificate valid throughout the State for two years; with the higher course, completed, receives a diploma, valid three years, and after teaching the equivalent of two annual terms of six months each, duly certified, receives an additional diploma good for life. A graduate in the higher course with three years’ previous experience is entitled to a life diploma on graduation. To be valid locally, State certificates or diplomas are registered in the county where they are to be used, with a fee of $1 for the institute fund. Life diplomas are void after the holders permit a space of three years to lapse without following some educational pursuit, unless indorsed by the acting State superin tendent. Nevada, 1893. — The State board of education, consisting of the governor, (elected) superintendent of public instruction, and attorney-general, grants: Life diplomas on same conditions as educational diplomas, except requiring ten years’ experience; educational diplomas to such as have held a State certificate or a first- grade county certificate one year, with five years' experience, valid six years; State certificates upon an appeal only after examination by a county superintendent, and on his recommendation renewing a certificate or making it valid throughout the State. The State board may grant to the holder of a life certificate of any State, or diploma of any State normal school who has taught continuously since issuance of his diploma or certificate, a State certificate without examination. The board grants to graduates of the normal department of the State Univer¬ sity a first-grade State certificate, valid five years; and to those holding these certificates after four years’ experience in any Staie life diplomas. The regents of the university may issue elementary diplomas to those complet¬ ing at least two-thirds of the normal course upon which the State board is to issue second-grade State certificates, valid for such period as deemed proper, in their dis¬ cretion. The State board prepares all questions for county examinations. A county board of examination, consisting of the (elected) county superintend¬ ent and two competent persons appointed by him, grants to those who have passed examination upon the branches pursued in the respective grades: Certificates of the first grade for unclassified grammar and high schools, valid three years; sec¬ ond grade, for primary schools, valid two years. The holder of a life certificate of any State or a California State Normal School diploma issued within five years receives a county certificate without examination. 1678 EDUCATION REPORT, 1897-98. New Hampshire, 1895. — The State superintendent of public instruction, appointed by the governor, holds examinations, through such persons and in such manner as he may designate, to test professional and scholastic abilities of appli¬ cants. To those passing in branches required to be taught and such other respects as the superintendent requires he issues either probationary or permanent cer¬ tificates, indicating the grade of school in which the holders are qualified to teach. Local school boards are required, upon examination, to issue certificates, "valid not more than one year, to those passing satisfactorily in branches prescribed by law, including temperance for all schools above the primary. They may accept certificates issued by the State superintendent in lieu of a local examination. New Jersey, 1895. — The State board of education consists of two members from each Congressional district, appointed by the governor. The State superintendent of public instruction, appointed by the governor, is ex officio secretary of the State board of examiners. The State board of examiners, consisting of the State superintendent and the principal of the State normal school, grants certificates, under regulations pre¬ scribed by the State board of education, valid in any part of the State for schools not higher than the grade specified in the certificate. The county board of examiners, consisting of the county superintendent (appointed by the State board of education) and a number of teachers, not exceed¬ ing three, holding State or first-grade county certificates, acts in accordance with regulations prescribed by the State board. Under the regulations the required minimum average in any subject is 70 per cent. The diploma of a college in good standing is accepted in lieu of examination in prescribed academic subjects. The State board may indorse the diploma of any normal school or training col¬ lege or permanent certificate of another State deemed equivalent in requirements to those in New Jersey, giving the document full force in the State. Any board of examiners accepts certificates of any grade, except third-grade county, carrying a general average of 85 per cent in lieu of examination on the topics specified, provided the holder has been continuously teaching since its issue. Special certificates may be issued valid three years for subjects specified. The State board of examiners, with two examinations yearly, grants State certifi¬ cates of three grades: First, age, 25 years; experience, 5 years; examination same as second grade; valid for life for any school in the State. Second, age, 21 years; examination same as third grade, with philosophy of education, principles of manual training, and physical culture; valid ten years in any school, renewable without reexamination. Graduates of the State normal school who have com¬ pleted the three years’ course are entitled to a second-grade State certificate, good for life. Third, age, 20 years; examination same as first-grade county certificate, with psychology, plane and solid geometry, chemistry, geology, botany, free¬ hand drawing; valid seven years, like preceding. The third-grade State certificate is deemed to rank next above a first-grade county certificate. The temperance examination is obligatory for all certificates. County superintendents issue certificates of three grades: First, age required, 20 years; experience, two years; examination same as second, with algebra, physics, history of education, Constitution of the United States, school law of New Jersey; valid in any school or department in the county for five years; renewable without reexamination. Second, age, 19 years; experience, one year; examination same as third, with English composition, physiology, history of the United States, book¬ keeping; valid three years for any school or department not above grammar grade. Third, age, 18 years; examination, common English branches, with theory and teachers’ examinations and certificates. 1679 practice and temperance; valid one year in ungraded or primary school; not issued to the same person more than once. Every county certificate shows the average made in each study. Any certificate may be revoked for cause by the board issuing it, or by the State board of examiners. New Mexico, 1895. — Diplomas of graduates of the normal schools, the Territo¬ rial university, the school of mines, the agricultural college, and teachers’ gradu¬ ate diplomas of St. Michael’s College are valid first-class certificates in all counties. The (elected) county superintendent, with two competent persons appointed by the judge of the district court, issues certificates of three years, upon such examination as prescribed by the Territorial superintendent (appointed by the governor) . New York, 1898. — The State superintendent of public instruction (elected by joint ballot of the senate and assembly), upon examination, may grant certificates of qualification valid in any public school of the State; without examination, may issue to graduates of colleges and universities, with three years’ experience, a so-called “college graduate’s certificate;” may indorse normal school diplomas, or State certificates from any other State, giving them the validity of diplomas and certificates issued in the State; may issue temporary licenses, limited to a school commissioner’s district or to a school district, for a period not exceeding six months. The diploma of a State (New York) normal school is a valid certificate for com¬ mon schools. The following statements are important in this connection: About 3,000 State certificates, valid for life, were issued previous to 1875, without exam¬ ination. Since 1875 no such certificates have been issued, except on thorough examination; 623 certificates have been awarded. Fifteen districts, organized by special acts before the adoption of any general standard of qualification in the law, claim the right to examine and license teachers employed therein. ‘ ‘ In some cities even State certificates and normal- school diplomas are not accepted. This action can not be justified.” (Forty- third Annual Report State Superintendent New York, year ending July 31, 1896, pp. xx-xxii. ) The (elected) school commissioner in each commissioner district (from one to three districts in a county), upon examination under regulations prescribed by the State superintendent, issues certificates of qualification. All candidates must be 18 years of age. The temperance examination is universally obligatory. The State superintendent, on cause shown to his satisfaction, may annul any certificate or normal diploma and may reconsider and reverse his action. The district commissioner, on examination of charges, with opportunity afforded the teacher for defense, may annul any certificate and declare the holder unfit to teach if charges are sustained. From January 1, 1897, it has been required that any person to be licensed to teach primary and grammar schools in any city authorized to enqploy a superin¬ tendent of schools shall have three years' experience or have graduated from a three years’ course in a high school or academy or equal institution approved by the State superintendent, and also have graduated from a school or class for pro¬ fessional training of not less than thirty-eight weeks, in lieu of which may be accepted a State normal diploma or a State certificate, obtained on examination. The board of education of any city, except the city of New York, and of any village with a superintendent, is authorized to maintain a normal school or class not less than thirty-eight weeks in any school year. Boards of education in cities of the first and second class, through a hoard of examiners, are authorized to issue local high-school, grammar, and primary cer¬ tificates, valid one year and renewable; temporary certificates, valid to next reg¬ ular examination, not renewable; special certificates for special branches, all revocable for causes named in previous cases. 1680 EDUCATION REPORT, 1897-98. North Carolina, 1897. — The State board of examiners — consisting of the State superintendent as chairman and three professional teachers appointed by the State board of education — has power to grant first-grade life certificates. The board furnishes the questions to county supervisors for candidates and grades the answers. Prerequisite to examination is a fee of $5 for the general school fund of the county. To be kept valid the certificate must be renewed every five years upon an affidavit of having taught since the last renewal. No fee is required for renewal. The graduates of Peabody Normal College, Nashville, Tenn., in the degree of licentiate of instruction or higher, are recognized as certified for life as teachers in any and all public schools. Certificates are revocable for cause. A county board of education — consisting of three men of good business qualifications, known to be in favor of public edu¬ cation, elected by the board of county commissioners — with the clerk of the superior court and the register of deeds elects a county supervisor of schools, a practical teacher or with at least one year’s experience. The supervisor examines teachers on prepayment of a fee of $1 for regular quar¬ terly days and $1.50 for any other day, paid into the general school fund of the county. The subjects are the common English branches and temperance. No certificate is to be issued to an applicant making less than 50 per cent in any one branch. A general average of 90 per cent and over entitles the applicant to a first-grade certificate; a general average of 80 to 90 per cent, to a second grade. Certificates are valid for one year. North Dakota, 1896. — The (elected) superintendent of public instruction, the holder of a State certificate of the highest grade issued in some State, or a graduate of a reputable university, college, or normal school prepares or causes to be pre¬ pared all questions for examination of teachers, county and State, and prescribes the scale of marking. He may issue a State certificate valid for life, known as a professional certificate, qn examination, to a candidate of five years’ experience, or to a graduate of the four years’ normal college course in the University of North Dakota with three years' experience, without examination. If the holder of a professional certificate ceases for the space of three years to be engaged in active educational work he is liable to reexamination and to can¬ cellation of his certificate under rules prescribed by the State superintendent. The State superintendent may issue, with or without examination in his discre¬ tion, to a graduate of a normal school in the State or elsewhere with two years’ experience, a normal certificate valid throughout the State for five years. A grad¬ uate of the four years’ normal course in the University of North Dakota with one year’s experience may receive this diploma without examination. Fee for above certificates, $5, to be used for teachers' reading circles. The (elected) county superintendent issues certificates of three grades: First, age required, 20 years, experience, twelve months; examination, same as second, and physical geography, elements of natural philosophy, physiology, geometry, algebra; valid three years. Second, age required, 18 years; examination, same as third, and theory and practice of teaching; valid two years. Third, age required, 18 years; examination, common English branches, temperance. Fee, $1, for county institutes. All certificates are revocable for cause, generally with opportunity for defense. Revocation is mandatory for neglect to teach the temperance lessons. Ohio, 1897. — A State board of examiners, consisting of five competent persons appointed by the (elected) State commissioner, upon examination and profes¬ sional experience, issues three grades of life certificates for different grades of TEACHERS7 EXAMINATIONS AND CERTIFICATES. 1681 schools according to branches taught therein, valid without other examination throughout the State. Fee, $5. In each county the probate judge appoints a board of three examiners, including two teachers, using in their option questions prepared by the State commissioner and the secretary of the State board of examiners. This board issues certificates valid for one, two, or three years in the county outside city and village districts that have boards of examiners; also certificates valid five years, renewable upon examination and three years’ recent experience; also special certificates for spe¬ cial studies and for primary departments. Temperance examinations are uniformly required. Fee, 50 cents. All certificates are revocable for good cause. Revocation is mandatory for willfully refusing or neglecting to teach the temperance lessons. “ Oklahoma, 1897. — A Territorial board of education, consisting of the Territorial superintendent of public instruction (appointed by the governor, with advice and consent of the Territorial council) , president of the Territorial normal school, president of the University of Oklahoma, and one county superintendent, appointed by the governor, issues Territorial certificates and diplomas and prepares questions for county and city examinations. In each county is a board of examiners composed of the superintendent and two competent persons, holders of first-grade certificates, Territorial certificates, or graduates of some State university , normal school, or agricultural college, appointed by the county commissioners on nomination of the superintendent. County certificates are of three grades: First, age required, 20 years; experience, twelve months; examination, same as second, and bookkeeping, natural philoso¬ phy; general average, 90 per cent; minimum in any branch, 70; valid three years. Second, age required, 18 years; examination, same as third, and civil government; general average, 80 per cent; minimum, 60; valid two years. Third, age required, 16 years; examination, orthography, reading, writing, English grammar, compo¬ sition, geography, arithmetic, United States history, physiology and hygiene, the¬ ory and practice of teaching; general average, 70 per cent; minimum 50; valid one year. Also, temporary certificates, valid till next regular examination in a designated ' district, only once to the same person. Fee, $1, for institute fund. Revocable for cause. Oregon, 1898. — A State board of education, consisting of the governor, secre¬ tary of state, and (elected) superintendent of public instruction, on examination, grants: Life diplomas, valid in any public school; fee, $10. State diplomas, valid, as above, for six years; fee, $6. State certificates: First grade, valid, as above, for two years; fee, $4. Second grade, valid, as above, for six months; fee, $2.50. These are the equivalents of county certificates of like grade, except in area of validity. The fees constitute a fund to pay expenses of professional teachers invited to act as assistants in the examinations. The board may issue, in its discretion, without examination, diplomas and cer¬ tificates to persons presenting diplomas and certificates of like grade and kind from other States. All the above are revocable for immoral or other unprofessional conduct. By rules of the State board the requirements are: For life diplomas, examination same as State diplomas; general average, 90 per cent; minimum in any branch, 75. ED 98— — 106 1682 EDUCATION REPORT, 1897-98. For State diplomas, examination same as first grade certificates, and Constitu¬ tion of the United States, general history, plane geometry, English literature, nat¬ ural philosophy; general average, 85 per cent; minimum, 75. For first-grade certificates, examination same as second grade, and algebra, bookkeeping, composition, and school law of Oregon; general average, 85 per cent; minimum, 60. For second-grade certificates, examination common English branches and theory and practice of teaching; temperance; general average, 75 per cent; minimum, 50. < By the law teachers with first-grade county certificates and three years’ experi¬ ence, fees paid, are entitled to first-grade State certificates without further exam¬ ination; those with State certificates and four years’ experience, fees paid, and (county) examination in bookkeeping, composition, and physical geography, are entitled to State diplomas; those with State diplomas and six years’ experience, fees paid, and (county) examination in algebra, English literature, State school law, and general history, are entitled to State life diplomas. Persons 21 years of age, or, if females, 18 years of age, at least one year in nor¬ mal school, having completed the course and passed examination thereon, with six years’ experience, and fees paid, are entitled to life diplomas. All graduates of the State normal school are authorized to teach in any public school in the State. A county board of examiners, consisting of the (elected) county superintendent and two competent persons appointed by him, upon examination in the same branches as for State certificates, and marking on the certificates the standing in each branch, issues three grades of certificates, no grade renewable or to be issued to the same person twice, valid only in the county: First, age required, 18 years; experience, twelve months; general average 90 per cent; minimum in any branch, 70; valid three years. Second, age required, 17 years; experience, three months; general average, 80 per cent; minimum, 60; valid two years. Third, general average, 70 per cent; minimum, 40; valid one year. Fee, $1, for institute fund. The county superintendent may issue a temporary certificate, in case of neces¬ sity, good to next regular examination, not twice to the same person, nor to one who failed at the last regular examination. Fee, $2.50, for institute fund. Pennsylvania, 1896. — The (State) superintendent of public instruction (ap¬ pointed by the governor and confirmed by the senate) issues permanent certifi¬ cates to teachers holding professional certificates, with applications duly indorsed by boards of directors in whose employ they have taught the last three years, and the county superintendent, and by a committee of three practical teachers hold¬ ing valid certificates, appointed by the State superintendent as examiners, with or without examination, in their discretion, valid locally, with provision for valid¬ ity for one year in any part of the State, and permanently thereafter. He also, without examination, grants permanent State certificates to graduates of reputa¬ ble colleges with courses of study not less than four years, 21 years of age, and with three years’ experience in the public schools of the Commonwealth. A board of examiners, consisting of the State superintendent, 2 principals of nor¬ mal schools, and 2 to 6 local superintendents, selected by the State superintendent, examines candidates for graduation in the normal schools, giving normal elemen¬ tary certificates setting forth expressly the branches in which each is found quali¬ fied, including theory but not practice of teaching; also examines teachers of three years’ experience in like manner for practical teachers’ State certificates of scholar¬ ship; the certificates valid throughout the State without further examination and with the privilege of additional indorsement of the fact when an additional sub¬ ject has been passed, including practice of teaching, after full graduation and two teachers’ examinations and certificates. 1683 years' experience, becoming a master's normal certificate, or three years’ experi¬ ence for those not normal graduates, becoming a full practical teacher’s State certificate. The local superintendent must possess a diploma of a reputable college, a State normal school, a professional certificate, or a certificate of competency from the State superintendent, and have had successful experience in teaching within three years of his election. The county superintendents are elected by the school directors (of the towns) . All certificates show the branches passed and the proficiency in each. The tem¬ perance examination is obligatory for all certificates, and any school committees or boards of control failing to provide for instruction in temperance for all pupils in all departments of public schools and for institutions supported wholly or in part by money from the Commonwealth forfeit their share of the State appropriations. Local superintendents issue two grades of certificates: Professional, to those with thorough knowledge and successful experience; valid one year after the term of the superintendent issuing it, and renewable without examination. Provi¬ sional, to those with fair knowledge of the (elementary) branches and theory and practice of teaching, or to those with thorough knowledge but little or no experi¬ ence; valid one year. Certificates are revocable on ten days’ notice. “ The words of the law, taken lit¬ erally, confer the arbitrary power without reason assigned or hearing. But no person fit for that responsible office [county superintendent] will attempt to exercise it in such manner. ” 1 Rhode Island, 1898. — No person shall be employed to teach, as principal or assistant, in any sciiool supported wholly or in part by public money unless such person shall have a certificate of qualification issued by or under authority of the State board of education. The State board of education shall hold or cause to be held in such places in different parts of the State, and at such times as they may determine, examina¬ tions for the position of teacher in the public schools of this State, and said board of education is hereby authorized to issue certificates of qualification, which shall be valid throughout the State for the grade and time specified therein. Said board of education may at any time annul, for cause, any certificate issued by them after due notice to the holder thereof, and an opportunity for a hearing, if desired. Said State board of education may, in their discretion, issue certificates of qual¬ ification, without examination, to persons who have taught in the public schools in this State for three or more years upon their filing with said board a written appli¬ cation approved by the school committee of the town where the applicant shall have taught the greater part of the three years next preceding the date of the application. South Carolina, 1898. — The State board of education — consisting of the gov¬ ernor, (elected) State superintendent of education, and seven persons, one from each Congressional district, appointed by the governor — prescribes rules for the examination of teachers, grants State certificates, and revokes them for immoral or unprofessional conduct, profanity, or evident unfitness for teaching. Gradu¬ ates of the Memminger Normal School, Charleston, are not required to have certificates except as required by the board for the city of Charleston. A county board — consisting of the superintendent (elected) of education and two other persons, appointed by the State board and qualified to hold first-grade cer¬ tificates — examines teachers and gives certificates under regulations of the State 1 Common-school laws of Pennsylvania and decisions of the State superintendent, 1896, No. 173, p. 243. 1684 EDUCATION REPORT, 1897-98. board. A full diploma from any chartered college or university in the State, or the Memminger Normal School exempts from examination as to qualification. By the rules of the State board, teachers’ State certificates are issued to can¬ didates 20 years of age who pass satisfactory written examination or present full diplomas from some college or university of standing satisfactory to the board; valid throughout the State for two years; renewable. Applicants before county boards are examined in common English branches, history of South Carolina, temperance, theory and practice of teaching, elementary algebra, drawing, English literature, and vocal music, with questions furnished by the State board. There are two grades of teachers’ county certificates. First, general average, 80 per cent; minimum on any branch, 50. Second, Class A— average 80, minimum 50; Class B — average 70, minimum 40. Candidates must be 18 years of age. Certifi¬ cates are valid two years. First, renewable; second, renewable only when holder attends a teachers’ institute; B, not renewable. The county board may recognize certificates issued in other counties. Certifi¬ cates are revocable by the authority issuing them, for immoral or improper conduct or evident unfitness for teaching. Universities and colleges are authorized to provide a course of study, to be approved by the State board of education, on completion of which the degree of Licentiate of Instruction is to be given the student, and the presentation of the diploma for this degree to a county board of education will entitle the holder to a first-grade teachers’ certificate to teach in the public schools of the county. South Dakota, 1893. — The State superintendent prepares all questions for ex¬ amination of teachers by county superintendents, and has power to grant State certificates and State diplomas, with examinations at least twice each year. A State diploma is valid for life. Candidates must have ten years’ experience; present the diplomas of the institu¬ tion of which they are graduates or be examined in branches selected by the State superintendent; be examined more or less fully in theory and practice, according as they are or are not graduates of reputable normal schools; be examined in two subjects, selected from geometry, trigonometry, astronomy, chemistry, zoology, or geology; also in two from English literature, rhetoric, general history, political economy, or psyschology. Each writes a thesis of 3,000 to 5,000 words upon a topic in one of the branches under examination; submits a thesis on a professional sub¬ ject chosen by the superintendent. Fee, $10. A State certificate is valid five years in any of the common schools of the State, including those in cities and towns. Candidates must have three years’ experience, pass examinations in algebra, geometry, natural philosophy, physiology, and hygiene, drawing, civil government, general history, and American literature. The judgment as to English grammar, orthography, and penmanship is based upon the papers submitted. The diploma of one of the State normal schools entitles the holder to receive the State certificate free of charge. Usual fee, $5. The fees above are for the State teachers’ reading-circle fund. State certificates and diplomas are revocable by the State board of education. County superintendents, after examinations, held quarterly, issue certificates of three grades: First, required age, 18 years; examination same as second and cur¬ rent events, bookkeeping, American literature, drawing; valid in every county; issued by the State superintendent on approval of the marking of the county super¬ intendent. Second, required age, 17 years; examination same as third and civil government, didactics; valid one year in the county. Third, examination, common English branches, temperance; valid one year or less in designated schools. Fee, $1; for county institute fund. teachers’ examinations and certificates. 1685 Revocable, after opportunity for a fair hearing, for causes, including neglect to attend county institute. In cities and other independent districts "teachers engaged exclusively in teach¬ ing music or other specified special subjects are not required to hold a county certificate. Tennessee, 1895. — The State superintendent of public instruction — a person of literary and scientific attainments and of skill and experience in the art of teach¬ ing, nominated by the governor and confirmed by the Senate — prescribes the mode of examining and licensing teachers and their necessary qualifications. The county superintendent, of like qualifications as the State superintendent, selected by the county court, examines candidates and issues certificates as indi¬ cated by the State superintendent. The temperance examination, includ ing the effect of cigarette smoking on the human system, is obligatory. Diplomas of graduation from normal schools of the State are valid as State licenses and exempt the holders from further examination. Texas, 1897. — The (elected) State superintendent of public instruction is author¬ ized to appoint a State board of examiners, not less than three competent teachers, to serve during his pleasure. Teachers holding diplomas from a Texas State normal school, the Peabody Nor¬ mal School, at Nashville, Tenn., the North Texas Normal College, Denton, Tex., or Coronal Institute, San Marcos, Tex., may teach in the schools of the State during good behavior, their diplomas ranking as life certificates. Teachers holding first-grade certificates from a Texas State normal school may teach four years from the dates; teachers holding similar certificates of second grade may teach two years from dates; teachers holding Texas Summer Normal School certificates may teach four years, exempt from any examination. Diplomas conferred, by the regents of the University of Texas on students com¬ pleting some degree course, and also the degree course of the School of Pedagogy, have the force of permanent State certificates. Certificates issued by the School of Pedagogy to students completing the advanced or special professional or graduate course have the force of first-grade State certi¬ ficates for four years. Certificates so issued to those completing the junior course have the force of like certificates for one year. ) Any teacher of three years’ experience in Texas holding a diploma of the degree of bachelor of arts, bachelor of science, bachelor of letters, or a higher degree from any first-class college or university may receive a permanent State certificate. All the above are good throughout the State and during good behavior where no limitation is specified. A county superintendent may be elected, as provided, by the commissioners’ court; the county judge in a county without a superintendent acts as superin¬ tendent. The county suj>erintendent appoints a county board of examiners of three white teachers holding first-grade certificates to serve during his pleasure. Previous to examination each candidate must satisfy the county superintendent that he can speak and understand the English language sufficiently to use it easily in conversation and in giving instruction, and pay a fee of $8. The candidate must present a recommendation of the superintendent to the examiners. The county board of examiners uses questions prescribed by the State superin¬ tendent, and on its recommendation the county superintendent issues certificates of four grades: Permanent, Experience required, three years; examination same 1686 EDUCATION REPORT, 1897-98. as first grade and history of education, general history, psychology, English and American literature, chemistry, solid geometry, plane trigonometry, elementary double-entry bookkeeping; general average 85 per cent, minimum on any subject 50; valid during good behavior. First, examination same as second, and physics, algebra, elements of geometry, constitutions of the United States and Texas, ele¬ ments of mental and moral science; general average 85 per cent, and minimum 50; valid four years, but void if the holder withdraws two years or more from school work; with general average 75, minimum 50, valid two years. Second, examination same as third, and United States history, elementary principles of civil government, physical geography; with general average 75 per cent, mini¬ mum 50, valid two years; with general average 85, minimum 50, valid four years. Third, examination common English branches except United States history, Texas history, elementary physiology, and hygiene and the laws of health with special reference to narcotics, school management and methods of teaching; general aver¬ age 70 per cent, minimum 50; valid one year, in no case out of the county of issue. A city or town of 500 scholastic population — that is, an independent district with a local tax for education, a system of free schools nine months yearly, and a superintendent — may have a city board of examiners, consisting of the local superintendent and two teachers appointed by him, authorized to issue certificates — valid in the city, but rendered valid for any other city by due indorsement of local authorities — permanent and temporary, three classes of each: High school, intermediate, primary. Teachers of special branches not in the list required for State certificates need no certificates. There is provision for making county certificates valid throughout the State through cooperation of the county superintendent, the State superintendent, and the State board of examiners with the county board of examiners, in which case $1 of the fee is forwarded to the State superintendent. The balances of fees, after paying expenses of examination and any deduction for transmission to the State superintendent, are divided among the examiners. Any certificate may be canceled by the authority issuing it, provided the holder shall have opportunity to be heard, with right of appeal to the State superintend¬ ent and to the State board of education. Utah, 1898. — The State board of education, consisting of the (elected) State superintendent of public instruction, the presidents of the University of Utah and of the Agricultural College, and two other persons of large experience and eminent professional standing, appointed by the governor, by and with the consent of the senate, issues diplomas of two grades: State high school, State grammar; also State grammar certificates valid in any county, city, town, or school district. The high-school grade State diploma is valid for any department; the grammar grade and the State certificate are valid in grammar and primary departments; diplomas, for life; certificates, for five years. All candidates must be 20 years of age with two years’ experience in the State. They are required to show by examination or other evidence high scholarship in common English branches, political and physical geography, physiology, algebra, physics, rhetoric, drawing, plane geometry, botany, English literature, general history, civil government, history and science of education, psychology. The grammar-grade candidates are also tested in nature studies; the high-school grade in solid geometry and any three of the following: French, German, Latin, Greek, trigonometry, zoolog}7, biology, mineralogy. Normal certificates and normal diplomas issued by the University of Utah sub¬ sequent to March 10, 1892, have the validity of State certificates, and the holder after two years’ experience in the State is entitled to a State diploma of high- school grade. Life diplomas issued in other States and shown to be of equal rank to those of teachers’ examinations and certificates. 1687 Utah may be given full validity by countersignature by the State superintendent under direction of the State board, after two years’ experience in the State. Any professional diploma or certificate becomes void if the holder allows a space of five years to elapse without following some educational pursuit. The expense of State examinations is paid out of the State school fund. The State board is required to revoke, for immoral or unprofessional conduct or evident unfitness for teaching, State diplomas and State certificates. Vermont, 1893. — The superintendent of education (elected by the general assembly), and the governor appoint one man in each county as examiner of teachers. The superintendent prepares the questions and prescribes rules for examinations. A graduate from the higher course of a normal school in the State has a diploma valid as a State license for ten years. By concurrent action of the State superin¬ tendent and the examiner for the county where the holder last taught, he may receive without examination a certificate valid till revoked by like authority. A person who has held examiner’s certificate of the first grade for ten successive years, and has had in that time two hundred weeks' experience, may be granted a certificate as above. A certificate of graduation from the lower course of a normal school in the State is a valid State license for five years. The county examiners issue, upon examination, certificates of three grades : First, experience required, forty weeks; valid five years. Second, experience twelve weeks; valid two years. Third, may be limited to a school; valid for a specified time not exceeding one year; not issued a second time to one of twenty-four weeks’ experience. An examiner may issue certificates, valid in his county, to those holding diplo¬ mas of the highest course in normal schools of other States. Certificates held by teachers continuously employed in union and graded schools are valid while the teachers continue in the same. A graduate of any college approved by the State superintendent, with twenty- four weeks’ experience in public schools of the Styfce, may receive from the exam¬ iner of the county where he last taught, without examination, a certificate of the first grade. Town superintendents may issue permits to teach particular schools, valid one term, not renewable more than three times. Virginia, 1892. — The State board of education — consisting of the governor, the superintendent of public instruct! on (elected by the general assembly), and the attorney-general — appoints and removes county and city superintendents, subject to confirmation by the senate. The superintendent of public instruction issues two grades of State certificates: Life diplomas: Experience required, two years; examination the same as for first-class county certificates, and such other branches as the State superintendent may direct. Professional: Examination and experience as life diplomas; valid seven years. If the holder of a life diploma ceases for a space of three years to be engaged in active educational work he is liable to reexamination and cancellation of his cer¬ tificate. The State certificates are valid in every city and every county without further examination. All certificates are revocable for good cause. County and city superintendents issue certificates stating the branches upon which the holders have been examined, and of three grades: First, age required, 20 years; experience, ten months; examination same as third, and theory and prac¬ tice of teaching; valid three years, and, by indorsement of tlie local superintendent 1688 EDUCATION REPORT, 1897-98. in any county or city, renewable for a period not exceeding two years. Second, age required, 18 years; examination same as first; valid two years in the city or county where issued. Third, age required, 18 years; examination, common Eng¬ lish branches, with physiology and hygiene; valid one year where issued. In Virginia cities are not parts of counties; their residents pay no county taxes on property lying in the cities , and in their relation to the State cities are like counties, except in particulars specifically stated in individual charters. Washington, 1898. — The State board of education, consisting of the (elected) State superintendent of public instruction and four suitable persons, two at least from those teaching in the common schools, appointed by the governor, by and with the advice and consent of the senate, sits as a board of examination, and also prepares a uniform series of questions for county boards of examiners. The State boardeissues certificates of two forms, revocable for cause deemed sufficient by the board. Life diplomas. — Experience required, ten years, one year in the common schools of the State; examination, as for State certificates; valid in any common school. State certificates. — Experience required, twenty-seven months, nine in public schools of the State; examination, same as first-grade county certificates and pedagogy, plane geometry, geology, natural history, civil government, psychology, bookkeeping, composition, English literature, and general history, or file a certi¬ fied copy of a diploma from some State normal school, or of a State or Territorial certificate from any State or Territory, based on requirements not less than those of Washington; valid five years in any common school; renewable without examination. A county board of examiners, consisting of the superintendent and two persons holding the highest grade certificate in the county appointed by him, under rules, and only with questions prescribed by the State board, issues certificates of three grades to candidates 17 years of age who have attended a teachers’ institute: First, experience required, one school year of nine months; examination, same as third, and natural philosophy, English literature, algebra; valid five years. Sec¬ ond, examination, same as third; valid two years. Third, examination, common English branches, physiology and hygiene, Constitution of the United States, school lav/ and constitution of Washington, theory and art of teaching. In their discretion, without examination, the board may issue certificates to graduates of the norma! department of the State University, of any State normal school, or to holders of State certificates, or life diplomas of any State or Territory. The county superintendent, in certain cases of necessity, issues a temporary cer¬ tificate, valid till the next regular examination, to a teacher holding an equal certificate from any other county or State, any normal school, or the normal department of the State University. All certificates are revocable for cause, including neglect to attend the annual county institute. West Virginia, 1893. — A State board of examiners of four competent persons, one from each Congressional district, appointed by the (elected) State superin¬ tendent, a jierson “of literary acquirements. and skill and experience in the art of teaching,” may issue: First-class certificates, valid twelve years, renewable with¬ out examination to those who have taught eight of the twelve years. Second class, examination requirements as for county certificates and at least four other branches determined by the board; issued on application to graduates of the State Normal School and the State University after three years’ teaching experience under a No. 1 county certificate. Teachers who have taught four years under second-class certificates are entitled to receive, without examination, first-class certificates at the expiration of the second class. teachers’ examinations and certificates. 1689 All certificates issued by the State board are equivalent to No. 1 county certifi¬ cates and valid in any district in the State. Fee, $5. The board of examiners is compensated, but in no case beyond the amount of fees. Certificates are revocable for cause. The temperance examination is universally obligatory. In every county is a board of examiners, composed of the county superintend¬ ent and two experienced teachers holding State certificates or No. 1 county cer¬ tificates, or graduates of reputable schools, appointed by the superintendent and confirmed in a meeting of the presidents of the district boards of education; compensated ($3 per day) from fees of applicants ($1 each) , not to exceed the fees. No applicant is to be examined unless 16 years of age. No diploma or recommendation from any institution or its officers is to supersede a careful examination on each branch and the art of teaching, the grade in each to be stated. First-grade certificates. — Examination upon lower grade branches, with general history and bookkeeping; general average, 90 per cent; minimum in any branch, 75; valid four years, renewable once, in discretion of board, provided the holder has taught two years on the certificate. Second grade. — Examination upon branches required to be taught in the primary free schools, Yv'ith civil government and the theory and art of teaching; general average, 80 per cent; minimum, 70; valid two years; reissued only on reexamination. Third grade. — Examination subjects as above; general average, 70 per cent; minimum, 60; valid one year; reissued only on examination, and not more than twice. Failure to attend the county teachers’ institute, unless excused by law, is a cause for revoking a certificate. Wisconsin, 1893. — The (elected) State superintendent appoints annually a board of three competent persons to examine candidates for State certificates, and pre¬ scribes regulations for examination. Upon report of the board that a candidate has the qualifications of a first-grade county certificate, and has passed in mental philosophy, English literature, and such other branches as may have been pre¬ scribed, the superintendent issues an unlimited State certificate, valid, without further examination, in any public school of the State. Upon a kindred report on the above subjects through English literature, a limited certificate is issued, valid, as above, for five years. No fee is charged. The normal school board diplomas, granted in testimony of scholarship and ability to teach, and indorsed by the State superintendent, after one year’s experi¬ ence in the schools of the State; diplomas of graduates of the State University or of any incorporated institution in the State with courses of study equivalent to the corresponding courses in the university, similarly indorsed after sixteen months’ like experience; diplomas of graduates of the State University, with indorsement showing completion of the full course of pedagogy, similarly indorsed, after eight months’ like experience — have the force of unlimited State certificates. A normal certificate of completion of the elementary course and qualifications to teach, countersigned by the State superintendent, has the force of a limited State certificate. The State certificates are subject to be annulled by the State superintendent after the accused have written copies of charges and opportunity for defense. The county superintendent issues certificates of three grades: First, examination same as second, and higher algebra, natural philosophy, geometry ; valid four years, but may be limited to one year. Second, examination same as third, and gram- 1690 EDUCATION REPORT, 1897-98. matical analysis, physical geography, elementary algebra; valid two years. Third, examination, common English branches, constitutions of the United States and Wisconsin, temperance, theory and art of teaching; valid not more than one year, and may be restricted to a town or a school. Graduates of free high schools with diplomas showing their standing in each branch of study, a first-class certificate from the superintendent of the county of residence or graduation, and one year's experience may have four years’ validity given to the certificate in any county by the countersignature of the superin¬ tendent thereof. The county superintendent may annul certificates after at least ten days’ written notice, including statement of charges and opportunity for defense. Wyoming, 1895. — The (elected) superintendent of public instruction has power to grant certificates of qualification to teachers of proper learning and ability to teach in any public school and to regulate the grade of county certificates. County superintendents are authorized to grant certificates to persons of the requisite ability and qualifications for two years or during their terms of office, or may renew a certificate previously given without reexamination. Certain peculiarities are recapitulated below without comment on their value: A careful reading will show where the temperance examination is obligatory. The effect of cigarettes is specifically a subject of examination in Tennessee, and that of tobacco in Texas. Licenses are invalid after an interval not spent in school work: In the District of Columbia, after an interval of one year out of service of the board, unless under leave of absence. In Indiana, a permanent county certificate after failing to teach a full school year in any y ear. In Kansas, Nebraska, North Dakota, and Virginia, life license after three years. In Kentucky, life license after two years. In Texas, permanent county certificates after three years; first grade, after two years. In Utah, life license after five years. In Arkansas belief in a Supreme Being is a prerequisite for a license. In Arkansas, one of the States where all rural land titles are in terms of the national survey, ability to read the land descriptions according to that survey is a subject of examination, and a teacher failing to teach the same is under penalty of revocation of his license. Failure to teach the temperance lessons is specifically punishable: In Colorado by removal from office of any officer or teacher under whose juris¬ diction it occurs. In Iowa by revocation of the license of the teacher and debarment from teach¬ ing for one year. In North Dakota and in Ohio by revocation of license. In Pennsylvania any school committee or board of control for any institution wholly or in part maintained by public funds forfeits its share of appropriations from the Commonwealth. In New Hampshire primary schools are exempt from the obligatory temperance lessons. The town committee in Connecticut, Maine, Massachusetts, and New Hamp¬ shire satisfies itself of the qualifications of teachers, accepting, in its option, State certificates or normal diplomas in lieu of examination. TEACHERS* EXAMINATIONS AND CERTIFICATES. 1691 In Illinois the law requires districts of a thousand population to hold supple¬ mental examinations, but there is no penalty for failure, and in practice the county or the State certificate, necessary for drawing public money, is accepted as adequate. In Michigan the fee for county examinations of women is one-half as much as that for men. In Oregon the fee for temporary emergency certificates is two and one-half times that of regular public examinations. In Mississippi the county superintendent has the power of a justice of the peace to issue subpoenas for witnesses for inquiry or trial. In Missouri charges against teachers must be submitted in writing, signed by the accuser. In New York the authorization of normal classes in all cities employing super¬ intendents and the requirements for appointment as teachers in such schools deserve close attention as bringing all schools of the considerable towns or cities of the State under the influence of a plan not before of more than a temporary or local operation elsewhere in the country. CHAPTER XXXVI. CURRENT QUESTIONS. Contents.— Coeducation— Higher commercial education in Europe— Compulsory attendance— The conveyance of children to school— Corporal punishment— Foreigners in universities of Europe— Superintendents and teachers’ salaries— Sunday-school statistics— Supplementary and industrial education in Germany— Teachers’ pensions and mutual aid societies— Temperance instruction. COEDUCATION. Coeducation, or tiie 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 50 principal cities enumerated by the census of 1890, 4 — namely, Philadelphia, Pa.; Newark, N. J.; Providence, R. I., and Atlanta, Ga< — report separation of the sexes in the high schools onlj7; 2 cities of this class— San Francisco, Cal., and Wilmington, Del. — reported, in 1892, sepa¬ ration in all grades above the primary. In 6 cities — New York and Brooktyn, N. Y«; Boston, Mass.; Baltimore, Md.; Washington, D. C., and Louisville, Ky. — both separate 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 10 cities of the same group separate classes in other grades. Of cities whose population is less than 8.000, 9 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 universities. Since the issue of the last Report Cumberland University, Lebanon, Tenn., has opened its classes to women, and the University of North Carolina has admitted women to its graduate courses on the same conditions as men. W omen are now admitted to all the higher courses of this university, and may be enrolled in the regular junior and senior classes as candidates for undergraduate degrees. 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 coeducational policy, and since the publication of their report experiments in this direction have noticeably increased. 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 bo3rs 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. 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. 1693 1694 EDUCATION REPORT, 1897-98. 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 must 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 exj>eri- ment 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 Sxe3 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 601 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 1868, when the first woman was enrolled in the Paris faculties, the number of women matriculates has been gradually increasing. The universities and secondary schools of Italy admit students of both sexes to the same class, a policy at variance with that pursued in the elementary schools. Women 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 open to women in 1890. HIGHER COMMERCIAL EDUCATION IN EUROPE. The very great 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 snpport ever more strongly the State in the discharge of its civilizing efforts. Direct exchange between producer and consumer has almost 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 CURRENT QUESTIONS. 1695 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 Leipsic 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 the Annual Report of the Commissioner of Education, 1896-97. Another independent commercial university is to be opened in Rhenish Prussia, and still another at Magdeburg. These higher seats of learning are to be distinguished from other commercial schools by their making knowledge of commercial practice a condition of admission and confining themselves to the domain of commercial sciences exclusively. It is intended to require professional consuls to be graduates of such commercial universities in future. In Italy the state subsidizes the higher commercial school at Yenice, reserving the privilege of having its consuls and consular agents pre¬ pared at that school. In Belgium the Government chooses its consuls from the graduates of the higher commercial schools at Antwerp. The Department of State has received the following from the Italian embassy, dated Washington, January 2, 1899: “The international congress for commercial instruction will meet at Yenice and will remain in session from the 4th to the 8th of May next, at the palace of the Royal Commercial High School. Its object will be to continue the studies initiated at its preceding meetings held at Bordeaux (1885-86), London (1897), and Antwerp (1898)“. “In the next congress, of which the minister of foreign affairs, the minister of commerce, and the minister of public instruction of the Kingdom have been made honorary presidents by the committee of arrangements, the most prominent for¬ eigners who make a special study of commercial matters will take part, and many gentlemen of high repute in trade and manufactures have already consented to participate. “ It is now desired to secure the adhesion to the congress of foreign governments and the participation of their representatives, in order that the work of the preced¬ ing meetings may, in that of next year, yield the fruits that are expected of it and reach those authoritative conclusions which progress in this wide field requires. “In pursuance of the instructions which I have received from my Government, I have the honor to invite the United States Government to take part in the afore¬ said congress, and to send, as its representatives, such special delegates as, owing to their competency, may contribute to the success of the labors of that body,” COMPULSORY ATTENDANCE. The enforcement of compulsory lav/s is widely variable. The law of Ohio is expressly inoperative where seating accommodations at school are inadequate, and, without formal expression, a similar condition practically prevails where popula¬ tion is in advance of school accommodations. In general, the laws are most fully enforced in the older, well-established communities, while partially settled States, rapidly growing cities, and what may be called the frontier parts of old States, find occasion for freedom from rigid rules. Thus in Massachusetts the four counties formed of Cape Cod, the large coast islands, and the hilly west end of the State are exempt from the requirement upon all other counties to support county truant schools, singly or jointly. h Thirty States, one Territory, and the District of Columbia have laws making attendance at school obligatory in prescribed conditions. The table following shows the general outline of designated ages, time of required attendance, and penalties upon parents or those in their stead for neglect. Soane of the variations from absolute requirements are explained in notes upon the table; others, incon¬ venient for such brief explanation, are indicated here". Ages for attendance under penalty for failure will be seen to vary from a mini¬ mum of 7 years to a maximum of 16 years. The prevalent limits are 8 to 14 years. The minimum period of attendance varies from eight weeks in Kentucky to the 1696 EDUCATION REPORT, 1897-98. full term taught in the year in Massachusetts and Connecticut. There are condi¬ tional requirements involving years of age or periods at school, according to attain¬ ments or occupation of the child, as explained below. It may be seen by the table that the possible penalties upon the parent for neglect to send the child to school vary from a minimum of $1 in New Mexico to a maximum of $200 for repeated neglect in Nevada. In some cases imprisonment is an alternative, or as an additional penalty, from two days to three months, or in the indefinite form of committal till fine is paid. There are also penalties upon parents for false statements as to age or attendance of children: Massachusets, as to a minor over 5 years of age, not exceeding $50; Kentucky, $5 to $20; Illinois, $8 to $20 and costs. Besides penalties upon the parent, there are penalties upon the child and penal¬ ties upon an officer, including, in certain cases, the teacher. States are named so far as necessary in this text, without tabulation in the general order of the table to follow. Ultimate penalty upon a child. — Maine, sent to reform school, if 10 to 15 years of age; New Hampshire, sent to industrial school; Massachusetts, boy, 7 to 16 years of age, to county truant school, or, if idle in public places, to the Lyman School for Boys; girl, to State Industrial School for Girls, at cost of parent or of county, as determined by the committing magistrate; Rhode Island, to any institution designated or provided under authority given town and city councils; Connecticut, to local or State reformatory; New York, to a truant school provided under author¬ ity given any school board, if guilty of truancy only; New Jersey, to juvenile reformatory, if over 9 years of age, reaching also habitual truants till 15 years of age if wandering in public places; Pennsylvania, to local truant school provided under authority given any school board; Ohio, to local or other reformatory; Indiana, to parental home, provided under authority given any school board, if under 12 years of age; Michigan, to ungraded school provided under authority given any board maintaining graded schools if ordinary truant, to industrial home if persistent truant; Utah, to reform school. Penalty upon neglectful officer. — Maine, $10 to $50, as also upon a town neglect¬ ing to elect a truant officer; Vermont, not exceeding $100; Pennsylvania, princi¬ pal teacher, $2 to $25; West Virginia, trustee and teacher for not informing, $5; Kentucky, trustee or president of board neglecting to prosecute within ten days after written notice by a taxpayer, $10 to $50; Ohio, officer, teacher, person neglect¬ ing duty, $25 to $50, and in addition, for subsequent offense, imprisonment ten to thirty days; Wisconsin, director, president of board, or truant officer neglecting to prosecute within fifteen days after written notice by local elector or taxpayer, $10 to $20; Minnesota, director or president of board neglecting to prosecute within ten days after written notice by a taxpayer, $20 to $50; North Dakota, president of board neglecting to prosecute within fifteen days after written notice by a tax¬ payer, $5 to $20; South Dakota, school officer failing in duty, $10 to $20; Kansas, same as Minnesota; Montana, district clerk failing to furnish the school board with a list of all children 8 to 14 years of age in attendance at school within twenty days of the opening of each school term, $5 to $25; trustee neglecting to prosecute within ten days of receiving the lists, $10 to $50; California, clerk of board failing to prosecute within ten days of written notice by a taxpayer, $20 to $50; any per¬ son failing in duty, first, $20; subsequently, $20 to $50. While there is a general uniformity in excusing children from attendance for mental or physical conditions, certain States explicitly make compulsory regula¬ tions for attendance at special institutions by those for whom such institutions have been established. It will be seen that some States require children to be instructed without rigid stress upon the mode of instruction, while others require attendance at a public school, to be excused only by local officers. It will be seen that in certain States the provision for reaching delinquents seems to reach those only who have come within the teacher’s view, while in other States provision is made to bring the name of every resident child before the authorities, with his record. There is a penalty, not exceeding $50, in Massachusetts upon anyone who attempts to induce a child to absent himself, or who harbors or employs him while school is in session. The compulsory law applies to special classes as follows: Ohio. — Children entitled to attend school at the institution for the deaf and dumb or that for the blind. Truant officers report those 8 to 18 years of age to the respective probate judges, who set times for hearings to decide upon disposition of the cases. CURRENT QUESTIONS. 1697 North Dakota. — Any deaf child 7 to 21 years of age must be sent to the school for the deaf at Devils Lake at least eight months in each year, subject to the same excuses as a normal child, except distance. Washington. — Deaf-mute, blind, or feeble-minded 6 to 21 years of age must all be sent to Washington school for defective youth at county expense when parents are unable to bear expense, under penalty of $50 to $200, adjudged by any justice of the peace or superior court if failure is without “ a proper cause.” California. — All resident deaf, dumb, or blind G to 21 years of age must be sent to the State institution for gratuitous instruction for a period of not less than five years. The requirements are to attend — School: Wyoming, Washington. A public school: Maine, New Hampshire, Massachusetts (day), Rhode Island (day), Connecticut (day), New Jersey (day). West Virginia, California. A day school where common branches are taught in English: Pennsylvania. Public or private school: Wisconsin, Nebraska, New Mexico, Utah (in the dis¬ trict where one resides), Minnesota (taught by competent instructor), Kansas, Montana, Colorado (the last three with the same proviso as Minnesota). Public or private day or night school: Kentucky. Public or private or parochial school: Ohio. Excuses, to a degree, develop as defenses upon prosecution, but excuses guard against action as follows: Excuse of local board: New Jersey. Pennsylvania, Kentucky, Michigan, Min¬ nesota, Nebraska, Montana, Wyoming, Colorado, Utah, Nevada, Idaho, California. Excuse of superintendent, clerk of board, principal of public, private, or parochial school: Ohio. Prescribed exemptions are: Distance from school: California, 1 mile; Pennsylvania, Kentucky, West Vir¬ ginia, Indiana, Michigan, Wisconsin, Minnesota, Kansas, Colorado, Nevada, Ore¬ gon, 2 miles; North Dakota, Montana, Utah, 2-J miles; Idaho, 3 miles, For bodily or mental conditions requiring exemptions: All except Washington, in which defective children must be sent to State institutions, and Indiana. North Dakota, Montana, Wyoming, New Mexico, Utah, each requiring a physician’s certificate regularly or at will. For other instruction, like period and like quality: Maine, Vermont, Massachu¬ setts, Rhode Island, Connecticut (requiring hours, terms, and studies of public school, no school acceptable unless open to usual public inspection and making public reports, except as to expenses), New York, New Jersey (at school or at home by competent instructor), Pennsylvania, Kentucky (subject to such exam¬ ination as other children of the district), West Virginia, Ohio (at home by com¬ petent instructor), Illinois, Michigan, Wisconsin, Minnesota, Kansas (subject to examination as in Kentucky), Montana, Colorado (subject to examination as in Kentucky), Utah (times and studies of public school), Nevada, Idaho, Oregon, California. For instruction at private school: New Plampshire, Rhode Island (school approved by board), North Dakota (like Rhode Island), South Dakota (like Rhode Island), Utah. For instruction at any other school: District of Columbia. For acquirements: Vermont, Massachusetts, Rhode Island, West Virginia, Ken¬ tucky, Indiana (eight years’ work of common schools and certificate of graduation therefrom), Michigan, Wisconsin, Minnesota, North Dakota, South Dakota, Nebraska, Kansas, Montana, Utah, Nevada, Idaho, Oregon, California. Inability to send: District of Columbia. Poverty and inability to send: Nebraska. Poverty and lack of suitable clothing: Rhode Island, Kentucky, Minnesota, Kansas, Montana. Parents extremely poor or sick: California. Service necessary to support of mother or invalid father: Utah. Service necessary to support of aged or infirm relative: Illinois. Urgent reasons: Pennsylvania. When attendance would work great hardship: Wyoming. Decision of court of record: Illinois, Wisconsin. Decision of probate judge on appeal: Ohio. Clothing is furnished in case of poverty to enable children to attend school as follows: Vermont, by the town; Indiana, by the county; Colorado, by the district. There are truant officers: Maine— one or more elected in a town or a city; New Hampshire — optional, elected by school board; Vermont — two in each town or city ED 98 - 107 1G98 EDUCATION REPORT, 1897-98. appointed by selectmen or mayor; Massachusetts — one or more appointed by the school committee in evei*3’ town or city; Rhode Island — one or more special consta¬ bles appointed by each town council or board of aldermen; Connection t — police, sheriffs, and constables, and, when appointed by selectmen as special constables, school committee and janitors of school buildings; New York — one or more, called attendance officers, appointed by school authorities of each city or school district; New Jersey — in each city one or more detailed by police authorities, in each dis¬ trict without police one or more constables detailed by school authorities; Penn¬ sylvania — one or more, called attendance officers, employed by school boards in each city, at option in each borough and township; Ohio — one or more employed by board of education in each city, in each other district a constable or other per¬ son appointed by board of education; Indiana— not exceeding five for each county appointed for districts composed of townships by the county superintendent, one or more for each city and incorporated town appointed by the school superintend¬ ent together with the secretary of the State board of charities, and one member of the State board of education designated by that board; Illinois — one or more appointed by each school board; Michigan — similar to New Jersey; Wisconsin — optional, one or more appointed in each city and district by the local school board; South Dakota— the president or chairman of each school board is charged with the duties; Montana— optional, for every district of 2,000 population one appointed by school board; Wyoming— sheriffs, constables, police officers. In Pennsylvania the assessor at the spring registration of voters makes a list of all children of school age, which he gives to the school board; the secretary of the school board gives a list to the principal teacher of each school; the teacher reports monthly the names of those absent in the past month five days unexcused. In Ohio the principal of each public, private, and parochial school reports in the first week of each September, December, February, April, the names, ages, and residences of all pupils in attendance at their schools to the clerk of the school board, and reports cases of truancy or incorrigibility as soon as practicable after occurrence to the truant officer. In Montana the district clerk must furnish the school board with a list of all children 8 to 14 years of age in attendance at school within twenty days of the com¬ mencement of the term. In Nevada the school board must furnish the principal teacher of each public school, by the first Monday of each September, with a list of all resident children 8 to 14 years of age, taken from the report of the school census marshal. At the beginning of each succeeding school month the teacher must report to the board the names of all attending during the past month. At the expiration of four school months the board shall make demand upon a delinquent parent for the pre¬ scribed penalty, and, in case of neglect for five days to pay it, to institute suit for its recovery. In Idaho provisions are like those just cited for Nevada, except that the period before demanding penalty is three months. The actionable offense is variously defined. In some States, particularly where there are truant officers, procedure is peremptory when children are found absent from school and unemployed. In Connecticut each week’s failure to comply with the law, and in West V irginia a failure to send for five consecutive days is a distinct offense. In Nevada upon the expiration of four months without duly sending the child to school demand is made upon the parent for the penalty. In Idaho a like demand is made after three months of neglect. CHILD-LABOR LAWS AND FACTORY LAWS. Childd abor laws and factory laws, as variously designated, are closely related to compulsory education laws, and in general provide against the employment of children of specified ages with or without a proviso as to the amount of their school attendance. In New Hampshire no child under 10 years of age must be employed in a manu¬ facturing establishment, nor anyone under 16, who can not read and write, during the time school is in session, nor without a certificate of attendance in the past year of twelve weeks if 14 to 16; of six months if 12 to 14: of the whole term if 10 to 12 years of age. Penalty on owner or agent employing, not exceeding $50. In Vermont no child under 14 years of age is to be employed in a mill or factory unless with a certificate from the teacher of attendance at public school for twenty weeks during the preceding year. Nor shall anyone employ a chiid under 14 who can not read or write, but is capable of receiving such instruction during the time when the public school which he should attend is in session. Penalty on parent, guardian, or master violating the law, $5 to $25. CURRENT QUESTIONS. 1699 In Massachusetts no child under 14 years of age must be employed in any fac¬ tory, workshop, or mercantile establishment. No such child must be employed for wages at any employment during the hours of public school in the city or town, nor at any work before 6 o'clock in the morning nor after 7 o’clock in the -evening. No child under 16 must be employed without certificate of age and school attendance, nor any minor over 14, who can not read and write English, while a local evening school is maintained unless he attends the same. Penalties upon employers and parents offending or neglecting the law or making false statements, various, between $5 and $50. In Rhode Island no child under 12 years of age is to be employed in any factory, manufacturing, or mercantile establishment. No child 12 to 15 years of age is to be employed as above or by any telegraph or telephone company except during vaca¬ tions of the local public schools, unless during the next preceding twelve months he has attended school eighty fail days or acquired the prescribed branches or been excused by the committee and supplied with a certificate. Employers or parents offending or permitting the offense are fined not exceeding $20. In Connecticut no child under 14 years of age is to bo employed in any mechani¬ cal, mercantile, or manufacturing establishment. No child under 14 resident for nine months in the United States shall be employed to labor without a certificate of attendance in the public schools for at least sixty days in the twelve months preceding. Penalty on employer or on parent making false certificate of age not more than $60. Any parent making false statement as to age of child shall he fined not exceeding $7 or imprisoned not exceeding thirty days. In New York it is unlawful for any person, firm, or corporation to employ any child 8 to 12 years of age in any business or service whatever during any part of the term during which the local public schools are in session, nor any child 12 to 14 without a certificate of attendance of eighty days in the current year, under penalty of $50. In New Jersey no child under 15 years of age is to be employed by any person, company, or corporation to labor in any business whatever unless he has attended some public day or night school or some well-recognized private school at least five days or evenings every week for at least twelve consecutive weeks or two terms of six consecutive weeks each, under penalty, upon any parent or other per¬ son offending, of $10 to $25, or imprisonment one to three months. In Ohio no child under 14 years of age is to be employed by any person, com¬ pany, or corporation during the school term and while the local public schools are in session without certificate of twenty or sixteen weeks’ attendance at school (the greater number for town or city districts ) in the year, under penalty of $25 to $50. In Illinois no person, firm, or corporation shall employ any child under the age of 13 years in any store, shop, factory, or manufacturing establishment by the day or for any period of time greater than one day without a certificate authoriz¬ ing employment for dependence of an aged or infirm relative issued by the school hoard. No child is to be permitted to work in one’s employ, as above, without the certificate. The law seems to contemplate liberty to work on Saturday, and yet a strict interpretation of the prohibition to allow the service without the certificate would prevent work on that day. Penalty upon the employer and upon any father who permits the employment, §10 to $50. Every day of such employ¬ ment is to be counted as a separate offense. In Michigan no child under 14 years of age is to he employed by any person, company., or corporation to labor in any business without attendance at some public or private day school under a qualified teacher at least four of the twelve months preceding the month of employment. Penalty on parent or other offender, $3 to $10 for first offense; not less than $10 for each subsequent offense. In North Dakota no child 8 to 14 years of age may be employed in any mine, factory, workshop, or mercantile establishment or, except by his parents or guardians, in any other manner during the hours when the local public schools are in session without a certificate of attendance of twelve weeks during the year or of due excuse. The employer will incur penalty of $20 to $50 and costs. A like penalty is upon any person authorized to sign the required certificate if he certifies to a materially false statement. In South Dakota the law is like that of North Dakota, except that the penalties are $10 to $20. 1700 EDUCATION REPORT, 1897-98. Compulsory education — Requirements. States. Edition of law. Age. Annual period. I Penalty cn parents, a North Atlantic Divi- sion: Maine . - 1893 8-15 16 weeks; 2 terms of 8 weeks each, if practica¬ ble. Not exceeding $25. New Hampshire. 1895 8-16 12 weeks, 6 consecutive. First, $10; subsequent, $20. 1893 8-14 $5 to $25. Not exceeding $20. Massachusetts . . . 1898 6 7-14 Full term . Rhode Island . 1896 7-15 80 days and when unem¬ ployed. Full term - Do. 1898 c 8-16 N ot exceeding $5. First, not exceeding $5; subse¬ quent, not exceeding $50, or imprisonment not exceeding 30 days, or both fine and im¬ prisonment. New York - 1896 8-16 14 to 16 unemployed, and 8 to 12 full term, Oct. 1 to June 1, 12 to 14, 80 days. New Jersey _ 1895 a 7-12 20 weeks, 8 consecutive. . . $10 to $25, or imprisonment 1 to 3 months. Pennsylvania ... . 1S97 d8-16 70 per cent of the term _ First, not exceeding |2; subse¬ quent, not exceeding $5. South Atlantic Divi¬ sion: Dist. of Columbia 1873 8-14 12 weeks, 6 consecutive _ Not exceeding $20. West Virginia ... 1897 8-14 16 weeks . First, $2; subsequent, $5. South Central Divi¬ sion: Kentucky . . 1896 7-14 8 consecutive weeks . . First, $5 to $20; subsequent, $10 to $50. North Central Divi¬ sion: Ohio . . 1897 e 8-14 20 weeks, 10 consecutive, city; 16 weeks, 8 consec¬ utive, other districts. $5 to $20, or penal bond of $100; on refusal, imprisonment 10 to 30 days. Indiana _ _ 1897 8-14 12 consecutive weeks . . $10 to $50 and, in discretion of court, imprisonment 2 to 90 days. Illinois . . . 1S97 7-14 16 weeks, 12 consecutive .. j $1 to $5 and costs, and stand committed till paid. Michigan _ 1893 / 8-14 16 weeks, 6 consecutive. .. First, $5 to $10; subsequent, not less than $10; incorrigi¬ ble, $10 to $20, or penal bond of $100. Wisconsin 1893 7-13 12 weeks $3 to $20. First. $25; subsequent, $25 to (frKO Minnesota . . 1897 8-16 12 weeks, 6 consecutive... N orth Dakota 1896 8-14 _ do . . . . j First, $5 to $20; subsequent, $10 to $50, with costs. South Dakota _ 1897 8-14 _ do . 1 $10 to $20 and costs, and stand committed till paid. K ebraska 1897 8-14 12 weeks . $10 to $50. First, $5 to $10; subsequent, $10 to $20. Kansas . 1897 8-14 12 weeks, 6 consecutive... Western Division: Montana . . . 1895 8-14 _ do . . $5 to $25. Not exceeding $25. $5 to $25. Wyoming 1895 g 6-21 8-14 12 weeks Colorado . 1893 12 weeks, 8 consecutive... New Mexico _ 1895 8-16 12 weeks . $1 to $25, or imprisonment not exceeding 10 days. Utah . . . 1S96 8-14 20 weeks, 10 consecutive.. First, not exceeding $10; sub¬ sequent, not exceeding $30, with costs. Nevada . 1897 8-14 16 weeks, 8 consecutive. .. First, $50 to $100; subsequent, $100 to $200, with costs. Idaho . 1897 8-14 12 weeks, 8 consecutive. .. First, not less than $5; subse¬ quent, $10 to $50, with costs. Washington . 1893 a 8-15 12 weeks . . $10 to $25; defective children, $50 to $200. Oregon . 1893 8-14 12 weeks, 12 consecutive. . First, $5 to $25; subsequent, $25 to $50, with .costs. California _ _ 1895 8-14 Two-thirds of full term, 12 weeks consecutive. First, not exceeding $20; sub¬ sequent, $20 to $50, with costs. a See preceding text. 6 To 16, if wandering about public places without lawful occupation, growing up in idleness and ignorance. cNot applicable to children over 14, lawfully employed and not enrolled at school. d Not applicable to children over 13, regularly engaged in useful service. e 14 to 16, if unable to read and write English, till able; also if wandering about public places without lawful occupation. /To 16, if frequenting public places without lawful occupation. g Penalty only for child 7 to 16, or one living idly and loitering about public thoroughfares and spending its time in an idle and dissolute maimer. CURRENT QUESTIONS. 1701 The official publication of laws in any State is usually delayed beyond the adjournment of the legislature, so that complete accuracy to the date of publica¬ tion of the above table can not be assured. The column entitled “ Edition of law used” has its value in fixing the time at which the law is known by the Bureau of Education to have been published. In some States annual editions, in others biennial editions, in others editions at irreg- u ar intervals, as required by convenience and by changes in legislation, are issued, while in the extreme case of the District of Columbia no compilation of school laws is published, the provisions being distributed through various vol¬ umes of United States Revised Statutes, or legalized by recognition in current appropriation bills. THE CONVEYANCE OF CHILDREN TO SCHOOL. 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, North Dakota, 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 Pennsylva¬ nia. “ 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 1894-95, volume 2, pages 1489-1482; 1895-96, volume 2, pages 1353-1358. 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 . §22. 118.38 21, 14-5. 12 30, 618. 68 38, 726. 07 50,590. 41 1893-94 . 0.26 .19 .16 .12 §63,617.68 76. 608. 29 91,136.11 105,317.13 1889-90 0. 09 .27 .26 .31 1894-95 . 1890-9 i _ _ 1895-96... . . 1891-93 1896- 97 . 1892-93 . . . 1897-98 . CORPORAL PUNISHMENT. There is little change in legal conditions as to corporal punishment since the summary last printed (p. 1537, Report of 1896-97). Arizona has dropped the enactment expressly authorizing corporal punishment. Suspension by the teacher, expulsion by the board of trustees, with liabilities of parents for damage to property, are the extreme measures expressed in the edition of its school law for 1897. The following extract from the penal code of New York is given in the consoli¬ dated school law, edition of 1898: “ To use or attempt or offer to use force or vio¬ lence upon or toward the person of another is not unlawful in the following cases: “4. When committed by a parent or the authorized agent of any parent or by any guardian, master, or teacher in the exercise of a lawful authority to restrain or convict his child, ward, apprentice, or scholar, and the force or violence used is reasonable in amount and moderate in degree;” 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. Cor¬ poral punishment, in some foriq of whipping, has been the common mode of dis¬ cipline 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, Con- 1702 EDUCATION REPORT, 18S7-98. necticut, Indiana, Iowa, Maine, Minnesota, North Carolina, Pennsylvania, Wis¬ consin, 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. FOREIGNERS IN UNIVERSITIES OF EUROPE. The number of foreigners studying in Germany is considerable. It must be borne in mind, however, that the numbers given below represent only those of matriculated students, for those are the only ones who can be considered in official reports. The number of foreigners who visit German institutions a3 hearers for some length of time, and, without being matriculated, attend climes, work in labo¬ ratories, and listen to private lectures is very large, but can not be stated with accuracy ; it is estimated that the number of these exceeds the matriculated foreign¬ ers. Especially Americans are found among these ‘ 4 h carers , ” chiefly because thei r preparatory schools are not patterned after the model of the German classical high school, hence their graduation diploma does not entitle them to matriculation in German universities. American students preferably attend Jena, Leipsic, Heidel¬ berg, and Berlin, owing to the pedagogical seminaries at these universities. In the summer of 1895 the universities and other institutions of learning in Germany had upon their rolls the names of 3,353 foreigners, that is, 8.43 per cent of the total number of matriculated students. Of these 3,363 foreigners the universities proper had 2,015 (7 percent) , the polytechnics 1,041 (13.1 per cent) , the veterinary schools 15 (1.53 percent) , the agricultural academies 101 (9.37 per cent) , the forestry academies 58 (18.6 per cent), and the mining academies 13.2 (32.4 per cent). Of the 3,363 foreigners 968 were Russians, 514 Americans, 467 Austrians and Hun¬ garians, 348 Swiss, 180 Englishmen, 158 Hollanders, 142 Bulgarians, 118 Swedes and Norwegians, 83 Roumanians, 69 Italians, 57 Asiatic, 53 Frenchmen, 37 Servians, 36 Belgians, 36 Turks, 37 Greeks, 26 Danes, 23 Africans, 14 Australians, 8 Span¬ iards, 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 937 (6.58 per cent) students of universities, the polytechnica had 84 (3.1 per cent), the mining academies 16 (7 per cent), and the agricultural academy in Vienna had 19 (7.88 per cent). The 1,103 foreigners consisted of 239 Germans, 238 Russians, 115 Servians, 111 Italians, 103 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 1,687 foreigners among a total of 3,908 students. The percentage of foreigners here was 43.6. The universities alone enrolled 1,341, or 42.3 per cent, and the polytechnical school in Zurich 326, or 43 per cent, of a total number of the matriculated students. Of the 1,687 foreigners Germany had sent 549, Russia 399, Austria-Hungary 143, Bul¬ garia 137, Roumania 86, Italy 68, America 65, France 63, Asia 26, Holland 25, Tur¬ key 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, and lastly Austria, with 6. 14 per cent. This does not, 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 institutions. They have, as a matter of fact, 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 CURRENT QUESTIONS. 1703 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 polytechnical 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. Admission to these insti¬ tutions 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 Depart¬ ment, 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 aijplication, the other expressing thanks when the request is granted. Sometimes more corre¬ spondence 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 f oreign 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. ” 1 Students from the United States in the University of Paris, 1887-1898. 2 Year. Faculty of Prot¬ estant theol¬ ogy. Faculty of law. Faculty of medi¬ cine. Faculty of scien¬ ces. Facility of let¬ ters. School of supe¬ rior phar¬ macy. Total. 1887-58 _ _ _ _ 1 2 2 6 11 1888-89 . - . 1 4 7 8 20 1889-90 . 1 8 7 7 8 31 1890-91 . 10 2 2 9 23 1891-92 . . . . 14 2 8 24 1893-93 _ _ 13 4 4 24 45 1893-94. . . . 2 1 20 23 1894-95 . :.. . 3 4 2 23 1 32 1895-96 . 4 33 1 38 1898-97 . . 4 10 4 32 1 51 1897-98 . . . . - . — - 3 8 6 28 1 44 Total . . . 3 ■67 43 27 193 4 342 1For further information, see article “Admission of foreign students to the French universi¬ ties,” Yol. 1 of this Report, pp. 749-759. 2 Statistics furnished by Dr. Bonet-Maury, professor of ecclesiastical history in the faculty of Protestant theology in the University of Paris. SUPERINTENDENTS’ AND TEACHERS’ SALARIES. 1704 EDUCATION REPORT, 1897-98. 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V-, q-< CO.'S o r3-£ ^rai.2s CS 3 ©W ro oa 55®pa£ 5 pa ^ PL '•h ^ 6CtH ,03 4^ Is H © “ § ft 20 §JP S © 1 J Ol p r! oO'SPf3 oo ™ i— I © 2 ft © p >>W ©H ©4J5ft B ° o I ft °-o “ ? lfiH *o ^ c^' Q l| ii s o2llg ^ ©I g*l ^ ci K4 ^ W cs +J _, © c3 -ft02S 2 > m . -ft P >>3 O © © ftr© © © 02 Ch ?v tJ -i_> ^ r-4 O in © Eh © -sjHWO bfi * -i-splZiS >:rO ©,© „ ®-p® a§ pS^=g£ 3 © 4-j w cS Oft P tl O -B O © O ft © ft > ft®S ©‘S) S2£ 1709 56 organized States, Provinces, and Territories (United States and Canada), printed in roman. 4 unorganized States, Provinces, and Territories, printed in italics. 19 States, Territories, and Provinces, where organization is thorough, printed in small caps. 15 States, Territories, and Provinces, where organization is good, printed in full-face rorcian. 22 States, Territories, and Provinces, where organization is partial, printed in small roman. 1710 EDUCATION REPORT, 1897-98. SUPPLEMENTARY AND INDUSTRIAL EDUCATION IN GERMANY. Continuation or supplementary schools (Fortbildungsscluilen) in Germany are either day or evening schools; few are secular Sunday schools. Their object is to supplement the elementary education acquired in the common schools, and to bridge over the time from the fourteenth to the seventeenth year of age of boys who do not attend a high school or a secondary industrial or technological school, the law prohibiting factory or shop labor of children under 17 years. The con¬ tinuation schools are essentially elementary schools, for as a rule they teach no foreign languages and no higher mathematics, hence can not be classed among secondary institutions. There is very little, if any, uniformity in the courses of study in these schools. They adapt themselves readily to local needs, some being designed to aid agricul¬ tural , others industrial, communities. Nor are the educational authorities desirous of subjecting these schools to a uniformity such as is necessary for common schools, because, if anywhere, it is in these supplementary agencies of the people’s education that the individuality of the pupils should be fostered and attempts be made to meet local needs. There were in 1897 altogether 18,665 of such supplementary schools in the Ger¬ man Empire, attended by 484,644 pupils. The Kingdom of Prussia alone had 2,989 such schools, with 219,490 pupils. The necessity of maintaining supplemen¬ tary schools varies in the different States. Thus, for instance, in Bavaria, where the school age is from 6 to 13 years, such supplementary schools are more neces¬ sary than in other States which keep the children in school a whole year longer. The number of pupils in supplementary schools to every 1,000 inhabitants varies from 57 in Bavaria and 50 in W hrfcemberg to 2 in Schaumburg-Lippe. Several communities in German minor States have decreed compulsory attend¬ ance for pupils of continuation schools, which is enforced only where children are employed in factory and shop labor. There has grown out of this system of supplementary schools a system of indus¬ trial and trade schools which is exerting a most beneficial influence upon the industrial development of the Empire. They are chiefly schools for the building trades, the weaving and dyeing trades, schools for metal workers, and all are more or less schools of design as well as schools for practical work. The State of Prussia has increased its appropriations for the maintenance of these trade schools from $213,484 in 1892 to $340,050 in 1897. Besides these sums the communities pay equal amounts, and private donations and contributions from trade unions swell the income to fully $1,000,000 a year. Austria also maintains a large number of special schools of industrial character, as does Switzerland; but while in Austria and Germany the State governments support trade schools, the Federal Government in Switzerland can not do so, being prohibited by the Federal Government, "which reserves education to the cantons. TEACHERS’ PENSIONS AND MUTUAL AID SOCIETIES. In European countries in which the State supervises and directs the common schools and regulates the appointment of teachers, laws are in existence which provide for the teachers’ support in old age, and even offer relief incases of break¬ down. But while in former years the pensions paid were to a large extent the result of premiums contributed annually by the teachers themselves, recent legis¬ lation in most States has done away with the teachers’ contributions and laid the burden of paying pensions entirely upon the State. The argument advanced was that teachers, as servants or officers of the State, are entitled to pensions the same as all other civil or military officers. Furthermore, that teachers, among all the State's officers, are the ones who deserve the highest consideration, being the best of the State’s agencies of conservation and the ones who are more likely to sacrifice their health in the discharge of their duties. Mutual aid societies and annuity funds established by teachers are therefore declining. The following summary gives the facts as far as known to this office: CURRENT QUESTIONS. 1711 Pensions paid to teachers of elementary schools in Europe. Country or State. Paid by State or commu¬ nity. Dues paid by teachers, per cent of salary. Pen¬ sion may begin after — Mini¬ mum amount paid, per cent of last salary. Retire¬ ment takes place after— Maximum amount paid, per cent of last salary. German Empire: Years. 10 25 Years. 45 75 per cent. Bavaria. _ — Community . 5 25 45 75 per cent. 35 per cent. 80 per cent. 75 per cent. 100 per cent. 90 per cent. on (C) , 80 per cent. 80 per cent. 100 per cent. 100 per cent. 88 per cent. 100 per cent. 100 per cent. 80 per cent. 80 per cent. 80 per cent. 109 per cent. 80 per cent. 80 per cent. 10 40 45 Both . 10 30 40 Both . None . 10 30 45 10 45 45 Mccklehburg-Schwerin Mecklenburg-Strelitz . . 20 (&) (c) 40 50 (c) 10 • (e) 45 2 per cent.. community. Both ... . (?) 5 (?) 33* 33J 37 Both . . None . 50 Anhalt _ _ Both . None.. . 5 50 Saxe-Altenburg . Both . None. . . 10 34“ 45 Saxe-Coburg-Gotha _ Saxe-Meiiimgen . . Both None . . 10 40 40 Both . None. . 10 60 50 Reuss sen. line _ Both _ 2 per cent.. 2 per cent. . None . . 10 40 45 Reuss, ip. line _ _ Both . . . 10 40 45 Sch war zburg- Soudersh Schwarzburg-Rudolst. _ Liippe-Detmnlt . . _ Both - 10 40 48 Both. . None. . 10 40 50 45 Both None.. . 10 40 Schaumburg- Lippe . Both _ None. . 10 30 45 Waldeck . . . . Both _ None. . 10 33.1 45 66f~ per cent. 80 per cent. 75 per cent. SO per cent. 75 per cent. 100 per cent. $150-1200. Bremen . . . Community . Community . Community . State and community. Both . None. . . 10 40 45 Liibeck . . None . 10 33i 40 So Hamburg.. . . . . None._ . 10 40 Alsace-Lorraine "NT-one 10 25 45 Austria _ _ ( d ) (?) 10 m (?) 40 Hungary . _ _ _ Roth . _ (?) 40 Switzerland _ (e) Both . . Denmark . . (?) 10 10 45 68| per cent. Norway . — . . . State/ _ Sweden _ _ State . None . . 1?) (?) 12 (?) (?) (?) (?) (?) (*) 30 75 per cent. 66f- per cent. (?) 50 per cent. (?) $100 for each Netherlands _ State _ None _ 40 Belgium _ _ Communities 3 per cent.. None _ 30 Prance State _ (?) (?) 25 Italy . . . State g . . . None _ 30 Great Britain . . State _ $15 + $1.25 for each 10 per cent of increase of salary. 10 35 year after 10 years of service. a In Bavaria the dues paid by teachers vary considerably in the different parts of the King¬ dom— i. e., between §1.25 in central Franconia and §05 in lower Palatinate. Also initiation fees are paid. & Lowest amount of salary. c At pleasure of the Crown . d In some crown lands of Austria dues are paid by teachers. e In Switzerland the cantonal governments are, as a rule, opposed to pensioning teachers. Where it is done, it is the result of local agreement. The teachers themselves maintain annuity funds. /In Norway pensions are paid to all teachers, but each case is individually decided by Parliament. g In Italy the State pension fund is not large. Hence private annuity funds are numerous. 1i See last column. General notes. — The foregoing statements have reference to men teachers. Women teachers are retired, on an average, ten years earlier, and their pensions amount to about 10 to 20 per cent less than those of the men. In most German States the communities (or the State) make a single relief pay¬ ment if a teacher is disabled before he reaches the end of the tenth year of service — i. e., the loweT age limit. The same practice prevails in Austria and a few other countries. 1712 EDUCATION REPORT, 1897-98. Pensions pa id to teachers of secondary schools in Europe. Country or State. Paid by State or commu¬ nity. Dues paid by teachers, per cent of salary. Pen¬ sion begins after — Mini¬ mum amount paid, per cent of last salary. Retire¬ ment takes place after— Maximum amount paid, per cent of last salary. German Empire; Years. Years. Both . None . 10 25 40 75 per cent. Both . . None . 4 70 (?) i00 per cent. None .. 10 30 40 80 per cent. None 10 40 (a) N one _ 10 30 40 75 per cent. Both . None . . 5 40 50 100 per cent. None 20 50 50 90 per cent. None 1 40 36 80 per cent. Both . None 1 50 50 90 per cent. Both _ None _ 3 33i 50 100 per cent. Saxe-Meiningen Both - - None 1 45 40 75 per cent. Saxe-Altenburg Both 3 per cent. . 1 25 40 80 per cent. Saxe-Coburg-Gotha - Both . . . . 1 per cent.. 1 40 40 100 per cent. Anhalt _ Both _ N one _ 1 33i 49 100 per cent. Schwarzburg-Rudolst. - Both . None . 1 40 36 80 per cent. Schwar zburg- Soudersh Both . None. . 1 40 37 80 per cent. Waldeck _ _ _ None . 1 33i 26 1 66 J per cent. Re ass, sen. line . _ _ Both - None. . 1 40 37 1 80 per cent. Reiiss, jr. line _ Both . N one _ 1 40 45 80 per cent. Schaumburg-Lippe _ Both _ None . 10 30 37 80 per cent. Lippe-Detmoit - Both None .. 1 40 37 80 per cent. Lubeck . _ Both . None _ 10 33} 35 75 per cent. Bremen _ . . . Both . N one . . 1 40 30 ! 80 per cent. Hamburg _ . Both . . None _ 1 40 50 100 per cent. Alsace-Lorraine . Both . . None _ 10 25 40 75 per cent. Austria . . . Both None . 8 (?) 30 100 per cent. Hungary . . Both . . None.. . 10 40 30 100 per cent. Switzerland- . (6) (?) (?) (?) (?) (?) Denmark . . . . (c) (?) 10 10 45 66f per cent. Norway . . . (d) (?) (?) (?) (?) (?) Sweden . . State . None . 10 (?) 30 $900. Netherlands . 1 Both _ (e) (?) r (?) 30 66| per cent. Belgium . . . . I State . . . . None .. (?) (?) 30 66 1 per cent. Prance . . . State _ 10 per cent. (?) (?) 30 66£ per cent. Spain . if) (/) (/) if) if) if) Portugal . Both _ | 10 per cent. 10 33| 25 100 per cent. Italy . . . . (9) ( 9 ) ( 9 ) (9) iff) i9) Greece h . . . State. ........ 7i per cent. (?) (?) 20 40 per cent. Russia, . •„ . (i) (t) (i) (i) i i ) ii) Great Britain . (k) (k) (k) (7c) (*0 ik) a In Wiirtemberg the pensions may reach 92J per cent in cases where the salary is not higher than $600. The rate of increase is H per cent; as high as 85 per cent with salaries over $600. ISTo pension can exceed $1,500. b The population is not favorably inclined to paying pensions to teachers or other civil officers. Where it is done, it is the result of local agreement. cXn Denmark each case is decided by the minister of education, but usually according to the scheme indicated in the table. d Each case is decided by Parliament. eln the Netherlands the teacher pays one year’s salary into the pension fund within the first five years of service. /In Spain the State pays two-fifths of salary for two years after twenty years of service; three-fifths of salary after twenty-five years, and four-fifths of salary after thirty-five years of service, but only for two years. g In Italy teachers may retire from service on account of ill health, and still draw one-half or three-fourths of their salaries, according to the length of service. /tin Greece an addition of one fiftieth of the salary is paid for each additional year of service, over and above the 40 per cent paid after twenty years. i In Russia the pensions are not uniform; they range between 300 and 400 rubles after twenty- five years of service. fcln Great Britain a few distinguished schools, such as Eton, pay pensions; the majority of secondary schools being private institutions do not pay pensions to teachers. 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, Sam 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 CURRENT QUESTIONS. 1713 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 New York, Boston, and Baltimore, and. there is an annuity guild in Massachusetts. The initiation fees reported are $3 to $5. The annual dues are 1 to H 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. There are no new establishments of annuity funds to be reported for 1898-99, but the existing ones report progress, though some fears are expressed that the annual dues are generally too low, a fact which may lead to financial difficulties in the future unless special efforts are made to increase the funds by holding bazaars and securing donations. ED 98 - 108 \ CHAPTER XXXVII. MISCELLANEOUS EDUCATIONAL TOPICS. Contents: Athletic gymnastics, by A. Mosso— The artificial production of nitrates for agricul¬ tural purposes, from an address by Sir William Crookes— The use of pictures in public libraries, by Samuel Sweet Green. ATHLETIC GYMNASTICS. [From “The Physical Education of the Young.” By A. Mosso, professor in the University of Turin.] I. I asked one of the most celebrated physicians in Italy what he thought of gym¬ nastics. His answer was that many of the best gymnasts whom he had known died of consumption. That is equivalent to saying that vigor and force are two distinct things. Galen.1 who was the greatest physiologist of antiquity, treated the subject in his works more than sixteen centuries ago. During the time that he was physi¬ cian of the gladiatorial school, and at Rome where he was the most illustrious physician at the end of the second century, Galen had occasion to make observa¬ tions on athletic gymnastics as no one could make them to-day. In one paragraph, speaking of the diseases of athletes and in order to show that vast development of muscle obtained by constant exercise is not an indication of health, Galen said “Gymnastics is dangerous to health.” It seems strange to one who is not a physician that an athlete, with every appear¬ ance of extreme robustness which the extraordinary development of his muscular system gives him, should not be for that reason more healthy than others, and that the excess of his force should itself be a cause of weakness. Every physician knovrs hundreds of persons more agile and of greater force than himself, as acro¬ bats, famous gymnasiarchs, with whom he would not be willing to exchange either lungs or digestive mechanism or any other organism of the body. “You strangely impose upon our credulity” some readers will say; “this crowns all; after hearing gymnastics preached, to see so much ranting against it.” Listen to me. I do not say that gymnastics ought to be suppressed. I am making a crit¬ icism of it from a physiological standpoint in the hope of advancing its evolution toward a method more natural and more efficacious in the exercises of the body. The gymnastics to which the people of Rome devoted themselves was not mili¬ tary, but merely civil and recreative. Of this we have numerous proofs among Roman writers. In a letter to Calvisius, Pliny the younger said that he would take as a model the aged Spirinna, who was admired by everybody for his vigor. He mentioned the endless walks taken by him every day, how he went about entirely naked in the sun before talcing his bath, and he spoke of his passion for ball playing.2 In Martial's Epigrams there is a ludicrous portrait of a sycophant who, after taking his bath, ran to the thermae to gather up the balls, and ran with them to 1 Galeni Ars tuendae sanitatis num ad medicinalem artem spectet an ad exercitatoriam. 2Deinde movetur pila vehementer et diu. (Book III, letter 1.) 1715 1716 EDUCATION REPORT, 1897-98. rich and influential players, hoping to get some reward from them. Martial also, in another celebrated verse, tell us that everybody, young and old, played at ball. Folle decet pueros ludere, folle senes. “ Follis ” was a large ball filled with air. That the Romans did not have fondness for gymnastics, athletic or histrionic, as Mercurial calls it, can be inferred from the fact that athletes in greater part were foreigners. People admired them, they paid them, they applauded them in the thermae and the circus, but they did not hold them in any honor. We have at Rome monuments in which we see types as though they were alive. The bronze statue in the Museum of the Thermae which was found in the Via Nazionale rep¬ resents a characteristic figure of an athlete. Whoever has seen can never forget the stupid, brutal face of the pugilist. The statue is perhaps one of the very best which has been brought to light in our times. It has a natural grandeur, and is executed with such exactitude of detail that one takes it to be an intended portrait of a celebrated pugilist whom the artist represents at the moment when he has come forth victorious from the combat. Thus, as a man in repose, he rests his forearms on his thighs, his body slightly inclined. What gives to him a barbarous aspect is the vast dimension of his jaws. His face on one side is somewhat swollen. His ears are torn, his hair matted with blood, drops of which are seen on different parts of his body. Yet, among all the monuments of ancient Rome, that which gives in the clear¬ est fashion the history of athletic gymnastics is the mosaic in the upper story of the Lateran Museum. It formed the floor of the east and west expedrse in the baths of Caracalla. The fragments found were readjusted so as to make that grand picture. The anatomical execution, although exaggerating the protuber¬ ances of the muscles, is perfect, even in the most minute details. One feels that these figures are portraits of the celebrated gymnasiarchs of the epoch. But it is evident at first view that they are foreigners, for in their physiognomy there is something, I can not say what, of the beastly. The neck is shortened by the vast development of the muscles of the shoulders and the neck, especially the deltoid and the trapezoid. The arms and the legs are in a state of slight flexion. There also the artist represented faithfully the state of partial contraction which we notice in the muscles of those who exercise to excess certain portions of the body, as we see among acrobats performing on the trapeze and among celebrated wrestlers. The collection of figures represents an athletic school. Some beardless j^ouths are there ready for the course; others hold in hand the discus; others yet, with ferocious eyes and legs firmly planted, await the moment of wrestling. Some have their arms wrapped with the cestus, or the palms of the hands opened in sign of defiance. All around are objects which serve as ornaments in athletic schools — emblems, chaplets, and palms. II. By exercise muscular force increases rapidly and steadily continues. Whoever is not a physiologist and a physician studies the effects of gymnastics possibly imbued with the mistake of supposing that extraordinary development of muscles is attended by like effects on the other organs of the tody. Touching this error I will mention some experiments made in my laboratory by Dr. Manca. He, or one of his attendants, took in hand two dumb-bells, each of the weight of 5 kilos. He placed himself before a clock sounding the minute and the second, and by movement of the arms began to raise the dumb-bells upward. At the next second he returned to the point of .departure by lowering the arms. At the third the arms were again raised. He repeated these movements of lifting these weights every two seconds until he became fatigued to the point of not being able to con¬ tinue in the same rhythm. An assistant standing behind wrote down every day the number of times the ATHLETIC GYMNASTICS. 1717 dumb-bells were lifted without exhaustion of force. He made the exercise only once a day; but as he continued it for weeks and months, it was observed that his force increased daily with surprising regularity. It was then that by these experi¬ ments Dr. Manca gradually pushed the number of times of lifting the dumb-bells from 28, which he made on an average during the first week, to 95, the average in the ninth week of exercises. 1 Two reasons explain that continued regular progression. First, the muscles gradually accustomed themselves to the more intense exertion. Second, their structure, little by little, was modified and increased in volume. Upon that growth of the muscles I also have made experiments in my laboratory. Professor Aducco, with great precision, photographed the arms and the backs of 5 students; he also made accurate measurements around their chests and arms. These began to exer¬ cise every day at the trapeze and parallel bars, and he kept them at it several months, in order to fix the rate of increase which, at the end of four weeks, had already become visible in the muscles of the shoulders, the thorax, and the arms. The problem is very complex. We become stronger by the practice of gymnas¬ tics because, as I have shown in my book on Fatigue, we habituate ourselves to the products of fatigue, and to the poisons which are secreted during the work of the muscles (if I may use that term). But we become stronger also because the muscles, excited by exercise, dilate and increase in volume. The researches made by me tend to divide these two factors. But, in the meantime, it is easy to observe that we become stronger by exercise before enlargement of the muscles becomes apparent. We attain in training a maximum of intensity, and we keep ourselves not for an instant only at the culminant point of physical force, but, even when the muscles have returned to their natural size after long rest, even for months, the beneficial effect of exercise remains. III. In the time while I was a surgeon in the Army I became convinced that the most muscular men are not always those who best resist fatigue of military life and infectious diseases. Prof. Birch Hirschfeld said, in effect, that predominance of the muscular system among athletes leads to a state of tension of all the other organs which, in nour¬ ishing the muscles and providing for their motive action, end by exhausting them¬ selves easily and becoming more sensitive to infectious influences. Let us rapidly examine this problem. From it we shall become convinced that the rapid development of the muscles obtained from athletic gymnastics is not in itself an essential condition of vigor, and that we must distinguish in their opera¬ tion between their aptitude to produce a maximum effort and that of producing long series of ordinary contractions without fatiguing ourselves too much. * * * The increase of volume of muscles gained by exercise is so obvious to everybody, that physicians and gymnasts are considered by that fact as having in their hands a means highly efficacious for the reconstruction of the organic system. In order to convince the reader that muscles of moderate volume can do as much work and perform their functions as well as those of greater, I call attention to the leg of Abyssinians. All officers who have been with companies of native soldiers in the Erythrean country speak in praise of the prodigious rapidity and endurance which Abyssin¬ ians exhibit on the march, the facility with which they ascend mountains and hills and reach the top, where our soldiers arrive languid and much worn. Now, Abyssinians and Arabs are well known for the nimbleness of their legs. Some persons suppose that inferior races endure the fatigue of march better than we because their heel bone is more elongated. It would thus allow the 1 G. Manca, Italian Biological Archives, Vol. XVII, p. 389. 1718 EDUCATION REPORT, 1897-98. muscles which serve to lift up the body more easily to adapt themselves to it. (These are the ones which form the calf of the leg and which are inserted in the heel by the tendon of Achilles.) Others say that Abyssinians and Arabs have muscles less fleshy but longer than ours. In a series of experiments made by me in con¬ cert with Dr. Patrizi at a time when a delegation of Abyssinians and Arabs passed through Turin, I discovered that neither of these suppositions was true. There¬ fore I still insist that, even while continuing slender, a muscle can acquire aptitude for enduring exertion better than one of greater volume. Among the Alps I have seen famous guides the muscles of whose legs were less developed than those of some of my companions who were easily fatigued in walking. Straining the muscles is a thing entirely different from their physiological exer¬ tion. Even the work of muscular contractions follows this or that rule according as those contractions are extreme or of moderate intensity. Straining excites the formative function of the muscle more than normal exertion. Straining is a phe¬ nomenon ultraphysiological, and almost morbid, which excites the muscle and provokes distension and multiplication of muscular fibers. To make this under¬ stood by example, I will call attention to the callosity of the hands and the feet. Pressure continued on one portion of the skin excites in its coatings formative action that makes it thicker and harder. When pressure ceases callosity disap¬ pears. In the same manner the muscles become finer when exercise is discon¬ tinued. Increase in the muscles, however, does not change the general conditions of health. Even the fact of the appearance or absence of muscular development according to existence or default of exercise proves that the matter is a phenome¬ non entirely local, and not even necessary to life. We see, by the example of the heart, that physiological contractions of the muscles have no great effect upon the nutrition of the muscles themselves nor upon their development. Of all the muscles of the human body it is the strongest and performs the greatest amount of work. The heart is the first to put itself in motion when we are yet in a state of embryo, and it is the last to rest in death. If the volume of its muscles were to grow continually from exercise, that organ would be distended to the point where it could no longer perform its functions. The proof that growth of the volume of the muscles is not due to physiological contractions, but rather to straining, is that, when any malady contracts the open¬ ing of the valves of the heart, and when, consequently, the blood can no longer course freely into the systole, the volume of the heart constantly increases. Then hypertrophy of the cardiac muscle manifests itself, known under the name of coeur de boeuf (beef's heart) because of the dimensions it acquires. Contraction of the muscles does not increase their volume so long as it is purely physiological. We observe this by the muscles of respiration, in the diaphragm and intercostal muscles, which are very slender although at continual work throughout life. We may therefore affirm that, in gymnastics, that which aug¬ ments their volume is not physiological excitation of contraction, but that of straining, which is an irritation ultraphysiological. The dilatation of the muscles effected by athletic gymnastics is a hypertrophy and a phenomenon almost patho¬ logical. In thus exaggerating, I wish to give clearer expression to the idea that extreme size of a muscle is a thing entirely distinct from its aptitude to perform, during an extended period, a great amount of mechanical work. When the section of a muscle becomes larger, it allows lifting of a greater weight, but not the lifting of a moderate weight a greater number of times. Often predominant development of the muscles of the arms is hurtful in the ordi¬ nary conditions of life. We shall see further on that masters in gymnastics are those who are least capable of enduring marches and the fatigue of military life. ATHLETIC GYMNASTICS. 1719 IY. When we analyze a gymnastic movement we should consider, first, the brain and the spinal marrow where the nervous action which produces contraction begins; second, the muscles which transform chemical energy into mechanical work; third, the waste proceeding from the destruction of one part of the nerv¬ ous system and of the muscles consequent upon the performance of mechanical work. Endurance consists in the aptitude we gain in producing from contraction of the muscles a greater effect with the help of exercise, and in the habit which the nervous system slowly acquires of being less sensible of perturbations in the organ¬ ism caused by waste and blood pollution produced by fatigue. Another impor¬ tant .factor is increase of volume in the muscles by exercise which renders them capable of lifting greater weights. Already knowing that on the cessation of exercise the muscles gradually shrink to their natural volume, and that the effects of training cease also, I asked myself which one of these results continues longest, greater endurance of fatigue or larger volume of muscles. For an example of those researches on the physiology of gymnastics I will cite one of the experiments made by Professor Aducco. We had arranged in the lab¬ oratory some gymnastic equipments, in order to be more easily in reach of the physiological apparatus serving for the study of man when in exercise. Having leaped up to grasp the bar of the trapeze, Professor Aducco made the maneuver of bending his arms and lifting his body so as to put his chin on a level with the bar. Each of these movements lasted about five seconds. Then he let his body down to the full length of his arms and immediately lifted himself again. When he began, Professor Aducco accomplished eleven or twelve of these feats before fatigue forced him to stop. He progressed day by day to twenty-one and twenty-two. Meanwhile the muscles of the arm gradually grew larger. At the end of a year of rest they had returned to their primitive volume, but when he pro¬ ceeded to a new series of these exercises he accomplished at the first trial fourteen feats. I hope to find before long others having enough of Professor Aducco’s good will to continue these studies. For the present it appears from that first trial that the effect of exercise upon the nervous system— the internal effect, if I may express it — endures longer than the peripheric or muscular effect. I maintain that gymnastics ought to avoid the efforts which are morbid exci¬ tations and apply itself, above all, to act interiorly on the nervous system, in accustoming it to influence the muscles little by little in order to obtain the maxi¬ mum of beneficial result with the least expense of energy. Scientific gymnastics should not allow itself to be seduced by the development of the muscles produced by means of athletic exercises. Strainings engender hypertrophy. But this result is fundamentally different from the endurance of work, the most important quality of muscles in common life. In fine, in doing so that the period of inaction may not be too long, we ought by exercise to conserve in the organism that tolerance of the poisons and wastes of fatigue which is one of the essential conditions of being able to perform long- continued work. Y. The increase of the perimeter of the thoracic frame is one of the most notable effects of gymnastic exercises. Some researches upon that subject have been made by Abel Chassagne and Dally,1 Marey, Hillairet, Demeny, and others. One may 1 A. Chassagne et E. Dally, Influence precise de la gymnastique sur le developpement de la poitrine, des muscles et de la force de 1’homme, Paris, 1881, p. 15. 1720 EDUCATION REPORT, 1897-98. say, in general, that among 100 persons who practice gymnastics for five months, 76 will show increase of thoracic circumference, 16 a bending of the lower chest and the others will be neither better off nor worse. These figures suffice to show that the benefit of gymnastic apparatus, such as parallel bars, fixed bar, trapeze, rings, and dumb-bells, has been much exaggerated when it is maintained that they develop the muscles which take their insertion over the thoracic cavity, and that the result is useful in facilitating ordinary respiration. Enlargement of the circumference of the thorax of itself alone is not, in fact, capable of ameliorating the conditions of the organism. Except acute and chronic affections of the lungs and serious deformities in the vertebral column, no phy¬ sician has ever found a malady, a condition of uncomfortableness and debility pro¬ duced by insufficiency of the air respired. Double organs, as the lungs, kidneys, cerebral hemispheres, etc., can compensate among themselves, and only one-half is sufficient for living. If one can not affirm positively nor say that that is the case with everybody, I have demonstrated, nevertheless, in a work of mine on respiration1 that all of us inspire a much greater quantity of air than we have need, and I have marked the quantity habitually inspired beyond what is necessary under the name of respiration de luxe (superfluous respiration) . The researches of Dr. Roblot demonstrated besides that even in the exercises of walking one obtains dilatation of the thoracic cavity and consequent increase of vital faculty. * * * VI. I have carefully studied the modifications produced in the heart during muscu¬ lar efforts while exercising on the trapeze and parallel bars. Irregularities of rhythm in the beatings of the heart are those most apparent. In the course of a prolonged muscular effort the blood does not circulate freely. I have noticed this in an enlargement of the veins of the neck, congestion in the face, and the purple color of the skin. The cause of this is that we can not concentrate nerv¬ ous action upon only one group of muscles. When the thing is to make an intense effort, almost all of the muscles of the body, especially those of the thorax, contract themselves, they make venous circulation difficult, we feel ourselves weakened, and are obliged to interrupt an effort, more on account of the con¬ straint of circulation and respiration than weakening of muscular force. Prolonged muscular contractions, such as often occur in exercises on parallel fears, have in physiology a special name. They are called “ tetanic. ” Besides, everybody knows that tetanus is specially characterized by extended violent con¬ tractions. The heart does not beat with usual regularity during intense efforts, and irregularity continues several minutes after one has withdrawn from them. I will cite an example. Professor Aducco in feats on the parallels went through the exercise of passage of position from arms extended to that of arms bent. After a minute or so of this movement small spots appeared on the surface of his arms like extravasations or peteehise of a bluish color, such as are produced by slightly asphyxiated blood which remains accumulated by the slackening of venous circulation. These spots sometimes continue for five minutes after exer¬ cise on parallels, especially during the first days. When Professor Aducco became somewhat fatigued the trouble of surface circulation became less evident and the spots disappeared sooner. The enormous difference among various individuals as to aptitude in gymnastic exercises is noticed when we observe the exercises practiced on the horizontal bar by young men of the same class entering the gymnasium for the first time. The simple operation of lifting one’s self by the arms shows how much we differ one from another from our birth, and it is to such a degree that while some do not 1 A. Mosso, La respiration periodique et la respiration de luxe. (R. Accademia dei Lincei, 1885.) THE ARTIFICIAL PRODUCTION OF NITRATES. 1721 climb trees except with difficulty, others move among them as easily as cats. In gymnasia they correct somewhat of the inequalities in development of the mus¬ cles and make them more fit for work. But when the exercise is left off, the muscles tend to return to their primitive force and proportions. So it is that, after we have been raised by exercise above the original character limits of the race, by inaction we return to the specific type which marks refrogradation resulting from inaction. The differences in our being at birth do not depend upon the conditions of social life, for they exist equally pronounced among beasts. Mullendorf has remarked that birds, even those of the same species, show dif¬ ferences in the weight of the pectoral muscles even in the savage state. Domestic birds which do little flying have these muscles less developed than the wild of the same species. Everybody knows that blacksmiths have very large arms. More¬ over, some physicians counsel against the practice of fencing as much as gymnas¬ tics, because it alters the symmetry of the shoulders; in fact, the right shoulder becomes higher and larger. All physicians are agreed that when a person becomes lame the leg which is alone to support his weight takes on speedy and abnormal development. In The Banquet, Chapter II, paragraph 17, Xenophon relates what Socrates said about gymnatics: “Do you laugh because in taking gymnastic exercise I expect to enjoy better health, or to eat and sleep with better relish, or because I seek that sort of exercise to enable me to avoid undue size of the legs and narrowness of the shoulders, as is the case with those who run long distances, or else great breadth of the shoulders and thinness of the legs, which pugilists have; to the end that, rather than fatiguing the whole body, I may keep it in a state of perfect equilibrium ?” THE ARTIFICIAL PRODUCTION OF NITRATES UPON A WORLD SCALE FOR AGRICULTURAL PURPOSES.1 The world’s demand for wheat — the leading breadstuff — increases in a crescendo ratio year by year. Gradually ail the wheat-bearing land on the globe is arjpro- priated to wheat growing, until we are within measurable distance of using the last available acre. We must then rely on nitrogenous manures to increase the fertility of the land under wheat, so as to raise the yield from the world’s low average, 12.7 bushels per acre, to a higher average. To do this efficiently and feed the bread eaters for a few years will exhaust all the available store of nitrate of soda. For years past we have been spending fixed nitrogen at a culpably extrava¬ gant rate, heedless of the fact that it is fixed with extreme slowness and difficulty, while its liberation in the free state takes place al ways with rapidity and sometimes with explosive violence. Some years ago Mr. Stanley Jevons uttered a note of warning as to the near exhaustion of our British coal fields. But the exhaustion of the world's stock of fixed nitrogen is a matter of far greater importance. It means not only a catastro¬ phe little short of starvation for the wheat eaters, but, indirectly, scarcity for those who exist on inferior grains, together with a lower standard of living for meat eaters, scarcity of mutton and beef, and even the extinction of gunpowder. * . * * I have said that starvation may be averted through the laboratory. Before we are in the grip of actual dearth the chemist will step in and postpone the day of famine to so distant a period that we, and our sons and grandsons, may legiti¬ mately live without undue solicitude for the future. 1 Extract from the inaugural address of Sir William Crookes, president of the British Asso¬ ciation for the Advancement of Science, at its Bristol meeting, 1898. 1722 EDUCATION RETORT, 1897-98. It is now recognized that all crops require what is called a “dominant” manure. Some need nitrogen, some potash, others phosphates. Wheat preeminently demands nitrogen, fixed in the form of ammonia or nitric acid. All other neces¬ sary constituents exist in the soil; but nitrogen is mainly of atmospheric origin, and is rendered “'fixed ” by a slow and precarious process which requires a com¬ bination of rare meteorological and geographical conditions to enable it to advance at a sufficiently rapid rate to become of commercial importance. There are several sources of available nitrogen. The distillation of coal in the process of gas making yields a certain amount of its nitrogen in the form of ammonia, and this product, as sulphate of ammonia, is a substance of considerable commercial value to gas companies. But the quantity produced is comparatively small; all Europe does not yield more than 400,000 annual tons, and, in view of the unlimited nitrogen required to substantially increase the world’s wheat crop, this slight amount of coal ammonia is not of much significance. For a long time guano has been one of the most important sources of nitrogenous manures, but guano deposits are so near exhaustion that they may be dismissed from con¬ sideration. Much has been said of late years, and many hopes raised by the discovery of Hellriegel and Wilfarth that leguminous plants bear on their roots nodosities abounding in bacteria endowed with the property of fixing atmospheric nitrogen; and it is proposed that the necessary amount of nitrogen demanded by grain crops should be supplied to the soil by cropping it with clover and plowing in the plant when its nitrogen assimilation is complete. But it is questionable whether such a mode of procedure will lead to the lucrative stimulation of crops. It must be admitted that practice has long been ahead of science, and for ages farmers have valued and cultivated leguminous crops. The four-course rotation is turnips, bar¬ ley, clover, wheat, a sequence popular more than two thousand years ago. On the continent in certain localities there has been some extension of microbe cultiva¬ tion; at home we have not reached even the experimental stage. Our present knowledge leads to the conclusion that the much more frequent growth of clover on the same land, even with successful microbe seeding and proper mineral sup¬ plies, would be attended with uncertainty and difficulties. The land soon becomes what is called “clover sick” and turns barren. There is still another and invaluable source of fixed nitrogen. I mean the treasure locked up in the sewage and drainage of our towns. Individually the amount so lost is trifling, but multiply the loss by the number of inhabitants and we have the startling fact that, in the United Kingdom, we are content to hurry down our drains and water courses into the sea fixed nitrogen to the value of no less than £16,000,000 per annum. This unspeakable waste continues, and no effective and universal method is yet contrived of converting sewage into corn. Of this barbaric waste of manurial constituents Liebig, nearly half a century ago, wrote in these prophetic words: “Nothing will more certainly consummate the ruin of England than a scarcity of fertilizers— it means a scarcity of food. It is impossible that such a sinful violation of the divine laws of nature should forever remain unpunished; and the time will probably come for England sooner than for any other country when, with all her wealth in gold, iron, and coal, she will 1 e unable to buy one-thousandtli part of the food wdiich she has, during hundreds of years, thrown recklessly awray.” The more widely this wasteful system is extended, recklessly returning to the sea what we have taken from the land, the more surely and quickly will the finite stocks of nitrogen locked up in the soils of the world become exhausted. Let us remember that the plant creates nothing; there is nothing in bread which is not absorbed from the soil, and unless the abstracted nitrogen is returned to the soil, its fertility must ultimately be exhausted. When we apply to the land THE ARTIFICIAL PRODUCTION OF NITRATES. 1723 nitrate of soda, sulphate of ammonia, or guano, we are drawing on the earth's capital, and our drafts will not perpetually he honored. Already we see that a virgin soil cropped for several years loses its productive powers, and without artificial aid becomes infertile. Thus the strain to meet demands is increasingly great. Witness the yield of 40 bushels of wheat per acre under favorable condi¬ tions dwindling through exhaustion of soil to less than seven bushels of poor grain, and the urgency of husbanding the limited store of fixed nitrogen becomes apparent. The store of nitrogen in the atmosphere is practically unlimited, but it is fixed and rendered assimilable by plants only by cosmic processes of extreme slowness. The nitrogen which with a light heart we liberate in a battleship broadside has taken millions of minute organisms patiently working for centu¬ ries to wTin from the atmosphere. The only available compound containing sufficient fixed nitrogen to be used on a world-wide scale as a nitrogenous manure is nitrate of soda, or Chile saltpeter. This substance occurs native over a narrow band of the plain of Tamarugal, in the northern provinces of Chile between the Andes and the coast hills. In this rainless district for countless ages the continuous fixation of atmospheric nitro¬ gen by the soil, its conversion into nitrate by the slow transformation of billions of nitrifying organisms, its combination with soda, and the crystallization of the nitrate have been steadily proceeding, until the nitric fields of Chile have become of vast commercial importance, and promise to be of inestimably greater value in the future. The growing exports of nitrate from Chile at present amount to about 1,200,000 tons. The present acreage devoted to the world's growth of wheat is about 163,000,000 acres. At the average of 12.7 bushels per acre this gives 2,070,000,000 bushels. But thirty years hence. the demand will be 3,260,000,000 bushels, and there will be difficulty in finding the necessary acreage on which to grow the additional amount required. By increasing the present yield per acre from 12.7 to 20 bushels we should with our present acreage secure a crop of the requisite amount. N ow from 12.7 to 20 bushels per acre is amoderate increase of productiveness, and there is no doubt that a dressing with nitrate of soda will give this increase and more. The action of nitrate of soda in improving the yield of w7heat has been studied practically by Sir John Lawes and Sir Henry Gilbert on their experimental field at Rothamsted. This field was sown with wheat for thirteen consecutive years without manure, and yielding an average of 11.9 bushels to the acre. For the next thirteen years it was sown with wheat, and dressed with five hundredweight of nitrate of soda per acre, other mineral constituents also being present. The average yield for these years was 36.4 bushels per acre — an increase of 24.5 bushels. In other words, 22.86 pounds of nitrate of soda produce an increase of one bushel of wheat. At this rate, to increase the world's crop of wheat by 7.3 bushels, about H hun¬ dredweight of nitrate of soda must annually be applied to each acre. The amount required to raise the world's crop on 163,000,000 acres from the present supply of 2,070,000,000 bushels to the required 3,260,000,000 bushels will be 12,000,000 tons, distributed in varying amounts over the wheat-growing countries of the world. The countries ‘which produce more than the average of 12.7 bushels will require less, and those below the average will require more; but, broadly speaking, about 12,000,000 tons annually of nitrate of soda will be required, in addition to the 1,250,000 tons already absorbed by the world. It is difficult to get trustworthy estimates of the amount of nitrate surviving in the niter beds. Common rumor declares the supply to be inexhaustible, but cautious local authorities state that at the present rate of export, of 1,000,000 tons per annum, the raw material “caliche,” containing from 25 to 50 per cent nitrate, will be exhausted in from twenty to thirty years. 1724 EDUCATION REPORT, 1897-98. Dr. Newton, who has spent years on the nitrate fields, tells me there is a lower-class material, containing a small proportion of nitrate, which can not at present be used, but which may ultimately be manufactured at a profit. Apart from a few of the more scientific manufacturers, no one is sanguine enough to think this debatable material will ever be worth working. If we assume a liberal estimate for nitrate obtained from the lower-grade deposit, and say that it will equal in quantity that from the richer quality, the supply may last possibly fifty years, at the rate of a million tons a year; but at the rate required to augment the world’s supply of wheat to the point demanded thirty years hence, it will not last more than four years. * * * There is a gleam of light amid this darkness of despondency. In its free state nitrogen is one of the most abundant and pervading bodies on the face of the earth. Every square yard of the earth’s surface has nitrogen gas pressing down on it to the extent of about 7 tons — but this is in the free state, and wheat demands it fixed, To convey this idea in an object lesson, I may tell you that, previous to its destruction by fire, Colston Hall, measuring 146 feet by 80 feet by 70 feet, con¬ tained 27 tons weight of nitrogen in its atmosphere; it also contained one-third of a ton of argon. In the free gaseous state this nitrogen is worthless; combined in the form of nitrate of soda it would be worth about £2,000. For years past attempts have been made to effect the fixation of atmospheric nitrogen, and some of the processes have met with sufficient partial success to war¬ rant experimentalists in pushing their trials still further; but I think I am right in saying that no process has yet been brought to the notice of scientific or commercial men which can be considered successful either as regards cost or yield of product. It is possible, by several methods, to fix a certain amount of atmos¬ pheric nitrogen; but, to the best of my knowledge, no process has hitherto con¬ verted more than a small amount, and this at a cost largely in excess of the present market value of fixed nitrogen. The fixation of atmospheric nitrogen therefore is one of the great discoveries awaiting the ingenuity of chemists. It is certainly deeply important in its practi¬ cal bearings on the future welfare and happiness of the civilized races of mankind. This unfulfilled problem, which so far has eluded the strenuous attempts of those who have tried to wrest the secret from nature, differs materially from other chemical discoveries which are in the air, so to speak, but are not yet matured. The fixation of nitrogen is vital to the progress of civilized humanity. Other dis¬ coveries minister to our increased intellectual comfort, luxury, or convenience; they serve to make life easier, to hasten the acquisition of wealth, or to save time, health, or worry. The fixation of nitrogen is a question of the not far distant future. Unless we can class it among certainties to come the great Caucasian race will cease to be foremost in the world, and will be squeezed out of existence by races to whom wheaten bread is not the staff of life. Let me see if it is not possible even now to solve the momentous problem. As far back as 1892 I exhibited, at one of the soirees of the Royal Society, an experi¬ ment on “ The Flame of Burning Nitrogen.” I showed that nitrogen is a com¬ bustible gas, and the reason why when once ignited the flame does not spread through the atmosphere and deluge the world in a sea of nitric acid is that its igniting point is higher than the temperature of its flame — not, therefore, hot enough to set fire to the adjacent mixture. But by passing a strong induction current between terminals the air takes fire and continues to burn with a power¬ ful flame, producing nitrous .and nitric acids. This inconsiderable experiment may not unlikely lead to the development of a mighty industry destined to solve the great food problem. With the object of burning out nitrogen from air so as to leave argon behind Lord Rayleigh fitted up apparatus for performing the operation on a larger scale, and succeeded in effecting the union of 29.4 grams of mixed nitrogen and oxygen at an expenditure of one horsepower. Following THE USE OF PICTURES IN PUBLIC LIBRARIES. 1725 these figures, it would require one board of trade unit to form 74 grams of nitrate. of soda, and therefore 14,000 units to form one ton. To generate electricity in the ordinary way with steam engines and dynamos, it is now possible with a steady load night and day, and engines working at maximum efficiency, to pro¬ duce current at a cost of one- third of a penny per board of trade unit. At this rate one ton of nitrate of soda would cost £26. But electricity from coal and steam engines is too costly for large industrial purposes; at Niagara, where water power is used, electricity can be sold at a profit for one-seventeenth of a penny per board of trade unit. At this rate nitrate of soda would cost not more than £5 per ton. But the limit of cost i3 not yet reached, and it must be remembered that the ini¬ tial data are derived from small-scale experiments, in which the object was not economy, but rather to demonstrate the practicability of the combustion method and to utilize it for isolating argon. Even now electric nitrate at £5 a ton com¬ pares favorably with Chile nitrate at £7 10s. a ton; and all experience shows that when the road has been pointed out by a small laboratory experiment, the indus¬ trial operations that may follow are always conducted at a cost considerably lower than could be anticipated from the laboratory figures. Before we decide that electric nitrate is a commercial possibility a final ques¬ tion must be mooted. We are dealing with wholesale figures, and must take care that we are not simply shifting difficulties a little farther back without really diminishing them. We start with a shortage of wheat, and the natural remedy is to put more land under cultivation. As the land can not be stretched, and there is so much of it and no more, the object is to render the available area more pro¬ ductive by a dressing with nitrate of soda. But nitrate of soda is limited in quantity, and will soon be exhausted. Human ingenuity can contend even with these apparently hopeless difficulties. Nitrate can be produced artificially by the combustion of the atmosphere. Here we come to finality in one direction; our stores are inexhaustible. But how about electricity? Can we generate enough energy to produce 12,000,000 tons of nitrate of soda annually? A preliminary calculation shows that there need be no fear on that score; Niagara alone is capa¬ ble of supplying the required electric energy without much lessening its mighty tow. The future can take care of itself. The artificial production of nitrate is clearly within view, and by its aid the land devoted to wheat can be brought up to the 30 bushels per acre standard. In days to come, when the demand may again over¬ take supply, we may safely leave our successors to grapple with the stupendous food problem. THE USE OF PICTURES IN PUBLIC LIBRARIES.1 By Samuel Swett Green. In Great Britain, in 1845, was enacted a law entitled “An act for encouraging the establishment of museums in large towns.” The well-known law of 1850 is entitled “An act to enable town councils to estab¬ lish libraries and museums.” These museums are defined in a section of the law to be “ museums of art and science.” Towns in Great Britain may use public money to establish and maintain museums of art and science as well as libraries. These are not provided for in Massachusetts by existing library laws. Arrange¬ ments are made in some towns, however, by which art galleries may be housed in the same building as a public library and be under the control of the library board. 1 The Report of the Commissioner of [Education for 1895-96 contains a chapter on Art Decora¬ tion in Schoolrooms. In this article, taken from the Eighth Report of the Massachusetts Free Public Library Commission, Mr. Samuel Swett Green, librarian of the free public library of Worcester, Mass., shows the possibilities open to libraries along that line. 1726 EDUCATION REPORT, 1897-98. In Fitchburg, for example, the Hon. Rodney Wallace, in 1885, gave to the city a building to be used for “ a free public library, reading rooms, and art gallery, and for no other purposes,” on condition that the city government accept it and agree to bear the current expenses. There is a collection of oil paintings in the upper story of that building. Many public libraries are owners of works of art which have been given to them. As early as 1869 the Boston Public Library acquired, by gift, the Tosti collection of engravings. The City Library Association of Springfield has a museum of natural history connected with it, as well as an extensive art collection. This is not a public library, however, controlled and supported by the city, but a private institution, to which the city gives liberal assistance annually, in consideration of the fact that its privileges are extended to the general public without cost. While it would be out of place to spend money appropriated by a town for a library for buying oil paintings and statuary to form an art museum, it is consid¬ ered proper to buy photographs and plates, not only bound in volumes, but detached, for the purpose of illustrating subjects treated of in books in the library. In so far as the writer knows, the Free Public Library in Worcester was the first public library in the country to make a deliberate and large expenditure for photographs, engravings, and other kinds of plates, to use for the purpose of popular education in connection with the daily work of the library. The present librarian became connected with it as a director January 1, 1887, and as librarian January 15, 1871. Soon after his connection with the institution he introduced the plan of buying freely pictures separate from books. These have been bought mainly from the income of a fund established by the will of Dr. John Green, the founder of the reference department, but to a considerable extent also from the city appropriation. Since 1870 interest in art instruction has grown apace. Instruction in drawing has been given in the public schools. In July, 1871, Mr. Walter Smith, who had been brought here from abroad, was made art director in this Commonwealth. A growing and large interest in making all objects beautiful and in having every¬ where tasteful surroundings showed itself in the community generally. It became very evident to the librarian in W orcester that pictures must be pro¬ vided if the library was to do the work which might properly be expected of it in fostering the art spirit and in giving it material by means of which it might get exercise. A sufficiently large number of copies of Jones’s Grammar of Orna¬ ment in its larger form, a copy of L'Ornement Polychrome, and other similar works, were bought, and collections of plates, mainly large photographs repre¬ senting the work of masters in art, were bought from time to time. This library also became a pioneer in the work of bringing about a close connection between libraries and schools. When these relations were established, it soon became obvious that not only in providing for the newly awakening interest in art, but also affording necessary aid in geography, history, and other studies, large collec¬ tions of pictures must be acquired. The value of the illustrations in books was recognized, as well as their rapid increase in number and excellence. But here, as well as in instruction in art, more, larger, and better pictures were needed, and these had to be bought as separate plates, and kept in portfolios so that they could be hung on walls. Not only was the pictorial matter acquired by the library placed at the disposal of teachers, scholars, and the general public in meeting their daily needs, but not infrequently exhibitions were given. Thus early a large collection of good-sized photographs, illustrating the work of Raphael and the development of his genius, was shown. Then followed other exhibitions of photographs of pictures of artists of different Italian and German schools of painting. The experiment was success¬ fully tried of having members of the Worcester Art Society make themselves THE USE OF PICTURES IN PUBLIC LIBRARIES. 1727 acquainted with groups of pictures which they undertook to explain to visitors. A lady well acquainted with pictures was hired to come from Boston to be present at one of the exhibitions and enter into conversation with persons interested about the pictures and artists. This plan gave much satisfaction. When the new library building was added to the older one, in 1890, new facili¬ ties were provided for exhibitions. The interior of the new building was planned by the librarian, and arrangements for a hall and art galleries were made. Many exhibitions have been given for the benefit of pupils in the schools. For example, when scholars in the high schools have been studying essays from the Specta¬ tor, classes are brought to the library, and photographs of old buildings in Lon¬ don, colored pictures of the exteriors of buildings and of scenes within buildings in the times represented in the writings and other illustrations of London in the time of Addison and of the manners and occupations of its inhabitants are shown to them. If they have been engaged in studying plays of Shakespeare, the plates of the work known as the Homes and Haunts of Shakespeare, in colors and in black and white, are hung on the walls of a hall, together with the illustrations of scenes in the plays of Shakespeare by Barley; and facsimiles of the quartos and folios and works giving representations of the exterior and interior architecture and of the costumes of the time of the dramatist are brought together, and classes, with their teachers, invited to examine and study them. For pupils in the grammar schools exhibitions have been provided. Thus, when in the school course the civil war of 1861-1885 has been studied, one hundred pho¬ tographs of bridges, houses, roads, and battlefields (with the dead lying unburied) are placed on the walls of a hall, with Forbes’s etchings descriptive of life in the camp during the war, battle pictures in color, and a set of Confederate etchings. All are carefully inscribed with names of places, scenes, etc. (with which the memories of the children are at that time filled) ; and the principals of the gram¬ mar schools are notified that the exhibition is open, and that such boys and girls as desire may come to it between the hours of 4 and 6 o’clock in the afternoon. Last winter a more elaborate exhibition was held. The colored plates of Gatlin, illustrating life among the North American Indians during his residence among them; Thomas Moran’s beautiful and striking representations of the scenery in the Yellowstone Park; a set of chromolithographs, such as are used in German schools in teaching physical geography; and Trouvelot’s plates, showing how the heavenly bodies look through a telescope, were hung on the walls of a hall. By arrangement with the superintendent of schools, teachers registered their names at his office, and placed after them the dates when they would like to bring scholars to the library. It was announced to the librarian every day, by telephone, what school was coming. Such pupils in a school as desired came to the library, accom¬ panied by teachers, after school in the afternoon, and spent an hour in examining the pictures and in listening to a lecture about them. This exhibition was pecul¬ iarly successful, and was very entertaining and instructive to the children. Another exhibition of a similar character has been planned for the present winter. A course of lectures was given by Dr. G. Stanley Hall to the teachers of Worcester last winter. Some of these were illustrated at the library by bringing together into a room pictorial and literary matter likely to prove useful in teach¬ ing the subjects which he was showing them how to teach. Classes go to the library from the high schools and from grammar schools to look over, in a room by themselves, photographs of classical remains, illustrations of armor, or pictures interesting in connection with other subjects. Twenty years or so ago geography was taught in the Worcester Normal School by means of lantern slides. The principal of one of the grammar schools in Worcester has 1,500 slides which he uses in giving instruction in his school. For example, he has a series of pictures which he has taken, showing the various points of interest in Concord, Mass. These pictures are shown and the connection of the / 1728 EDUCATION REPORT, 1897-98. place with the Revolution and the town's distinguished residents are mentioned and talked about. Interest is thus excited that may lead to extended studies in history and literature. The teacher spoken of has been doing work of this kind for ten years. The superintendent of schools in Worcester has become much interested in the matter, and is endeavoring to have instruction given by slides in other, if not in all, the public schools. Many of the slides are prepared from material in the public library. That institution has skylights and a dark closet for the use of photographers, and large numbers of pictures which teachers desire to copy. Prof. William M. Davis, of Harvard University, has of late years been very much interested in having instruction given by means of lantern slides; and in No. II of Papers from the Physical Geography Laboratory of Harvard Univer¬ sity may be found a list of geographical lantern slides, of great interest, pre¬ pared for use in Cambridge public. schools by Professor Davis (Cambridge, Mass., Harvard Printing Company). The first of next month (February, 1898) an exhibition is to be given at the library in Worcester, of especial interest to schools. The Public School Art League, having raised $800 or $400 in small subscriptions by residents of Worces¬ ter, has lately been buying objects to be used in decoration of schoolrooms in different portions of the city. Before they are put in the places they are to occupy, they are all of them to be brought to the library for a public exhibition. The library will add a collection of photographs, selected from its stores with par¬ ticular reference to their desirability for purposes of school decoration ; and it is expected that a new interest will be awakened in the community by the display, in providing additional means to be used in furtherance of the good plans of the School Art League. There has just been hung in a room in the Worcester Library a collection of photographs illustrative of Greek sculpture. There is a large class of ladies studying this subject. It began the study last winter, and is continuing it the present season. The members of the class call at such hours as they please to examine the photographs, and once a week several ladies come and study them for two or three hours. Societies connected with churches that are making fireside travels, Chautauqua circles, clubs for the suburbs of the city, teachers with classes to which instruction is being given in the history of painting, come to the library; they have rooms assigned them and are provided with illustrative matter ©n such subjects as they have an interest in at the time. A large number of exhibitions is provided for the general public. Such as have been given in the last few years are described in the annual reports of the library. Examples are: The antiquities of Russia; the remains of Pompeii; Moorish art in Cairo; English, French, and Spanish painting; classical antiquities. Occasionally a deserving local artist is discovered, and is allowed, in connection with an exhi¬ bition, to fill a room with his pictures. Several exhibitions have been given in the Worcester Library in conjunction with the Worcester Art Society. Thus, when the new library building was opened, the art society filled the galleries with portraits gathered mainly from homes in the city7. As the earlier artists of the country7 and later painters, as well as the most distinguished living portrait j)ainters, were represented in the exhibition, it gave, to some extent, a history of American portraiture. At another time the art society gave an exhibition of china, and winter before last kept up a continuous exhibition of oil paintings and bric-a-brac for four months. The library assisted by filling a room with photo¬ graphs of English and Continental cathedrals of large size, and afterwards with representations of the frescoes of Michael Angelo in the Sistine Chapel. The art society spent from $300 to $700 on each of these exhibitions. In connection with the exhibition of china, prizes were given by the art society for ceramic decora¬ tions by local amateurs. THE USE OF PICTURES IN PUBLIC LIBRARIES. 1729 A very large use of pictures is being made in the new Forbes Library at North¬ ampton. That institution was opened to the public July 1, 1895, under the care of an experienced librarian, Mr. Charles A. Cutter, who was for twenty-four years librarian of the Boston Atheneum. The Forbes Library had accumulated a considerable sum which could be spent at the start in buying books, photo¬ graphs, and objects of art, and is provided with an income which will enable it to make valuable additions from year to year. From the second annual report of the library, for the year ending November 30, 1896, it appears that several successful exhibitions were given in that year. One of great interest consisted of mountain photographs owned by the Appalachian Club, giving views of the Alps, the Tyrol, JEtna, and the Caucasus. This was followed by a loan exhibition of photographs taken in India, Japan, and Siam. These belonged to a resident of Northampton, who made the display more attractive by lending to the library a “ case full of oriental curiosities — idols, swords and daggers, palm-leaf books, pipes, and the betel-nut apparatus.” Besides other exhibitions of material owned by the library and borrowed, it had two furnished by a representative of a large dealer in photographs. Recently an interesting exhibition has been given in the Forbes Library build¬ ing of the work of amateur photographers. “ These exhibitions,” the librarian states, “ have not only given pleasure, which in itself would be sufficient justification, but have broadened their visitors’ minds, have supplied some of the advantages of travel to those who could not leave home, have renewed the impressions of those who had been abroad, have increased the knowledge of art, and educated the taste of all who saw them.” The library has been invited to join a league of 20 Massachusetts libraries, who will prepare a traveling exhibition, stopping two weeks at each library. The Boston Public Library, under its present management, is showing a very marked interest in the cause of popular entertainment and education, and is using its great resources and wide and powerful influence efficiently to these ends. In trying to show what use this library is making of pictures, I can not do better than to incorporate here the following letter, just received from Mr. Otto Fleisch- ner, the head of the art department: The Public Library of the City of Boston, January l, 1898. Samuel S. Green, Esq., Librarian , Worcester Public Library , Worcester, Mass. Dear Mr. Green: In answer to your letter of December 19, I give below a partial list of exhibitions of pictures in this library, which I hope will serve your purpose. We now keep a regular record of all the exhibitions, but have no lists of the first year after the opening of this department. Our aim is to have it known that students and casual visitors will find something new and interesting, and at the same time instructive, to see on every successive visit to the library. When the walls of the Barton Library, which is mainly used for this purpose, are not occupied by special exhibits, a selection of photographs is put up without a set programme, although a certain order is followed. For instance, the artists of a certain school are shown in sequence, or a collection of landscapes or genre pictures or portraits, interior decoration, etc. The special exhibitions are arranged with a view to illustrate special events, lectures, courses in the public schools or the Institute of Technology, anniversaries, national and other holidays. For Christmas just past a collection of Nativities of different schools was exhibited, while Easter will be a good season for a collection of Madonnas. For Washington’s birthday last year a very interesting loan collection of Washington portraits was put up, and will be repeated this year. Decoration Day is celebrated by a display of a large collection of Brady’s war photo¬ graph’s. Pati’iot’s Day, Bunker Hill Day, Fourth of July, are illustrated by maps, views of battles, portraits of generals, etc. Among the special exhibitions may also be mentioned those in connection with— Professor Weir’s Lowell Institute lectures on Italian art. Professor Homer’s Lowell lectures on Romanesque architecture. Hopkins’s lectures on the history of art to the teachers of the Boston schools, which will be continued this winter. Industrial arts in connection with the .Arts and Crafts Exhibition. ED 98- - 109 1730 EDUCATION REPORT, 1897-98, Collection (loan) of book plates by Boston artists. Collection (loan) of historical and rich modern bindings. Loan collection of origina1 drawings, engravings, and reproductions, showing the methods of book illustration, in connection with the Library Club meeting. Holbein portraits and other pictures, on the four hundredth anniversary of the artist’s birth. Cabot Centennial; portraits, maps, views, portraits, etc. Bradford Manuscript; autographs, views, portrait’s, etc. The Constitution, Cuba, Alaska, etc. Loan collection of original drawings and paintings for book illustrations, etc. Of course all special exhibitions are announced in the newspapers. To these exhibitions must be added the permanent display of the ArundeJ prints in the fine arts room, the collection of solar prints suitable for school decoration, and the Howard Pyle paintings illustrating American historical subjects, both in the juvenile room. Since last fall these exhibitions have been extended, with gratifying results, to the 10 branches, and several special collections are sent in rotation to the various branches and exhibited for two weeks. The schools in the respective districts are notified, and visit the branch in classes, under the supervision of teachers. The regular collections of photographs are not used for this purpose, but the library pur¬ chased within the last six months a collection of about 2,500 half-tone reproductions from paint¬ ings and sculpture (classical picture and sculpture galleries) and about 1,000 gelatine prints (European architecture), which are exclusively used for branches and schools. The “Classical Picture Gallery ” and “Classical Sculpture Gallery,” published by H. Grevell & Co., of London, and “ European Architecture,” published in Chicago, are monthly serials, and are still continued. A portfolio of a selection of these pictures is sent regularly on the first Tuesday of every month to each branch, where they are either displayed on the walls or used on the tables. These portfolios are also issued to teachers for use in the schoolroom, the portfolios being so arranged that they may serve as easels to show the pictures from the teacher’s desk. An experiment will be made during January to hold a lecture in connection with the exhibi¬ tions. This will be done untfer the auspices of one of the art clubs, who will supply a competent lecturer. In case the experiment proves feasible, a regular course of lectures will be arranged for the winter. Very truly, yours, Otto Fleischner. Can libraries in small towns avail themselves of advantages which come from ready access to generous collections of pictures ? It will be noticed that the Forbes Library borrowed the pictures for the exhibi¬ tion of mountain views from the Appalachian Club. Now, this club, it is announced, is ready to lend its photographs to any library that will pay freight and attend to the cost of hanging the pictures. There are persons interested in small towns who have collections of plates and objects of art and other interesting material which they would be willing to lend to libraries. Among others, there are persons born and perhaps brought up in little towns who would be glad to lend collections which they own, or to influence others to lend collections, for the instruction and entertainment of the present residents in the places of their birth. It is understood that the Century Company has sometimes lent the drawings and paintings from which the illustrations in its magazines have been prepared. Other publishers have similar collections which they could perhaps be induced to lend. Arrangements could undoubtedly sometimes be made with dealers to send small lots of pictures to little towns. Mr. John Cotton Dana, now the librarian of the City Library Association of Springfield, in this State, but until recently the librarian of the Public Library of Denver, Colo., did some inexpensive work while living in the latter city in bringing together and distributing collections of pictures. He had illustrations cut out from illustrated papers and magazines and mounted on stiff paper, dis¬ tributed them under heads, and arranged them in catalogue drawers. Teachers and others could go to these drawers and select such pictures as they wanted to take to schools or homes. This work of Mr. Dana is described in a recent volume of the “ Library Journal.” THE USE OF PICTURES IN PUBLIC LIBRARIES. 1731 It is often said that any town, no matter how small it is, may have a unique library. All that is necessary is to start and maintain a movement to bring together every book, pamphlet, broadside, or newspaper that will in any way throw light on the history of the town or the lives of its residents or past inhabitants. It may not only have a mass of local literature, but may add to this a museum of antiquities and other objects which illustrate the history or show the present products and interests of the town. Both of these things have been done in a most admirable manner in the public library of the beautiful little town of Lan¬ caster, in Worcester County. But every town library may have a unique art col¬ lection. Poor indeed is a town without amateur photographers among its permanent or summer residents. With little trouble and at no great expense any town library may secure a valuable collection of local photographs. Preserve the remembrance of beautiful trees or groups of trees. The landscape changes from time to time as wood is cut or as alterations are made for utilitarian purposes. Have pictures taken to show how the town looks to-day. Get photographs of all prominent residents and, so far as possible, likenesses of former residents and of persons born in the town who have been important factors in adding to the pros¬ perity of larger places. Take pictures of old houses. If a library, even in a very small town, should do this kind of work systematically and do a good deal of it every year, it would not b9 long before it would have a valuable and, as stated before, unique collection. A town library may join a league like the one which the Forbes Library was asked to attach itself to. Finally, traveling libraries of pictures are available. The Woman’s Education Association of Boston has done excellent work in sending to small towns traveling libraries of books. It is now entering on the work of sending boxes of pictures to places where they are desired. It has already done work of this kind. I will only add that considerable work of this kind is being done in the State of Wisconsin. Attention has for some time been attracted to that State by the excellence of the work which it has been doing by sending boxes of books to sparsely settled jiortions of the State. In a report recently issued by the Wiscon¬ sin Free Library Commission on “Free Traveling Libraries in Wisconsin ” there is a very interesting account of good work that is being done by traveling boxes of pictures in Portage County. CHAPTER XXXVIII. THE TRANS-MISSISSIPPI AND INTERNATIONAL EXPOSI¬ TION, HELD IN OMAHA, NEBR., JUNE 1 TO OCTOBER 31, 1898. Report of J. C. Boykin , Agent of the Bureau of Education, and Chief Special Agent of the Interior Department, Washington, D. C., February 1 , 1S99. Sir: In making a report of the participation of this Bureau in the Trans- Mississippi and International Exposition, it may be well to give a brief history of the enterprise and a statement of its general features. Without this the bearings and surroundings of our own exhibit can not be well appreciated. The credit of first effectively proposing an exposition to be held in Omaha is said to belong to Mr. Edward Rosewater, the editor of the Omaha Bee. He had been impressed by the success of the W orld's Fair at Chicago and by its advantages to that city, and his belief that a similar exposition would have a like effect upon Omaha had been strengthened by the experience of Atlanta, G-a. , with its exposition of 1895. A convention had been called in 1895 to consider the commercial condition of the Trans-Mississippi States, and it was expected that steps would then be taken to extend the commercial importance of that section. The time seemed ripe to Mr. Rosewater for advancing his ideas as to an exposition, and he accordingly broached the subject to a number of influential men of the city, and published (November 25, 1895) an editorial in his paper earnestly advocating the idea. The proposition was taken up by the Trans-Mississippi Commercial Congress almost immediately afterwards, and the actual initiation of the exposition was the most important work accomplished by that gathering, its president, Hon. W. J. Bryan, introducing the following resolution: Whereas we believe that an exposition of all the products, industries, and civ¬ ilization of the States west of the Mississippi River, made at some central gateway where the world can behold the wonderful capabilities of these great wealth- producing States, would be of great value not only to the Trans-Mississippi States, but to all the home seekers in the world: Therefore, Resolved , That the United States Congress be requested to take such steps as may be necessary to hold a Trans-Mississippi Exposition at Omaha in the year 1898, and that the Representatives of such States and Territories in Congress be requested to favor such an appropriation as is usual in such cases to assist in carry¬ ing, out this enterprise. After the adjournment of the congress, active steps were taken to make the suggestion an accomplished fact. In January, 1896, the Trans-Mississippi Exposi¬ tion Association was formally organized and incorporated. Its capital stock was fixed at $1,000,000, issued in shares of $10 each. Efforts were begun for securing Congressional and State recognition and, incidentally, appropriations. The sundry civil bill passed by Congress and approved June 10, 1896, carried an appropriation of $200,000 for a Government exhibit, and contained the usual provisions as to notification and invitation to foreign governments to participate and as to the admission of exhibits free of duty. Of the appropriation as it finally stood, $62,500 1733 1734 EDUCATION REPORT, 1897-98. were to be used for the erection of a building and the remainder was to be for the preparation and «are of exhibits. The Government exhibit was to be controlled by a board of management consisting of one representative of each of the Execu¬ tive Departments and one each from the Smithsonian Institution and the Fish Commission. The passage of this bill made the exposition a certainty. In a few months stock subscriptions were secured in sufficient amount to meet the provisos in the appro¬ priation bill and in the articles of incorporation, and December 1, 1898, a meeting of the stockholders was held and a board of fifty directors was elected. These, in turn, formulated the permanent organization of the association and elected the following officers: Gurdon W. Wattles, president; Alvin Saunders, resident vice- president; Herman Kountze, treasurer; John A. Wakefield, secretary; Z. T. Lind¬ sey, manager department of ways and means; Edward Rosewater, manager depart¬ ment of publicity and promotion; F. P. Kirkendall, manager department of buildings and grounds; E. E. Bruce, ^manager department of exhibits; A. L. Reed, manager department of concessions and privileges; W. FT. Babcock, manager department of transportation. The final decision as to the location of the exposition was reached March 17, 1897, and the corner stone was laid with elaborate ceremony April 22. THE GROUNDS AND BUILDINGS. The site was an eligible one, about 2 miles from the center of the city. It was composed of three distinct “tracts,” but these were so situated, and the arrangement was such, that each had its individuality. All were connected by streets and viaducts, and what might have been the cause of inconvenience and lack of harmony under less skillful management, was turned into a positive advantage. What was known as the Kountze tract was a rectangular piece of ground 670 feet wide and about a half mile long, extending from Sherman avenue (Sixteenth street extended) to Twenty-fourth street. Here was situated the “grand court.” A long, narrow lagoon, spread out at one end in the form of a trefoil, was sur¬ rounded by the xurincipal exhibit buildings, recalling the court of honor at the World's Fair, the likeness being increased by the extensive use of white staff in construction and decoration. At the head of the lagoon stood the Government building with its gilded dome and impressive columns and sculptured groups. On the south were the buildings devoted to fine arts, liberal arts, and mines and mining, and on the north were those of agriculture, manufactures, and machin¬ ery and electricity. All these were connected by colonnades, which added much to the completeness of the plan and proved a positive boon in inclement weather. THE EXHIBITS. The exhibits in the Government building were materially different in most respects from those at previous expositions, the plan of the officials being to pre¬ sent fresh collections as far as possible at each succeeding exposition. Where it was necessary to use the same articles the difference in arrangement and decora¬ tion was such as to give them an entirely different aspect. If this were not kept constantly in mind the Government exhibits, after a few expositions, might become monotonous. But since the same departments, the same bureaus, and the same functions are to be exhibited every time, the task is not an easy one. A partial enumeration of the articles shown filled 45 closely printed octavo pages in the official catalogue. From this the scope of the exhibits may be judged. The Fine Arts Building, or more properly buildings, for it was a double struc¬ ture, contained a creditable collection of pictures. A feature which added greatly to its usefulness was a series of lectures by the director, Mr. A. H. Griffith, of Detroit, Mich. , who in his talks passed from picture to picture and explained their THE TRANS-MISSISSIPPI EXPOSITION. 1735 characteristics and those of the schools of art which they respectively represented. In lieu of the usual medals and diplomas, a fund of $5,000 was expended in the purchase of meritorious pictures, the idea being that artists would prefer a sale to any other form of award. The Liberal Arts Building and the Manufactures Building faced each other from opposite sides of the lagoon. In the former among the most conspicuous exhibits were typewriters, pianos, billiard tables, artificial limbs, gramophones, writing papers, photographs, furs, and jewelry. Prominent exhibits in the manufactures building were of meats, pork and beef products, salt, shoes, whiskies and beer, oils, hats, clothing, watches, stoves, sewing machines, house furnishings, choco¬ late, etc. The Mines and Mining Building was filled almost entirely with collective State exhibits of minerals. South Dakota, Missouri, Colorado, Montana, Minnesota, Utah, New Mexico, Wyoming, Oregon, and Nevada made extensive exhibits in this department. The building devoted to Machinery and Electricity occupied the position on the lagoon opposite to that of the Mines and Mining Building. The display of elec¬ trical machines and devices was excellent, but not extensive, and the exhibits of historical telephone and telegraph apparatus were noteworthy. In machinery other than electric the display was meager. The Agriculture Building presented the appearance that has come to be con¬ sidered inseparable from a building so named. With the exception of three or four excellent exhibits made by railroads, all the extensive displays were collective State exhibits. Naturally Nebraska and the neighboring States of Iowa, Kansas, and Missouri made the largest exhibits here, but New Mexico, Utah, Texas, Minne¬ sota, Oregon, Oklahoma, North Dakota, Montana, and even Hawaii, were well represented. There was a good deal of sameness in these exhibits, since the States in that section all boast of similar .products; but the lumber of Oregon, the flour of Nebraska, the forestry of Montana, the photographs of Hawaii, the wools of Minnesota, and the ingenious pictures and lay figures of the Burlington Railway served to give variety to the building and relief from the profusion of corn and grain. The Horticulture Building and the Transportation and Agricultural Implement Building were very inconveniently placed, the former beyond the State buildings on the Bluff tract, and the latter almost at the extreme northern limits of the grounds. Neither building, therefore, received its just proportion of visitors on ordinary occasions. As in the Mining and the Agriculture Building, the exhibits of horticul¬ ture were largely those of the State commissions. In the department of trans¬ portation the railroads naturally occupied the chief space. Powerful engines of the latest type, an elegant Pullman passenger train, refrigerator cars, and a his¬ torical engine and passenger car attracted probably the most attention in this section. The most striking feature of western farming to an eastern man is the extensive use of machiner}'. So far as the work of the field goes, hand work is practically eliminated in western farming, and it is a fact that the old familiar hand tools are rarely seen. Naturally the display of agricultural machinery at this exposition was, as compared with either Atlanta or Nashville, very extensive, and many articles were exhibited with prospects of profitable sale which would be merely objects of curiosity in most parts of the East and South. THE INDIAN CONGRESS. The Indian act of July 1, 1898, carried an appropriation of $40,000 to enable the Secretary of the Interior to assemble representatives of different Indian tribes as a part of the Trans-Mississippi and International Exposition. The purpose of this 1736 EDUCATION REPORT, 1897-98. assembly was declared to be ‘ 4 to illustrate the past and present conditions of the various Indian tribes and the progress made by education, and such other matters as will fully illustrate Indian advancement in civilization. ” In pursuance of this provision, an army officer who had been acting as Indian agent at one of the near-by reservations was designated to take charge of the “congress.” About 700 Indians, representing 41 tribes, were gathered, and were located on the north tract. They were lodged in “tepees” and “wickiups” of their own construction, and until the close of the exposition were maintained there from the fund named in the appropriation. It was widely advertised that this assemblage would present an opportunity to see the American Indian as a savage, and, as far as possible, primitive conditions were imitated in the encampment, both in dress and in mode of living, though it was apparent that camp life was a novelty to many of the Indians participating. One young Indian came one day to my space in the Government Building and asked to see a certain book of photo¬ graphs in the Indian Office exhibit. He looked through the book with interest, and finally showed me a photograph of himself. It represented him as standing in front of a neat frame cottage, by the side of a two-horse plow, all his own. In the picture he was clothed in the orthodox civilized garb, but as he stood before me he wore a suit of fringed and beaded buckskin and an elaborate feather bonnet. I asked which of the two was his usual costume, and he replied that he had never worn paint and feathers before, and he only did it then “to show people what it was like.” This man had been a Carlisle student, and in the encampment were a number of other pupils and former pupils of the various Government schools. For this occasion, however, they were all “ blanket Indians.” From time to time exhibitions were given of primitive dancing, but the sham battles were the great feature of the “ congress. ” As spectacles these were very striking. The performance always began by marching the bands from the differ¬ ent tribes up to the grand stand, where they were introduced to the spectators by an announcer. Then all were massed at the rear of the exhibition space and marched in a solid body over the hundred yards intervening to the grand stand. That march was one of the most impressive scenes of the exposition. The highly colored blankets, the gaudy trappings of the horses, the hideously painted faces and bodies of the men, and the fanciful dress of the women combined to make the sight a memorable one. Such a large number of Indians will probably never be collected in one body again. At the end of their march across the grounds they dispersed with a volley of musketry and a wild yell, and prepared for the sham battle that was the climax of each entertainment. The “ braves ” were divided into two parties, and a plan of battle of the familiar dime-novel variety was carried out. The befeathered Indians dashed about the field on their painted ponies, yelling and shouting, now and then ambushing an enemy and depriving him of an artificial scalp lock pro¬ vided for the occasion, and then, by way of diversion, they would catch a prisoner and burn him at the stake — or, to be more exact, at the electric-light post. The show was very exciting, and the Indians entered into it with the greatest gusto; their own enjoyment was the most entertaining feature. THE GENERAL EDUCATIONAL DISPLAY. There was no distinct woman’s department at this exposition, as at many of its predecessors, but instead the department of education was confined to a “board of education” composed wholly of women. It was expected that they would have charge of all congresses of philosophic and scientific societies as well as of educational exhibits. The officers of the board were: President, Mrs. Winona Sawyer, Lincoln, Nebr. ; vice-presidents. Mrs. Thomas L. Kimball, Omaha; Mrs. Kittie L. Dutton, Hastings, and Mrs. Frank Johnson, Crete; secretary, Mrs. Frances M. Ford, Omaha. THE TRANS-MISSISSIPPI EXPOSITION. 1737 The Boys and Girls' Building was erected by the board of education from funds contributed by school children. This was a small structure, with an audience room as its main feature. A series of lectures on cooking was given here, and was the principal use to which the room was put. On one side of this chamber was a room in which needlework and similar articles were sold, and on the other side was a “model schoolroom,’’ which was not a schoolroom at all, but a room containing the exhibits of several schoolbook and supply concerns. In this build¬ ing, too, was a creche for the accommodation of young children whose mothers were seeing the exposition. The educational exhibits proper were scattered. The Nebraska schools and institutions occupied the gallery of the Manufactures Building; the schools of other States were in the gallery of the Liberal Arts Building, while a few tech¬ nical schools had their material in the gallery of the Mines and Mining Building. It will be seen that no favoritism was shown. All of these exhibits were put upstairs. The galleries were wide and commodious, and save for their inaccessi¬ bility were well suited for the purpose. But that inaccessibility was a serious matter, and the same old story of a paucity of visitors must be repeated, though the gallery exhibits in Omaha did fare somewhat better than those in Atlanta or Nashville. The most attractive of the educational displays was that of manual training from the Omaha High School. Every afternoon during the latter part of the sea¬ son the manual training teacher, Mr. J. E. Wigman, was there with a class of boys and carried on the regular work of the school for the benefit of visitors. He had a good equipment of lathes and tools necessary for the simpler kinds of wood¬ work and parquetry, and the work was confined to that. Mr. Wigman is a prac¬ tical mechanic and insists upon careful and accurate work from his pupils. Many of the “projects” exhibited, particularly the zithers, checkerboards, and Indian clubs, would have been considered excellent wrork even as coming from journeymen workmen . In fact, the noticeable accuracy of some of the pieces might have been criticised by those manual- training people who hold that such attention to the finished product is out of place in a school of this kind. But the models used and the different principles taught were those usually found, and it did not appear that anything was lost on the educational side because of the constant thought of good workmanship. The greater popularity of this exhibit than of those around it was due to its recognition of the facts that all experienced exposition men have observed, namely, that visitors demand exhibits in motion, and that persons as well as things are necessary to a successful exhibit. The Nebraska school exhibit was installed in a series of alcoves and was almost wholly a wall exhibit of class-room work. The general impression conveyed was that the schools of the State are well taught and by approved methods. It is cer¬ tain that those who selected the material were well acquainted with modern ideas, and that there is enough work done in the State in accordance with such ideas to make a rather extensive and very satisfactory exhibit. The plan of installation was good without being expensive. The monotonous succession of alcoves con¬ taining similar work and presenting the same general appearance, and the undue height at which much of the work was placed, probably came from the necessities of the case. The University of Nebraska occupied the greater part of the west end of the gallery with a well-selected and well-arranged exhibit. Schools for the defective classes and private institutions were allotted space in the south gallery. The collective exhibits of the schools of Missouri, Montana, Oregon, Kansas, and Colorado, and of Los Angeles County, California, were in the gallery of the Lib¬ eral Arts Building. None of these exhibits was as extensive as that of Nebraska, and none showed evidence of the expenditure of as much money. The Art Insti¬ tute of Chicago occupied a small section of this gallery with an exhibit which in 1738 EDUCATION REPORT, 1897-98. arrangement and material was worthy of the institution. The Massachusetts Institute of Technology was represented by a collection of photographs, designs, etc., in the gallery of the Mines and Mining Building. One of the features of the educational exhibit was the attention given to exhibits of individual pupils. Gold, silver, and bronze medals were offered for individual work in composition, history, penmanship, drawing, industrial training, and nature study. Exhibitors were divided into six classes, according to age, and prizes were given in each class for all the subjects named. THE TRANS-MISSISSIPPI EDUCATIONAL CONVENTION. Teachers’ conventions in connection with expositions have not often been suc¬ cessful. A crowded city with a single thought — the exposition — is not the place which one would select for the reposeful thought necessary to consideration of weighty questions. Teachers who come are not in the frame of mind to calmly sit for hours and listen to the reading of solid papers on professional topics. The distractions are too many, and the trend of the surroundings prompt one to active seeing rather than to quiet listening and reflecting. The attendance, therefore, at such conven¬ tions in the past has been disappointing. Furthermore, with the public mind fully occupied with one all-absorbing topic it has been difficult to rouse the local interest necessary to a successful convention of more than modest pretensions. With the full knowledge of all these drawbacks an educational convention was planned early in the history of the exposition. So assiduously and intelli¬ gently was it ^worked up that it is safe to say that in comparison with the extent of the exposition with which it was connected the Trans-Mississippi Educational Convention was the most successful one of the kind that has yet been held. The attendance was satisfactory and the average character of the papers presented was of a high order. The sessions covered three days, June 28, 29, and 80. Those dates were selected because they came just after the close of the schools, before the teachers had gone off on their vacations, and it was reasonable to expect that many might be induced to make Omaha the end of their annual summer trips, and that still others might stop on their way to the National Educational Associa¬ tion in W ashington early in July. The result justified these expectations. The plan of the convention was modeled after that of the National Educational Association meetings. General sessions were held each morning at Boyd's Theater, in the city, and each evening at the Auditorium at the exposition, the entrances of which were so arranged that persons from outside the grounds might attend without passing through the exposition gates. In addition to the general meet¬ ings, conferences on special subjects were held in the afternoons at various places in the city. The attendance at some of these was not as great as they deserved, but, on the whole, it was better than could have been reasonably expected. Alto¬ gether the convention might be pronounced a distinct success, and that success was due principally to the efforts of the local executive committee, namely: C. G. Pearse, superintendent of city schools, Omaha, chairman; J. M. Gillan, secretary of the board of education, Omaha, secretary; J. H. Dumont, treasurer; W. R. Jackson, State superintendent of public instruction; Victor Rosewater, managing editor Omaha Bee; J. E. Utt, secretary of the Commercial Club. THE EXHIBIT OF THE BUREAU OF EDUCATION. The Bureau of Education was originally established for the collection and dif¬ fusion of educational information; but it has also been charged by Congress with the administration of the schools of Alaska, and with a limited supervision of the expenditures for land-grant colleges under the Morrill act of 1890. While the first of these is the most important and far-reaching, it is the most difficult to show in an exhibit; the last, while important in itself, is but a small part of the Bureau’s THE TRANS-MISSISSIPPI EXPOSITION. 1739 work, and does not require very extensive illustration. The work which relates to Alaska has within it the germs of wide development; but up to this time the school system of Alaska can not be said to be comparable in extent or importance with that of either of the States, or with the other work of the Office itself. Never¬ theless, the peculiar conditions of education in that Territory, and its population by races so entirely different in habits, customs, and dress from our own, make the Alaskan side of the Bureau’s work peculiarly useful for exhibition purposes. About half of the space allotted to this Office, therefore, was devoted to material illustrating the conditions of life and of education in Alaska, while the remaining half was nearly equally divided between the exhibits of land-grant colleges and the statistical and other material intended to ‘ ‘ diffuse educational information ” of a general character. The most conspicuous statistical feature of the exhibit was a large wall chart 4 feet wide and 10 feet high, on which was set forth the progress of education in twenty years in the north central division of the United States. In a series of wing frames, near by, were 40 smaller charts showing educational statistics of a mis¬ cellaneous character. These were all done in bright colors, with graphic diagrams in great variety, so that the striking appearance of the charts themselves might attract attention to the statistics presented. Many of the charts were of special local interest, though such as could not be easily prepared except in the Bureau of Education. The local sheets were placed conspicuously, in order to strike the attention of the visitor and lead him to examine the others. Two map cases, on the wall, contained eight maps, which showed the distribution of educational agencies and conditions in the United States. They were devoted, respectively, to public schools, secondary schools, colleges and universities, schools of medicine, of dentistry, and of pharmacy, schools of theology and of law, normal schools, public libraries, and illiteracy. The cases used for these maps, as well as the maps themselves, were those used at the two previous expositions, and have been already described in my reports. The remaining wall space was tilled with pic¬ tures of historical school punishments and of school buildings. The first series of these comprised 20 water colors, by Mr. Felix E. Mahoney, and illustrated spanking, shaking, horsing, the Eton block, standing on one foot, the dunce cap, the bastinado, etc. The other series were also in water color, and were executed by Mr. Spencer B. Nicholls. They showed the development of school architecture, and included the log-cabin school, the interior of the same, a prairie “ dugout,” the little red schoolhouse, a city school of thirty years ago, and a modern school building. A set of the publications of the Bureau wTas placed in a revolving bookcase in a prominent place, and not only showed to casual visitors the variety and extent of the work of the office, but they were frequently used for reference. The data intended to be read in the exhibit itself were supplemented by a 10- page folder containing facts relating to education, which was gratuitously dis¬ tributed. The information in this folder was of the sort most likely to be appre¬ ciated by general readers, and its distribution was, in my opinion, the most substantial and satisfactory innovation in this exhibit. Eleven thousand five hundred of the circulars were distributed, and though a great many of them were wasted, as might have been expected, I saw repeated evidences of valuable results from the distribution. The presentation of land-grant colleges consisted of a collection of publications of those institutions and a series of cabinets containing photographs, charts, and drawings illustrating them. There wrere 12 of the cabinets, and the colleges rep¬ resented in them vrere: The Universities of Arizona, Illinois, Maine, Minnesota, Missouri, Nebraska, Nevada, Tennessee, and Wyoming: Maryland Agricultural College, Massachu¬ setts Agricultural College, Massachusetts Institute of Technology, Michigan 1740 EDUCATION REPORT, 1897-98. Agricultural College, Montana Agricultural College, New Hampshire College of Agriculture and Mechanic Arts, Rutgers Scientific School, Agricultural and Mechanical College of Texas, Agricultural College of Utah, Alabama Normal and Industrial College for Colored Students, Southern University and Agricultural and Mechanical College, North Carolina Agricultural and Mechanical College for the Colored Race, Squth Carolina Agricultural College for Colored Students, Hampton Normal and Agricultural Institute, and Florida Normal and Industrial College. As I have said, the Alaskan collection comprised half of the space of the exhibit. In attractiveness and in the number of visitors who were impressed by it, it com¬ prised far more than half. The specimens were collected by Dr. Sheldon Jackson, the general agent of education in Alaska, and a large proportion of them were his own property, which he kindly loaned for the exhibit. A unique feature of the educational effort in behalf of Alaska is the introduction of reindeer, by means of which it is hoped to transform the natives from a migra¬ tory to a pastoral people, and thus make their civilization and education easier. In illustration of this work, a large reindeer with a sled and a lay figure of a native driver were mounted in the most conspicuous position in the exhibit. Near it was a large case containing six lay figures clothed with typical Alaskan costumes, made of fur, fishskin, bird skins, buckskin, etc. Another case showed a collection of birds from Bering Sea mounted on an imitation of Alaskan rocks. A miscellaneous collection of ethnological specimens, consisting of bows, arrows, harpoons, imple¬ ments, carvings, masks, fish traps, boats, houses, etc., filled four other cases and formed the body of the Alaskan exhibit. The formal work of education was illus¬ trated by photographs of buildings, classes, and teachers, specimens of drawing, penmanship, etc. , and by statistics. These articles were shown in wing frames. In the manner of installation, it can not be said that any specially new devices were adopted. Furniture already on hand was used for the statistical charts, the pictures of Alaskan schools, and for the photographs of land-grant colleges. Three of the cases used for Alaskan specimens had been made for previous exhibits and four were made for this occasion, being designed for the special purposes which they served. I am, sir, very respectfully, The Commissioner of Education. J. C. Boykin, Special Agent. CHAPTER XXXIX. FOREIGN UNIVERSITIES AND OTHER INSTITUTIONS OF HIGHER EDUCATION. I. Arranged according to date of founding. II. Arranged according to number of students . III. Arranged alphabetically. IY. Arranged according to countries. Y. List of polytechnica. VI. List of agricultural, forestry, and mining schools. VII. List of veterinary schools. INTRODUCTION. The authors of “ Minerva, Jahrbuch der Universitaten der Welt” (K. Triibner), which is the chief source of information offered in the following lists, say that they have submitted their work at various stages of completion to different pro¬ fessors 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 univer¬ sities is upheld by the most trustworthy authority. They describe their Jahrbuch as a collection of names of teaching bodies, of universities, or similar institutions of the world. Since this Report of the Bureau of Education contains direct information concern¬ ing the higher institutions of learning in the United States, they have been omitted from the following lists, which are devoted exclusively to foreign institutions. I. Foreign universities arranged according to age. Date of | foun¬ dation. Locality. Date of foun¬ dation. Locality. Tenth century. Fourteen century — Continued. 988 j Cairo, Egypt. 1365 Vienna, Austria. 1367 Funfkirchen, Hungary. 1386 Heidelberg, Baden, Germany. 1391 Ferrara, Italy. Twelfth century. 1119 Bologna. Italy. 1181 Montpellier, France. 1200 Paris, France. 1200 Oxford, England. 1402 Wurzburg, Bavaria, Germany. 1409 Leipsic, Saxony, Germany. 1409 Aix. France. 1411 St. Andrews, Scotland. 1412 Turin, Italy. 1419 Rostock, Mecklenburg, Germany. 1422 Parma, Italy. 1422 Besangon, France. 1426 Louvain, Belgium. 1431 Poitiers, France. 1437 Caen, France. 1444 Catania, Sicily, Italy. 1450 Barcelona, Spain. 1451 Glasgow, Scotland. 1456 Greifswald, Prussia, Germany. 1457 Freiburg, Baden, Germany. 1460 Basel, Switzerland. 1463 Nantes, France. 1465 Budapesth, Hungary. 1472 Bordeaux, France (1441). 1472 Munich, Bavaria, Germany, 1474 Saragossa, Spain. 1477 Upsala, Sweden. Fifteenth century. Thirteenth century „ 1209 Valencia, Spain. 1222 Padua, Italy. 1224 Naples, Itaiy. 1233 Toulouse, France. 1243 Salamanca, Spain. 1257 Cambridge, England. 1266 Perugia, Italy. 1288 Coimbra, Portugal. Fourteenth century. 1303 Rome, Italy. 1339 Grenoble, France. 1343 Pisa, Italy. 1346 Valladolid, Spain. 1348 Prague, Bohemia, Austria. 1349 Florence, Italy. 1361 Pavia, Italy. 1364 Cracow, Galicia, Austria. 1741 1742 EDUCATION REPORT, 1897-98. I. Foreign universities arranged according to age — Continued. Date of foun¬ dation. Locality. iDate of foun¬ dation . Locality. Fifteenth cent ury— Continued. Nineteenth century — Continued. 1477 Tubingen, Wiirtemberg, Germany. 1808 Lille, France. 1478 Copenhagen, Denmark. 1808 Lyons, France. 1494 Aberdeen, Scotland. 1808 Rennes, France. Sixteenth century. 1809 1811 Berlin, Prussia, Germany. Christiania, Norway. 1501 Valencia, Spain. 1812 1816 Genoa, Italy. Ghent, Belgium. 150:3 Halle- Wittenberg, Prussia, Germany. 1816 Warsaw, Poland, Russia. 1503 Seville, Spain. 1817 Liege (Luttieh), Belgium. 1504 Santiago, Spain. 1818 Bonn, Prussia, Germany. 1508 Breslau, Prussia, Germany. 1819 St. Petersburg, Russia. 1508 Madrid, Spain. 1821 Montreal, Canada. 1527 Marburg, Prussia, Germany. 1826 London (University College), Eng¬ 1531 Granada, Spain. land. 1531 Sarospatak, Hungary. 1827 Toronto, Canada. 1537 Lausanne, Switzerland. 1827 Sheffield (Medical College), England. 1540 Macerata, Italy. 1828 Lampeter (St. David’s College), Wales. 1544 Konigsberg, Prussia, Germany. 1832 Durham, England. 1548 Messina, Sicily, Italy. 1832 Zurich, Switzerland. 1556 Sassari, Italy. 1834 Brussels, Belgium. 1558 Jena, Thuringia, Germany. 1834 Berne, Switzerland. London (University), England. 1559 Geneva, Switzerland. 1836 1566 Olmutz, Moravia, Austria. 1837 Athens, Greece. 1567 Strasburg, Alsace, Germany. Braunsberg, Prussia, Germany. 1833 Messina, Italy. 1563 1845 Cork, Ireland. 1573 Nancy, France. 1845 Belfast, Ireland. 1575 Leyden, Holland. 1845 Galway, Ireland. 158!) Oviedo, Spain. Edinburgh, Scotland. 1849 Algiers, Algeria. 1583 1850 Sydney, Australia. 1583 Gratz, Stvria, Austria. 1851 Manchester (Victoria University), 1588 Kiev, Russia. England. 1591 Dublin, Ireland. 1851 Newcastle, England. 1596 Cagliari, Italy. 1853 Melbourne, Victoria, Australia. Seventeenth century. 1857 1857 Calcutta, India. Madras, India. 1605 Manila, Philippine Islands. 1857 1860 Bombay, India. Jassy, Roumania. 1607 Giessen, Hessia, Germany. 1862 Kecskemet, Hungary. 1614 Groningen, Holland. 1864 Bucharest, Roumania. 1633 Salzburg, Austria. 1865 Odessa, Russia. 1632 Amsterdam, Holland. 1866 Neuchatel, Switzerland. 1632 Dorpat, Russia. 1868 Toldo, Japan. 1636 Utrecht, Holland. 1870 New Zealand, New Zealand. 1640 Helsingfors, Finland, Russia. ) Kaschau, Hungary. 1872 Aberystwith, Wales. 1657 1872 Adelaide, Australia. 1665 Kiel, Prussia, Germany. 1873 Cape City, South Africa. 1668 Lund, Sweden. 1874 Agram, Croatia, Hungary. 1671 Urbino, Italy. 1875 Angers, France. 1673 Innspruck, Tyrol, Austria. 1875 Lille (Faculte Libre), France. 1676 Eperies, Hungary. 1875 Lyons (Faculte Libre), France. 1683 Modena, Italy. 1875 Czernowitz, Bukowina, Austria. Eighteenth century. 1875 1876 Birmingham, England. Bristol, England. 1710 Barbados (Codrington College), West 1877 1877 Leeds, England. Liverpool, England. Indies. 1878 Stockholm, Sweden. 1722 Dijon, France. 1879 Sheffield (Firth College), England. 1727 Camerino, Italy. 3880 Havana, Cuba. 1737 Gottingen, Prussia, Germany. 1880 Dublin, University of Ireland. 1740 Erlau, Hungary. 1880 Dundee, Scotland. 1743 Erlangen, Bavaria, Germany. 1880 Nottingham, England. 1743 Santiago, Chile. 1882 Prague (Bohemian University), Aus¬ 1748 Cadiz, Spain. tria. 1755 Moscow, Russia. 1883 Cardiff, Wales. 1771 Munster, Prussia, Germany. 1888 Tomsk, Siberia, Russia. 1772 Klausenburg, Hungary. 1888 Sophia, Bulgaria. 1777 Siena, Italy. 1889 Freiburg, Switzerland. 1779 Palermo, Sicily, Italy. 1891 Gothenburg, Sweden. 1784 1785 Lemberg, Galicia, Austria. Pressburg, Hungary. Date not known. 1788 1804 Grosswardein, Hungary. Nineteenth century. Kasan, Russia. Belgrade, Servia. Allahabad, India. Limoges, France. Marseilles, France. 1804 Kharkov, Russia. Montevideo, Uruguay. 1805 Yaroslav, Russia. Montauban, France. 1808 Clermont, France. Bangor, Wales. FOREIGN UNIVERSITIES, ETC. 1743 II. Foreign universities, etc., arranged according to number of students. [The attendance stated is that of 1897.] A. UNIVERSITIES. Or¬ der. Locality. Number of students. 1 Or¬ der. Locality. Number of students. 1 12, 047 65 Erlangen . . _ _ 1,085 10,306 66 Pisa _ _ _ _ 1,066 2 6, 143 67 Manchester (Owens Coll.) _ 1,063 4 5" 710 68 Rennes . . . 1,063 5 5, 103 69 Rome (Univ. Pont.) . - . 1,019 6 4' 461 70 Genoa . . . 1, 010 7 4,407 71 Nancv _ _ _ _ 1, 000 8 4,185 72 Santiago (Chile), about. 1,009 9 3,615 73 Marburg . . . . . . 965 10 74 Innspruek _ _ _ _ 945 11 3,408 75 Catania _ _ _ _ 902 12 3,277 76 Zurich 876 13 3,000 77 Utrecht . 872' 14 Q9Q 78 Kasan . 859 15 2, 858 79 Aix-en- Provence _ _ ... 849 16 2,850 80 Klausenburg . . . 833 17 2,565 81 Berne _ _ _ _ 819 18 2, 551 82 Leyden . . . . .. 819 19 2, 198 83 Geneva . . . . . 812 20 2 144 84 Aberdeen _ _ _ _ . 798 21 2,135 85 Greifswald . . . 784 ?2 2 000 86 Giessen _ _ _ 764 23 l'914 87 Poitiers _ _ 784 24 Tokio - _ _ _ _ 1, 895 88 Valencia. . . . . 726 25 Bar cel ona , - . 1,887 89 Melbourne . . . . . 714 26 Toulouse _ _ _ _ 1,885 90 Jena . . . . . . . 707 27 Glasgow . , 1,820 91 Ghent . . . 676 28 Gratz _ _ 1,771 92 Konigsberg . . . 671 29 Halle _ . 1,764 93 Kiel . . 670 30 Bonn _ _ _ _ _ _ 1,743 94 Lund . . . . . 665 3] Bucharest . . 1,736 95 Dii on . 604 32 Louvain . . __ . _ . 1,669 96 Messina . . . . 602 &3 Freiburg (Germany) _ 1,641 97 Caen . . . . 598 34 Bologna. 1,590 98 Kingston .. 589 35 Padua . . . 1,587 99 Odessa. . . 581 36 Kharkov . . . . _ . 1,576 100 Agram . . . . 564 37 Lemberg _ _ _ - 1,507 101 Parma . 554 38 Upsala . . . . . . 1,504 102 Lausanne . _ _ 539 39 Montpellier . . . . . 1,496 103 Basel . . 529 40 Breslau . . . . 1,488 104 Grenoble _ _ _ 476 41 Coimbra . . 1,429 105 Belgrade . . . . 47 L 42 Cracow ... . . . 1,427 106 Rostock _ _ 469 43 Wurzburg. _ . . . 1,425 107 Sydney . 455 44 Liege . . . . . 1,424 108 Groningen . . . . 428 45 Palermo _ _ 1,395 109 Jassy . . 420 46 Lille . 1,554 110 Modena _ _ _ 412 47 Urbana _ _ _ _ _ 1,337 111 Czernowitz 390 48 Prague (German) _ 1,336 112 Freiburg (Switzerland) 384 49 Dorpat (Jurjew) _ 1,334 113 Adelaide . 320 50 Pavia . . . 1,325 114 Perugia . . 298 51 Toronto _ _ _ _ _ 1,322 115 Clermont _ . 257 52 Brussels _ _ _ 1,316 116 Macerata _ 255 53 ' Gottingen . 1,280 117 Durham . 250 54 Tubingen . . . . . 1,257 118 Toronto (Victoria Univ.). . 250 55 Salamanca . . ^ . . 1,247 119 Cagliari 243 56 1,242 120 St. Andrews _ 236 57 Havana . . . 1,226 121 Camerino . 234 58 Heidelberg . . . 1,202 122 Siena _ _ _ _ . . 231 59 Christiania . . . 1,200 123 Besangon _ 197 60 Strasburg . 1,159 124 Sassari _ _ 166 61 Manila . . . 1,144 125 Amsterdam 109 62 Dublin . . . 1,128 126 Urbino . 93 63 Amsterdam.. . 1,124 127 Ferrara . . . 77 64 Montreal _ _ _ 1,097 li B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES. 1 1 2 Nottingham Coll . . London Univ. Coll _ _ _ 1,902 1,500 I 9 St. Petersburg Military Med. Academy . . 750 750 3 Edinburgh Schl. of Med . . 1,200 1,110 10 Sheffield College . 4 Leeds College . . . . 11 Florence Univ _ 623 5 Northampton, Smith Coll . 979 12 London, Guy’s Hosp. Schl _ 600 6 Birmingham Coll. . 960 13 Rome, Coll. Urb. de Prop . 569 7 London, St. Barthol. Hosp _ 950 14 ] Munster Academy . 434 8 . Algiers . 763 15 j Gothenburg Univ . 534 1744 EDUCATION REPORT, 1897-98. II. — Foreign universities , etc. — Continued. B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES— Continued. Or¬ der. Locality. Number j of students. Or¬ der. I Locality. Number of students. 16 521 41 Neuchatel Acad . . 149 17 485 1 42 Santiago, Inst, of Pedag . . 141 18 440 43 Kaschau, Law Acad . . 135 19 Newcastle Coll . 401 j 44 Vienna, Schl. f. Orient. Lang... 128 20 Sophia Univ . . . 354 1 45 Florence, Univ. f. Women . 127 21 Stockholm Univ . . . 337 1 46 Lampeter College . . 125 22 Tomsk Univ . 336 ! 47 Sarospatak, Law Acad . . 116 23 St. Petersburg Law Schl . 330 1 48 Fiinfkircken, Law Acad _ 115 24 Stockholm Med. Inst.. . 307 49 Milan Academy . . . 97 25 Rome, Coll, di S. Tom . 296 50 Kecskemet, Law Acad . 97 26 Kasan, Theol. Acad . _ _ 280 51 Rome, Univ. f. Women 94 27 Jaroslaw Lyceum 269 52 Nezin, Hist. Inst 90 28 Macerata Univ . 255 53 St. Petersburg, Hist. Inst . 86 29 St. Petersburg, Theol. Acad ... 239 54 Erlau, Law Acad _ _ 81 30 Oviedo Univ . . 235 55 Salzburg, Theol. Faculty . 74 31 Olmiitz, Theol. Acad . 229 56 Braunsberg, Lyceum . . 70 32 Cork College . 212 57 Rome, Coll, di S. Anselmo . 68 33 Kiev, Theol. Acad 206 58 Naples, Orient. Inst 03 34 Dundee College _ _ 181 1 59 Madrid, Diplom. Schl . . . 50 35 Recife, Law Faculty . . 180 60 Montauban, Theol. Faculty _ 43 36 Gross war dein, Law Acad . 176 61 Budapesth, Theol. Faculty . 30 37 Cardiff College . . . 170 62 Moscow. Lazarev Inst . . 25 38 Pressburg, Law Acad 170 63 Vienna, Orient. Acad 25 39 | London, Med. Schl. for Women. 163 64 Vienna, Theol. Faculty _ 10 Eperies, Law Acad _ _ 149 1 \ 1 1 C. EXAMINING UNIVERSITIES IN HINDOSTAN. Calcutta . . . 3,475 4 Lahore . . 1 Madras . _ _ _ _ (?) 1.228 5 Allahabad . . . ! Bombay . D. TECHNOLOGICAL INSTITUTES. ! Berlin . . . 3,207 19 Lemberg . . 470 Munich . . . 1,928 20 Turin. .. 466 Vienna. . . . . __ 1.682 21 Milan . 441 Budapesth . . 1,454 22 Aachen . . . . 398 Riga . . . 1,370 23 Braunschweig . . 390 Zurich . . 1,336 24 St. Petersburg (Inst. f. Civ. Darmstadt . . . 1,332 1 Eng.) . 370 Hanover . .. . 1,247 25 Stockholm . 348 Carlsruhe . . 1,071 I 26 Briinn . 342 Dresden . 1,001 Gratz . . 324 Prague (Bohemian) _ 976 28 Oporto . . . . . 322 Stuttgart 947 29 Prague (German) 321 St. Petersburg (Inst. f. Road. 30 London City Techu. Inst _ . 238 Eng.) . . . 860 31 Madrid Archit. Schl... . 235 St. Petersburg (Techn. Inst.).. 779 32 Helsingfors _ _ 220 Sheffield . . 750 33 1 Paris, Ecole Poly tech _ _ 220 Moscow. . . . . 718 34 Naples .. 198 Kharkov . . . . 641 35 Paris, Ponts et Chaussees . 117 Delft . . 581 36 Paris, Ecole d’Electr . . 40 E. AGRICULTURAL, FORESTRY, AND MINING ACADEMIES. 1 Berlin, Agriculture . . 588 15 Beauvais, Agriculture . . 103 St. Petersburg, Forestry . 467 16 Hohenheim, Agriculture _ 101 3 St. Petersburg, Mining . 450 17 Kolozsmonostor, Agriculture. . 300 4 Poppelsdorf , Agriculture . 347 18 Tharandt, Forestry . . . 100 5 Vienna, Agriculture .. 352 19 Debreczin, Agriculture .. . 98 6 Freiberg, Mining 276 20 Keszthely, Agriculture . . 94 7 Nowaja-Alexandria, Forestry . 262 21 Eberswalde, Forestry . 62 8 Leoben, Mining . . . 222 22 Miinden, Forestry . 48 9 Paris, Mining. . 203 23 Douai, Agriculture . . . 30 10 Clausthal, Mining . 200 24 Nancy, Forestry . . . . 27 11 Moscow, Agriculture 182 25 , 26 Eisenach, Forestry 24 12 Aschaffenburg, Forestry 126 St. Etienne, Mining . 20 13 Ung. Altenburg, Agriculture . 119 27 Evois, Forestry . 16 14 Pribram, Mining . 109 1745 FOREIGN UNIVERSITIES, ETC. III. — Foreign universities , etc. — Continued. F. VETERINARY SCHOOLS. Locality. Number of students. Or¬ der. Locality. Number of students. Madrid . - . 750 10 Naples _ 230 Vienna _ 635 11 Hanover .. 230 Berlin _ _ _ _ _ _ 486 12 Dresden _ _ _ _ 219 Kasan _ _ _ _ 399 13 Milan _ _ _ 128 Budapesth _ _ 380 14 Leon . . . 99 Copenhagen _ _ _ 370 15 Turin . 91 Alfort 281 16 Stuttgart 90 Munich . ... . . . 280 17 Utrecht _ _ _ 56 Dorpat (Jurjew) . . 260 N ote.— The number of students in universities and schools not mentioned has not been ascer¬ tained. III. Foreign universities, etc., arranged alphabetically, with faculties and number of students. 1. Aberdeen , Scotland: University of Aberdeen, 798 students. Philosophical, theological, law, and medical faculties; library. 2. Aberystwith , Wales: University College of Wales, with college at Bangor, 440 students. 3. Adelaide , Australia: University of Adelaide, 330 students. Observatory. 4. Agram , Croatia , Hungary: Konigl. Universitat Agram, 564 students. Theological, law, and philosophical faculties; library. 5. Aix-en-Provence , France: Facultes d’Aix, 849 students. Law and philosophical faculties; library. 6. Algiers , Algeria , Af rica: Academie d’Alger, 763 students. Law, medical, scientific, and philo¬ sophical faculties; library, observatory. 7. Allahabad , India: University of Allahabad. Examining board, 3,423 candidates. 8. Amsterdam , Netherlands: Universiteit te Amsterdam, 1,124 students. Law, medical, scientific, philosophical, and theological faculties; library and several institutes. 9. St. Andrew's , Scotland: University of St. Andrew’s, 236 students. St. Salvador, St. Leonard's, and St. Mary’s College. 10. Angers , France: Facultes Catholique Libres. Law, scientific, theological, and philosophical faculties; library. 11. Athens , Greece: National University, 3,556 students. Theological, law, medical, and philo¬ sophical 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, 529 students. Theological, law, medical, and philo¬ sophical faculties; public library. 15. Belfast, Ireland: Queen’s College. 16. Belgrade, Servia: Serpska Kraljevska Velika Skola, 471 students. Philosophical, law, and technological faculties; library. 17. Berlin, Prussia, Germany: Konigl. Friedr. -Wilhelms- Universitat, 10,306 students. Theolog¬ ical, law, medical, and philosophical faculties: seminary for oriental languages, and eleven other seminaries; library and thirty- six university institutes and museums. 18. Berne, Switzerland: Universitat Bern, 819 students. Catholic and Protestant theology, law, medical, and philosophical faculties; city libraries. 19. Besangon, France: Facultes de Besangon, 197 students. Scientific, philosophical, and medical faculties; library. 20. Birmingham, England: Mason College, 960 students. Arts and science, medical and dental faculties; library. 21. Bologna , Italy: Regia Universita di Bologna, 1,469 students. Philosophical, scientific, law, medical, and pharmaceutical faculties; veterinary and engineers’ schools; library. 22. Bombay, India: University of Bombay. Examining board, 1,228 candidates; five preparatory colleges. 23. Bonn, Prussia, Germany: Rheinische Friedr.-Wilhelms-Universitat, 1,743 students. Protes¬ tant and Catholic theological, law, medical, and philosophical faculties; library and many institutes. 24. Bordeaux, France: Facultes de Bordeaux, 2,144 students. Law, medical, scientific, and philo¬ sophical faculties; library. 25. Braunsberg, Prussia, Germany: Konigl. Lyceum Hosianum, 70 students. Theological and philosophical faculties; library. 26. Breslau, Prussia , Germany: Konigl. Universitat Breslau, 1,488 students. Catholic and Protes¬ tant theological, law, medical, and philosophical faculties; library. 27. Bristol, England: University College, 521 students (210 women). College faculty and medical school; library. 28. Brussels, Belgium: Uni ver site libre de Bruxelles, 1,316 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; also poly technical school; library. 29. Bucharest, Roumania: Universita tea din Bucuresti, 1,736 students. Scientific, philosophical, law, medical, and theological faculties; library. 30. Budapesth, Hungary: Kiralyi Magyar Tudomany-Egyetum, 4,407 students. Theological, law, medical, and philosophical faculties; library. 31. Cadiz , Spain: Facultad deMedicina (belonging to Seville). Medical faculty; library. 32. Caen, France: Facultes de Caen, 598 students. Law, scientific, and philosophical faculties; library. 33. Cagliari, Sardinia, Italy: Regia Uniwersita di Cagliari, 243 students. Law, medical, and scien¬ tific faculties; library. ED 98 - 110 1746 EDUCATION REPORT, 1897-98. 34. C iro, Egypt: Azhar University, about 7,900 students and hearers. 35. Calcutta, India: University of Calcutta, 7,210 candidates, of whom 3,475 passed. Examining board; library. 36. Cambridge , England: University of Cambridge, 2,929 students. Schools of theology, law, ori¬ ental, classical, and modern philology, music, moral science, history and archaeology, astronomy, physics, chemistry, mineralogy, biology, geology, and medicine; library. 37. Camerino , Italy: Libera Universita degli Studi di Camerino, 234 students. Law, medical, and pharmaceutical faculties, and veterinary school; communal library. 38. Cape Town , South Africa: University of the Cape of Good Hope. 39. Cardiff , Wales: University of South Wales, 170 students. Philosophical and scientific facul¬ ties and department of engineering; library. 40. Catania, Sicily , Italy: Regia Universita degli Studi di Catania, 902 students. Law, medical, scientific, and philosophical faculties; library. 41. Christiania, Norway: Kongelige Frederiks Universitet, 1,200 students. Theological, law, medical, philosophical, and scientific faculties; library. 42. Clermont-Ferrand, France: Facultes do Clermont, 257 students. Scientific and philosophical faculties; library. 43. Coimbra, Portugal: TJniversidade de Coimbra, 1,429 students. Theological, law, and scientific faculties; library. Copenhagen. (See K.idbenhavn.) 44. Cordoba, Argentine: Universidad Kacional. Law, scientific, and medical faculties; observa¬ tory. 45. Cork, Ireland: Queen’s College, 212 students. Cracow. (See Krakau.) 46. Czernowitz , Bukowina, Austria: K. k. Franz-Josephs-Universitat, 390 students. Theological, law, and philosophical faculties; library. 47. Dijon, France: Facultes de Dijon, 604 students. Law, scientific, and philosophical faculties; library. 48. Dorpat ( Jurjeiv ), Russia: Kaiserliche Universitat, 1,334 students. Law, theological, medical, and philosophical faculties. 48. Dublin, Ireland: University of Dublin, 1,128 students. 50. Dublin , Ireland: Royal University of Ireland, about 600 candidates. Examining board. 51. Dundee, Scotland: University College, 181 students. 52. Durham , England: Durham University, 250 students. To this university belong the Cod- rington College, on the island of Barbadoes, and the Fourah Bay College, in Sierra Leone; also the College of Science, at 1ST ewcastle- on-Ty ne, which has an enrollment of 1,500 students. 53. Edinburgh, Scotland: University of Edinburgh, 2,850 students. Philosophical, theological, law, and medical faculties; library. 54. Eperies , Hungary: Evangelische Rechtsakademie, 149 students. Law school. 55. Erlangen, Bavaria , Germany: K. Bayerische Friedr.-Alexander-Universitat, 1,085 students. Theological, law, medical, and philosophical faculties; library. 56. Erlau, Hungary: Erzbischofiiche Rechtsakademie, 81 students. Law school. 57. Ferrara, Italy: Libera University di Ferrara, 77 students. Law, scientific, and medical fac¬ ulties; library. '58. Florence, Italy: R. Instituto di Studi Superiori Practici e di Perfezionamento, 623 students. Philosophical, scientific, medical, and pharmaceutical faculties; library. 59. Freiburg, Baden , Germany: Badische Albert-Ludwigs-Universitat, 1,641 students. Law, the¬ ological, medical, and philosophical faculties; library. 60. Freiburg, Switzerland: Katholische Universitat, 384 students. Theological, lav/, and philo¬ sophical faculties; library. 61. Funfkirchen , Hungary: Bischofiische Rechtsakademie. Law school, 115 students. 62. Galway , Ireland: Queen’s College. 63. Geneva, Switzerland : Universite de Gendve, 862 students. Theological, law, medical, philo¬ sophical, and scientific faculties; five libraries. 64. 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, 676 students. Philosophical, law, scientific, and medi¬ cal faculties; library. 66. Giessen , Hessia, Germany: Hessische Ludwigs Universitat, 784 students. Theological, law, medical, and -philosophical faculties; library. 67. Glasgow , Scotland: University of Glasgow, 1,820 students. 68. Gothenburg, Sweden: Goteborgs Hogskola, 457 hearers. 69. Gottingen , Prussia, Germany: Georg- Augusts -Universitat, 1,280 students. Theological, law, medical, and philosophical faculties; library. 70. Granada, Spain: Universidad de Granada, 1,531 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 71. Grdtz, Styria, Austria: K. k. Karl-Franzens-Universitat, 1,771 students. Theological, law, medical, and philosophical faculties; library. 72. Greifswald, Prussia, Germany: Universitat, 879 students. Theological, law, medical, and philosophical faculties; library. 73. Grenoble, France: Facultes de Grenoble, 476 students. Law, scientific, and philosophical faculties; library. 74. Groningen, Netherlands: Rij'ks Universiteit te Groningen, 428 students. Theological, law medical, scientific, and philosophical faculties; library. 75. Grosswardein , Hungary: jogakademia, 176 students. Law school. 76. Halle, Prussia, Germany: Friedr.-Universitat Halle-Wittenberg, 1,700 students. Theological, law, medical, and philosophical faculties; library. 77. Havana, Cuba: Universidad de la Habana, 671 alumnos and 555 under private tutors. Philo¬ sophical, scientific, medical, and law faculties; library. 78. Heidelberg, BoAen, Germany: RuprechLKarls-Universitat, 1,202 students. Theological, law, medical, philosophical, and scientific faculties; library. 79. Helsingfors, Finland, Russia: Kejserliga Alexanders Universitet i Finland, 2,135 students. Theological, law, medical, and philosophical faculties; public library. 80. Innspruck, Tyrol, Austria: K. k. Leopold-Franzens-Universitat, 1,009 students. Theological, law, medical, and philosophical faculties; library. 81. Jaroslaw (or Yaroslav), Russia: Demidovskij juridiceskij' Licej, 269 students. Law school. 82. Jassy, Roumania: Universitatea din Jasi, 420 students. Law, philosophical, scientific, and medical faculties; library. FOREIGN UNIVERSITIES, ETC. 1747 83. Jena , Thuringia , Germany: Sachsische G-esammt-Universitat, 815 students. Theological, law, medical, and philosophical faculties; library. Jurjew. (SeeDorpat.) 84. Kasan, Russia: Imperatorskij Kazauskij Universitet, 859 students. Philosophical, scientific, law, and medical faculties; library. 85. Kaschau , Hungary: Rechts-Akademie, 135 students. Law school. 86. Kecskemet , Hungary: Rechts-Akademie, 93 students. Law school. 87. Kharkov , Russia: imperatorskij Charkowskij Universitet, 1,576 students. Philosophical, scientific, law, ana medical faculties; library. 88. Kiel , Prussia , Germany: K. Christian- Albrechts-Universitat, 881 students. Theological, law, medical, and philosophical f acuities; library. 89. Kiev , Russia: Imperatorskij Universitet, 2,535 students. Medical, law, and philosophical faculties; institutes and library. 90. Kingston , Ontario , Canada: University of Queen’s College, 589 students. Theological, arts, law, and medical faculties; museum. 91. Kjobenhavn {Copenhagen) , Denmark: Kjdbenhavns Universitet, about 2,000 students. Theo¬ logical, law, medical, philosophical, and scientific faculties and polytechnic institute; library. 92. Klausenburg , Siebenburgen , Hungary: K. k. Klausenburger Universitat, 833 students. Law, medical, philosophical, and scientific faculties; library. 93. Konigsberg , Prussia , Germany: K. Albertus Universitat, 733 students. Theological, law, medical, and philosophical faculties; royal and university library. 94. Krakau , Galicia , Austria: Jagellonische Universitat, 1,427 students. Theological, law, med¬ ical, and philosophical faculties; library. .95. Lahore, India : The Punjab University, 1,135 candidates, of whom 863 passed. Oriental lan¬ guages, arts, law, medicine, science, and engineering departments. 98. Lampeter , Wales: St. David’s College, 125 students. 97. Lausanne , Switzerland: University de Lausanne, 584 students. Theological, law, medical, philosophical, and scientific faculties. 98. Leeds (see Manchester), England: Yorkshire College, 1,110 students. 99. Leyden , Netherlands: Rijks-Universiteit, 818 students. Medical, scientific, philosophical, theological, and law faculties; library. 100. Leipsic, Saxony , Germany: Universitat, 3,277 students. Theological,. law, medical, and philo¬ sophical faculties; library. 101. Lemberg, Galicia, Austria: K. k. Pranzen’s Universitat in Lemberg, 1,507 students. Theo¬ logical, law, and philosophical faculties; library. Liege. (See Liittich.) 102. Lille, France: Facultes de Lille, 1,354 students. Law, medical, scientific, and philosophical faculties; library. 103. Lille, France: Facultes Libres. Theological, law, medical, scientific, and philosophical faculties; library. 104. Lima, Peru: Universidad Mayor de San Marcos. Theological, law, medical, and philosoph¬ ical faculties. , 105. Limoges, France: Ecole de Medecine et de Pharmacie. Medical and pharmaceutical courses. 108. Liverpool (see Manchester), England: University College, about 1,000 students. 107. 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 faculties; library; about 1.500 students. (2) King’s College, with theological, philosophical, and medical faculties; library. (3) School of Modern Oriental Languages. ( 4) College of Preceptors. (5) Seven medical schools, connected with hospitals. 108. Louvain, Belgium: University Catholiqueae Louvain, 1,689 students. Theological, law, med¬ ical, philosophical, and scientific faculties; library. 109. Lund, Sweden : Kongl, Universitet i Lund, 685 students. Theological, law, medical, and philosophical faculties; library. 110. Liittich (or Liege), Belgium: Universite de Liege, 1,424 students. Philosophical, law, scien¬ tific, and medical faculties; library. 111. Lyons, France: Facultes Libres, 1,514 students. Theological, law, scientific, and philosoph¬ ical faculties. 112. Lyons , France: Facultes de Lyon, 2,198 students. Law, medical, scientific, and philosoph¬ ical faculties; two libraries. 113. Macerata, Italy: Regia University di Macerata, 255 students. Law faculty. 114. Madras, India: University of Madras, about 4,000 candidates. Examining board. 115. Madrid, Spain: Universidad Central de Espana, 6,143 candidates. Philosophical, law, scien¬ tific, medical, and pharmaceutical faculties; libraries. 113. Manchester, Liverpool, and Leeds , England: Victoria University, about 3,000 student®. This institution consists of: (1) Owens College, Manchester, 1,063 students. (2) University College. Liverpool, about 1,000 students. (3) Yorkshire College, Leeds, 1,110 students. 117. Manila, Philippine Islands: Real y Pontificia Universidad de Santo Tomas de Manila, 1,144 students. Theological, law, medical, and pharmaceutical faculties; library. 118. Marburg , Hessia, Germany: Universitat Marburg, 1,172 students. Theological, law, medical, philosophical, and scientific faculties; library. 119. Marseilles, France: Belongs to Facultes d’ Aix. Scientific, medical, and law faculties ; library. 120. Melbourne , Victoria, Australia: University of Melbourne, 714 students. 121. Messina, Italy: Regia Universita degli Studi di Messina, 602 students. Law, medical, scien¬ tific, philosophical, and pharmaceutical faculties; library. 122. Mexico, Mexico: Institu to Medico Nacional. Medical faculty. 123. Modena, Italy: Regia University degli Studi di Modena, 412 students. Law, medical, scien¬ tific, and pharmaceutical faculties; library. 124. Montauban, France: Belongs to Facultes de Toulouse, 43 students. Law, medical, scientific, and philosophical faculties; library. 125. Montevideo, Uruguay: University, 132 students. Medical, law, and mathematical faculties; library. 126. Montpellier , France: Facultes de Montpellier, 1,498 students. Law, medical, scientific, and philosophical faculties; library. 1748 EDUCATION REPORT, 1897-98. 127. Montreal , Canada: McGill College and University, 1,097 students. 128. Moscow , Russia : Imperatorskij Moskowskij Universitet, 4,461 students. Philosophical, scientific, law, and medical faculties; library. 129. Moscow , Russia: Duetto vnaj a Akademija. Theological faculty; library. 130. Munich , Bavaria , Germany: K. Bayerische Ludwig-Maximilians Universitat, 4,185 students. Theological, law, medical, and philosophical faculties; library. 131. Munster , Prussia , Germany: K. Preussische Theologische und Philosophische Akademie, 544 students. Theological and philosophical faculties; library. 132. Nancy , France: Facultes de Nancy, 1,001 students. Law, medical, scientific, and philosoph¬ ical faculties, and pharmaceutical school; library. 133. Nantes , France: Ecole de Medecine de Nantes. 134. Nantes, France: Ecole Libre de Droit: 135. Naples, Italy: Regia Universita degli Studi di Napoli, 5,103 students. Philosophical, law, mathematical, scientific, and medical faculties, and pharmaceutical school; library. 136. Neuchdtel , Switzerland: Academie de Neuchatel, 149 students. Philosophical, scientific, theological, and law faculties; library. 137. Newcastle, England: The colleges belong to Durham University. (1) College of Medicine, 201 students. (2) Durham College of Science, 200 students. 138. New Zealand: University, consisting of four colleges. 139. Nottingham, England: University College, 1,902 students. Philology, law, and scientific faculties, and school of engineering; free public libraries. 140. Odessa, Russia: Noworossij ski j Universitet, 581 students. Philosophical, scientific, and law faculties; library. 141. Olmutz, Moravia, Austria: Theologische Facultat, 229 students. 142. Oviedo, Spain: Universidad Literaria, 235 students. Law faculty; library. 143. Oxford, England: University, 3,408 students. Theological, law, medical, scientific, and plii- lophical faculties; Bodleian library. 144. Padua , Italy: Regia Universita degli Studi di Padua, 1,587 students. Law, medical, scien¬ tific, and philosphical faculties, and schools of engineering and pharmacy; library. 145. Palermo , Sicily, Italy: Regia, Universita degli Studi di Palermo, 1,395 students. Law, med¬ ical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 146. Paris, France: (1) Universite de Paris, 12,047 students. Protestant theological, law, med¬ ical, scientific, and philosophical faculties, and schools of engineering and pharmacy; libraries. 147. Paris, France: (2) Facultes fibres. Law and philosophical faculties; library. 148. Paris, France: (3) College de France. 149. Paris, France: (4) Ecole Libre de Sciences Politiques. 150. Paris , France: (5) Ecole pratique des hautes etudes en Sorbonne, 233 students. Philosoph¬ ical and theological faculties; library. 151. Paris, France: (6) Ecole nationale des beaux-arts. 152. Paris, France: (7) Ecole nationale de chartes. 153. Paris, France: (8) Ecole du Louvre. 154. Paris , France: (9) Ecole des langues orientales vivantes and other special schools. 155. Parma , Italy: Regia University degli Studi di Parma, 554 students. Law, medical, and sci entitle faculties, and veterinary and pharmaceutical schools. 156. Pavia, Italy: Regia University degli Studi di Pavia, 1,325 students. Law, medical, scientific, and philosophical faculties; pharmaceutical school and library. 157. Perugia , Italy: Universita Libera degli Studi di Perugia, 298 students. Law and medical faculties, and pharmaceutical and veterinary schools; library. 158. St. Petersburg, Russia: Imperatorskij Universitet, 3,700 students. Philosophical, scientific, law, and oriental languages faculties: library. 159. St. Petersburg, Russia: Imperatorskij Wozensio-Medicineskaja Akademja, 750 students. Medical faculty ; library. 160. St. Petersburg, Russia: Theological Academy, 239 students; also a law school, 300 students, independent of the university. 161. St. Petersburg, Russia: Military medical school, 750 students. 162. St. Petersburg, Russia: Law Academy, 330 students, and several other special schools. 163. Pisa, Italy: Regia Universita degli Studi di Pisa, 1,066 students. Law, philosophical, med¬ ical, and scientific faculties, and engineering, pharmaceutical, veterinary, and agricul¬ tural schools; library. 164. Poitiers, France: Facultes de Poitiers, 764 students. Law, scientific, and philosophical fac¬ ulties; library. 165. Prague, Bohemia, Austria: K. k. Deutsche Carl- Ferdinands University t, 1,336 students. The¬ ological, law, medical, and philosophical faculties; library. 166. Prague, Bohemia, Austria: C. k. cesk Universitet Karlo-Ferdinandovij, 2,858 students. The¬ ological, law, medical, and philosophical faculties; library. 167. Pressburg , Hungary: Jogak'ademia, 170 students. Law and philosophical faculties; library. 168. Quebec, Canada: Universite Laval, 231 students. Theological, law, medical, and arts facul¬ ties; library and museum. 169. Recife , Brazil: Faculdade de direito, 180 students. Law faculty. 170. Rennes, France: Facultes de Rennes, 1,063 students. Law, scientific, and philosophical fac¬ ulties; library. 171. Rome, Italy: Regia Universita degli Studi di Roma, 1,914 students. Philosophical, scientific, law, and medical faculties; engineering and pharmaceutical schools; library, 172. Rome, Italy: A number of colleges supported by the church; also a woman’s university with 94 students. 173. Rostock, Mecklenburg, Germany: Grossherzogliche Universitat, 469 students. Theological, law, medical, and philosophical faculties; library. 174. Salamanca, Spain: Universidad de Salamanca, 1,247 students. Philosophical and law facul¬ ties; library. 175. Salzburg, Austria: Theologische Fakultat, 74 students. 176. Santiago, Chile: University with 4 faculties and 1,000 students. 177. Santiago, Spam: Universidad de Santiago. Law, medical, and pharmaceutical faculties; library. 178. Saragossa , Spain: Universidad de Zaragoza, 966 students. Philosophical, law, medical, and scientific faculties; provincial library. FOREIGN UNIVERSITIES, ETC. 1749 179. Sarospatak , H&ngary: Theologische und Rechtsschule, 116 students. 180. Sassari, Italy: Regia Universita degli Studi di Sassari, 168 students. Law, medical, and scientific faculties; library. 181. Seville , Spain: Universidad de Sevilla. Philosophical, law, and scientific faculties; library. 182. Sheffield , England: University College (belongs to Oxford University), 450 students; also a medical school. 183. Siena, Italy: Regia Universita degli Studi di Siena, 231 students. Law and medical faculties and pharmaceutical school; library. 184. Sophia, Bulgaria: Wische utschiiische w Sophia, 354 students. 185. Stockholm, Sweden: Stockholms Hogs Kola, 337 students. 186. Stockholm, Sweden: Medical Institute, 307 students. 187. Strasburg, Alsace, Germany : Kaiser Wilhelms Universitat, 1,159 students. Theological, law, medical, philosophical, a,nd scientific faculties; provincial library. 188. Sydney, New South Wales, Australia: University of Sydney, 455 students. 189. Tokio, Japan: Teikoku, Daigaku, 1,895 students. Law, medical, philosophical, and scientific faculties and school of engineering; library. 190 Tomsk, Siberia: Imperatorskij Tomkij Universitet, 336 students. Theological and medical faculties; library. 191. Toronto, Canada: University of Toronto, 1,322 students. Philosophical, law, and medical faculties; library. 192. Toronto, Canada: Victoria University, 250 students. Arts and theology; library. 193. Toronto, Canada: Two medical schools. 194. Toulouse, Fh'ance: Facultes de Toulouse, 1,885 students. Law, philosophical, scientific, and medical faculties; library. 195. Toulouse, France: Facultes Libres Catholiques. Theological and philosophical faculties; library. 198. Tubingen, Wilrtemberg , Germany: K. Eberhard Karls Universitat, 1,257 students. Theolog¬ ical, law, medical, philosophical, and scientific faculties; library. 197. Turin , Italy: Regia Universita degli Studi di Torino, 2,551 students. Law, medical, philo¬ sophical. and scientific faculties and pharmaceutical school; library. 198. Upsala, Sweden: Kongl. Universitet i Upsala, 1,504 students. Theological, law, medical, and philosophical faculties; library. 199. Urbino, Italy: Libera Universita degli Studi diUrbino, 93 students. Law and mathematical faculties and pharmaceutical and surgical schools; library. 200. Utrecht, Netherlands: Rijks Universitat te Utrecht, 872 students. Philosophical, medical, theological, law, and scientific faculties; library. 201. Valencia, Spain: Universidad de Valencia, 726 students. Law, scientific, and medical facul¬ ties; library. 202. Valladolid, Spain: Universidad de Valladolid. Law and medical faculties; library. 203. Vienna, Austria: K. k. Universitat, 5,710 students. Law, theological, medical, and philo¬ sophical faculties; library and numerous university institutes. 204. Vienna , Austria: Protestantische Theologische Fakultat, 22 students. 205. Vienna, Austria: K. k. Orientalische Akademie, 25 students; also Lehranstalt fur Orien- talische Sprachen, 128 students. 208. Warsaw, Poland , Russia: Imperatorskij W arschawski j Universitet, 1,242 students. Philo¬ sophical, scientific, law, and medical faculties; library. 207. Wurzburg, Bavaria , Germany: K. Julius- Maximilians Universitat, 1,425 students. Theolog¬ ical, law, medical, and philosophical faculties; library. 208. Zurich, Switzerland: Schweizerische Hochshule, 876 students. Theological, law, medical, and philosophical faculties; cantonal and city libraries. IV. Foreign universities arranged according to countries. Argentina: Cordoba. Australia: Adelaide, Melbourne, Sydney. Austria: Czernowitz, Gratz, Innspruck, Cracow, Lemberg, Olmiitz, Prague (German), Prague (Bohemian), Salzburg, Vienna. Belgium: Brussels, Ghent, Liege, Louvain. Bolivia: (Universities not mentioned in “Minerva.”) Brazil: Recife. Bulgaria: Sophia. Canada \: Kingston, Montreal, Quebec, Toronto. Cape Colony: Cape City. Chile: Santiago. China: (College of Foreign Knowledge.) Colombia: (Universities not mentioned in “Minerva.”) Corea: (None.) Costa Rica: (None.) Cuba: Havana. Denmark: Copenhagen. Ecuador: Quito. Egypt: Cairo. En gland: (See also Ireland, Scotland, and Wales below. ) Birmingham, Bristol, Cambridge, Dur¬ ham, Leeds, Liverpool, London, Manchester, Newcastle, Nottingham, Oxford, Sheffield. France: Aix, Algiers, Angers, Besangon, Bordeaux, Caen, Clermont, Dijon, Grenoble, Lille, Limoges, Lyons, Marseilles, Montauban, Montpellier, Nancy, Nantes, Paris, Poitiers, Rennes, Toulouse. Germany: Berlin, Bonn, Braunsberg, Breslau, Erlangen, Freiburg, Giessen, Gottingen, Greifs- wald, Halle, Heidelberg, Jena, Kiel, Konigsberg, Leipsic, Marburg, Munich, Munster, Rostock, Strasburg, Tubingen, Wurzburg. Ch'&ece: Athens. Guatemala: (None.) Haiti: (None.) Hawaii: (None.) Honduras: (None.) Hungary: Agram, Budapesth, Eperies, Erlau, Fiinfkirchen, Grosswardein, Kaschau, Kecskemet, Klausenburg, Pressburg, Sarospatak. India: Allahabad, Bombay, Calcutta, Lahore, Madras. Ireland: Belfast, Cork, Dublin, Galway. 1750 EDUCATION REPORT, 1897-98. Italy: Bologna, Cagliari, Camerino, Catania, Ferrara, Florence, Genoa, Macerata, Messina, Modena, Naples, Padua, Palermo, Parma, Pavia,, Perugia, Pisa, Borne, Sassari, Siena, Turin, Urbino. Japan: Tokio. Mexico: (Schools of law, medicine, engineering, etc.) Montenegro: (Theological seminary, not mentioned in “Minerva.”) Morocco: (None.) Netherlands: Amsterdam, Groningen, Leyden, 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: Kharkov, Dor pat, Helsingfors, Yaroslav, Kasan, Kiev, 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.) Spain: Barcelona, Cadiz, Granada, Madrid, Oviedo, Salamanca, Santiago, Saragossa, Seville, Valencia, Valladolid. Sweden: Gothenburg, Lund, Stockholm, Upsala. Switzerland: Basel, Berne, Freiburg, Geneva, Lausanne, Neuchatel, Zurich. Turkey: (Several colleges, not mentioned in “ Minerva.”) Uruguay: Montevideo. Venezuela: (Universities not mentioned in “Minerva.”) Wales: Aberystwith, Bangor, Cardiff, Lampeter. Y. Technological schools. Aachen (Aix-la-Chapelle), Prussia , Germany , founded 1870; 398 students. Berlin , Prussia , Germany , founded 1779; 3,207 students. Braunschweig , Germany , founded 1745 ; 390 students. Briinn , Austria , founded 1850; 842 students. Budapesth , Hungary , founded 1856; 1,454 students. Copenhagen , Denmark , founded 1829 ; 431 students. Darmstadt , Hessia , Germany , founded 1868; 1,332 students. Delft , Netherlands , founded 1864; 428 students. . Dresden , Saxony , Germany , founded 1828; 1,001 students. Grdtz , Styria , Austria , founded 1811; 324 students. Hanover , Prussia , Germany t, founded 1879; 1,247 students. Helsingfors , Finland , Russia , founded 1847 ; 220 students. Karlsruhe , Baden , Germany , founded 1825; 1,071 students. Kharkov , Russia , founded 1884 ; 641 students. Lemberg , Galicia , M-usfria, founded 1844 ; 365 students. Lisbon , Portugal , founded 1837. London , England , founded 1884; 238 students. Madrid , Spain , founded 1835; 235 students. Milan , Italy , founded 1863; 441 students. Moscow , Russia , founded 1832; 621 students. Munich, Bavaria, Germany, founded 1827; 1,928 students. Naples, Italy, founded 1863; 198 students. Paris, France, founded 1794; three schools, with 377 students. Oporto, Portugal , founded 1877; 322 students. Prague , Bohemia, Austria , founded 1806 and 1868; 2 schools, with 1,297 students. Biga, Russia ;, founded 1832; 1,370 students. /SL Petersburg, Russia , founded 1828 ; 4 schools, with 2,129 students. »S'do Paulo , Brazil , founded 1894; - students. Sheffield, England , founded 1885 ; 750 students. Stockholm, Sweden, founded 1798; 348 students. Stuttgart, Wiirtemberg, Germany , founded 1829 ; 947 students. Turin , Italy , founded - ; 380 students. Vienna, Austria, founded 1815; 1,682 students. Zurich, Switzerland, founded 1851; 1,336 students. Note.— Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. VI. Higher agricultural , forestry , and mining schools. [Figures in brackets signify date of founding.] Altenburg , Hungary [1819], Agricultural Academy; 119 students. Aschaffenburg, Bavaria, Germany [1844], Forestry Academy; 126 students. Beauvais, France [1854], Agricultural Institute; 103 students. Berlin, Prussia, Germany [1806], Agricultural Academy; 588 students. Berlin, Prussia, Germany, [1860], Mining Academy. Campinas , Sao Paulo, Brazil [1887], Agricultural lnstitution. Clausthal, Prussia, Germany [1775], Mining Academy; 200 students. Coopers Hill, England [1885], Forestry Academy. Copenhagen , Denmark [1858], Veterinary and Agricultural Academy; 370 students. 1751 FOREIGN UNIVERSITIES, ETC. Debreczin , Hungary [1865], Agricultural Academy; 98 students. Eberswalde , Prussia , Germany [1830], Forestry Academy; 63 students. Eisenach . ,Sh:re-lVeimar, Germany [1859], Forestry Academy: 31 students. Evois, Finland , Russia [1859], Forestry Academy; 16 students. Freiberg , Saxony , Germany [1765], Mining Academy; 376 students. Gembloux, Belgium [1860], Agricultural Academy. Grignon , France [1828), Agricultural Academy. Hohenheim , Wiirtemberg, Germany [1818], Agricultural Academy; 101 students. Keszthely , Hungary [1865], Agricultural Academy; 94 students. Kolozsmonostor , Hungary [1869], Agricultural Academy; 100 students. Leoben , Styria , Austria [1894], Mining Acadeny; 222 students. Madrid , Spain [?], Schools of Engineering, Agriculture, and Veterinary Science. Moscow , Russia [?], Agricultural and Forestry Academy; 182 students. Miinden , Prussia , Germany [1868], Forestry Academy; 48 students. Fancy, France [1824], Forestry Academy; 27 students. Nowaja- Alexandria, Poland, Russia [1893], Agricultural and Forestry Academy; 262 students. Paris, France [?], Agricultural and Mining Academies; 403 students". Poppelsdorf, Prussia , Germany [1848], Agricultural Academy; 347 students. Pribram, Bohemia, Austria [1849], Mining Academy; lt)9 students. Schemnitz, Hungary [?], Forestry and Mining Academy; 200 students. St. Etienne, France [1816], Mining Academy; 20 students. Stockholm, Sweden [1823], Forestry School ; also Agricultural Academy [1811]. St. Petersburg, Russia [1773], Mining Institute; 450 students. St. Petersburg, Russia [1880], Forestry Institute; 467 students. Tharand't, Saxony, Germany [1811], Forestry Academy; 100 students. Vienna , Austria [1872], Agricultural Academy; 352 students. Note.— Other similar higher institutions of learning are connected with universities; hence they are not mentioned in this list of separate institutions. VII. Veterinary schools, Alfort , France [1766]; 281 students. Berlin, Germany [1790] ; 486 students. Budapesth, Hungary [1786]; 380 students. Copenhagen, Denmark [1850] ; 370 students Cordoba , Spain [1802] ; - students. Dorpat, Russia [?]; 260 students. Dresden, Germany [1774] ; 219 students. Hanover , Germany [?]; 230 students. Kasan , Russia [?]; 3S9 students. Leon , Spain [?] ; 99 students. Madrid, Spain [ ?] ; 750 students. Milan, Italy [1791] ; 128 students. Munich, Germany [1790]; 280 students. A aples, Italy [?]; 230 students. Stockholm, Sweden [1821] ; - students. Stuttgart, Germany [1821]: 90 students. Turin, Italy [?]; 91 students. Utrecht, Netherlands [?]; 56 students. Vienna , Austria [?]; 635 students. CHAPTER XL. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C. , June 30, 1898. Sir: I have the honor to submit the thirteenth annual report of the United States general agent of education in Alaska, for the fiscal year ending June 30, 1898. There is in Alaska a school population of from 8,000 to 10,000; of these 1,250 were enrolled in the 18 Government schools in operation during the fiscal year. Point Barrow. — H. R. Marsh, M. D., teacher; enrollment, 68; population, Eskimo. In September, 1897, eight vessels of the Arctic whaling fleet were caught in the ice near Point Barrow. The quartering in the schoolroom of men from the impris¬ oned ships and the frequent calls upon Dr. Marsh for professional services inter¬ fered with the routine of school work. Dr. Marsh reports : “ School opened on Sep¬ tember 13 with a good attendance, but before the end of the month the crews of the Orca and the Freeman were here, and nearly half the village people were sent inland to hunt in order to provide food for the whalers, taking their families with them. In October Captain Mason of the Jennie sent for me to see a sick man, and I was out a week there. I observed the usual Thanksgiving and Christmas intermis¬ sions, though tempted to keep school every day. As I had been holding a night school for the sailors during October, November, anii December, I felt that I needed the rest and so did not keep school during the holidays. On January 31 such a blizzard raged that not a person came near the house. The next day the whaler NavarJt drifted in with the ice, and for three days not a child old enough to carry anything was seen in the village, Every one — men, women, and children — went out to the vessel and carried to shore on sleds or on their backs everything on the vessel that was movable. During February the rest of the villagers went inland to hunt. Only six school children remained. I kept school for a few days with them, but soon the boys left to join the parents, and I closed the school.” St. Lawrence Island.— In July, 1894, Mr. Y. C. Gambell, of Wapello, Iowa, was appointed to open a Government school on St. Lawrence Island. For three years Mr. and Mrs. Gambell did faithful, efficient work among the half-civilized natives of this barren island, with no communication with the outside world during eight months of the year. In August, 1897, they returned to Iowa in order that Mrs. Gambell might receive necessary medical treatment. Mrs. GambelTs health hav¬ ing been restored, they decided to return to their work on St. Lawrence Island, leaving Seattle May 19 on the sailing vessel Jane Grey. Off Cape Flattery a gale was encountered, and at 2 o’clock of the morning of the 22d the alarm was given that the vessel had sprung a leak and was sinking. Twenty-six persons succeeded in embarking in a launch and subsequently reached Vancouver Island and were saved. In ten minutes after the alarm was given the Jane Grey sank, taking with her Mr. and Mrs. Gambell and about thirty other passengers. By the death of Mr. and Mrs. Gambell educational work in Alaska has suffered a great loss. 1753 1754 EDUCATION REPORT, 1897-98. Port Clarence ( Teller Reindeer Station.) — T. L. Brevig, teacher; enrollment, 50; population, Eskimo. The scarcity of food in the vicinity of the station and the consequent migration of many of the families to summer hunting grounds earlier than usual caused the school to be closed on April 1. On the return of the revenue cutter Bear from its Arctic cruise, Captain Tuttle, at the request of Dr. Sheldon Jackson, kindly received on board for passage to Seattle five of the best pupils of this school. Dr. Jackson subsequently took these Eskimo children to Carlisle, Pa., where they were received into the well-known industrial school under the super¬ intendence of Maj. R. H. Pratt, U. S. A. Unalaska , — Miss M. E. Meilor, teacher, and Miss Ada Mellor, assistant; enroll¬ ment, 68; population, Aleut. The following is Miss Mellor’s report : “During the summer vacation I took five of our more advanced pupils to the Indian school at Carlisle, Pa., and one to Chicago, to be educated by Mr. P. B. Weare, of that city. During my absence in the States the bishop of the Russian church, who had vis¬ ited Unalaska, authorized the priest to request me to teach English in the Russian school for one hour each day at the close of my own school hours. This I declined to do for lack of time and strength, and suggested that the priest send the Russian children to the Government school for the afternoon session. After some delib¬ eration this was done. The Russian children were, however, subsequently removed. I called on the priest in regard to the matter, and the only reason he gave for his action was the fact that the teachers of the schools boarded at the Jesse Lee Home — hardly a good excuse, as there is no official connection whatever between the Government school and the Home. The Home is the only place in the village where the teachers can board with comfort. It seems a pity that these 84 children, most of whom are boys, should thus be de|jrived of the benefits of an English education. Now that the fur trade is diminishing, most of the native men of Unalaska are employed in loading and unloading vessels for the various commercial companies, and a knowledge of English is very essential. It would seem that a law making an education in English compulsory would be of great benefit to the people of Unalaska. “Various public exercises were held during the year under the auspices of the school, resulting very beneficially to the children, affording pleasure to a large number of persons, and greatly increasing public interest in the work of the school. The first of these was a flag raising, November 6, at the Jesse Lee Home. The school was assisted by the Unalaska brass band, under the leadership of Mr. N. Gray, agent for the Alaska Commercial Company, to wThom we were indebted for this inspiring addition to our programme. The arrival of the Bear, Decem¬ ber 9, while en route to the Arctic with the overland relief expedition to the whalers off Point Barrow, made an unusually bright Christmas possible for the children of Unalaska. Captain Tuttle brought two large Christmas trees from Seattle 'for the Government school, besides a large donation of Christmas gifts. The latter came from the school children and others in Seattle, collected through the kindly interest of Captain Tuttle and the manager of the Post-Intelligencer. The entertainment was held on Christmas Eve, and was a very happy and suc¬ cessful occasion. The Russian school attended in a body, and after our festivities were over the Christmas trees were given to them to be used in their celebration. On Christmas day, accompanied by one of the girls as interpreter, I visited every house in the village, distributing presents to all the children who could not attend the entertainment on the previous evening. So this year, for the first time, every child in Unalaska was remembered at Christmas. February 22 was celebrated by an appropriate entertainment, the school being assisted by Captain Tuttle and the officers of the Bear. The chapel of the Jesse Lee Home, in which the enter¬ tainment was held for lack of room in the schoolhouse, was beautifully decorated with flags of all nations, kindly loaned by Captain Tuttle, white a large crayon portrait of Washington, the wrork of Mr. James C. Blaine, United States deputy REPORT ON EDUCATION IN ALASKA. 1755 marshal, occupied a prominent place above the platform. Captain Tuttle pre¬ sided, and addresses were made by Captain Tuttle, Lieutenant Berry, and Captain Ferguson. National songs, quotations from Americans of note, incidents in the life of Washington (including a short biography), were some of the numbers ren¬ dered by the school children. Instrumental music was given by the orchestra of the Bear. Over 200 persons were present, including the priest and the Russian school. Admission was by invitation. “The closing exercises of the school were held in the evening of June 20, and were very largely attended. Forty-eight dollars and seventy-five cents were con¬ tributed for the purchase of books for a school library. “Of the studies pursued during the year, special attention has been given to English, phonetics, reading, and the reproduction by recital or writing of short stories read and explained to the class by the teacher, also to -letter-writing. Interest in the latter has been stimulated by the exchange of letters between the pupils in the school and those who went to Carlisle last summer. Once a week copies of the Youth’s Companion, St. Nicholas, or Black and White (a London illustrated paper) were distributed among the older pupils for an hour’s inde¬ pendent reading, and invariably the teacher spent the larger part of* the time in answering questions. The pupils enjoyed this hour so much that the depriving of individuals of it became a successful mode of punishment for misconduct. Very good progress has been made in arithmetic also. The highest class at the close of the term was working in denominate numbers. One afternoon of each week was devoted to sewing, and, in addition to practicing plain sewing, 30 sleeveless aprons and several boys’ shirts were made, the boys being taught sewing at their own request. The introduction of the kindergarten system into the pri¬ mary department of the school pleased the children and was productive of good results. Taking ail things into consideration, this has been the most prosperous year that the school has had since I came to Unalaska, largely due to the fact that my assistant teacher, Miss Ada Mellor, proved herself a tireless worker and a very capable assistant in all the branches of activity for which I had occasion to call upon her. I trust that in the near future the Russian children will become regular attendants of the Government school and enjoy the privileges of the English education which it affords and which they so much need.” Unga. — O. R. McKinney, teacher; enrollment, 40; population, white. Mr. McKinney reports: “On January 4 I organized an evening school which met once a week for literary work. On W ashington’s birthday the school gave an exhibi¬ tion which was the most successful in its history. During the entire term the condition of the school has been very satisfactory; there has been no sickness, and our pupils have consequently kept together better than ever before. Our school is very similar to a rural district school in New York or Pennsylvania, about the only difference being that there is never any contention over the affairs of the school. My patrons seem to have perfect confidence in me and have not during the seven years that I have been with them raised any objection or taken exception to anything that I have found it necessary to do. This, perhaps, would not be remarkable if they were ignorant Indians or Aleuts, but considering the fact that they are nearly all intelligent white people it is at least worthy of mention.” Kadiak. — C. C. Softer, teacher; enrollment, 72; population, Russian creoles. Mr. Softer writes: “Most of my pupils have been industrious and have made satisfactory progress. They have done work in drawing and writing of which any school might be proud. A few have made commendable progress in language, history, and geography. We had a Christmas festival, as usual. The house was crowded with visitors; all spent a very pleasant evening and went home happy. It was the only exercise we had to remind us of the meaning of the day. The Russian Church has Christmas services, but their Christmas comes twelve days later than ours. We organized a literary society during the winter, in which all 1756 EDUCATION REPORT, 1897-98. the Americans in the village as well as most of the pupils took part. The exer¬ cises consisted of recitations, readings, and music, both vocal and instrumental. The object of the society was principally that the pupils might have opportunities of appearing before an audience and gaining self-confidence thereby. All the meetings were crowded. Many of the Russians who could not understand English came to listen to the music, which was highly appreciated. Our last meeting was held on Washington’s birthday, and was the most interesting programme of the season. Our meetings were discontinued later, partly on account of the Russian holidays. Although no exercises of a religious or political character were allowed in our meetings, yet the priest looked with disfavor upon our work, started a society of his own, and in other ways tried to discourage his members from taking part in the exercises. These meetings did much to relieve the monotony of the long winter evenings. Afognak. — Miss Matrona Salamatoff, teacher; enrollment, 59; population, Rus¬ sian creoles. This school was unavoidably closed from August, 1896, to Septem¬ ber, 1897, during which time the children ran wild; consequently when it was reopened considerable strict discipline was necessary. Miss Salamatoff writes: “The many Russian Church holy days are very detrimental to school attendance. When services were held in the morning I had school in the afternoon and on Sat¬ urday mornings in order to make up for lost time. On February 22 we had a patriotic entertainment. I spoke to the pupils about Washington; what the Stars and Stripes mean to us; impressed them with the fact that we are all Americans, and that the President is our ruler. “ I first spoke in English, then in Russian, for the benefit of those who did not understand English. My remarks seemed to make an impression.” Sitka, No. 1. — Miss Cassia Patton, teacher; enrollment, 42; population, white, American and Russian. Miss Patton reports as follows: “The white children of Sitka lead lives more isolated than those of the natives; the water is not to them the highway that it is to the canoe paddlers. There being no roads into the sur¬ rounding country, many of the white children have never been out of sight of the village. They have heard of mines all their lives, as the fathers of the majority of them own ledges, yet not half a dozen of them have ever seen a mine, as a mountain trip is no child's play. The great Alaskan industry of salmon canning is known to them only by hearsay, as the nearest cannery is 40 miles distant. A few of the children have come to Sitka from the States, and have acquired much knowledge from observation. How to combine these differences in grades is a problem. Very few of the children have anything to read at home, so I have a small circulating library, which I find of much use. As a preventive of tardi¬ ness I read from some interesting book. Our present story is ‘ Beautiful Joe,’ and has caused many of the little ones to hurry to school so as not to miss any of him. Many of the children speak Russian in their homes, and through their religious observances they are connected with the foreign nation whose flag their parents saw lowered from Baranoff Castle. In the schoolroom on every possible occasion we do honor to the Stars and Stripes. We observe Transfer Day in October and Treaty Day in March. Lwish that every school in Alaska had a picture of Secre¬ tary Seward; then the men and women of the future State of Alaska — the boys and girls of to-day — will see that the father of Alaska is duly honored.” Sitka, No. 2. — Miss Flora Campbell, teacher; enrollment, 170; population, Thlinget. The following is Miss Campbells report: “All through the winter the people have been constantly going and coming, taking their children with them, in their visits to neighboring villages, so that regularity of attendance has been very much interfered with. In April the Russian New Year festivals are cele¬ brated, during which season there are a number of church festivals. Many of the pupils are members of the Russian Church, and do not come to school during these holy days. During the first part of the year the Russians had school for the REPORT ON EDUCATION IN ALASKA. 1757 natives and built a schoolhouse near ours, expecting to run it in opposition to ours. Another interference with regularity of attendance was the herring industry, in the latter part of April. At that season millions of herring swim along this coast and deposit their eggs, which are not larger than turnip seed. The natives spread branches of hemlock in their course, leaving them in the water one or two days. Then they take up the branches covered with eggs and dry them. Afterwards the dry clusters of eggs are sold or exchanged for furs with natives from the interior. “The native boys do not have as easy times as do the white boys. The former do all the work -about the house, even the cooking. Those who come to school regularly are doing excellent work. I often visit the homes of the pupils. The parents seem to realize the benefit to be obtained from having a knowledge of the English language, yet they are very careless about compelling their children to attend school. Generally speaking, I know that the children are anxious to learn, and seem to . be interested in their studies. They have ability and are willing workers. They memorize quickly, but do not like to do mental work. We have many amusing conversations, and there is busy work in sewing, netting, weaving, paper folding, and other kindergarten exercises. They are very backward in using what English they know, especially before strangers. Eight adults attended school. Their progress is slower than that of the children. They are, however, doing well and are interested in their books. The natives are naturally very fond of music, and the pupils derive great pleasure from the songs they learn in school.” Haines. — Miss Frances Willard, teacher; enrollment, 46; population, Thlinget. Haines is near the head of Lynn Canal, and during the greater part of the year thousands upon thousands of men poured through the village on their way to the gold fields of the Yukon Valley. Every able-bodied man and boy, and many women and girls also, left home and spent many months carrying supplies for the miners. Consequently the school was badly interfered with, only the very small children being in attendance. The English learned in the schools stood the natives in good stead in their dealings with the miners. Hoonah. — Mrs. J. W. McFarland, teacher; enrollment, 141; population, Thlinget. Mrs. McFarland writes: “ Our people were later getting settled last fall, owing to the gold excitement, and many tarried at the new mining towns of Dyea and Skagway packing for miners and doing other work. I did not notice, upon their return, that their morals were corrupted in any way. I have not seen an intoxi¬ cated native in our village this winter, I am sure that by working for the miners the natives gained a great deal financially, and many came home the proud owners of sloops, schooners, and Columbia River boats. Give the natives of Alaska a chance and they will do work equal to that of the white men. Before Christmas the storekeeper here told me that he had received $2,000 in cash from the natives. “School opened September 6, and the attendance gradually increased to 141. I anticipated the early rush to the mines, which I knew would come in spring, and toward the close of the term kept school on Saturdays, with a very good attend¬ ance. Some of the older boys begged to be allowed the privilege of taking their books with them during the vacation so that they would not forget what they had learned. I am glad to report encouraging progress on the part of those who attended regularly. Little ones of 6 learned to read quite well in Collard's Begin¬ ners’ Reader, a most excellent book, which I heartily recommend to teachers in Alaska. Our native policeman, Moses, rendered valuable assistance in gathering in the children, especially the boys, who were more interested in coasting than in coming to school. “On February 14 the man-of-war Wheeling , Captain Sebree in command, steamed into the harbor. Governor Brady, Commissioner Tuttle, and Deputy Marshal Kostrometinoff were on board. They visited the school and the governor kindly addressed the school. In speaking to the parents he tried to impress them 1758 EDUCATION REPORT, 1897-98. with the importance of making the children attend regularly. Give us a compul¬ sory law for Alaska and the teachers will see encouraging results from their labors and the children of the coming generation will be, in the fullest sense of the word, stronger morally, mentally, and physically.” Juneau, No. 1. — Miss Lizzie H. Harte and V. C. Gambell, teachers; enrollment, 72; population, white. During the first part of the year this school was in charge of Miss Harte. Owing to failing health Miss Harte resigned her position in Jan- uary. Until April her place was taken by Mr. V. C. Gambell, who left Juneau for his former position on St. Lawrence Island. It is to be regretted that the exceedingly limited funds at the disposal of this Bureau render it impossible at present to organize at Juneau the high school grade that is desired. Juneau, No, 2. — Miss Elizabeth Saxman, teacher; enrollment, 40; population, Thlinget. Miss Saxman writes: “My work has been so pleasant that it seems scarcely possible that I have closed my fifth term in Juneau. My school was not as large last term as I would have liked. This is accounted for by the fact that the mission children have had such a siege of sickness. Very few of the village children attended. Although W9 feel very much discouraged by the closing of the home, as we considered that the link between the village and the school, yet the public school may now mean more to them than it ever has before. There has always been a slight feeling of estrangement between the mission children and the village children, and the latter may now feel that the school is for them and care more about it. I have noticed that the full-blooded native children excel in writing, music, and drawing.” Douglas, No. 1. — Miss Kate Spiers, teacher; enrollment, 46; population, white. Miss Spiers reports as follows: “ 1 find the pupils bright and interested in their work. The progress has been marked and rapid, especially in reading, drawing, and language. The parents are helpful and very willing to render any assistance possible. I am sorry to say that the school does not reach the older pupils. The room is small, and it is impossible to accommodate more than thirty pupils. There is great need of a new building centrally located. YvT ere it not for the parochial school it wmuld be impossible to accommodate the pupils who should be in school. A movement has been made by this school and School No. 2 to estab¬ lish a school library. An entertainment was given on April 15, and a sufficient sum was realized to assure us a small library for next year.” Douglas, No. 2. — Miss Gertrude H. Spiers, teacher; enrollment, 25; population, white. The following is Miss Spiers’s report: “ I have just closed my first year’s work in Douglas and am glad to be able to report a very successful year. I enjoy comfortable and commodious quarters, but the grounds should be improved and a playground arranged. In the daily work the most successful features have been reading, drawing, and German. Each class has read four or five books, including the Johonnot series, the Seaside and Wayside series, Old Greek stories, and Kipling’s Jungle Book. The drawing, in addition to its supplementary use in physiology and geography, has included two lessons per week in sketching from objects. The German class, a fifth grade, has completed the Chicago German Reader, Book I. No attempt was made to teach the grammatical con¬ struction, except incidentally. The children enjoyed the work, and insisted on buying their own texts. The patrons and citizens are very loyal to the school and have cooperated very heartily in our library and Christmas entertainments. The only damage to the school property has been done by storms and the heavy blasting. Not even a window has been broken by any of the pupils.” Jackson. — Miss C. Baker, teacher; enrollment, 121; population, Thlinget. Miss Baker reports: “The majority of the natives of Jackson do not return from their summer fishing grounds until late in the season. Accordingly, I went to them, and during the month of September school was held at Hunter s Bay. We used REPORT ON EDUCATION IN ALASKA. 1759 a large boathouse for a sehoolhouse, and were quite comfortable. Soon the fish ceased to run; I returned to Jackson and opened school there, thinking that all the people would soon be at home. However, they were unusually slow about returning; the village did not fill up much before the middle of November. Soon after they seemed settled for the winter the Klinquan people invited them to a great ‘ potlatch. ’ The majority accepted the invitation and were absent several weeks. Very few children were left in the village. When they returned the Klinquans came with them. Theh there were plenty of children, but an epidemic of measles broke out and many children died. After a time the measles ran their course and my schoolroom was full for a short time. In the early spring family after family went to the fishing grounds, until at the end of April I had no children at all. I heard that there was a large number of them at Klinquan, so I followed them and had a very interesting school there during the month of May. Had it not been for the neighboring cannery, I would have had a large school; all who could get employment wTent to work there. Never since I have had charge of the school have the people been so continually on the move as they have been this year; but they must make their living, and they must go where it can be obtained. I have very little trouble to get the children into school when they are in the village. They are bright, obedient, teachable boys and girls and make very good progress in reading, writing, and arithmetic. Some of the young men told me this spring when they left that if I had the school next year all the young married people were coming to school. I like to see the married natives ambitious, and shall, of course, do all that I can to help them, but I prefer children in school to grown men and women with families.” Sctxman. — Mr. J. W. Young and Mrs. M. J. Wakefield, teachers; enrollment, 68; population, Thlinget. Mr. Young writes: “'In presenting my annual report I have nothing unusual or sensational to report. W e have had a quiet year of work and have made fair progress. I was afraid that after the novelty of the school had worn off that the interest of the natives would diminish, but it seems to be as strong as it was at first. Several things have occurred to draw the natives away from Saxman, the chief of which is the Klondike gold excitement. While the natives from this place did not go into the interior, a large number of them went to Dyea and other points to pack and do other work for the miners. The jealousy between the chiefs of the two tribes that we have been trying to gather here caused some trouble and may result in the withdrawal of the entire Tongass tribe. Our people have been remarkably healthly during the past winter. While other towns had epidemics of measles and the grip, we have been entirely free from them. On the whole, the year has been one of progress in education and civili¬ zation, and the future looks bright.” Fort Wrangell. — Miss Anna R. Kelsey, teacher; enrollment, 71; population, Thlinget. Fort Wrangell is situated near the mouth of the Stikeen River and was the disembarking point of those who wished to take that route into the interior. School work was rendered difficult by reason of the inevitable confusion and dis¬ traction resulting from the tide of immigration that swept through the hitherto quiet village. SCHOOLS NEEDED IN THE YUKON VALLEY. During the past two years, the development of gold mining has attracted into the interior of Alaska thousands of miners, many of them bringing their families with them. In the vast region drained by the Yukon and its tributaries there is not a single school for white children, nor is it possible with the present appro¬ priation of $30,000 to make any addition to the school system. As a result of the influx of population, towns have sprung up at St. Michael, Circle, Rampart, Peavy, Wear e, and Eagle, and schools are urgently needed at these points. 1760 EDUCATION REPOET, 1897-98. Statistics of public schools in Alaska f rom 1892 to 1898. Length of school term and enrollment of pupils. Public schools. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. 189? '-98. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. Months taught. Enrollment. 8 40 9 38 9 38 9 39 (a) 9 59 Douglas City, No. 1 - 8 13 9 30 9 42 9 57 7 V*/ 75 9 46 Douglas City. No. 2 . 9 108 9 87 7 26 (a) 8 32 9 25 Fort Wrangell - - 9 49 9 54 8 61 9 82 9 64 9 71 Haines. . . 9 54 9 41 9 64 8 60 9 68 7 46 Jackson . . 9 82 8 90 7 80 8 64 9 84 9 121 Juneau, No. 1 . 9 23 9 25 9 54 9 70 9 86 9 72 Juneau. No. 2 . 9 61 9 65 9 50 9 67 9 70 9 40 Kadiak . . . . 9 74 9 59 9 56 8 49 9 52 9 72 Karluk _ _ (a) (a) (a) 9 27 9 28 (a) Killisnoo . . . . 9 137 5 75 (a) (a) (a) (a) Klawock . . ( a ) (a) 2 50 (a) (a) ( a ) Sitka, No. 1 . :.. 9 50 7 43 9 57 9 40 9 39 9 42 Sitka, No. 2 . . 9 48 9 110 9 180 9 156 9 154 8 170 Unga . . . 8 35 9 36 9 40 .9 44 9 40 9 40 Unalaska. . . 9 24 9 39 9 39 9 48 9 68 Port Clarence . 5 20 7 30 8 56 9 56 9 53 7 50 Metlakahtla 6 105 (a) (a) (a) St. Lawrence Island _ 7 52 9 68 9 66 (a) Saxman .. _ _ 7 31 8 75 8 63 Hoonah . . . 8 144 5 120 9 141 Cape Prince of Whies 9 104 7 132 Circle City (a) 8 43 (a) Point Barrow _ _ 6 66 6 68 Wood Island . 2 * 56 Total _ _ _ , _ 794 807 1,030 1,197 1,395 1,250 I a No school. Note.— In addition to supporting the above public schools, the Bureau of Education pays the salaries of five industrial teachers in the Sitka Industrial School, which has an enrollment of 150 Appropriations for education in Alaska. First grant to establish schools, 1884 . $25,000. 00 Annual grants, school year — 1886- 87 . 15,000.00 1887- 88 . 25,000.00 1888- 89 . 40,000.00 1889- 90 . 50,000.00 1890- 91 . 50,000.00 1891- 92 . . 50,000.00 1892- 93 . 40,000.00 1893- 94 ... . 30,000.00 1804-95 . . 30,000.00 1895- 96 .. . 30,000.00 1896- 97 . . 30,000.00 1897- 98 . 30,000.00 Expenditure of appropriation for education in Alaska, 1897-98 : Amount appropriated . 30.000.00 Salaries of three officials . . . . . 4, 230. 00 Salaries of twenty-seven teachers . . . . . . . . . . 19, 193. 49 Supplies for eighteen schools . . . . . . 1, 251. 48 Fuel and light . . . . . . 1,101.90 Freight . . . . . . . . . . 3, 302. 59 Traveling expenses . 421.00 Rent.. . . . 255.00 Repairs . 220.49 Balance . 25.05 Cost per capita of enrollment, $23.98. 30,000.00 REPORT ON EDUCATION IN ALASKA. 1761 PERSONNEL. Dr. Sheldon Jackson, general agent of education in Alaska; William Hamilton, assistant agent of education in Alaska; William A. Kelly, superintendent of schools for the southeastern district of Alaska. LOCAL SCHOOL COMMITTEES. Sitka, John G. Brady, Edward de Groff; Juneau, John G. Heid, Karl Koehler; Douglas, P. H. Fox, Albert Anderson; Douglas (Treadwell), Robert Duncan, jr.; Fort Wrangell, Thomas Wilson, Finis Cagle; Kadiak, F. Sargent, N. Kashevaroff, H. P. Cope; Unga, C. M. Dederick, Michael Dowd, George Levitt. TEACHERS IN PUBLIC SCHOOLS. School. Sitka, No. 1 . . . Sitka, No. 2 . . Juneau, No. 1 . __ Juneau, No. 2 . . . . Hoonah . Douglas, No. 1 . . Douglas, No. 2..._ . Fort Wrangell . Jackson . . Sax man. . . Haines . Kadiak _ _ Wood Island . Unga. . Afognak . . Unalaska . . Port Clarence . Poiut Barrow . Sitka Industrial School - Teacher. State. Miss Cassia Patton. . . . . Miss Flora Campbell . . . Miss Lizzie H. Harte . . . V. C. Gambell _ _ _ _ _ Miss Elizabeth Saxman _ _ Mrs. A. R. McFarland.. . . . . Miss Kate Spiers . . . . Miss Gertrude H. Spiers . . . Miss Anna R. Kelsey . . . . . Miss C. Baker . . . . J. W. Young . . . . Mrs. M. J. Wakefield . . . . . . Miss Frances Willard . C. C. Softer. . . . . . Miss Anna Fulcomer . O. R. McKinney . . . Miss M. Salamatoff . . . Miss M. E. Mellor . . . . Miss Ada Mellor. . . . . . T. L. Brevig . . . H. R. Marsh, M. D . . . . Geo. J. Beck . . . . M. A. Carty . . . Miss Olga Hilton . Mrs. M. A. Saxman . Mrs. E. C. Heizer . Pennsylvania. Alaska. Missouri. Iowa. Pennsylvania. Alaska. Kansas. Do. Penn syl vania. Alaska. Washington. Do. Alaska. Kansas. Illinois. Pen nsyl vania. Alaska. New York. Do. Minnesota. Illinois. New York. Alaska. Do. Do. Do. TEACHERS AND EMPLOYEES IN CHURCH MISSION SCHOOLS AND STATIONS. Episcopalians. Sitka,— Bishop Peter Trimble Rowe, Rev. W. M. Partridge. Juneau.— Rex. H. Beer. Skagway. — Rev. L. J. H. Wooden, Miss L. Hey wood, Miss Dickey. Copper River Country.— Rex. H. J. Gurr. Rampart City. — Rev. and Mrs. J. L. Prevost. Circle City. — J. L. Watt, M. D.; Mrs. Watt, Miss E. M. Deane; J. Kwulwull (native), assistant. Anvik.— Rev. J. W. Chapman, Mrs. Chapman, Miss B. W. Sabine, Miss L. Proebstel, 1. Fisher (native). Fort Yukon.— Rex. J. W, Hawksley, W. Loola (native), assistant. Fort Adams.— A. A. Selden, Mrs. Selden. Ketchikan. —Miss A. Edmonds. Point Hope. — John B. Driggs, M. D. Nuklukayet. — P. Bolah (native), assistant. Nowikakat.— Stephen (native), assistant. Congregational. Cape Prince of Wales. — Mr. and Mrs. W. T. Lopp. Roman Catholic. Dawson , Northwest Territory. — Rev. William Judge, S. J., chaplain of the hospital and of the Sisters of St. Ann; Brother Bernard Cunningham, lay brother. Koserefski ( Holy Cross Mission).— Rev. R. J. Crimont, S. J. (superior); Rev. John Lucas, S. J.; Rev. A. Robaut, S. J.; Rev. F. Monroe, S. J.; Rev. J. B. Post, S. J.; Brothers V. O’Hare, S. J. ; B. Marchisio, S. J.; J. Twohig, S. J.; P. Brancoli, S. J. Nulato. — Rev. J. Jette, S. J. (superior); Rev. A. Ragaru, S. J.; Rev. J. Perron, S. J. ; Brothers C. Giordano, S. J., and J. Negro, S. J. ED 98 - -111 1762 EDUCATION REPORT, 1897-98. Dawson Hospital.— Sisters of St. Ann: Mary Zepturine (superior), Mary of the Cross, Mary Pauline, Mary Joseph, Mary John Damascene, Mary Prudentia. Koserefski ( Holy Cross Mission , girls'1 school). — Sister Mary Stephen (superior), Mary Pru¬ dence, Mary Seraphine, Mary Winifred, Mary Benedict, Mary Antonia, Mary of the Passion, Mary Magdalen. Moravians. Bethel.— Rev. and Mrs. John H. Kilbuck, Mr. and Mrs. Benjamin Helmick, Miss Mary Mack, Mr. and Mrs. J. H. Romig, M. D. Carmel. — Rev. and Mrs. John Schoechert, Rev. and Mrs. S. H. Rock, Miss Mary Huber, Miss P. C. King. Quiegaluk.— Mr. Ivan Harrison (Eskimo). Tulaksagamute.— Mr. and Mrs. David Skuviuk (Eskimo). Kalchkachagamute. — Mr. and Mrs. George Hukacliluk (Eskimo). Akaigamiut. — Mr. Heck (Eskimo). Quinehaha.— Mr. L. Kawagleg and Mr. and Mrs. Harvey Suruka (Eskimo). Methodist Episcopal. Unalaska. — Miss Agnes Sowle, Miss Sarah J. Rinch. Friends. Douglas City. — Mr. and Mrs. C. N. Replogle. Kake. — Mr. and Mrs. S. R. Moon. Kotzebue Sound. — Mr. and Mrs. Robert Samms, Miss Anna Hunnicutt. Baptists. Wood Island. — Rev. and Mrs. Curtis P. Coel Miss Alice Thompson. Presbyterians. Sitka. — Rev. and Mrs. A. E. Austin, Mr. William A. Kelly, B. K. Wilbur, M. D.; Miss Esther Gibson, Mrs. S. A. Wallace, Miss Anna M. Sheets, Mrs. A. H. Carter, Mrs. M. K. Paul, Mr. John E. Gamble. Saxman.— Rev. Edward Marsden. Haines Mission.— Rex. W. W. Warne, Miss A. J. Manning. Hoonah.— Rev. A. C. Austin. Jackson.— Rev. M. D. McClelland. Juneau.— Rev. J. H. Condit, Rev. L. F. Jones, Miss Susan Davis, Miss M. E. Gould. Point Barroiv. — Dr. and Mrs. H. R. Marsh. Swedish Evangelical Mission Covenant. Golovin Bay.— H. O. Hultberg, Mrs. N. O. Hultberg, P. H. Anderson, Gabriel Adamson. Unalaklik. — A. E. Karlsen, Mrs. A. E. Karlsen, August Anderson, Miss Malvina Johnson, David Johnson, Miss Alice Omekejook (Eskimo). Yakutat.— K. J. Hendrikson, Albin Johnson, Mrs. Albin Johnson. Kangekosook. — Stephan Ivan off (assistant). Kotzebue Sound. — Rock (Eskimo). PRESBYTERIAN MISSIONS. The Rev. George F. McAfee, superintendent of school work, Presbyterian Board of Home Missions, lias kindly prepared the following sketch of the board's work in Alaska: Fort IVrangell. — Missionary work was undertaken in Alaska in 1877. Rev. Shel¬ don Jackson that year visited Alaska and opened a mission school at Fort Wran¬ gell, with Mrs. A. R. McFarland as teacher. Land was secured, buildings were erected, and in addition to the day-school work a limited number of girls were received into the teacher’s home and taught domestic industries. This feature was suspended in 1895. Rev. Clarence Thwing, M. I)., is in charge of the station. The native church has a communicant roll of 85 and a Sabbath-school member¬ ship of 100. A church composed of white settlers was organized in March, 1898, with 28 members. Chilkat Mission {Haines). — The mission to the Chilkats at Haines was estab¬ lished in 1881, Rev. Eugene S. Willard and wife being the first missionaries. Under their efficient management the work soon became very encouraging. Rev. REPORT ON EDUCATION IN ALASKA. 1763 W. W. Warne and wife now have charge of the mission. The Government school is taught in the mission building. An efficient matron has charge of the home, and 18 boys and girls are there taught the industries. The church mem¬ bership numbers S3, and the Sabbath-school scholars number 75. Hoonah Mission.— The mission to the Hoonahs was undertaken in 1881, Rev. and Mrs. J. W. McFarland being in charge. A day school was maintained for a number of years, until the Government assumed control. Upon the death of Mr. McFarland, the widow continued the work until Rev. Alvin C. Austin arrived. The church shows 58 communicants and a Sabbath-school membership of 59. Jackson. — The Hydah Mission was established in 1881. Rev. J. Loomis Gould was the missionary in charge for fifteen years, A boarding home was maintained for a number of years, both boys and girls being received. This department of the work was closed in 1897 and the pupils sent to the Sitka Training School, where they could have better advantages and be educated at less cost to the board. Miss Christina Baker, the matron, was continued as Government day-school teacher, and Rev. M. D. McClelland relieved Mr. Gould as missionary. Juneau. — Rev. Eugene S. Willard and wife removed from Haines to Juneau in 1888 and opened a mission. Rev. L. F. Jones is now in charge. The church reports 78 communicants and 63 members in the Sabbath school. During the five years of Mr. Jones’s incumbency he has received into the church 73 adult mem¬ bers on confession, baptized 61 children, and celebrated 38 Christian marriages. The work in the boarding home has been very successful, there being 33 boys and girls receiving instruction in various industries. The white church numbers 31 members, and is under the care of Rev. James H. Condit. The people are moving in the direction of building a new house of wor¬ ship to take the place of the former “Log Cabin Church,” in which they now worship, and a manse will follow. Point Barrow. — The board opened a mission to the Eskimos at Point Barrow in 1890. Prof. L. M. Stevenson was the first missionary. He was followed in 1897 by Rev. H. R. Marsh, M. D., and wife. The people received the missionaries’ instruction readily. The home of Dr. and Mrs. Marsh is the first Christian home ever seen by the natives, and they are quick to imitate the missionaries in all Christian ways. A church organization is soon to be effected and a house of wor¬ ship built. This is noted as the most northerly mission in the world, being within the Arctic Circle. . Saxman. — The latest mission to be established is Saxman. It is in charge of Rev. Edward Marsden, a native, the first to receive a thorough college and theo¬ logical course and be fully ordained to Gospel ministry. The work is very prom¬ ising. St. Lawrence Island . — Mr. and Mrs. Y. C. Gambell were sent to St. Lawrence Island in 1894. They were joyfully received by the natives. Their work for three years accomplished much good, but on account of Mrs. Gambell’s health it became necessary for them to return to the States in 1897. Mrs. GambeH's health having been restored, they decided to return to St, Lawrence Island, leaving Seattle May 19 on the sailing vessel Jane Grey. Off Cape Flattery a gale was encountered, and at 2 o'clock of the morning of the 33d the alarm was given that the vessel had sprung a leak and was sinking. In ten minutes after the alarm was given the Jane Grey sank, taking with her Mr. and Mrs. Gambell and 30 other passengers. This is a sad blow to the work on St. Lawrence Island. Sitka. — By far the largest, best equipped, and most successful mission conducted by the board in Alaska is the Sitka Mission. It w~as established in 1880. Boys and girls flocked into the building temporarily provided for the school until it was crowded to suffocation. The school is a training and industrial school for both sexes. From 100 to 300 pupils have been taught there annually since its organiza¬ tion. The boys are instructed in carpentry, blacksmithing, boat-building, shoe- 1764 EDUCATION REPORT, 1897-98. making, and gardening, and show great proficiency as practical workers in these trades. The girls are taught cooking, sewing, laundry work, and how to care for their rooms. So successful are they in acquiring a knowledge of these domestic industries that they are sought after by white families as house servants. The boys and girls come to Sitka Training School from almost the entire region of southeastern Alaska, something like 15 tribes being represented in the school. In order to show how practical is the work and how efficient are the workers, it may be stated that the shoe shop is under the direct supervision of a native who learned all he knows about the trade in the school, and with his helpers, all of whom are pupils, he makes all the shoes worn by the 158 pupils, besides doing a considerable amount of work for outside parties, which provides a small income to the school. Out of the school work grew the church. Under the wise and faithful admin¬ istration of Rev. A. E. Austin, so long pastor (and at intervals superintendent of the school), the church reached an enrollment this year of 884 communicants. A white church numbering 10 members is also ministered to by the pastor of the native church. Sitka Hospital. — Connected with the mission is a hospital, which is under the direction of Dr. B. K. Wilbur. Dr. Wilbur treated last year 107 in-patients and 119 out-patients, and performed 53 operations. Total of prescriptions made dur¬ ing the year, 3,435. This is one of the most important factors in the work at Sitka. The enrollment in the Sitka school for 1897-98 was 153, about equally divided between boys and girls. MISSIONS OF THE PROTESTANT EPISCOPAL CHURCH IN ALASKA. The Rev. Joshua Kimber, D. D., associate secretary of the Domestic and For¬ eign Missionary Society of the Protestant Episcopal Church, sends the following statement: In the Territory of Alaska this church has established missions among the whites at Sitka, Juneau, Douglas, Copper River Country, Numook, S'kagway, and Circle City; and among the Indians at Anvik, Circle City, Fort Adams, Ketchi¬ kan, Numook; and among the Eskimo of Arctic Alaska at Point Hope. The whole work is under the supervision of the Right Rev. P. T. Rowe, D. D., assisted by the Rev. Messrs. Campbell, Chapman, Gurr, Prevost, and Wooden; Drs. Driggs and Watt, missionary physicians; and the following ladies: Mrs. Chapman, Mrs. Prevost, Mrs. Selden, Mrs. Watt, and Misses Deane and Sabine, and Miss Proebstel, Miss Edmonds, and Miss Heywood, trained nurses. In the last report from Bishop Rowe he states that many changes have occurred in the population of Douglas Island, owing to the great attraction of the Yukon. There are, however, nearly 1,000 men employed in the mines, and a splendid opportunity for missionary work presents itself at that place. At Ketchikan the Rev. A. J. Campbell, M. D., established a new station. Four acres of ground were given on condition that a mission and school should be built. The doctor purchased a cabin for $200, and improved it at an expenditure of $175 more, thus providing a commodious, neat, and suitable building for school and church pur¬ poses. In January last this missionary baptized 27 Indians, and presented 9 for confirmation by the bishop. In the school there have been gathered 47 children, Thlinkets and Hydahs, who have made wonderful progress in their studies. A few months ago they were heathens, not knowing a word of English: to-day they can sing several hymns, recite the Lord’s prayer and creed, and read fairly well. Miss Edmonds is in charge of this school. At Skagway the bishop, with the assistance of Dr. Campbell, opened a mission some twelve months ago and founded a hospital with the aid furnished by the settlers and others. The building, a log one, contains two rooms — a kitchen below REPORT ON EDUCATION IN ALASKA. 1765 and a ward above — and cost about $2,000. The capacity of the building was soon overtaxed with patients, and an addition had to be built. Bishop Rowe, in his report, stated that for some time he visited the hospital daily, and it was pitiful to see strong men, far from home and dear ones, sick and dying. “As I bent over one man,” the bishop wrote, “who died shortly after I lifted his head, he took my cross in his hands, kissed it, and sank back with a look of resignation and peace glowing upon his face.” Dyea, a place of 4,000 people, was visited by Bishop Rowe, and some services held. Leaving that place April 26, 1898, the bishop, accompanied by Mr. Selden, started on the trail to the interior, passing, en route, Sheep Camp, Chilkoot Pass, Lake Lindeman, Lake Bennett, and Rink Rapids, reaching Dawson Saturday afternoon, May 30. Here the bishop, after resting five days, held two services and preached. At Point Hope Dr. Driggs, missionary physician, is carrying on successful work. The mission services are well attended. There are over 60 children under instruc¬ tion in the Sunday school. At Anvik, 600 miles from the mouth of the Yukon, the Rev. Mr. Chapman, with his devoted wife and Miss Sabine and Miss Proebstel, are maintaining, with com¬ mendable diligence and fidelity, the arduous duties of that mission. The mission buildings at Anvik consist of a church valued at $1,250, a dwelling house valued at $900, and a schoolhouse valued at $700. In addition to these buildings the mis¬ sion also owns a schoolhouse occupied by 6 girls of the boarding school, under Miss Sabine; a sawmill worth about $2,000; a storehouse worth $200; a laundry valued at $800, and two small cabins. Mr. Chapman reports that the new school¬ room was opened November 22, and that during the whole winter it was used for daily service as well as for the school. On November 29 the foundation of the new chapel at St. Paul, on the Chageluk Slough, was laid and the walls put up as high as the eaves. The work was done by the volunteered labor of the people of the village and its vicinity. The total attendance at school for the year ending May, 1898, was 4,531, an average of about 24. At Circle City services and religious instruction among the whites and Indians have been maintained throughout the winter. A very good house and lot ad .oining the mission have been purchased and a hospital has been built, the cost of the land being $900, which was paid by the miners. Mrs. Prevost and Miss Deane have earned the good will and hearty praises of all by their services rendered to the sick during the winter. The Rev. Mr. Prevost has charge of the station and Dr. Watt is the medical missionary. MORAVIAN MISSIONS. Bethel. — Owing to the scarcity of food in the vicinity of Bethel, the school was closed early in the winter. However, a normal class, consisting of the most prom¬ ising of the natives, was continued throughout the year. This station has sustained a great loss in the death of Mr. and Mrs. Weber, who were drowned in the Kuskokwim while returning to Bethel after a winter in the States. In order to reach their post as quickly as possible, and at the same time save expense, Mr. and Mrs. Weber accepted the proposition of a party of pros¬ pectors to give them free transportation up the Kuskokwim in return for Mr. Weber's serviqes as interpreter and as pilot. At Good News Bay, south of the mouth of the Kuskokwim, the party transferred from the steamship Ldkme to the little stern- -wheel river steamer. Their supplies were stored in two barges, which were towed astern. While the transfer from the larger ship was being made, Mr. Weber made a hurried trip to the mouth of the river, where he met several of the missionaries, who were waiting for the arrival of their supplies. He handed them their mail, and spent twelve hours in their company, returning to the river steamer on June 26. The start was made on June 27. Soon after their departure 1766 EDUCATION REPORT, 1897-98. the wind increased in violence, blowing a gale from the southeast, making a nasty sea at the mouth of the river. The wreck of the barge containing the supplies was discovered by the natives a few days later. Of the steamer and her passen¬ gers not a trace has since been seen. Carmel. — School was in session for a term of one hundred and seventy-five days, the attendance averaging 28 per day. Several white families have settled in the vicinity of the station in order that their children may attend the school. Carmel was visited by several travelers during the winter; among them were Mr. G. F. Tilton, third officer of the whaler Belvedere, wrecked at Point Barrow, and his guide, Mr. Koltchoff, en route to the south. They stayed five days at Carmel and attended the wedding of Mr. and Mrs. Rock. BAPTIST MISSIONS. The Rev. C. P. Coe, superintendent of the Orphanage on Wood Island, supported by the Woman’s American Baptist Home Mission Society, sends the following report: Six years ago the Woman’s American Baptist Home Mission Society, which has its headquarters at 510 Tremont Temple, Boston, established the only Baptist mission that is now supported in Alaska designed to reach the needs of the natives of that district. The site chosen was Wood Island, a small wooded dot of land in the Pacific, 4 miles long by 2 miles wide. Wood Island is but 2 miles from Kadiak, the largest island in that part of the country. It is located about the middle of the portion of Alaska assigned to the Baptist denomination, which begins at Mount St. Elias, and extends for 1,000 miles or more to the west, end¬ ing at the Shmnagin Islands. The workers at present are Rev. Curtis P. Coe, superintendent, and wife; Mr. and Mrs. G. A. Hill, and Miss Hattie Denniston. There are at present 26 children in the home, and at least 50 have received care, attention, and training for a shorter or a longer time since the beginning of the work. These children are collected from extremes of about 1,400 miles, 5 being from Kayak Island and 2 being natives of the Seal Islands. The children are docile and tractable, and most of them have confessed privately their faith in Jesus, but they have been as timid as other children in making a public confession and asking for baptism. That a large proportion of them are really Christians can not be doubted by those who come in contact with them daily. Several improvements have been made since the last report that have lessened the labor and added value to the plant. Waterworks were devised so that now there is hot and cold water in the kitchen and cold water in other parts of the house. The water comes from a well on top of a hill and is siphoned to the second story of the mission. A large wood furnace has been constructed which warms several of the rooms; hundreds of rods of fence have been built, and a silo that will hold 50 tons of ensilage, with which to feed our three cows, two calves, and a horse, has been constructed, in all the building, as well as in the ordinary work, the boys have had a large part and have shown their usefulness. The girls have been very helpful in all kinds of housework. Last spring the Government established a school on the island, which was a cause of rejoicing, and very recently comes the report that we are to have a monthly mail throughout the year instead of being deprived of mail service for five months. At this location is the only Baptist church and chapel in Alaska, and the only building west of Sitka erected especially as a house of worship by any other denomination than the Greek Catholic. Mr. and Mrs. Cce left the field in October for the winter for a needed rest. In the month of January the former visited New England and presented to those who have been in the past supporting the work there a detailed account of the REPORT ON EDUCATION IN ALASKA. 1767 past, the present, and the prospects for the future. Much enthusiasm was mani¬ fested by the people and almost all of the special needs that were presented were supplied, and an increased interest was awakened in the minds of the people from whom the support mu st come. The Woman’s Society is asking from its constituency $5,000 annually for the continuance of the work of this the only Baptist work in Baptist ground in Alaska. THE SWEDISH MISSION COVENANT’S MISSIONS. The Rev. D. Nyvall sends the following account of affairs at Unalaldik, Golovin Bay, Yakutat, and Kotzebue Sound: Unalaldik. —At U naiakiik last autumn and winter la grip prevailed. Miss Alice Omekitjook mentions in her letter that 14 died at Unalaklik during October. During Christmas week the missionaries had the pleasure of entertaining Lieu¬ tenant Jarvis and his men. They brought letters from the United States, the first winter mail our missionaries ever received in Alaska. At Unalaklik Mr. Jarvis was met by the reindeer sent him from Port Clarence. The latest report from Unalaklik is a letter from Karlson, of September 29, 1898, telling that the school at Unalaklik for the winter had commenced with a good attendance. Mr. Ivanoff, from Kangekosook, has been transferred to Unalaklik to teach the school at the last-mentioned place, and Kangekosook at present left. All our workers at Unalaklik are in great need of rest. Golovin Bay.— Last winter (1897-98) was hard on the natives, not only through sickness but lack of food. Mr. P. H. Anderson, of Golovin Bay, tells us that he often saw natives chew their skin boats and their shoes in want of food. Most of the school children were more or less supported at the station. In April Mr. Anderson made a journey with dogs from Golovin Bay to Unalak¬ lik, 125 miles. It took four days, and was a grim adventure in every respect. The home journey was made by reindeer, and proved to be, in comparison, very delight¬ ful and pleasant. A greater part of July Mr. Anderson was obliged to spend in St. Michael waiting for the mail, as he expected news regarding his betrothed and her coming. At a great bargain Mr. Hultberg and Mr. Anderson came in possession of a lot of lumber and other building materials, with which Mr. Anderson lias erected a new school building, so much needed. It is 24 feet by 16 feet and 10 feet high. In his latest report Mr. Anderson hoped to get the building ready October 17, so that the school could then commence. We are under obligation to Dr. Jackson for a stove which he bought in St. Michael and presented to the school at Golovin Bay. Yakutat.— Our missionaries at present at Yakutat are Mr. Albin Johnson and his wife, and Mr. K. Hendrikson, who last summer tried hard to find a shorter and better route over the icebergs to the interior, but after heroic efforts he was obliged to return defeated. The last reports from Yakutat were letters from Albin Johnson and from K. Plendrikson, dated October 21 and 29, respectively. In his letter Mr. Johnson tells of the baptism of a native woman, and adds that several others were await¬ ing baptism. We are also told that the natives last summer were unusually successful in their fishing, and consequently were looking forward to the coming cold season with minds free from care. Like reports come also from northern Alaska. A new building was erected at the station last spring, prior to Mr. Hendrik¬ son ’s journey inland. The lumber used for that purpose was sawed by the mis¬ sionaries themselves at our sawmill. In regard to the right of occupancy and use, for the mission, of the land around the station, the missionaries recommend that the said land be surveyed and mapped out by proper officers. The land is recorded in the land office at Sitka in the name of the Swedish mission. 1768 EDUCATION REPORT, 1897-98. Miss Selma Peterson, one of our missionaries of Yakutat, is at present in Chi¬ cago, where she has, through the courtesy of the board of directors of the Augus- tana Hospital, been taking a practical course of training as a nurse at the said hospital free of charge. At present she is at our college preparing herself for examination as a teacher, her intention being to return to Yakutat early next summer and take up the school work at that place. friends’ mission. ✓ Kotzebue Sound. — The following paragraphs are taken from the report of Mr. Robert Samms, one of the missionaries at Kotzebue, which was kindly forwarded by Mr. I. H. Cammack, of the California Yearly Meeting of Friends, which sup¬ ports the mission in Kotzebue Sound: After finding it impossible to ascend the river, it was necessary to make a hasty preparation for the winter; this was begun on faith coupled with works. Some boards were on hand, and tools, the ground frozen from 2 feet below the surface to unknown depths, and not enough wood in sight to cook a meal's victuals. The natives were given to understand we would trade for all the logs they would bring; so men, women, and children were soon busy catching driftwood, which was being borne down by the inland freshets. Trading for wood and fish took a good deal of time, as each stick of wood had to be traded for separately, and the fish had to be cleaned. We used our own boat in gathering wood until we could no longer force our way through the mushy ice; we gathered the wood for about 4 miles from our house. We were thus occupied until the ever-increasing cold and shortening days made out-of-door work impossible. The water supply for the mission has made considerable work. For about seven months of the year all the water is procured by melting ice. This has been hauled on sleds from about one-half mile distance, being first dug from under 3 feet of snow and blocked out with an ax. To keep reasonably free from vermin and disease has required a good deal of washing and bathing. The drifting snow has given us’ considerable trouble by stopping door and windows, also covering our wood to a depth of 10 feet. Cut¬ ting wood for two stoves has been no small task, considering the wood we have to use. The white men that have been here during the winter required some atten¬ tion, as they were generally worn out and supplies exhausted by the time they reached our mission. Two of the G-overnment relief expeditions to the whalers at Point Barrow reached our house about midnight, and almost fell into the door, exhausted by exposure and hunger. To all these we rendered every assistance in our power. We have made four trips with sled and dogs for wood, going about 10 miles across the sound. I think the poverty of the natives will always be a source of trouble to the missionaries. So far as we can see at present, the only hope of improving the temporal condition of the Eskimo is in the success of the reindeer project as pro¬ mulgated by Dr. Jackson. There have been two births and six deaths for the eight months past At this rate the Eskimo will soon belong to the past. Physi¬ cally. the Eskimo is well appearing, of the Mongolian cast, about 5 to 5 feet 10 inches in height, with small hands and feet, broad face and high forehead. Doubtless this has been a hardy race, but, like the Indian, the demoralizing influences of bad white people have made them wrecks, both physically and morally. The older generation do not show this deterioration so much as the younger class, whose blood seems to be inoculated with the worst of blood dis¬ eases. Intellectually, they are quite promising. They learn rapidly, especially such knowledge as they can turn to some practical account; have considerable liking and talent for music, and are naturally cheerful. Their mode of living prevents their attending school regularly, but seems to add intensity to their efforts in improving what opportunities they have. REPORT ON EDUCATION IN ALASKA. 1769 If the Eskimo has any standard of morals, it is only of the lowest character. Religion he has none, but he is superstitions about everything, and takes without question any absurdities the shamans may choose to make up. The chief business of the shamans is to see that all the superstitions are properly observed, also to appease any evil-disposed spirit that is troubling his people, and last, but not least, to charge well for his services. The Eskimo seems to have no conscience; no such word is found in his vocabulary. He steals, lies, cheats, and murders apparently without a shadow of remorse. His idea of a good man is one who is a successful hunter. In manner of life, the Eskimo is seminomadic. He has a village where is located his burying ground and winter house. Here he spends the short cold days of winter, repairing his implements and planning for his food campaign. The women find plenty to do dressing skins and making clothing, trade goods, etc. As the daj7s lengthen he carries on more or less hunting until signs of returning summer appear. He then abandons his winter home and goes to the fishing place or trading post. The main dependence for food at thi3 place is the salmon. All the other fish and the seal taken, though helping out a good deal, would not be sufficient to make up for the loss of the salmon if they should fail to come. Hence the importance of the deer being introduced as soon as possible. The people are generally insufficiently clothed; this the reindeer would remedy. CONGREGATIONAL MISSIONS IN ALASKA. [Report for United States Bureau of Education, by Rev. C. J. Ryder, D. D., corresponding sec¬ retary of the American Missionary Association for the Congregational churches.] This mission at Cape Prince of W ales is in western Alaska. The work extends inland from Bering Strait, covering the whole of the peninsula upon which Cape Prince of Wales is the most western point. The American Missionary Association has maintained missionary work since 1890 in this portion of Alaska, which was assigned to the Congregational care in the division of the Alaskan territory among the Christian denominations. Carefully observing the conditions of interdenom¬ inational comity and good fellowship, the work has not been pushed beyond the limits of the territory originally agreed upon in conference of the various societies when entering the Alaskan field'. The point held by our Congregational mission is a very strategic one. The Eskimo who touch at this point and come in contact with the Christian influence of the mission are scattered widely along the coast, and so carry the impressions of the work to many hundred people out of the reach of any other mission work. So from the interior many Eskimo come to Cape Prince of Wales when hunting and fishing, as this is a natural point of sailing. This gives the missionaries of the American Missionary Association, W. T. Lopp and his faithful wife, large opportunity for reaching those not immediately in the territory of their mission field. Many of the young Eskimo have been reached, and the report of their growth in Christian manhood and womanhood is very encouraging. There was some opposition on the part of the parents and ‘ ‘ Un-ut- koots,” or magic doctors, but this has been gradually overcome. By the kindly and charitable treatment of these experienced missionaries their work is better understood and gaining a larger influence each year. The practice of medicine in the administration of a few simple remedies during the summer and fall relieved a good many sufferers and wonderfully increased the influence and power of the missionaries. The winter has been a hard one along the coast. The season, with abundant wind and ice, has been very unfavorable for hunting. Mrs. Lopp relieved some of the settlements north of Cape Prince of Wales as long as her sup¬ ply of flour lasted, which she exchanged for driftwood, which the Eskimo haul down in dog sleds. The living for these poor people was very limited, being con¬ fined to an occasional grouse or a few frost fish. Only two small whales were 1770 EDUCATION REPORT, 1897-98. killed during the winter. The walruses furnished considerable food, and the walrus skins were of value. The Eskimo gathered at Cape Prince of Wales are careful observers of the Lord's Day and do not hunt during its hours. Notwith¬ standing this they have been unusually successful, having killed eight large walruses. Mr. Lopp has just completed a large cold-storage cellar, or pit, under the store¬ house to preserve meat during the summer. He writes : 11 We are trying to induce the natives to make better cold-storage cellars, so that they will not be compelled to eat half-decayed meat during the summer and fall, and even in the following winter should seals at any time be scarce. It would be extremely nauseating to a ‘ tenderfoot’ to witness natives eating putrid meat.” The Fourth of July was celebrated with enthusiasm at Cape Prince of Wales, under the care of the missionaries. The Eskimo greatly enjoyed it. The weather was splendid, and certainly the lesson of Christian patriotism impresssd upon the natives of this far-away territory must prove useful. The general comment of those who have seen the people at Cape Prince of Wales is that they are of the very best class of natives. The wTork of the mission school is very marked. The result already obtained is very hopeful. The little paper published there, called The Eskimo Bulletin, has attracted gen¬ eral attention. A copy will soon appear in the Strand Magazine, of London, as one of the remarkable newspapers of the world. The great event in the history of the mission at Cape Prince of Wales since it was last reported was the remarkable effort of Mr. Lopp to relieve the whalers who were imprisoned by the ice off Point Barrow. The heroism of the undertak¬ ing on tlie part of Mr. Lopp and his noble wife, who remained at the mission almost alone during his absence, can not be overstated. Lieutenant Berry, who reported the trip of Mr. Lopp, closes in the following words: “ Mr. Lopp reached Point Barrow on March 80 with 400 reindeer, which he had driven over the icy wastes as fast as the others could do alone in the dog sleds. His journey shows he had the deer on the run most of the time. Shortly after picking up Lieutenant Bertholf, 34 deer stampeded and were lost, but when the three herders were sent back they found them, and took them all into Point Hope. Mr. Lopp left Point Barrow on his return trip on April 5, and got home to Cape Prince of Wales in thirty-one days, only twenty of which were traveling days, for he met some weather in which he could not travel, and he would not travel on Sunday when he was proceeding on his own account. The lowest temperature that he experi¬ enced was 43 degrees below zero; but he told me that was not half so cold as one day when the thermometer was at 40 degrees below zero and it was blowing a blizzard. ” From Mr. Lopp's own report to the American Missionary Association we gather the following: 4 5 After a sleepless night Mrs. Lopp and I decided that it was necessary to carry this relief to the whalers and that I must myself go. You can imagine at what cost this decision was made. Separation of family from three to six months, loss of deer, breaking our plans for this year and next; but it was an errand of mercy, and we were glad to have opportunity to show these people that our Government cared for her x^eorde and would go to great expense to save a few in distress. Mrs. Lopp’s ivork.— Mrs. Lopp preferred to remain instead of going to Port Clarence, as was planned at Washington. Netaxite, the herder, and his wife and child lived in the herder’s house, near ours, and assisted her in every way possi¬ ble. She taught a class of more advanced pupils daily and Netaxite taught the primary school, doing fairly well. Our two girls of last year and Sokweena’s wife were with Mrs. Lopp. So you see she had a more difficult position, remain¬ ing here alone, than those of us who were in the expedition. It was a great trial of our faith, but we have to trust for so many things up here that it seemed REPORT ON EDUCATION IN ALASKA. 1771 natural. While out on the trip we knew we should be remembered by the weekly prayer meeting of our Eskimo Christians here, and I think they feel that their prayers were not unheard. In the wilderness. — The weather favored us wonderfully. Lieut. D. H. Jarvis, who planned and commanded the expedition, was an ideal, unselfish commander in every respect. The managing of the deer he intrusted to us. It was a new experience for our five herders and two from adjoining settlements and a very doubtful undertaking to attempt to drive 438 deer a distance of 700 miles to reach Point Barrow. All the old Eskimo said we would never reach Point Barrow. Two days after leaving Kotzebue Sound a howling blizzard scattered our deer. We found all but 84 after the storm had subsided and moved on. These 34 were found by the natives and driven in and delivered to us afterwards. The practical value of a Christian mission at Cape Prince of VJales and the sensible method of conducting such a mission have been abundantly illustrated in this expedition of Mr. Lopp. Missionary visits. — Mr. Lopp has carried on missionary visits among other sta¬ tions and reached the Eskimo in their settlements. He has learned the language of the people and speaks somewhat fluently to the Eskimo in their own tongue. Just south of Point Hope service has been held at a whaling station, where several families gathered from up and down the coast to receive the message of good news. It was certainly a reasonable act of the United States Congress in voting an appropriation to Mr. Lopp and those who went with him in this heroic and haz¬ ardous journey for the rescue of these ice-bound whalers. The value of the mis¬ sion at Cape Prince of W ales has received practical demonstrations in every way possible during this year. I have the honor to be, sir, very respectfully, your obedient servant, Sheldon Jackson, Hon. W. T. Harris, LL, D., Commissioner of Education . - CHAPTER XLI. EIGHTH ANNUAL REPORT OF THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington , D. C., December 31 , 1898. Sir: I have the honor to submit to you my eighth annual report on “ The intro¬ duction of domestic reindeer into Alaska.” The year just closed has been one of more than usual interest. It opened with the Government relief expedition, in charge of Lieut. D. H. Jarvis, of the United States Revenue-Cutter Service, to the whalers in the neighborhood of Point Bar- row, Alaska, and with a Government commission to Lapland, Norway, for the procuring of a colony of Laplanders and the purchase of a herd of reindeer trained to harness, to be used in transporting relief to the destitute people in the mining regions of Alaska: also, the establishment of a new reindeer station in the neigh¬ borhood of Unalaklik, 60 miles north of St. Michael. It being necessary to send Mr. William A. Kjellmann, the superintendent of the reindeer stations in Alaska, to Norway in charge of four families of Lapps, whose term of service had expired and who according to contract were to be returned to Lapland, Dr. A. N. Kittil- sen, the physician and assistant superintendent, was placed in charge of the herd at the Teller Reindeer Station, with Mr. T. L. Brevig as his assistant. Mr. Fred- erik Larsen (Lapp) was kept with the herd as overseer, and Messrs. John Tornen- sis and Mikkel Nakkila (Lapps) were kept at the station during the fall of 1897, repairing and making sleds and harness, preparatory to the removal of a portion of the herd to the new station near Unalaklik. On the last of October Dr. Kittilsen made a trip to Cape Nome, where he received f rom Antisarlook 53 male, 65 female, and 8 fawn reindeer for the Govern¬ ment, which had previously been loaned and were now being returned. He also secured 4 females and 3 fawns belonging to Tatpan, of Golovin Bay. In the middle of November a trip was made to Cape Prince of Wales, returning November 28 with 3 head of deer belonging to the Government, i As Tautook, Sekeoglook, and Wocksock (Eskimo) had served their apprentice¬ ship of five }^ears, it was proposed to establish them at the Teller Station with a herd of their own when the Government herd should be taken to the new Eaton Station. Accordingly on December 3 each of the three received, according to contract, 20 females, 3 males, and 2 sled deer. These, together with those previ¬ ously owned by them and since born in their herds, gave Tautook 77 head, Sekeog¬ look 59, and Wocksock 50, making a herd of 186 between them. The apprentice Ojello, being quite sick, was left with his family at the Teller Station. On December 19, leaving Mr. Brevig in charge of the Teller Station, Dr. Kittilsen, in charge of the Lapps and apprentices other than those mentioned as having been left at the Teller Station, started across the country for Unalaklik with 450 rein¬ deer and 40 sleds, arriving at Golovin Bay on the 29th of December. There were 17 in the party, counting women and children. The 7 deer brought from Cape Nome for Tatpan, an apprentice above mentioned, were transferred to the herd at Golovin Bay, and 17 deer belonging to Martin, an apprentice at Unalaklik, were lassoed and taken into the Government herd to be driven to the Eaton Station. On January 3 the journey was resumed, but two days later a snowstorm of unusual severity was encountered, and the party went into camp, the deer being returned to the neighborhood of Golovin Bay, where the pasturage was more accessible. While in camp, January 10, Lieutenant Jarvis and Dr. Call, of the relief party for the whalers, arrived from the south and asked for reindeer trans¬ portation to Port Clarence. Accordingly, on January 12, Dr. Kittilsen, taking two 1773 1774 EDUCATION REPORT, 1897-98. of the apprentices, drove back with Lieutenant Jarvis and Dr. Call to the Teller Reindeer Station, where they arrived on the 19th. Leaving Lieutenant Jarvis to push onto Cape Prince of Wales and Dr. Call to Cape Nome, Dr. Kittilsen, with the apprentices, on January 26, started on their return to Golovin Bay. reaching there February 9. During Dr. Kittilsen’s absence Lieutenant Bertholf, also of the Point Barrow relief expedition, had arrived at the reindeer camp near Golovin Bay and induced Frederik Larsen to take five deer and sleds to help him across Kotzebue Sound with provisions for the relief party, claiming that it was impos¬ sible to get the goods across the country with dog teams. After arriving at Kot¬ zebue Sound, Lieutenant Bertholf retained the reindeer teams for his further trip to Point Hope, returning Frederik Larsen to Golovin Bay. On the 18th of March camp was broken and a start made for Unalaklik, which place was reached on the 21st. The spring was utilized in cutting and hauling several hundred logs for the erection of houses at the new station, located near Unalaklik and named s’ Eaton,” in honor of Gen. John Eaton, ex-Commissioner of Education. After the logs had been hauled to their destination, the herd was moved to the foot of the mountains southeast of Unalaklik, where a good fawning place was found. In April an expedition was made to Golovin Bay to return some provisions which had been borrowed from the Swedish Mission Station during the detention of the herd in that neighborhood the previous winter. PERSONNEL. Mr. William A. Kjellmann was continued as superintendent of the stations in Alaska, but being detailed for special duty in returning Lapps to their native country and in procuring a new colony, he was absent from the field until July. Returning from Norway and reaching Eaton Station, he immediately utilized the temporary presence of the large colony of Lapps by dividing them into three parties, one to have charge of the herd, a second party to freight the supplies from the landing place on the coast to the station, and the third party to erect the nec¬ essary buildings. This enabled him to make rapid progress in getting the new station in order for winter. When the station was last heard from, arrangements were in progress, by which it was expected that a large number of the Lapps would be distributed along the Yukon River for the purpose of carrying the United States mail, and the smaller number kept in the service of the reindeer stations. During the absence Gf Mr. Kjellmann, Dr. A. N. Kittilsen was in charge at the Teller Station until December, when he wefifc with the herd and took charge of the new station on the Unalaklik River until the arrival of Mr. Kjellmann. On the arrival of Mr. Kjellmann, Dr. Kittilsen resigned and left for the mines, his place as physician being taken by F. FI. Gambeii, M. D., of Iowa. Upon the departure of Dr. Kittilsen from the Teller Station, Rev. T. L. Brevig was placed in charge. With the increase of stations and enlargement of the work, Mr. Hedley E. Redmeyer was also made an assistant superintendent. Herders. — Messrs. Tornensis, Nakkila, and Larsen, the Lapps that remained in Alaska, continue in the service of the Government, During the trip of myself and Mr. Kjellmann to Norway we secured 118 Lapp, Norwegian, and" Finn men, women, and children, who were removed to the Eaton Station, from which they are to be distributed to various localities where most needed. At the closing of this report it has not been determined how many of them will remain in the service of this Bureau and how many will go into the postal service of the country. Apprentices. — During the year three of the apprentices, namely, Tautook, Sek- eoglook, and Wocksock, of the Teller Reindeer Station, have gone into business for themselves, having served as apprentices for five years (the full term), locating their herd in the neighborhood of the Teller Station. Electoona and Ahlook, from Point Hope, and Ojello, from Point Barrow, with their families, were sent to Points Hope and Barrow to take charge of the herd driven up for the relief of the whalers, or of such portion as was not slaughtered for that purpose. To assist the Eskimo apprentices, Jacob Larsen Hatta, wife, and two children, and Mr. Lars Larsen Flatta (Lapps) were also sent. This herd was to be divided into two equal portions, one of which was to he loaned to the Presbyterian Mission at Point Barrow, and the other to the Episco¬ pal Mission at Point Flope. Ten of the former Eskimo apprentices have now herds of their own, and are careful and diligent in increasing them. Their herds aggregate nearly 500 head. THE INTRODUCTION OF REINDEER INTO ALASKA. 1775 BUILDINGS. The Rev. T. L. Brevig, who arrived at the Teller Reindeer Station in 1894 as teacher, needing a year's vacation, returned to the States last fall. The care of the public buildings thus vacated was given to Dr. Brandon, who in return for the same agreed to care for the buildings and also counsel with the Eskimo herders in the neighborhood. At Eaton Station substantial log buildings were erected for the superintendent, physician, and herders’ families; also for the necessary storehouses. THE HERD. The Government herd was driven during the winter from the Teller to the Eaton Station, a distance of about 800 miles. The 120 reindeer that had been loaned by the Government to Antisarlook in January, 1895, were returned by him last winter, he retaining 160, the same being the increase during the three years that the herd had been in his possession. Seventy-five deer were given by the Government to Tautook, Sekeogiook, and Wocksock, who had finished their term of apprenticeship, and in accordance with the terms of their contract, to enable them to commence an independent herd. One hundred and sixty deer belonging to Antisarlook ‘s herd at Cape Nome and 801 deer belonging to the missionary and Eskimo herd at Cape Prince of Wales were borrowed by the Government, making a total of 461 reindeer for the relief of the ice-imprisoned whalers at Point Barrow. Of these, 1 80 males were slaugh¬ tered for food, the females being kept as a nucleus of a permanent herd at Point Barrow. At Golovin Bay the union herd, belonging jointly to the Swedish Evangelical Union Mission and Episcopalians, was increased during the year by 99 fawns born. It is expected this winter that the herd will be divided, and the portion belonging to the Episcopalians will be driven across the country to Weare, at the month of the Tanana River. Instructions were left at the Eaton Station to loan 100 head of reindeer to the Roman Catholic Missions on the Yukon River, and send with the herd an expe¬ rienced Lapp to take the oversight of the herd and instruct the native apprentices in its care and management. Number and distribution of domestic reindeer in Alaska, 1898. Location of herds. Old deer. Fawns. Total. UnalaMik: Government herd, Eaton Station . 446 177 623 Electoona (apprentice) . . . . . Martin (apprentice) _ _ _ 16 4 10 11 526 Ahlook (apprentice) _ _ _ ... 4 ii Teller Reindeer Station : Government property ... . - ... _ „ 4 ii Tautook (former apprentice). Government herd . . 38 32 39 77 Sekeao'look (former apprentice). Government herd. . 27 59 Wocksock (former apprentice), Government herd.. . 28 22 50 Cape Prince of Wales: < 'nno-rAcrn.-h-irmsU TVHssirm Rr, a, trimi 216 216 Golovin Bay: SwpfS i sh M i asi on . . . 101 49 150 Episcopal Mission _ _ ... 100 50 150 Okitkon (apprentice) _ _ _ _ 15 7 22 Tatpan (apprentice) _ _ _ _ 18 9 27 Moses (apprentice) _ _ _ _ _ _ _ _ 39 12 42 Constantine (apprentice) _ _ _ _ _ _ _ _ 2 2 4 Point Hope . . . . . . . . . 29 19 48 Point Barrow: Presbvterian Mission _ _ 201 190 391 Circle City: Imported from Lapland _ _ ... _ . 144 144 Total _ _ _ 1,437 625 2,082 1776 EDUCATION REPORT, 1897-98. Increase f rom 1892 to 1898. Total from previous year.. Fawns surviving - Purchased during summer Imported from Lapland ... Loss. Total October 1. Carried forward 1892. 171 171 28 143 1893. 143 79 124 1894. 323 145 120 346 23 588 1895. 492 276 123 891 148 323 492 743 1896. 743 357 1,100 100 1,000 1897. 1,000 466 1.466 a 334 1,132 1898. 1,132 625 161 144 2,062 a One hundred and eighty deer killed at Point Barrow for food; 66 lost or killed en route. Of the above, the following1 are the property of the Government: At Unalaklik, 623; at Teller Station, 11; at Golovin Bay, 100; at Point Barrow, 118; at Point Hope, 48; at Circle City, 144, making a total of 1,044. Expenditure of reindeer fund, 1897-98. Amount appropriated _ _ _ _ _ _ $12,500.00 Supplies for stations _ _ _ _ 2, 235. 51 Barter goods tor imrchase of deer _ _ 4, 378. 17 Salaries of purchasing agents and herders _ _ _ _ 2, 976. 32 Freight on supplies and barter goods _ _ _ _ _ _ 2, 497. 13 Reprinting of report, 1,000 copies, at 29.9 cents . . . 299. 01 Copies of 38 electrotype illustrations, at 94.8 cents . . . . 36. 00 Traveling expenses . . . . . . .... . . 75. 00 Balance. . . . . . . . 2.86 12,500.00 PURCHASING STATION IN SIBERIA. From the commencement of the introduction of reindeer into Alaska in 1892, it has been my constant study to devise some method for procuring larger numbers of reindeer during the season. Luring the experimental trip of 1891, two months were spent on the revenue cutter Bear in procuring 16 head. The following year 167 were secured, being the largest number purchased within any one year in Siberia. During 1893, 1894, and 1895 the very best that we were able to accom¬ plish in a season was the purchase of from 120 to 125 head. In 1896 a partial agreement was effected with a private party to procure and bring over from Siberia to Alaska reindeer at a fixed price per head, which resulted in a total fail¬ ure, not one being secured. In 1897, in continuation of the policy of trying dif¬ ferent methods for procuring the reindeer, Mr. John W. Kelly, Mr. Conrad Siem, and Mr. A. St. Leger were sent to Siberia to remain during the winter. A small, cheap frame house was erected, and they were furnished with necessary barter goods required for the purchase of reindeer. During the fall their success was such as to encourage the hope that a practicable method had been found of pro¬ curing the reindeer in large numbers, several hundred of the deer being purchased and either delivered or placed in herds where they could be reached the following summer during the few weeks that the ice allows the access of ships to the coast, when a vessel would be sent to transport them to Alaska. It appears, however, from the statements of the purchasing agents that during the winter jealousies and feuds broke out among the different native villages which precluded any fur¬ ther trading, and so endangered their lives that the following July they felt com¬ pelled to go on board a whaler and leave the station. - Upon my visit to the place early in August I was able to trace and secure but 100 head of the several hundred which had been bought. After the employees had abandoned the station the natives seemed to have appropriated whatever they could lay their hands on, including the deer in the herd. Under the circumstances it was not thought expedient to carry this experiment further, and the station was closed. It is probable that the next method will be to try and arrange with some Siberian firm of standing and character to purchase deer for the Government. Possibly Russians will succeed better in bartering with the natives for deer than Americans. The 161 head of reindeer which I brought from Siberia in August were turned over to Mr. W. T. Lopp, to replace in part those that the Government had borrowed for the Point Barrow relief expedition. THE INTRODUCTION OF REINDEER INTO ALASKA. 1777 PRIVATE REINDEER ENTERPRISES. The sudden influx of large numbers of miners into central Alaska, and the difficulty of procuring supplies and provisions at the mining camps, called public attention to the necessity of introducing the reindeer as a factor in freighting and transportation. During the years when the natives had occasion to travel from village to village, their journeys were comparatively short and time was no object, consequently it made no difference whether they were a week or a month on the road, and dog teams served a useful purpose. So during the days of the fur trade the few fur traders in the country, with their homes on the river supplied with provisions by an annual trip of a steamer, could manage to get along comfortably with dog transportation. But in the increased and more rapid development of the country the need of better transportation facilities was recognized. The experiments of the Government had already demonstrated the value of the rein¬ deer, and three or four private enterprises were at once started, the details of which have been difficult to obtain. From newspaper reports I glean that a Mr. G. Lewis, of Montreal, acting in the interest of the Reindeer Transportation Company of Vancouver, shipped 42 reindeer from Norway on the steamship Hecia, reaching New York February 1 , 1898. They were consigned to a Mr. J. G. Scroggs. Seven died on the trip across the ocean, and 29 in crossing the continent. But 6 lived to reach Skagway, and of those but 2 reached Dawson. At Skagway I was informed that in In ovember last Mr. David O'Neil., an Arizona miner, before going into the Yukon, visited Norway to procure a herd of reindeer for use at the mines. Not finding in eastern Lapland as large deer as he wanted, he continued up the coast to Tromsoe, then traveled into the interior across Nor¬ way and Sweden to Archangel, Russia, on the White Sea; from thence 480 miles northeast to Petchora Bay, Arctic Russia, where he is said to have found reindeer weighing from 500 to 600 pounds, trained both in hauling and packing. He pur¬ chased a herd of 2,000 head, costing about $12 apiece. With 34 selected deer he started for Hamburg, Germany, a journey of 1,800 miles across the country. Twenty-three days were consumed in crossing the Atlantic, during which time a number of them died; others died in crossing the continent, so that when Skag¬ way was reached only 1 deer out of the 34 was left, and that one died before he could be gotten off the wharf. The poor success in transporting the 34 deer so discouraged him that he tele¬ graphed to Russia to sell the remainder of the 2,000 that he had purchased. It is to be regretted that these enterprises were not more successful, as the deer are so greatly needed in Alaska. The failure, however, was not due to any insuperable difficulties in the way of transporting them from Lapland, or to any inability of the reindeer to endure long voyages, as was proven when, a month later than Mr. O’Neil’s expedition, the United States commission to Lapland transported 539 rein¬ deer from Lapland, twenty-six days at sea and across the continent to Seattle, with the loss of but 1. I have been informed that in the above private expeditions sufficient moss was not brought with the deer, but an attempt was made to accustom them to live on hay and grain while en route. NO DOMESTIC REINDEER IN CANADA. Last winter, while the Government and private parties were looking to Lapland for reindeer, a report was started, and found credence in some quarters, that it was unnecessary to go to Lapland, as the reindeer could be purchased better in Canada. Not having heard that there were any domestic reindeer in Canada, a letter was addressed to the Hon. George M. Dawson, LL. D., director of the geo¬ logical survey of Canada, which elicited the following reply: Geological Survey of Canada, Ottawa , May 21, 1S98. My Dear Sir: I have your note of May 17, asking about supposed settlement of Lapps and domesticated reindeer in the vicinity of Hudson Bay. The report which has reached you is, however, quite erroneous, as nothing of the kind exists either there or on the Labrador coast, not even in connection with the Moravian missions of the last-named locality. I am much obliged for the copy of your interesting report on the reindeer, duly received. Yours, truly, George M. Dawson. Rev. Sheldon Jackson, Alaskan Division , Bureau of Education , Washington , D. C., TJ. S. A. •112 ED 98 1778 EDUCATION REPORT, 1897-98. HOW REINDEER WILL SUPPLEMENT THE STEAMBOAT AND RAILROAD IN ALASKA. The following quotation, which is a clear and concise statement of the value and extent of reindeer transportation, is from a circular prepared by Hon. W. T. Harris, Commissioner of Education. Dr. Harris writes: Whatever may he the development of transportation by river or by railroad in Alaska, the reindeer will prove a useful auxiliary by rendering possible a ready distribution, even for long distances from the terminus. For instance, the steamers that visit the Upper Yukon unload their goods at the terminal points. From these terminal points in the winter the reindeer can convey provisions and other supplies to the miners 20, 40, or 100 miles or more, as the case may he. If a railroad should be made from Skagway, or from Prince William Sound, or any other point, into the interior, at its terminal point various reindeer expresses make possible the dis¬ tribution of the freight from the railroad to distant points in various directions from the ter¬ minus. They would likewise collect freight for the terminus. Meanwhile the reindeer can not be used as a substitute for the river or the railroad in the carrying of freight, any more than horses or oxen can be used for that purpose, because, while the amount of freight carried by the reindeer in the winter time is considerable, it would take 10,000 reindeer to carry 1,000 tons, while one freight train or one large steamboat might carry the entire amount. It is in the dis¬ tribution from terminal points and the collection for terminal points that the reindeer will be useful. Another point of great usefulness is the light work of carrying the mail. Great speed for small loads is the favorable condition. With relays of 25 miles each, the possible speed in winter time of reindeer expresses, carrying a light load of mail, is 200 miles a day. If a route can be found, such as the Dalton trail is said “to be, from Haines to Fort Selkirk or Circle City, the relays of reindeer could carry the mail in three days to Dawson City and in four days to Circle City. Return mail should be brought back in the same period. Supposing a railroad should be built to Dawson City or Circle City, the reindeer would not be useful in traversing the country over which the railroad passed, but he would be very useful in connecting the terminus of the railroad in the winter time with places down the Yukon River. Even the military camp at Weare, near the mouth of the Tanana, could be brought into communication with the War Department by reindeer express to Circle City, taking two days for round trip, and from the military camp near the mouth of the Tanana once a month to Point Barrow, requiring four days out and four days back, would keep the whole country in possession of the news regarding the fate of sailors caught in the Arctic seas and the missionaries who live in that remote region. A similar four-days express twice a month would bring the same news from Cape Prince of Wales and the missionary stations north and east of that point, and also those on the lines south and west and those on the Yukon. Another one three days out from the new military post at Weare would give the same information regarding St. Michael and numerous missionary posts south and southeast of that point. During the summer time the boats on the Yukon will bring the great bulk of freight up to the different distributing points. ESTIMATES AND SUGGESTIONS FOR DISTRIBUTING REINDEER IN ALASKA, AND INDUCE¬ MENT FOR LAPLANDERS TO BECOME SETTLERS AND HERD OWNERS. The Lapps brought over from Lapland as teachers for the Eskimo apprentices, and also as the basis of the reindeer development in Alaska, are inquiring in what way they, as well as the Eskimo, can secure herds of their own. From the com¬ mencement of the instruction of the native men in the management of reindeer, the Bureau of Education has recognized the importance of securing the coopera¬ tion of the various missionary societies at work in Arctic and sub- Arctic Alaska. Again I quote the Commissioner of Education: It is evident that the missionary stations furnish the only safe centers for the location of herds and the establishment of schools of instruction in the rearing of the reindeer and in the training of them to harness. As already mentioned, the missions ascertain the capable and teachable youth among the natives. They are able at any time to furnish a list of the natives in their vicinities noted for good character. At each of these stations 20 or 30 youth, selected from a village population of 300 or more, can be put in training as herdsmen and teamsters. No matter how large the Gov¬ ernment appropriation should be, therefore, it would be necessary to connect the reindeer instruction and the establishment of permanent herds in northwest Alaska with these missionary stations. Let small herds be loaned to each missionary station as a Government aid in the nature of an outfit of industrial apparatus. The report of the Indian Bureau shows that the United States Government furnished 10, (XX) head of stock for the period of 1880-189G for one Indian agency (the Blackfeet), and that seeds, implement, stock, wagons, harness, in large amounts, have been fur¬ nished to other agencies. These donations are certainly more justifiable than donations made to prevent the savage people from starving, for they are given, in the form of apparatus, for the instruction of these peoples in the industrial arts and in the practice of thrift. All these things prevent starvation. Just as in the agricultural colleges of the several States the Govern¬ ment money is used to pay for the stock of the model farm, which is used as the apparatus for the instruction of the pupils, so the reindeer herd is used as apparatus loaned to the missionary stations for the purpose of instruction of the natives. But an average of five years’ apprentice¬ ship is needed for the full training of apprentices in the management of reindeer. Persons who have been brought up to the care of neat cattle and horses or sheep only have not thereby acquired the art of managing reindeer, for this requires special apprenticeship. With the first herd (that of 1892) Siberian herdsmen were procured to give instructions in these arts; but the degree of success was so small that in 1894 five families of Laplanders were obtained to take their place. The Laplanders, being a civilized people and devoid of the superstitions which embarrass the Siberian natives, have attained a higher degree of skill in the management of this animal, and also show greater ability in teaching others what they know. Next after the obtaining of the reindeer the most important point, therefore, is the procurement of skilled herdsmen and teamsters from Norway and Sweden. It is of little use to give a herd of reindeer to a missionary station unless a skilled teacher goes with it. THE INTRODUCTION OF REINDEER INTO ALASKA. 1779 The furnishing of the properly trained Laplander is one of the chief items of expense in the introduction of reindeer into northwestern Alaska. A salary of $500 a year is necessary for each, and the distribution of the herd at the different points on the seacoast and in the interior is possible only in so far as the Government i3 able to send these experienced herdsmen and teamsters. In the course of eight or ten years there will grow up a supply of thoroughly edu¬ cated natives, who will render it unnecessary to depend any longer upon Lapland and Finland for teachers. But it is hoped in the meanwhile that there will be some migration from Scandi¬ navia of families of herdsmen and teamsters. To best accomplish tlie above, I would respectfully recommend the following general plan, which embodies the suggestions made by Mr. William A. Kjellmann from his own personal experience in the work, both in Alaska and in Lapland, in the latter of which he was born and brought up. Loan each mission association 100 deer for five years on condition (1) that two Lapp families are kept in charge of the herd, the mission furnishing food, cloth¬ ing, etc., and the Government paying the salaries for the Laplanders; (2) that at least four native men are kept and trained to the work; (3) that the mission receive 80 per cent of the net increase of the herd and the two Laplanders in charge 20 per cent, tliis 20 per cent to be held back by the Government in case the Laplanders should not become herders or teamsters; (4) that one of the Lap¬ landers at each station occupied be appointed manager so far as herding and breaking in and the movement of the herd is concerned, the Lapp manager to report yearly to the Government inspector on his visit about the increase and gen¬ eral condition, etc., the mission station also reporting to the inspector. Estimate of increase from 100 deer in jive years. Males. Females. Total. Original numbe r . . . . . . . . 20 80 100 First year’s increase . . . . 36 36 72 Second year’s increase . . . - . . . 40 40 80 Third year’s increase . . . . 60 56 116 Fourth year’s increase . . . - . 80 72 152 Filth year’s increase . . . . 104 104 208 Total... . . . . . 340 388 728 Losses during the period . . . . . . . . 50 Total left . . . . 678 Property of the Government . . . . 100 Net increase left . . - . 578 Eighty uer cent goes to mission. . . . . . 462 Twenty pev cent, t.n Government or 116 578 RELIEF OF THE WHALERS IMPRISONED IN THE ICE NEAR POINT BARROW. The relief of the whalers imprisoned in the ice at Point Barrow last winter was conducted under the auspices of the Treasury Department, yet as the principal means of relief were the reindeer herds taken from Prince of Wales and Cape Nome and driven over to Point Barrow, and as those herds were a part of the fruit of the work of the Interior Department in introducing domestic reindeer into Alaska, it seems proper that some account of that expedition should have a place in this report. Through the courtesy of the Secretary of the Treasury and Capt. C. F. Shoe¬ maker, chief of division of Revenue-Cutter Service, I have received copies of the original reports of the officers in command of the relief expedition. From these reports and from other reliable sources I have secured the following account of the situation of the whalers and their relief by the Government expedition in charge of Lieut. David H. Jarvis, of the Revenue-Cutter Service. On the 8th of September, 1897, the steam whalers Orca, Capt. A. C. Sherman; Jesse H. Freeman, Captain Humphreys; Belvedere, Capt. M. B. V. Millard, and the schooner Rosario, Capt. Edwin Coffin, were caught in the slush ice to the eastward of Point Barrow, the northernmost point of the North American Continent. Early on the morning or the 9th the danger was so great that the captains of the four ships had a consultation as to the best method of working their vessels out of the ice. The young ic9 was forming fast and a heavy ridge of old ice remained along the coast. The only method of escape seemed to be by blasting a canal 1780 EDUCATION REPORT, 1897-98. through the ice ridge a distance of about a mile and a half. A portion of the crew was at once set at work making cartridges weighing 5 pounds each, of blasting powder, gunpowder, and tonite powder, the latter of which was taken from the darting and shoulder bombs. These cartridges were placed on the ends of long poles, shoved under the ice, and exploded. A thousand pounds of powder were used and three days and nights consumed in making the canal. The remaining men of the crews were employed in sawing and poling the ice out of the canal. The fresh ice, however, formed so rapidly that the steamer Orca , in forcing its way through the canal, broke its rudder, and, becoming unmanageable, was taken in tow by the steamer Freeman. The captain of the schooner Rosarno was afraid to attempt the passage through the canal, and hoped that the ice might open and afford the vessel a safe refuge in a lagoon near by. This hope, however, was not realized. After getting through the canal the three steamers lay to until the Orca had repaired its rudder, and then steamed south 45 miles through increasing heavy ice to the neighborhood of Sea Horse Islands, which were reached September 22. On that date the steamer Orca, which was in the lead during the breaking and forcing of the ice, was caught between two immense ice floes, which wrenched the stern- post and steering gear completely out of place and hurled the wheel through the pilot bouse, the officers and crew taking to the ice for safety. Many of the offi¬ cers and crew passed over the ice to the steamer Freeman. Shortly after the Free¬ man herself was caught in the ice jam and all on board took refuge on the ice. The steamer Belvedere, which had reached open water, immediately steamed back into the ice and rescued the officers and crew of both vessel. The wind blowing a gale from the westward forced both the old and young ice landward, and nothing was left for the Belvedere but to move with it, doing which the ship succeeded in getting into Pearl Bay, the heavy ice grounding outside and making a refuge behind it. The Belvedere now had its own crew of 45 men, the 43 men from the Orca, and the 49 from the Freeman. Abandoning all hope of getting out of the ice, on the 23d of September the sailors commenced sledding provisions from the ship over the ice to the Sea Horse Islands, a distance of 3 miles. The water was pumped out of the casks to lighten the ship and the bulkheads were torn down for the purpose of making houses on shore. The blacksmith commenced making cooking stoves from the coal-oil drums, and others were set to work cutting a canal through the ice to enable the ship to get in behind the islands for greater safety, all the arrange¬ ments being made to winter at that spot. While these arrangements for camping on shore were going on, Mr. Charles H. Walker, fifth mate of the steam whaler Orca , volunteered, with a couple of natives, to go across the ice to the steamer Orca and save all the provisions they could, agreeing to make a signal upon his safe arrival at the vessel. The Orca was .lying 12 miles away, with the ice between the two ships full of holes and the pressure of the heavy ice constantly making large cracks in the new ice. On the 29th of September, failing to see any signals from the Orca, Mr. George F. Tilton, with four natives, was sent to learn the fate of Mr. Walker and his com¬ panions. After. six hours’ hard work the ship -was reached and Mr. Walker and his men were found well and busy saving provisions. The ship was nearly full of water, and the provisions had to be fished out with long-handled bow hooks. In the meantime both ship and ice were drifting all the time. While engaged in securing the provisions a peculiar tremor was felt, the ship careened slowly over on its side and gradually slid under the ice floe and was soon completely hidden from sight. The men, having escaped to the ice, at once commenced sledding the provisions they had saved to the south sand spit of the Sea Horse Islands, which were about 3 miles to the "westward. The moving of the provisions consumed two days. Some Eskimo were secured in the neighborhood with two teams of dogs, and on the sixth day all the food saved from the Orca was safely put on the steamer Belvedere. While the work of saving provisions from the steamer Orca was going on. some Eskimos boarded the steamer Freeman to help themselves to the pro¬ visions which had been left in that vessel when the sailors took to the ice. While engaged in looting the ship they accidentally dropped a lighted lamp, which set fire to the vessel, and it burned to the water's edge. On the 3d of October Captains Millard, Porter, and Sherman, after consultation, determined to send to Point Barrow for help. Stephen Cottle, second mate of the Belvedere, and the four or five men of the steamer Freeman volunteered to go. It was a trip of 65 miles on foot, and it took three nights and two days to make it. Mr. Charles D. Brower, superintendent of the Liebes Whaling Station, at once dispatched his assistant, Alfred Hopson, with six dog teams, to the rescue of the whalers, arriving at the steamer Belvedere on October 7. Forty men with provi¬ sions were immediately sent to Point Barrow, some of the men being so sick and feeble that they had to ride the entire distance. The trip was made in four days. THE INTRODUCTION OF REINDEER INTO ALASKA. 1781 Returning to the Belvedere on October 13, Mr. Hopson made the trip in twenty- two hours. On the second trip he took 64 men and some provisions to Point Bar- row. On the 15th of October the captains reached Point Barrow for a consultation. Inventories of all the provisions on the Belvedere , at Point Barrow, and on the four whalers which were in the ice to the eastward of Point Barrow were made and placed before them. These were carefully gone over, and it was decided that by allowing each man two scant meals a day the provisions could be made to hold out until the 1st of July following. At Point Barrow the officers of the first- named vessels learned that the steamers Fearless, Capt. James McKenna, and Newport , Capt. G-. B. Leabett, were in heavy ice, 5 miles off shore and about 60 miles to the eastward of the point. The steam tender Jeanie, Capt. P. H. Mason, was about 75 miles east of the point, and the bark Wanderer was about 360 miles east of the point, being within 90 miles of Herschel Island. During the conference at Point Barrow it was decided to make an effort to send word to San Francisco, and volunteers were called for. Mr. George F. Tilton, third mate of the steam whaler Belvedere, and Mr. Charles F. Walker, fifth mate of the steam whaler Orca , were accepted for the trip. After every provision was made for their comfort, at noon on October 22 both expeditions left for the States, Mr. Tilton following the coast south of St. Michael and Shelikoff Straits, and Mr. Walker by the way of Herschel Island and up the Mackenzie River by way of the Hudson Bay Fur Company’s posts to Edmonton, on the Canadian Pacific Railway, from whence he reached civilization. Mr. Tilton was accompanied by two Eskimo runners, who had agreed to accom¬ pany him as far as Point Hope, which place they expected to reach in about fifteen days. It was on the 3d of January, when between Unalaklik and St. Michael, on Norton Sound, that Mr. Tilton met Lieutenant Jarvis and party on their way north to relieve the whalers, the news of the disaster to the fleet having been pre¬ viously communicated to them. St. Michael was reached on January 6. Leaving St. Michael on the 16th, a trip of 320 miles, crossing mountain ranges, through a storm that destroyed some of their dogs, brought the party to Andreafski, on the Yukon River. In the winter of 1896-1897 William A. Kjeilmann, superintendent of the Government reindeer stations, had made the same trip over the same moun¬ tains in the same kind of a storm with reindeer without any loss. Securing fresh dogs at Andreafski, the journey was continued 180 miles across the portage to theKuskokwim River. At that point, needing a fresh team of dogs, the traders at the place asked Mr. Tilton $1,000 for them. This would have pre¬ vented any further progress of the expedition had not the Rev. John H. Kilbuck, Moravian missionary at that place, loaned Mr. Tilton 13 dogs, provided provisions, and accompanied him as guide for 350 miles on his way to the next Moravian station, which was at Carmel, on the Nushagak River, arriving there on the 22d of February. At this point Rev. John Sehoechert, missionary, supplied a fresh team of dogs and accompanied him as guide to Katmai, on Shelikoff Strait, a dis¬ tance of 400 miles. These unpaid services of the missionaries are instances of the ready help extended to people in similar extremity everywhere by the missionaries. At Katmai an old dory was secured and mended up, in which a passage was made across the dangerous Shelikoff Straits to Kadiak Island. From Kadiak Island passage was secured on the steamer Albion, reaching Portland, Oreg., April 8. While these events were transpiring in the far North it began to be noised abroad that a portion of the whale fleet had been caught and imprisoned in the arctic ice. On the 3d of November Captain Tilton, of the steam whaler Alexander, reached San Francisco and reported that eight whalers were fast in the ice east and west of Point Barrow, and not being provisioned for so long a stay, the crews were in danger of starvation. This news was confirmed on November 5 by the arrival of the whaling vessels Jeannette, Karluk, Gayhead, and Alice Knowles . The atten¬ tion of the President was called to the danger of the whalers, and at a Cabinet meeting held on the 8th of November it was decided to send a relief party at once, and the revenue cutter Bear, that had just returned from its usual summer arctic cruise, was ordered to make the necessary preparations and proceed as soon as possible to Bering Sea. It was the purpose that the Bear should proceed north until it reached the ice, and then land a party that should go to Point Bar- row and take control of the whalers. As no practical plan could be devised to enable the relief party to take provisions with them, it was determined to borrow a herd of reindeer owned by the Eskimo at Cape Nome and a second herd owned by the American Missionary Association at Bering Straits. These reindeer were to be taken by the relief expedition to Point Barrow and, so far as needed, slaugh¬ tered for food. The trip being one of great hardship and danger, the Department called for volunteers to man the ship, and finally selected the following officers: Capt. Francis Tuttle, in command of the Bear ; First Lieuts. D. H. Jarvis and J. H. Brown; Second Lieuts. E. P. Berfcholf, C. S. Cochrane, J. G. Berry, B. H. 1782 EDUCATION REPORT, 1897-98. Camden, and H. G. Hamlet; Chief Engineer H. W. Spear; First Asst. Engineer H. N. Wood; Second Asst. Engineers Ii. R. Spencer and J. I. Bryan, and Surgeons S. J. Call and E. H. Woodruff. Lieutenants Jarvis and Bertholf and Dr. Call were designated for the overland trip. Lieutenant Jarvis, who had made eight trips into the Arctic Ocean and was acquainted with the native population along the whole coast, was placed in command. On the 29th of November the Bear, bidding adieu to civilization, steamed out of the harbor of Port Townsend in a blinding snowstorm on its perilous voyage. . After a rough passage Unalaska was reached, in a thick snowstorm, December 9. The extra supplies for the whalers that would not be needed until the following summer were sent ashore. Taking oncoal and water at Dutch Harbor at 1.85 a. m. December 11, the Bear headed north into Bering Sea, in a storm of hail, rain, and snow, its objective point being Sledge Island, where it was hoped the overland party could be put ashore. On the morning of the 18th St. Lawrence Island was pffssed, but soon after the ship entered mush ice and a little later the floe ice, which was so rapidly solidifying under the influence of the severe cold that at 5 p. in., when within 75 miles of Sledge Island, fearing the vessel would become permanently fast in the ice, the effort to reach Sledge Island was given up and the vessel headed toward Nnnivak Island, with a hope of being able to reach Cape Vancouver. This would increase the length of the overland journey 800 miles, but it seemed to be the only point where a landing could be made. Cape Vancouver came in sight on the morning of the 15th, but was surrounded with young ice as far as the eye could see from the crow’s-nest of the ship. After working slowly through the ice until the middle of the afternoon it was found that the village shown on the chart did not exist. It vras rapidly growing dark, and just as the attempt was about to be given up for the clay a village was dimly made out farther up the bay. On the morning of the 18th the ship got underway and made an anchorage near the village of Tununok. The local trader, Alexis Kalenin, and a party of natives were soon on board. They informed Lieutenant Jarvis that they expected to start soon themselves for St. Michael and would pilot his party. Accordingly arrangements were immediately made for landing the expedition and their supplies, This was accomplished with great difficulty, as the ice was running heavily between the ship and shore. Having landed the party, the Bear returned to Dutch Harbor, Unalaska, for the winter. The expedition consisted of Lieutenants Jarvis and Bertholf, Dr. Call, and Mr. F. Koltchoff. The latter was engaged as a guide and to drive the dog teams. Upon reaching the house of the trader it was decided not to start for St. Michael until the 18th, the intervening time being employed in getting everything ready. The start was made early on Saturday morning, the 18th, with four teams and Alexis for guide. On the evening of the 20th they arrived at Kiviligamute. At that x>oint, two of the dog teams having given out, the party was divided, Lieutenant Jarvis and Dr. Call pressing ahead, while Lieutenant Bertholf and Alexis and Koltchoff were to wait until they could get fresh teams. Lieutenant Jarvis reached Andreafski on the 24th and St. Michael on the 30th. The second party left on the 22d and reached St. Michael on New Years’ Day, two hours after Lieutenant Jarvis had left for the north. Before leaving, Lieutenant Jarvis left instructions for Lieu¬ tenant Bertholf to proceed to the head of Norton Sound and transport the provi¬ sions across to Kotzebue Sound, while he and Dr. Call went to Caiie Nome and Cax>e Prince of W ales to procure the herds of reindeer at those places. At St. Michael Mr. Koltchoff was discharged, and soon after engaged as guide for Mate Tilton on his return to the States. Great difficulty was met in procuring a suffi¬ cient number of sled dogs to enable the party to reach the reindeer. After many hardships, on January 10 Lieutenant Jarvis reached the Government herd en route between Port Clarence and Unalaklik. The next morning arrangements wer9 completed and the party started with reindeer teams from the Government herd for Tsuynok, where Antisarlook and his friends had a herd of domestic deer. After refreshments and rest, Lieutenant Jarvis commenced negotiating for the herd of reindeer at that point. The herd represented to the Eskimo the living of a- whole village, and if the herd departed it might mean starvation to themselves before sx>ring, so that there was much point as well as pathos in the answer of Antisarlook’s wife when she sa'd: “ Tell Mr. Jarvis we are sorry for the xieople at Point Barrow and we want to help them, but we hate to see our deer go, because we are poor and our people in the village are poor, and in the winter when we can not get seals we kill a deer, and this helps us through the hard times. If we let our deer go what are we to do? Antisarlook and I have not enough without them to live upon.” It seemed like reducing these people to starvation in order to save others, and in giving up their herd of deer for the sake of others it was like giving up their own THE INTRODUCTION OF REINDEER INTO ALASKA. 1783 lives; yet, after consultation among themselves, it was finally agreed to, and Antisarlook was employed to go with his herd. At this place were 138 deer, 22 belonging to the herders. In making the arrangements, as there were 100 cows, Antisarlook was allowed an increase of 85, so that it would require 220 deer to be delivered to him next year to make good the promise of the United States Gov¬ ernment to return him a herd of equal size, three having been killed for food for Antisarlook’s family. Having given Antisarlook 's wife an order on neighboring stores for food sup¬ plies, and leaving Dr. Call to take charge of Antisarlook’s herd and drive them up to the Teller Reindeer Station, Lieutenant Jarvis pushed forward to Cape Prince of Wales to get the second herd. While Dr. Call and his party were on their way to the Teller Station they encountered a blizzard so severe that the deer, blinded by the flying snow, turned and trampled over the drivers — however, without serious damage. They were compelled to retreat for three hours, when they found an old fishing hut and climbed in at the window. There they were held by the storm for three days, with only food sufficient for two days, and a long trip still before them. On the 25th they made another start and reached the station on the 2Tth, just as a fresh blizzard was commencing. Lieutenant Jarvis reached Cape Prince of Wales on the 24th of January. On delivering to Mr. Lopp his mail, and explain¬ ing to him the necessity and object of the expedition, he had no difficulty in secur¬ ing the herd of 301 deer at that place, with the agreement that 432 deer should be returned to them by the Government the following season. It was also agreed that Mr. Lopp and his herders should accompany the expedition, in charge of the reindeer. Arrangements had been made, and it was proposed that Mrs. Lopp and the children should go to the Teller Reindeer Station, from 60 to 75 miles distant, to remain with the Rev. and Mrs. Brevig; but the discomforts of the trip were so great, and she had such entire confidence in the affection of the Eskimos, that she concluded to remain at home, being with her children the only English-speaking persons in a community of 500 Eskimos. On the 29th of January Dr, Call and party left the Teller Station and crossed the mountains, where they expected to form a junction with Lieutenant Jarvis and the reindeer herd from Cape Prince of W ales. The weather was thick and unpleasant, the barometer sinking rapidly, but, being in need of haste, the party pressed on through the storm and the mountains as best they could. Passing over the mountain range they were met by a storm so severe that they had to go into camp, and no sooner was the tent erected and covered with sleds to hold down the canvas, than it was drifted over with snow so deep that the following day it took them two hours to dig their way out. In the meantime the deer were scattered by the storm, and it was noon of February 1 before they were able to gather the herd together again. In the afternoon of February 2 a junction was made with Lieutenant Jarvis and the herd. The following day a start was made with 435 reindeer, of which 18 were broken to harness and reserved for transportation purposes. On February 8 Lieutenant Jarvis and Dr. Call pushed on ahead for Sineraget, a village on the coast, en route for Point Hope, leaving instructions for Mr. Lopp to follow with the herd and meet him at Pitmegea, just north of Cape Lisbon. The route lay along the northern part of Cape Prince of Wales peninsula, about 15 miles from the coast, where deer moss was plentiful, to Cape Espenburg. On the 12th of February Lieutenant Jarvis and Dr. Cali reached Cape Espen¬ burg, and although the ice on Kotzebue Sound was broken and piled up in a man¬ ner to deter an effort to cross it, they concluded to make the attempt and succeeded in crossing the sound to Cape Blossom, 50 miles away. Hear Cape Blossom was the missionary station of the Friends, occupied by Sir. and Mrs. Robert Samms and Miss Huzmicufct. Here Lieutenant Jarvis met Lieutenant Bertholf, who had crossed from Norton Sound with 1,000 pounds of provisions, reaching the mission station on the 10th of February. After resting a few days, Lieutenant Jarvis and Dr. Call left on the loth for Point Hope, leaving Lieutenant Bertholf to await the arrival of Mr. Lopp and the herd and then to follow northward. On February 10, Mr. Lopp, with the deer, reached Cape Espenburg and held a consultation with reference to the possibility of driving the deer and taking the sleds across the broken ice covering an arm of the Arctic Ocean from Cape Espen¬ burg 40 miles to Cape Krusenstern. After much hesitation it was decided to make the attempt. During the first day the reindeer made 30 miles; in many places the attendants had to cut a road over hummocks of broken ice. The second day food gave out for the drivers, and of course there was no moss for the deer on the ice. The reindeer, remembering that they had left fields of moss behind them, continually broke loose to return over the ice. This made it very difficult driv¬ ing, and they were out the second day and all the second night, without food, 1784 EDUCATION REPOET, 1897-98. before reaching land again at Cape Krusenstern. There, receiving a letter from Lieutenant Jarvis informing him that Lieutenant Bertholf with supplies was at Cape Blossom, Mr. Lopp, leaving the herd, went to meet Lieutenant Bertholf. Loading the supplies on reindeer and dog teams, a start was made for the herd at Aneyok village, which was reached on the 19th. The deer having rested, a start was made on the 21st, following along the coast as far as the mouth of the Kevu- leek River, where Mr. Lopp, with the deer, was to proceed inland, leaving Point Hope to the westward. Lieutenant Bertholf, taking a team, proceeded direct to Point Hope, reaching there on March 2. Finding a considerable store of provisions at Point Hope, Lieutenant Jarvis instructed Lieutenant Bertholf to remain there and take charge of any whalers that might be sent down during the winter. Lieutenant Jarvis and Dr. Call, having made all necessary arrangements at Point „ Hope, left on March 4 for Point Barrow. Lieutenant Jarvis had instructed Mr. Lopp to meet him at Petmegia, just north of Cape Lisbon. When Lieutenant Jarvis reached the place of meeting, all that was visible above the snow was a wooden cross, with this inscription: “Letter between boards; arrived here March 7; look out for the train.” Just below the board, stuck in the snow, was a second board, on which was written: “ Deer meat here.” On the 13th of March they reached the camp vacated by the herd that morning, and on another cross found a note reading: ••Will try to find better moss on the inside of the lagoon. Leave here March 13.” During the 14th a storm of unusual severity raged, thermometer registering 40 degrees below zero. The same storm continued through the 15th and was worse on the 16th. To add to the dis¬ tress and danger of Lieutenant Jarvis, his dog teams had nothing to eat. About noon on the 17th a party of natives were discovered, who brought a note from Mr. Lopp stating that he had left there that morning, and soon after the herd wras seen on the horizon, moving over the rolling white hills. Lieutenant Jarvis pushed his team ahead to overtake the deer 10 miles away. Arrangements were made to meet Mr. Lopp at Icy Cape. Arriving there on the 22d in a fearful storm, nothing was seen of the herd, which during the storm had passed within a mile of the camp. On the next day a board was found with the message: “Arrived here 1 p. m. Tuesday, March 22. Think we are passing Icy Cape. Find meat in the mouth of the cache. Think sledge deer will hold out. Find better moss on the inside of the lagoon.” This was welcome news to Lieutenant Jarvis, for it meant that he could save his dog teams from starvation. At noon on March 26 Lieutenant Jarvis, looking over the ice, exclaimed: “There is the first of the imprisoned fleet,” as he caught sight of the tall mast of th9 Belvedere, 12 miles away. Point Barrow was reached by Lieutenant Jarvis on March 29, and the herd of reindeer arrived on the 30th, safe and sound. Thus successfully ended a trip of 2,000 miles through the desolations of an arctic wilderness in midwinter, over an unknown region, and among many wild tribes. The narrative of the trip is a story of bravery, good generalship, heroic endur¬ ance, and interpositions of Divine Providence — a trip only equaled by that of Mates Tilton and Walker, who went out with the news, and the return trip of Mr. Lopp to his home at Bering Straits. Turning over the herd to Lieutenant Jarvis at Point Barrow, Mr. W. T. Lopp, taking a dog team, started on his return trip to his own home at Cape Prince of Wales. As provisions had been left for himself and the dogs in caches along the way, he was able to travel light. On his return trip he reached Point Hope April 19, left on the 23d, and reached Cape Prince of Wales on May 5, thus having, together with his herders, driven a herd of reindeer over the bad roads of snow and ice, through a country but little known, in the middle of winter, draggingall his provisions with him, a distance of 700 miles, and returning to his home the same distance, in the remarkably short time of three months and two days. It has frequently been said during the efforts to introduce domestic reindeer into Alaska that the Eskimos could not be taught their care and management, and that they would never take to herding reindeer, but on this remarkable trip it must be remembered that the herders and drivers were all Eskimos who had learned their business as apprentices at the Government training station for rein¬ deer, and that without this herd of reindeer food could not have been taken to the whalers, and without the trained Eskimo the reindeer could not have been driven across the country. This striking object lesson should forever set at rest the assertion that the Eskimos will not take to the raising of reindeer if a chance is given them. From Cape Prince of Wales to Point Barrow the expedition found abundant pasturage for the reindeer. Jt passed through numerous villages of natives, who were greatly interested in the herd of reindeer, not only as a matter of curiosity, but because they appreciated the benefit that a herd of domestic reindeer would THE INTRODUCTION OF REINDEER INTO ALASKA. 1785 be to them and their people. Wherever they went the natives questioned Lieu¬ tenant Jarvis with regard to the possibility of their securing some reindeer for themselves and their children. If the deer were to be had in sufficient numbers, hundreds of the Eskimo men would gladly serve an apprenticeship of five years in order to get a start in reindeer raising. In this connection it is appropriate to call public attention to the influence of the mission schools in making arctic Alaska safe for the transit of white men. In 1890, when the Congregational Mission was established at Cape Prince of Wales, no whaler had dared drop anchor in the neighborhood of that village for ten years; and the placing of missionaries there was considered by the captains of the whalers as a foolhardy undertaking. The missionaries were placed there, and now ships can anchor and their crews go on shore with safety. When, in 1881-1888, Lieutenant Ray, United States Army, was placed in charge of the international polar expedition at Point Barrow, a turret was built at one corner of his house and armed with cannon to protect his party from the natives. Now the Presbyterian Mission has so civilized the natives that no fortified habita¬ tion is necessary. Under the influence of the Presbyterian missionary the natives not only provided the shipwrecked sailors with food from their own scanty supply, but also with necessary fur clothing. The influence of the missions made possible Lieutenant Jarvis’s heroic trip unarmed. After the departure of Mr. George F. Tilton, October 22, to carry the news to the States, Dr. H. R. Marsh, Presbsfferian missionary at Point Barrow; Mr. Charles D, Brower, agent of the Liebes Whaling Company, and Mr. Mcllhenny, a scientist making an arctic collection, the three leading white residents of the point, imme¬ diately set themselves to provide for the welfare of the shipwrecked whalers that had been thrown upon their hands. Mr. Brower at once arranged to issue rations from his stores to the men: the Eskimos were sent into the surrounding country to get wild game, both for themselves and the suffering whalers; Dr. Marsh gave his" time and medical services to saving the men from scurvy and other diseases that would otherwise have caused the loss of many lives; all the houses in the place were put at the disposal of the wrecked men, each one taking into his own home all that could be accommodated. Daring the latter part of November, when it seemed that starvation awaited them, small herds of wild deer were seen on the rolling hills to the south of the village, a thing that had not been known for many years, so that the natives were able to procure for the use of the community 12,604 pounds of deer meat, 8,692 pounds of fish, and 2,506 pounds of wild fowl, with some 2,500 to 8,000 pounds or more of meat in the country, which was afterwards brought in by the deer men and sledges, under the direction of Lieutenant Jarvis. Some of this meat was hauled a distance of 280 miles. This unusual and providential supply of deer meat kept the party alive until the arrival of Lieutenant Jarvis with his herd of domestic reindeer. During the remainder of the winter 180 deer were killed from the domestic herd. On the 29th of July, 1897, the steam whaler Navarch was caught in the ice about 2 miles west of Point Barrow and carried by the ice pack to the northwest¬ ward. On August 3 the .ship was abandoned, the crew taking to the three boats, which were dragged for three days over the ice and then abandoned, each man taking such bread as he could carry. After going a little farther they met with open water, and were finally compelled to return to the ship, 18 miles distant. On the 11th of August 29 of the crew deserted the vessel for the shore. On the evening of the eighth day from the ship coming to the pack they got upon a small cake of ice. which drifted them inshore for three days, and on the 22d of August they were seen and picked up by the steamer Thrasher, having had nothing to eat for eight days but ice and boot soles, only 18 of the 29 living to be rescued. On the 14th of August Captain Whitesides and his wife and six of the crew left the vessel, dragging a small canvas canoe with them. After many dangers and great hardships they succeeded in reaching the shore, and three days later were discovered and picked up by the revenue cutter Bear. Nine of the vessel’s crew refused to leave the whaler, deeming it safer to remain on board than to risk the journey over the ice; seven of these, however, later made the attempt to reach the shore and were saved. Two of the sailors refused to leave the vessel and have never been heard from. Very strangely, however, the Navarch, which had been caught in the ice in July and abandoned, after making a trip by itself into the far north drifted back into the neighborhood of Point Barrow four different times, tfie last time to within 2-J miles of the shore and was caught and held firmly by the ice. Each time that she approached the village, wrecking parties were sent across the ice to secure the coal and provisions which had been left on the steamer when she was abandoned six months previously. This coal was of the utmost service during the winter, as the driftwood along the shore had been used up and 1786 EDUCATION REPORT, 1897-98. the coal supply was very short. After all the provisions and nearly all the coal had been removed' about 4 o’clock on the evening of September 8 the vessel was seen to be in dames and burned to the water's edge, the fire having been started by two of the sailors, who received their punishment later, when during the winter there was not fuel enough to keep them comfortable. Upon his arrival Lieutenant Jarvis made a tour of inspection and found that there were 100 men quartered at the village, 76 of whom were crowded in the old building formerly occupied by the Pacific Steam Whaling Company. At the request of Lieutenant Jarvis, Dr. Marsh, Professor Mcllhenny, and Mr, Brower consented to an increase of the number already quartered upon them; in the mean¬ time a storeroom had heen sufficiently emptied of provisions so that a number of them could be placed in that. This made them more comfortable. There being much suffering on account of scanty and insufficient clothing, Lieutenant Jarvis secured a large amount of fur clothing from the Eskimos, which was freely con¬ tributed from their stores for the use of the men. Lieutenant Jarvis took com¬ mand of the station, issued rations, communicated with the various ships, sent out parties of native hunters, which brought in supplies of wild meat, and so con¬ trolled matters that when the Bear was finally able to reach the place and take off the men they were found in much more comfortable circumstances and healthier condition than could have been expected. The schooner Rosario, after wintering safely, was crushed in the ice July 2. Captain Neuth, of the Jeannette , who was sick, was brought down on the Bear. A petty officer of the Orea had committed suicide by drowning early in the spring. In June Phil Mann, of the whaler Jessie Freeman , had dropped dead of heart fail¬ ure. Gray, of the steamer Jeanie, had died of the dropsy. A Siberian and a Jap¬ anese attached to the fleet had also died. There being indications that the ice was breaking up in Bering Sea, the cutter Bear left its winter quarters at Unalaska and Dutch Harbor on the 14th of June, and sailed north for Point Barrow. On the 19th, to the north of St. Lawrence Island, heavy ice was encountered, slowly working its way through which the ship reached St. Lawrence Bay, Siberia, on the 22d, and the following day reached Cape Prince of Wales, where an inter¬ view was had with the missionary, W. T. Lopp, who gave the captain a full account of the condition at Point Barrow while he was there. Learning that there was a scarcity of clothing among the whalers, Captain Tuttle turned back and steamed over to St. Michael, where a supply was laid in. Returning to Bering Straits and passing into the Arctic Ocean, Point Hope was reached July 15 and Point Lay on the evening of the 18th. Off Icy Cape the heavy drift ice pre¬ vented further progress northward, and compelled the Bear to anchor off Point Lay. Another fruitless effort was made on the 22d, and also on the 23d, to force the vessel through the ice. On the 25th, the ice opening a little, an effort was made to reach W; ainwriglit Inlet, but before doing so the fog shut down so thick as to compel the ship to anchor. On the 27th another start was made, and by pushing through the heavy drift out to sea they were able to reach the station at Cape Smyth on the morning of the 28th. On the 29th 93 officers and sailors were taken on board. While waiting for the crew of the Rosario, which was 8 miles away, the Bear was subjected to a terrible ice jam and nearly crushed. There was a high ridge of shore ice between the cutter and the shore, behind which, in open waters, the three whaling vessels — Fearless, Newport, and Jeanie — were safely at anchor, but ail access to which was closed by the ice, so that the Bear could not get in. A strong south wester had set in, drifting the ice floes with great force against the Bear, which was caught between them and the ridge of shore ice, and the staunch vessel came near being cut to pieces. A sharp ledge of ice under water abreast the engine room pushed in the sides of the vessel until the floor of the engine room tvas bent up fully 6 inches. In this jam the cutter was kept for two weeks, until August 17, when it got out by blasting through two ship’s lengths of ice. Getting afloat, sufficient coal and provisions were given the whalers to enable them to reach other supplies, and the Bear started on its return to civilization. A stop was made at Point Hope on the 20th, where it was found that the schooner Louise J. Kenney had been forced on the beach by the ice on the previous day. Her officers and crew were taken on board. After making several stops the Bear arrived at St. Michael on the 25th of August, and reached Seattle on the 13th of September, where a congratulatory telegram was received from the Secretary of the Treasury extending thanks to the officers and crew for the successful issue of the work of the overland expedition for the relief of the ice-bound whalers. It remains for a grateful country, that rewarded the heroes of Manila and San¬ tiago with promotions, to see that Lieutenant Jarvis be not forgotten. Had not THE INTRODUCTION OF REINDEER INTO ALASKA. 1787 the events of the Cuban war distracted the attention of the nation, this wonderful trip of 2,000 miles overland, north of the Arctic Circle, in midwinter, would have filled the columns of the newspapers on this continent and in Europe. Occur¬ ring at a time when other events claimed the attention of the public, it is no less deserving of its reward. COMMISSION TO LAPLAND. On the 23d of December, 1897, I was directed by the Secretary of the Interior to report to the Secretary of War for temporary duty in connection with the duties engined by the act of Congress approved the 18th of December, entitled “An act authorizing the Secretary of War, in his discretion, to purchase subsistence stores, supplies, and materials for the relief of people who are in the Yukon River coun¬ try, to provide means for their transportation and distribution, and making an appropriation therefor;’-' and on the same date (December 23) I received written instructions from the Secretary of War to proceed at once to Norway and Sweden and purchase 500 reindeer, broken to harness, with sleds, harness, and drivers for hauling supplies into the Yukon Valley and transport the same to the United States. Lieut. D. B. Devore, U. S. A., was appointed to accompany me as disbursing officer. On the evening on the same day I left for New York, and on the following day held conferences with the managers of the several trans-Atlantic steamship com¬ panies centering in that city with reference to the transportation of the reindeer and Lapps to the United States. In the spring of 1894, acting for the Bureau of Education, I had brought to the United States seven Lapp families to take charge of the domestic reindeer that the Government had commenced introducing into Alaska from Siberia and to teach the natives the management of the same. These families came under a three years' contract, at the expiration of which they were to be returned to Lap- land, if they so desired. The limit having been reached in 1897, four families asked to be returned to their homes, which was done, and Mr. William A. Kjeli- manu, superintendent of the reindeer stations in Alaska, was sent in charge of them, with the double purpose of not only conveying them safely to their native country, but also to procure a number of Lapps who would come to the United States with the expectation of making it their permanent home and engage in the raising and training of reindeer in Alaska. Consequently, when this unexpected demand of the Government for reindeer and Lapps arose, in accordance with the directions of the Secretary of War, I telegraphed Mr. Kjellmann from New York of the changed conditions and instructed him to engage and send out all the assist¬ ants he could use to expedite the purchase of reindeer and the securing of Lapp colonists. On the evening of December 24 Lieutenant Devore and myself took passage on the steamship Lucania, of the Cunard Line, and early Christinas morning were on our way to Liverpool, which we reached at noon December 31. Upon the arrival of the steamer we were met by representatives of the White Star Line, who wished to bid for the transportation of the reindeer. After a conference with them we took the train to London. On New Year's morning I received a telegram from Mr. William A. Kjellmann, agent of the Department of the Interior, who had reached Norway, asking for funds. This was in answer to the telegrams from the Secretary of War to proceed at once to purchase reindeer. The Lapps, who alone have the reindeer for sale, are a seinicivilized people, unaccustomed to commercial methods. They have no confidence in a “ promise to pay.” A would-be buyer must show his money, and at least make a partial pay¬ ment at the time of purchase. Hence Mr. Kjellmann could accomplish but little until he had funds in hand. Although it was New Year’s Day, we found that the banks would be open during the forenoon, and Lieutenant Devore and myself proceeded to visit the leading bankers and telegraph companies of London, but, strangely, no one could suggest any method of getting money to Mr. Kjellmann sooner than by sending a check by mail. As there was a prospect of considerable delay in chartering a steamship, we decided in the afternoon that Lieutenant Devore should remain in London and secure a steamer and that I should push on to Lapland with money for Mr. Kjellmann. January 3 I learned at the office of the Atlantic Transport Steamship Company that the department of agriculture of the English Government, to protect English cattle from the foot-rot which had broken out in southern Sweden among some of the cattle, had recently issued a circular forbidding the introduction into England of any stock from Norway and Sweden. Not only was stock of all kinds forbidden 1788 EDUCATION REPORT, 1897-98. to land in England , but ships carrying such stock to other countries were to be quarantined twenty-one days before being allowed to load other cattle to return to England. As this threatened to greatly increase the expense and the difficulty of chartering a ship, I proceeded to the American embassy, where it was suggested that I visit the British department of agriculture and talk over the matter unoffi¬ cially with the officer in charge, and find out if any official action would be neces¬ sary. I found that the officer wanted was the first assistant secretary of agriculture. He took much interest in the proposal to procure reindeer to relieve the destitute miners in the Yukon, and suggested that we secure a steamer not engaged in the cattle trade and take the reindeer direct from Lapland to America, which sugges¬ tion was afterwards carried out. Leaving London on the evening of January 3, 1 reached Christiania, Norway, on the morning of the 6th. At 10 a. m. I presented the American consul, Mr. Henry Bordewich, of Minne¬ sota, a letter from Secretary Sherman to American officials in Sweden, Norway, and Denmark, to render all possible aid in securing reindeer. In company with the consul, a call was made upon the secretary of the interior of the Norwegian Government, who gave me a circular letter to the Norwegian officials in Lapland requesting them to extend all assistance in the enterprise. On the morning of January 7 I took the train for Trondhjem. After leaving Hamar the train crosses over from the vicinity of Lake Mjosen to the valley of the celebrated River Glommen, along whose winding banks it gradually ascends until the high mountain levels are reached in the neighborhood of Roros, on a dreary and inclement plauteau, 2,060 feet above the water. This is a famous region for reindeer moss. At midnight I reached Trondhjem, and taking an omnibus was soon settled at the Grand Hotel. On January 8, as soon as the banks were opened, I made a deposit of 3>1,000 for Mr. Kjellmann, which was telegraphed to Alten, Lapland, to his credit. Owing to its nearness and accessibility by rail with the mountain plateaus, Trondhjem is one of the best markets in Norway for procuring reindeer moss. A few weeks previously Mr. Kjellmann, while en route to Lap i and, visited the traders and farmers in the neighborhood and arranged for several hundred tons of moss to be delivered at Trondhjem. I now completed that purchase of moss, and arranged with Mr. E. A. Tonseth’s commission house for its reception and ship¬ ment upon the steamer that was to be chartered to carry the reindeer, and which would call at that harbor for the moss. At midnight, upon the arrival of the train and mail from Christiania, the steamer Vesteraalen sailed for Tromsoe. At 5 a. m. January 11 I reached Tromsoe, and, transferring from the steamer Vesteraalen to the Sigurd Jarl, at 7 a. m. the steamer was on its way to Ham- merfest, which place we expected to reach the same evening, but the sea was so rough and the snow squalls so blinding that we did not get there until 2 o’clock the following day. About 2 o’clock in the afternoon of January 12 we dropped anchor in the harbor of Hammerfest, the most northern city in the world. At this season of the year the sun is not visible from November 18 to January 23. The city is lighted with electric lights. It carries on a busy trade with Russia and also with Spitzbergen. As soon as the ship dropped anchor I was transferred by rowboat directly to the steamer Nor. This was one of the small steamers which makes side trips up the fiords, the special route of the Nor being the Alten Fiord, at the head of which lies the village of Bosekop, which was my destination. * Soon after my arrival I was handed a number of telegrams with reference to the work in hand. On Sunday morning, January 16, Mr. Kjellmann arrived from the interior, having been delayed two days on the mountains, where he was lost in a blizzard, riding nearly all Friday and Saturday nights and the intervening day without sleep. He reported the welcome information that the 500 trained reindeer that had been ordered, together with sleds, harness, and 50 drivers, had been secured. He had sailed from New York December 1, 1897, and reached Bosekop, Lapland, on the 23d. While passing through Washington, November 30, he had a conference with the Commissioner of Education and the general agent of education for Alaska, at which time he was informed that possibly Congress would make an appropriation for the relief of the miners in the Yukon Valley, and if so he might be called upon to purchase reindeer and procure drivers for the same; in view of which he was directed while en route to make such inquiries that if telegraphed to procure deer he could do^ so with but little delay. Therefore, on his arrival, December 12, at Aalesund, the first port reached in Norway, he telegraphed to various centers THE INTRODUCTION OF REINDEER INTO ALASKA. 1789 where it was thought reindeer moss could be had in quantity, the replies to be sent to him at Trondhjem, which place he reached the next day. Arriving at Trondhjem, he found that the only place where the moss could be had in abun¬ dance was at Roros. Accordingly, on the 14th he took the train to Roros, and on the loth went around among the farmers investigating the supply. Finding that a sufficient quantity of moss could be had, he arranged with Mr. A. Skjerdingstad, a local merchant, to procure and ship 250 tons, if it should be wanted. On the 16th he returned to Trondhjem, and on the 18th took the mail steamer Vesieraalen for Tromsoe, where he arrived on the 21st. Transferring to the connecting steamer, Hammerfest was reached on the 22d. At Hammerfest he received a cablegram of December 22, from the Secretary of War, asking if 600 reindeer could be purchased. Leaving Hammerfest on the morning of the 23d of December, that evening brought him to Bosekop, at the head of Alten Fiord, which was to be his headquarters. Upon arriving at Bosekop he received the cablegram of December 23 from the Secretary of War, directing him to purchase 500 reindeer, etc. On the morning of December 25, before leaving New York, according to instructions from the Secretary of War, I cabled him to hire all the help he needed to expedite matters and to send out in different directions. Consequently, borrowing 1,000 kroners, on December 29 he hired Mr. Per Rist and sent him to Kautokeino, 112 miles over the mountains, and on the 31st Mr. Samuel Kemi (both Lapps, returned from Alaska), who was sent to Enare? Finland, 265 miles distant, and Mr. Carl Suhr to Sjus Javre, 101 miles, to bargain for trained reindeer, sleds, and harness. The same day he wrote Mr. A. Paulsen, a merchant at Karasjok, and arranged with Mr. O. Kjeldsberg, another merchant, to advance money for the purchase of moss. Having set matters in motion, he wa§ compelled to wait at Bosekop for funds. While thus waiting he closed by telegraph a contract with Mr. A. Skjerdingstad to deliver 900 horse loads of reindeer moss at the Roros depot — 500 loads at 7 kroner per load and 400 loads at 8 kroner per load — to be delivered to me or to my order. Upon arriving at Trondhjem, January 8, I arranged that the moss should be shipped to Mr. E. A. Tonseth, commission merchant, at Trondhjem. I have already referred to the unsuccessful efforts made in London to forward money to Mr. Kjellmann, and that it was not until I reached Trondhjem, January 8, that I succeeded. Receiving this money on the morning of January 9, Mr. Kjellmann left the same forenoon with reindeer team for Kautokeino to meet and receive the reports of the several men that had been sent in advance to make contracts. Reach¬ ing Kautokeino on the 11th, he found his lieutenants waiting for him with the wel¬ come news that the whole number of reindeer, sleds, and harness were secured. On the 12th Mr. Kjellmann signed contracts with 23 Laplanders as drivers and on the 13th started on his return to Bosekop to report progess to me and secure addi¬ tional funds for further payments. Encountering a blizzard in crossing the moun¬ tains and losing his way, he did not reach Bosekop until the 16th. Securing from me additional funds, on the 18th Mr. M. Kjeldsberg, and Mr. Per Rist were sent to Mac! and Kautokeino to complete payments and bring the reindeer, sleds, and harness, with the drivers and their families, to Bosekop for shipment. On the 19th Mr. Kjellmann left for Sjus Javre to do the same thing for that section. On the 21st Mr. Carl Suhr was dispatched from Sjus Javre to Bautajok, 162 miles, and Mr. Samuel Kemi to Enare, to assemble and move to Bosekop the reindeer, drivers, etc., procured at those places. Having started his lieutenants, Mr. Kjellmann himself left Sjus Javre on the 21st for Karasjok, where, on the 24th, he contracted with the drivers and paid for the reindeer which had been secured by Mr. A. Paulsen. Final settlements having been completed, Mr. Kjellmann started on the 25th to return to the coast, reaching Bosekop on the 28th, in the midst of a furious storm, the most severe of the winter. That storm, which had been raging almost without cessation for three weeks, piling the snow in great banks along the fences, tilling lanes full above the fence tops, and obliterating all evidences of roads or tracks in the open country, had been gradually increasing in severity until, on the 26th, 27th, and 28th of January, it had turned into a blizzard, culminating on the 28th in the worst day of the season. The hotel at Bosekop, a strong log building with a sub¬ stantial stone foundation, in a sheltered spot, trembled under the furious blasts of wind and snow. At midday houses a block away could not be seen through the driving snow. All traffic was suspended in the street; and yet on the mountains, where the cold was much greater and the wind swept with the force of a hurri¬ cane, were four herds of reindeer, and between one and two hundred men, women, and children in open sleds, facing the blizzard as, on different roads and widely separated sections, they were centering into Bosekop. While anxious lest they should be detained by the storm and perhaps some of the children perish, I received a call from the mayor (landsman) of the village. Inquiring what were the pros- 1790 EDUCATION REPORT, 1897-98. pecfcs of the Lapps getting through, he shook his head, saying that nothing could face that storm for any length of time and live. And I doubt whether any other race than the Lapp, that was cradled in the snow and inured from childhood to hardship, could have done so, or any other animal than the reindeer have brought them safely over the storm-swept and trackless mountains. About noon, going to a window and with a knife scraping off the frost in order to get sight of a thermometer hanging outside, I saw faintly through the whirling snow a solitary reindeer coming up the street, and soon after could make out a sled with a man incased in ice and snow. It was Mr. Kjellmann, his great fur coat covered wTith snow and his face and whiskers incased in a mask of ice. Toward evening a Lapp arrived, announcing that Mr. Mathis Rira, with a band of 90 deer, had arrived from Maci and gone into camp in the mountains back of the village. And on the afternoon of January 81 we were cheered by the safe arrival of the other three bands. Driving out with reindeer teams 7 miles to the crossing of Alton River, we met Mr. Carl Suhr and Mr. Samuel Kemi, with 4 men and 114 head of deer, from Bautajok, 165 miles distant. They were sent into camp on the east side of Alten River. Returning to Bosekop, we were met by a messenger announcing that Mr. M. Kjeldsberg and Mr. Per Rist, from Kauto- keino, with 44 Lapps and 252 head of deer, had arrived and gone into camp. While we were rejoicing in their safe arrival another messenger came with the news that Mr. A. Paulsen, with 29 Lapps and 90 deer from Karas j ok, had also arrived and gone into camp outside of the village. The three parties, starting from places a hundred miles apart and journeying by different routes, had reached the rendezvous within a few hours of one another. On February 1 the little village of Bosekop awoke from its Arctic night to unu¬ sual stir and activity as the Lapps and deer came pouring in long lines over the hill into the village, filling up Market square. The hundreds of Lapps, in their bright-colored, picturesque national dress, these that were going away and those that had come to see them off, greeting old friends and meeting new ones, the unpacking of sleds and preparations for embarkation, all made a picture never to be forgotten. All was bustle and excitement. By night everything was ready for the arrival of the steamship, and the first part of the expedition — the purchase of reindeer, sleds, and harness, together with the securing of competent drivers— was an accomplished success. The greatness and extent of this success is heightened by the environment. First. If we had not needed deer trained to harness we could have bought a whole herd, and thus secured over 500 head in one transaction; btit needing only trained ones, they had to be picked up in small lots of three and four out of a herd — perhaps four from the first herd visited, then five or six out of the second herd, 15 or 20 miles away, and then two or three from a third herd located on an almost inaccessible mountain off the usual line of travel. The seven men that had been out buying ranged from the ocean eastward across northern Norway to the edge of Russian Finland. Th's aggregated 3,000 miles of reindeer travel. Second. This 3,000 miles of reindeer sledding had been made in a region from 3 to 4 degrees of latitude north of the arctic circle and during the arctic night, when the sun does not appear above the horizon from November 18 to January 23; 8,000 miles of sledding through long reaches of unsettled forests, over storm- swept mountains, and along the edge of dizzy precipices in the darkness of night. Third. This 3,000 miles of travel had been made in the middle of the arctic winter, when fearful storms are of frequent occurrence. The mountain passes crossed and recrossed during January are as difficult and dangerous as the Ohilcat Pass of Alaska. Fourth. The hindrance arising from heredity and the custom of centuries was great. If we had gone into wide-awake and intelligent New England and proposed to a laboring man to break up his home, settle his affairs, and start in two weeks with his family to travel in midwinter, in an open sled, from 100 to 200 miles to take a railroad to Alaska, he would have said to us “the time is too short.” Much more, then, is the time considered too short when we come to the nonprogressive Lapps, whose ancestors have occupied the same country from the beginning of their history, whose young people have never been found among the emigrants flocking from all nations to America, who beyond all other nationalities have clung to their ancestral homes, and ask them to break up their homes, dispose of their property, settle their affairs, visit parents or other near relatives perhaps for the last time on earth, and be ready in two weeks to start for the end of the earth. And all this was accomplished within a month from the time the appropriation was made by Congress. In the meantime Lieut. D. B. Devore had chartered the transport steamer Mani¬ toban , of the Allan Line, Glasgow. Sailing from Greenock, Scotland, January 16, she arrived at Troudhjem January 23 for the purpose of loading up the moss THE INTRODUCTION OF REINDEER INTO ALASKA. 1791 which had been gathered there for the use of the reindeer herd. A severe storm detained the vessel at Trondhjem until the 29th, when she sailed, reach :ng Bosekop on February 2. Learning that the steamship had arrived, I went onboard, and arrangements were quickly consummated for loading the Lapland reindeer. A large barge was taken over to the ship, upon which was built a platform, from which a gangway was erected to the ship. The reindeer were brought over from the shore to the barge in rowboats, and from the rowboats led up the gang plank directly into the ship. That the deer might be loaded more compactly and to pre¬ vent their being injured during the trip, their horns were sawed off within an inch of the flesh. During the first day 300 deer, 200 sleds, and considerable baled moss were loaded on the steamer. The work was pushed vigorously all day until 7 p. in., when the tired men refused to work longer, even for extra pay. On the morning of February 8 work was resumed at 6.30 o’clock. The day was bitter cold, with a light wind blowing from the mountains. By 10 o’clock all the deer that were in the place had been sent off to the ship, but there was still a herd of 140 that had not come in from the mountains, where it was awaiting the arrival of the ship. Extra men were sent to assist in lassoing them, and as fast as they were brought to the barge their horns were sawed off, and they were rushed aboard the ship. By 6 p, m. the deer were all on board, the balance of the sleds were sent aboard, and also the harness packed in large casks. The drivers and their families went on board during the evening. About midnight I removed from the hotel to the ship, and at 4 a, in. on Friday, February 4, the anchor was hoisted and we were off for New York. The officers of the steamship Manitoban were Capt. Andrew E. Braes, Chief Officer James Buchanan, Second Officer Charles S. Cheeper, Third Officer Robert M. McMaster, Fourth Officer D. O. Hagan, Chief Engineer John Stett, Second Engineer Mr. Day, Surgeon Wolf. We had on board 539 reindeer, that cost on an average $10 each; 418 sleds, at $3.60 each; 511 sets of harness, at $2,50 each. There were also on board 43 men, 16 women, and 19 children, Lapps; 15 men, 8 women, and 7 children, Norwegians; and 10 men, Finns; making 78 Lapps, 25 Norwe¬ gians, and 10 Firms, or 113 emigrants. Of the women, 16 were married, 6 of them recently. Among the Lapp* men was a Mr. Samuel Johannesen Balto, who accompanied Nansen in his famous trip across Greenland, for which he received a silver medal from Oscar II, King of Sweden and Norway. There was also in the company Johan Petter Stalogargo, a Finn, who has the distinction of being the northernmost mail carrier in the world, having for eight years carried the mail on his back to North Cape, Norway, traveling on skis (Norwegian snow- shoes). Among the 68 men were 13 who had had experience in carrying the mail with reindeer teams across the mountains and canyons and plains of arctic Lap- land. (For a detailed list of colonists see Appendix, pp. 105, 108.) Mr. Kjellmann and myself were the only cabin passengers. Lieutenant Devore returned to the United States by way of Trondhjem and London. The first two days out we had a fair wind and smooth sea, but on February 8, when off the coast of Ireland, we encountered a heavy head wind, which lasted for nine days, increasing in violence from day to day until on February 15 it had reached the proportions of a gale. On the 14th one of the lifeboats was wrenched from the davits and so badly stove in on deck that it had to be broken up. Some of the 2-inch plank bolted together around the cattle pens on the hurricane deck were wrenched apart and. broken in pieces, and the 130 reindeer in pens on that deck were drenched with the seas that broke over them, and for nine days and nights they were not dry once. On the 15th the ship’s figurehead was torn from the iron prow and swept out to sea, and heavy iron stanchions were broken off, while sea after sea swept the deck. The danger of being washed overboard was so great that the men were not allowed on deck, and the reindeer were of necessity left without food. Toward evening, there being a lull in the storm, the deer were fed. Captain Braes, who has been at sea for forty-two years, and his first officer, twenty-four years, testify that in all their experience they never encountered anything worse, The deer proved to be good sea travelers, learning to balance themselves with the rolling of the ship, and to rest by lying down the same as if they had been on their native pasture. The loss of one deer by death out of 539 was a very small thing; that death, however, was not due to the sea voyage, hut to injuries received in fighting. The same might have occurred if they had been running at large on land. Whenever dur¬ ing the journey we encountered a snowstorm, the snow was carefully gathered from the decks by the Lapps in pails and carried to the pens for the use of the reindeer,# and they ate it with avidity. The men were organized into gangs, with overseers, for the feeding and care of the deer upon the trip. On February 27 our eyes were gladdened with the welcome sight of land off New England, and that evening we dropped anchor inside of Sandy Hook. 1792 EDUCATION REPORT, 1897-98. February 28, after the visit of the quarantine officers, the ship slowly steamed up to the cattle yards of the Pennsylvania Railroad in Jersey City, where the deer were immediately unloaded from the ship, and the following day loaded into cars that were waiting for them, and on the afternoon of March 1, in two sections, were started across the continent by way of the Pennsylvania, Wisconsin Central, and Great Northern railways to Seattle. At New York they were placed in charge of Lieutenant Devore, U. S. A. , who accompanied them to Seattle, while I returned to Washington, D. C. On the 10th of March I was detailed by the Commissioner of Education, under instructions from the Secretary of the Interior, to proceed to the Pacific coast and resume charge of the Lapps and the reindeer, which would be turned over to me by the officers of the Army in charge. Leaving Washington on March 11, 1 overtook the reindeer herd at Seattle, Wash. , on the 10th of March, where they were being loaded, under direction of Maj. W. R. Abercrombie, U. S. A., on the bark Seminole. They had been in Seattle nine days, while awaiting transportation to Alaska. To save the moss brought over from Lapland for the sea voyage from Seattle to Alaska the deer were taken to one of the city parks of Seattle and placed on the grass. As the result of the change of diet four died while there and eight others after leaving Seattle. In accordance with a telegram from the Secretary of War to Brigadier-General Merriam of March 16, 1898, 40 of the Lapps, mainly women and children, were left at the Fort Townsend Barracks, to be sent later by sea to Alaska via the Aleu¬ tian Islands and St. Michael. Mr. Regnor Dahl, a Norwegian, acquainted with the Lapp language, was placed in charge of this colony, subject to the authority of Capt. William W. Robinson, jr., U. S. A. Mrs. Dahl was made matron and Dr. F. IT. Gambell physician. The remaining 57 men, in charge of Mr. William A. Kjellmann, superintendent of the Government reindeer stations in Alaska, were sent on the Seminole with the reindeer, to drive the portion of the herd, turned over by the Secretary of War to the Secretary of the Interior, overland from Haines Mission into the Yukon Valley. As sickness in his family would prevent Mr. Kjellmann from accompanying the part3r longer than to see them started from Haines Mission inland, Mr. Hedley E. Redmeyer was appointed superintendent of the overland party. As some of the Lapps were sick with measles, Dr. Hermon F. Titus, a physician of Seattle, was employed to accompany the party as far as Haines, Alaska, at an expense of $300. The Seminole left Seattle at midnight, March 10, in tow of the steam tug Sea Lion , and reached Haines Mission on the afternoon of the 27th. There were no barges at that place, and Captain Brainard, U. S. A., went to Dyea and returned with a barge, upon which the reindeer, sleds, and moss were landed on the beach during the 28th. Brigadier-General Merriam, commanding the Department of the Columbia, had sent instructions to the commanding officer at Dyea for tents and camping outfit, to be in readiness for the Lapp drivers, who were expected to pro¬ ceed from Haines, on the coast, to Circle City, on the Yukon, a distance of over 1,000 miles, the longer portion of the way through an unknown region. Owing to the irregularity and unreliability of the mails in that section, the instructions, which were mailed at Skagway, did not reach the officer at Dyea, 6 miles distant, for nearly a week after they were due. This compelled the holding of the reindeer at Haines Mission for a week, and as there was no moss at that point, they were fed on dried alfalfa (the only forage to be had), which weakened them. On March 29, two days after the arrival of the herd at Haines, an unusually early thaw set in, taking the ice out of the Chilkat River, rendering the trail to the moss fields on the head waters of the Thleheena (a tributary of the Chilkat River) , where it was proposed to pasture the reindeer preparatory to driving them across the country to the Yukon Valley, for the time being impracticable. If transportation had been ready at Seattle as expected, thus saving the nine days’ time lost at that point, and the necessary provisions for the Lapp drivers had been waiting their arrival at Haines, the reindeer herd could have been driven without any great loss either to Dawson or Circle City. But the above delays were disas¬ trous. With unsuitable food, the deer grew weaker and weaker, until on March 31, three days after the arrival, they commenced dying. On March 31 two died; April 1 four, April 2 three, and April 4 three. On the 3d of April the Lapp attendants found some moss above timber line on a mountain on the peninsula 12 miles south of Haines, and on April 15 the whole herd was driven to pasturage, reaching it on the 6th, ten days after their arrival at Haines. Eight died on the road, being five on the 5th and three on the 6th. On the 4th of April, in accordance with instructions from the Secretary of War to the commanding general of the Department of the Columbia, Capt. B. Eldridge, U. S. A., divided the herd, reserving 200 head for the War Department, and turn- THE INTRODUCTION OF REINDEER INTO ALASKA. 1793 ing over 328 head to the Interior Department. The herd, however, was by this time in such a weakened condition that it was not separated, and later on so many died that the 140 head that survived were left in charge of the Interior Department. After driving the herd to temporary pasturage on the mountain the Lapps returned to Haines and proceeded to make up their rations and supplies— which had at length been received — into bundles of the proper size for packing, it being the plan to remove the camp from the beach 50 miles inland to the commence¬ ment of the moss pastures of the interior. On the 8th of April, with a portion of the supplies loaded into native canoes and the balance strapped to the backs of the Lapps, they started up the Chilkat River, reaching Klukwan village at 11 o’clock Saturday night, where they remained in camp over Easter Sunday. On Monday morning, the 11th, they took up their march for the mouth of the Thleheena River, where the supplies were left in a temporary camp. As many of the reindeer had died and more were dying from the effects of the starvation at Haines, it was concluded to be unnecessary to send as many men as was originally intended to Circle City. Accordingly 15 were detailed for the over¬ land trip and left with their supplies at the camp on the Thleheena. The remain¬ der returned with Mr. Kjellmann down the Chilkat River to Haines, arriving at noon on the 12th. They were immediately sent to round-up the herd and start them for the Chilktit Valley to the moss pasturage at the head of Thleheena River. While on pasture 1 deer died on the 7th of April, 6 each on the 8th and 9th, and 5 on the 10th. As the small pasture that had been found soon gave out, the death rate increased to 10 on the 11th. On the 12th the herd was gathered together and an effort made to drive them slowly north up the Chiikat Valley toward the abundant and permanent moss fields at the head of the river. They were so weak, however, that many lagged behind, and the herd became scattered along the 12 miles between the camp and Haines. On the 18th the strongest deer reached camp opposite Haines, and Mr. Kjell¬ mann received instructions from Captain Eldridge and Captain Abercrombie to keep the whole herd there until it should be determined whether any portion of the herd was in condition to accompany the military expeditions. Accord¬ ingly they were detained at that point until the 15th, during which days 11 died on the 12th, 22 on the 13th, 26 on the 14th, 28 on the 15th, and 34 on the 16th. On the night of the 15th the military expeditions sailed from Haines for Prince William Sound without waiting further on the reindeer. Permission being granted, on the 16th of April the Lapps commenced collecting the herd and driving them northward. During the day a second band of deer overtook the first. Uniting the bands, the Lapps with the second band were returned to gather up more of the straggling deer. On the morning of the 18th, while en route, a little moss was found on a steep mountain side. Camp was immediately made and all hands sent to pack the moss down in sacks to the deer. On the 19th Mr. Kjellmann returned to the peninsula south of Haines, where the balance of the herd left on the 15th had remained. Finding that they were still too weak to betmoved, he took a few of the stronger ones and on the 20th he overtook the first party on the Chilkat River. Joining the two parts of the herd into one, he sent back to the peninsula five men to care for the weak animals that had been left there and to try to move them slowly to the top of the mountain. The balance of the men were employed in cutting trees, gathering moss from the trees and rocks and carrying it to the main herd on the Chilkat River. On the 24th, taking an Indian guide and 30 of the men, each pulling a sled loaded with rations, Mr. Kjellmann proceeded up the Thleheena Valley. He found the snow soft and deep and the weather rainy, so that very slow progress was made. On the 27th he reached the moss fields on the north- summit of the Chilkat or Thleheena Pass, about 50 miles from Haines. The moss was in great abundance and of the best quality. The rations were soon unloaded, the sleds reloaded with moss, and a start was made to return to the herd. When about 10 miles from the summit the moss was unloaded and a man sent down the valley to start the herd at once to the moss, the sleds returning to the summit for a second load. The men were now divided into two gangs, one drawing moss for the herd and the other pulling the sleds loaded with the rations for the men that were to make the overland journey. On the 6th of May the 1 85 reindeer reached the north summit and were turned loose in the moss field to recover their strength. Forty-three deer were still left in the Chilkat Peninsula, making 228 alive at that date, out of 526 that were loaded at Haines. ED 98 - 113 1794 EDUCATION REPORT, 1897-98. The death roll from starvation was as follows: Date. Number. Date. Number- Date. Number. Date. Number. Mar. 31 _ 2 Apr. 10 . 5 Aur. 20 . 8 Apr. 30 2 A pi*. 1 4 11. . 10 * 21. . 9 May 1 1 3 12 . 14 99, 11 2 ;» 0 13 . 22 23 . 9 3 _ 1 4 3 14 . 26 24 . 5 4 1 5 5 15 . 28 25 . 3 5 _ 0 6 _ 3 16 . 34 26 . 6.... 0 1 IT 25 27 3 8 . 6 18. . 28 28... 1 Total 296 9 . 6 19 . 10 29, . As the herd would need to remain for some time at that point, and the care of the same was assumed by Mr. Redmeyer, Mr. Kjeilmann, taking 43 of the men, returned to Haines, where he securely stored the sleds, and on the 15th of May embarked for Port Townsend, reaching that point on the evening of the 18th. Telegraphing to Vancouver Barracks for orders, he received instructions from Assistant Adjutant-General Davis to take his party to Fort Townsend, which he did, and left them in charge of Mr. Regnor Bahl. After the departure of the men on the Stli of April for the Chilkat Pass, there being nothing further that 1 could do at that end of the line, I took boat on April 10 at Skagway, Alaska, reaching Seattle on the 15th, and Washington, D. C., on the 23d of April. After the departure of Mr. Kjeilmann from Mountain Camp, May 6, Mr. Red¬ meyer attempted to move the herd, but upon going 8 miles found they were too weak to travel any farther, when he again went into camp, which he named “ Camp Pleasant,” and where he remained until May 22. He then had 164 rein¬ deer, which were all that had survived of the 185 that had reached Mountain Camp May 6; and of these a number were sp weak that they could not digest the food, which was abundant around them. This still further reduced the number, until on September 1 there were 144 left, all of which, except three, had recovered their strength and health and were in good condition. On May 22 Camp Pleasant, 53 miles from Haines, was left for the north. The snow was melting and was very soft, so that they could only travel at night when there was a crust. This necessitated so many delays that Mr. Redmeyer was forced to the conclusion that he would be unable to reach Circle City until late in rlie fall, and that the rations which he had with him would not suffice for the whole party for so long a time. He therefore again divided his men, sending eight of them, in charge of Mr. O. Paulsen, south to Seattle to join the others at Fort Townsend and be sent by steamer around by sea to St. Michael. He retained six with himself. The overland party then consisted of Hedley 2 PU m 43 a © 43 l/l a © a £ o C/5 3 tn o 03 m © 'o & w a © a a 43 in 43 a © a • £ o 'a a m CO d .2 *-4-> £ 4^ C/5 fj CO o CO CO fi 0 S-. Oi to a © ■a CQ a © a & 0 'a a W 54 805 7,223 $14,590, 308 53 457 4,352 15,085,053 26 492 4,472 §9,640,291 IT 1 i«| 1,492 $818,309 7 9 17 18 3 176 145 129 335 20 1,885 1,212 1,390 2,672 64 4,797,360 1,300, 135 558. 700 7,859, 113 75, 000 5 6 15 24 . 3 63 43 115 220 16 882 524 1,119 1,789 38 1,375,641 221,500 1,089,500 2, 398, 412 0 5 255 2,857 7,508,762 2 5 10 19 38] 90 131 579 782 0 203,479 614,830 2 16 3 16 194 27 61 1,377 177 48,000 1,733,529 350, 000 1 2 34 472 812,600 i i 21 36 243 511 629.000 1,500,000 ... — . 2 43 379 1,400,000 1 72 759 807, 481 1 155 1,724 3, 979, 762 3 54 399 2,777,279 ] 16 255 400,000 5 63 882 1,375,641 1 6 31 0 1 2 74 18 348 240 256,075 281, 000 1 8 79 0 1 1 13 6 94 37 0 0 2 1 2 1 3 3 2 1 2 3 2 is 12 14 9 29 23 13 8 14 23 13 248 138 217 21 335 248 117 85 97, 276 226 236, 442 68, 000 258,618 200,000 320,000 101, 200 0 43,500 94,000 0 0 2' o 11 12 249 165 129, 000 92, 500 2 8 25 56 327 566 ■410, 000 565, 000 2 18 8 326 123 203,479 0 1 11 54 40,000 1 5 7 8,000 2 13 12 127 71 94, 000 20, 500 1 12 130 0 1 2 1 3 2 1 1 2 4 6 21 9 203 20 9 4 21 30 6 235 128 1,413 211 53 11 106 377 0 489, 000 207,000 6, 157,000 441, 408 83, 743 60,000 80, 862 232,000 1 2 4 1 1 1 4 4 9 17 12 45 16 10 10 29 37 28 332 88 311 63 27 75 241 395 0 337, 000 1 2 1 13 19 9 165 220 68 100,000 290,000 45, 000 175,000 706, 000 80, 000 1,000 8.000 211,412 805,000 1 1 2 1 1 1 1 2 2 o 6 14 32 16 15 36 12 10 17 15 21 3 66 111 206 162 340 92 25 73 106 193 0 52, 000 78,281 418, 736 200,000 489,060 250, 000 34,000 52, 500 93. 952 65, 0U0 1 3 14 20 140 142 159.830 20, 000 1 3 1 5 14 25 4 14 88 155 22 0 15,000 60,000 0 1 1 6 12 28 110 35,000 73,100 2 15 47 0 1 1 1 4 10 6 5 44 15 0 40,000 35,000 1 5 11 0 1 1 1 11 6 10 34 37 106 150, 000 100, 000 100,000 1 7 5 0 i 1818 EDUCATION REPORT, 1897-98. Table 12. — Number of universities and colleges for men and for both State or Territory. United Brethren. I Protestant Episcopal. Lutheran . Institutions. 1 Professors. Students. Endowment. Institutions. Professors. Students. Endowment. | Institutions, j Professors. Students. A S 0) 1 o •Vi W United States . 8 65 426 $139,000 5 60 503 $1, 645, 467 24 189 1, 864 $917,168 N orth Atlantic Division. 1 16 94 eo.ooo1 3 41 287 1,214,967 4 37 405 467,000 South Atlantic Division. 4 23 305 87,000 1 10 127 160, 000 North Central Division . . 6 41 241 74,666 1 9 89 270,500 16 129 1, 154 363, 168 Western Division _ 1 8 91 5,000 N orth Atlantic Division : Massachusetts . Connecticut . 1 23 134 790, 000 New York 2 18 153 514,967 Pennsylvania . 1 16 94 60,000 4 37 405 467, 000 South Atlantic Division : Maryland . . Virginia . . 1 10 137 40,000 North Carolina _ 2 6 57 15. 000 South Carolina _ 1 111 32,000 South Central Division: Tennessee . . . 1 10 127 160,000 North Central Division: Ohio . . . 1 11 88 73, 000 1 9 89 270,500 3 99 217 200, GOO Indiana _ _ 1 7 105 0 Illinois . . 1 6 23 1,000 2 18 165 94,544 Michigan . . Wisconsin . . - 2 14 210 0 Minnesota . . 3 24 190 36, 042 Iowa .. _ _ _ 1 5 55 0 21 134 8,527 Missouri . . . 1 4 40 0 Nebraska _ _ 1 10 10 0 Kansas . . 1 5 25 0 3 23 133 24, 055 Western Division: Oregon _ _ _ 1 8 91 5,000 INSTITUTIONS FOR HIGHER EDUCATION. 1819 sexes, controlled by the several religious denominations, etc. — Continued. Friends. Universalist. German and United Evangelical. Metiiodist Protestant. ^ | Institutions. | to Professors, o 1 Students. Endowment. Institutions. | Professors. Students. Endowment. Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. 7S2 $1,177,000 4 67 540 $1,994,000 3 19 177 $24,000 8 38 ,J 2o7| $50, 000 1 41 10 070 67 950,000 48,000 2 47 378 1,644,000 i 5 54 24,000 1 ... 1 15| 163 0 :::: 3 1 31 8 385 48 172,000 7,000 2 20 162 350,000 i i 6 8 86 37 0 0 2 23j 94 50,000 _ 1 34 274 1,300,000 i . . 1 13 104 344,000 ! ... . | . 2 41 272 950, 000 i 5 54 24,000 1 15 163 0 r . i 10 67 48,000 I . . 1::;; 1 . p i i 7 14 57 215 40,000 102,000 1 11 91 200,000 1 . ' 1 9 71 150,000 i 6 86 0 1 12 61 50,000 1 i 10 123 30,000 1 . ... . r" 1 11 33 0 i 8 48 7,000 i 8 37 0 r" 1 1820 EDUCATION REPORT, 1897-98. Table 12. — Number of universities and colleges for men and for both sexes, con¬ trolled by the several religious denominations , etc. — Continued. State or Territory. Seventh-Day Adven¬ tist. Reformed. Other. Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. Institutions. Professors. Students. Endowment. United States . . 3 31 223 0 8 98 706 $1,407, 830 4 99 147 §346,427 Noi th Alan tic Division 3 57 424 1, 027, 500 1 4 28 115,000 South Atlantic Division.. 1 9 24 15, 000 North Central Division. .. 2 21 193 0 i 32 258 365, 330 2 11 118 135,000 Western Division . . i 10 25 . 0 1 7 1 96,427 North Atlantic Division: New Jersey _ _ 1 27 150 a 500, 000 Pennsylvania . . 1 30 274 527, 500 61 4 28 115,000 South Atlantic Division: North Carolina _ 1 9 24 15,000 North Central Division: Ohio . . 2 11 114 135,000 cl 3 46 30,000 Illinois . . dl 8 72 105, 000 Michigan . . . . . i 12 163 0 1 13 91 206, 330 Wisconsin 1 8 53 24,000 Nebraska . . i 9 35 0 Western Division: Utah . . . el 7 i 96,427 Washington _ i 10 25 0 a Estimated. 6 Moravian. c Church of God. d Evangelical Association. Latter-Day Saints. INSTITUTIONS FOR HIGHER EDUCATION. 1821 Table 13. — Classification of universities and colleges for men and for both sexes according to the number of undergraduate students. State or Territory. Institutions having- Less than 10 students. 10 to 24. o o 4-> lO O* o o lO 75 to 99. 100 to 149. 150 to 199. Ci xH O 4-> § c o lO 300 to 399. ci O 8 Ci Ci iO O O ZD lO | 600 to 699. 700 to 799. 800 to 899. 900 to 999. 1,000 to 1,199. 1,200 to 1,499. Over 1,500. United States . 17 45 .87 72 71 70 34 30 12 11 4 6 3 2 1 5 2 4 4 North Atlantic Division .. 1 1 3 10 12 9 13 10 5 5 1 2 2 I 2 1 1 2 3 IB 13 7 10 12 6 5 1 3 9 18 11 11 14 6 6 4 1 4 17 41 39 34 30 6 2 ~3 2 3 3 3 2 2 4 191 5 4 5 0 3 T 1 North Atlantic Division: " i ■ — 2 i 1 i 1 l 1 i 1 1 T T i 2 i 1 1 1 i 1 3 2 6 3 4 2 1 1 1 1 2 1 1 Pennsylvania _ i 4 6 4 7 5 2 i 1 l South Atlantic Division: Delaware _ 1 1 Maryland 3 1 3 1 2 District of Columbia.. 1 1 1 1 i Virginia . _ . _ 1 1 0 4 2 West Virginia _ . _ .... 1 i North Carolina . 3 3 3 1 1 3 i 1 South Carolina . . . 1 1 1 1 3 o • Georgia _ _ 1 o 3 ”i" 1 9 i Florida . _ . 3 1 l 1 South Central Division: Kentucky.. . . 1 3 1 l 3 i 3 Tennessee _ 3 5 4 4 5 2 1 Alabama 1 1 1 2 3 i Mississippi . . .... 1 1 1 Louisiana _ 1 1 o i 1 2 i Texas . . . 1 2 5 2 2 1 "i" i i Arkansas _ _ _ 1 1 0 2 1 1 Oklahoma . ~T Indian Territory _ 1 1 North Central Division: Ohio . 3 2 7 o 8 5 1 2 i i i 1 1 Indiana . . . . i .... 1 2 4 1 1 i 1 Illinois _ _ _ 7 8 5 6 i 1 1 1 Michigan . . . 1 3 3 1 "I' T i Wisconsin . ”i" 5 0 l 1 Minnesota . 1 i 1 2 ~~2 l i Iowa . . i 9 4 3 5 "I i i 1 Missouri . . . 3 4 8 4 5 1 1 N orth Dakota . 1 1 1 South Dakota . o 1 "2 Nebraska . . . 5 2 1 Kansas . 1 8 3 2 3 1 1 Western Division: Montana . . . . i 1 1 Wyoming . 1 Colorado . 1 1 1 l Arizona. . . 1 Utah . i 1 Nevada . 1 Idaho _ _ _ _ i Washington . . . i 2 4 1 l Oregon . . . . 6 .... 1 1 California . i 2 1 2 1 1 i i 1 1822 EDUCATION REPORT, 1897-98. Table 14. — Classification of universities and colleges for men and for both sexes according to the amount of endowment funds. Institutions having— ■3 d I \ 1 05 o 05 O 05 8 g State or Territory. -p 3 g o 0) o fc 05 o -p o o 05 05^ os' o -p 8 05 05 O^ si o p 8 o © 05 S €/> o © © ic si I o' o -p g © lO 02 O o of & o -p o o o 05 o 05 | O -p o § © o 05 O © o' O 11 o -P © a Os' 8 o -p o re o Si © § o -p I o' r: $500,000 to $599,999. 1 8 'O O -p o © o'' o -:.r 05 O 05 os' o €*> o 8 p ci o o o o' 05 a o o 8 o o CO § 05 of 05 o o -p o g o o' o O -P o g o' 8 05 © O -P | O g si of 1 o o g o o a o' 05 CO o -p 8 8^ p of €£> | 3 © > o "United States . 1S9 7 16 5 15 39 49 JL 35 A aI — 6 3 3 12 3 4 4 4 24 1 1 2 2 6 8 8 I 4 2 2 3 9 6 3 9 9 3 South Atlantic Division. 28 9j 3 ... 2 4 5 10 1 1 1 1 1 South Central Division . 46 i i 2 5 7 8 4 1 Y 1 2 North Centi’al Division. 71 9 2 8 21 30 21 16 1 6 5 9 2 4 i 1 20 i 3 4 5 6 1 l T _ _ _ _ _ North Atlantic Division: 1 1 1 1 1 New Hampshire . . ... ... 1 i 2 3 1 1 3 1 ... 1 1 l 9 i 2 1 2 1 1 9 2 2 O i 1 l 9 1 l 2 4 6 2 1 1 2 South Atlantic Division: Delaware . . 1 1 l ^ Maryland . 6 i 1 i 1 ... l District of Columbia 9 l 1 1 .. 1 Virginia . . "West Virginia . 1 2 i 3 1 i 1 ...| 1 ... North Carolina . 5 i 1 2 2 2 2 | South Carolina . 1 1 "3 1 I L fi-eore’ia * 6 1 1 .... 1 1 Florida . . . 2 T 1 1 1 ... South Central Division: Kentucky _ 3 l 1 1 4 3 Tennessee . . 10 ‘I 2 1 1 2 2 9 1 i I- i Alabama. . 7 1 T .... Mississippi . 1 i 1 1 Louisiana . 4 1 9 l ::: i Texas . 13 i 1 I 1 Arkansas _ _ _ 5 1 1 1 Oklahoma . . . 1 Indian Territory.... North Central Division: Ohio. . . . 2 .... .. 9 5 7 3 3 l i 9 1 i Indiana . 5 1 1 2 3 i 1 | Illinois . . 10 l 1 3 ’o’ 6 i T 1 1 Michigan . . 3 3 1 3 l Wisconsin _ 3 l 1 1 2 i l Minnesota . . . 9 ”i’ 1 1 i l Iowa _ _ _ 4 2 1 5 5 3 i i Missouri . . 11 1 ~2 1 3 2 3 i i l North Dakota . 2 .... South Dakota . 4 1 1 Nebraska . 6 1 2 1 2 Kansas. . 12 2 2 2 1 Western Division: Montana . „ . 3 Wyoming . 1 I Colorado . . i 1 1 i Arizona . . 1 Utah . . . 1 1 Nevada . 1 Idaho . 1 Washington . 8 1 Oregon . 2 2 2 2 California . 5 2 ~2 1 1 l INSTITUTIONS FOR HIGHER EDUCATION. 1823 Table 15. — Undergraduate students in colleges for men and in coeducational colleges. Colleges for men. Coeducational colleges. State or Territory. Institu¬ tions. Under¬ graduate students. Institu¬ tions. Undergraduate students. Male. Female. 136 22 226 344 32,512 18,708 47 13, 846 84 6, 389 2, 311 30 3,221 43 2, 872 795 20 '1,700 66 4,669 2,297 9,374 33 2,817 165 15,805 2, 777 6 642 36 1,931 North. Atlantic Division: 1 243 3 600 189 2 564 1 58 2 305 99 6 3,353 3 321 380 1 610 149 2 1,858 1 257 58 17 3,409 1,202 3, 161 6 1,781 607 4 14 18 2,515 829 South Atlantic.Di vision: 1 88 1 14 5 689 4 148 105 District of Columbia . . . . .. 3 147 3 325 126 Virginia _ _ 7 933 3 179 58 West Virginia. _ _ _ 3 363 113 North Carolina . _ _ _ _ 5 570 38 10 770 140 South Carolina . . . . . 1- 8 697 62 Georgia 5 733 6 237 139 80 Florida _ _ _ _ 1 25 5 106 South Central Division: Kentucky . . . . . . . . .. 4 345 9 845 320 Tennessee _ _ _ _ _ _ _ 4 363 20 1,358 596 783 Alabama. . . . . . . . . . 2 103 7 172 Mississippi _ _ _ _ _ 2 225 o 190 34 Louisiana . . . . . 4 441 5 228 182 Te^as _ _ _ 4 223 12 986 519 Arkansas _ _ _ _ _ 8 430 262 Oklahoma _ 1 20 7 lud ian Territory _ _ _ 2 16 18 North Central Division: Ohio . . . . 5 329 30 2,995 1,725 Indiana _ _ . _ 5 437 9 1,362 2,465 1,558 1.346 751 Illinois . __ . . . 689 24 1,734 Michigan . . . . . . 1 73 10 876 Wisconsin _ _ 3 254 517 Minnesota _ _ _ 291 7 1,349 1,408 765 Iowa _ _ _ _ _ 2 134 20 915 Missouri . _ _ ... _ _ _ 5 421 21 1,244 723 North Dakota _ _ _ 3 82 44 South Dakota _ _ _ _ 6 139 87 Nebraska . . . . 1 50 11 814 567 Kansas _ _ _ . _ _ _ 2 139 17 1,045 34 670 Western Division: Montana _ _ 3 49 Wyoming . . . . .. 1 33 22 Colorado _ .. _ _ i 28 3 227 205 Arizona . . . . 1 42 16 U tah _ _ _ _ _ 2 50 56 Nevada . . . . . 1 105 58 Idaho _ _ _ 1 53 31 W ashington _ _ 2 123 214 141 Oregon _ _ _ 8 245 183 California _ „ _ _ _ _ - 3 491 1, 774 1,170 | 1824 EDUCATION REPORT, 1897-98. Table 16. — Professors and instructors in universities and colleges for men and for both sexes. State or Territory. Number of in¬ stitutions. Preparatory 1 departments. Collegiate departments. Professional departments. Total number (excluding duplicates). Male. Female. Male. • Female. Male. Female. | Male. Female. United States - - 480 2,094 831 6,750 802 3,783 * 53 11,571 1,577 North Atlantic Division . 81 331 51 2 227 59 1,151 6 3,619 122 South Atlantic Division . 73 217 78 ’782 64 384 0 1,252 133 South Central Division - 86 254 179 666 139 426 2 1,241 298 North Central Division, . . 198 1, 080 439 2,487 452 1,397 42 4,337 863 Western Division . ... 42 212 84 588 88 425 3 1, 122 161 North Atlantic Division: Maine _ _ . - - _ 4 0 0 88 1 21 0 107 1 New Hampshire . . 2 3 0 47 0 14 0 64 0 Vermont-. . . 3 0 0 52 0 26 0 81 0 Massachusetts . 9 33 3 398 g 315 5 743 10 Rhode Island . . . 1 0 0 71 1 0 0 71 1 Connecticut . - . 3 0 0 206 0 94 0 301 0 New York _ _ 23 181 20 687 25 390 1 1,230 58 New Jersey . . . . 4 14 4 129 0 0 0 141 4 Pennsylvania . 32 100 24 551 27 291 0 881 48 Sorith Atlantic Division: Delaware . . O 6 1 19 1 0 0 19 1 Maryland _ _ 11 66 8 173 13 54 0 254 16 District of Columbia . 6 22 1 144 2 233 0 403 10 Virginia . . _ _ 10 12 3 108 0 31 0 128 3 West Virginia . - 3 . 6 1 41 11 4 0 51 12 North Carolina . . .. 15 28 19 124 11 29 0 153 28 South Carolina . 9 20 6 67 2 4 0 84 8 Georgia . . . . . 11 28 17 71 16 29 0 109 26 Florida _ _ - . . 6 29 09 35 8 0 0 51 29 South Central Division : Kentucky. . - . 13 44 35 100 17 . 56 0 190 51 Tennessee ... . 24 77 54 199 46 219 1 452 97 Alabama. . - - 9 19 6 63 5 25 0 102 12 Mississinpi. . . . 4 5 3 32 3 9 0 46 6 Louisiana . . . . . 9 22 Li 85 22 41 0 138 28 Texas .. . 16 59 35 127 21 57 1 220 59 Arkansas . . 8 24 20 47 16 19 0 78 30 Oklahoma . _ _ 1 1 2 7 0 8 2 Indian Territory . . o 3 7 6 9 0 0 7 13 North Central Division: Ohio . . . . . 35 202 69 413 56 229 o 787 139 Indiana . . 14 83 17 203 21 34 1 269 29 Illinois . . . 31 187 76 550 71 389 27 1,035 171 Michigan . 11 49 32 197 48 109 2 299 68 Wisconsin . . . . . 10 48 11 181 23 47 0 225 29 Minnesota . . . . - 9 33 10 170 32 193 0 341 40 Iowa . . . . 22 107 51 200 53 113 2 332 99 Missouri . . 26 122 76 222 47 88 2 402 114 North Dakota . . 3 16 7 21 7 0 0 22 9 South Dakota . 6 26 19 32 13 0 0 46 30 Nebraska . 12 81 &3 123 45 116 1 273 65 Kansas. . . . . ... 19 126 38 175 36 79 5 306 70 Western Division: Montana . 3 13 10 14 7 - 0 0 19 12 Wyoming . . 1 11 3 11 3 0 0 11 3 Colorado . 4 38 6 71 8 113 1 204 21 Arizona . 1 5 3 10 0 0 0 11 3 Utah . . 2 26 5 21 o 0 0 32 5 Nevada . 1 6 3 14 2 0 0 16 3 Idaho. . . 1 4 4 12 4 0 0 15 6 Washington . 9 21 11 73 11 0 0 84 22 Oregon . . 8 32 14 56 20 48 0 125 30 California . 12 56 25 306 31 264 2 605 56 INSTITUTIONS FOR HIGHER EDUCATION. 1825 Table 17. — Students in universities and colleges for men and for both sexes. Prepara¬ tory de¬ partments. Collegiate depart¬ ments. Graduate depart¬ ments. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ State or Territory. Resident. Non¬ resident. ing dupli¬ cates). Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male. Male. Fe¬ male^ United States . 31,647 14,292 54,738 16, 708 3,669 1,057 749 116 26,378 983 118,820 35, 236> North Atlantic Division 5,714 687 20,235 2,311 1,512 194 204 24 8,476 168 36, 427 3,590 South Atlantic Division 2, 756 858 6, 093 795 444 23 39 2 2,697 63 12, 236 2, 285 South Central Division. 5, 844 3, 440 6,369 2,297 107 92 48 4,050 80 16, 443 5,991 North Central Division. 14, 946 7,781 18,622 9,374 1,409 625 430 73 10, 191 571 46, 425 19,238 Western Division . 2,387 1,526 3, 419 1,931 197 123 28 10 964 101 7,289 4, 152- North Atlantic Division: Maine . 0 0 843 189 7 0 0 0 183 5 1,033 194 New Hampshire - 12 0 564 0 0 0 ' 0 0 115 0 691 O Vermont . . 0 0 361 99 1 0 1 0 283 0 646 90 Massachusetts . 477 19 3, 674 380 405 37 34 0 2,246 123 6,969 558 Rhode Island . 0 0 610 149 24 29 37 11 0 0 671 180 Connecticut- . 0 0 2, 115 58 217 37 21 1 428 0 2, 798 165 New York . 3, 486 217 5,190 607 547 56 30 8 2,682 34 11,984 1,023 New Jersey - 203 39 1.202 0 125 0 2 0 30 0 1,562 30 Pennsylvania . 1, 536 412 5, 676 829 186 35 79 4 2, 509 6 10, 073 1,323 South Atlantic Division : Delaware . 19 9 102 5 3 0 0 0 0 0 124 14 Maryland . . . 475 73 837 105 217 0 1 0 241 41 1, 771 210 District of Columbia 385 472 126 153 13 0 0 1,374 18 2,443 280 Virginia . 279 85 1,112 58 35 0 1 0 350 0 1,760 140 West Virginia . 163 21 363 113 5 6 10 1 123 3 664 144 North Carolina . 559 262 1,340 140 13 1 18 0 298 0 2,289 583 South Carolina . 180 51 733 62 3 1 8 0 "so 1 954 D5 Georgia . 442 169 970 80 10 0 1 0 281 0 1,732 445 Florida.. . . . 254 161 164 106 5 2 0 1 0 0 499 311 South Central Division: Kentucky _ _ _ 1,213 709 1,190 320 12 1 2 0 588 0 2, 993 1,070 Tennessee . - 1, 546 959 1,721 783 60 10 26 2 1,971 24 5,326 1,813 Alabama . 46S 292 699 172 4 0 0 0 159 0 1,359 464 Mississippi . 155 85 415 34 4 0 20 4 72 0 646 123 Louisiana . . 320 126 669 182 9 68 0 0 454 6 1, 535 382 Texas . . 1,428 787 1,209 519 17 11 0 1 630 47 3,231 1, 346- Arkansas . 475 290 430 262 1 2 0 0 170 0 1,072 564 Oklahoma . . . . 186 145 20 7 0 0 0 0 6 3 212 155 Indian Territory _ 53 47 16 18 0 0 0 0 0 0 69 65 North Central Division: Ohio . . 2,748 1, 271 3,324 1,725 129 67 226 13 1,232 70 7,785 3,454 Indiana . . 1.068 358 1,799 751 86 28 5 5 319 12 3,190 1,154 Illinois . . . 2,705 1,352 3, 154 1,734 657 323 83 15 3,593 201 10,300 3,487" Michigan. . . 798 399 1,631 876 53 25 10 10 1,496 112 3,968 1.420 Wisconsin . . 641 97 1,600 517 88 30 24 5 259 6 2, 649 655 Minnesota. . 436 175 1,640 765 138 49 5 5 961 32 3, 335 1 222 Iowa. . 1,678 1,017 1,540 915 38 27 44 17 916 82 4,267 2, 160- Missouri . 2, 059 1,047 1, 665 723 87 6 11 0 637 7 4, 714 1, 790 North Dakota _ 236 245 82 44 1 0 3 0 0 0 322 280 South Dakota . 271 274 139 87 3 2 2 0 0 0 493 454 Nebraska . 850 650 864 567 93 53 8 3 423 22 2,241 3,161 1,349’ Kansas . . 1,456 896 1,184 670 36 15 9 0 355 27 1,780 Western Division: Montana, . 78 92 34 49 0 0 0 0 0 0 112 141 Wyoming . 50 56 33 22 4 2 2 0 0 0 88 80* Colorado . 382 252 255 205 14 8 19 5 256 21 926 491 Arizona . 58 41 42 16 0 0 0 0 0 0 100 57- Utah . 252 169 50 56 9 1 0 0 0 0 449 450 Nevada . 58 34 105 58 3 1 0 0 0 0 166 161 Idaho . . 92 69 53 31 3 0 0 0 0 0 148 100> Washington. . 402 214 337 141 6 1 1 0 0 0 746 356' Oregon . 384 338 245 183 1 O 0 0 150 12 780 537 California . 631 261 2,265 1,170 164 108 6 5 558 68 3,774 1, 773 ED 98 - 115 1826 EDUCATION REPORT, 1897-98. Table 18. — Students pursuing various courses of study in universities and colleges for men and for both sexes. State or Territory. . Undergraduate students. Students reported as pursuing courses leading to— Students in ped¬ agogy. Students in com¬ mercial courses. Students in military drill. A.B. degree. Ph. B. degree. B. L. degree. B. S. degree. B. C. E. degree. B. M. E. degree. | B.E.E. degree. | B. Agr. degree. 1 [ Other first degrees.] Male. Female. Male. Female. United States - 71,446 33 245 5, re, 4,378 12,144 1,196 1,148 i 288 810 3,361 4,267 [ 4, 621 1,069 13, 136 N. Atlantic Division. . . 32,546 12,401 1. 731 350 3,853 786 836 314 95 128 575 387 396 23 3,227 S. Atlantic Division... 6, 888 4,351 281 224 646 65 22 11 4 15 424 554 i 404 71 1, 136 S. Central Division _ 8,666 3. 608 318 489 1,736 44 73 14 8 121 ! 336 403 ! 781 134 1,900 N. Central Division _ 27, 996 10. 664 3,202 2,464 4,725 280 187 386 US 444 1,482 1,745 2, 821 789 5,493 Western Division _ 5, 850 2,221 232 851 1,184 21 30 22 3 102 544 1,178 ! 219 52 1.380 1ST. Atlantic Division: Maine . . . . 1,032 698 26 4 63 59 121 275 New Hampshire .. 564 292 106 158 Vermont ! . 460 76 111 65 17 25 1 156 Massachusetts . 4,054 30 529 12 28 ‘ii 62 167 759 ’335 291 28 23 23 27 170 2, 173 1,499 560 1 70 220 New York . . 5, 797 2,885 381 75 954 316 524 146 84 93 358 239 233 1,330 1, 202 330 74 6 2 10 194 Pennsylvania . 6,505 2,498 367 164 1,631 232 151 109 32 132 121 153 23 715 S. Atlantic Division: Delaware _ 107 60 3 10 5 11 78 Maryland . . . 942 810 6 66 2 30 30 2 201 Dist. of Columbia. . 598 185 8 8 16 30 o 160 Virginia . . 1, 170 998 21 32 16 12 128 36 12 West Virginia _ 476 172 13 24 27 27 17 4 17 21 37 113 North Carolina _ 1,480 981 160 4 152 117 148 128 20 138 South Carolina _ 795 561 2 50 121 3 49 42 4 Georgia . . 1, 050 473 95 44 203 12 90 265 31 0 237 Florida 270 111 3 75 42 13 25 108 30 209 S. Central Division: Kentucky . 1, 510 349 25 141 273 20 68 ... 5 6 79 89 118 14 561 Tennessee _ _ 2, 504 1,211 58: 82 468 8 23 115 130 106 13 251 Alabama . 871 321 49 274 35 18 11 123 30 226 Mississippi 449 241 54 7 128 ... 25 15 20 40 Louisiana _ 851 471 174 ::: 57 6 27 60 34 186 Texas _ _ 1,728 791 59 259 342 13 ■ 66 88 335 35 289 Arkansas . . 692 200 73 40 8 5 14 3 27 43 15 3 347 Oklahoma 14 13 Indian Territory.. 34 24 4 3 N. Central Division: Ohio . 5,049 2,042 841 604 569 55 58 91! 49 304 255 259 344 129 667 Indiana; _ 2, 550 1. 5491 100 107 263 18 25 20 i 170 108 91 17 448 Illinois _ 4,888 1,518 538 1,018 1 46 157 159 576 138 745 Michigan 2,507 708 472 312 442 8 77 92 49 20 125 Wisconsin . 2,117 620 162 493 265 7f» 65 62 8 5 54 25 147 35 563 Minnesota . . 2,405 442 142 348 445 19 29 60 14 54 50 113 123 6 650 Iowa ... 2, 455 677 685 5 593 17 ! 273 361 287 87 799 Missouri . . 2,388 1,004 98 244 403 40 12 271 101 14 131 124 440 95 582 North Dakota _ 126 90 3 14 19 61 48 20 114 South Dakota . 226 93 "'ll 24 50! e> 10 33 70 95 38 144 N ebraska . . . 1,431 741 43 31 429 1 21 48 1 6 3 88 164 62 17 509 Kansas . 1,854 1,180 110 60 234 34 72 175 209 559 187 147 Western Division: 1 Montana, 83 43 11 q 18 J 1 1 21 W y oming _ 55 47 12 „ 1 5 3 26 0 0 Onlora.rl n 460 157 108 9 57 13 22 44 17 40 Arizona . . . 58 58 2 2 11 9 90 Utah 106 3S 68 165 273 Nevada 163 70 93 5 43 16 11 162 Idaho 84 9 23 19 5 12 3 148 W ashington . . . 478 165 57 33 88 3 16 19 81 20 201 Oregon . 428 124 30 44 129 53 44 126 17 3 California . 3,435 1, 568 3 765 658 282 649 93 8 681 INSTITUTIONS FOR HIGHER EDUCATION. 1827 Table 19. — Preparation of freshmen of universities and colleges for men and for both sexes. 0 g Freshmen prepared by — State or Territory. 'A fan c-S q_, o a m . fH © Preparatory departments of colleges. Private preparatory schools. Public high schools. Private study. United States. 417 7,077 7,096,325 1,854,966 19,098,502 $11,004,532 $126,211,099 $119,632,651 N. Atlantic Division _ 177 4,041 3,215,855 972, 618 4,131,527 5,472,755 54,209,825 63,230,216 S. Atlantic Division. 39 824 797, 215 200, 925 967,040 598, 377 13,552, 126 9,265, 485 S. Central Division .. 81 722 516, 211 128, 024 626, 575 713, 540 10, 404, 700 7,654, 724 N. Central Division. 158 1,179 2,226,133 435, 930 2,815,296 3,359,122 38,867,653 31,434,468 Western Di vision ... 12 311 340,911 117,469 558,064 860, 738 9, 176, 795 8,047,758 ,N. Atlantic Division: Maine . . . 8 218 129, 682 27,000 162,550 143,625 1,091,566 1,661,512 New Hampshire 0 200 80,000 22,000 80, 000 102,000 650,000 1,500,000 Vermont . . 0 188 88,268 11,400 112,500 105, 000 725,000 755, 000 Massachusetts . . 51 862 719, 959 525, 310 686,000 1, 313, 450 8,142,425 15,421,277 Rhode Island - 1 100 100, 000 20,000 220,000 340,000 1.177,967 807, 481 Connecticut _ 14 434 323,000 6,000 270,000 400, 755 6,743,030 5, 919, 771 New York. . New Jersey . 55 12 1,522 105 849, 342 186, 762 182, 283 1,000 1, 802, 397 176,200 1,413,727 570,000 20,891,155 2,525,000 24,199,969 3, 500, 000 Pennsylvania . . . 36 412 638,842 177,625 621,880 1,084, 198 12, 263, 682 9,465,206 S. Atlantic Division : Delaware . 0 0 10, 500 8, 700 21,500 23,000 101, 500 83,000 Maryland . 24 259 185,310 66,230 239, 840 182,377 2, 017,626 3,407,500 Dist. Columbia. . 3 169 138, 700 53, 500 120,000 96,500 4,377,500 1,279,075 Virginia _ 9 107 160, 425 14, 800 173, 700 95,200 2, 159, 000 1, 779, 000 West Virginia. . . 9 0 18,600 3,200 18, 500 51,000 520, 000 114, 750 N orth Carolina. . 0 198 110, 100 30, 150 204,000 33,550 1,523,500 770, 942 South Carolina. . 0 77 71, 300 7,000 93,000 22, 300 845, 000 550, 800 Georgia ... - 1 8 83, 410 10, 545 72, 500 75,450 1, 569, 000 855, 618 Florida - 0 6 18,870 6,800 24,000 19,000 439,000 424, 800 S. Central Division: Kentucky . 2 136 82, 187 23,180 88,000 68, 940 1,265,500 1,372,495 Tennessee- .. _ 18 333 169,997 56. 770 242, 100 276,025 3,414, 700 2,406,200 Alabama . 0 38 61,250 2, 875 78, 525 70,350 865,000 365, 000 Mississippi . 4 10 30, 000 5,500 34,000 38,800 440,000 692, 500 Louisiana . 0 194 71,700 10, 500 69,500 126,250 1,845,000 1,947,313 Texas . 7 3 74,569 14, 900 88, 750 93,075 1,959,500 720, 716 Arkansas . 0 8 22, 708 13, 699 23,100 33,500 495, 000 150,500 Oklahoma 0 0 2,200 600 3,000 1,600 6,000 600 60,000 Indian Territory 0 0 1,600 60,000 0 N. Central Division: Ohio . . 13 346 434, 641 109, 650 589, 248 442, 800 8,072,956 7,843,200 Indiana _ 1 0 200, 905 10.700 293,300 185,750 3, 710,000 2,041,283 Illinois . 81 295 601,049 57, 965 533, 720 565, 580 8,073,235 10,499,217 Michigan . . 3 51 226, 66 L 70, 613 290, 662 612,212 2,333,704 1,609,983 Wisconsin . 18 58 131, 142 35, 710 151,500 382, 500 2,596,000 1, 482, 479 Minnesota. . 9 12 92,000 3,300 119,241 132,900 2, 747, 560 1,662,091 Iowa. . 8 177 130, 506 15, 650 145, 600 287,850 2. 173, 798 1,556,769 Missouri. . 7 174 195, 495 75, 182 378, 425 319,105 4, 884, 000 3, 771, 839 North Dakota.. . 0 0 10,500 6,000 25,500 12, 850 230,000 34,000 South Dakota . . . 0 40 17, 857 5,100 21,700 6. 750 390. 500 82, 500 Nebraska . 25 19 77,520 9,060 135,800 225, 650 1,844,400 453. 952 Kansas . . 0 7 107, 857 37,000 130,600 185, 175 1,811,500 397,155 Western Division: Montana _ 1 1 6,700 4,100 4,000 9, 700 8,000 8,800 60,000 225,000 111,540 Wyoming . 0 0 5, 750 0 Colorado . 0 55 55, 257 27, 750 77,000 69,100 1,406,400 616,910 Arizona . 0 0 3, 400 19,000 3,500 42,000 40, 000 20, 500 85,000 325,000 0 Utah . . . 0 100 10,600 196, 427 Nevada . 0 3 6, 457 4,430 10,649 17,030 156, 184 95,000 Idaho . 0 0 6,100 9,500 5,000 a5,ooo 130,000 7,472 Washington _ 0 8 27, 146 14,841 45, 600 23,958 644,000 150,000 Oregon . 0 27 27,413 13,112 59, 415 23,650 832,000 342,000 California . . 11 117 183,688 29,136 297,200 562, 700 5,281.671 6,639,949 INSTITUTIONS FOR HIGHER EDUCATION, 1833 Table 24. — Income of universities and colleges for men and for both sexes. State or Territory. Tuition fees. From pro- d active funds. State or municipal appropri¬ ations. United States Govern¬ ment appro¬ pria¬ tions. From other sources. Total in¬ come. Benefac¬ tions. United States _ $7,139,952 $5, 653, 683 $3, 288, 907 $954, 001 $2, 176,828 $19,213,371 $7,532,239 N or th Atlantic Division . 3,259,410 2,802,886 642,959 173, 743 1,047,198 7,926,196 3,859,243 South Atlantic Division. 628. 003 391. 174 219, 390 246, 961 206, 276 1,691,804 728,213 South Central Division. . 628, 631 492, 583 193,376 130, 530 154,032 1,599,152 320,372 North Central Division. 2, 368,093 1,580, 198 1,535,565 212, 767 672, 514 6,367,137 2,309,916 Western Division . 257,815 386, 842 697, 617 190,000 96,808 1,629,082 314, 495 North Atlantic Division: Maine . . ... 67, 030 71 , 978 20, 000 38,000 16,188 213, 196 114,500 N ew Hampshire . 37,000 65, 000 5,000 0 0 107,000 156,200 Vermont _ 15,992 34, 619 11,383 23,000 19,495 104.489 34,640 Massachusetts. . . 824.365 695, 747 0 0 192.204 1,712,316 1, 559, 355 Rhode Island . 101,721 28, 661 0 0 1,370 131, 752 13,800 Connecticut . 521,293. 293, 263 0 0 32, 864 847,420 127,500 New York . . 813,046 1,082,580 236,361 38, 743 576,114 2, 744, 844 489,499 1,190,861 New Jersey. . 158,499 171,000 0 38,000 122,000 4,000 Pennsylvania . 720,464 360,038 370,215 38,000 88,963 1,575,680 658,387 South Atlantic Division: Delaware .. _ _ 300 4,980 0 38,000 1,589 44,869 200 Maryland - 199,045 80,395 41, 100 38,000 34, 759 393,299 72, 958 District of Columbia. 161,835 64, 949 0 111,128 54, 698 392, 610 43,073 Virginia _ _ 102, 808 93,405 62, 500 0 15, 058 273, 769 155,381 West Virginia _ 7,836 6,408 36, 550 33, 000 7,042 90, 836 North Carolina . 80,693 45,218 25, 000 0 26,293 177, 204 151,573 South Carolina . 25, 000 27, 572 27,000 0 20,300 99, 872 31,514 Georgia . . . 36, 636 47, 970 22. 740 15,333 26,246 148,925 59, 749 Florida - 13,850 20, 277 4,500 11,500 20,293 70,420 213, 765 South Central Division : Kentucky . 78,689 96,537 31, 676 34,665 12,956 254,523 36, 881 Tennessee . . . 178, 286 129, 019 23,200 38,000 87. 118 455, 623 180,461 Alabama _ _ _ 81, 632 29, 200 350 0 3,933 115, 115 300 Mississippi . 14, 200 42,043 5,000 0 6.000 67. 243 7,000 Louisiana . . . 55, 914 100,556 14,000 26, 138 18.366 214, 974 7,800 Texas . 178,587 76, 022 72,500 0 17,074 344, 183 83, 500 Arkansas . . 30,451 11,206 34,050 31, 727 4, 557 112,591 4,430 Oklahoma _ 0 8. 000 12, 000 o 1,100 21,100 13, 800 Indian Territory .... 10,872 0 0 0 2,928 North Central Division: Ohio . 329, 671 375,500 311,924 23,000 81, 732 1, 121, 827 508,314 Indiana . . 270, 506 115, 977 80, 000 0 24, 590 491,073 171,550 Illinois . . 672, 940 486, 706 210, 000 38,000 205, 539 1,613, 185 553,204 Michigan . 252, 993 97, 042 213,000 0 86, 026 649, 061 252, 851 Wisconsin .... _ 51.140 80, 887 255, 000 38,000 72,876 497, 903 80, 129 Minnesota . . 133; 049 82, 942 88, 905 39,000 56, 618 400, 514 36,421 Iowa . 201,526 98, 671 72, 979 0 18,219 391,395 153,356 Missouri . 250,339 191,390 35, 017 36, 767 67! 457 580,970 360,207 North Dakota . 3,099 4,059 30,000 0 7,142 44,300 14,203 South Dakota . . 21,575 3,300 23,950 0 13, 390 62, 215 22,800 Nebraska . 58.564 17, 497 126, 250 38,000 4, 750 245,061 33, 007 Kansas . . 120, 691 26, 227 88,540 0 34, 175 269, 633 123, 874 Western Division: Montana . . 10,500 11,000 19,000 0 1,000 41, 500 2,000 Wyoming . . 610 0 8,076 38,000 557 47, 243 0 Colorado . 37,040 32,548 126,000 0 40,479 236, 067 67,075 Arizona . . 0 0 10, 700 38,000 0 48, 700 0 Utah . . . 8,180 7,193 60,000 0 7,575 82, 948 300 Nevada . . 0 3,800 412 12, 450 6,000 38,000 628 54, 878 Idaho . . 518 33, 000 750 45, 680 500 Washington _ 40, 208 8,000 40,250 0 23,230 111,688 32, 250 Oregon . . . 23, 580 20, 992 30,000 0 4, 160 78, 732 11,600 California. . 137,179 302,897 385, 141 38,000 18, 429 881, 646 200, 770 1834 EDUCATION REPORT, 1897-98. T 4BLE 25. — Professors and students in colleges for women, Division A. State. 1 | Institutions. Professors and inst ructors. Students. Prepara¬ tory de¬ partments. Collegiate depart¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Preparatory. Collegiate. Graduate. Total number (ex¬ cluding dupli¬ cates). Male. Female. Male. Female. Male. Female. United States . 13 9 29 235 291 235 308 190 4,191 225 4,606 North Atlantic Division . 9 0 0 212 236 212 236 0 3, 657 222 3,879 South Atlantic Division . 2 0 0 21 31 21 31 0 470 2 472 North Central Division . 1 0 5 0 12 0 17 70 42 1 113 Western Division . 1 2 24 2 12 2 24 120 22 0 142 North Atlantic Division: Massachusetts . . . 4 0 0 127 150 127 150 0 2,367 100 2,467 New York . 4 0 0 61 69 61 69 0 1,015 75 i;o9o Pennsylvania. . 4 0 0 24 17 24 17 0 275 47 322 South Atlantic Division: Maryland . . 1 0 0 11 16 11 16 0 237 2 239 Virginia . . . . . 1 0 0 10 15 10 15 0 233 0 233 North Central Division: Illinois . .. . . 1 0 5 0 12 0 17 70 42 1 113 Western Division: California . 1 2 24 3 12 o 24 120 22 0 142 Table 26. — Students pursuing various courses of study in colleges for women, Division A . State. Number of un¬ der gradu¬ ate stu¬ dents. Students pursuing courses leading to — - Stu¬ dents in peda¬ gogy- A. B. degree. B. L. degree. B. S. degree. United States _ _ _ _ 4,191 2,697 739 10 111 North Atlantic Division . . . 3, 657 470 42 22 2,415 233 41 8 725 70 91 20 South Atlantic Division _ _ _ North Central Division _ _ _ _ Western Division . - . 14 North Atlantic Division : Massachusetts . . . 2,367 1,015 275 237 233 42 22 1,366 785 264 233 724 1 55 15 91 New York _ Pennsylvania . South Atlantic Division: Marvland . . . Virginia 20 North Central Division: Illinois . . . . . . 41 8 Western Division: California _ _ _ _ _ _ .. 14 INSTITUTIONS FOR HIGHER EDUCATION. 1835 Table 27. — Preparation of freshmen of colleges for women, Division A. State. Institutions re¬ porting. Freshmen in¬ cluded. Freshmen prepared by — Preparatory departments of colleges. Private pre¬ paratory schools. Public high schools. Private study. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . . 10 850 75 8.82 334 39.29 409 48.12 32 3.77 North Atlantic Division. ... 7~ 729 15 2.08 312 42.80 374 51.30 28 3.84 South Atlantic Division - 1 88 47 53. 41 22 25.00 18 20.45 1 1 14 N orth Central Division - 1 11 4 36.36 0 0 7 63. 64 0 0 Western Division . . 1 22 9 40.91 0 0 10 45.45 3 13. 64 North Atlantic Division: Massachusetts . o 256 4 1.56 96 37. 50 150 58.60 6 2. 34 New York - 4 385 11 2. 86 156 40.52 206 53.51 12 3.11 Pennsylvania . 1 88 0 0 60 68.18 18 20.45 10 11.37 South Atlantic Division: Maryland . . 1 88 47 53. 41 22 25.00 18 20.45 1 1.14 North Central Division: Illinois . . . 1 11 4 36. 33 0 0 7 63. 64 0 0 Western Division: California . 1 22 9 40.91 0 0 10 45. 45 3 13. 64 Table 28. — Degrees conferred by colleges for ivomen, Division A. State. A. B. B. S. B. L. A.M. Mus. B. Ph.D. U nited States _ _ _ _ _ 558 13 102 42 o 5 North Atlantic Division . . . 514 39 5 13 99 41 1 2 5 South Atlantic Division . . . . . North Central Division . . . Western Division . . . 3 North Atlantic Division: Massachusetts _ _ _ _ 335 131 48 35 4 5 10 3 98 1 23 13 5 1 2 New York.. . . . 2 3 Pennsylvania . . . . South Atlantic Division: Maryland . . . . . . . . Virginia . . . . . North Central Division: Illinois... . Western Division: California . 3 1836 EDUCATION REPORT, 1897-98. Table 29. — Property of colleges for ivoriien, Division A. Fel- Scho- Libraries. Value of scientific appara tus. Value of Produc¬ State. low- ships. lar- ships. Volumes. Pamph¬ lets. Value. grounds and buildings tive funds. United States . 17 254 177,129 14,238 3286,025 $329,294 $6,390,398 $4,122,473 North Atlantic Division . 15 204 156,379 11, 918 249, 825 278, 794 5, 178. 398 3,561,593 South Atlantic Division.. 1 £3 8,600 1,600 11,200 47, 500 812,000 439,000 hi orth Central Division . . 1 2 6,150 220 15, 000 1,000 150, 000 46,880 Western Division . . 0 15 6,000 500 10, 000 2,000 250,000 75,000 North Atlantic Division: Massachusetts . 0 135 85,919 2,868 123,300 134,000 2, 407,533 1,329,389 New York.. . . . 1 35 42,500 2, 050 76, 525 94, 794 1,970, 865 1,232,204 Pennsylvania . 14 34 27,960 7,000 50,000 50,000 800,000 1,000,000 South Atlantic Division: Maryland . 1 21 7,400 1,600 10,000 45,000 680,000 337,000 Virginia. . North Central Division: 0 12 1,200 1,200 2,500 132,000 102,000 Illinois. _ .'.... . 1 o 6, 150 220 15, 000 1,000 150,000 46, 880 Western Division _ _ California . 0 15 6,000 500 10,000 2,000 250,000 75,000 Table 30. — Income of colleges for women , Division A. State. Tuition fees. From produc¬ tive funds. From other sources. Total income. Bene¬ factions. United States . . $736, 122 $220, 448 $287, 780 $1,244,350 $480,481 North Atlantic Division . . 599, 736 190,593 277, 039 1,067,368 460,081 South Atlantic Division . 59,587 24, 684 10,000 94,271 10,250 North Central Division. . 22, 499 2,066 741 25,306 10,150 Western Division . . . 54, 300 3,105 0 57,405 North Atlantic Division: Massachusetts . 467,036 74, 855 38, 253 580,144 248,582 New York . 105, 700 65, 738 238, 786 410, 224 211,499 Pennsylvania . . 27, 000 50,000 0 77,000 South Atlantic Division: Maryland . 24,587 19, 2S4 10,000 53,871 10,000 Virginia . 35, 000 5,400 0 40,400 250 North Central Division: Illinois . . . . 22,499 2,066 741 25, 306 10, 150 Western Division: California _ _ _ _ 54,300 3,105 0 57,405 INSTITUTIONS FOR HIGHER EDUCATION. 1837 Table 31. — Professors and students in colleges for women, Division B. Professors and instructors. Students. State. Num¬ ber of institu¬ tions. Male. Fe¬ male. Ele¬ men¬ tary. Sec¬ ond¬ ary. Colle¬ giate. Gradu¬ ate. Total num¬ ber (ex¬ clud¬ ing dupli¬ cates) . Grad¬ uated in 1898. United States . - . - 135 407 1,526 2,089 4, 814 10, 365 205 18,417 1,483 North Atlantic Division.. 12 64 185 84 1,132 880 22 2,216 217 South Atlantic Division .. 40 170 488 647 1.212 4, 319 77 6,478 502 South Central Division . . . 51 105 518 1,089 1,390 3, 720 80 6,841 455 North Central Division... 25 67 305 204 1,043 1,404 24 2, 796 306 Western Division . . 1 1 30 5 37 42 2 86 3 North Atlantic Division: Maine . . . 2 10 6 7 287 27 5 326 11 Massachusetts _ 1 11 20 0 14 139 1 154 26 New York . . I 5 48 35 511 153 9 708 53 New Jersey . . . 1 8 8 16 50 9 0 68 7 Pennsylvania. . . 7 30 103 26 270 559 7 960 120 South Atlantic Division: Maryland . 4 18 42 37 144 320 4 505 51 Virginia . . 12 47 120 108 282 996 7 1,481 96 West Virginia . 1 1 1 3 30 10 2 0 42 0 North Carolina . . 9 29 98 114 322 764 11 1,224 80 South Carolina . 9 38 81 110 194 980 17 1,423 88 Georgia . . 11 37 144 248 260 1,257 38 1, 803 187 South Central Division: Kentucky . . . 11 24 108 271 214 789 11 1,315 82 Tennessee . 12 28 152 273 382 937 22 1,732 133 Alabama . . . 9 14 87 118 141 655 15 1,057 120 Mississippi. . 13 28 121 266 457 911 19 1,969 88 Louisiana . . . 2 4 17 . 55 46 85 0 186- 1 Texas . . . . 3 6 23 86 70 283 13 452 30 Arkansas . . 1 1 10 20 50 60 0 130 1 North Central Division: Ohio . . . 6 9 96 28 220 317 10 575 61 Illinois . . 3 7 34 42 147 222 9 420 36 Wisconsin . . 1 0 17 0 144 26 0 170 2 Minnesota . . 1 0 7 0 22 10 0 47 4 Missouri . . . 12 46 133 149 399 769 5 1,368 182 Kansas.. . . . 2 5 18 45 111 60 0 216 21 Western Division: California . 1 1 1 30 5 37 42 3 86 3 1838 EDUCATION REPORT, 1897-98. Table 32. — Students in various courses of study in colleges for women, Division B. State. Stu¬ dents report¬ ed in collegi¬ ate de¬ part¬ ments. Students pursuing courses leading to— Students i: u — A. B. de¬ gree. M.E.L. or B. L. de¬ gree. B. S. de¬ gree. Other first de¬ grees. Peda¬ gogy- Music. Art. United States . 10, 365 3,529 1,384 907 105 532 8,329 1,808 North Atlantic Division . 880 306 65 76 14 65 763 198 South A tlantic Division _ 4,319 1,881 250 348 33 121 3,121 799 South Central Division . . 3, 720 1,081 855 401 19 306 2,948 531 North Central Division . 1,404 269 194 73 39 20 1,400 247 Western Division . 42 12 20 9 20 97 33 North Atlantic Division: Maine . 27 13 14 25 92 56 Massachusetts _ _ _ 139 95 14 New York . 153 New Jersey _ _ o 9 40 20 8 Pennsylvania _ _ _ 559 291 65 76 556 120 South Atlantic Division: Maryland _ _ 320 51 57 81 16 249 59 Virginia „ . . . 996 310 17 477 146 W est V irginia . . . 2 40 5 N or th Carolina - - 764 376 34 35 23 31 684 148 South Carolina . . . 980 642 43 60 10 57 644 139 Georgia . 1,257 452 99 172 15 1,027 302 South Central Division: Kentucky . . _ - - 789 137 165 86 1 6 643 108 Tennessee . . . . 937 204 21 2 71 13 117 540 75 Alabama - . . 655 356 165 21 5 15 460 135 Mississippi . . 911 284 246 123 163 824 125 Louisiana _ _ _ 85 15 18 20 68 22 Texas . . . . . 283 85 49 80 5 313 53 Arkansas 60 100 13 North Central Division: Ohio . 317 107 31 13 174 22 Illinois . - . . . 222 51 15 148 39 Wisconsin 26 18 40 12 Minnesota 10 7 2 1 14 1 Missouri . 709 72 140 59 39 5 899 137 Kansas . . 60 30 125 38 Western Division: California 42 12 20 9 20 97 33 INSTITUTIONS FOR HIGHER EDUCATION. 1839 Table 33. — Degrees conferred by colleges for ivomen, Division B. State. A. B. M. E. L. or B. L. m A. M. CO 0 B. Paint. L. A. cri •4 M. L. Honorary A. M. United States _ 460 337 127 31 155 23 4 1 1 34 20 11 i 11 4 l 212 80 53 6 48 10 i 144 158 44 17 45 5 1 70 79 16 51 8 3 North Atlantic Division: Maine _ 6 4 i New Jersey .. _ 4 3 Penn syl vania 28 16 11 1 8 South Atlantic Division: Maryland 3 7 8 6 Virginia _ _ 17 25 10 12 1 North Carolina - 54 1 5 10 South Carolina _ 64 11 3 5 Georgia 74 36 27 1 13 10 South Central Division: Kentucky _ 37 11 19 4 Tennessee- _ 35 57 4 7 10 Alabama _ _ _ 34 40 3 10 11 2 I Mississippi _ _ 20 35 11 8 1 Louisiana . . . 1 Texas.. . 8 15 7 12 2 North Central Division: Ohio . 15 10 5 Illinois _ _ _ 12 Wisconsin 2 Minnesota _ _ 1 2 i Missouri . . . 30 67 10 7 51 8 Kansas . . . . 10 Western Division: Calif ornia . _ . 3 1 1840 EDUCATION REPORT, 1897-98. Table 34. — Property of colleges for ivovien, Division B. State. Libraries. Value of Value of grounds and build¬ ings. Produc¬ tive funds. Volumes. Value. scientific appara¬ tus. United States . . 251,215 $292, 442 $144,414 $8,494,071 $743, 700 North Atlantic Division . 55, 363 74,082 29,564 1, 226, 647 182, 000 South Atlantic Division . 73, 709 86, 015 41, 750 3,076,500 142,500 South Central Division . 63,213 63,445 22,350 2,028,500 66. 100 North Central Division . 52, 930 58, 900 35,750 1,924,424 353, 100 Western Division . . . 6,000 10,000 15,000 238,000 0 North Atlantic Division: Maine . . 10, 892 13,200 1,800 220, 000 142,000 Massachusetts . 2,264 2,500 2, 500 140, 000 0 New York .. . . . . 7,407 12,282 12, 664 220, 647 40, 000 New Jersey . . 3,000 5,000 100 26,000 0 Pennsylvania . 31,800 41,100 12,500 620, 000 0 South Atlantic Division: Maryland . 12,500 17,500 9,550 590, 000 26,500 Virginia . . . 9,995 9, 125 5, 575 770, 000 0 West Virginia . . . 350 350 6,500 North Carolina . . 16, 400 20, 800 3,100 591,000 16,000 South Carolina . 10, 600 10, 750 6,050 404, 000 0 Georgia . 23, 864 27,490 17,475 715,000 100, 000 South Central Division: Kentucky. . 12, 300 12,800 5,800 447, 000 100 Tennessee . 24, 878 24, 450 6, 450 825, 500 35,000 Alabama . 9,700 9,900 3, 725 321,000 0 Mississippi . . 11,300 10,425 4,100 410.000 0 Louisiana... . 1,600 1,350 1,200 75,000 31,000 Texas . . 2,435 3,920 1,000 120, 000 0 Arkansas . . 1,000 600 75 30,000 0 North Central Division: Ohio . 23,009 25, 700 21,500 664, 424 75,500 Illinois . . . 5,700 6,000 5, 500 210, 000 11,000 Wisconsin . 4,121 4, 100 2, 000 40, 000 150,000 Minnesota . 2,000 3,000 200 25, 000 25,000 Missouri . . 13,800 15,800 6,400 715,000 84,600 Kansas . 4,300 4,300 150 270,000 7,000 Western Division: California . 6,000 10,000 15,000 238,000 0 INSTITUTIONS FOR HIGHER EDUCATION. 1841 Table 35. — Income of colleges for women, Division B. State. From produc¬ tive funds. Tuition fees, State or munici¬ pal ap¬ propri¬ ations. From other sources. Total income. Benefac¬ tions. United States . . $39, 540 $1,429,986 $21,490 $589,895 $2,080,911 $100,675 North Atlantic Division . . 9,179 283, 655 100 159, 983 452,917 26.600 South Atlantic Division. . 7, 535 433, 867 900 183, 159 625. 461 20, 500 South Central Division . 5,106 360, 075 20,490 139,690 525,361 4,700 North Central Division . 17,720 328,389 0 81, 063 427,172 45,875 Western Division . 0 24,000 .0 26,000 50,000 3,000 North Atlantic Division: Maine . 7,150 10, 375 0 800 18,325 5,600 Massachusetts . 0 15, 000 0 60,000 75, 000 0 New York . 2,029 74,986 100 1,883 78,998 0 New Jersey . . . . 0 12,000 171,294 0 0 12,000 268,594 Pennsylvania . . . 0 0 97,300 21,000 South Atlantic Division: Marvland . - 1, 175 38,000 0 9,000 48,175 3,000 Virginia . 0 103, 792 0 32, 894 136, 686 5.000 West Virginia . . 0 4,500 0 0 4,500 115, 100 North Carolina . 860 93, 775 0 20, 465 1.500 South Carolina . o 67, 290 0 56,000 123,200 0 Georgia . . 5,500 126,600 900 64,800 197,800 14,000 South Central Division: Kentucky . 6 82,000 0 5,400 87, 406 0 Tennessee.. . 2, 100 104,200 0 49,000 155,300 0 Alabama . . 0 56,500 0 27,000 83, 500 2,000 Mississippi . 0 78, 147 20,490 18, 790 117,427 200- Louisiana . 3,000 10,450 0 1,500 14,950 2,000 Tesas . . . 0 22, 778 0 30,000 52. 778 0 Arkansas . 0 6,000 0 8,000 14, 000 500 North Central Division: Ohio . . . . 5,000 100, 210 0 35, 313 140,523 9,000 Illinois . . 550 63, 000 0 2,000 65, 550 4,200 Wisconsin . 6,000 23,500 0 0 34,500 18,500 Minnesota . 1,470 4,500 0 0 5,970 6,000 Missouri . 4,400 110, 179 0 43,000 157, 579 175 Kansas . 300 22, 000 0 750 23, 050 8,000 Western Division: California . . . . 0 24,000 o 26,000 50,000 3,000 I ED 98 - 116 1842 Table 36. — Professors and students in schools of technology. State or Terri¬ tory- Professors and instructors. Students. Institutions. Pre¬ para¬ tory de¬ part¬ ments. Collegi¬ ate de¬ part¬ ments. Total number (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ part¬ ments. Collegiate depart¬ ments. Graduate depart¬ ments. Total num¬ ber (ex¬ cluding dupli¬ cates). Resi¬ dent. Non- resi¬ dent. a5 pq Female. Male. | Female. Male. Female. Male. Female. Male. Female. © Female. Male. | Female. 1 Female. J United States. 43 81 15 1 ° 68 1,068 103 1,999 532 8,321 1,221 290 68 31 6 10,848 2,597 N. Atlantic Div. . . 11 19 0 ooo 666 11 343 12 201 2 2,443 169 89 5 1 0 2,788 284 S. Atlantic Div... 8 13 1 192 1 199 1 376 31 1,543 12 68 0 1 0 1,988 43 S. Central Div _ 5 11 1 90 0 100 1 403 41 867 49 29 0 2 0 1,301 90 N. Central Div . . . ii 28 6 272 36 300 65 453 176 2,679 638 86 51 24 5 3,337 1,490 Western Div _ 8 10 7 116 20 126 24 566 282 789 353 18 12 3 1 1,434 690 IT. Atlantic Div. : 1 ITew Hampshire 1 8 o 1 P 0 17 0 7 0 65 14 2 0 0 0 96 14 Massachusetts . . 3 0 0 180 1 180 1 0 0 1,412 69 82 3 1 0 1 1,518 72 Rhode Island . . . 1 0 0 18 7 18 7 0 0 98 48 5 Q 0 0 ! 101 50 Connecticut _ 1 0 0 12 3 12 3 0 0 84 24 0 0 0 0 84 24 New York . 3 0 0 76 0 76 1 4 2 : 395 0 0 0 0 0 408 110 New Jersey _ o 11 0 29 0 40 0 190 0 391 14 0 0 0 0 581 14 S. Atlantic Div. : Maryland.. . 1 0 0 70 o 70 0 0 0 259 0 3 0 0 0 262 0 Virginia . _ 2 0 0 45 o 45 0 0 o | 515 0 39 0 1 o 555 0 North Carolina. 2 6 1 31 1 31 1 36 31 277 12 16 0 0 0 329 43 South Carolina. 9 5 0 33 0 38 0 240 0 325 0 10 0 0 0 575 0 Georgia... . . 1 9 0 I 13 0 15 0 100 0 167 0 0 0 0 0 267 0 S. Central Div.: Alabama _ 1 1 o 33 o 33 0 29 o 269 20 23 0 0 0 321 j 20 Mississippi . 2 9 0 26 0 35 0 315 2 214 9 2 0 2 0 533 ; 11 Texas . . 1 0 1 o 22 0 22 0 0 o 334 0 3 0 0 0 337 0 Oklahoma _ 1 1 1 9 0 10 1 59 39 £0 20 1 0 0 0 110 59 N. Central Div.: Ohio . . . 1 o 0 20 0 20 0 0 o 224 0 16 0 o 0 1 240 0 Indiana . . . . 2 o 0 78 6 78 6 0 0 717 76 2‘> 21 18 0 757 97 Illinois . . 1 14 9 28 3 42 28 176 82 143 1 0 0 0 0 349 703 Michigan . . 9 0 0 54 5 54 5 0 0 441 80 2 3 0 0 508 83 Iowa . . . 1 49 10 , 49 10 45 26 460 100 5 0 0 o 510 126 North Dakota . . 1 3 2 10 2 13 4 134 41 32 20 3 0 0 0 169 61 South Dakota . . 9 5 0 15 4 20 4 36 12 236 118 8 5 3 3 283 138 Kansas. . . . 1 6 2 18 6 24 8 62 15 426 243 30 22 3 f> 521 282 Western Div..: Montana . 1 1 9 12 4 13 6 98 85 13 5 0 0 0 0 111 90 Colorado. . . 9 0 1 31 2 34 3 28 17 329 60 8 0 3 1 425 100 New Mexico _ 2 2 3 15 3 16 3 112 37 57 28 1 0 0 0 170 65 Utah . 1 3 0 17 4 20 4 209 70 103 61 1 3 0 0 313 134 Washington _ 1 4 1 20 1 22 2 119 73 110 55 1 1 0 0 231 149 Oregon . 1 0 0 21 6 21 6 0 ° | 177 144 7 8 0 0 184 152 INSTITUTIONS FOR HIGHER EDUCATION. 1843 Table 37. — Students pursuing various courses of study in schools of technology. State or Territory. Undergraduate stu¬ dents. Students pursuing courses leading to — Students in- 1 j B. S. degree. B. C. E. degree. B. M. E. degree. B. E. E. degree. B. Agr. degree, j E. M. degree. B. L. degree. Other first de¬ grees. Peda¬ gogy. Com¬ mercial courses. Military drill. Male. 1 Female. Male. | Female. United States . . 9,542 5,900 213 462 254 226 297 70 347 4 9 124 55 5,954 2, 612 1,403 134 230 108 9 895 lj 555 32 48 87 39 1,511 916 892 4 5 1,015 3,317 45 75 161 57 122 70 151 26 18 1,521 Western Division - 1.142 361 2 109 6 61 175 148 0 4 98 37 1,012 North Atlantic Division : 79 73 82 M R,SSaoh T] Rfifvhs 1,481 1,215 9 406 Rhode Island 144 87 90 Connecticut 108 108 84 'V’o'P'k' 395 28 134 233 Nfiw -TAT*RAy 405 230 South Atlantic Division: ]yr a^y land 259 259 Yirginia. 515 238 39 496 North Carolina 289 230 306 South Carolina .... 325 200 450 Georgia . . . 167 32 48 87 South Central Division: Alabama 289 289 294 Mississippi 223 199 285 Texas 334 334 334 Oklahoma . _ _ _ _ 70 70 4 5 102 North Central Division: Ohio 224 224 Indiana . - . 793 662 130 270 Illinois . . 144 27 78 9 Michigan . . 521 399 122 32l Iowa - . 560 240 45 48 83 57 70 12 195 North Dakota _ 52 52 135 South Dakota 354 330 26 18 200 Kansas . . 669 669 400 Western Division: Montana _ _ 18 8 3 9 4 0 4 17 11 85 Colorado . 389 213 2 4 170 57 22 240 New Mexico . . 85 30 5 24 4 Utah . 164 110 300 Washington _ _ 165 210 Oregon . __ 321 106 61 144 177 1844 Table 38. — Preparation of freshmen of schools of technology. State or Territory. Institutions report¬ ing. Freshmen included. Freshmen prepared by— Preparatory departments of colleges. Private preparatory schools. Public high schools. Private study. Number. Per cent. Number. ■g ® V u CD Ps Number. Per cent. Number. Per cent. United States . - 16 1,282 159 12. 40 92 7 17 929 72. 47 102 7.96 North Atlantic Division . 5 164 o 1.22 16 9.76 146 89.02 0 0 South Atlantic Division... . 1 48 36 75.00 12 25.00 0 0 0 0 North Central Division . 6 898 70 7. 79 48 5.35 713 79.40 67 7.46 Western Division . 4 172 51 29.65 16 9.30 70 40 70 35 20.35 North Atlantic Division- New Hampshire . 1 18 0 0 0 0 18 100.00 0 0 Massachusetts . . 1 80 0 0 15 18.75 65 81.25 0 0 Connecticut. . . 1 23 0 0 0 0 23 100. 00 0 0 New York . . 1 18 2 11.11 1 5. 56 15 83 33 0 0 New Jersey . . 1 25 0 0 0 0 25 100. 00 0 0 South Atlantic Division: Georgia . . 1 48 36 75 00 12 25 00 0 0 0 0 North Central Division: Indiana . . 1 167 5 2 99 13 7.79 133 79 64 16 9.58 Michigan . . 2 250 33 13.20 12 4.80 170 63.00 35 14 00 Iowa . . . . 1 153 20 13 07 23 15.03 94 61.44 16 10. 46 N or th Dakota . . . 1 12 12 100. 00 0 0 0 0 0 0 Kansas . . . . 1 316 0 0 0 0 316 100. 00 0 0 Western Division: Montana . . . 1 11 7 63.64 2 18. 18 2 18. 18 0 0 Colorado . . i? 147 36 24. 49 14 9.52 62 42.18 35 23. 81 New Mexico . 1 14 8 57.14 0 0 6 42. 86 0 0 INSTITUTIONS FOR HIGHER EDUCATION. 1845 Table 89. — Degrees conferred on men by schools of technology. State or Territory. 02 Ed S Ed O ai S E. M. B. C. E. Ed Ed m j B. Agr. B. M. E. Ed Ed B. Min. E. 1 723 73 28 44 36 7 17 i 28 12 7 1 289 56 82 248 48 63 26 1 1 15 3 9 17 14 6 5 4 6 _ 16 20 6 1 9 1 !4 7 7 1 North Atlantic Division: — _ 13 270 5 1 15 l . ! . Connecticut . 1 14 New York - _ 1 26 New J ersey _ _ 62 South Atlantic Division: Virginia 19 12 25 1 1 N^rth Carolina. 1 South Carolina Georgia 6 5 South Central Division: Alabama 38 16 23 5 28 93 15 33 32 1 11 35 4 1 9 Mississ1' ppi Texas _ - . - Arkansas North Central Division: Ohio _ Indiana 6 5 7 Illinois Michigan 16 Iowa 6 9 1 14 7 1 North Dakota South Dakota 3 9 Kansas | Western Division: Montana 1 * 3 | 9 Colorado j - 20 1 2 New Mexico . . . _. Utah Washington _ _ Oregon . . . - 17 ! 1 Table 40. — Degrees conferred on women by schools of technology . State or Territory. B. S. B. C. E. B. Agr. M. S. B. L. B. H. S. United States . 87 1 1 6 13 12 North Atlantic Division _ _ 14 1 South Central Division . . 7 North Central Division _ 59 6 13 Western Division _ _ _ _ 1 12 North Atlantic Division: New Hainpshire . . 4 Massachusetts . . . 5 Rhode Island . . . . 5 Connecticut . . . . 1 South Central Division: Alabama _ _ _ 5 Oklahoma . . . o North Central Division: Indiana . . . . . . 6 4 Michigan . . . . ... 5 Iowa _ _ _ 7 13 South Dakota . 8 . Kansas . . . . 33 2 1 Western Division: Colorado . . . . 1 1 | New Mexico. . . . 2 . Utah . . . . . . . 2 . . . Washington . . . . 2 Oregon . . . 12 1846 EDUCATION REPORT, 1897-98. Table 41. — Property, of schools of technology. State or Territory- m 3 m & jD '© Scholarships. | ] Vol¬ umes. Libraries. Pam¬ phlets. Value. Value of scientific appara¬ tus. Value of grounds and build¬ ings. Produc¬ tive funds. United States . 2 567 374, 836 122,142 $596,419 $2,632,656 $12,785,609 $9, 078, 143 North Atlantic Division.. 2 208 139,449 38, 593 232, 901 970, 173 4, 793, 882 2, 838, 340 South Atlantic Division.. 0 322 62, 488 9,983 80,500 300,000 1, 796, 450 644, 751 South Central Division. .. 0 13 29,057 27,405 40,020 211,550 751, 813 659, 650 1ST orth Central Division. . _ 0 24 109, 171 35, 654 187, 984 944, 433 4,545,435 4,749,513 Western Division. . . 0 0 34, 671 10,507 55,014 206, 500 898,029 185,889 North Atlantic Division: New Hampshire - 0 54 5,600 3,700 6,600 42,000 1S3-, 881 116,000 Massachusetts . 2 135 63,515 17, 148 128, 600 298, 750 1, 682, 775 1,620,575 Rhode Island . 0 0 6,750 7,500 11,625 79, 566 170, 950 50,000 Connecticut.. . 0 0 5,000 1,600 5,500 5,389 100,000 135,000 New York . . 0 0 48,584 8,645 61, 776 489, 468 2,249,276 441, 765 New Jersey . _ o 19 10,000 18, 800 55, 000 407, 000 475, 000 South Atlantic Division: Maryland _ _ 0 0 38,000 38,000 100, 000 795, 896 0 Virginia _ _ _ 0 254 12, 500 5,583 27,000 77, 000 420,000 365,312 North Carolina . 0 0 1,988 2,000 2, 500 18,000 125,554 125,000 South Carolina . . 0 68 10, 000 2,400 13,000 55,000 305,000 154,439 Georgia _ _ _ _ 0 0 ' “ 50,000 150,000 0 South Central Division: Alabama . . . . 0 13 9,850 8,415 14,000 69,300 136,418 253,500 Mississippi - - - 0 0 10,007 12,490 12,520 97,250 244,010 197,150 Texas . . 0 0 5,000 3,500 6,000 25,000 346, 385 209,000 Oklahoma... _ ... 0 0 4,200 3,000 7, 500 20,000 25,000 0 North Central Division: 1 Ohio . . . . o 20 2,000 5,000 75,000 500, 000 2, 000, 000 Indiana . 0 0 16,598 3,354 32, 000 365,000 1 605, 000 940,000 T1 linois 15,000 300 15 000 2, 000, 000 Michigan . . . 0 4 34,600 5,700 71, 965 225, 775 486,210 625,000 Iowa . . . . 0 0 11,000 2,000 11,000 22,000 425,000 681,034 North Dakota _ 0 0 4,075 600 5.000 18,000 120,000 0 South Dakota. . 0 0 6,400 9, 700 10; 800 40,000 110,000 0 Kansas . . . 0 0 19,040 14,000 33,219 60,658 254,225 503, 479 Western Division: Montana . . . 0 0 3,300 2,000 6,000 10,000 120,000 0 Colorado . . - . 0 0 13,725 1, 621 22, 039 67, 500 332,229 48,583 New Mexico . 0 0 3,516 1,300 7,975 21,000 106; 000 0 Utah _ _ _ 0 0 5,100 3, 750 8,000 50,000 171,800 0 Washington . . . 0 0 3, 330 1,836 5,000 50, 000 115, 000 0 Oregon . 0 0 5,700 6,000 8,000 53,000 137, 308 INSTITUTIONS FOR HIGHER EDUCATION. 1847 Table 42. — Income of schools of technology . State or Territory. Tuition fees. From produc¬ tive funds. State or munici¬ pal ap- propria- , tions. United States Govern¬ ment ap¬ propria¬ tions. From other sources. Total income. Bene¬ fac¬ tions. United States _ $433, 658 $500,692 $724,041 1 $1,509,899 $257,320 $3,424,610 $90,886 North Atlantic Division . . - 304,080 179,103 115, 150 631, 573 13,480 1,243,336 84,486 South Atlantic Division . . . 47,136 38, 625 166, 000 283, 552 110 535, 413 0 South Central Division - 660 47, 290 121, 117 138, 774 19, 790 327, 631 100 North Central Division _ 77, 733 219,592 192, 375 228, 000 210, 734 928, 433 5,550 Western Division . . 3, 11C 16,082 129, 399 228,000 13, 206 389, 797 750 North Atlantic Division: New Hampshire _ 0 6, 800 5,000 38,000 0 49,800 10,000 Massachusetts _ 341,545 117, 150 53,000 38, 000 2, 753 452, 448 70, 231 0 2,943 32, 150 38, 000 6,000 79,092 59, 750 Connecticut ... . 0 6,750 15, 000 38,000 0 0 New York . . 28,398 25,511 0 479, 573 1,341 534, 823 755 New Jersey - 34,087 19,950 10,000 0 3,386 67,423 3,500 South Atlantic Division: Maryland. . . 0 0 0 203, 719 0 203, 719 0 Virginia _ _ „ _ 21,593 4, 083 18,450 3,080 21, 859 7,500. 45,000 20,000 76,000 25, 000 30,333 23,000 26, 500 0 0 118, 785 54, 693 130,216 28,000 N orth Carol! na _ 110 South Carolina _ 9, 266 0 Georgia _ _ 0 0 0 South Central Division: Alabama . 480 20,280 9,988 27, 524 3,902 62, 174 0 Mississippi . 180 12, 730 55, 129 38, 000 14, 721 120, 760 0 Texas . . . 0 14, 280 55,500 35,250 0 105,030 0 Oklahoma . . . 0 o- 500 38,000 1,167 39,667 100 North Central Division: Ohio _ 18,000 25,087 45,000 50, 000 0 0 0 63, 000 215, 006 Indiana _ _ _ _ 65, 375 38,000 36,544 5,500 Illinois _ 30,000 1,280 0 0 0 0 70, 000 24,258 2,287 2,500 1, 968 100, 000 161,381 125, 249 56, 500 69,433 82,693 Michigan .... 46, 843 51, 000 37,232 16,000 26, 100 5,000 38,000 38,000 38,000 38,000 38,000 Iowa _ _ _ _ 47, 730 0 North Dakota _ 0 South Dakota _ . 3,365 0 0 Kansas . 27,700 11,993 50 W estern Division: Montana . . . 2,010 0 12,000 79,827 38,000 38.000 0 52,010 122, 892 Colorado. . 0 3,504 1,561 750 New Mexico.. . 1,100 0 8,727 38, COO 425 48,252 0 Utah .. 0 0 12,250 38,000 38,000 38. 000 6,333 3, 728 1,161 56, 583 Washington . 0 0 11,595 53,321 56,739 Oregon . . . 0 12,578 5,000 1848 EDUCATION REPORT, 1897-98. Table 43. — Statistics of universities and 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 Location. Name. Religious denomina¬ tion con¬ trolling. 1 Year of open¬ ing. I 4 Profess instri Prepar¬ atory depart¬ ment. sors and ictors. Collegi¬ ate de¬ part¬ ment. ,ci 5 © Female. ci Is S 7 o a 8 1 2 3 ALABAMA. N one . 1890 1 1 4 2 Bapt _ 1841 3 0 9 1 o M. E. So:... 1859 1 o o N one . . 1885 0 3 2 o N one . 1890 0 1 4 1 R. C . 1892 4 0 10 o Bapt . 1878 2 1 2 o Spring Hill R. C . 1830 8 o 10 o None . 1831 0 o 15 0 ARIZONA. N one . . 1891 5 3 10 0 ARKANSAS. ! M. E . 1890 0 1 3 2 _ do .. . . . Bapt . 1886 3 2 5 1 Batesville Arkansas College . Presb 1872 4 1 5 o Clarksville . Arkansas Cumberland College _ Cumb. Pres 1891 4 3 4 3 Conway Hendrix College . M. E. So . . . . 1884 3 0 6 0 Fayetteville _ Arkansas Industrial University .. N one . 1872 8 9 18 5 Little Rock . Philander Smith College . . . M.E . 1877 2 3 3 1 Mountain Home. . . Mountain Home Baptist College* . Bapt . 1893 0 1 4 CALIFORNIA. Berkeley . University of California . None . 1869 0 0 143 5 Claremont Pomona College Cong _ 1... 1888 6 3 8 2 College Park _ University of the Pacific. . M.E. . . 1851 4 2 6 2 Los Angeles . Occidental College . Presb . 1887 6 4 5 2 do . St. Vincent’s College R. C. . 1865 5 0 11 0 Oakland California College Bapt 1870 3 3 1 3 3 Pasadena _ _ Throop Polytechnic Institute.. .. None. . 1891 10 5 5 0 San Francisco . St. Ignatius College . R. C-. . 1855 4 0 19 0 Santa Clara . Santa Clara College . . R. C _ 1851 4 0 19 0 Santa Rosa . . Pacific Methodist College . M. E. So.... 1861 1 1 4 4 Stanford Univer¬ Leland Stanf ord Junior University None . 1891 0 0 75 10 sity. University University of Southern California. M.E . 1880 13 7 8 3 COLORADO. Boulder TTniversity of Colorado _ None . 1877 11 3 31 o Colorado Springs. . Colorado College . . None. . 1874 16 1 19 3 Denver . College of the Sacred Heart . R. C _ 1876 5 0 10 0 University Park.. University of Denver . M.E . . 1864 6 11 3 CONNECTICUT. Hartford . . .. Trinity College . P. E.... 1824 0 0 23 0 Middletown Wesleyan University . M.E. . | 1831 0 0 28 0 New Haven . Yale University . Cong _ _ 1701 0 0 155 0 DELAWARE. Dover _ _ State College for Colored Students. None _ 1892 6 1 6 1 Newark . . Delaware College . . . . None., 1834 0 0 13 0 DIST. OF COLUMBIA. Washington . Catholic University of America.. . R. C . 1889 0 0 16. 0 . do . Columbian University Bant 1821 o 0 74 0 . do . . Gallaudet College None 1864 5 1 9 1 _ do . . Georgetown University R. C. . 1791 11 0 29 0 . do . . Gonzaga, College R C 1821 3 0 10 0 . do . Howard University . None . 1867 1 3 0 6 1 1 1 * Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1849 colleges for men and for both sexes. Professors and in¬ structors. Profes¬ sional de- oartments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. j Profes¬ sional de partments. Total num¬ ber (ex- . eluding du¬ plicates). Resident. Nonresi¬ dent. Male. Female. Male. Female. 6 Female. Male. Female. Male. | Female. 1 £ 3 1 Female. Male. Female. Male. Female. 9 to 11 12 13 14 15 16 17 IS 19 20 21 22 23 2 1 0 0 5 3 168 98 48 37 0 0 0 _ 0 0 0 216 135 0 0 12 0 31 0 112 i 0 0 0 0 0 0 143 1 0 0 8 0 30 0 145 4 0 0 0 0 0 0 175 4 0 0 2 3 50 60 40 45 0 0 0 0 0 0 90 105 0 0 4 2 35 30 81 67 0 0 0 0 0 0 116 97 4 0 16 0 20 0 71 0 0 0 0 0 21 0 112 0 0 0 5 4 95 104 1 3 0 0 0 0 0 0 96 107 0 0 18 0 39 0 32 0 0 0 0 0 0 0 108 0 21 0 32 0 0 0 169 15 4 0 0 0 138 0 303 15 0 0 11 3 58 41 42 16 0 0 0 0 0 0 100 57 0 0 3 3 31 r- 35 55 0 0 0 0 0 0 66 72 8 3 0 o o o 24 0 170 150 0 6 5 1 17 28 48 15 0 0 0 0 0 0 65 43 0 0 4 3 37 43 7 1 0 0 0 0 0 0 44 44 0 0 9 0 80 10 61 9 0 0 0 0 0 0 141 19 19 0 41 11 175 83 154 63 1 2 0 0 128 0 458 148 5 4 35 24 16 9 0 o o o 18 0 69 26 0 0 3 5 25 20 34 42 | 0 0 0 0 0 0 59 62 239 0 382 5 0 0 869 1 630 95 70 6 5 470 39 1,531 860 0 0 10 5 59 41 65 41 0 0 0 0 0 0 124 82 0 0 10 4 62 66 44 18 0 0 0 0 0 0 105 82 0 0 6 4 29 19 3 2 0 0 0 0 0 0 32 21 0 0 16 0 80 0 80 0 0 0 .0 0 0 0 160 0 0 0 3 3 27 24 8 7 0 0 0 1 0 0 0 35 31 0 0 11 9 74 23 8 3 0 1 0 0 0 0 142 74 0 0 23 0 125 0 230 0 0 0 0 0 0 0 355 0 0 0 23 0 33 0 181 0 0 0 o 0 0 0 214 0 0 0 4 4 9 12 26 18 0 0 0 0 0 0 35 30 0 0 75 10 0 0 697 421 69 37 o 0 0 0 766 458 25 2 42 12 133 76 54 30 0 0 0 0 83 29 275 135 45 1 80 6 120 153 125 111 13 8 8 0 67 5 333 277 0 0 29 6 73 50 70 61 1 0 0 0 0 0 144 111 0 0 15 0 110 0 28 0 0 0 0 0 0 0 138 0 68 0 80 9 79 49 32 33 0 0 11 5 189 16 311 103 0 0 23 0 0 0. 134 0 2 0 0 0 0 0 136 0 0 0 28 0 0 0 257 58 10 9 0 0 0 0 267 60 94 0 250 0 0 0 1,724 0 205 35 21 1 428 0 2,395 105 0 0 6 1 19 9 14 5 0 0 0 0 0 0 33 14 0 0 13 0 0 0 88 0 3 o 0 0 0 0 91 0 14 0 30 0 0 0 0 0 52 0 0 0 99 0 151 0 94 0 161 0 0 0 255 93 57 11 0 0 605 0 917 104 0 0 9 1 16 15 34 23 3 2 0 0 0 0 53. 40 80 0 124 0 147 0 123 0 41 0 0 0 402 0 684 0 0 0 13 0 136 0 24 0 0 0 0 0 0 -0 160 0 45 0 66 9 86 1 12 36 10 1 0 0 0 l 0 268 18 478 i 136 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 1850 EDUCATION REPORT, 1897-98. Table 43. — Statistics of universities and colleges 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 Location. Name. Religious denomina¬ tion con¬ trolling. Year of open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and Lctors. Collegi¬ ate de¬ part¬ ment. Male. Female. Male. Female. 1 2 3 4 5 6 7 8 FLORIDA. Bapt . . . 1887 10 n 8 1 Lake City... . None. . . 1884 2 o 11 2 Leesburg . . Florida Conference College * . M. E. So..~ 1886 3 2 4 1 R. C _ 1890 2 0 3 o None . . . 1857 4 2 4 2 River. " None ... 1886 8 11 5 i) GEORGIA. Athens . ! None . 1801 0 0 19 0 Bapt _ 1897 4 0 4 o . do.. . ! None _ 1869 7 3 4 3 . do . A. M. E .... 1885 4 1 5 1 Bowdon College _ 7 . None.. . 1857 2 3 2 3 Dahlonega . . North Georgia Agricultural Col- None . 1873 1 1 5 1 lege. Bapt . . . 1837 1 0 10 o Oxford . . Emory College . . . M. E. So.... 1837 3 0 H 0 South Atlanta .. Clark University . . . M. E. . 1868 5 2 6 2 Wrightsville . Nannie Lou Warthen College . M. E. So.... 1888 1 5 1 2 Young Harris _ Young Harris College . . . M. E. So.... 1885 0 9 4 4 IDAHO. Moscow . . University of Idaho . . . None . . 1892 4 4 12 4 ILLINOIS. A hi ngdon _ _ . Heddmg College * . M. E . 1853 5 7 7 1 Bloomington _ Illinois Wesleyan University _ M. E _ 1850 1 2 21 1 Bour bonnais _ St. Viateur’s College . . R. C . 1868 6 0 30 o Carlinville _ Blackburn University _ Presb . . 1859 5 3 5 3 Carthage _ _ Carthage College . . Luth . 1872 2 3 o Champaign . . University of Illinois . . . None _ 1868 6 1 83 9 Chicago _ _ St, Ignatius College _ _ R. C _ 1869 22 0 10 o _ do . University of Chicago . . Bapt . 1892 10 2 167 15 Effingham Austin College _ _ _ _ None _ 1891 5 1 6 o Elmhurst . Evangelical Proseminary . Ger. Ev _ 1871 2 0 6 o Eureka _ _ Eureka College _ Christian . . 1855 8 8 1 Evanston Northwestern University . M. E . 1855 12 5 45 2 Ewing Ewing College. . Bapt . . 1867 4 2 4 6 Fulton _ _ Northern Illinois College _ _ None. . . | 1865 6 4 6 4 Galesburg ' . __ Knox College . . . . None _ 1837 6 4 14 5 _ _ do . Lombard University . . Univ . 1852 4 1 8 1 Hoopeston Greer College . . . None . 1891 6 3 4 4 Jackson viile _ Illinois College . . . None _ 1829 8 0 11 0 Lake Forest . Lake Forest University . . Presb . 1876 10 15 17 0 Lebanon . McKendree College . . . . 1 M. E . 1828 8 1 8 0 Lincoln . . . ... Lincoln University . . Cumb.Pres 1866 1 1 5 1 Monmouth . Monmouth College _ _ _ U. Presb... 1856 9 5 9 5 Naperville _ Northwestern College _ Ev. Assn... 1861 1 1 Peru . . . St Bede College.. _ _ _ _ R. C-. . 1891 2 0 7 0 Quincy . Chaddoclr College . _ _ _ M. E . 1876 1 4 2 4 _ do St Francis Solanus College . R. C . 1860 3 0 12 0 Rock Island _ _ Augustana College . . Luth . 1860 11 1 11 0 Tentopolis St. Joseph’s Diocesan College .. R. C.__ . 1862 3 0 7 0 Upper Alton . Shurtleff College . _ _ . . Bapt . 1827 3 4 11 0 Westfield . Westfield College . U B . 1865 5 1 5 1 Wheaton . Wheaton College . . . Cong . 1860 6 3 7 INDIANA. Bloomington _ Indiana Uni versify. _ _ _ None. . . 1820 0 0 57 0 1 Crawfordsville _ Wabash College _ _ _ None _ 1832 5 0 15 0 * Statistics of 1898-97. INSTITUTIONS FOR HIGHER EDUCATION. 1851 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Resident. Nonresi¬ dent. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Female. Male. Female. Male. 0> Is a 0) 9 1© 11 12 13 14 15 16 17 18 19 2© 21 22 23 24 ' 0 0 14 11 78 61 12 9 1 0 0 0 0 0 115 1 76 46 0 0 13 2 46 7 56 21 4 1 0 0 0 0 150 53 4 1 0 0 7 3 50 40 12 7 0 0 0 O 0 0 62 47 4? 0 0 5 0 10 0 25 0 0 0 0 0 0 0 35 0 if 0 0 4 2 19 21 49 59 0 0 0 0 0 0 68 80 5C 0 O' 8 11 51 32 10 10 0 1 0 1 0 0 69 55 51 21 0 40 0 0 0 247 0 8 0 0 0: 215 0 470 0 5S 4 0 28 0 7 0 1 0 0 0 17 0 56 0 5c 0 0 8 7 73 2 19 12 0 0 0 0 0 0 102 153 54 2 0 7 1 24 42 10 0 0 0 0 0 29 0 63 42 51 0 0 2 3 30 30 28 14 0 0 0 0 0 0 58 44 5( 0 0 6 2 40 20 96 14 0 0 0 0 0 0 136 34 51 4 0 15 0 38 0 210 0 1 0 0 0 12 - 0 260 0 5f 2 0 16 0 61 0 259 0 0 0 0 0 8 0 325 0 5( 0 0 6 2 31 10 11 3 0 0 1 0 0 0 48 57 6( 0 0 1 5 35 32 20 11 0 0 0 0 0 0 55 43 61 0 0 4 6 82 33 63 28 0 0 0 0 0 0 161 72 GS 0 0 15 6 92 69 53 31 3 0 : 0 0 0 0 148 100 Qc 0 0 12 8 110 85 32 13 0 0 0 0 0 0 142 98 & 9 0 31 3 83 68 62 32 0 0 58 1 203 101 6 1 4 0 40 0 50 0 134 0 0 0 0 0 16 0 200 0 66 0 0 5 4 35 22 12 13 0 0 0 0 0 0 47 35 61 0 0 9 3 38 71 33 18 0 0 0 0 0 0 71 89 66 84 2 171 12 145 54 538 158 30 1 36 11 566 21 1,337 245 0 0 28 0 244 0 143 0 0 0 0 0 0 0 477 0 76 16 0 193 17 126 70 588 705 575 300 0 0 339 32 1,554 949 71 0 0 10 3 100 80 70 60 0 0 0 0 0 0 170 140 7a 0 0 8 0 6 0 86 0 0 0 0 0 0 0 112 0 7c 3 0 11 5 51 30 44 24 1 2 1 0 37 11 122 66 74 173 24 218 33 367 164 318 233 24 8 3 1 1,372 132 2,082 538 71 1 0 6 7 '57 14 37 5 1 0 0 0 14 0 111 19 76 0 0 6 4 50 90 25 40 8 0 16 1 12 0 111 141 71 0 0 15 8 128 77 185 136 0 4 0 0 0 0 311 217 76 5 1 9 4 18 9 32 39 0 0 0 0 9 2' 59 50 76 0 0 10 7 100 75 32 18 0 0 0 0 0 0 132 93 8( 0 0 15 0 116 0 113 0 6 0 0 0 0 0 235 • 0 81 81 0 108 15 95 138 59 37 4 3 0 0 1,064 0 1,222 178 8£ 2 0 9 1 71 29 27 6 3 2 12 1 8 0 121 38 81 0 0 11 3 37 33 22 25 0 0 1 0 0 0 60 58 81 0 0 9 5 63 50 80 63 0 2 0 0 0 0 143 115 86 3 0 14 5 109 40 50 22 0 0 0 0 33 1 192 63 86 0 0 9 0 21 0 46 0 0 0 0 0 0 0 67 0 81 4 0 8 6 25 18 15 10 0 0 0 0 4 1 49 33 86 0 0 14 0 81 0 72 0 0 0 0 0 0 0 198 0 86 4 0 17 1 56 25 103 11 1 1 14 1 61 0 235 38 9C 0 0 10 0 100 0 95 0 0 0 0 0 0 0 195 0 91 0 0 18 6 76 28 49 29 4 0 0 0 0 0 129 57 as 0 0 5 1 60 25 13 10 0 0 0 0 0 O' 73 35 93 0 0 8 10 89 57 39 27 0 0 0 0 0 0 140 91 94 3 0 60 0 0 0 644 300 59 : 14 ; o 0 92 0 735 ■314 95 0 0 21 0 76 0 124 0 2 0 0 0 0 0 202 0 96 1852 EDUCATION REPORT, 1897-98. Table 43. — Statistics of universities and colleges Location. 1 INDIANA— cont’d. 97 Fort Wayne . 98 F ranklin _ 99 Greencastle . 100 iHanover . . 101 Irvington . 102 Merom . . . 108 [Moores Hill . . 104 N otre Dame - . 105 Richmond . 106 Ridgeville . . 107 St. Meinrad .. . . 108 Upland . . . INDIAN TERRITORY. 1"9 JBacone . . no Muscogee _ .. IOWA. in Cedar Rapids . 112 Charles City . 113 Clinton . . 114 College Springs ... - 115 Decorah . . 116 Des Moines . 117 - do . 118 Fairfield . 119 Fayette . 120 Grinnell . . 121 Hopkinton . 122 Indianola . . 123 Iowa City. . 124 Mount Pleasant- .. 125 . . do . 126 Mount Vernon . 127 Oskaloosa. . 128 Pella . 129 Sioux City. . . 130 Storm Lake _ 131 Tabor . . 132 Toledo . KANSAS. 133 Atchison . . 134 ... do . 135 Baldwin . . 136 Dodge City _ 137 Emporia . . 138 Highland . . 139 Holton _ _ _ 140 Kansas City . 141 Lawrence . . 142 Lecompton . 143 Lindsborg . . 144 Ottawa . . . 145 St. Marys . 146 Salina. . . 147 Sterling . 148 Topeka . . 149 Wichita . 150 Winfield . . 151 _ do . 1 Professors and instructors. Name. Religious denomina¬ tion con¬ trolling. Year of open¬ ing. Prepar¬ atory depart¬ ment. Collegi¬ ate de¬ part¬ ment. 6 "eS Female, j Male. Female. * 3 4 5 O 7 8 Concordia College . Luth . . 1839 6 0 7 0 Franklin College . . Bapt . 1834 5 2 7 2 De Pauw University . . . M. E . . 1837 10 2 16 2 Hanover College . Presb . 1832 5 2 10 2 Butler College . . . Christian .. 1855 2 2 10 3 Union Christian College . Christian . . 1859 5 3 4 2 Moores Hill College . M. E . 1856 7 1 6 0 R. C 1842 25 0 41 o Earlham College . . . . . Friends .... 1847 4 1 11 3 Ridgeville College . Cong . 1867 3 3 3 3 St. Meinrad College . . R. C . . 1857 3 0 8 0 Taylor University . . . . . - M. E . 1847 3 1 9 4 Bapt . 1880 3 4 3 3 Henry Kendall College. . Presb . 1 1894 0 3 3 6 Coe College . Presb . 1881 4 3 6 4 Charles City College . . M.E . 1891 3 o 4 0 Wartburg College . . Luth. . 1868 6 0 0 Amity College . None . 1855 3 o 4 2 Luther College . Luth . 1861 14 ! o 14 0 Des Moines College . . . . . . Bapt . 1865 3 3 5 3 Drake University . . Christian . . 1880 | 14 1 5 12 9 Parsons College . . . Presb . 1 1876 | 2 8 1 Upper Iowa University - - M.E _ 1857 8 6 5 3 Iowa College . . . Cong . 1848 6 5 19 4 Lenox College . . Presb _ 1859 3 3 3 4 Simpson College . . . M.E _ 1867 5 6 6 3 State University of Iowa . None. . 1856 0 0 45 6 German College - . . j M.E . ! 1873 ! 3 1 3 1 Iowa Wesleyan University . | M.E _ ' 1844 1 6 2 9 2 Cornell College . . . j M.E . 1857 5 10 15 1 Penn College . . Friends .... 1873 0 2 8 2 Central University of Iowa . Bapt . 1853 1 0 8 5 Morningside College . . . M. E _ 1890 ! 9 4 5 3 Buena Vista College . . Presb _ ! 1891 4 ! 0 3 0 Tabor College . . . 1 Cong . . 1866 4 0 7 6 Western College . U. B _ 1856 3 0 4 1 Midland College . . Luth . . 1887 1 2 6 0 St. Benedict’s College . . R. C-. . 1858 15 0 11 0 Baker University . M. E._ . . 1858 6 4 8 4 Soule College* . . . . M. E . 1893 2 1 6 1 College of Emporia . . Presb . 1883 8 2 9 0 Highland University . . Presb . 1857 4 6 4 6 Campbell University . . None.. . 1882 12 3 12 3 Kansas City University . M. P _ 1896 4 1 10 1 University of Kansas . . None . 1866 0 0 40 4 Lane University . . U. B . . 1865 2 0 4 1 Bethany College . . Luth . 1881 9 1 9 1 Ottawa University _ _ Bapt . 1865 12 4 8 4 St. Mary’s College . . . . R. C . 1869 22 0 11 0 Kansas Wesleyan University _ M. E _ 1886 5 2 4 1 Cooper Memorial College . U. Presb ... 1887 2 1 5 1 Washburn College . . . Cong . . 1865 6 3 8 5 Ffl.irmonnt College .. Cong . 1892 4 3 7 1 St. John’s Lutheran College . Luth . 1893 5 2 5 2 Southwest Kansas’College . M.E . . 1886 7 3 8 1 * Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1853 for men and for both sexes — Continued. Professors and in¬ structors. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduat m< Resident. :e depart- mt. Nonresi¬ dent. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du- - plicates). Male. Female. Male. 1 | Female. Male. Female. Male. 1 _© 13 Q a Male. L Female. Male. Female. .2 'c3 Female. Male. 1 Female. 9 io 11 12 13 B4 15 16 17 IS 19 39 31 33 33 34 0 0 7 0 70 0 105 0 C o 0 0 0 0 175 0 0 0 8 4 46 34 69 59 4 3 0 0 0 0 119 96 9 0 31 3 150 141 304 125 4 3 1 1 38 1 497 271 0 0 11 2 31 16 65 23 0 3 0 0 0 0 96 42 5 0 15 4 50 14 75 58 4 3 0 0 12 0 129 75 2 1 9 4 65 43 42 45 4 2 2 0 28 7 131 97 0 0 8 1 43 25 35 23 1 o o 0 0 0 0 78 48 5 0 53 0 407 0 163 0 8 1 0 0 0 71 0 650 0 0 0 11 3 11 2 103 112 1 1 0 9 4 0 0 117 118 0 0 3 3 40 45 3 0 0 0 0 0 0 0 43 45 8 0 16 0 23 0 42 0 0 ! o 0 0 45 0 110 0 2 0 16 5 56 38 ^0 6 0 0 0 0 33 4 108 48 0 0 4 6 29 24 4 2 0 0 0 0 0 0 33 26 0 0 3 7 24 23 12 16 0 0 0 0 0 0 36 39 0 0 6 4 21 17 26 42 0 0 0 0 0 0 47 59 1 0 6 0 35 29 11 8 0 0 0 0 9 0 99 44 0 0 7 0 40 0 33 0 0 0 0 0 0 0 71 0 0 0 7 4 32 33 16 19 0 0 0 0 0 0 72 86 0 0 14 0 91 0 101 0 0 0 0 0 0 0 192 0 0 0 7 5 35 20 48 35 0 0 0 0 0 0 83 55 30 o 1 44 9 161 122 98 I 42 4 0 0 0 257 45 499 211 0 o 9 3 29 13 58 39 1 1 0 0 0 0 88 53 0 0 13 9 185 102 73 48 1 0 3 0 0 0 262 150 0 o 20 6 94 79 145 116 4 0 9 6 0 0 252 201 0 0 5 5 29 18 33 38 0 0 0 0 0 0 62 56 0 0 9 8 202 141 63 33 0 0 0 0 0 0 265 177 81 2 97 8 0 0 407 178 27 22 29 10 640 37 1,066 247 1 0 4 1 20 11 20 8 0 0 0 0 10 0 40 18 0 0 14 4 165 105 59 32 o 0 o 1 0 0 226 138 0 0 20 11 159 100 176 135 0 0 i 0 0 0 336 235 0 0 8 4 75 51 64 59 1 2 0 0 0 0 140 112 0 0 9 5 60 17 15 8 0 2 0 0 0 0 75 27 0 0 9 4 112 76 15 12 0 0 0 0 0 0 127 88 0 0 5 2 17 3 3 <> 0 0 0 0 0 0 54 42 0 0 11 6 50 47 36 43 0 0 0 0 0 0 86 90 0 0 | 8 1 66 33 40 15 0 0 0 0 0 0 125 71 0 0 8 4 32 36 24 17 2 1 0 0 0 0 58 54 0 0 24 0 89 0 66 0 0 0 0 0 0 0 155 0 0 0 14 8 224 112 118 58 0 0 0 0 0 0 342 170 0 0 8 2 62 49 18 14 2 0 2 0 0 0 84 63 0 0 9 2 27 12 52 28 0 0 1 0 0 0 80 40 0 0 4 6 9 15 10 21 0 0 0 0 0 0 19 26 2 1 14 4 131 156 70 74 0 0 0 0 9 0 210 230 52 4 67 7 45 25 19 14 2 0 4 0 97 12 167 51 21 0 54 4 0 0 412 242 28 14 2 0 219 14 653 409 4 0 7 2 70 58 17 8 0 0 0 0 30 1 108 67 0 0 11 3 31 32 42 11 0 0 0 0 0 0 133 75 0 0 13 5 185 206 62 48 0 0 0 0 0 0 247 254 0 0 25 0 212 0 73 0 0 0 0 0 0 0 285 0 0 0 5 2 44 13 23 16 2 0 0 0 0 0 69 29 0 0 7 2 38 22 24 20 0 0 0 0 0 0 62 42 0 0 9 8 80 39 71 44 0 0 0 0 0 0 151 83 0 0 11 4 37 42 36 42 0 0 0 0 0 0 73 84 0 0 5 2 35 16 32 7 0 0 . 0 0 0 0 103 23 0 0 11 5 105 63 15 6 0 0 0 0 0 0 162 89 97 98 99 ICO 101 102 103 104 105 106 m 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 1854 EDUCATION REPORT^ 1897-98. Table 43. — Statistics of universities and colleges 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 r 178 179 180 181 182 183 184 185 186 18’ 188 189 190 191 192 195 196 197 198 Location. Name. Religious denomina¬ tion con¬ trolling. Year of open¬ ing. Profess instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate de¬ part¬ ment. Male. Female. Male. Female. * 15 3 4 5j 7 8 KENTUCKY. — M. E . 1886 0 3 3 1 None _ 1855 13 10 8 o None 1877 1 0 4 0 Presb _ 1819 0 12 o Bapt ... . 1829 1 4 11 Bapt . . 1875 3 2 1 Christian .. 1849 0 1 5 4 None _ 1866 4 0 14 0 lege. Christian .. 1836 2 0 8 1 Presb _ 1874 11 9 12 1 Bethel College . . . Bapt . . . 1854 0 0 8 0 K* 0 1820 5 0 5 0 M. E. So _ 1860 3 6 8 0 LOUISIANA. Baton Rouge . Louisiana State University . None _ 1860 2 0 18 0 Convent . Jefferson College.. . . . R .C _ 1865 2 0 10 0 Jackson.. . Centenary College of Louisiana. . . M. E. So.... 1841 1 0 5 0 Keatcliie _ _. Keatchie College . . Bapt _ 1856 2 3 3 4 New Orleans College of the Immaculate Con¬ R. C . . 1847 4 0 9 0 ception. ...do . Leland University . . . Bapt . 1870 3 4 3 4 do _ New Orleans University _ M. E _ 1873 5 2 5 2 _ do _ Straight University. . . . Cong _ 1869 3 o 3 2 do . Tulane University . . None . 1834 0 6 29 10 MAINE. Brunswick _ _ Bowdoin College . . . . Cong . . . 1802 0 '0 21 0 Lewiston Bates College . _ _ _ Free Bapt. . 1863 0 0 18 0 Orono . University of Maine. . None .... 1868 0 0 34 0 Water ville . Colby University a . Bapt . 1818 0 0 15 1 MARYLAND. Annapolis . St. John's College . . None _ 1789 4 0 9 0 Baltimore _ Johns Hopkins University . None _ 1876 0 0 80 0 do . Loyola College . . . . . R. C . 1852 8 0 6 0 . do . Morgan College _ _ M. E. . 1876 3 1 2 2 Ckestertown . . Washington College _ . . None . 1783 3 6 3 College Park . Maryland Agricultural College _ None. . 1859 1 0 16 0 Ellicott City . Rock Hill College . R. C _ 1857 10 0 10 0 do . St. Charles College . . R. C . 1848 13 0 16 0 Mount St. Marys . . Mount St. Mary’s College . R. C . 1808 18 0 15 0 New Windsor . New Windsor College* . . Presb . 1843 2 2 3 3 "Westminster . Western Maryland College . M. P . 1868 1 2 10 5 MASSACHUSETTS. Amherst . Amherst College . . . Cong . 1821 0 0 34 0 Boston . . Boston College . . . . „ . R. C . 1864 14 0 12 0 _ do Boston University . . . M.E . 1872 0 0 21 2 Cambridge . Harvard University . . ! N one _ 1638 0 0 234 0 Springfield . . French- American College _ _ Cong _ 1885 6 3 6 3 Tufts College . Tufts College . Univ . 1854 2 0 34 0 Williamstown . Williams College .. N one . . . 1793 0 0 30 0 Worcester . . Clark University . . . None. . . 1889 0 0 11 0 . do . College of the Holy Cross . R. C 1843 11 0 14 0 MICHIGAN. Adrian . Adrian College . M. P . . 1859 3 4 6 6 Albion . I Albion College . M.E . 1843 2 4 17 11 a Name changed to Colby College. * Statistics of 1886-91 INSTITUTIONS FOR HIGHER EDUCATION 1855 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Prepara¬ tory de¬ partment; Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ partments. Total num¬ ber (ex¬ cluding du¬ plicates). Resident. Nonresi¬ dent. © 3 ft a A PU © A > © © A o '3 so © © L © ,A o +3 GQ © ► o © a L © 'd O a 2 25 26 27 28 29 36 31 32 33 ALABAMA. Blount College*. . $40 $2 $100 $150 0 0 100 150 $100 60 15 100 0 0 2,200 250 4,500 50 8 72 108 0 38 10,000 10,000 Laf ay e tte College * . . 13 0 85 100 0 0 300 250 300 Lineville College . . . 27 1 63 75 0 0 150 25 125 St. Bernard College . 3,000 700 3,000 500 500 versity.* Spring Hill College . 60 40 200 240 0 0 30,000 1,500 45,000 0 10 120 180 0 0 15,000 15,000 ARIZONA. 0 5 140 175 0 0 3,400 3,500 ARKANSAS. Arkadelpliia Methodist College . 50 2 120 0 3 500 100 700 Ouachita Baptist College . 50 8 75 95 0 1 2,500 300 3,000 50 5-7 85 3,500 1,000 3,000 Arkansas Cumberland College. . 40 6 60 80 0 0 2,000 500 1,500 Hendrix College. . 60 4 90 100 0 4 5,000 4,000 6,000 Arkansas Industrial University 0 5 54 90 0 0 7,908 6,499 8,000 Philander Smith College .... 8 50 65 0 0 800 200 400 Mountain Home Baptist College* 50 i 2 65 80 500 1,100 500 CALIFORNIA. University of California . 0 135 198 11 74 73, 576 180,000 Pomona College. . 60 5 107 193 0 6 3,000 1,000 5,000 University of the Pacific . . . 50 120 180 0 12 6,000 250 10,000 Occidental College . 60 125 200 0 3 200 200 St. Vincent’s College . 50 200 0 0 3,000 500 3,000 California College 70 270 300 0 4 2, 800 800 2,000 Throop Polytechnic Institute .. 105 140 220 0 16 1,650 1,000 2,000 St. Ignatius College 80 20 26, 462 7,586 20,000 Santa Clara Colleare a 350 a 400 0 0 23, 000 2,000 25,000 Pacific Methodist College 70 125 200 0 0 1,000 Leland Stanford Junior Uni¬ 0 225 300 0 0 38,000 15,000 40,000 versity. University of Southern Cali¬ 60 100 150 0 9 5,000 1,000 10,000 fornia. COLORADO. University of Colorado . . 0 10 150 200 0 0 18,000 3,000 30,000 Colorado College . 35 8 170 250 0 47 21, 757 20,000 25,000 College of the Sacred Heart .... 30 5 150 220 0 1 7,000 1,350 12,000 University of Denver . 30 120 250 0 7 8,500 3,400 10,000 CONNECTICUT. Trinity College . 100 200 275 1 32 40, 000 6,000 25,000 Wesleyan University . . 75 33 250 350 2 48, 000 45,000 Yale University .. 155 0 195 390 13 400 235,000 DELAWARE. State College for Colored Stu¬ 0 64 500 200 500 dents. Delaware College . . . . 60 11 150 200 0 0 10,000 8,500 21,000 DISTRICT OF COLUMBIA. Catholic University of America . 75 180 230 2 14 32,000 3,000 30,000 Columbian University . 100 120 200 o 39 12,000 10, 000 Gallaudet College . 250 1 60 2,500 4,000 Georgetown University . 60 2-12 175 325 0 6 78,000 50,000 75,000 Gonzaga College . . 40 o 50 1,000 500 1,000 Howard University . . . 0 6 166 i . 0 0 13,200 * Statistics of 1896-97. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1869 for men and for both sexes — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Government appropria¬ tions. From other sources. Total income. 34 35 36 37 38 39 40 41 42 43 $7,000 $500 70,000 0 $10,560 0 0 0 0 $10, 560 $300 20,000 100,000 $65,000 5,000 $5,200 0 0 0 10,200 100 15,000 4,000 4, 000 250 3,000 0 2, 200 0 $350 0 0 2,550 0 4,000 90,000 0 9,000 0 0 0 0 9,000 500 30,000 0 872 0 0 0 $3,933 4,805 5,000 250,000 0 38,009 0 0 0 0 36,000 0 40,000 300,000 300,000 0 24,000 0 0 0 24, 000 40,000 85,000 0 0 0 10,700 $38,000 I 0 48,700 2,000 35,000 0 7,500 0 0 0 0 7,500 180 500 75,000 0 9,000 0 0 0 0 9,000 1,000 25,000 5,500 1,700 200 0 0 1,200 3, 100 250 25,000 15,000 2,362 606 0 0 0 2,968 . 6" 3,000 60,000 0 2,800 0 0 0 1,157 3,957 4,000 26,000 230,000 130,000 2,934 10,400 34,650 31,727 0 79, 711 50 30,000 0 1,155 0 0 0 2,200 3,355 250 700 15, 000 3,000 0 0 0 0 3,000 370,000 1,775,671 2,818, 749 0 114,897 385,141 38,000 13,444 551,482 15, 970 1,500 80,000 100,000 7,500 2,500 0 0 0 9,000 96,000 2,000 175,000 78,000 18,000 3,200 0 0 4,985 26, 185 33,0U0 200 16,000 0 1,500 0 0 0 0 1,500 7,000 1,000 55, 000 0 0 1,000 40,000 35,000 1,800 1,800 0 0 0 3,600 3,800 18,000 70,000 28,200 12, 800 1,500 0 0 0 14,300 30,000 50,000 800,000 0 3,500 0 0 0 0 3,500 55,000 95,000 0 38,000 0 0 0 0 38,000 2,000 30,000 0 4,421 0 0 0 0 4,421 60,000 2,000,000 3,500,000 23,658 175,000 0 0 0 198,658 2,000 125,000 80,000 18,000 5,000 0 0 0 23,000 15,000 24,000 184,500 80,000 3,524 4,000 126,000 0 0 133,524 9,100 436,900 358,825 7,892 18, 172 0 0 0 26,064 56,964 3,000 135,000 3,000 12,000 200 0 0 0 12,200 1,000 33,000 650,000 175,085 13,624 10,176 0 0 40, 479 64,279 9,111 15,000 1,200,000 700,000 18,000 32,000 0 0 0 50,000 10,000 85,755 543,030 1.240,009 21, 592 64,088 0 0 7,296 92, 976 117,500 3, 979, 762 481, 701 197, 175 o o 25, 568 704, 444 1,000 18,800 0 0 0 0 4,600 0 4,600 200 22,000 82,700 83,000 300 4,980 0 33, 400 1, 5S9 40,269 30,000 825,000 800,000 1,848 41,185 0 0 17,285 60,318 40,000 1,000,000 256,075 42, 793 11,678 0 0 0 54, 471 1,000 700,000 0 4, 597 0 0 76, 628 0 81,225 25,000 1,152,500 43,000 103,097 3,586 0 0 30,613 137, 293 36,073 500 100,000 0 3,000 0 0 0 0 3, 000 7,000 600, 000 180,000 6, 500 8,500 0 34,500 ! 6,800 56, 300 l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 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 EDUCATION Table 43. — Statistics of universities and colleges Name. FLORIDA. John B. Stetson LTniversity . Florida Agricultural College... Florida Conference College*... St. Leo Military College . . Seminary West of the Suwanee . River. Rollins College . . . GEORGIA. University of Georgia . Atlanta Baptist College _ Atlanta University . . Morris Brown College . Bowdon College _ North Georgia Agricultural College. Mercer University . Emory College . Clark University _ _ Nannie Lou Warthen College. . Young Harris College . IDAHO. University of Idaho. . . . ILLINOIS. Hedding College*.. . Illinois Wesleyan University. .. St. Viateur’s College . . Blackburn University _ Carthage College . University of Illinois . . St. Ignatius College . University of Chicago . . Austin College . . . Evangelical Proseminary . Eureka College . . . Northwestern University . Ewing College . . . Northern Illinois College . . Knox College . . Lombard University . Greer College . Illinois College . Lake Forest University . McKendree College . Lincoln University . Monmouth College . N orth western College . St. Bede College . . . Chaddock College . . . St. Francis Solanus College . Augustana College . St. Joseph’s Diocesan College... Shurtleff College . Westfield College . Wheaton College . INDIANA. Indiana University . . Wabash College . Concordia College . Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. 1 Number of fellow¬ ships. I Number of scholar¬ ships. Library. Bound volumes. Pamphlets. Value. Tuition fee. Other fees. Lowest. Moderate. 25 2® 27 28 29 30 31 32 33 $60 $148 0 2 7,000 1,000 $10, 000 (a) $10 $110 130 0 3 2,620 2,500 6,000 50 o 40 90 2,000 2,000 2, 000 0 6 200 6 200 0 i 2,500 1,000 2, 000 0 10 125 150 0 0 1,250 300 1,000 50 0 0 3, 500 3,000 0 15 90 126 1 0 28, 960 8,045 25,000 12 72 0 0 2,500 500 1,000 16 0 96 96 0 0 10,000 10,000 9 61 1,500 500 1,500 35 1 115 125 I 200 500 2 000 0 10 75 100 0 0 2,000 1,000 1,500 50 65 115 0 8 15,000 5,000 60 5 72 108 20,000 25,000 680 1,500 1,000 20 65 95 250 10 72 72 500 500 .(c) 100 150 0 0 6,100 9,500 5,000 38 9 140 175 0 24 2,000 1,000 2,000 40 5 125 150 0 2 7,000 3,000 10,000 6200 7,000 1,000 2,000 35 2 110 140 0 4 3,000 2,000 32 115 140 5,000 4,000 0 23 157 232 6 38 34,388 6,750 65,000 40 10 20,000 20,000 120 5 200 300 72 140 341, 740 223,220 32 100 120 0 0 2,000 500 2,500 50 6 100 1, 962 1,600 39 75 127 3, 193 2,265 3,000 69 5 110 232 3 36 37,366 23,400 45,000 30 5 85 120 0 0 4,000 1,000 4,000 40 40 125 145 1,800 500 1,200 50 133 190 0 4 10,000 10, 000 (d) 12 125 175 0 15 7,000 2,000 10,000 43 75 100 ! 2, 100 500 1,500 50 2 78 89 15,000 10,000 40 215 400 0 20 13, 000 2,500 36 0 100 175 0 0 8,000 3,000 12, 000 10 15 135 175 2,500 500 3,500 40 10 100 130 0 0 20, 000 30,000 18 15 100 160 0 0 5,000 1,500 7,000 30 0 0 7,000 1,000 40 10 100 164 1,000 200 1,000 30 17 130 130 0 3 4,500 350 7,000 36 129 160 0 0 16,000 5,000 16,000 6180 0 0 5,000 12 7 114 170 9,000 1,000 10,000 30 0 95 125 2,500 1,000 1,200 24 12-18 80 150 0 9 3,000 2,000 0 18 150 225 0 0 29,450 60,000 24 20 108 125 1 0 34,000 2,000 50,000 40 72 3, 750 4,000 * Statistics of 1896-97. a Free to residents; $20 to nonresidents. 6 Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1871 for men and for both sexes — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. ‘Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Gover nment appropria¬ tions. From other sources. Total income. 34 35 3© 37 38 39 40 41 42 43 §5,000 .§275,000 §200,000 §4,650 §6,460 0 0 §18,000 §29,110 §213, 765 46 10,500 32,000 153,800 0 9, 107 §2,500 §11,500 1,493 24,600 47 15, 000 0 2,500 0 0 '0 800 3,300 48 0 25, 000 0 49 1,500 25,000 65,000 1,200 4,500 2,000 0 0 7,700 50 o 8 Cl 67,000 6,000 4,100 210 0 0 0 4,310 51 60,000 505, 000 382,000 2,390 28,664 14,500 15,333 2,318 63,205 52 650 61,000 20,000 500 1,200 0 0 5,170 6,870 829 53 250,000 35,000 2,100 960 0 0 1,558 4,618 24,720 54 500 80,000 0 900 0 0 0 7,100 8,000 55 800 5,000 56 1,000 2o;ooo 0 800 0 8,000 0 400 9,200 57 2,000 150,000 238,618 7,652 7,102 0 0 0 14, 754 58 10,000 125,000 180,000 11,133 10,044 0 0 0 21, 177 26,500 59 500 350, 000 0 1,951 0 0 0 8,500 10,451 7,700 60 8,000 0 1,710 0 240 0 0 1,950 61 20,000 0 1,500 0 0 0 1,200 2,700 02 35,000 130,000 7,472 518 412 6,000 38,000 750 45,680 500 63 2,000 125,000 50,000 3,000 1,500 0 0 0 4,500 64 60,000 138, 800 50,182 11,600 3,005 0 0 500 15,105 5,000 65 200 200,000 0 30,000 0 0 0 5,000 35,000 500 66 1,000 50,000 26,000 1,400 1,400 0 0 200 3,000 67 1,000 38, 150 34,544 2,280 1,782 0 0 1, 656 5,718 68 80.000 1,000, 000 464,084 26,631 14,367 210,000 38,000 65,984 354,982 69 55, 000 200,000 0 11, 420 0 0 0 0 11, 420 70 158,380 2,592,011 6,039,000 192, 643 256,700 0 0 52, 630 501,973 5 6 71 2,000 30,000 0 5,400 0 0 0 3,000 8,400 72 200 65,000 0 4,269 0 0 0 12,011 16,280 5,025 73 2,000 115,000 45,000 7,000 3,000 0 0 0 10,000 74 60,000 1, 100, 000 2,250,000 215,289 118,646 0 0 17,998 351,933 130,457 75 500 50,000 0 5,000 0 0 0 0 5,000 78 600 60, 000 0 1,600 0 0 0 0 1,600 77 6,000 200,936 171,907 14, 744 8,633 0 0 1,913 25, 290 78 1,500 95, 000 150,000 2,500 11,000 0 0 4,000 17,500 6,000 79 1,000 60,000 59, 000 6,000 2,000 0 0 1,500 9,500 80 195,000 130,000 8,000 8,000 0 0 0 18,000 81 600,000 500,000 50, 000 25, 000 0 0 0 75,000 40,000 82 1,500 60,000 22,500 3,269 1,508 0 0 179 4,956 1,850 83 50,000 60,000 390 3,630 0 0 1, 695 5, 715 1,150 84 3,000 85,000 120,000 10,000 7,000 0 0 0 17,000 3,000 85 5,000 85,000 105,000 5,300 6,500 0 0 965 12,765 12,500 88 87 200 70,000 0 6,000 6 0 6 0 6,000 1,000 88 1,500 150, 000 0 6,000 0 0 0 11,500 17,500 89 14,000 210,000 60,000 11,173 3, 559 0 0 16,871 31,403 90 1,000 100,000 0 20,000 0 0 0 0 20,000 0 91 2,500 100,000 118,000 2,143 6,453 0 0 3,731 12,327 13,852 92 500 20,000 1,000 3,000 70 0 0 500 3, 570 93 3,090 128,338 52,000 4, 889 2,953 0 0 3,906 11,748 5,086 94 30,000 200,000 600,000 12,000 30,000 80,000 0 0 122,000 750 95 75,000 200,000 450,412 7,000 29,016 0 0 0 36,016 95,000 96 1, 250 100,000 0 0 0 0 0 12,400 12, 400 97 cFree to residents; §15 to nonresidents. d §3.50 per study per term. 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 EDUCATION Table 43. — Statistics of universities and colleges Name. Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. © a 0 r o > a o ft w +2 ® 3 ft I ft ® d 3 > ® © a _o '3 to © © fn Jj o +3 m ,00 200,000 16,200 11,000 0 0 0 27,200 8,000 99 5,000 125 000 175, 000 0 10,000 0 0 $2,500 12,500 35,000 100 5,000 150,000 250,000 5,000 16,000 0 0 0 21,000 101 2,000 50,000 40,000 3,200 2,460 0 0 1,190 6,850 800 102 500 50,000 16, 871 3,500 1,000 0 0 500 5,000 103 25,000 2,000,000 0 200,000 0 0 0 0 200,000 0 104 15,000 265,000 102,000 12,806 5,501 0 0 5,000 23,307 0 105 20, 000 0 800 0 0 0 0 800 106 5,000 125^000 0 107 1,000 5o;ooo 0 2,000 0 0 0 3,666 5,000 2,000 108 100 30,000 0 872 0 0 0 2,928 3,800 109 500 30,000 0 10,000 0 0 0 0 10,000 no 7,000 100,000 33,412 2,500 3,300 0 0 400 6,200 111 150 50,000 16,000 2,600 1, 100 0 0 1,400 5,100 500 112 250 75,000 0 3,078 0 0 0 5,968 9,046 160 113 2,000 40,000 30,609 3,000 2,000 0 0 0 5,000 114 2,500 80,000 8,527 1,474 434 0 0 0 1,908 115 1,200 40,998 55,862 2,095 3,972 0 0 2, 152 8,219 116 15,000 145, 000 159,830 29, 096 9,434 0 0 415 38,945 117 5,000 90,000 170,000 3,500 9,000 0 0 0 12, 500 118 3,000 125,000 53,000 10. 000 2,500 0 0 0 12,500 2,200 119 10,000 150, 000 400,000 22,500 25,500 0 0 0 48,000 14,000 120 2,500 32,000 8,000 2,966 450 0 0 125 3,541 121 2,300 100,000 65,078 8,955 3,729 0 0 2,546 15,230 2,646 122 200,000 450,000 231,000 58,796 17, 760 $72,979 0 0 149,535 123 20,000 27,000 780 1,900 0 0 0 2,680 124 1,000 150,000 55,000 3,500 3,500 0 0 0 7,000 2,000 125 20,000 215,000 100,000 ' 20,813 4,892 0 0 1,988 27,693 102,500 126 8,500 75,000 30,000 6,773 1,200 0 0 375 8,348 2,700 127 2,000 40,000 25,000 2,000 2,000 0 0 0 4,000 3,000 128 400 40,000 4,600 o o 2,500 7,100 12 000 129 150 40,000 0 2,000 0 0 0 0 2,000 2,000 130 3,000 45, 800 89,060 4,000 6,000 0 0 350 10,350 3, 650 131 1,500 70,000 0 6,500 0 0 0 0 6,500 6,000 132 1,000 46,500 24,055 3,902 1,656 0 0 5,121 10,679 250 133 134 15,000 80, 000 40,000 9,000 1,000 0 0 5,000 15,000 135 500 100, 000 0 1,100 0 0 0 800 1,900 136 2,000 100, 000 0 1,828 0 0 0 5,172 7,000 137 10,000 40,000 750 2,400 0 0 0 3,150 50 138 1,500 40,000 0 9,250 0 0 0 0 9,250 139 50,000 0 2,000 0 0 0 3,000 5,000 20,000 140 150,000 450,000 135,000 900 7,000 88,540 0 1,000 97,440 21,350 141 275 40,000 0 1,300 0 0 0 0 1,300 500 142 500 120, 000 0 9,000 0 0 0 0 9,000 50,000 143 1,000 55,000 73, 100 4,623 5,375 0 0 3,509 13,507 144 180,000 0 40,000 0 0 0 5,000 45,000 0 145 700 50,000 0 7,000 0 0 0 2,000 9,000 146 200 25, 000 20,000 2,000 2,000 0 0 300 4,300 2,000 147 3,000 250,000 65,000 9,038 6, 796 0 0 773 16,607 2,224 148 1,500 75, 000 0 2,000 0 0 0 0 2,000 25,000 149 500 40,000 0 3,000 0 0 0 0 3,000 150 2,500 60,000 0 6,000 0 0 0 2,500 8,500 2,500 151 10, 000 7,000 2,000 200 0 o 0 2,200 152 525 114, 000 101,568 4,429 4,935 0 0 463 9, 827 27, 9Sl 153 ED 98 - 118 154 155 156 157 158 15y 160 161 162 163 161 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 Table 43. — Statistics of university Name. Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. 1 Number of fellow¬ ships. Number of scholar¬ ships. | Tuition fee. Other fees. Lowest. Moderate. 25 20 27 28 99 SO Kentucky— continued. Ogden College. . $40 $10 $100 $120 0 40 Centre College . . 50 16 110 150 0 49 Georgetown College . . 45 10 85 160 0 8 36 120 150 0 0 50 100 110 Agricultural and Mechanical 1 15 5 200 250 9 .... College. O 20 95 152 Central University .1 . . 50 10 100 160 0 16 Bethel College . . . 55 100 100 0 20 a 150 Kentucky Wesleyan College.... 30 20 160 200 LOUISIANA. 0 126 138 180 200 0 6 Centenary College of Louisiana. 50 5 90 135 0 0 50 125 150 60 ception. Leland University . 0 0 85 90 0 0 New Orleans University. . 80 Straight University . . 8 88 166 Tulane University . . . 105 0 188 MAINE. Bowdoin College . . . 75 8 175 250 0 91 Bates College . . . . 50 17 100 150 0 46 University of Maine . _ 30 125 200 8 1 Colby University . 60 10 90 120 0 80 MARYLAND. St. John’s College. . . 75 32 150 200 0 73 Johns Hopkins University . 150 5 200 300 21 72 Loyola College . . . 60 0 10 Morgan College . _ . 8 1 68 300 0 4 Washington College . 50 0 128 150 0 46 Maryland Agricultural College . 24 126 3 26 Rock Hill College . . 60 15 200 230 o 0 St. Charles College. . . a 180 0 0 Mount St. Mary’s College . a 300 0 2 New Windsor College * _ 45 155 Western Maryland College . 45 180 0 28 MASSACHUSETTS. Amherst College . . 110 350 500 3 90 Boston College _ 60 0 51 Boston University . 100 10 144 270 3 203 Harvard University .. 150 250 350 26 252 French- American College . . . 40 8 75 Tufts College . 100 11 152 275 2 100 Williams College . 105 8 260 370 1 142 Clark University . . 200 300 16 16 College of the Holy Cross . 60 10 200 200 0 8 MICHIGAN. Adrian College . . . 15 30 126 0 o Albion College . Ol 87 130 Alma College.. . 32 10 130 145 0 26 University of Michigan . 30 10 133 190 3 16 Battle Creek College . 32 0 100 150 0 0 Benzonia College * . . Detroit College . . . 40 6 9 m 31 3,210 12,535 12,000 150 2,500 3, 356 15,000 8,000 5,000 4.000 2,000 20,000 4,000 3,000 1,200 10,000 1,000 5,000 2,500 25,000 62,682 19. 500 14,000 33.500 6,000 84, 000 40,000 3,000 2.500 2, 100 7. 500 13,210 20,000 2,000 5,000 68,000 34, 109 21,000 490,300 2, 800 36, 000 40,750 17,000 10,000 6,000 11, 600 15,312 120,000 3,000 6,000 8,820 * Statistics of 1896-97. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION, 1875 for men and for both sexes — Continued. o Income. Value of scient: apparatus. Value of grounds i buildings. Productive funds Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Government appropria¬ tions. From other sources. Total income. Benefactions. 34 35 36 37 38 39 49 41 43 43 $1,200 $40,000 $130, 000 $708 $7,692 14,000 0 0 $670 $9,070 5,000 100,000 250.000 6,000 0 0 0 20,000 3,000 200,000 235,000 10,000 13,000 0 0 0 23,000 $2,666 15 25,000 75,000 0 0 2,600 0 0 0 0 2,600 0 52,000 124,000 *250,000 150,000 165,000 203,479 160,000 887 5,085 15,000 29, 617 11,593 $31,676 0 $34,665 0 8,491 232 165,316 16,910 25,000 0 2,000 8,000 0 0 2,000 6,000 1,500 62, 500 85,000 2,500 5,000 0 0 0 7,500 900 200 40,000 0 15.000 0 0 0 0 15,000 2,000 75,000 35,448 5,500 2,500 0 0 1, 100 9,100 70,000 5,000 500 300,000 80,000 75,000 318,313 0 0 14,556 14,000 26,138 4,106 58,800 50,000 2,000 2,500 0 0 600 5,100 500 5,000 30, 000 0 6,014 0 0 0 0 6,014 1,400 175,000 100,000 94,000 0 3,500 0 0 0 9, 660 4,000 3,500 9,660 2,100 250 125,000 8,000 1,900 0 0 0 5, 900 300 45,000 810,000 1.477,000 18,000 80,000 0 0 0 98,000 4,000 25,000 500,000 629,000 27,500 28,000 0 0 0 55,500 97,000 10,000 200,000 350,000 9,500 23,000 0 0 0 32,500 15,000 33,625 191,566 219,912 8,310 9, 915 20,000 38,000 16, 188 92,413 0 7o, 000 200,000 462,600 21, 720 11,063 0 0 0 32, 783 2, 500 5, 000 200,000 500 2,000 0 14,200 0 6, 000 22,200 0 117,177 747,626 3.250,000 47,500 72 227 0 0 0 119, 727 57, 006 20,000 300,000 0 9,000 0 0 0 0 9,000 200 50,000 22,000 1,585 526 0 0 8,217 10,328 1,389 1,000 50,000 30,000 3,000 1,500 8,400 0 0 12, 900 0 28,000 100, 000 105,000 15,160 6,142 18,500 38,000 15,542 93,344 0 5,000 65,000 150,000 175,000 0 24,000 0 0 0 0 24,000 0 3,069 11,500 5,000 0 45,000 0 0 0 5,000 50,000 1,000 30,000 150,000 800,000 0 3,000 0 0 0 0 3,000 200,000 1,400,000 50.000 50,000 0 0 0 100,000 61,000 400, 000 0 it; 000 0 0 0 0 17,000 3,000 3, 300 840, 000 642,000 80,000 75,000 0 0 3,000 158,000 17,200 1,000,000 4,000,000 10,230, 960 571,303 414,428 0 0 188,222 1, 173, 953 1,238,985 150 50,000 0 1,467 0 0 0 0 1,467 19, 025 40,000 600,000 1,300,000 45,000 60,000 0 0 0 105,000 5,000 10,000 452,425 1,048,317 35,595 48,319 0 o 982 84,896 217,145 5,000 500,000 0 20,000 0 0 0 0 20,000 1,500 175, 000 50,000 5,938 3, 736 0 0 6,372 16,046 2,500 15,000 80,000 208,000 12,000 10, 750 0 0 8,500 31,250 4,000 60,000 80,000 3,000 4,800 0 0 0 7, 800 6,800 537,000 1,300,000 545,96-1 177,374 38,500 213gW0 0 47,191 476, 065 140,000 2,458 115.947 0 26,338 0 0 0 26,338 888 500 57,000 0 1,700 0 0 0 1,300 3,000 160,000 0 8,000 0 0 0 0 8,000 154 155 156 157 158 159 160 161 162 163 164 165 166 187 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 * 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 2n2 223 224 225 226 227 228 22! I 230 231 232 233 231 235 230 237 238 239 240 2-11 242 243 244 245 246 24:7 24£? 249 250 251 252 253 254 76 EDUCATION REPORT, 189,7-98, Table 43. — Statistics of universities ancl colleges Name Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. Number of fellow¬ ships. I Number of scholar¬ ships. Library. 02 © s ro > •d B 0 W to © ft d § Ah © 'eg © © a .2 '3 Eh w © © *-> © A o 4^ m * o A © s © 'd O 25 26 27 28 |29 30 31 32 33 Michigan — continued. Hillsdale College . . $19 $180 $200 9,540 3,905 $20,000 18 125 175 14,000 Kaiamazoo "College . . 25 5 150 200 0 0 6,389 3,558 3,500 23 22 114 240 0 0 26, 0C0 26,000 MINNESOTA. 250 2,000 3,000 Augsburg Seminary . . 25 75 95 0 0 1,000 153 250 2 12 52,000 65, 000 26 6 125 175 0 0 15,000 15. 000 St. Olaf College . . . 0 15 66 95 0 0 2,000 500 2,241 Hamline University . 30 6 192 225 0 0 6,000 400 6,000 30 15 150 200 o o 6,500 100 Gustavus Adolphus College .... 32 5 140 200 7,000 2,300 20,000 10 10 75 100 500 MISSISSIPPI. Mississippi College . 35 100 150 8,000 Rust University T . . . ... 15 5 54 86 2,500 1,000 4,000 Millsaps College . . . 30 120 140 o 4 4,000 2,500 6,000 University of Mississippi . 0 10 81 144 4 6 15,500 2,000 16,000 MISSOURI. Central Christian College . 40 5 140 170 210 30 275 Northwest Missouri College _ 50 160 175 1 4 1,000 250 700 Southwest Baptist College . 12 1 72 125 2,000 800 2, 500 Pike College * _ _ 40 0 150 175 600 100 500 Missouri Wesleyan College . 35 100 120 o 28 1 000 500 Christian University . 39 3 76 85 0 0 1,000 300 500 St. Vincent College . . a 175 12, 000 4,000 30,000 Clarksburg Baptist College. _ 35 2, 050 300 2,250 University of the State of Mis¬ 20 76 114 5 6 28, 154 32,642 42,000 souri. Grand River Christian Union . 30 60 72 1,000 400 500 College. Central College . . . . 50 10 1 5,500 10,000 Westminster College .. 50 150 200 6,000 6,000 Pritchett College . . 46 175 200 0 14 500 500 La Grange College _ _ _ 40 111 130 o 0 6,000 1,000 800 William Jewell College . 40 10 80 115 0 20 10,500 20,000 Missouri Valley College . 40 6 90 130 0 55 3,300 1,000 9,900 Morrisville College . . . 40 15 76 95 5,060 2,500 Scarritt Collegiate Institute _ 40 4 125 150 0 1 1,000 200 1,500 Park College . 30 0 0 12,000 100 Christian Brothers College .... 50 300 o ”4 20, 000 2,000 12,000 St. Louis University . . 60 40, 000 10,000 200,000 Washington University . . 150 200 300 o 30 5,000 5,000 Drury College. . 48 120 170 0 12 23,500 20,000 10,000 Tarkio College . 30 5 100 130 1,031 1,000 2,000 Avalon College * . . . . 40 80- 100 0 0 1,000 1,000 Central Wesleyan College . 36 4 125 150 0 0 6,100 560 7,000 MONTANA. College of Montana . . . 50 200 275 1 1 3,200 900 1,200 Montana Wesleyan University . 50 190 1,000 500 500 University of Montana . 0 5 150 200 2,500 2, 700 8,000 NEBRASKA. University of Omaha . 36 114 114 4,000 500 4, 000 Cotner University . 30 76 95 0 0 500 200 500 Union College . . 35 6 75 110 2,000 1,500 Doane College . . . 24 4 100 140 0 7 7,600 4,600 5,000 * Statistics of 1896-97. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1877 for men and for both sexes — Continued. Value of scientific apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Government appropria¬ tions. From other sources. Total income. 34 33 (46 37 3S 39 40 41 42 43 $5,000 $67, 000 $244,306 $17 $14,341 0 0 o $14,358 205 100,000 206,330 1,819 7,353 0 0 $951 10.123 $100,000 206 500 60,000 197,102 3, 587 11,259 0 0 2.425 17,271 207 46,254 158, 757 78,281 13,220 6,803 0 0 19,287 38, 810 2,663 208 2,000 300,000 0 30,000 0 o 0 0 30,000 209 100,000 30, 000 2,400 2,000 0 0 0 4,400 3,000 210 90,000 1,672, 000 1,248,939 70,000 55, 914 $88,905 $39,000 35,968 288, 787 211 35,000 200,000 200, 000 12, 355 13, 168 0 0 1,133 26, 656 27,269 212 900 32,560 6,042 1,532 360 0 0 5,041 6,933 5, 652 213 1,000 198, 000 109, no 6, 578 4,500 0 0 3,535 14, 613 214 2,000 150, 000 8,000 3,000 500 0 0 5,500 9,000 215 2,000 70,000 6,434 4,000 0 0 5,441 15,875 500 216 25,000 60,000 2, 500 0 0 0 3,250 217 2,500 50,000 43,500 3,500 2,800 0 0 0 6,400 5,000 218 300 100,000 0 2,000 0 0 0 5,000 7,000 2,000 219 2,000 70, (XX) 109,000 3,500 6,500 0 0 1,000 11,000 220 34,000 220,000 540,000 5,200 32,643 5,000 0 0 42,843 221 125 30,000 7,000 2,184 420 0 0 0 2,604 222 475 32,000 0 4.000 0 0 0 1,200 5,200 1,000 223 480 50,000 0 1,800 0 0 0 0 1,800 224 16,000 0 225 . "500 75,000 0 4,000 0 0 0 2,000 6,000 2,000 226 75 40, 000 13,000 2,000 800 0 0 0 2,800 1,200 227 2, 000 75,000 0 228 450 14,000 4, 450 1,000 0 0 1,250 6,700 10,000 229 100,000 931, 000 1,229,839 11,162 64,972 35,017 36, 767 12,276 160, 194 230 25,000 0 3,000 0 0 0 1,000 4,000 231 5,000 150,000 130,000 6, 716 5,738 0 0 0 11,454 0 232 3, 000 45,000 210, 000 4,000 9,400 0 0 0 13,400 3,000 233 14,500 45,000 80,000 2,450 6,100 0 0 0 8,550 234 500 20,000 12,000 4,000 600 0 0 0 4, 600 235 5,000 100,000 200,000 8,000 12,000 0 0 2,000 22,000 5,000 236 3,500 132,000 111,000 5,000 9,000 0 0 5,000 19,000 237 1,000 15,000 0 3,500 0 0 0 0 3,500 238 35,000 0 0 0 0 0 239 1,200 424,000 425,000 240 5,800 600,000 0 16,000 0 0 0 37,500 53,500 0 241 25,000 800,000 0 14, 000 0 0 0 0 14,000 0 242 145,000 850,000 950, 000 120,000 40,000 0 0 3,000 163,000 330, 000 243 2,000 150, 000 250,000 7,800 13,500 0 0 1,421 22, 721 1,000 244 2,000 80,000 59,000 5,877 1,860 0 0 810 8,547 5,007 245 1,000 50,000 0 2,500 0 0 0 0 2,500 246 500 100,000 75,000 5, 500 5,000 0 0 0 10,500 2,000 247 800 30,000 2,000 248 1,000 90,000 7,100 0 0 0 0 7,100 249 7,000 105,000 (&) 1, 500 11,000 19,000 0 0 31,500 250 2,500 125,000 0 10,000 0 0 0 1,000 11,000 8,000 251 100,000 0 2, 000 o o o 200 2,200 252 500 150,000 0 10,500 0 0 0 0 10,500 253 6,0-30 132,000 68,952 2,660 6,497 0 0 1,300 10, 457 8,180 254 6 Seventy-two sections of land. 18 255 256 I 257 258 259 260 261 262 263 284 265 266 267 268 269 270 271 079 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 78 EDUCATION REPORT, 1897-98. Table 43. — Statistics of universities and colleges Name. Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. a 2 O > 5 o ra W ->J © 3 ft a cj Oh © S 3 f> © © «w 3 3 03 © © u © A +3 o Q £ o © u © o 2 ‘25 28 27 2S 29 3© 31 32 33 Nebraska— continued. Fairfield College - . . $32 25 $90 $110 0 0 300 200 $300 Grand Island College _ . _ $2 125 165 2,120 860 2, (XX) Hastings College .7. . 130 150 0 0 3,500 1,000 3,000 0 5 125 175 25 8 40,000 100,000 G ates College . . . . 29 8 100 136 0 4 5,500 | 1,000 5,000 0 0 7,000 200 10,000 Nebraska Wesleyan University 0 10 75 125 0 ”6' 3,000 2,500 26 80 100 0 0 2,000 500 NEVADA. State University of Nevada.... 0 216 250 0 3 6, 457 j 4,430 10,649 NEW HAMPSHIRE. Dartmouth College . 100 10 300 500 0 200 75,000 20,000 75,000 60 200 225 5,000 2,000 5,000 NEW JERSEY. St. Benedict’s College . 1,200 Rutgers College ... .7. . . . 75 21 171 228 0 36, 562 Princeton University. . . 150 8 329 450 12 ioo~ 134, 000 Seton Hall College . : 60 350 400 0 5 15,000 1,000 NEW YORK. Alfred University _ _ 38 100 200 0 i 11,728 5, 684 18,000 St. Bona venture's College . 60 140 o 3 8,017 510 5,450 St. Stephen’s College . 0 0 225 0 45 17, 031 2,500 28,000 Adelphi College 170 0 300 400 7,000 7,000 Polytechnic Institute of Brook¬ 200 0 250 280 0 1 7,393 0 15,000 lyn. St Francis College.. . . . 60 150 200 0 20 4,140 1,067 10,040 St. John’s College . . 60 10 0 o 10,000 3, 500 4,500 Canisius College . . 40 0 160 195 0 20 20, 865 21,815 St Lawrence University . 50 6 108 126 0 25 12, 298 5,768 14,000 Hamilton College . . 75 114 152 1 40 37,000 18,000 100,000 Hobart College . 75 31 160 200 0 50 35, 873 8,500 45,200 Colgate University 60 5 90 126 0 65 26.901 50,000 Cornell University. . . 100-125 133 190 22 568 211.278 35,000 445, 894 College of St. Francis Xavier _ 60 6 0 27 50,000 40, 000 College of the City of New York 0 0 0 0 31, 536 873 68,500 Columbia University . 150 5 230 400 26 215 250, 000 75,000 555,000 Manhattan College . 100 0 250 275 0 20 9,307 2,565 17,355 New York University . 100 30 200 300 4 102 44,220 805 59, 620 St. John's College . 60 20 330 880 0 ' 0 37,000 3,000 70,000 Niagara University . 100 0 100 150 0 4 10,000 1,500 25,000 University of Rochester . 75 0 114 170 0 98 as, 671 3,300 56,523 Union College 75 10 150 250 0 171 31,968 Syracuse University . . 75 30 124 152 45 42,618 14, 71 1 85, 500 NORTH CAROLINA. St. Mary’s College ... a200 0 3 10,000 1,200 8,000 University of North Carolina .. 60 23 72 108 0 80 30,000 15,000 100, 000 Biddle University 68 80 8,500 8,500 Davidson College . 60 15 75 100 0 13 11, @00 4,000 15, 000 Trinity College . . 50 14 90 130 15, 000 20,000 Elon College . .. 50 5 72 90 1,250 350 1,800 Guilford College . 52 45 81 0 2 4, 000 5,000 Lenoir College 36 o 66 78 0 0 100 North Carolina College 40 4 70 90 3,000 . 500 2,500 Catawba College _ . 40 60 75 0 i 1,500 1,500 Shaw University . . 12 7 40 64 0 79 1, 500 500 Rutherford College _ 30 2 50 70 6,000 3,000 2,500 Livingstone Cobege . 0 65 100 0 20 : 4,000 1,000 3,500 Wake Forest College . 60 10 75 125 14,000 5,000 35, 000 Weaverville Collesre* . . 250 100 200 * Statistics of 1896-97. a Inclu( les t uition. INSTITUTIONS FOR HIGHER EDUCATION. 1879 for men and for both sexes — Continued. Value of scientific apparatus. s c3 m |a o.S &2 o| It ►> m d fl d ’Z) a § m 03 O 3 P< a cS Ph © > © © _o A '£ Eh to © © S-l L © O -4-3 0 * o a © eg pH © o 2 25 2 a 27 28 39 SO 31 33 33 NORTH DAKOTA. Fargo College . . - . $30 $5 $100 $150 0 0 2, 500 1,000 $3,000 University of North Dakota.... 0 5 125 0 0 6,000 4,000 20, 000 Red River Valley University .. 30 6 100 150 0 0 2,000 1,000 2, 500 OHIO. 40 6 125 175 0 49 7,000 10,000 30 3 120 180 3,500 1,500 4,000 0 9 115 140 14,500 2,000 15, 000 76 114 0 0 5,000 2, 000 5,000 18 80 100 2,040 2,500 Cedar ville College... . 22 5 135 145 0 2 900 100 600 60 190 10,000 3,000 10, 000 60 0 0 17, 300 4,000 17,000 University of Cincinnati . . b 75 3 0 16, 000 2,000 15, 000 St. Ignatius College . . 40 0 0 2 7,000 18,000 Western ReserveTlniversity... 75 200 350 180 37,000 13,000 40,000 40 125 150 6,000 6,000 Ohio State University . . 0 15 150 250 16' 23,339 7,000 58,348 40 100 120 150 150 200 Ohio Wesleyan University ..... 10 24-36 75 140 0 15 25,000 5,000 35,000 Findlay College . . 32 0 150 250 0 0 1,181 200 3,000 Kenyon College . . . . 75 13 120 250 0 19 32,000- 50,000 Denison U niversity . 39 7 110 160 0 30 20,000 12,000 25,000 Hiram College.. . 42 6 100 130 0 12 5,000 5,000 Lima College . _ 40 2 90 120 500 200 500 Marietta College _ 30 20 26 55, 000 9,000 60, 000 Franklin College* .... 40 5 90 95 3,000 3,000 Muskingum College . 38 140 175 2,500 600 3, 000 Oberlin College . 75 125 250 49, 631 35,000 105, 000 Miami University . . . . 0 10 140 220 0 0 15,000 Richmond College . . . 40 100 130 3.000 500 2,000 Rio Grande College 28 28 84 95 i;ooo 500 600 Scio College . . . . 36 80 100 0 0 2,500 500 3, 500 Wittenberg College . . 50 75 150 12,000 5,000 Heidelberg University. . . 18 " 18' 100 150 0 0 15,000 5,000 30,000 Otterbein University 35 1 125 175 8,000 3,000 6,500 Wilberforce University . 18 5 85 100 0 10 6,600 1,500 7,500 Wilmington College . 39 1 80 125 0 1 2,000 400 2,000 University of Wooster. 45 15 90 100 20,000 1,500 20,000 Antioch College . . 38 106 118 6,000 6,000 OKLAHOMA. University of Oklahoma _ 0 6 85 120 2,200 600 3,000 OREGON. University of Oregon . . 0 10 100 150 7,000 3,000 25,000 Pacific University . 45 3 60 125 0 1 6 9.000 4,000 10,000 La Fayette Seminary . 26 0 57 95 0 0 '300 1,000 250 McMinnville College . . 33 0 100 150 2,500 500 5,000 Pacific College. . . 35 5 75 100 0 5 1,000 800 1,000 Philomath College . . . 24 2 60 80 600 700 1,200 Willamette University . 52 80 120 0 22 4,513 2, 612 15,000 Portland University. . . 50 10 80 100 2,500 500 2,000 PENNSYLVANIA. Western University of Penn¬ 100 5 150 200 0 19 15,000 3,000 15, 000 sylvania. Muhlenberg College . . 50 5 117 135 0 32 10, 000 8,000 Lebanon Valley College . 40 140 0 5' 6,000 500 7,500 St. Vincent College . . 60 140 38,000 Geneva College _ _ . 39 o 108 126 0 2 4,000 Moravian College . 50 250 0 32 6,500 Dickinson College . . . 6 90 200 250 0 2 l 45,000 20,000 * Statistics of 1896-97. a To nonresidents. INSTITUTIONS FOR HIGHER EDUCATION, 1881 for men and for both sexes - — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. 1 United States Government appropria¬ tions. From other sources. Total income. 34 35 36 37 38 3© 46 41 4‘J 43 $350 $37,000 $34,000 $1,683 $4,059 0 0 $642 $6,384 $14,203 308 $12,000 150,000 0 0 0 $30,000 0 5,000 35,000 0 309 500 43,000 0 1,416 0 0 0 1,500 2, 916 310 8,000 150.000 200,000 4,000 9,000 0 0 2,000 15, 000 11,000 311 500 100,000 75,000 10,000 4,500 0 0 0 14,500 312 25, 000 250,000 150,000 3,800 7,000 32,000 0 0 42, 800 313 1,000 120.000 77, 000 6,354 4, 950 0 0 1,695 12,999 2,500 314 1,000 97,900 72, 577 5,000 4,300 0 0 1,786 11, 086 315 200 14,000 35,000 1,000 2,100 0 0 0 3,100 1,000 316 50, 000 0 317 7,000 ioo'ooo 0 318 35' 000 250,000 1, 490, 000 319 2,000 150;000 0 4,000 0 0 0 0 4,000 320 160,000 700,000 1,200,000 40.000 72,000 0 0 0 112, 000 130,000 321 125,000 0 4,000 0 0 0 9,000 13,000 322 50,000 2.000; 000 550,469 27,216 32, 973 185,624 $23,000 23,201 292, 014 1, 400 323 20,000 0 2, 126 0 0 0 0 2, 126 2,000 324 10,000 424,000 686,026 15,378 42, 323 0 0 0 57, 701 117,226 325 1,000 100,000 30,000 1, 870 1,435 0 0 432 3, 737 1,633 326 10,000 307,356 270, 500 1, 765 16,500 0 0 2,000 20,265 35,000 327 18,000 160,000 420,000 6,500 22,000 0 0 2,500 31,000 5,000 32S 1,000 90.000 100,000 8,400 5,000 0 0 2,000 15,400 40,000 329 50,000 0 5,000 0 0 0 0 5,000 330 18,000 120, 000 102,000 331 3,000 12, 000 0 2,500 0 6 6 0 2,500 332 500 20,000 37,000 4,000 2,300 0 0 647 6,947 * 1, 100 333 47,500 1, 567, 700 993,463 72, 426 43, 740 0 0 2,531 118,697 51, 755 334 15,000 120,000 60,000 1,200 4,000 21,500 0 6,000 32, 700 0 335 300 40,000 0 2,300 0 0 0 1,200 3,500 336 500 30,000 69,000 1,800 4,100 0 0 0 5,900 200 337 3,000 50,000 0 8,500 0 0 0 0 8,500 338 4,000 175,000 200,000 20,000 11,000 0 0 0 31,000 339 2,500 125,000 100,000 772 5,897 0 0 3,240 9,909 5,000 340 5.000 65,000 73,000 5,000 5,000 0 0 5,000 15,000 341 2, 300 135,000 44, 165 1,750 1,447 17,800 0 4, 830 25,827 342 500 30,000 40,000 3,200 2,000 0 0 1,000 6,200 1,000 343 10,000 225,000 300,000 14, 540 12,210 0 0 5, 670 32,420 500 344 1,000 100,000 70,000 4,369 1,725 0 0 0 6,094 345 6,000 60,000 0 8,000 12, 000 0 1,100 21, 100 346 10,000 200,000 150,000 2,500 8,000 30,000 0 0 40,500 347 6,000 105,000 100,000 4,000 5,042 0 0 2,000 11,042 8,600 348 750 8,000 0 1,030 0 0 0 660 1,690 400 349 1,000 40,000 40,000 2,000 3,500 0 0 500 6,000 350 500 15, 000 7,000 2,000 500 0 0 0 2,500 1,500 351 1,200 14,000 5,000 1. 050 350 0 0 0 1,400 1, 100 352 4,000 300,000 40,000 4,000 3,600 0 0 1,000 8,600 353 200 150,000 0 7,000 0 0 0 0 7,000 354 92,000 289,000 345,000 65,200 15,500 1,750 0 0 82,450 100,000 355 2,000 100,000 154,000 3,762 7,425 0 0 4,057 15,244 5, 835 356 . 2,000 85,000 60,000 5,000 2,500 0 0 2,000 9,500 30,000 357 150, 000 358 150, 000 150,000 5,000 6,500 0 0 5,500 17, 000 359 500 100, 000 115,000 250 5,580 0 0 0 5,830 1,500 360 10,000 303,300 305,000 24,000 14,000 0 0 4, 604 42, 604 301 363 363 364 365 366 367 368 369 370 371 373 373 374 375 376 377 378 379 380 381 383 383 384 385 386 387 388 389 390 391 393 393 394 395 396 397 398 399 400 401 403 403 404 405 406 407 408 409 410 411 EDUCATION REPORT, 1897-98, Table 43. — Statistics of universities and colleges Name. Annual ex¬ penses in col¬ legiate de¬ partment. jAnnu ,al liv- ex- Lses. Number of fellow¬ ships. | Number of scholar¬ ships. Library. ing per GO © a 0 o a o ffl tc © 3 ft a eg P-I © 0 3 > © © fl o '3 EH U1 © © «M © o © * o © •+j eg u © o a 2 25 26 27 28 29 30 31 32 33 Pennsylvania— continued. $500 a 1,300 §60 $34 100 $140 0 15 7,300 100 b 15 180 317 0 0 19,100 $30,000 30 36 97 147 0 50 34,000 30, 000 Thiel College ...."1 . 50 0 85 133 0 0 6,000 10,000 43 3,000 1,100 3,000 150 . . 350 350 1 46 33,300 4,000 50,000 Franklin and Marshall College- 0 45 111 130 33, 603 3,345 180 335 "6" 1 55 18,000 3,000 30 77 15, 000 4,000 15,000 45 6 100 150 — 17, 000 1,000 30,000 Central Pennsylvania College .. 48 4 85 100 0 _ 4 4. 983 330 4,500 Westminster College . 6 36 90 111 0 4 13,000 3,000 13,000 0 0 0 0 3,334 3, 000 La Salle College . 80 8,000 800 6,000 160-300 350 450 33 135 150, 000 150,000 350 3,000 1,000 3,000 60 350 3,000 500 5,000 40 31 135 150 5,000 4,000 5,000 60-100 300 450 0 97, 000 Pennsylvania State College -... 0 171 13, 408 Swarthmore College . . a 400 3 \21 18, 175 Villanova College _ _ _ a 350 7,000 Volant College . . . . 34 105 120 6 6 350 60 180 Washington and Jefferson Col¬ 34 36 130 160 14,000 lege. RHODE ISLAND. Brown University . 105 45 190 570 i 100 100,000 30,000 330,000 SOUTH CAROLINA. College of Charleston . . . 40 118 154 0 14 13,500 1,000 Presbyterian College of South 40 5 100 135 0 6 1,300 3,000 1,500 Carolina. Allen University* . . 8 40 South Carolina College 40 18 135 180 0 33 30,000 50,000 Erskine College . . 30 80 100 1 l’500 Furman University . . _ 50 13 65 80 6 10 5,000 3,000 Newberry College. . . 40 106 135 o 14 7,000 Claflin Universitv . 16 0 50 60 o 1 0 3.000 3,000 3,000 Wofford College. . . . . 40 10 114 180 loiooo SOUTH DAKOTA. Pierre University . 1,600 100 3,000 Black Hills College . 30 100 130 600 400 700 Dakota University . 34 6 75 100 0 0 3,000 500 4,000 Redfield College _ _ 30 0 100 135 0 _ 3,000 500 3,000 University of South Dakota.... 9 135 300 4,403 100 5,000 Yankton College . 30 100 135 0 40 6,355 3,500 7, 000 TENNESSEE. U. S. Grant University . 39 63 108 6,000 King College . . . . 50 10 80 100 5,000 6,000 1,500 Southwestern Presbyterian 60 11 81 100 8,000 3,000 8,000 University. American Temperance Univer¬ 40 30 73 90 0 30 1,000 300 1,000 sity. Hiwassee College . 40 5 50 335 3,000 1,300 1,000 Southwestern Baptist Univer¬ 60 73 4,000 500 4,000 sity.* Knoxville College . . 5 50 60 0 0 3,000 500 3,000 University of Tennessee . 0 30 150 300 0 6 15,000 8,000 30,000 Cumberland University . 50 30 100 300 0 1 13,000 3,000 10,000 * Statistics of 1896-97. a Includes tuition. b Payable but once. INSTITUTIONS FOR HIGHER EDUCATION. 1883 for men and for both sexes — Continued. Value of scientific apparatus. V alue of grounds an d buildings. Productive funds. Income. Benefactions. Tuition fees. Prom productive funds. State or munici¬ pal appropria¬ tions. I United States Government appropria¬ tions. From other sources. Total income. 34 35 3© 37 38 39 40 41 42 43 $150, 0C0 $12,500 120, 000 $182, 500 $6,500 $7,586 0 0 $3,075 $17,161 $2,750 30,000 650,000 280, 000 13,638 14, 950 0 0 0 28,588 55,000 249.000 210, 000 13, 000 10, 000 0 0 2,000 25,000 9,000 1,000 75. 000 60,000 4,500 3,500 0 0 2,500 10,500 5.000 150, 000 80, 000 400,000 700, 000 33, 000 28,000 0 0 2,300 63,300 15,000 25,000 255. 000 345,000 0 18,000 0 0 10,000 28,000 36, 000 300, 000 400,000 15,000 17,500 0 0 17,500 50,000 34,000 200j 000 467; 650 1,250 30,000 0 0 10,000 41,250 20,000 80,000 200,000 200, 000 10,000 12,000 0 0 4,000 28,000 11,500 800 22,000 24,000 2, 751 240 0 0 825 3, 816 19,000 88,000 250,000 200, 000 14,000 1,011,363 0 0 0 $225,049 0 0 225,049 800 150. 000 389,448 3,662,019 2,179,065 321,494 97,260 50,000 0 0 468, 754 406,202 3, 0G0 T,ooo 100,000 0 8,000 0 0 0 0 8,000 0 1,000 47,000 43,000 5,000 2,000 0 0 0 7, 000 50.000 1, 200, 000 2. 000, 000 60,000 790,000 ' 517, 000 0 31,020 43,416 $38,000 10, 159 122, 595 600 20,000 500;000 250,000 49,613 12, 300 0 0 4,434 66,347 2,000 350,000 0 150 5,000 0 i,600 0 0 0 0 1,600 0 25,000 250,000 277, 991 14, 781 14,177 0 0 9 28,967 1,000 340,000 1,177,987 807,481 101, 721 28,661 0 0 1,370 131, 752 13,8'00 1,500 75,000 295, 300 100 10,572 2,000 0 0 12,672 300 15,000 6, 500 800 300 0 0 0 1,100 1,300 20, 000 0 800 0 0 0 3,500 4,300 10,000 300, 000 0 2,800 0 25, 000 0 3, 000 30, 800 500 65,000 86,000 3,000 4, 500 0 0 0 7,500 15,000 100,000 68,000 6,000 6,000 0 0 0 12,000 45, 000 32,000 3,500 1,700 0 0 800 6,000 214 1,000 100,000 0 4,000 0 0 0 11, ooo 15,000 15,000 3,000 125,000 63,000 4,000 4,500 0 0 2,000 10, 500 250 32,500 1,950- 1 950 250 36,000 30,000 1,500 300 0 0 250 2,050 2,200 1,500 60,000 0 5, 505 0 0 0 3,000 8,505 3,500 20, 000 0 3,000 0 0 0 k 9,600 12,600 9,600 1,750 92,000 5,620 23,950 0 540 30 110 3,000 150, 000 52,500 4,000 3,000 0 0 0 7,000 7,500 150,000 0 2,702 0 0 0 1,819 4,521 6,000 25,000 20,000 3,000 1,000 0 0 0 4 090 2,000 60,000 190,000 2,600 10,000 0 0 2,000 14,600 700 100,000 5,000 4,000 0 0 0 0 4,000 12,000 10,000 • 4,000 50,000 70,000 8,500 4,200 0 Q 0 12,700 200 100,000 0 525 0 3,200 0 8, 525 12,250 60,000 586, 000 425,000 6,339 25,666 0 38,000 0 70,005 0 2, 000 60,000 95, 000 5,600 4,500 0 @ 0 10,100 15, 000 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 3S5 38Q 387 388 389 390 391 392 393 394 395 398 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 1 b 412 413 414 415 41(5 417 418 419 420 421 422 423 424 425 428 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 416 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 EDUCATION Table 43. — Statistics of universities and colleges Name. Annual ex¬ penses in col¬ legiate de¬ partment. Annual liv¬ ing ex¬ penses. Number of fellow¬ ships. Number of scholar¬ ships. Library. Bound volumes. Pamphlets. Value. Tuition fee. Other fees. Lowest. Moderate. 2 25 29 1* 1 ** 28 29 30 31 32 33 Tennessee— continued. Bethel College . $45 $5 $125 $130 0 0 1,000 1,000 $2,000 12 0 36 45 0 2 12,000 2,000 ' 1,500 36 65 90 1 , 500 700 Carson and Newman College..- 30 5 80 100 "o' "e" 3, 000 2, 000 3,000 Central Tennessee College . 18 1 72 80 0 0 4.250 395 2,500 14 1 102 0 10 6, 000 12 68 5,000 2,000 5,000 10 0 120 200 0 202 12,000 12,000 Vanderbilt University - - 85 15 100 125 18 25 15, 000 5,000 48,000 University of the South . 100 10 120 200 0 51 40,000 21 ; 000 85,000 40 8 100 120 3,247 150 3,000 30 100 125 500 25 600 38. 10 100 7,500 500 2, 500 lege. 1 Washington College . . 27 4 46 66 0 0 2,000 1,000 2,500 TEXAS. 1 St. Edward's College . 150 180 3,000 500 4,000 University of Texas . . . 0 10 150 225 7 ' 0 35,000 10,000 50,000 Howard Payne College . 50 40 85 110 0 3 2,000 300 2,500 Henry College. . . . 40 2 70 85 0 0 Fort Worth University 48 128 150 3,000 700 Polytechnic College . . .. . 50 14 130 160 2,500 200 2, 000 St. Mary’s University 60 2, 369 2,000 Southwestern University _ 60 5 85 150 5,000 1,500 2, 000 Burleson College . _ . . 50 72 90 0 0 400 600 Wiley University . . 10 84 96 2,000 St. Louis College. . 40 0 150 200 0 0 900 200 800 Austin College _ _ _ 50 11 100 150 8,000 8,000 Trinity University _ _ _ 50 60 120 3,000 Add Ran Christian University. . 55 5 120 160 0 0 2,000 500 3,050 Baylor University . 50 3 80 112 0 0 5,000 50u 5,000 Paul Quinn College _ 23 80 90 400 500 800 UTAH. Brigham Young College . 0 10 76 133 0 0 2,500 600 2,000 University of Utah . . 0 10 75 160 0 100 16,500 10,000 40,000 VERMONT. University of Vermont . 60 20 125 200 0 35 52, 768 10,000 75,000 Middlebury College. . 60 12 120 150 0 120 23,000 1,400 25,000 Norwich University _ _ 65 25 117 0 33 12,400 VIRGINIA. Randolph-Macon College..: _ 75 21 115 130 0 5 10,000 8,000 Bridgewater College . 38 3 80 108 0 700 300 500 University of Virginia 50 135 160 6 11 40,000 Emory and Henry College _ 50 9 100 120 0 2 10,000 10,000 Fredericksburg College _ 50 5 100 125 0 0 200 200 Hampden-Sidney College. . 50 27 90 144 2 14 15, 000 15,000 Washington and Lee University 50 30 150 250 1 16 40,000 10,000 50,000 Richmond College . 70 19 76 108 0 28 13, 025 1,000 20,000 Roanoke College 50 12 84 120 0 20 21,000 College of William and Mary. .. 35 6 90 108 0 4 10,500 3,500 "WASHINGTON. Vashon College 60 6 120 135 1,160 380 800 Colfax College... 45 150 200 1,000 ■ 500 2,000 Walla Walla College*. . 36 90 99 700 700 University of Washington 0 125 175 6 6 7,636 7,861 Gonzaga College . a 250 4,000 2,000 4,000 Whitworth College . . i 36 75 160 650 100 1,100 * Statistics of 1896-97. a Includes tuition. INSTITUTIONS FOR HIGHER EDUCATION. 1885 for men and for both sexes— Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Government appropria¬ tions. From other sources. Total income. 34 35 36 37 3S 39 49 41 42 43 $250 $18, 000 0 $4,000 0 0 0 0 $4,000 0 5,000 ioo.ooo $255, 000 4,328 $11,043 0 0 $1,120 16,491 $90,000 80, 000 150 15,000 0 3,500 0 0 0 230 3,700 1,500 1,200 75,000 30.000 3,200 1,600 0 0 700 5,500 250 105, 000 10.000 2,896 150 0 0 5,496 8,542 661 350, 000 40, 000 3, 715 2,400 0 0 11,549 17, 564 0 1,000 125,000 1,200 1,500 60 0 0 7,000 8,560 6,500 13 000 300 000 26, 500 3,500 $20, 000 0 40,000 90,000 175,000 600, 000 1, 100, 000 55,000 55,000 0 0 0 110,000 2,000 400,000 160,000 18,360 9,600 0 0 8,000 35,960 48,000 500 20,000 0 4,375 0 0 0 0 4, 375 0 25 20, 000 0 3,500 0 0 0 0 3,500 25, 700 0 1,746 0 0 0 709 2,455 250 40,000 5,000 1,200 300 0 0 0 1,500 2,800 250 110,000 0 15,000 0 0 0 0 15,000 72,500 505; 000 a 626, 716 10;335 70,022 72,500 0 0 152,857 42, 500 800 45, 000 0 5,000 0 0 0 1,500 6,500 5,000 12,000 0 10, 000 0 0 0 0 10,000 0 8,000 160, 000 0 500 25,000 0 7,000 0 0 0 0 7,000 500 200,000 0 5,000 80,500 0 15,902 6 0 0 2,974 18,876 33,000 300 25,000 0 6,000 0 0 0 0 6,000 0 48,000 0 1,450 0 0 0 6, 500 7,950 700 200,000 0 15,000 0 0 0 0 15, 000 0 500 40,000 60,000 3,500 3,000 0 0 0 6,500 3,000 1,000 84,000 34, 000 7,000 3,000 0 0 0 10,000 500 150,000 0 11,500 0 0 0 0 11,500 6 2,500 200,000 0 28,000 0 0 0 0 28,000 0 25 75,000 0 900 0 0 0 6,100 7,000 500 45,000 96,427 2, 880 6,500 0 0 7,575 16.955 20, 000 280,000 100,000 5,300 693 60,000 0 0 65,993 300 100,000 600,000 375,000 13,058 16,069 6,000 .$23,000 16,621 74, 748 4,000 100,000 380,000 1,002 18,500 2,400 0 2, 374 24,276 34,050 1,000 25,000 1,932 50 2,983 0 500 5,465 590 9,000 110,000 125, 000 9,000 6,000 0 0 0 15,000 3,450 100 9,000 11,000 3,000 300 0 0 0 3,300 25,000 1,000,000 417,300 55,768 20,651 47,500 0 1,056 124, 975 135,000 1,000 100,000 10, WO 5,000 600 0 0 4,400 10,000 300 100 15,000 0 4,500 0 0 0 1,000 5,500 5,000 100, 000 140,000 2,300 8,500 0 0 2,500 13,300 1,931 16,000 200,000 639,800 9,000 33,000 0 0 0 42,000 2,500 4, 000 400,000 270,000 9,000 18,000 0 0 3,700 30,700 6,000 100,000 40,000 4,276 2,400 0 0 2,400 9,076 6,200 25,000 125,000 125,900 964 3,954 15,000 0 0 19,918 200 35,000 0 6,375 0 0 0 8,236 14, 611 200 15, 000 0 2,500 0 0 0 500 3,000 250 558 50,000 0 2,483 0 0 0 12,294 14, 777 10,000 350,000 0 0 0 40,250 0 0 40,250 1,000 500 19,666 0 ■ 550 0 6 6 i,200 1, 750 a Also 2,000,000 acres of land. 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 485 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 EDUCATION REPORT, 1897-98. Table 43. — Statistics of universit Name. Annual ex¬ penses in col legiate de¬ partment. Annual liv ing ex¬ penses. <4-< Q, °5 ^ Cfi Washington— continued. Puget Sound University _ St. James College . . . . Whitman College . . WEST VIRGINIA. Barboursville College . Bethany College . West Virginia University .. WISCONSIN. Lawrence University . . Beloit College . . Mission House . . . Gale College. . . . University of Wisconsin _ Milton College . . Concordia College . 1_V Marquette College . Ripon College . . Northwestern University .. WYOMING. University of Wyoming ..... $45 40 48 2 6 $10 a 7 28 29 3© $100 200 125 75 180 114 60 118 80 70 $150 175 90 250 152 120 265 150 140 120 68 170 150 125 100 200 3,000 3,000 6,000 600 3,000 15,000 15, 672 24, 060 6,000 3, 000 54, 000 4,000 3,540 9,300 8,000 3,570 5, 750 INSTITUTIONS FOR HIGHER EDUCATION. 1887 for men and for both sexes — Continued. Value of scientific ' apparatus. V alue of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or munici¬ pal appropria¬ tions. United States Government a p propria- | tions. From other sources. Total income. 34 35 36 37 38 39 4© 41 42 43 $1,500 $30,000 0 $12,000 0 0 0 $1,000 $13,000 $2,000 464 8,000 10,000 465 2,000 35,000 $150,000 7,000 $8,000 0 0 0 15, 000 30,000 466 20, 000 0 795 0 0 0 325 1,120 467 1,000 200,000 0 1,900 0 0 0 0 1,900 468 50,000 300,000 114, 750 r 5, 141 6,408 $36,550 $33,000 6, 717 87,816 469 20,000 22o, 000 215, 000 6,400 12,300 0 0 1,200 19,900 33,400 470 75,000 335, TOO 418, 736 10, 455 16,503 0 0 533 27, 491 30,000 471 2,500 40,000 24,000 2,581 573 0 0 0 3, 154 12,279 472 3,000 20,000 1,000 500 0 0 0 3,000 3, 500 473 265,800 1,500,000 530,000 22,000 30,000 255,000 38,000 57,000 402,000 474 5,000 32,000 83,743 1, 893 5, 777 0 0 92 7, 762 350 475 1,500 150,000 0 0 0 0 0 0 0 100 476 2, 700 130,000 0 6,000 0 0 0 0 6,000 500 477 2,000 100,000 210,000 186 15,734 0 0 0 15,920 2,200 478 5,000 64,000 0 1,125 0 0 0 11,051 12, 176 1,300 479 60,000 111,540 0 610 0 8,076 38,000 557 47,243 0 480 1888 EDUCATION REPORT, 1897-98. Table 44. — Statistics of colleges Location. Name. Reli¬ gious de¬ nomina¬ tion con¬ trolling. Year of open¬ ing. Professors and instructors. Students. 1 Number of fellowships. J Number of scholarships. j Preparatory depart¬ ment. Collegiate department. Total number (exclud- mg duplicates). | Preparatory. Collegiate. | Graduate. Total number (excluding dupli¬ cates). A Female. | "cS A ’eS 3 01 Female. | 1 2 3 4 5 6 7 8 9 80 IS 12 'l3 14 15 (6 CALIFORNIA. 1 Mills College Mills College . None... 1871 2 24 2 12 9 24 120 22 0 142 0 15 ILLINOIS 2 Rockford . Rockford College . None... 1849 0 5 0 12 0 17 70 42 1 113 1 2 MARYLAND. 3 Baltimore . Woman’s College M E_... 1888 0 0 11 16 11 16 0 237 2 239 1 21 of Baltimore. MASSACHU¬ SETTS 4 Cambridge .... Radcliffe College. None... 1879 0 0 97 0 97 0 0 363 61 424 0 9 5 Northampton Smith College .... None _ 1875 o 0 22 41 22 41 0 975 4 979 6 South Hadley. . Mount Holyoke None... 1837 0 0 1 40 1 1 * 40 0 390 3 393 60 College. Wellesley . Wellesley College None... 1875 0 0 1 69 7 69 0 639 32 671 0 66 NEW YORK. 8 Aurora . Wells College . None. .. 1868 o o 5 14 5 14 0 106 1 107 9 Elmira . Elmira College Presb .. 1855 0 0 8 11 8 11 0 141 0 141 0 io 10 New York . Barnard College. . None. .. 1889 0 0 36 0 36 0 0 177 61 238 0 20 11 Poughkeepsie . Y assar College .... None .. 1865 0 0 12 44 12 44 0 591 13 604 1 5 PENNSYLVANIA. 12 Bryn Mawr .... Bryn Mawr Col None. .. 1885 0 0 24 17 24 17 0 275 47 322 14 34 lege. VIRGINIA. 13 Lynchburg — Randolph Macon M. E. So 1893 0 0 10 15 10 15 0 233 0 233 0 12 Woman’s College. INSTITUTIONS FOR HIGHER EDUCATION. 1889 for women , Division A. Annual expen¬ ses in college department. Library. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Inc ome. Benefactions. Fees. Living expenses. Bound volumes. Pamphlets. Value. Tuition fees. From productive funds. From other sources. Total income. Tuition. Other. Lowest. Moderate. 17 18 1® SO SI 22 23 24 25 26 27 38 29 SO SI $180 $15 $130 $180 6,000 500 $10,000 S2,000 $250,000 $75,000 $54,300 $3, 105 0 $57, 405 1 GO 225 270 6,150 220 15, 000 1,000 150,000 46,880 22,499 2,066 $741 25,306 $10, 150 2 125 — - 250 .... 7,400 1,600 10,000 45,000 680,000 337,000 24,587 19,284 10,000 53,871 10,000 3 200 12,476 500 18,000 4,000 200,000 375,000 75, 000 15,000 0 90,000 112,000 4 100 152 228 7,500 7,800 20,000 659, 533 667, 389 96, 990 44, 408 31,082 172, 480 5 75 .... 175 17,508 1,568 17,500 40, 000 450,000 280,000 85,842 14,990 0 100,832 136,582 6 175 .... 225 48,435 800 80,000 70.000 1,098,000 7,000 209,204 457 7, 171 216,832 7 100 5 200 250 6,500 2,000 15,000 13, 000 175,000 200,000 11,377 9,439 35,579 56,395 1,500 8 75 0 225 5,000 12,000 25, 000 182,000 65,000 6,250 3,500 11,250 21,000 100, 000 9 150 1,000 50 2,000 8,000 500,000 0 24,000 0 0 24, 000 10 100 .... 300 .... 30,000 47,525 48,794 1,113,865 967,204 64,073 52,799 191,957 308,829 109,999 11 100 5 275 325 27,960 7,000 50,000 50,000 800,000 1,000,000 27,000 50, 000 0 77,000 12 75 15 160 .... 1,200 1,200 2,500 132,000 102,000 35,000 5,400 0 40,400 250 13 ED 98 - 119 1890 EDUCATION REPORT, 1897-98. Table 45. — Statistics of colleges 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 Location. Name. Religious denomina¬ tion controlling. Year of open¬ ing. Pro¬ fess¬ ors and in¬ struct¬ ors. Students. >. eS fl CD a >» 'cl o ci oS & .s c3 •a CD o Graduate. Total number (exclud¬ ing duplicates). G raduated in 1898. Male. Female. 1 2 3 4 5 © 7 § © 1© 11 12 ALABAMA. Athens . Athens Female College ... M. E. So.... 1842 1 12 0 30 135 0 165 28 Bailey Springs... Bailey Springs University None . 1893 1 6 0 0 45 0 45 0 Eastlake . . None . 1890 1 10 20 21 100 0 141 19 None.. . 1853 2 10 10 20 35 o 65 4 Bapt . 1839 2 8 128 19 _ do . None . 1836 3 8 20 20 60 0 100 11 Presb . 1849 1 6 20 10 60 4 94 9 Tuscaloosa . Tuscaloosa ^Female Col- M. E. So.... 1860 1 16 33 30 120 2 185 30 lege. M. E . 1855 9 11 15 10 100 9 134 male College. ARKANSAS. Central Baptist College... Bapt _ 1892 1 10 20 50 60 0 130 1 CALIFORNIA. San Jose . College of Notre Dame _ R. C . 1851 1 30 5 37 42 2 86 3 GEORGIA. Athens . . . Lucy Cobb Institute . None . 1858 ] 15 21 24 118 o 163 19 College Park . Southern Female College . Bapt _ 1843 6 19 197 197 25 Cuthbert . Andrew Female College. . . M. E. So.... 1854 2 10 50 '40 83 ”6 173 12 Dalton . Dalton Female College.... M. E. So - 1872 0 12 20 25 65 l 111 4 Forsyth . Monroe Female College *.. Bapt . 1848 1 4 12 12 30 0 54 5 Gainesville _ Georgia Female Seminary None _ 1878 3 15 30 20 165 3 218 29 Lagrange . Lagrange Female College . M. E. So _ 1833 6 14 36 25 137 21 219 32 _ do . Southern Female College. Bapt . . 1842 8 16 34 26 146 0 206 13 Macon . Wesleyan Female College. M.E. So.... 1839 5 21 0 33 171 7 211 27 Rome _ _ _ Shorter Coilep'o _ ... Bapt _ 1877 4 15 20 25 40 100 5 165 21 Tkomasvilie . Young Female College — None . 1870 1 3 15 45 1 86 0 ILLINOIS. Jacksonville _ Illinois Female College _ M.E . 1847 3 15 20 104 80 7 211 18 _ do . Jacksonville Female Acad¬ None _ ... 1830 1 8 22 25 50 1 98 6 emy. Knoxville . . St. Mary’s School . . P. E _ 1868 3 11 0 18 92 1 111 12 KANSAS. Oswego .... College for Young Ladies. College of the Sisters of Presb . 1888 3 26 30 0 76 6 Topeka . . . P.E _ 1860 2 10 25 85 30 0 140 15 Bethany. KENTUCKY. Bowling Green . . Potter Collee^e _ _ _ N one ... _ 1889 2 16 40 150 2 192 11 Danville . Caldwell College Presb . . 1860 2 9 44 80 0 124 4 Hopkinsville . Bethel Female College _ Bapt . 1854 3 8 21 'is 66 0 102 Lexington . Hamilton Female College . Christian . . 1869 4 14 10 4 146 0 160 16 _ do . . Sayre Female Institute _ Presb . 1854 3 7 25 25 50 0 100 12 Millersburg . Millersburg Female Col¬ M. E. So _ 1851 13 23 34 36 7 100 16 lege. Nicholasville .... Jessamine Female Insti¬ None . 1854 0 14 15 20 100 2 137 9 tute. Owensboro . Owensboro Female College None _ _ 1890 2 6 30 50 20 0 100 0 Pewee Valley.... Villa Ridge College . None . 1896 3 6 25 18 57 0 100 3 Russellville . Logan Female College _ M. E. So _ 1856 2 9 20 35 49 0 104 7 Stanford . Stanford Female College . None. . . 1869 1 6 18 43 35 0 96 4 * Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1891 for ivomen, Division B. Annual ex¬ penses in col¬ lege depart¬ ment. Library. Value of scientific apparatus. Value of grounds and build¬ ings. Productive funds. Income. Benefactions. Volumes. Value. From productive funds. Tuition fees. State or municipal ap¬ propriations. From other sources. Total income. Fees. Living ex¬ penses. Tuition. Other. 4^ W o * o r-3 Moderate. 3 3 14 15 14} 17 as 19 SO SI 22 S3 24 25 26 27 $50 $135 1,000 $400 $100 $35, 000 0 0 $3,000 1 0 $7,000 $10,000 $1,000 lot 1 000 1,500 36,000 0 0 3,000 0 0 3 000 45 135 $150 600 '600 50 30,000 0 0 6,500 0 0 8,500 150 2 00C 2,000 3,000 15,000 10,000 0 0 10,000 50 $3 140 1,500 1,500 70, 000 0 0 50 100 500 20^ 000 50 125 150 100 100 50 15,000 0 0 2,000 0 2,000 4.000 50 130 150 500 300 25 15,000 0 0 10,000 0 0 10,000 1,000 50 100 135 2,500 3,000 500 85,000 0 0 7,000 0 10,000 17,000 50 13 120 130 1,000 600 75 30,000 0 0 6,000 0 8,000 14,000 50Q a300 6,000 10,000 15,000 338, 000 0 0 24,000 0 26,000 50,000 3,000 80 4,000 4,000 50, 000 60 8 150 150 5,000 1,500 53, 000 40 100 500 200 100 30,000 0 0 3,000 0 6,000 9,000 40 2 130 160 164 90 12, 000 30 1 90 200 200 800 20,000 0 0 1,800 0 200 1,800 50 125 150 2,000 500 80, 000 0 0 10, 000 0 30,000 40,000 51 -”i 140 150 2,000 3,000 1,000 60, 000 $10,000 $500 28,000 $500 1,000 30,000 1,000 54 3 100 115 2.000 2,000 400 40,000 0 0 13,000 400 600 14,000 6,000 50 6 150 150 3; 000 6,000 8,000 200,000 50,000 3,000 35,000 0 7,000 45,000 7,000 54 5 150 5,000 5,000 5,000 150, 000 40,000 30 0 125 160 175 20,000 2,000 0 0 2,000 0 50 125 225 1,000 1,000 1,000 60,000 8,000 . 400 10,000 0 0 10,400 4,000 50 225 2,500 2,500 500 50,000 a360 2,200 2,500 4,000 100,000 3,000 150 45,000 0 0 45, 150 200 40 150 160 300 300 150 20,000 0 0 7,000 0 750 7, 750 45 — 205 4,000 4,000 350, 000 7,000 300 15,000 0 0 15,300 8,000 60 4 200 5,000 5,000 500 80,000 24,000 0 0 24,000 50 2 80 1,200 13,000 6,000 0 0 6,000 50 150 iso 30, 000 100 6 9,000 0 0 9,006 0 50 180 2,000 1,500 500 100,000 65 200 3, 500 100, 000 50 10 80 100 300 300 300 10, 000 3,000 0 3, 000 6, 000 50 0 160 300 300 0 20,000 0 0 0 0 0 50 130 700 30,000 0 0 4,000 0 0 4,000 50 200 '240 300 300 25,000 50 "3 120 150 2,000 2,500 400 35,000 0 0 4,000 0 400 4,400 50 2 108 108 500 1,0001 100 4,000 0 0 2,500 0 0 2,500 6 a Includes tuition. 1 2 3 4. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 1892 EDUCATION REPORT, 1897-98. Table 45 .—Statistics of colleges 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 Location. Name. Religious denomina¬ tion controlling. Year of open¬ ing. Pro¬ fess- Students o ai ii str o iS 7a rs ad n- uct- rs. © a © >> g © u L o ta «8 £ Sh © _ca ’5b A 73 O | Graduate. | | Total number (exclud- 1 ing duplicates). ! Graduated in 1898. • | 1 3 3 4 5 6 7 8 © I© 11 S3 LOUISIANA. Presb . 1852 3 11 30 38 50 0 116 0 tute. Mansfield .. . Mansfield Female College. M.E.So.... 1855 1 6 25 10 35 0 70 1 MAINE. Univ . 1834 3 4 7 74 14 5 100 5 M. E . 1864 7 2 0 213 13 0 226 6 and Female College. MARYLAND. R.C . 1873 4 12 0 116 60 0 176 0 Reformed - . 1893 4 13 29 21 69 0 119 14 Luth . 1852 5 10 8 98 4 110 22 Luth . . . 1853 5 7 0 7 93 0 100 15 Young Ladies. MASSACHUSETTS. Auburndale _ Lasell Seminary _ _ _ None _ ... 1851 11 20 0 14 139 1 154 26 MINNESOTA. Albert Lea _ Albert Lea College _ Presb . 1885 0 7 0 22 10 0 47 4 MISSISSIPPI. Blue Mountain Blue Mountain Female None _ 1873 4 11 236 18 College. Brookhaven _ ... Whitworth Female Col¬ M.E . 1857 3 10 20 20 130 0 170 11 lege. Clinton. . . Hillman College . . Bapt . 1853 1 6 80 8 Columbus _ Industrial Institute and None _ 1885 1 20 0 197 122 0 319 13 College. 1 I French Camp.... Central Mississippi Insti¬ Presb . 1886 2 6 20 15 35 0 70 3 tute. Jackson . Beiha ven College for None.. . 1894 2 10 26 102 16 144 10 Young Ladies. * McComb _ McComb City Female In¬ None. . . 1894 1 4 19 12 43 0 74 4 stitute. Meridian . . East Mississippi Female M.E . 1869 3 15 70 80 175 0 325 9 _ do . . . College. Stone College for Young Bapt _ ... 1893 1 5 18 5 62 0 85 6 Ladies. Oxford _ _ Union Female College*... Cum. Presb 1 1854 7 11 25 50 75' 0 150 Pontotoc . Chickasaw Female College Presb . 1852 1 5 ■18 20 48 0 86 Port Gibson . Port Gibson Female Col¬ M.E........ 1843 1 11 23 3 34 0 60 ”6 lege. Water Valley _ Hamilton College . None . 1894 1 7 53 29 85 3 170 8 MISSOURI. Columbia . Christian College . Christian . . 1851 5 16 25 51 100 0 176 41 do _ Stephens College Bapt 1856 5 14 15 9 75 0 99 15 Favette . Howard Fayne College M.E.So _ 1844 2 10 0 88 56 1 143 11 F ulton . Synodical Female College . Presb . 1872 2 12 25 25 80 0 130 30 Independence . . . Kansas City Ladies Col¬ Presb . 1871 3 9 24 15 18 2 59 1 lege.* Jennings . St. Louis Seminary . . . . None . 1871 ] 5 0 0 20 0 20 2 Lexington . . . Baptist Female College .... Bapt . 1855 5 15 15 20 64 1 100 15 - do . . Central Female College . . M.E.So.... 1869 5 9 10 31 59 0 100 6 Liberty . . Liberty College for Young Nnnfi 1890 5 10 10 32 99 0 142 22 Ladies. Mexico. . Hardin College . Bapt . . 1873 10 14 0 75 138 1 214 25 * Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1893 for women , Division B — Continued. Annual ex¬ penses in col¬ lege depart¬ ment. Library. Valueof scientificapparatus. Value of grounds and build ings. Productive funds. Income. Benefactions. Volumes. 1 Value. From productive funds. Tuition fees. State or municipal ap¬ propriations. From other sources. Total income. Fees. Living ex¬ penses. Tuition. 0 X) 03 » u o c3 C3 P. © * © a ‘3> .© o o B c3 P TJ a fi O 10 Total number (exclud¬ ing duplicates). | Graduated in 1898. © © Is a © 6 t 2 3 4 5 8 9 11 MISSOURI— ct'd. Nevada . Cottey Female College.... M. E. So _ 1884 2 12 25 55 60 0 140 8 St. Charles . Presb . 1830 1 7 45 6 lege. NEW JERSEY. N one . 1853 8 8 16 ! 50 2 o 68 7 lege. NEW YORK. None. . . 1845 5 48 35 511 153 9 708 53 tute. NORTH CARO- LINA. N on e _ 1854 4 12 20 115 20 o 155 1 Luth _ 1897 10 1 o 16 65 0 94 o Dallas. Gaston College _ _ Luth . . 1879 2 4 10 11 37 0 58 3 Greensboro . Greensboro Female Col¬ M. E. So ... 1846 3 12 160 4 164 8 lege. Hmkorv . . Claremont Female College None . 1880 3 11 20 30 100 5 155 7 Lrvnishnrg Louisburg Female College M. E . 1857 1 9 30 35 69 0 134 3 Murfreesboro . . . Chowan Baptist Female Bapt . 1852 3 3 6 38 24 0 68 6 Institute.* Oxford . Oxford Female Seminary. Bapt . 1850 2 7 28 30 64 0 12° 10 Salem . Salem Female Academy Moravian . . 1802 4 30 0 47 225 274 42 and College. OHIO. Cincinnati - . . Bartholomew English and P. E.... . 1875 1 13 10 12 66 0 88 9 Classical School. Glendale.... . Glendale Female College . Presb . 1854 1 11 8 9 59 1 77 7 Granville . . . Granville Female College . Presb . 1827 1 4 4 20 10 0 34 4 Oxford . Oxford College . Presb . . 1849 4 23 6 51 60 6 123 17 do . Western College N one _ _ 1855 2 24 0 86 54 3 143 16 Paines ville _ 1 Lake Erie College and None . . 1859 0 21 0 42 68 0 110 8 Seminary. PENNSYLVANIA. 1 Allentown . Allentown College for Reformed.. 1867 5 9 13 39 58 0 108 9 Women. Bethlehem Moravian Seminary for Moravian . . 1749 5 17 98 11 Young Ladies. Chambersburg . . Wilson College . Presb . | 1870 4 22 0 21 262 5 288 47 Lititz _ Linden Hall Seminary.... Moravian .. 1794 3 10 0 32 2 0 34 6 Mechanicsburg . . Irving Female College .... Luth . 1856 6 7 0 16 104 0 120 18 Ogontz School. . . Ogontz School . None . 1 1850 4 18 13 20 95 0 128 23 Pittsburg . Pennsylvania College for Presb . 1870 3 20 0 142 40 2 184 6 Women. SOUTH CARO¬ LINA. Columbia . Columbia Female College. M. E. So ... 1859 6 6 30 105 0 135 3 . do - . . Presbyterian College for Presb _ 1890 5 13 4 126 2 Women. Due West . Due West Female College. None. . . 1858 4 10 40 40 120 7 207 30 Gaffney.... Cooper- Limestone Insti¬ Bapt 1 1845 1 7 30 70 100 3 tute. : Greenville . Greenville College for None 1894 2 6 15 5 55 0 75 7 Women. _ do . Greenville Female College Bapt 1854 4 10 12 22 171 1 206 7 Spartanburg .... Converse College . N one . 1890 11 19 0 40 370 4 414 25 Union . Clifford Seminary Presb | 1881 3 13 12 24 1 50 8 Williamston . Y/iiliamston Female Col¬ None . 1872 l ^ 6 0 45 65 0 110 3 lege. 1 i [ Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1895 for tvomen, Division B — Continued. Annual ex¬ penses in col¬ lege depart¬ ment. Library. Value of scientific apparatus. Value of grounds and build¬ ings. Productive funds. Income. Benefactions. Volumes. © •a From productive funds. Tuition fees. State or municipal ap¬ propriations. From other sources. Total income. Fees. Living ex¬ penses. Tuition. Other. Lowest. Moderate. 13 14 15 16 17 18 19 2© 21 S3 23 24 25 26 27 $45 $190 $140 700 $500 $350 $30,000 $12,000 0 0 $12,000 .... “•>50 '400 2,000 1,000 300 350 3,000 5,000 100 26,000 0 0 12,000 0 0 12,000 0 7,407 12,282 12,664 220, 647 $40,000 $2,029 74, 986 $100 $1,883 78,998 0 100 225 225 1,000 2,500 500 100,000 17,000 17,000 200 225 100,000 35 6 500 800 0 10,000 0 0 975 0 765 1,740 59 $4 i | 130 5, 500 8,000 1,500 ! 100,000 6,000 360 15,000 0 12,000 27,360 $1,000 40 2 1,000 1,000 30,000 6.000 6.000 25 30 85 | 1.000 1,200 100 6.000 3,5001 . 3,500 48 0 92 I 400 300 30, 000 0 0 2,800 0 3,700 6,500 50 1 150 1 ! 1,000 1,000 15,000 0 0 13,000 0 0 13,000 0 10 ! 185 210 1 6,000 1,000 200,000 10,000 30,000 500 160 450 1,000 35,000 60 250 3,000 1,000 60,000 0 0 0 0 50 100 ‘Iso 200 ""266 1,500 50,000 0 0 3, 500 0 500 4,000 50 5 5,000 50,000 31,000 31, 000 a250 9,309 12,000 3.000 154, 424 48,500 3, 500 24, 710 6 27,313 55, 523 5,000 4,500 15, 000 315,000 27,000 1,500 24,000 0 2,500 28, 000 4,000 40 20 220 700 500 400 60, 000 * 8,000 0 0 8,000 5,000 60 280 6,000 500 100,000 0 0 0 0 0 60 0 190 190 6,000 600 150,000 0 0 23,000 0 62,000 85,000 Icr250 2,600 20,000 8,294 1,300 9 594 50 0 175 "200 1,000 1,000 40,000 0 0 25’ 000 200 800 12, 000 15,000 7, 000 100, 000 100,000 100 .... 220 290 3,500 10,000 3,500 250,000 0 0 16,000 0 19,000 35,000 16,000 50 132 150 500 500 300 75,000 0 0 20, 000 50 "16 150 200 200 500 60,000 38 o 113 800 500 10,000 50 iso 175 400 400 500 40,000 1,200 0 4,000 5,200 50 0 100 120 500 750 100 21,000 0 0 50 5 120 200 400 50 25,000 0 0 11,000 0 0 11,000 50 5 175 ’266 4,000 4,000 2, 500 150,000 35,000 40 95 110 100 8,000 0 0 0 0 48 ""3 120 3,500 2,000 15,000 1 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 97 100 101 102 103 104 105 106 a Includes tuition. 1896 EDUCATION REPORT, 1897-98. Table 45. — Statistics of colleges Location. Name. Religious denomina¬ tion controlling. Year of ouen- ing. 4 PrO- ffiKS- Students. O a: i: str o: © a 5 rs nd n- uct- rs. © a © & i Elementary. OR ( Preparatory. € [ Collegiate © Is E3 H3 cS Jh $ 1© Total number (exclud¬ ing duplicates). | Graduated in 1898. 1 t> 3 11 TENNESSEE. 107 Bristol . . M.E.So .... 1868 1 14 12 26 62 o 100 108 Bapt _ 1851 1 6 20 35 25 0 80 1 3 lege. 1 ° 109 _ do . Weslevan Female College. M. E. So _ 1870 1 5 31 26 62 0 119 10 110 Columbia . Columbia Athenaeum _ None _ 1852 6 10 32 46 42 10 130 7 111 None 1856 3 9 20 40 50 o 110 7 112 Gallatin _ Howard Female College . . . None _ 1837 1 8 18 60 0 78 5 113 Jackson . Memphis Conference Fe- M. E. So _ 1843 1 15 54 18 100 0 172 14 male institute. 114 Murfreesboro ... Soule Female College . M.E . 1852 1 12 50 25 100 0 175 17 115 Nashville . . Nashville College for M.E.So.... 1880 o 22 118 16 Young Ladies. 118 do . . Ward Seminarv . . . Presb . . 1865 6 22 30 99 175 o 304 34 117 Pulaski _ _ Martin Female College * . . M.E . . 1S70 2 16 24 33 107 9 173 8 118 Rogersville . Synodical Female College. Presb . 1849 3 13 0 16 154 3 173 12 TEXAS. 119 Belton . . Baylor Female College .... Bapt . . . 1845 3 9 20 60 210 3 293 19 120 Bonham _ _ Carlton College . . Christian 1867 2 9 42 10 37 0 89 7 121 Chapel Hill . Chapel Hill Female Col¬ M.E.So—. 1853 1 5 24 36 10 70 4 lege. VIRGINIA. 122 Abingdon . Martha Washington Col¬ M.E.. . 1860 3 12 30 20 125 0 175 12 lege. 123 __ do . . Stonewall Jackson Fe¬ Presb . . 1869 1 7 ok 20 34 o 79 0 male Institute. 124 Bristol . Southwest Virginia Insti¬ Bapt . . 1884 7 8 32 151 o 183 3 1 tute. 125 Charlottesville .. Albemarle College for None _ 1897 4 7 4 49 18 0 71 3 Young Ladies. 126 Danville . . Roanoke Female College .. Bapt _ 1859 o g 22 56 o 78 g 127 Hollins . Hollins Institute - - Bapt . 1842 8 21 ‘6 20 167 0 187 12 128 Marion . Marion Female College .... Luth. . 1873 2 7 20 18 49 o 87 5 129 Norfolk . N orf oik College for Young None _ 1878 3 15 15 34 135 o 184 19 Ladies. 130 Petersburg . Southern Female College . None. . 1863 4 8 10 15 75 0 100 3 131 Richmond . . . Woman’s College * . . Bapt . 1854 8 H 50 150 5 205 29 132 Staunton _ Virginia Female Institute . P.E _ 1844 3 13 88 3 133 Winchester . Valley Female College .... M.E.So... 1872 2 6 4 2 36 2 44 2 WEST VIRGINIA. 134 Parkersburg _ Parkersburg Female Sem¬ None . . 1872 1 3 30 10 o 0 42 0 inary. WISCONSIN. 135 Milwaukee _ Milwaukee-Downer Col¬ None _ 1895 0 17 0 144 26 0 170 2 lege. * Statistics of 1896-97. INSTITUTIONS FOR HIGHER EDUCATION. 1897 for women, Division B — Continued. Annual ex¬ penses in col¬ lege depart¬ ment. Library. Value of scientific apparatus. Value of grounds and build¬ ings. Productive funds. Income. Benefactions. Volumes. V alue. From productive funds. Tuition fees. State or municipal ap¬ propriations. From other sources. Total income. Fees. Living ex¬ penses. Tuition. Other. Lowest. Moderate. 13 14 15 16 17 IS 1® 2® 21 22 23 24 25 26 1 ay 2,500 $50, 000 $5, 000 $300 $4,700! 0 $5,000 $10, 000 $166 1,800 fl 8 O $150 12,500 o 50 $2 100 10, 000 0 0 4,000 0 0 4,000 60 0 150 7,506 3,000 80' 000 50 0 150 200 1,000 1,200 '300 is; 000 0 0 5,000, 0 0 5, 600 0 45 1 125 500 400 15, 000 0 0 6, 5001 0 0 6, 500 0 60 .... 112 125 5, 322 2,500 900 48, 000 0 0 10,000 0 12,000 22, 000 0 70 100 130 500 900 500 15,000 0 0 13,000 0 0 13,000 0 70 200 ...J 1,250 140, 000 75 200 200 1,500 2,500 150,000 0 0 25,000 0 15,000 40,000 0 50 100 150 2,000 2,000 500 50, 000 30,000 1,800 8,000 0 0 9,800 34 2 54 90 1,000 1,200 100 40, 000 8,000 0 7,000 15, 000 0 50 o 150 1,100 2,000 500 100,000 0 0 15, 000 0 30, 000 45,000 45 9 144 435 1,420 300 8,000 0 0 5, 278 0 0 5, 278 0 *45 2 110 500 500 200 12, 000 2,500 2, 500 50 130 140 1,000 500 50,000 8,000 8,000 16, 000 40 135 400 500 500 30, 000 0 0 3,000 0 2,000 5, 000 60 0 165 225 1,000 500 25 150,000 0 0 15,000 0 5,000 20, 000 0 36 100 125 100 175 4,000 0 0 4,000 50 126 1 000 600 500 25, 000 o o 3,292 0 0 3, 292 60 — 186 *186 2.000 2,500 150,000 0 0 20, 000 0 0 20, 000 0 35 100 210 20,000 0 0 2,000 0 0 2,000 $2, 000 60 285 1,500 150, 000 0 0 14,000 0 0 14, 000 80 2,000 85 150 65,000 0 0 18,000 0 0 18,000 50 250 1,500 60, 000 4,500 5,000 9, 500 40 .... 130 150 500 350 50 20,000 4,894 180 350 350 6, 500 120 300 300 4,121 2,000 40,000 150,000 6,000 28,500 0 0 34,500 18,500 107 108 109 110 111 112 118 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 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 Table 40. — Statistics of Location. Name. a p. o 3 2 Auburn, Ala . Fort Collins, Colo . Golden, Colo . . Storrs, Conn . Atlanta, Ga . Chicago, Ill . . Lafayette, ind . Terre Haute, Ind . Ames. Iowa . Manhattan, Kans . Annapolis, Md . Amherst, Mass . Boston, Mass . Worcester, Mass. . Agricultural College, Mich Houghton. Mich . . Agricultural College, Miss Westside, Miss . Bozeman, Mont . . Durham, N. H . Hoboken, N. J . Newark, N. J. - . Mesilla Pai’k.N. Mex . Socorro, N. Mex . _ . . Potsdam, N. Y . Troy, N. Y... . . . ... West Point, N. Y . . Greensboro, N. C... . Raleigh, N. C-. . Agricultural College, N. Dak. Alabama Agricultural and Mechanical College . Colorado Agricultural College . (Colorado) State School of Mines... . Storrs Agricultural College . . . . . . Georgia School of Technology . Armour Institute of Technology . . Purdue University . . . Rose Polytechnic Institute. . . . Iowa Agricultural College . . . . Kansas Agricultural College . . . United States Naval Academy. . . Massachusetts Agricultural College... . . . Massachusetts Institute of Technology . Worcester Polytechnic Institute . . . . . Michigan Agricultural College . . . . Michigan College of Mines . Mississippi Agricultural and Mechanical College . Alcorn Agricultural 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.. Ne w Mexico School of Mines . Clarkson 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 . 1872 1879 1874 1881 1888 1893 1874 1883 1868 1863 1845 1867 1865 1868 1857 1885 1880 1871 1893 1867 1871 1885 1891 1893 1896 1824 1802 1894 1889 1890 Cleveland, Ohio . Stillwater, Okla . Corvallis, Oreg . Kingston, R. I . Charleston, S. C . Clemson College, S. C . Brookings, S. Dak. . Rapid City, S. Dak . . College Station, Tex . Logan, Utah . Blacksburg, Ya . Lexington, Ya . Pullman, Wash . 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 lechanical College of Texas . Utah Agricultural College . . . Virginia Agricultural and Mechanical College . Virginia Military Institute . Washington Agricultural College and School of Science. . 1881 1891 1870 1890 1843 1893 1884 1886 1876 1890 1872 1839 1892 INSTITUTIONS FOR HIGHER EDUCATION 1899 schools of technology. Professors and instructors. Students. Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Total number (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate department. Total number (exclud¬ ing dupli¬ cates). Resident. Non¬ resident. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 1 Male. Female, j 4 5 0 7 8 9 SO 11 IS 13 14 1 15 17 IS a® 1 0 33 0 33 0 29 0 269 20 23 0 0 0 321 20 0 1 39 2 22 3 28 1 7 154 59 3 0 3 1 245 99 0 0 12 0 12 0 0 0 175 1 5 0 Oj 0 180 1 0 0 12 3 12 3 0 0 84 24 0 0 0 0 84 24 2 0 13 0 15 0 100 0 167 0 0 0 0 0 267 0 14 2 28 3 42 28 176 82 143 1 0 0 0 0 349 703 0 0 58 6 58 6 0 0 617 76 21 21 15 0 653 97 0 0 20 0 20 0 0 0 100 0 1 6 3 0 104 0 49 10 49 10 45 26 460 100 K 0 0 o 510 126 6 2 18 6 24 8 62 15 426 243 30 3 2 521 282 0 0 70 0 70 0 0 0 259 0 3 *0 0 0 262 0 0 0 19 0 19 0 0 0 134 0 15 0 1 0 173 0 0 0 131 1 131 1 0 0 1,062 69 67 3 0 0 1,129 72 „ 0 0 30 0 30 0 0 0 216 0 o 0 0 0 216 0 0 0 37 5 37 5 0 0 319 80 2 3 0 0 386 83 0 0 17 0 17 0 0 0 122 0 0 0 0 0 122 0 3 0 18 0 21 0 91 2 190 9 9 0 2 0 285 11 6 0 8 0 14 0 224 0 24 0 0 0 0 0 248 0 1 2 12 4 13 6 98 85 13 5 0 0 0 0 111 90 8 0 17 0 17 ■ 0 7 0 65 14 2 0 0 0 96 14 10 0 21 0 31 0 145 0 230 0 0 0 0 0 375 0 1 0 8 0 9 0 45 0 161 14 0 0 0 0 206 14 1 o 14 3 14 3 98 36 54 26 1 0 0 0 153 62 1 0 1 0 2 0 14 1 3 2 0 0 0 0 17 3 6 0 6 1 4 2 24 0 0 o o o 87 110 0 0 15 0 15 0 0 0 138 0 0 0 0 0 138 0 0 0 55 0 55 0 0 0 233 0 0 0 0 0 233 0 6 1 9 1 9 1 36 31 37 12 1 0 0 0 74 43 0 0 22 0 22 0 0 0 240 0 15 0 0 0 255 0 3 9 10 2 13 4 134 41 32 20 3 0 0 0 169 61 0 0 20 0 20 0 0 0 224 0 16 0 0 0 240 0 1 1 9 0 10 1 59 39 50 20i 1 0 0 0! 110 59 6 0 21 6 21 6 0 0 177 144 7 8 0 0 184 152 0 0 18 7 18 7 0 0 98 48 5 2 0 0 101 50 0 0 9 0 9 0 0 0 125 0 0 0 0 0 125 0 5 0 24 0 29 0 240 0 200 0 10 0 0 0 450 0 5 0 10 4 15 4 36 12 215 118 8 5 3 3 262 138 5 0 5 0 21 0 21 0 0 0 22 0 22 0 0 0 334 0 3 0 0 0 337 0 8 0 17 4 20 4 209 70 103 61 1 3 0 0 313 134 0 0 31 0 31 0 0 0 294 0 39 0 0 0 333 0 0 0 14 0 14 0 0 0 221 0 0 0 1 . 0 222 0 4 1 20 1 22 2 119 73 110 55 1 1 0 0 ! 231 149 1 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 23 27 28 29 30 31 32 33 34 35 36 37 33 39 40 41 42 43 1$ 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 EDUCATION REPORT, 1897-98, Table 46. — Statistics of schools Name. Annual ex¬ penses in colle¬ giate depart ment. Annual living ex¬ penses. Number of fellowships. I Number of scholarships. Library. 8 0 ro > Pi 0 0 PQ VI -p 0) n 1 Ph ©’ Is > c3 0 O 2 j 2© 21 22 23 24 26 27 2S Alabama Agricultural and Mechanical College (a) $12 $125 $160 0 13 9,850 8,415 $14,000 Colorado Agricultural College . 0 0 120 140 0 0 9,968 1,021 10,439 (Colorado) State School of Mines . 0 0 200 300 0 0 3, 757 600 11,600 Storrs Agricultural College - . . 0 0 125 125 0 ' 0 5,000 1,600 5,500 $25 20 50 90 0 0 75 15,000 300 15,000 Purdue University . 0 {I Vl50 250 0 0 8,098 2,354 15,000 75 25 225 275 8,500 1,000 17,000 Iowa Agricultural College. . . . 0 111 0 0 11, 458 2,000 15, 000 Kansas Agricultural College . 0 '"6 100 '200 0 0 19, 040 14,000 33, 219 United States Naval Academy . . . . 0 0 0 0 38,000 33,000 Massachusetts Agricultural College . . 60 231 a5o 0 0 18. 600 0 18, 600 Massachusetts Institute of Technology ... 200 500 2 70 40, 015 14, 148 100,000 Worcester Polytechnic Institute. . 160 200 300 65 4, 900 3,000 10,000 Michigan Agricultural College 0 6 125 150 21,000 4,000 42, 125 Michigan College of Mines . . . . c25 162 225 6 4 13,600 1, 700 29,840 Mississippi Agricultural and Mechanical Col¬ 0 5 75 0 0 6,487 7,690 8,520 lege. Alcorn Agricultural and Mechanical College 3 520 4, 800 4,000 Montana College of Agriculture and Mechanic 0 10 133 190 0 6 3,300 2,000 6,000 Arts. New Hampshire College of Agriculture and 60 15 105 123 0 54 5,600 3,700 6,600 Mechanic Arts. Stevens Institute of Technology .. 3150 250 300 0 19 9,300 18,000 Newark Technical School 0 0 700 800 New Mexico College of Agriculture and Me¬ 0 5 150 200 0 0 3,316 1,000 7,500 chanic Arts. New Mesico School of Mines . . 10 200 250 200 300 475 Clarkson School of Technology. . . 80 100 150 540 456 1,776 Rensselaer Polytechnic Institute . . 200 ”6 190 300 0 0 6.500 1,500 10, 000 United States Military Academy _ _ 0 0 41,544 6, 689 50,000 Agricultural and Mechanical College for the 714 2,000 1,000 Colored Race. .... _ N orth Carolina College of Agriculture and 20 5 130 150 1,274 1,500 Mechanic Arts. North Dakota Agricultural College. . 0 150 200 0 0 4,075 600 5,000 Case School of Applied Science. . . . 100 95 152 0 20 2,000 5,000 Oklahoma Agricultural and Mechanical Col¬ 0 125 0 0 4,200 j 3,000 7,500 lege. Oregon State Agricultural College _ 100 150 5,700 6,000 Rhode Island College of Agriculture and Me¬ 0 195 6, 750 7,500 11,625 chanic Arts. South Carolina Military Academy . . 68 5,000 400 5,000 Clemson Agricultural College . . 40 5 100 0 0 5, 000 2,000 8,000 South Dakota Agricultural College.. . . 12 145 "266 0 0 5,900 9, 500 10,000 (.South Dakota) State School of Mines . i__ 190 0 0 500 2001 800 Agricultural and Mechanical College of Tesas. ""6 .... 140 140 0 0 5,000 3,500 6,000 Utah Agricultural College . . 0 80 90 5, 100 3,750 3001 8,000 Virginia Agricultural and Mechanical College 30 90 200 2, 500 2,000 Virginia Military Institute. . . . 75 330 365 "”6 54 10, 000 5,283 25, 000 Washington Agricultural College and School 3, 330 1,8361 | 5,000 of Science. _ a Free to residents; $20 to nonresidents. 6 $80 to nonresidents. c To residents; $150 to nonresidents. d To residents; $225 to nonresidents. INSTITUTIONS FOR HIGHER EDUCATION. 1901 of technology — Continued. Value of scientific apparatus. Value of grounds and buildings. Productive funds. Income. Benefactions. Tuition fees. From productive funds. State or municipal appro¬ priations. United States Government appropriations. From other sources. o 29 30 31 32 33 34 35 36 37 38 §69, SCO §136,418 §253,500 §480 §20,230 §9, 988 $27,524 §3, 902 $62,174 0 1 30, 000 192, 229 48,583 0 3,504 45,827 38, 000 1 1,581 88.892 0 2 37,500 140,000 0 0 0 34, 000 0 0 34, 000 §750 3 5,389 100,000 135,000 0 6,750 15,000 38,000 0 59, 750 0 4 50,000 150.000 0 3,000 0 25, 000 0 0 28,000 0 5 2, 000, 000 30, 000 70,000 100, 000 6 275,000 405,000 340,000 17,087 17,000 65, 375 38,000 36,544 174,006 5,500 90,000 200. 000 600,000 8,000 33,000 0 0 0 41,000 8 160,000 470,000 681,034 0 50,049 28, 900 38,000 63,471 180,420 9 60, 658 254,225 503, 479 0 27,700 5,000 38,000 11, 993 82, 693 . 50 10 100,000 795, 896 0 0 0 0 203,719 0 '203,719 0 11 8,750 232, 775 360, 575 500 10, 796 25,000 30,333 0 66, 809 12 200,000 950.000 650,000 215, 045 72, 174 25,000 7,667 2,753 322,639 59,231 13 90,000 5oo;ooo 610. 000 26,000 34,000 3,000 0 0 63,000 11,000 14 104, 090 355, 239 625; 000 140 46,843 11,000 38,000 18, 688 114, 671 15 121, 685 130,971 0 1,140 0 40, 000 0 5,570 46.710 16 8,500 175, 260 9S, 575 180 5,915 20,500 25, 681 14, 721 66, 997 0 17 88,750 68,750 98,575 0 6,815 34, 629 12,319 0 53,763 18 10,000 120,000 0 2,010 0 12,000 38,000 0 52,010 19 42,000 183,881 116,000 0 6,800 5,000 38, 000 0 49,800 10, 000 20 50, 000 337, 000 475, 000 33, 696 19, 950 0 0i 3, 386 57,032 21 5,000 70, 000 0 391 0 10,000 0 0 10,391 3,500 22 20, 000 61,000 0 900 0 4, 647 38,000 373 43,920 0 23 1,000 45,000 0 200 0 4,080 0 52 4, 332 24 18, 524 124, 276 300,000 2,628 19,000 0 o; 940 22, 568 755 25 20 944 125 000 141, 765 25, 770 6,511 0 01 401 32, 682 1 23 450,000 2, 000’ 000 0 0 0 0 479, 573 0 479,573 27 18,000 42, 000 0 0 0 12, 500 8, 064 110 20, 674 28 8o, 5oi 125,000 4,083 7,500 7,500 14,936 0 34, 019 29 18,000 120,000 0 0 0 16,000 38,000 2,500 56, 500 30 75,000 500,000 2,000,000 18,000 45,000 0 0 0 63,000 31 20,000 25,000 0 0 0 500 38,000 1,167 39, 667 100 32 8,000 53,000 137,306 0 12, 578 5,000 38,000 1,161 56, 739 33 79, 566 170, 950 50,000 0 2,942 32, 150 38,000 6, 000 79,092 34 5,000 85,000 0 17,100 0 20,000 0 0 37,100 35 50,000 220,000 154,439 1,350 9,266 56,000 26,500 0 93; 116 36 30,000 80,000 0 3, 365 0 17,500 38,000 1, 968 60, 833 0 37 10,000 30,000 0 0 0 8,600 0 0 8,600 33 25,000 346,385 209,000 0 14,280 55, 500 35,250 0 105, 030 0 39 50,000 171,800 0 0 0 12,250 38,000 6,333 56,583 40 62, 000 170,000 344,312 11,593 20, 659 15, 000 30,333 0 77, 585 41 15,000 250,000 21.000 10,000 1,200 30,000 0 0 41,200 42 50,000 115,000 ' 0 0 0 11,595 38,000 J 3, 726 53, 321 43 CHAPTER XLIII. PROFESSIONAL SCHOOLS. The whole number of medical students for the year, of all classes excepting those in postgraduate schools, was 23,433. a decrease of 944 since the previous year. This is the first time in ten years that a decrease in the number of medical students has occurred, the annual increase heretofore being constant and appre¬ ciable. Whether the lengthened course of four years and longer annual sessions, with a corresponding increase in expenses, cause young men to reflect more care¬ fully before entering upon medical study is left for others to determine. Theological students showed an increase of only 200 during the year, and for several years the increase in this class of students has been very slight. It is doubtful whether it has equaled the growth in population. It is difficult to account for the seemingly abnormal increase in the number of law students. In 1890-97 they numbered 10,449; this year their number is 11,615. A large increase has been regularly occurring for ten years, which shows that it is not an accidental variation. The ratio of increase during the last ten years has been 217 percent, while medical students during the same length of time increased only 79 per cent, and theological students only 28 per cent. The increase in the number of dental students in ten years has been remarkable also, viz, 327 per cent. Is it not possible that the large growth in these two classes, law and den¬ tistry, is attributable to similar causes? In former years it was customary for young men to study law in private offices, and dental students frequently obtained all their training under a private pre¬ ceptor. Scarcely any young man would expect to acquire his dental knowledge in such manner at the present time, but he now determines what dental school he will attend almost as soon as he decides upon dentistry itself. The many advantages of systematic study in a law school, and the almost absolute necessity of such method of study in those States where full written examinations are required for admission to the bar, have caused the discarding, to a large extent, of study in private offices. This seems to be the most plausible explanation of the large number of students of law and dentistry, after making due allowance for the considerable increase now noticeable in the number of young men entering the professions generally, not only in this country, but in others as well, particu¬ larly in Germany. The diagram given shows the relative number of students of the different classes at three decennial periods — 1878, 1888, and 1898. It will be seen that while the number of medical students in 1888 was nearly four times as great as the number in law, in 1898 it was only twice as great. The number of law students in ten years has risen much above the number in theology, and likewise the num¬ ber in dentistry has nearly doubled the number in pharmacy. In 1878 there were fourteen times as many medical as dental students; in 1898 about three and one- half times as many. 1903 1904 EDUCATION REPORT, 1897-98. Table 1. — General summary of statistics of professional and allied schools for 1897-98. Class of schools. Schools. Instruct¬ ors. Stu¬ dents. Graduat¬ ing. Per cent grad¬ uating. Theological ..................................... _ 155 958 a 8, 371 611,815 23,433 6, 774 1,673 3, 065 5, 597 1,848 1,129 109 20 Law. _ _ _ _ _ _ _ .... 83 845 26 Medical _ _ _ _ 151 4,247 981 24 Dental _ _ _ _ _ _ _ _ _ 50 27 Pharmaceutical _ _ _ _ _ _ _ 45 401 3, 712 30 Veterinary _ _ _ _ _ 14 173 326 33 Nurse training . . . . . . . . 377 8, 805 3,027 34 Total . 875 7, 585 63, 036 16,448 26 a 198 women included. 6 147 women included. COMPARATIVE NUMBER OF STUDENTS AT DIFFERENT PERIODS. PROFESSIONAL SCHOOLS. 1905 Table 2. — Comparative statistics of prof essional and allied schools. Class. 1877-78. 1887-88. 1897-98. Increase in 10 years, a increase in 20 years. Theology: 125 138 155 Per cent. Per cent. 4,320 826 6,512 8,371 1,673 83 28 94 985 Law: 50 49 3,012 3,667 1,299 112 11,615 217 286 1,162 3,065 151 Medicine (all classes) : 81 9, 942 13,091 3,740 88 23,433 78 136 Graduates . . . . . . 3,080 5, 597 Medicine (regular): Schools . . . . 64 122 Students . Graduates _ _ _ 8 279 2, 506 11 11,172 3, 147 21,002 5,023 88 154 Medicine (homeopathic): Schools _ _ 12 21 Students _ _ _ _ _ _ _ _ _ 1,215 363 1,118 360 1, 786 387 60 47 Graduates _ _ _ _ Dentistry: Schools _ _ _ _ _ _ 12 25 50 Students _ _ _ _ _ _ _ 701 1,588 595 6, 774 327 866 Graduates . _ . - . 218 1,848 Pharmacy: Schools . 13 26 45 Students . Graduates . . . . . _ _ . 1,187 380 2,721 692 3,712 1,129 38 213 Veterinary medicine: Schools . . . 6 14 Students _ _ _ _ _ _ _ 323 326 1 Graduates _ . 81 109 377 Nurse training: Schools __ .... 8 33 Students . . . . . 1,093 8,805 706 Graduates _ . 421 °,027 a From 1888 to 1898, LAW SCHOOL OF THE UNIVERSITY OF MAINE.1 The trustees of the University of Maine voted to open a law school October 5, 1898, in the city of Bangor, having a population of about 23,000; the university proper being at Orono, 9 miles distant. With no law school in New England north of Boston, the constituency to which it appeals is a wide one, and it is believed that there is abundant room for the development of a large and prosperous school. In conformity to the requirements for admission to the bar in the State of Maine, the course of study has been arranged to cover two years. CONSOLIDATION OF MEDICAL COLLEGES. At the graduating exercises of the Medical College of New York University (in 1898), the chancellor, Rev. Dr. Henry M. MacCracken, announced that a consoli¬ dation of the medical department with the Bellevue Hospital Medical College had been effected, and that the resulting institution would be called i4 The University and Bellevue Hospital Medical College.” Dr. Edward G-. Jane way, it was stated, would be the dean of the faculty.2 Atlanta Medical College and the Southern Medical College have been united under the name of the Atlanta College of Physicians and Surgeons. For many years both of these schools have been in a very flourishing condition, and naturally both have been rivals for popular prestige. The Atlanta college was the older, 3 Announcement, 1898-99. ED 98- - 120 New York Medical Record, May 28, 1898. 1906 EDUCATION REPORT, 1897-98. and, in fact, one of the oldest in the South, while on the other hand, the Southern had already attained a high position for its thorough curriculum.1 The Cleveland Medical College of Ohio and the Cleveland University of Medicine and Surgery were united in May, 1897, under the name of the Cleveland Homeo¬ pathic Medical College. Buffalo University medical department and the Niagara University medical school were consolidated in 1898. The faculties of the two institutions will hence¬ forth work together under the charter of the University of Buffalo. This will add materially to the teaching strength of the institution, as the Niagara faculty brings not only a number of strong and experienced teachers, but also a quantity of valuable apparatus, books, pathological specimens, and a great amount of material for clinical instruction.2 3 Rush Medical College 3 entered into relations of affiliation with the University of Chicago in April, 1898. One of the conditions precedent to affiliation was the removal of a debt of $71,000 against the college. This was raised by the gift of $25,000 each from Dr. Nicholas Senn, professor of surgery, and Dr. Ephraim Ingals, professor emeritus of materia medica and therapeutics. The remainder of the debt was raised by subscription from the other members of the faculty. In view of the generous gifts of the above-named gentlemen, the trustees established the Nicholas Senn professorship of surgery and the Ingals professorship of thera¬ peutics and preventive medicine. Rush Medical College has adopted the quarterly system in vogue at the Univer¬ sity of Chicago, which will go into effect the present year.4 The academic year will begin July 1, and will be divided into four quarters, designated the summer, autumn, winter, and spring quarters, and beginning on the first day of July, October, January, and April, respectively. Instruction will be given in all depart¬ ments during each quarter, and the several courses will be so arranged that a student can begin his medical study at the commencement of any quarter, and continue it advantageously. He may continue in residence at the college as many successive quarters as he desires, but credit will not be given for more than three successive quarters. Attendance upon twelve quarters will be required for graduation, and at least forty-five months must intervene between the beginning of a student’s first course of medical study and the date of his graduation. CORNELL, UNIVERSITY MEDICAL COLLEGE.5 The event of the year, and one of the epoch-making events in the entire history of Cornell University, was the establishment of the medical college. Ever since the university opened, its sanguine friends have dreamed of a medical department; but the treasury was always overdrawn for the suppoit of existing departments, and no benefactor came forward with an endowment for a department of medi¬ cine. It is true that from time to time proposals were received for the federation of independent medical schools in other cities, but such unions offered no prospect for the advancement of medical education, and the university shrank from even a nominal connection with proprietary institutions whose ultimate object was economic and financial, not scientific and educational. But if Cornell had no medical department, she cultivated with special zeal and assiduity those biological sciences which form the scientific foundation of the medical profession. Furthermore, this university recognized the indispensable importance of these sciences to the physician and surgeon at a time when — to 1 Atlanta Medical and Surgical Journal, July, 1898. 2 Announcement of 1898-99. 3 Report to this office for year 1897-98. 4 Mew York Medical Record, February 11, 1899. 5 President's Report, 1897-98, page 45. PROFESSIONAL SCHOOLS. 1907 quote from Prof. Buft G-. Wilder’s writings in 1875 — students of medicine were accustomed to hear “lectures upon surgery without any knowledge of anatomy, and upon therapeutics while ignorant of physiology.” Indeed, within two years after its opening in 1868, Cornell University had arranged a four-years’ course in natural history, leading to the degree of bachelor of science, which was well adapted to the needs of students who contemplated the study of medicine; and, in 1878, for such students as could not take this full course, a shorter two-years’ course was provided, in which a large amount of time was devoted to practical work in anatomy, physiology, histology, and chemistry. Thus, Cornell Univer¬ sity, from the beginning, has recognized and acted upon the first great principle of medical education, the principle so emphatically enunciated by Professor Hux¬ ley in his address to the medical students of University College, London: “ I do not believe that all the talking about and thinking of medical education will do the slightest good until the fact is clearly recognized that men must be thoroughly grounded in the theoretical branches of their profession. ” The theoretical branches of the medical profession have been well taught in the scientific laboratories of Cornell University, and they must be even more fully and thoroughly taught in the future. But medicine is an art as well as a science. The practical part of the curriculum presupposes hospitals, clinics, and dispen¬ saries, which exist in sufficient supply only in a large city. If a medical course is given in a small city or village where these facilities do not exist, it is no better than the teachings of physics and chemistry without a laboratory. It follows, therefore, as a second principle of medical education, that for the purely profes¬ sional subjects of the curriculum students should have access to the hospitals and dispensaries of a large city, which, in the case of Cornell University, should undoubtedly be the city of New York. The ideal arrangement would be for students to complete their scientific training in the extensive laboratories of the university at Ithaca and then take their professional branches under medical professors in New York who are entitled to utilize, for teaching purposes, the vast quantity and variety of clinical material found in the great city hospitals. For Cornell University, therefore, situated as it is in a small city, the ideal of a medical department would be one which should be located in New York City, but which should at the same time utilize the scientific instruction offered in the academic department at Ithaca. In practice this means provision for a full four- years’ course in New York, with the duplication at Ithaca of the first two years of the course — the scientific bases of medicine — anatomy, physiology, chemistry, bacteriology, histology, etc. For Cornell University, therefore, Huxley’s saying is especially true, that “the question of medical education is, in a very large and broad sense, a question of finance.” Thanks to the generosity and wisdom of Col. Oliver H. Payne, this ideal is an actuality. A gift for the establishment and maintenance of a medical department of this university having been tendered to the trustees by him, it was, at a special meeting of the board, held April 14, 1898, voted to “establish a medical department in New York City, to be known and designated as the Cornell University Medical College, of which a portion of the instruction may be duplicated in Ithaca.” Six professors were then elected to chairs in the new department, to which were sub¬ sequently added 5 more members of the faculty and 56 clinical professors, instruct¬ ors, clinical assistants, etc. With this teaching staff of 67 in the medical college, assisted by the professors in the scientific departments of the university, the new department; will begin its first year on October 4, 1898. All the advantages of Cornell University, rural and urban, will be combined for the student of the science of medicine. The great hospitals of New York City, with which an unusually large proportion of the faculty are connected in the capacity of surgeons or physicians, make it imperative that the last two years of 1908 EDUCATION REPOET, 1897-98. the course should be taken by all students of the college in that city, where the opportunities of clinical instruction are literally unsurpassed. To the student, too, who aims to excel in his profession, and to that end is not contented with completing the bare minimum of work necessary to obtaining his professional degree, Cornell University offers further encouragement. In the academic department the student has absolute liberty in the choice of studies, so that, if the future medical student enters that course he may, while cultivating letters and philosophy, at the same time master thoroughly his anatomy, physi¬ ology, histology, chemistry, physics, and botany, and at the end of four years receive his A. B. degree. There then would remain of the medical curriculum only the professional branches, which he could compass in the next two years in New York City. Thus, thanks to the elective system, he would win both the A. B. and the M. D. degrees in six years, though each separately requires four years. A building in the grounds of the Bellevue Hospital has been leased from the commissioner of charities for the use of the medical college during the year 1898-99. A site for the permanent home of the department has been purchased at a cost of $150,000. It comprises the entire First Avenue front of the block lying between Twenty-seventh and Twenty-eighth streets, a space of 100 by 200 feet. HIGHER TRAINING FOR MILITARY SURGERY AND SANITATION. [By George M. Kober, M. D., Washington, D. C.1] Perhaps no subject just now is of greater interest to the profession and the pub¬ lic than the training of medical men as future medical officers of the Army. Few men will question that military surgery and sanitation should have a place in the medical-college curriculum. Those who are in doubt will simply have to recall our experience in past wars and consider the probabilities of the future. In the Crimean war the French army lost 1 man out of 3 of the whole army, and of 95,613 lives lost only 10,240 were killed, about as many died of wounds, while the remainder, more than 75,000, died of disease. The total deaths in the Union Army during our civil war numbered 259,496, or over 15 per cent of the entire number of enlistments. Of this number, 124,586, or nearly one-half, died from disease, while 134,910 were killed in battle or died from the effects of wounds. Indeed it is calculated that in that war the Union Army treated over 6,000,000 cases, including 151,384 cases of continued fever, mostly typhoid, 1,739,135 cases of diarrhea and dysentery, 76,318 cases of measles, 18,952 cases of smallpox, and 24,812 cases of erysipelas. ‘ ‘ What an excess of pain and sorrow — what an ocean of tears and blood — are con¬ tained in these figures! ” Consider, if you please, that in addition to this terrible sacrifice of human life a generous nation expends $140,000,000 a year for the support of invalids of this war. In spite of this array of preventable diseases, Professor Virchow, the highest medical authority in Germany, in reviewing the medical history of that war, said: “ That the French in the Crimea learned from their experience little or nothing, and the Americans during the civil war so much, was not due to the magnitude of the need which the Americans had to suffer — for this was not greater than that experienced by the French in the Crimea— but rather to the critical and truly scientific spirit, the open mind, the sound and practical common sense which in America gradually permeated all departments of army organization, and which, under the wonderful cooperation of an entire nation, reached the highest point of humane effort ever attained in a great war.” From this time dates a new era in military medicine, and the knowledge pur¬ chased at so vast an expense, has had a beneficial influence upon other armies and borne fruit in our recent brief but glorious war; for, notwithstanding the most unjust criticism of the press, the work of the Medical Department of the Army, in the face of adverse climatic conditions, shows a marked improvement over that performed heretofore. We ought not to judge the efficiency of the Medical Corps by a few isolated cases of suffering and distress incident to the exigencies of war; but should estimate the work by the grand total accomplished. 1 From address delivered at the decennial anniversary of the Medical and Surgical Society of the District of Columbia. PROFESSIONAL SCHOOLS. 1909 The War Department, on October 4, posted a bulletin showing the number of deaths from all causes between May 1 and September 30 to have been as follows: Killed, 23 officers and 257 enlisted men; died of wounds, 4 officers and 61 enlisted men; died of disease, 80 officers and 2,485 enlisted men, being an aggregate of 2,910 out of a total force of 274,777 officers and enlisted men, or a percentage of 1.59. In estimating these percentages due allowances should, of course, be made for the comparative short duration of the recent war; and reliable conclusions can only be drawn by comparing the statistics of the first six months of our civil war with the corresponding period of the Spanish- American war. This, at present, is not practicable; but we do know that among 20,000 troops stationed at Camp Alger, Va., at the close of the second month of its recent occupancy, there w&re only 39 cases of typhoid fever, while at the corresponding period of 1861 the same number of troops near Washington furnished 166 cases. When it is remembered that the largest percentage of sickness and mortality generally occurs during the first few months of a. war — because large numbers of unseasoned troops are aggregated in military camps, and their very ages, from 18 to 30, together with a radical change in the mode of living, render them especially liable to typhoid fever infection— we may confidently expect that future compari¬ sons with troops exposed to similar influences will show that the Medical Corps has kept pace with the progress of preventive medicine. Indeed, the medical sta¬ tistics so far at hand clearly demonstrate its success in diminishing the horrors of war. All this is the more creditable when we consider that the United States, with a small standing army and a small corps of trained medical officers, was suddenly involved in war, absolutely unprepared for the struggle, except that we had men gifted -with good common sense, powers of observation and application, and a gen¬ erous nation to provide the necessary means. If the American medical staff accomplished so much without special training, how much more might have been achieved had the volunteer medical officers enjoyed instruction in military surgery and sanitation such as is given in the Army Medical School in this city, established by Surgeon- General Sternberg five years ago, as one of his first official acts. Some one will say, 14 Necessity is the mother of invention. Experience is the best teacher. We did it before, and we can do again.” Yes; but who can deny that had the medical officers of our wars known more of army diseases, their causes and prevention; had they appreciated the importance of military sanita¬ tion and the routine of their official duties, the results, creditable as they are, would have been still more satisfactory? It is true the volunteer medical officer is perfectly familiar with surgery and medicine. Their practice from civil life does not differ save in the circumstances which surround them; but it is not so with his official and sanitary duties, and, as well expressed by a competent critic, 4 4 the difficulties encountered by the Army Medical Department were due to the impossibility of having in so short a time an experienced and well-disciplined medical force sufficiently strong in numbers to control the sanitary situation in an aggregation of a quarter of a million of men hurriedly thrown together In military camps.” Our Army certainly needs reorganization. Instead, however, of attacking a faulty system, for which the people or their representatives in Congress are largely to blame, the present chief of the Army Medical Department has been made a target for most unjust criticism. He appears to be held responsible for the care of every individual sick, for the sanitary condition of camps, for the misdeeds of his subordinates, for the failure of the Quartermaster’s Department to land med¬ ical supplies, etc.; but this earnest, hard-working officer needs no vindication at my hands. Historr will do this when the facts are known, and the facts already developed reflect the highest credit upon his administration. His circular of April 25, four days after the declaration of war, in which he urged on medical and commanding officers the importance of sanitary precautions for the prevention of disease in camps, has alone saved thousands of lives, as judged by the experience of former wars. The question naturally arises, What can be done to secure an experienced sani¬ tary corps of medical officers in the event of future wars? And the answer must be, we should either have a large standing army, fully trained and equipped for any and every emergency, or provide this special training in some other way. One of our Presidents has said that, ‘ 4 under our system of government we will never have a large standing army, and our strength and safety are in a general dissemination of military knowledge among the people. ” This advice has been acted upon by numerous educational institutions teaching the coming men of America the elements of the art of war; but so far scarcely any of our medical colleges have deemed it necessary to teach their students the duties of medical officers. It is true the National Guard affords an opportunity for this training, 1910 EDUCATION REPORT, 1897-98. "but even if all the medical officers of the State troops were on the high plane of efficiency that a few have attained, they could not fill the demand of those needed in a war of any proportion, requiring at least one medical officer for every 200 fighting men; and we should, therefore, look to our medical schools for a system¬ atic diffusion of military sanitation. Our medical colleges have very generally introduced instruction in personal and public hygiene, and there should be no difficulty in convincing them that it is a patriotic duty to establish a course on military surgery and sanitation. As a matter of fact, one of the medical schools in this city established such a course in 1894, and it is believed that interest in the general course on hygiene has been promoted thereby. It is no more difficult to interest the average student in this than in any of the subjects taught, provided the course is made obligatory and he is required to pass a satisfactory examination. This is sufficient to insure prompt attendance and attention; but apart from this we can appeal to the patriotism and ambition of the student. It can not be expected that every young physician will or can choose the Army or other public service for his professional career; but there will be ample opportu¬ nities for the application of the knowledge thus acquired as sanitary officers in connection with health boards, as physicians and surgeons in charge of hospitals, reform schools, jails, prisons, and asylums, as ship and police surgeons, pension examiners, surgeons in the employ of railroad and mining companies, or of sur¬ veying expeditions, as medical examiners of insurance companies, and in the home of almost every patient. When a student is told, for example, that the general rules to beobserved in the examination of recruits will enable him to select able-bodied men for^he police force and life insurance policies, and that the question of food, its preparation and the care of cooking utensils are of practical importance in the management of his patients, his interest in these subjects will be stimulated. Indeed, he will soon learn that the aphorisms of the army cook's creed are not less applicable to the civilian. Take, for instance, the following, the truth of which the soldier learned from bitter experience: “Cleanliness is next to godliness both in persons and kettles. It is less dan¬ gerous to work your elbows than your comrade’s bowels. Remember, that beans badly boiled kill more than bullets, and too much grease is more fatal than powder.” The average student of to-day will not forget the import of these aphorisms, and takes pride in being able to explain that dirty and greasy pots furnish food for certain saprophytic germs and consequent toxic products, which in turn pro¬ duce cholera morbus and other gastro-enteric disorders; that an excess of grease and improperly cooked beans render the digestive tract vulnerable to the germs of typhoid fever and dysentery, and are, to a great extent, responsible for the m an 3/ cases of simple and chronic diarrhea. He will also appreciate the necessity of a prompt and correct diagnosis and proper disinfection, in order to limit the spread of typhoid fever and other infectious diseases, and will scarcely forget that good wholesome food and personal hygiene secure pure blood, which offers the best possible defense against microbial invaders. The lectures on military hygiene and surgery may very properly be devoted to the following subjects: 1. The national necessity of instruction in military surgery and sanitation. 2. The duties of medical officers, professional and administrative. 8. The duties of medical officers as sanitary officers. 4. The importance of examination of recruits and discharges on surgeons’ certi¬ ficates. 5. The training of the hospital corps. 0. The hygiene of troops in permanent posts. 7. The hygiene of troops upon tlie march and in camps. 8. Preparation and supplies for field service and active hostilities. 9. Modern firearms, explosives, and projectiles. 10. The effects of modern firearms in battle and probable amount of surgical work in a given number of wounded. 11. General consideration of gunshot, sabre, and bayonet wounds. 12. Dressing stations, field, base, and general hospital. 18. Army diseases, their causes and prevention. In order to supplement theoretical instruction by practical experience, legisla¬ tion should be invoked to enable respectable medical colleges to recommend to the Surgeon-General a certain number of qualified students for admission to the Army Medical School. Upon completion of their course, those passing the most credita¬ ble examination might be chosen to fill vacancies in the regular corps, while, the PROFESSIONAL SCHOOLS. 1911 remainder should be appointed additional assistant surgeons for a term of two years, at the expiration of which they should return to civil life, obligated to render service whenever the exigencies of war require it. The advantage of this plan, apart from supplying the public service with supe¬ rior talent, would be the creation of a strong reserve, whose special training would be invaluable, not only to State troops, but to the nation, in peace as well as in war. In conclusion, let us not relax our efforts to elevate the standard of our benefi¬ cent profession. Progress has crowned our past. W e will not retrograde. Let us, hand in band, with heart and mind, join in promoting the welfare of American medicine until she has reached the proudest pinnacle in the world of learning, until she has become the fountainhead of all that is pure in scientific medicine. ELECTIVE STUDIES IN MEDICINE. [By Dr. H. P. Bowditch, of the Harvard Medical School. J] During the last quarter of a century the improvement in medical education in this country has consisted chiefiy in increasing the requirements for admission, in lengthening the course, and in extension of the laboratory method of instruc¬ tion. Important as these improvements have been, it may fairly be asked whether they have kept pace with the requirements imposed upon teachers by the remark¬ able advance in every department of medicine during the last thirty years. During this period we have seen the germ theory of disease established upon a firm basis and extended so as to throw light upon a large number of morbid proc¬ esses with which it was formerly supposed to have no connection. Antiseptic methods have revolutionized the surgeon’s art. The study of the internal secre¬ tion of glands has led to the development of a system of glandular therapeutics. The use of the antitoxin treatment has robbed one at least of the most dreaded diseases of more than half of its terror, while the use of instruments of precision has increased the accuracy of our diagnosis in nearly all the ills to which fiesh is heir. * * * To extend the course of instruction in the medical schools of this country beyond the present four-year limit does not, under the prevailing conditions of education in America, seem desirable, and the curriculum of most of our schools is already so crowded that no considerable amount of instruction can possibly be added. In what way, then, can we give to our medical students an adequate amount of information on ail subjects embraced in the constantly widening domain of medical science and art? In other words, how shall instruction keep pace with knowledge? In seeking an answer to this question it may be assumed that a medical school of the first rank should be an institution in which the most advanced instruction in all departments of medicine can be obtained, and on this assumption it is, of course, impossible to arrange a course of study that every student must follow in all its details, for in the time which may properly be devoted to a course of pro¬ fessional study it is quite impossible for even the most intelligent students to assimilate all the varied information which such a school may reasonably be expected to impart. It seems, therefore, to be evident that in arranging a course of medical study a distinction must be made between those subjects which it is essential that every student should know and those subjects which it is desirable that certain students should know, that is, between those things of which no man who calls himself a physician can afford to be ignorant and those which are important for certain physicians but not for all; in other words, provision must be made both for required and for elective studies. The introduction of the elective system into a professional school is not an alto¬ gether novel proposition. For several years a large part of the instruction in the fourth year of the Harvard Medical School has been given in elective courses in various specialties, such as ophthalmology, otology, etc. The extension of the elective system to the earlier years of the course would be attended by no diffi¬ culty as far as details of administration are concerned, and has, indeed, been advocated by President Eliot in a speech at the dinner of the Harvard Medical Alumni Association in 1895. * * * Any one who is familiar with the existing methods of medical instruction is aware that in nearly every department many things are taught which are subse¬ quently found to be of use to only a fraction of those receiving the instruction. 1 Extract from address before the Society of American Naturalists, December 29, 1898. See Boston Medical and Surgical Journal, December 29, 1898. 1912 EDUCATION REPORT, 1897-98. Thus, the surgical anatomy of hernia is taught to men who will subsequently devote themselves to dermatology; future obstetricians are required to master the details of physiological optics, and the microscopical anatomy of tumors forms a part of the instruction of men destined to a career as alienists. Now, no one can question the propriety of including instruction on all these subjects in the curric¬ ulum of a medical school, but it may be fairly questioned whether every student should be forced to take instruction in them all. It may, perhaps, be urged that no choice of studies can be made without determining to some extent the direction in which the work of a future practitioner is to be specialized, and that such specialization can not be properly and safely permitted until the student has com¬ pleted his medical studies. To this it may be answered that, whatever may be the dangers of too early specialization, the dangers of crowding the medical course with instruction of which many students do not feel the need, and of thus encouraging perfunctory and superficial work, are certainly no less serious. Moreover, it will doubtless be found perfectly possible to establish such a relation between the required and the elective courses that the requirements in each department will be in no way lowered, while a certain freedom of choice is per¬ mitted with regard to the direction in which the work is pursued. It would doubtless be found desirable in practice not to confine the possibility of taking elective courses to the year in which the required instruction is given; for a student may frequently in the latter part of his course become interested in a subject like mental diseases, for instance, and will then be glad of an oppor¬ tunity to take special instruction on the physiology of cerebral localization. The elective courses should, therefore, be so arranged that they may be taken in any part of the medical curriculum. * * * Under the existing conditions of medical education the introduction of the elect¬ ive system in some form or other seems to be an essential condition to any further important advance. If it be said that under this system the medical degree will cease to have the definite meaning now attached to it, and that it will be impossi¬ ble to tell from his diploma in what way a physician has been educated, it may be replied that, though the degrees of A. B., A. M., Ph. B., and S. D. are affected with exactly this same uncertainty of signification, their value seems in no way diminished thereby. As long as the M. D. degree stands for a definite amount of serious work on medical subjects, directed on lines above indicated, we may be reasonably sure that those who hold it will be safe custodians of the health of the community in which they practice. If it be urged that the elective system in medical education will lead to the pro¬ duction of a class of physicians who, owing to the early specialization of their work, will be inclined to overrate the importance of their specialty and to see in every disease an opportunity for the display of their special skill, it may be pointed out that this result is apt to be due not so much to early as to imperfect instruc¬ tion in the work of a specialist, and that, since the elective system tends to encour¬ age thoroughness in special instruction, the evil may be expected to diminish rather than to increase. COST OF MEDICAL EDUCATION IN GREAT BRITAIN.1 The educationalnumber of the British Medical Journal, August 27, contains the following data, which may prove interesting for a comparison with the require¬ ments in this country: The fee paid to medical schools for the full curriculum — the composition fee — varies a good deal and ranges from a little under £100 to a little over £150. The difference, however, when spread over five years, is not very considerable, and we do not think that very much weight should be attached to this point in choosing a school. From £30 to £50 must be added for various necessary additional expenses — for extra classes, materials used in practical work, instruments, books, and sub¬ scriptions to clubs — so that it may be roughly estimated that the sum paid by the medical student for his education should not exceed about £200 and may be made, perhaps, about £50 less. The fees to be paid for degrees or diplomas vary very much, but they may be set down, perhaps, at about £50. As has been observed, the cost of living varies very much in different places. It is, for instance, decidedly lower in Aberdeen or Edinburgh than it is in London; but we may, perhaps, assume that a fair average will be about £100 a year, pro¬ vided that the student lives free of expense during the Easter and summer vaca¬ tions. To this must be added a suitable allowance for clothing and traveling expenses. New York Medical Journal, September 17, 1898. PROFESSIONAL SCHOOLS. 1913 From this it will be seen that the estimated minimum, allowing £500 ($2,500) for five years’ maintenance during the curriculum, and, say £20 ($100) a year for five years for incidentals — total $500, will enable him to get his diplomas for from $3,900 to $4,250. But, as the editor says: On the whole, it should not be expected that a student should be able to pass through the prescribed curriculum and obtain the necessary degrees or diplomas for an expenditure of less than £1,000 ($5,000), and it must be recognized that this amount is very likely to be exceeded. In former times it was sometimes pos¬ sible for the student to earn something during the last year or two of the curricu¬ lum, but this has now become extremely difficult, and the attempt ought not to be encouraged. The five years now prescribed is all too short a period within which to crowd the immense number of subjects with which the student is expected to become familiar. THE METRIC SYSTEM OF WEIGHTS. AND MEASURES. 1 The committee on weights and measures of the American Pharmaceutical Asso¬ ciation, at its meeting in Baltimore, 1898, reported as follows: Your committee, however, are pleased to report substantial progress in the adop¬ tion and use of the metric system by the world at large. The most important advance in its recognition is the use of the metric system of weights and measures in the recently issued British Pharmacopoeia; and although the old imperial sys¬ tem has also been given in this work, it is probable that the action taken is the stepping-stone to the exclusive adoption of the metric system in future editions of this authority. In addition to this a bill has passed both Houses of Parliament legalizing the system in Great Britain, and probably before this date has received royal assent. Russia has also made the adoption of the metric system a certainty after a stipulated date. It is to be regretted that our own physicians do not more generally use the metric system in their everyday prescription writing. Our American physicians do not take up its use as rapidly as we would expect from members of a profession so progressive in science and in investigation. This is no doubt largely due to the fact that medical students are still taught mainly in the old system of weights and measures, and the difficulty they experi¬ ence in adapting new terms and calculations to the dosage which they have been taught prevents their serious consideration of the subject. We can hope for no rapid progress in the use of the metric system in medicine until our medical schools and colleges teach this system alone and medical authors at least give it the preference rather than stating the equivalent in metric terms. In view of this fact your chairman would suggest that a resolution be xoassed by this association to be presented to the American Medical Association at its next meeting, to be held at Columbus, Ohio, requesting the American Medical Associ¬ ation to use its influence in bringing about the exclusive use of the metric system of weights and measures by all colleges and schools of medicine recognized by them in the United States. This would require only such men as are engaged in scientific instruction in teaching medicine to change their old established methods of dosage and calcula¬ tions, and all students coming under their instruction would from their entrance in college know no other system of weights and measures. In accordance with this suggestion, a resolution covering the proposition is here¬ with presented: “ Whereas the metric system of weights and measures is used exclusively in the United States Pharmacopoeia, and is official in the pharmacopoeias of nearly all other nations; and “ Whereas it has become the universal system of weights and measures in scien¬ tific calculations; be it “ Resolved, That the members of the American Pharmaceutical Association request the American Medical Association to use its influence with all colleges and schools of medicine recognized by them in the United States, to use exclusively the metric system of weights and measures in the instruction of students, beginning with the classes entering said colleges and schools in the college year of 1900.” H. M. Whelpley, M. D., St. Louis, Mo., spoke as follows: During the past fifteen years I have paid considerable attention to the work of introducing the metric system among pharmacists and physicians. I find that the 3 Proceedings of American Pharmaceutical Association, 1898, pages 89, 450. 1914 EDUCATION REPORT, 1897-98, doctors claim that a pharmacist can not fill their prescriptions if written in the metric system, while the druggists say that the physicians are unable to write pre¬ scriptions in the metric system. I have made no attempt to canvass the subject of teaching the metric system in colleges of pharmacy, for I believe that every American institution teaching phar¬ macy insists upon the students becoming familiar with the metric system. In order to learn the extent to which the metric system is taught in the colleges of medicine, I sent a copy of the following inquiries to each one of the 154 medical institutions in the United States recognized by the Illinois Board of Health: 1. Is the metric system taught in your college? 2. If so, are the students obliged to become familiar with it before graduation? 8. About how many, if any, of your teachers use the metric system in their reg¬ ular practice? 4. Has your college ever taken any united action favoring the general use of the metric system in prescription writing? 5. Name of the college. Unfortunately these queries were sent out during the college vacation, and this fact undoubtedly accounts for the small number of answers received. Up to date 67 colleges have answered. A summary of the responses is as follows: Fifty-one out of the 67 colleges answering are teaching the metric system. Forty-three of the 67 colleges answering state that students are obliged to become familiar with the metric system before graduation. Four of the 67 colleges answering state that all of their teachers who are prac¬ ticing physicians use the metric system. No united action has been taken by the teachers of any medical college among the 67 answering to favor the general use of the metric system in prescription writing further than is done by teaching it to the students. From this report I judge that the metric system is taught in nearly all of the medical colleges, but fear that the members of the faculty fail to use it in prescrip¬ tion writing, or impress upon the graduates that it is a practical and convenient as well as scientific system of weights and measures. Some colleges seem to teach it out of a sense of duty rather than from belief in its utility. I suggest that the members of the American Pharmaceutical Association living in the vicinity of medical colleges and acquainted with the teachers take pains to impress upon such physicians the importance of using as well as teaching the metric system. Mr. Ryan said: In regard to the charge made by physicians that pharmacists are not equipped for the use of the metric system I want to say this: The secretary of the Erie County Pharmaceutical Association, including the city of Buffalo, sent out 150 postal cards to members asking if they were acquainted with the metric sys¬ tem, and how many of the last 100 prescriptions filled by them had been written in the metric system, and this was the result: Seventy-one cards were returned; 60 of the 71 had full sets of metric weights and measures; 7 had none; 2 had partial sets, and 2 did not reply to this portion of the question. The report on the last 100 prescriptions, 71 being returned, made 7,100 prescriptions, and of these 769, or a trifle over 10 per cent, were in the metric system. One druggist replied that his last 100 prescriptions had all been written in the metric system. An investigation took place, and he was found to be a Polish druggist, handling all his prescriptions from one Polish doctor, who wrote all his prescrirffions in that system. UNIVERSITY OF PENNSYLVANIA— THE NEW DENTAL HALL.1 Realizing the need for more ample facilities for properly carrying on its educa¬ tional work, the dental faculty had for several years urged the necessity for a more commodious building devoted exclusively to the requirements of dental teaching, where the most approved methods of instruction could be pursued. The matter having received the favorable consideration of the trustees, a committee was appointed to consider and report upon plans for a new building. A subcom¬ mittee was instructed to make a study of a number of the representative dental schools of this country, with a view to learning the best that had been done in the construction of dental-college buildings, their equipment, and the pedagogical methods pursued. The report of this committee embodied the results of their study of 10 representative dental colleges, and the valuable suggestions thus acquired formed the basis of the plans drawn for the new Dental Hall. 1 Catalogue University of Pennsylvania, 1897-98, p. 299. PROFESSIONAL SCHOOLS. 1915 The arrangement of the interior is such that facilities are provided for the thor¬ ough education of the student in every important detail of his professional work. The clinical operating room occupies one entire floor of the main building, giving a floor space 180 by 50 feet, furnished with 100 latest pattern Wilkerson operating chairs, each provided with a fountain cuspidor, with running water attached, and attachment for the Fisk saliva ejector. Both chairs and cuspidors were specially designed and manufactured for this department. Each chair is pro¬ vided with a bracket arm and table for holding instruments, besides a separate table for the instrument case. Electric service is provided for each chair. A complete locker system in connection with the operative clinic furnishes means for the safe storage of instruments when not in use. In fitting up the operating room the aim has been to make the appointments as nearly as possible like those of a first-class private office, so that from the beginning of his course the student is familiarized with the conditions he will meet in practice. One large general laboratory for prosthetic work is provided, and separate departments for crown and bridge work, orthodontia technics, prosthetic technics, operative technics, metallurgical work, vulcanizing and modeling, special clinic rooms, and laboratories. Ample arrangements are provided for the convenience and comfort of the students in the care of instruments, tools, etc. There are also hat and coat rooms, lavatories, etc., a bicycle room, laundry, store rooms, and liv¬ ing apartments of the janitor, and an assembly room for the exclusive use and recreation of the students when not on duty. The laboratories are fitted with the most approved appliances for work and instruction in the several departments of dentistry. Compressed air is supplied to the laboratory tables for melting and soldering operations, as well as for metallurgical work. The laboratory lathes are driven by an electric motor, and no feature which could add to the facilities for thorough and accurate work has been omitted. The lecture amphitheater will comfortably seat 350. It joins the main building by a corridor, and in relation with it are arranged the dental museum and library. VETERINARY STUDY IN MASSACHUSETTS.1 The last legislature of Massachusetts appropriated $25,000 for the erection and equipment of a veterinary laboratory and stable hospital in connection with the State Agricultural College. Provision was also made for an annual appropriation of $1,000 as a maintenance fund for the veterinary laboratory, to provide means of instruction, and to carry on investigations of the diseases of domestic animals. This allowance is to be made from January 1, 1899. Two new buildings are to be erected. One will be used as a hospital, and the other will contain the class rooms for students in veterinary science, the private office of the professor in the department, his cabinet of specimens, and other rooms connected with the work. The cabinet will open into the laboratory, so that the specimens can be used for either class room or laboratory work. The Agricultural College, although giving a thorough preliminary course in veterinary medicine, does not grant any degree. Those who wish for this must take the regular courses in professional veterinary schools. Note.— In Chapter XXV, entitled “ The Learned Professions and Social Control,” by Mr. Addis, which appeared in the Commissioner’s Report for 1896-97, on page 1202, under the head of Pennsyl vania and in the second column, the words “Others must stand an examination ” should be “All [except licentiates of New Jersey] must stand an examination before board.” The error of the text is due to the writer of the chapter and not to Dr. Latta, secretary of the Medical Council of Pennsylvania, whose answer is reproduced correctly on page 1234 under Pennsylvania. In reply to the note explaining the cause of the error Dr. Latta has further favored this Bureau with the following information: “ The latter clause of the thirteenth section of the act of 1893 provides for the acceptance of certificates from other States in lieu of examination, but the council has held that it has the authority to determine what certificates shall be recognized, and at present it recognizes the certificate from New Jersey only.” New York Medical Record, August 13, 1898. 1916 EDUCATION REPORT, 1897-98. Table 3. — Summary of statistics of schools of theology for 1897-98. States. Schools. Instructors. Students. Value of grounds and buildings. Endow¬ ment funds. „ , | In attend¬ ance. Graduating in 1898. Having A. B. or B. S. Benefac¬ tions received! during | the year. Volumes in libraries. United States . . 155 958 8,371 1,673 3, 796 $13,863,628 $17,977,325 $614, 776 1,360,720 North Atlantic Division .. 49 382 3,119 728 1,355 8, 126, 432 11,125,441 373, 435 786,400 South Atlantic Division . . 21 132 1,007 180 186 1,415,000 1,542,034 29,800 187,600 South Central Division ... 17 73 848 118 263 601, 400 1,231,500 46,902 44, 442 North Central Division . . . 59 330 3,221 628 943 3,308,796 3,190,143 147.039 301,928 Western Division . . 9 41 176 19 49 412, 000 838,207 17,600 40,350 North Atlantic Division: Maine . O 13 86 18 15 125,000 270, 000 0 24,100 Massachusetts . 8 75 510 114 243 1,440,000 1,614,414 56,341 138, 250 Connecticut . 3 36 195 59 156 435, 877 1.170,657 23,362 97,029 New York . . 15 123 988 219 351 3,704.500 3, 486, 404 246, 132 206,823 New Jersey . 5 34 486 127 339 1,010,000 2, 188,000 1,800 148,348 Pennsylvania _ _ 16 101 824 191 251 1,411,055 2, 395, 966 45, 800 171, 850 South Atlantic Division: Maryland . 6 65 509 88 21 580,000 17,000 6,000 93,000 District of Columbia . . 4 26 138 18 64 363,000 490,000 0 13,300 Virginia . 4 16 175 34 56 182,000 363,034 21,600 39,300 North Carolina _ 2 7 32 5 8 140,000 8, 500 South Carolina _ 3 11 55 18 30 50,000 267,000 . 22,-000 Georgia . . . 2 7 98 17 7 100,000 400,000 2,200 11,500 South Central Division : Kentucky . . 4 26 559 80 157 320,000 880, 000 12,500 32,942 Tennessee . 8 35 232 33 103 260,000 392, 000 20,000 7,600 Alabama . 3 9 41 K 3 10,400 9. 500 12, 887 3,700 Texas . 2 3 16 0 0 11,000 0 1,515 200 North Central Division: Ohio . 12 68 449 104 165 389,500 536, 147 31,232 49,400 Indiana . . . 3 19 107 12 0 6,000 0 450 8S0 Illinois . . . 13 94 1,220 208 463 1, 199, 725 1,941.570 65,353 101, 798 Michigan . 3 11 124 13 21 10,000 68j 500 0 6,400 Wisconsin . 4 31 170 65 44 335,000 80, 000 12 292 34,500 Minnesota . 8 41 320 64 36 450,000 310, 000 18,’ 500 41,150 Iowa . . 5 16 208 17 21 63,571 63,226 6,442 8,800 Missouri . 7 34 558 127 187 780, 000 140,000 12, 770 56,700 N ebraska 3 13 58 14 3 75,000 0 2,200 Kansas _ .. 1 3 7 4 3 0 700 100 Western Division: Colorado . 2 10 40 3 11 165,000 100,000 1,600 11,200 Oregon _ _ _ 2 8 41 3 7,000 3,500 3, 0U0 650 California . 5 23 95 16 35 240,000 734, 707 13,000 28,500 PROFESSIONAL SCHOOLS, 1917 Table 4 Summary of statistics of schools of law for 1S97-98. States. [ Schools. Instructors. In attend¬ ance. w tuden bC G -43oo S3 5 c t- yi Having A. B. or B. S. Value of grounds and build¬ ings. Endow¬ ment funds. Benefac¬ tions re¬ ceived during the year. V olumes in libra¬ ries. United States . 83 845 11, 615 3,085 a 1,825 a $1,431,000 a$752,500 1 $52,700 243,054 North Atlantic Division.. 13 226 3,951 976 1,091 516,000 405, 000 700 146,237 South Atlantic Division. . . 17 118 1,631 487 168 122,000 115,000 16,000 18, 750 South Central Division... 14 66 643 208 32 170,000 0 0 12,841 North Central Division... 33 359 4,899 1,280 463 573, 000 97, 500 3o, 500 61,051 Western Division . 7 76 491 114 71 50, 000 135, 000 500 4, 175 North Atlantic Division: Massachusetts . 2 46 986 204 570 375,000 400,000 700 51, 700 i 36 200 42 74 12 000 New York . . 7 108 2,274 572 311 iii, 666 5,000 0 63, 633 Pennsylvania _ _ _ 3 36 491 158 136 18, 904 South Atlantic Division: Maryland . 2 16 277 70 25 10,000 0 0 1,400 District of Columbia. . 5 66 841 280 67 112,000 115,000 0 8,900 V irginia _ 2 10 90 28 6 16,000 3,750 West Virginia. . . 2 6 238 42 27 3,000 North Carolina _ 2 6 95 6 12 0 0 1,500 South Carolina _ 1 1 23 13 10 0 0 0 Georgia _ 3 13 67 48 21 0 0 200 South Central Division: Kentucky _ 1 3 48 20 50,000 0 0 o Tennessee . 6 26 227 76 7 120,000 0 0 7,400 Alabama _ - _ _ _ 1 2 9 0 4 0 0 Mississippi _ _ _ 1 7 52 27 16 0 1,541 Louisiana . . . 1 5 82 28 Texas _. _ 2 9 164 48 3,900 Arkansas _ 2 14 61 9 5 North Central Division: Ohio . 5 54 523 118 85 380,000 0 30,000 14,500 Indiana . 5 34 440 130 5 3,000 0 0 8,200 Illinois _ _ 9 115 1,351 310 127 0 4,000 5, 160 Michigan _ 2 47 893 240 137 1,500 Wisconsin 2 7 225 28 80,000 20,000 0 4,000 Minnesota _ _ 1 21 437 94 40,000 6,000 Iowa _ 2 13 336 115 74 11,200 Missouri . 3 36 381 129 44 70,000 77,500 0 11, 991 Nebraska . 2 24 141 46 21 0 0 0 0 Kansas . . . 1 8 172 70 Western Division: Colorado _ _ 2 40 98 30' 11 0 500 4,000 Oregon 2 16 65 32 California . 3 20 328 52 60 50,000 135,000 175 a So far as reported. 1918 EDUCATION REPORT, 1897-98. Table 5. — Summary of statistics of schools of medicine, dentistry, pharmacy, and for nurses and veterinarians , for 1897-98. States and classes. Schools. Instructors. Students. Value of grounds and buildings, a End owm e nt funds, a Volumes in li¬ braries. Men enrolled. Women en¬ rolled. Total attend¬ ance. Graduating in 1898. Having A. B. or B. S. a A.— BY CLASSES. Regular medical . 123 3,423 19,957 1,045 21,002 5,023 1,938 $9,282,500 $1,577,272 94,165 HomeopatMc _ _ _ 21 629 1,495 291 1,786 387 107 1,827,263 328,800 53,610 6 147 493 45 538 151 36 137, 500 3,458 Physiomedical . . 2 48 91 16 107 36 13 17,000 200 Total medical . 151 4,247 22,036 1,397 23,433 5,597 2,094 11,264,263 1,906,072 151,433 50 961 6, 612 162 6, 774 1,848 1,019,836 50,000 6,901 45 401 3 , 538 174 3, 712 1,129 656,588 16,056 22,156 377 801 8,004 8,805 3, 027 Veterinary . . . 14 173 326 326 109 3 B.— BY STATES AND CLASSES. Regular medical. 2 31 167 0 167 &3 36 12,000 3,700 i 15 120 0 120 40 23 i 25 238 0 238 69 Massachusetts . 3 155 833 66 899 168 251 30,000 25,000 2,300 1 24 122 0 122 31 22 106,000 New York . . 9 373 2,442 140 2,582 623 396 2,820,500 497,000 7,756 Pennsylvania . 5 191 1,983 159 2,142 392 352 1,235,000 349,272 14,625 Maryland .. . 6 191 1,225 50 1,275 339 205 738,900 427,000 10,085 District of Columbia _ 5 127 437 20 457 77 28 Virginia 3 65 565 0 565 113 22 165, 000 240 N orth Carolina . 3 23 165 0 165 14 4 18,700 5,000 1,700 South Carolina _ 1 11 87 0 87 14 Georgia . . . . 3 48 419 0 419 89 90,000 5,200 Kentucky _ _ _ 4 101 1,026 0 1,026 419 175,000 500 Tennessee . . . . __ 8 166 1,473 13 1,486 355 27 182,400 13,000 1,000 Alabama . . . ... 3 49 212 3 215 35 25 2,000 100 Louisiana 2 26 338 0 338 94 200,000 2, 777 Texas 2 44 356 9 365 58 320, 000 0 2,500 Arkansas . . . 1 18 103 1 104 19 0 16,000 Ohio _ _ _ _ 10 252 1,074 62 1,136 373 48 615. 000 7,600 Indiana . . 3 102 300 23 323 127 3 IS >c: rd 4,500 Illinois . 8 357 1,757 189 1,946 333 165 635,000 60,000 6,825 Michigan _ _ _ 4 131 701 77 778 147 135, 000 14,200 Wisconsin _ _ ... 2 61 179 0 179 51 18 202,000 Minnesota _ _ 2 85 289 27 316 23 42 100,000 1,000 Iowa . . 5 97 629 40 669 211 45 111,000 10,000 1,200 Missouri. . 12 318 1,793 19 1,812 555 128 580,000 1,000 1,100 ■Nebraska .. _ 2 62 157 15 172 39 20 125,000 Kansas .- . . 2 63 129 27 156 40 6 10,000 157 Colorado 3 92 156 17 173 38 24 20,000 Oregon 2 36 58 14 72 10 11 1,500 California . . 3 84 424 74 498 94 37 674,000 84,000 3,600 North Atlantic Division.. 22 814 5, 905 385 6,270 1,356 1,080 4,097,500 977,272 28,381 South Atlantic Division.. 21 465 2,898 70 2,968 646 259 1,012,600 432,000 17,225 South Central Division... 20 404 3,508 26 3,534 980 52 895, 400 13,000 6,877 N orth Central Division. . . 50 1,528 7,008 479 7,487 1,899 475 2,583,000 71,000 36,582 Western Division . 9 212 638 105 r43 142 72 694,000 84,000 5, 100 United States _ 122 3,423 19,957 1,045 21,002 5,023 1,938 9,282,500 1,577,272 94,165 Homeopathic. Massachusetts . 1 35 139 57 196 46 31 200,000 35,000 3,500 New York . 2 59 132 26 158 28 19 450,000 0 4,500 Pennsylvania . . 1 36 273 0 273 68 523, 763 223,800 15,000 Maryland . . 1 21 22 10 32 7 30,000 600 Kentucky . 1 20 22 14 36 11 a So far as reported. PROFESSIONAL SCHOOLS. 1919 Table 5. — Summary of statistics of schools of medicine, dentistt'y, etc. — Cont’d. States and classes. Schools. Instructors. Men enrolled. Women en¬ rolled. Total attend- g' ance. Graduating in 1898. Having A. B. or B. S. Value of grounds and buildings. Endowment funds. Volumes in li¬ braries. ' B.-BY STATES AND classes— cont’d. Homeopathic— Cont’ d. g 73 190 30 220 68 6 $125,000 2,000 Illinois . 5 204 442 95 537 95 24 391,000 $70,000 17,700 1 9 51 8 59 6 50,000 7,000 1 26 25 2 27 0 5 2,000 1 12 58 7 65 8 6 30,000 400 3 89 98 26 124 35 12 22,000 210 1 29 32 11 43 13 5,500 200 1 16 11 16 2 4 500 North Atlantic Division.- 4 130 544 83 627 142 50 1,173,763 258,800 23,000 1 21 22 10 32 7 30,000 600 1 20 22 14 36 11 North Central Division. . . 13 413 864 168 1,032 212 53 618,000 70,000 29,310 Western Division . . a 45 43 16 59 15 4 5, 500 700 United States . 21 629 1,495 291 1,786 387 107 1,827,263 328,800 53,610 Eclectic. 1 28 67 82 16 10 40,000 2,258 1 16 58 3 61 14 10,000 Ohio 1 18 159 166 45 26 60,000 500 Illinois _ 1 44 111 10 121 43 25,000 0 500 Missouri 1 17 48 10 58 18 2,500 200 Nebraska 1 26 50 50 15 North Atlantic Division.. ~T 28 67 15 82 16 10 40,000 2,258 South Atlantic Division. . i 16 58 3 61 14 10,000 North Central Division. .. 4 103 368 27 395 121 26 87,500 1,200 United States. . 6 147 493 45 538 151 36 137,500 3,458 Dentistry. Massachusetts . 1 34 130 0 130 37 50,000 120 New York _ _ _ 3 89 435 11 446 124 161,000 148 Pennsylvania . . 5 101 1,387 47 1,434 358 240, 000 100 Maryland . . . 3 55 497 2 499 156 200,000 District of Columbia . 3 37 124 1 125 22 40,000 100 Virginia . . . 1 17 27 0 27 10 65,000 240 Georgia . . 2 23 263 o 263 74 15,000 Kentucky _ 1 15 150 o 150 52 Tennessee. . . 4 47 311 3 314 77 200 Alabama . 1 11 34 0 34 8 Ohio . . . . 5 498 15 513 126 75,000 2,743 Indiana . 2 34 209 2 211 53 30,000 Illinois . . . 4 109 1,094 20 1,114 360 26,000 Michigan _ _ _ _ 2 27 218 8 228 80 155, 336 600 Wisconsin . . . 1 17 87 0 87 17 Minnesota . . . 1 15 96 0 96 14 150 Iowa . 2 37 155 15 170 61 Missouri . 4 93 464 12 476 141 12,500 2,100 Nebraska. . . . 1 23 53 5 58 9 Colorado . . . 1 18 43 4 47 5 Washington . . . . 1 17 33 2 35 9 200 California . 2 70 304 15 319 55 200 North Atlantic Division. . 9 224 1,952 58 2,010 519 401,000 50,000 368 South Atlantic Division.. 9 132 911 3 914 262 320,000 340 South Central Division... 73 495 3 498 137 200 North Central Division .. 22 427 2,874 77 2,951 861 298,836 5,593 Western Division . 4 105 380 21 401 69 400 United States . 50 961 6,612 162 6, 774 1,848 1,019,836 50,000 6, 901 1920 Table 5. — Summary of statistics of schools of medicine , dentistry, etc. — Continued. States and classes. Schools. Instructors. Men enrolled. Women en¬ rolled. Total attend¬ ance. 1 Graduating in 1898. B.— BY STATES AND CLASSES— cont’d. Pharmacy. Maine . . . 1 22 15 1 16 6 Massachusetts . . . 1 11 185 16 201 24 New York . 4 48 602 24 626 234 New Jersey . 1 6 26 0 26 13 Pennsylvania . 2 17 501 15 516 129 Maryland . 1 6 112 1 113 35 District of Columbia . 1 5 51 3 54 15 Virginia . 1 10 17 0 17 4 North Carolina . 1 1 7 0 7 1 South Carolina . 1 5 19 0 19 11 Georgia . . . 1 4 32 0 32 12 Kentucky . 1 8 54 0 54 11 Tennessee . 2 12 36 1 37 7 Alabama . 2 8 41 0 41 4 Louisiana . 1 6 20 3 23 10 Texas . . . . . 1 4 44 0 44 10 Oklahoma . 1 2 6 3 9 7 Ohio . 5 47 403 8 411 112 Indiana . . . 2 29 196 6 202 106 Illinois . 2 16 371 13 384 133 Michigan . . 2 20 104 3 107 25 Wisconsin . 1 6 56 5 61 15 Minnesota . 1 16 57 3 60 12 Iowa . . . 2 25 243 49 292 68 Missouri . 2 17 189 4 193 56 South Dakota . 1 4 24 0 24 4 Kansas . . 1 11 38 3 41 17 Washington. . . . 2 25 23 10 33 22 California . „. 1 10 66 3 69 26 North Atlantic Division.. 9 104 1,329 56 17385~ 406 South Atlantic Division.. 6 31 238 4 242 78 South Central Division... 8 40 201 7 208 49 North Central Division .. 19 191 1,681 94 1, 775 548 Western Division . . 3 35 89 13 102 48 United States. . 45 401 3,538 174 3, 712 1,129 Nurse training. Maine . 3 o 65 65 18 New Hampshire _ _ 8 8 95 103 38 Massachusetts . 46 102 1,065 1,167 393 Rhode Island . . 4 8 101 109 44 Connecticut _ _ 8 4 152 156 76 New York . . . 67 256 1,714 1,970 674 New Jersey . . 18 22 267 289 96 Pennsylvania . . . 53 29 1,200 1,229 445 Delaware . _ . 2 o 16 16 6 Maryland _ _ 9 1 182 183 27 District of Columbia . 5 0 116 116 49 Virginia . 7 7 81 88 29 West Virginia . . . 1 o 10 10 5 North Carolina . 1 4 25 29 0 South Carolina . . . 2 20 40 60 20 Georgia . 3 o 66 66 7 Florida . . ] 0 10 10 5 Kentucky . 4 1 54 55 24 Tennessee . 3 o 24 24 12 Alabama . 1 7 22 29 12 Louisiana . 3 o 56 56 21 Texas . . . 1 o 18 18 6 Ohio . 17 28 291 319 105 Students. Value of grounds and buildings. Endowment funds. Volumes in li¬ braries. Having A. B. or B. S. $68,850 204, 067 $13,675 2,381 5, 132 724 260 10,300 300 500 240 166,000 37,000 15,000 0 0 2,000 21,000 0 200 4,000 12.000 650 75.000 2,350 27,500 200 16,000 1,000 8,000 0 300 438,917 54,000 25,000 130, 500 8,000 16,056 0 16,416 1,040 200 4,200 300 658, 417 16, 058 22, 156 PROFESSIONAL SCHOOLS. 1921 Table 5. — Summary of statistics of schools of medicine, dentistry, etc. — Continued. States and classes. B.-BY STATES AND classes— cont’d. Nurse training — Cont’d. Indiana _ Illinois ... Michigan _ Wisconsin. Minnesota Iowa . Missouri.. Kansas .... 7 33 14 4 13 8 8 4 Colorado . . . Utah . Washington . Oregon . . . California . North Atlantic Division.. South Atlantic Division . . South Central Division... North Central Division. .. Western Division . . United States. . 4 1 1 3 10 207 31 12 108 19 377 Students. a>I=! FI P cq W 0.5 a® £ 3 O 5 5 H 121 835 327 81 268 128 132 429 32 325 7 4,659 546 174 2,222 403 801 8,004 170 862 396 83 349 180 136 52 58 20 8 61 263 80 243 187 47 104 46 42 13 34 4 4 20 91 5,088 578 182 2,547 410 1,784 148 75 867 153 8,805 3, 027 ed 98 - 121 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 EDUCATION REPORT, 1897-98. Table 6. — Statistics of schools of Name of institution. 2 St. Bernard College (R. C.) . Talladega College, Theological Dept. (Cong.). Stillman Institute (Presb.) . . Berkeley Bible Seminary (Disciples) . Pacific Theological Seminary (Cong.) San Francisco Theological Seminary (Presb.). Church Divinity School of the Pa¬ cific (P. E.). Maclay College of Theology, Univer¬ sity of Southern California (M. E.). Denver Theological School, or Mat¬ thew’s Hall (P. E.). Iliff School of Theology, University of Denver (M.E.). Hartford Theological Seminary (Cong.). Berkeley Divinity School (P. E. ) - , Yale Divinity School (Cong.) _ Catholic University of America, The¬ ological Dept. (R. C.). Howard University, Theological School (nonsec.). King Hall Theological School (P. E.). Wayland Seminary (Bapt.) . Atlanta Baptist Seminary . . Gammon Theological School (M.E.). 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, North¬ western University (M.E.). Norwegian-Danish Theological Semi¬ nary, Northwestern University (M. E.). Ryder Divinity School, Lombard University (Univ.). Union Biblical Institute (Ev. Asso.).. Augustana Theological Seminary (Ev. Luth.). Concordia College (Ger. Ev. Luth.). . . Union Christian College, Theological Dept. (Christian). St. Meinrad’s Ecclesiastical Semi¬ nary (R. C.). Taylor University, Theological School (M. E.). Charles City College, Theological School (M.E.). Drake University, Bible College (Dis¬ ciples). German Presbyterian Theological School of the Northwest (Presb.). a Approximately. Year of first opening. President or dean. 3 4 1893 Benedict Menges . . 1872 George W. Andrews, D. D. 1878 O. B. Wilson . 1896 Samuel M. Jefferson, A.M., LL. D. 1869 John Knox McLean, D.D. 1871 Henry C. Minton, D. D., clerk. 1893 William F. Nichols, D. D.. 1886 George Cochran, D. D _ 1872 John F. Spaulding, D. D... 1892 Arthur H. Briggs, A. M. . . 1834 Chester D. Hartranft, D. D. 1854 John Williams, D. D., LL. D. 1822 George P. Fisher, D. D. , LL. D. 1889 Thomas J. Shahan, D. D.. 1871 John L. Ewell, D. D . 1890 William V. Tunnell . 1865 George R. Hovey . George Sale, A. M. . 1867 1883 Wilbur P. Thirkield, D. D . 1858 Franklin W. Fisk, D. D., LL. D. 1891 R. F, Weidner, D. D., LL. D 1885 J. D. Severinghaus, D. D. . . 1830 Andrew C. Zenos, D.D _ 1867 Eri B. Hulbert, D. D . 1885 Wm. J. Gold, S. T. D., warden. 1890 J. H. Hardin . 1855 Charles J. Little . 1885 Nels E. Simonsen, D. D . .. 1881 C. Ellwood Nash, A. M., D. D. 1876 Thomas Bowman . 1860 Olof Olsson, Ph. D., D.D.. 1846 Reinhold Pieper . 1859 L. J. Aldrich . 1860 A. Schmitt, abbot . 1894 T. C. Reade, D. D . 1891 J. F. Hirsch, A. M . 1881 Harvey W. Everest . 1852 Adam W. Ringland, D. D. PROFESSIONAL SCHOOLS. 1923 theology, for the year 1897-98. Regular session closes— In¬ struct¬ ors. Students. j Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions received during the year. V olumes in library. Professors. Special or assist¬ ant. Men enrolled. W omen enrolled. u 7 3 100 0 100 27 85 3 32 150,000 650^000 4,524 a 9, 000 13 June 7 5 2 64 0 64 10 64 2: 36 338,000 450,000 11,000 14 May 28 2 8 34 0 34 4 3 33 40,000 a 1,200 15 June 2 5 10 0 10 1 3 35 25,000 600 16 May 28 1 "a* 30 0 30 3 "a 2 34 0 0 a 500 17 May 25 1 18 0 18 7 0 2 24 0 0 500 18 May 13 4 "¥ 80 0 80 10 7 3 32 100,000 400,000 2,200 11,000 19 May 11 12 4 164 0 164 45 90 3 32 300,000 968,820 17,228 a 20, 000 20 Apr. 24 2_ 7 54 0 54 23 31 3 30 100,000 0 7,000 4,000 21 May 11 3 10 10 5 3 33 11, 000 22 May 5: 8- 2. 147 0 147 50 31 32: 422, 725 464,000 25,000 20,000 23 (6). 16: 3 339- 32 371 37 238 3 48 100,000 251, 650 10,425 40,000 24 May 28- 5 2- 23 0 23 5; 5- 3 35 125,000 200,000 0 4,000 25 3 0 37 11 48 . 3 39 3,000 1 . 340 26 May 26 8 % 158- 1 159 20 48 3 32 11, 558 27 May 6 1 t 11 11 4 32 16,000 5,000 700 200 28 June 5. 5 9 2 11 4 0 4 38 29 June 23 O' 0 33 1 34 9 8 2,3 38 22,000 500 500 30 May 26^ 3 1 61 0 61 10 43 3 32 25, 000 31 4 1 127 0 127 3 40 125,000 2,100 4,500 1, 200 32 June-15 3 4 29 6 35 2 3 36 *450 ’480 33 June — 8 0 35 0 35 10 0 5 40 6,000 0 0 a 400 34 2 2 33 4 37 3 36 35 June 9 1 0: 9 0 9 0 0 3 39 9,000 500 500 36 June 15 3 2 94 31 125 0 .... 3 36 23; 676 0 1,000 37 Apr.. 27 2 O' 11 0 11 1 ...... 3: 32' 28-, 571- 18,550 2,387 a 2, 800 38 b Open all the year. 39 40 41 42 43 44 45 48 47 48 49 50 51 52 53 54 55 58 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 EDUCATION REPORT, 1897-98- Table 6. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 1 2 3 4 Dubuaue, Iowa... Wartburg Seminary (Ev. Luth.). 1854 S. Fritschel, D.D.... . Mount Pleasant, German College, Theological School 1873 E. E. Schnette . Iowa. Atchison, Kans _ _ - (M.E.). W estern Theological Seminary (Ev. 1895 Frank D. Altman, D. D ... Danville, Ky . Luth.). Presbyterian Theological Seminary.. 1853 J. M. Worrall, D. D., ch .- Lexington, Ky _ College of the Bible, Theological 1865 J. W. McGarvey . Louisville, Ky _ course (Christian). Louisville Presbyterian Theological 1893 Wm. Hoge Marquess, D. D. Seminary.* Southern Baptist Theological Semi- 1859 Wm. H. Whitsitt, D. D., nary. Bangor Theological Seminary (Cong. ) Cobb Divinity School, Department 1816 LL. D. None . Lewiston, Me _ 1840 James A. Howe, D. D . Baltimore, Md _ _ do . . . of Bates College (Free Bapt.). St. Joseph’s Seminary (B. C.) _ St. Mary’s Seminary (B. C.). . 1888 1791 J. B. Slattery . . A. Magnien, D. D. . Ilchester, Md _ Mount St. Marys, Bedemptorist College of Ilchester (B, C.). Mount St. Mary’s Theological School 1867 1808 Ferdinand A. Litz . Willis L. O’Hare, A. M _ Md. Westminster, Md- (B. C.). 1 Westminster Theological Seminary GO go Hugh L. Elderdice, A. M._ W oodstock, Md - - . (Meth. Prot.). Woodstock College (B. C.)... . 1869 Bur chard Villiger . . . Andover, Mass . . - Andover Theological Seminary 1808 George Harris, D. D. . Boston, Mass _ (Cong.). Boston University, School of Theol¬ 1839 Marcus D. Buell, A. M., _ do . . ogy (M. E.). St. John’s Boston Ecclesiastical Sem¬ 1884 D. D. J. Hogan, D. D- . Cambridge, Mass. inary (B. C.). Episcopal Theological School (P.E.). 1867 George Hodges, D. D _ . do . Harvard University, Divinity School 18 L7 Charles C. Everett, D.D., do (nonsec.). New Church Theological School 1866 LL. D. James Beed . . . Newton Center, (Swedenborgian). N ewton Theological Institution 1825 Alvah Hovey, D. D., LL. D. Mass. Tufts College, (Bapt.) Tufts College, Divinity School 1889 Charles H. Leonard, D. D. Mass. Adrian, Mich _ (Univ.). Adrian College, School of Theology (Meth. Prot.). Hillsdale College, Theological School 1882 David Jones, D. D . . Hillsdale, Mich _ . _ 1873 George F. Mosher, LL. D. Holland, Mich _ (F. W. Bapt.).* Western Theological Seminary (Bef. 1869 John W. Beardslee, D. D-. Collegeville, Minn Ch. in Amer. ) . St. John’s Seminary (B. C.) . . 1867 Peter Engel, Ph. D _ F aribault, Minn . . Seabury Divinity School (P. E.) * _ 1860 Henry B. Whipple, D. D., Minneapolis, Minn Bed Wing, Minn. . Augsburg Seminary (Ev. Luth.) _ Bed Wing Seminary (Ev. Luth.) _ 1869 1879 LL. D. Georg Sverdrup . - - - M. G. Hanson . . Bobbin sdale, Minn Luther Seminary (Ev. Luth.) 1876 J. B. Frich St. Paul, Minn _ Luther Seminary (Ev. Luth.) . 1885 H. Ernst, D. D _ . ...do. . . . St. Paul’s College (M. E.)_ . St. Paul Seminary (B. C.) _ , . 1889 C. W. Hertzler . _ do . 1894 Patrick B. Heffron, D. D., Canton, Mo Christian Uuiversity (Christian) _ St. Stanislaus Seminary (B. C.) _ 1857 LL. D. Clinton Lockhart Fiorjpant, Mo _ 1623 Frederick P. Hagemann.. Kansas City, Mo.. Bedemptorist Seminary of the St. 1887 Ferreol Girardey, rector .. St. Louis, Mo _ - do. . _ do . Louis Province (B. C.). Concordia Theological Seminary (Ev. Luth.). Kenrick Theological Seminary (B. C.) Theological Seminary of the Evan¬ gelical Synod of North America, Eden College. Central Wesleyan College (M. E.) _ 1839 1893 1850 Francis Pieper . Francis V. Nugent . Louis Haeberle _ Warrenton, Mo. . . 1864 George B. Addicks . Blair, Nebr . Trinity Seminary (Ev. Luth.)... . 1888 Peter S. Yig . * In 1896-97. PROFESSIONAL SCHOOLS. 1925 theology, for the year 1897-98 — Continued. Regular session closes — In¬ struct¬ ors. Students. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions received during the year. Volumes in library. Professors. Special or assist¬ ant. Men enrolled. Women enrolled. Whole number. fco .5 od 'd cS 0 Students having A.B.or B.S. 5 6 7 8 9 19 11 13 13 14 15 16 17 IS June 23 3 0 53 0 53 16 21 3 38 $35,000 $12,000 $3,605 4,500 39 3 2 10 0 10 4 38 40 1 2 0 4 g 2 37 700 100 41 May 5 3 2 34 34 10 17 3 &3 30,000 200, 000 1,000 7,000 42 4 i 15/ 6 157 23 0 3 40 40,000 80,000 a 11, 500 1,942 43 6 i 65 0 65 3 31 200, 000 3,000 44 June 1 7 2 303 0 303 47 140 3 33 250, 000 400,000 6 21,000 45 May 18 6 1 38 0 38 11 3 3 35 125,000 270,000 0 20,300 46 4 2 41 48 7 12 3 37 3,800 47 June 21 2 32 0 6 3i 42 48 June 23 16 0 270 0 270 62 3' 40 175,000 13,000 30,000 49 July 1 7 1 38 0 38 0 0 5 44 b 150, 000 0 0 6 18, 000 50 June 23 8 30 0 30 9 20 4 40 50,000 5,000 20,000 51 May 10 5 11 10 — 10 0 1 2 30 5,000 4,000 1,000 a 5, 000 52 June 29 11 4 129 0 129 11 40 b 200. 000 6 20,000 53 June 10 7 41 0 41 9 39 3 35 300; 000 850,000 17,500 51,000 54 June 1 7 7 162 8 170 30 103 3 33 145, 000 6 6,000 55 June 24 10 1 145 0 145 24 3 39 400,000 15,000 56 June 18 6 2 35 0 35 15 26 3 36 285,000 218,000 610,000 57 June 29 8 2 40 0 40 3 30 g 38 27, 500 58 June 22 3 3 8 0 8 0 2 3 38 60,000 120,000 0 2,000 59 June 9 6 1 71 4 75 22 36 3 39 200,000 336,414 36,841 22,250 60 June 22 5 6 21 5 26 9 7 3 36 50,000 90,000 2,000 6 4,500 61 June 23 3 0 25 0 25 2 0 3 38 20,000 0 6 400 62 4 42 33 75 4 5 3 38 63 Apr. 27 3 1 24 0 24 16 3 32 10,000 48,500 6,000 64 June 25 4 44 0 44 9 5 40 0 6 12, 000 65 6 2 31 31 3 36 8,000 66 June 7 2 28 0 28 9 12 35 40,000 67 May 27 2 .... 25 0 25 5 4 3 34 25,000 10,000 12, 500 250 68 J une 15 4 0 42 0 42 17 0 3 40 500 69 - do ... 2 1 30 0 30 9 0 3 40 35,000 0 0 400 70 June 9 1 9 0 9 3 0 3 37 71 June 17 11 "5" 111 0 111 12 20 4 40 350,000 300,000 6,000 20, 000 72 June 2 3 4.7 0 47 0 0 3 38 15,000 1,500 500 73 June 28 5 90 0 90 21 4 150, 000 100,000 74 July 22 4 "6" 28 0 28 0 .... 45 30,000 0 0 6 7,000 75 June 28 6 0 0 192 61 185 3 40 250,000 0 0 25,000 76 June 15 8 2 87 0 87 15 40 250.000 620,000 77 - do... 3 1 67 0 67 24 0 3 37 100,000 0 11,270 4,200 78 June 9 2 0 47 0 47 6 1 3 40 25,000 79 June 1 3 14 0 14 4 0 3 33 1 is, 066 200 80 a The institution received a bequest of $6,009 from Mrs. Sallie Logan, of Lexington, Ky. 6 Approximately. 81 82 83 84 85 86 87 88 89 SO 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 EDUCATION REPORT, 1897-98. Table G. Name of institution. bi a "a p. o m cpt Omaha, Nebr. Presbyterian Theological Seminary _ 3 1891 Santee Agency, Nebr. Bloomfield, N. J._ Madison, N. J _ Santee Normal Training School (Cong.). German Theological School of New¬ ark (Presb.). Drew Theological Seminary (M. E.)_ 1870 1869 1867 New Brunswick, N. J. Princeton, N. J... South Orange, N. J Alfred, N. Y . Allegany, N. Y . . . Auburn', N . Y _ Buffalo, N. Y _ Canton, N. Y . . Hamilton, N. Y ... Hartwick Semi¬ nary, N. Y. New York, N. Y._ _ do.. . _ do . . Niagara Univer¬ sity, N.Y. Rochester, N. Y .. _ do . . . Stanf ordville, N.Y. Yonkers, N. Y _ Charlotte, N. C ... Raleigh, N. C . Berea, Ohio . Carthagena, Ohio. Cincinnati, Ohio - . _ do . . Columbus, Ohio .. Dayton, Ohio . Gambier, Ohio _ Oberlin, Ohio . Springfield, Ohio _ Tiffin, Ohio . Wilberforce, Ohio Xenia, Ohio . Eugene, Oregon . . Seminary of the Reformed (Dutch) Church in America^ Theological Seminary of the Pres¬ byterian Church. Seminary of the Immaculate. Con¬ ception (R. C.). Alfred University, Theological Dept. (7th Day Bapt.). St. Bonaventure’s Seminary (R. C.) - Auburn Theological Seminary (Presb.). German Martin Luther Seminary (Ev. Luth..). Canton Theological Seminary of St. Lawrence University (Univ.). Hamilton Theological Seminary, Col¬ gate University (Bapt.). Hartwick Seminary (Ev. Luth.) . . 1784 1812 1856 1857 1866 1821 1854 1858 1819 1816 General Theological Seminary of the Protestant Episcopal Church. Jewish Theological Seminary (He¬ brew). Union Theological Seminary (Presb.).* Niagara University, Theological Dept. (R. CL). Rochester Theological Seminary (Bapt.). S:t. Bernard’s Seminary (R. C,). ...... Christian Biblical Institute (Chris¬ tian). St. Joseph’s Seminary (R. C.) _ Biddle University, School of Theol¬ ogy (Presb.). Shaw University, Theological School (Bapt.). German Wallace College, Theologi¬ cal Dept. (M.E.). St. Charles Borromeo Theological Seminary (R. C.). Hebrew Union College (Hebrew) _ Lane Theological Seminary (Presb,). German Lutheran Seminary (Ev. Luth.). Union Biblical Seminary (United Breth.). Kenyon College, Divinity School (P. E.). Oberlin College, Theological Dept. (Cong.). Wittenberg College, Theological School (Ev. Luth.) Heidelberg Theological Seminary (Ref. Ch.) Payne Theological Seminary (Af. M.E.). Xenia Theological Seminary (U. Presb.). Eugene Divinity School (Disciples) . . 1817 1886 1836 1851 1893 1869 1898 1868 1865 1860 1875 1829 1850 1871 1828 1835 1845 1850 1892 1794 1895 * In 1896-97. -Statistics of schools of President or dean. 4 Joseph J. Lampe, Ph. D., D. D., chairman. Alfred L. Riggs . . Charles E. Knox, D. D _ Henry A. Buttz, D. D., LL. D. Samuel M. Woodbridge, D. D., LL. D. William Henry Green, D. D., LL. D. Joseph J. Synnott, D. D .. Boothe C, Davis, Ph. D _ Joseph P. Butler _ Henry M. Booth, D. D., LL. D. John A. Graban.. . Isaac M. Atwood, D. D _ Sylvester Burnham, D. D . John G. Traver, A. M., principal. Eugene A. Hoffman, D. D., LL.D.,D.C.L. Joseph Blumenthal . Charles C. Hall, D. D . J. P. Cribbins, director _ Augustus H. Strong, D.D., LL, D. James J. Hartley . . John B. Weston, D. D . Edward R. Dyer . D. J. Sanders, D.D . . M. W. D. Norman, A. M., prof. William Nast, . Boniface Russ _ Isaac M. Wise . David S. Schaff., D. D., sec. F. W. Stellhorn, D. D . George A. Funkhouser, D. D. Hosea W. Jones, D. D . Owen H. Gates, Ph. D., registrar. Samuel A. Ort, D. D., LL. D. David Van Horne, D. D., LL. D. John G. Mitchell, A. M., D. D. James Harper, D. D., LL. D. Eugene C. Sanderson, D.D. PROFESSIONAL SCHOOLS. 1927 theology , for the year 1897-98 — Continued. Regular session closes— In¬ struct¬ ors. Students. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions rec e i v e d during the year. Volumes in library. Professors. Special or assist¬ ant. Men enrolled. Women enrolled. Whole number. Graduating in 1898. Students having A. B. or B. S. _ 5 C 7 8 9 io 11 12 13 14 15 1G 17 18 Apr. 28 6 1 30 0 30 8 3 3 32 2,000 June 18 1 10 4 14 2 0 3 38 $60,000 0 0 3 0 9 0 9 6 0 3 32 25, 000 $59, 000 May 20 6 0 168 0 168 47 95 3 36 485,000 400,000 0 43,000 May 25 5 2 41 0 41 11 8 3 34 360,000 $1,800 43,700 May 7 8 4 238 0 238 60 206 3 33 500,000 1,369,000 61, 648 5 1 30 0 30 3 30 4 June 23 3 0 4 0 4 0 3 3 38 0 26,000 June 22 6 3 60 0 60 13 0 4 42 25,000 0 0 2,265 May 5 6 4 104 0 104 42 85 3 33 300,000 626,417 a 24, 143 25,010 June 24 2 2 11 0 11 0 0 4 40 12,500 850 1,201 June 28 4 3 19 4 23 5 3 3 38 50,000 154,000 730 8,000 June 20 5 4 48 0 48 13 20 3 36 June 22 2 1 7 0 7 2 0 3 39 10,000 15,000 0 May 25 10 4 155 0 155 44 98 3 36 1,353,000 1,260,987 187, 741 28,183 June 15 3 3 26 0 26 3 0 — 46 27,000 10,000 68,000 7 5 133 1 134 331 13 3 36 500,000 1,350,000 20,000 71,576 rf 70 70 3 May 15 12 1 152 0 152 40 29 3 35 29, 608 J une 13 9 0 66 o 66 11 40 300,000 9,000 May 11 7 2 21 1 22 2 0 3 34 27,000 54,000 2,668 1, 980 June. 25 8 106 0 106 11 4 39 1,100,000 22, 000 June 5 5 T 16 o 16 5 3 32 140,000 8,500 1 16 0 16 2 28 0 28 5 June 15 3 l 18 0 18 2 _ 4 40 40,000 0 0 8, 20Q June 17 4 5 71 0 71 7 0 5 40 30,000 60,000 18,000 16,000 May 5 4 3 35 0 35 12 22 3 32 June 22 3 3 42 0 42 15 38 3 40 125,000 6,000 May 1 4 1 32 4 36 11 10 3 34 38,000 67,000 8,000 3,000 4 2 21 0 21 3 36 35, 000 110,000 8,000 May 12 8 3 47 1 48 10 11 3 32 75,000 144,147 5,232 _ do ... 3 1 38 38 8 30 3 32 30,000 50,000 Apr. 20 5 0 25 0 25 11 15 3 28 1,500 25,000 June 20 2 3 35 2 37 5 0 3 36 10,000 2,200 Apr. 28 4 0 45 5 50 18 39 3 34 5,000 130,000 6,000 June 8 1 2 12 2 14 _ 3 3 32 7,000 3,500 3,000 550 a Legacy of late John W. Howe, of Rochester, $9,543. & Approximately. 81 82 83 84 85 88 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 HO 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 EDUCATION REPORT, 1897-98. Table 6. — Statistics of schools of Name of institution. 2 Portland University, Department of Theology (M. E.). Allegheny Theological Seminary (U. Presb. ). Reformed Presbyterian Theological Seminary (Ref. Presb.). Western Theological Seminary (Presb.) St. Vincent’s Seminary (R. C.) . Moravian Theological Seminary _ Crozer Theological Seminary (Bapt. ) . Ursinus School of Theology ( Ref. Ch. in U. S ). Evangelical Lutheran Theological Seminary. Theological Seminary of the Re¬ formed Church. Lincoln University,Theological Dept (Presb.). Meadville Theological School (Uni¬ tarian ) . Theological Seminary of St. Charles Borromeo (R. C.). Lutheran Theological Seminary (Ev. Lufch.). St. Vincent’s Seminary (R. C.) . Susquehanna University, Theolog¬ ical Dept. (Ev. Luth.). Augustinian College, Theological School (R. C ) Presbyterian Theological Seminary Erskine Theological Seminary (A. R. P.). Evangelical Lutheran Theological Seminary. U. S. Grant University, School of Theology (M E.). Southwestern Presbyterian Univer¬ sity, Divinity School. Knoxville College, Theological Dept. (U. Presb.). Cumberland University, Theological School (Cumb Presb.). Central Tennessee College, Theolog¬ ical Dept. (M. E ). Fisk University, Theological Dept. (Cong.). Vanderbilt University,Biblical Dept. (M E.). University of the South. Theological Dept. (P. E.). Rio Grande Congregational Training School (Cong.). Wiley University, Theological Dept. (M. E. ).* Bishop Payne Divinity School (P. E. ). Richmond Theological Seminary (Bapt.), Union Theological Seminary (Presb. ) . Episcopal Theological Seminary (P.E ). Mission House of the Reformed Church in the United States. Nashotah House (P. E. ) . Provincial Seminary of St. Francis of Sales (R. C. ). Evangelical Lutheran Theological Seminary. Year of first opening. President or dean. 3 4 1891 Harvey K. Hines, D. D _ 1825 J ames A. Grier, D . D . 1856 David B. Willson. . 1827 Thomas H. Robinson, D. D 1846 Leander Schnerr _ _ 1807 Augustus Schultze, D. D.. 1858 Henry G. Weston . 1871 Henry T. Spangler, D. D.. 1826 Milton Valentine, D. D., LL. D. 1825 Emanuel V. Gerhart, D. D., LL. D. 1872 Isaac N. Rendall, D. D _ 1844 George L. Cary, A. M., L.H.D. 1832 Patrick J. Garvey. . 1864 Henry E. Jacobs, D. D., LL D. 1868 James McGill . . 1858 J. R. Dimm, A.M.,D.D ... 1843 Thomas C. Middleton, D.D. 1829 William M. McPheeters, D. D, chairman. 1837 W. L. Pressly, D.D . 1892 A. G. Voigt, D.D . . 18S6 G. T. Newesent, D.D _ 1885 George Summey, D.D _ 1893 J. R. Millin . 1853 J. M. Hubbert, D. D . 1867 J. Braden, D. D._ . 1892 E. M. Cravath, D.D . 1875 Wilbur F. Tillett, D.D _ 1878 William P. Dubose. M. A., S.T.D. 1890 A. C. Wright . M. W. Dogan, A. M . 1878 C. R Hains, D D . 1886 Charles H. Corey, A. M., D.D. 1824 W. W. Moore, D D..LL.D. 1823 Cornelius Walker, D. D . . . 1860 H. A Muehlmeier, D.D... 1842 Wm. Walter Webb, D.D. . 1856 Joseph Rainier . . . 1878 A. Hoenecke . * In 1896-97. PROFESSIONAL SCHOOLS. 1929 theology, for the year 1897-9S. Regular session closes— In¬ struct¬ ors. Students. Years in the course. Weeks in year. Value of grounds and buildings. Endowment funds. Benefactions received during the year. Volumes in library CD 6 CQ © o £ Special or assist¬ ant. Men enrolled. Women enrolled. Whole number. Graduating in 1898. Students having A. B. or B. S. 5 6 7 § 9 1© 11 13 13 14 15 1 6 17 IS 5 27 27 3 36 100 118 May 20 4 _ 76 76 25 3 32 $60,000 $218,000 $10,000 6,000 119 Apr. 30 o — 28 0 28 9 24 3 32 25,000 74,323 3,450 120 May 12 5 2 99 0 99 27 26 3 32 780, 055 530,055 20,000 27,500 121 4 35 o 3 42 122 4 1 12 0 12 24 40 6, 000 123 6 2 0 95 16 3 36 464, 500 14, 500 124 May 3 5 2 17 0 17 9 11 3 30 125 June 2 4 0 51 0 51 24 48 3 36 160,000 201, 687 12,000 126 May 12 5 1 42 0 42 11 35 3 33 110,000 175,000 0 12,000 127 June 5 8 _ 46 0 46 17 43 3 33 63,000 136,900 4,800 128 June 10 5 8 16 2 18 4 2 3 38 18,000 353, 701 0 28,000 129 June 13 12 1 142 0 142 8 4 44 25,000 130 May 31 4 1 92 0 92 32 58 3 31 175,000 198,800 9,000 24,800 131 June 28 5 3 39 0 39 7 4 40 0 0 12,600 132 June 12 2 .... 10 0 10 O "T 3 39 20,000 43, 000 2,000 133 5 22 22 40 134 . | May 12 5 1 33 0 33 6 22 3 32 50,000 235,000 20,000 135 j June 20 4 14 0 14 7 2 36 32, 000 2,000 136 j J r'.ne 5 1 8 0 8 5 8 3 33 137 ; Ma • 10 3 1 32 32 3 32 2,000 138 j ud e 12 1 23 o 23 5 11 2 40 139 1 5 0 5 2 2 3 36 0 140 June 5 8 .... 57 8 65 11 35 3 32 10,000 82,000 a 20, 000 1,000 141 _ do _ 2 1 24 0 24 2 0 2,4 38 142 June 1 2 1 4 0 4 0 0 2,3 35 30,000 0 0 600 143 June 20 5 0 46 0 46 6 38 3 34 170,000 250,000 4,000 144 Aug. 4 4 1 33 0 33 4 17 3 40 50,000 60, 000 145 May 28 i i 6 0 6 0 0 4 40 11,000 0 1,515 200 146 1 10 10 147 June 7 2 0 10 0 10 4 1 3 39 12,000 2,500 300 148 Apr. 28 4 .... 59 0 59 4 1 4 30 60, 000 5,100 5,000 149 June 5 5 1 68 0 68 17 54 3 39 170,000 308,034 14,000 16,000 150 June 27 4 38 0 38 *9 3 42 is; 000 151 June — 3 2 24 0 24 12 12 3 38 8,792 6,000 152 May 29 4 4 46 0 46 4 3 32 110,000 80,000 3,000 14, 00C 153 June 21 13 1 65 65 34- .... 3 45 150, 000 500 13,500 154 June 28 3 1 35 0 35 15 26 3 40 75,000 0 0 1,000 155 aFrom estate of Mrs. A. J. McDaniel, Hopkinsville, Ky. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 31 35 36 37 38 39 EDUCATION REPORT, 1897-98. Table 7. — Statistics of Name of institution. President or dean. £ ai 2 3 4 5 University of Alabama, School of Law. Arkansas Industrial Univer¬ sity, Law Dept. University of Arkansas, Law Dept. Los Angeles Law School - 1873 1890 1887 1897 Wm. S. Thorington _ F. M. Goar... . . John H. Carmichael _ James B. Scott, A. M., June 22 June 7 May 31 June 21 University of California, Hast¬ ings College of the Law. Leland Stanford Junior Uni¬ versity, Law Dept. University of Colorado, Law School. University of Denver, Denver Law School. Yale University, Law Dept .... 1878 1893 1892 1892 1824 D. C. L. Charles W. Slack . Nathan Abbott . . Moses Hallett, LL. D _ Albert E. Pattison _ Francis Wayland, LL. D. May 18 May 25 June 2 June 8 June 27 Catholic University of Amer¬ ica, Law Dept. Columbian University, Law School. Georgetown University, School of Law. Howard University, School of Law. National University, LawDept* University of Georgia, Law Dept. Morris Brown College, Law School. Mercer University, Law School Bloomington Law School, Illi¬ nois Wesleyan University. Chicago College of Law, Lake Forest University. Chicago Law School . - . Illinois College of Law . Kent College of Law . Northwestern University, Law School. McKendree Law School - . Chaddock College Law School. University of Illinois, School of Law. Indiana University, Law School Indiana Central Law School*.. Indiana Law School, Univer¬ sity of Indianapolis. University of Notre Dame, Law Dept. Northern Indiana Law School . Iowa College of Law, Drake University. State University of Iowa, Law Dept. University of Kansas, School of Law. University of Louisville, Law School. Tulane University of Louisi¬ ana, Law Dept. Baltimore University, School of Law. Gniversity of Maryland, Law School. Boston University, School of Law. 1895 1826 1870 1869 1870 1859 1896 1875 1874 1888 1896 1897 1892 1S59 1859 1880 1897 1842 1888 1894 1879 1886 1865 1879 1846 1847 1890 1872 William C. Robinson, LL. D. Walter S. Cox, LL. D. Jeremiah M. Wilson, LL. D. Benjamin F. Leighton, LL. D. June 8 June 1 - do... May 28 Richard H. Alvey . Sylvanus Morris, A. M., sec. C. H. J. Taylor . . May 25 June 15 June 1 Emory Speer . do . . . Owen T. Reeves, LL. D. June 12 Thomas A. Moran, LL. D June 1 George W. Warvelle. LL. D. Howard N. Ogden, Ph. D., L. H. D. Marshall D. Ewell, LL. D Peter S. Grosscup, LL. D May 27 May 28 May 20 June 16 George A. Crow . Thomas R, Petri, sec - Andrew S,Draper,LL.D. June 8 May 27 J une 14 William P. Rogers . June 15 J. A. Joseph.. _ _ _ _ William P. Fishback May 25 William Hoynes, LL. D . Mark L. De Motte . Chester C. Cole, LL.D.. Emlin McClain, LL. D... June 2 May 25 June 8 J. W. Green, A. M _ _ do... W. O. Harris . . Harry H. Hall . Bernard C. Steiner, Ph. D. John P. Poe . Samuel C. Bennett, act¬ ing. Apr. 30 May 14 June 8 June 1 _ do ... a Approximately. b A day course and an evening course. PROFESSIONAL SCHOOLS. 1931 schools of law for 1897-98. Number of pro¬ fessors. Special or assist¬ ant instructors. Students. Y ears in tjie course . W eeks in year. Tuition fee. Graduation or ex¬ amination fee. Fees of the entire course. Value of grounds and buildings. Endowment funds. Benefactions re¬ ceived during the year 1897-98. Volumes in library. Is the instruction given during the day or in the evening? Men. Women. Graduating. Having degree A. B. or B. S. G 7 § 9 a© 11 13 14 15 a© 17 as 19 so 21 2 0 9 0 0 4 2 36 $75 $3 0 0 Day . . i 6 26 0 9 40 50 105 E ve . . 35 9 2 33 50 5 105 Eve .. . 5 53 4 3 40 40 130 0 0 175 Both . 1 4 127 36 60 3 39 10 2 32 $50,000 $135,000 Day . . 1 o 18 32 2 Day . . 8 17 40 0 9 3 38 40 0 120 $500 1, 500 Day .. 12 3 58 0 21 11 3; 36 75- 10 235 0 0 a 2, 500 (5) 11 25 200 0 42 74 3 35 105 305 a 12,000 Day . . 5 W 31 8 23 3 32 325 a 100, 000 1,900 Day . . 10 3 311 113 30 3 30 80: 10 250 2,000: Eve- .. 10 m 308 0 76 2,3 33 80: 10 *60,000 2, 000 Eve . . 6 3 92 4 35 14 3 32 0 3 33 12,000 15,000 0 3,000 Eve . . 3 6 95 0 48 3 32 80 9 177 40,000 0 Eve .. 4 48' 0 39 21 1 35 75- Day . . 2 2 36- 30 5 65 200 Both . 4 3 12 0; 9 0 1 35 60 5 0 0 Eve .. g 2 60 1 26 20 3 39 60 5 185 0 0 Day . . 12 3 528- 12 72 3 3 T 75 5 230 1,200 i Eve 15 13 214 4 108 3 36 60 5 200 Eve _ 9 15 106 5 20 22 3 36 75 10 250 4,000 960 Eve .. 9 6 216 62 27 3 36 70 6 216 0 0 0 Eve .. 9 0 137 4 12 51 3 36 100 10 315 0 0 1,500 Day .. 1 t 8 0 3 0 3 36 45 5 150 0 Both . 4 0 9 1 3 1 2 38 60 5 125 0 0 0 Eve .. 4 6 37 2 4 6 3 36 50 5 165 0 0 a 1,500 Day .. 3 1 114 1 16 2 39 37 5 4, 000 Day .. 2 0 35 0 5 48 5 500 Day 15 112 1 55- 2 34 80 5 165 0 0 0 a 1,000 Day.. 4 3 35 0 8 3 42 100 10 2, 700 Day . . 4 2 140 2 *44 2 4Q 48 5 101 3,000 Day .. 6 106 3 32 '21 2 36 50 5 105 a 2, 000 Day .. 4 3 222 5 83 53 2 36 60 7' 127 9,200 Day . . 2 6 164 8 70 2 39 0 5 Day . . 3 0 48; 0 20 .... 2 28 80 0 50,000 0 0 0 Day . 5 80 2 *28- 2 25 80 160 (c) 5 1 83 _ 29 .... 3 33 40 20 150 0 0 0 400 Eve .. 10 194 0 41 25 2,3 34 70 10 232 10,000 0 0 a 1,000 (d) 10 23 425 8 ; 65 83 3 32 125- 10 385 225,000 0 0 a 7, 700 Day . 1 2 3 4 5 7 9 10 II 12 13 14 15 16 17 18 19 20 21 22 23 24 25 23 23 29 30 31 32 33 34 35 36 37 38 39 c From 4.30 to 6.30 p. m. d After 4 p. m. 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 EDUCATION REPORT, 1897-98. Table 7. — Statistics of schools b © o Name of institution. CO • f- bO o 3 3 Harvard University , Law School. University of Michigan, Law Dept. Detroit College of Law * . University of Minnesota, Col¬ lege of Law. University of Mississippi, Law Dept. Universitjr of Missouri, Law Dept. Kansas City School of Law _ St. Louis Law School, Washing¬ ton University. University of Nebraska, Col¬ lege of Law. Omaha School of Law, Univer¬ sity of Omaha. Albany Law School, Union Uni¬ versity. Buffalo Law School, Univer¬ sity of Buffalo. Cornell University, College of Law. 1817 1859 1892 1888 1854 1872 1895 1867 1891 1897 1851 1887 1887 Columbia University, School of Law. New York Law School . . New York University, School of Law. Syracuse University, College of Law. University of North Carolina, Law School. Shaw University, Law School-. Ohio Normal University, Law School. University of Cincinnati, Law Dept. Cleveland College of Law _ Franklin T. Backus Law School of Western Reserve Univer¬ sity. Ohio State University, School of Law. University of Oregon, School of Law. Willamette University, Law Dept. Dickinson School of Law _ University of Pennsylvania, Law Dept. Pittsburg Law School, Depart¬ ment of Western University of Pennsylvania. South Carolina College, Law School. American Temperance Uni¬ versity, Law Dept. University of Tennessee, Law Dept. Cumberland University, Law School. Central Tennessee College, Law Dept. Vanderbilt University, Law Dept. Sewanee Law School, Univer¬ sity of the South. University of Texas, Law Dept. 1891 1831 1895 1846 1888 1893 1897 1892 1891 1884 1887 1834 /1790 1895 1885 1893 1889 1847 1879 1875 1893 1883 President or dean. Session closes — 4 5 James Barr Ames, A. M. June 27 Harry B. Hutchins, June 22 LL.D. Philip T. Van Zile, LL. D . June 24 William S. Pattee, LL.D. June 1 G. D. Shands, LL. D . June 8 Alexander Martin, June 6 LL.D. William P. Borland _ June 11 William S. Curtis . June 16 M. B. Reese . June 6 T. J. Mahoney . . . June 16 J. Newton Fiero, LL. D. June 2 Adelbert Moot . May 23 Francis M. Finch, LL. D_ J une 16 . Wm. A. Keener, LL. D._ June 11 George Chase . June 9 Clarence D. Ashley . _ do... James B. Brooks, A. M., June 8 D.C.L. John Manning, LL. D _ . . June 1 E. A. Johnson . . Mar. 15 S. P. Axline . . July 21 William H. Taft, LL.D.. June 16 Sherman Arter, A. M _ June 1 Evan H. Hopkins . June 20 Wm. Forrest Hunter ... June 16 Richard H. Thornton . . . May 25 S. T. Richardson, A. M .. June 7 William Trickett, LL. D. _ do... William Draper Lewis, June 8 Ph. D. John D. Shafer . . June 3 Jos. Daniel Pope, LL. D. June 23 S. C. Brown, A. M . . May 24 Henry H. Inge r soil, June 15 LL. D. Andrew B. Martin, June 2 LL. D. John W. Grant.. . June 2 Thomas H. Malone . June 21 Burr J. Ramage, Ph. D.. Aug. 8 George T. Winston . June 21 evening course. b Has day school and evening school. cDay course 2 years; evening course 3 years. PROFESSIONAL SCHOOLS. 1933 of law for 1897-98 — Continued. Number of pro¬ fessors. Special or assist¬ ant instructors. Students. Years in the course. W eeks in year. Tuition fee. | Graduation or ex¬ amination fee. Fees of the entire course. Value of grounds and buildings. Endowment funds. benefactions re¬ ceived during the year 1897-98. V olumes in library. Is the instruction given during the day or in the evening? Men. pi ft X 1 2 3 4 5 6 7 REGULAR — continued. 96 Columbu Ohio Starling Medical College. 1847 Starling Loving, Apr. 14 16 12 LL. D. 97 Lebanon, Ohio. . . N ational N ormal U ni ver- 1890 Selden S. Scoville, Mar. 19 9 1 sity, College of Medi- A. M. cine. 98 Toledo, Ohio _ Toledo Medical College .. 1883 Daniel E.Haag,Ph.C. Apr. 5 17 10 99 Portland. Oreg. . University of Oregon, 1887 S. E. Josephi--. . Apr. 1 14 6 Medical Dept. 100 Salem, Oreg .... Willamette University, 1865 W. H. Byrd.... . . Mar. 30 16 _ Medical Dept. 101 Philadelphia, Pa Jefferson Medical College 1825 James W. Holland . . . May 15 24 14 of Philadelphia. 102 _ do . . . . Medico- Chirurgical Col- 1881 Seneca Egbert, A. M. May 21 25 17 lege of Philadelphia. 103 _ do . . . University of Pennsylva- 1785 John Marshall, Nat. June 12 14 3 nia. Dept, of Medicine. Sc. D. 104 . do. . Woman s Medical College 1850 Clara Marshall . May 18 10 24 of Pennsylvania. 105 Pittsburg, Pa - Western Pennsylvania 1884 J. C. Lange . . May 30 20 40 Medical College, Medi¬ cal Department West¬ ern University of Pennsylvania. 108 Charleston, S.C.. Medical College of the 1828 Francis L. Parker. .. Apr. 1 8 3 State of South Carolina. 107 Chat t anooga , Chattanooga Medical Col¬ 1889 J. R. Rathmell, A. M. Mar. 15 10 7 Tenn. lege. 103 Knoxville, Tenn Tennessee Medical Col¬ 1889 J. C. Cawood . Mar. 29 13 1 lege. 109 Memphis, Tenn . . Memphis Hospital Medi¬ 1880 W. B. Rogers . . Mar. 31 10 18 cal College. 110 Nashville, Tenn . Central Tennessee Col¬ 1876 G. W. Hubbard . Feb. 1 10 4 lege, Meharry Medical Dept. 111 . do . . University of Nashville, 1850 William G. Ewing... Apr. 5 12 10 Medical Dept. 112 . do . . University of Tennessee, 1876 Paul F. Eve . Mar. 29 14 6 Medical Dept. 113 . do . Vanderbilt University, 1873 William L. Dudley.. Apr. 27 12 21 Medical Dept. 114 Sewanee, Tenn. Sewanee Medical College, 1892 John S. Cain . . Jan. 16 12 6 University of the South. 115 Fort Worth, Tex. Fort Worth University, 1894 Bacon Saunders _ Apr. 5 14 6 Medical Dept. 116 Galveston, Tex. . U ni versity of Texas, 1891 Henry P. Cooke _ May 15 12 12 Medical Dept. 117 Burlington, Vt . . University of Vermont, 1823 A. P. Grinnell . . June 30 7 18 Medical Dept, 118 Richmond, Va .... Medical College of Vir¬ 1838 Christopher Tomp¬ May 4 12 12 ginia. kins. 119 . do . University College of 1893 J. Allison Hodges ... May 11 18 14 Medicine. 120 University ot University of Virginia, 1825 John W. Mallet, June 18 6 3 Virginia, Va Medical Dept. Ph.D., LL.D., F.R.S. 121 Milwaukee, Wis Milwaukee Medical Col¬ 1894 William H. Earles... Apr. 5 23 4 lege. 122 . do . Wisconsin College of 1893 W. H. Washburn, sec. Apr. 27 21 13 Physicians and Sur geons. ECLECTIC. 123 Atlanta, Ga . Georgia College of Eclec¬ 1839 C. F. Durham . Apr. 1 8 8 tic Medicine and Sur¬ gery. * In 1896-97 6 Approximately. a This is a preparatory school. c Tuition fee fourth year, $20. PROFESSIONAL SCHOOLS, 1943 medicine , for the year 1897-98 — Continued. Students. Course. Tuition fee. Graduation or exami¬ nation fees. Fees of entire course. Value of gi’ounds and buildings. Endowment funds. Benefactions received in 1897-98. Volumes in library. Men enrolled. © ni a>~ £ C O £ Total. Graduating in 1898. 1 Having A. B. or B. S. Years in course. Weeks in year. § 9 1© 11 IS 13 14 15 I© 17 18 1© SO SI 182 0 182 97 4 25 $50 $25 $284 $75, 000 0 0 4,000 30 3 33 0 28 50 o 0 100 63 68 27 4 28 285 25,000 1,500 37 12 49 0 4 26 130 30 61,500 21 2 23 10 6 4 24 ciOO 30 350 453 0 453 4 150 605 600,000 300 400 0 400 112 4 33 130 25 6550 0 0 6 1, 800 883 0 8S3 183 182 4 32 200 0 812 400,000 $25,500 0 10,000 0 159 159 35 17 4 30 129 — 516 110,000 296, 772 0 2,025 247 0 247 T 120 4 33 130 0 520 125,000 0 0 500 87 0 87 14 3 24 100 o 300 153 0 153 31 _ 3 26 80 25 285 0 0 0 73 0 73 16 3 24 65 25 220 40,000 ' 0 0 0 372 .0 372 93 3 24 75 25 6270 60,000 144 7 151 *34 18 4 20 30 10 140 30,000 13,000 700 224 6 230 56 3 26 75 25 6275 42,400 200 0 200 31 3 26 100 2q 6 350 10,000 0 0 300 247 0 247 66 3 28 100 25 60 0 60 28 9 3 30 65 25 220 167 4 171 20 3 26 50 25 250 30,000 0 $3, 779 0 189 5 194 38 .... 4 30 0 0 85 290,000 0 d35,000 2,500 238 0 238 69 189 0 189 41 3 28 90 30 100, 000 5,000 236 0 236 49 3 30 85 30 255 65,000 240 140 0 140 23 22 3 40 100 0 280 0 130 0 130 31 18 e3 26 110 10 410 150,000 0 0 0 49 0 49 20 ..... 4 27 100 0 377 52,000 0 0 0 58 3 61 14 .... 3 26 90 25 10,000 ^ > O-H "8 O r £ <3 d 38 Day .. Day.. g rt © Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day . Day.. Day .. Day . . Day .. Day .. Day Day. Day . S3 1896 1896 1895 1894 1897 97 98 99 100 101 102 1893 ; 103 1893 104 1894 105 1893 1897 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 Day Day Day Day Day Day 1895 d This sum (estimated) has been givenfor hospital improvement and erection of clinical amphi¬ theater in John Sealy Hospital, to be called “Rebecca Sealy Amphitheater,” contributed by children of John and Rebecca Sealy (deceased). “University Hall” (dormitory building) given by G. W. Breckenridge, at a cost of $40,000 (including equipment), is completed and was on May 15, 1897, formally transferred to the university. e Four years hereafter. 1944 EDUCATION REPORT, 1897-98. Table 8. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Regular session closes- Ii stn O] to o CQ Cfl 0 'o u Pk Special or as- ? o • sistant. V 1 3 3 4 5 6 : ? eclectic— con tinued. P 124 Chicago, 111 . Bennett College of Eclec- 1867 Anson L. Clark, A. M_ May 10 28 16 tic Medicine and Sur- gery. 125 St. Louis, Mo _ American Medical College 1873 Edwin Younkin - _ do .. . 15 2 126 Lincoln, Nebr ... Cotner University, Lin- 1891 W. S. Latta _ _ Mar. 17 17 9 coin Medical College. 127 New York, N. Y_ Eclectic Medical College 1865 George W. Bosko- May 4 13 15 of the City of New York. witz, A. M. 128 Cincinnati, Ohio. Eclectic Medical Institute 1845 Frederick J. Locke.. May 10 14 2 HOMEOPATHIC. 129 San Francisco, Hahnemann Hospital Col- 1884 A. C. Peterson . Apr. 30 13 3 Cal. lege of San Francisco. 130 Denver, Colo _ Denver Homeopathic 1894 Samuel S. Smythe. . . Apr. 15 20 9 Medical College. 131 Chicago, III . Chicago Homeopathic 1876 J. S. Mitchell, A. M._ Mar. 22 26 20 Medical College. 132 _ do . . Dunham Medical College* 1895 C. S. Fahnestock _ Apr. 7 19 14 133 . do Hahnemann Medical Col¬ 1860 C). H. Yilas . Mar. 28 17 24 lege. 134 _ do . . . i Hering Medical College . . 1892 Henry C. Allen _ Apr. 10 23 16 135 . do _ _ i National Medical College . 1891 Thomas C. Duncan, Mar. 31 21 24 Ph.D.,LL.D. 136 Iowa City, Iowa . State University of Iowa, 1877 Wilmot H. Dickinson Mar. 29 9 3 Homeopathic' Medical Dept. 137 Louisville, Ky... Southwestern Homeo¬ 1893 A. Leight Monroe. .. Apr. 2 17 3 pathic Medical College.* 138 Baltimore, Md . . . Southern Homeopathic 1891 Henry Chandlee. ... Apr. 9 14 7 Medical College. 139 Boston, Mass _ Boston University School 1873 I. Tisdale Talbot . June 1 1.8 17 of Medicine. 140 Ann Arbor, Mich University of Michigan, 1875 W. B. Hinsdale . June 22 5 4 Homeopathic Medical College. 141 Minneapolis, University of Minnesota, 1888 A. P. Williamson, June 2 17 9 Minn. College of Homeopathic LL.B. Medicine and Surgery. 142 Kansas City, Mo. College of Homeopathic 1896 Wmi H. Jenny. . _ Mar. 21 12 14 Medicine and Surgery of the Kansas City Uni¬ versity. 143 * . do . Kansas City Homeo¬ 1888 Peter Deiderich . Mar. 25 32 pathic Medical College. 144 St. Louis, Mo _ Homeopathic Medical 1857 Wm. C. Richardson . Apr. 7 23 8 College of Missouri. 145 New York, N. Y. New York Homeopathic 1860 Wm. Todd Helmuth, May 5 or. 13 Medical College. LL. D. 146 . do . New York Medical Col¬ 1863 J. de la M. Lozier . . . May 3 20 1 lege and Hospital for Women. 147 Cincinnati, Ohio. Pulte Medical College _ 1872 J. D. Buck . . . 18 7 148 Cleveland, Ohio. . Cleveland Homeopathic 1849 William A. Phillips. . A.pr. 6 '28 20 Medical College. 149 Philadelphia, Pa. Hahnemann Medical Col¬ 1848 Pemberton Dudley.. May 12 8 28 lege. PHYSIOMEDICAL. 150 Chicago, Ill . Chicago Physiomedical 1891 H. J. Treat _ _ 23 5 College.* 151 Indianapolis, Ind Physiomedical College of 1873 N. D. Woodard _ Mar. 23 17 3 1 Indiana. j * In 1896-97. PROFESSIONAL SCHOOLS. 1945 medicine, for the year 1897-98 — Continued. Students. Course. Tuition fee. Graduation or exami¬ nation fees. Fees of entire course. Value of grounds and buildings. Endowment funds. Benefactions received in 1897-98. eS •S CO © g Instruction during day or in evening. When did a class first enter upon the four years’ course? Men enrolled. Women en¬ rolled. j Total. Graduating in 1898. Having A. B. or B. S. Years in course. Weeks in year. 8 9 19 11 1 2 W 1 14 15 16 17 18 19 20 21 22 2.3 111 10 121 43 _ 4 31 $100 0 $400 $25,000 0 ' 0 500 Day .. 1896 124 48 10 58 18 4 32 75 $25 325 2, 500 200 Day 1896 125 50 50 *15 4 26 Day 126 67 15 82 16 10 4 26 100 25 515 40,000 $2,084 2,258 Day . . 1896 127 159 rj 166 45 26 4 2J 275 60, 000 500 Day 1897 128 11 16 O 4 4 27 500 Day. 129 32 11 43 13 4 26 100 0 405 5,500 0 0 a 200 Day. 1895 130 137 0 137 30 24 4 26 65 30 300 125,000 0 0 a 5, 000 Day. 1895 131 39 11 50 8 4 28 100 0 405 50,000 0 450 132 122 50 172 28 .... 4 28 70 30 375 191,000 $70,000 6,000 12, 000 Day. 1894 133 31 25 56 14 4 30 100 0 405 25,000 250 Day. 1895 134 113 g 122 15 4 26 65 25 315 Day. 1896 135 58 7 65 8 6 4 23 65 0 260 30, 000 0 o 400 Day. 1895 136 22 14 36 ii 4 26 85 0 380 0 0 0 Day. 137 22 10 32 4 24 100 30 445 30,000 0 a 600 Day. 1895 138 139 57 196 46 31 4 30 125 30 520 200,000 35,000 3,500 Day. 1890 139 51 8 59 *6 4 38 35 10 240 *50,000 7,000 Day. 140 25 2 27 0 5 1 4 34 100 0 2,000 Day. 1895 141 12 6 18 0 5 4 28 50 35 280 210 Day. 142 24 12 36 14 4 24 80 25 10,000 0 0 0 Day. 1896 143 63 8 70 21 7 4 26 50 25 260 12,000 0 0 0 Day. 1896 144 183 0 132 24 18 4 30 125 30 a 540 450,000 10,000 a4,000 Day. 1894 145 0 26 26 4 1 ± 26 100 30 460 0 4,000 500 Day. 1893 146 27 „ 34 5 6 4 27 75 25 330 25, 000 Day. 1894 147 163 23 186 63 4 26 75 25 330 100, 000 0 700 2,000 Day. 1896 148 273 0 273 68 .... 4 30 125 30 550 523, 763 223,800 10,000 15,000 Day. 1893 149 45 10 55 13 4 30 80 0 340 200 Day. 150 46 6 52 23 13 4 26 65 260 17, 000 5,000 Day. 1896 151 a Approximately. 1946 EDUCATION REPORT, 1897-98. Table 8. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Regular session closes— In¬ struct¬ ors. Professors. Special or as¬ sistant. 1 3 4 5 6 7 POSTGRADUATE AND SPECIAL (NOT INCLUD¬ ED IN SUMMARY). 152 Chicago, Ill . . Playfair School of Mid¬ 1895 Frances Dickinson .. 12 3 wifery. 153 _ do . . Postgraduate Medical 1888 W. Franklin Cole¬ 49 49 School. man, M. R. C. S. 154 N ew Orleans, La . New Orleans Polyclinic.. 1887 Charles Chassaignac 11 8 155 1 New York, N. Y . New York Postgraduate 1882 D. B. St. John Roosa, 17 61 Medical School. LL.D. 158 _ do . . New York School of Clin¬ 1895 Ferd. C. Yalentine, 12 14 ical Medicine. sec. 157 Philadelphia, Pa. Philadelphia Polyclinic 1882„ Max J. Stern . 38 13 and College for Gradu¬ ates in Medicine. 158 _ do _ Philadelphia Postgradu¬ 1891 J. T. Kent . 8 r ate School of Homeo- pathics. Men enrolled. PROFESSIONAL SCHOOLS, 1947 medicine, for the year 1897-98 — Continued. Students. 0 10 10 220 8 228 75 0 75 501 22 523 30 5 35 131 10 141 6 3 9 1© 11; 12 Course. 13 20 IS 1® $120 17 18 $80,000 531,628 8,000 Endowment funds. Benefactions received in 1897-98. V olumes in library. Instruction during day or in evening. When did a class first enter upon the four years’ course? 19 20 SI @3 S3 0 Day. 0 0 0 0 0 a-500 a 500 Day. 0 0 a 250 0 0 Day. 0 0 100 Day. 152 153 154 155 156 157 158 a Approximately. 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 '48 EDUCATION REPORT, 1897-98. Table 9. eA a '3 a> Location. Name of institution. o +3 w crt 61 3 35 75 0 225 Day . . Mar. 15 n 8 20 9 22 0 3 26 50 155 Day . . June 30 n 1 4 150 0 150 52 3 26 115 30 _ 0 0 Day . _ Apr. 1 | 13 230 2 232 74 3 26 100 35 345 Day . _ Apr. 6 1 8 18 60 0 60 18 3 26 100 30 330 200,000 Day .. Max1. SI | r 6 1 4 207 0 207 64 3 25 105 30 355 Day . . June 27 10 2' i 130 0 130 37 3 39 150 511 $50,000 120 Day .. June 22 4 7 116 8 124 55 3 40 45 '16' 206 | 50,000 a 600 Day June 16 10 6 102 0 102 25 3 34 50 30 265 105, 336 Day June 1 10 5 96 0 96 14 3 33 100 0 310 0 a 150 Day .. Apr. 1 9 4 85 0 85 32 3 24 100 20 325 12, 500 Day . . Apr. 4 14 24 194 9 203 54 3 26 100 20 325 0 100 Day .. Apr. 9 15 12 61 3 64 16 3 27 100 305 0 2,000 Day .. Apr. 28 9 6 124 0 • 134 39 3 28 loo 300 Day... Apr. 6 12 11 53 5 58 9 3 24 75 ~20" 250 Day .. Apr. 25 12 9 169 5 174 67 3 25 100 30 335 41,000 0 148 Day .. May 15 5 33 225 0 225 48 3 32 165 30 540 120,000 0 0 Day .. _ do ... 7 23 41 6 47 9 3 29 150 25 475 0 0 Day .. Apr. 1 10 5 88 1 89 18 3 26 100 0 300 25,000 0 300 Day .. Apr. 21 8 3 18 6 24 1 3 26 100 300 143 Day . . Apr. 5 6 5 200 6 203 66 3 26 100 25 330 300 Day June 15 10 4 91 0 91 27 3 36 100 20 335 Day Apr. 5 16 5 101 2 103 14 3 28 50 10 205 50,000 O 8 Day .. Apr. 23 11 22 61 0 61 4 3 l 30 100 25 350 Apr. 6 12 346 30 376 100 3 24 100 30 345 70,000 0 Day .. Apr. 1 5 4 393 16 409 141 3 26 100 35 370 170,000 0 Day . . June 8 9 16 437 0 437 95 3 36 100 30 345 Day . . Apr. 1 8 150 1 151 18 3 .21 100 30 335 1 100 Day _ . 1 3 4 5 6 7 8 9 10 11 13 13 14 15 16 17 18 19 20 21 23 24 25 26 27 28 29 30 31 33 33 34 35 36 37 38 39 40 41 42 43 a Approximately. 1950 EDUCATION REPORT, 1897-98. Table 9. — Statistics of schools of Location. Name of institution. If) o 1/2 O 3 o President or dean. 1 2 3 4 44 Knoxville, Term-. .. Tennessee Medical College, Dental Dept. 1889 R. N. Kesterson . . 45 Nashville, Tenn _ Central Tennessee College, Meharry Dental Dept. 1888 G. W. Hubbard . 46 - do . . . Vanderbilt University , Dept, of Den¬ tistry. 1879 William H. Morgan . 47 _ do _ _ U niversity of Tennessee, Dental Dept 1876 Joseph P. Gray . . 48 Richmond, Ya _ University College of Medicine, Den¬ tal Dept. 1893 J. Allison Hodges.- . _ 49 Tacoma, Wash. . Tacoma College of Dental Surgery . . 1893 J ohn M. Meyer . . . . 50 Milwaukee, Wis _ Milwaukee Medical College, Dental Dept. 1884 George Y. I. Brown . PROFESSIONAL SCHOOLS. 1951 dentistry, for the year 1897-98 — Continued. Regular session closes — In¬ struct¬ ors. Students. Course. Fees. Value of grounds and build¬ ings. ^ Endowment funds. V olumes in library. H Instruction given in day or O evening. t I 'S £ Special or assistant. Men enrolled. Women enrolled. 1 o H Graduates in 1898. Years in course. Weeks in year. Tuition fee. 3 . £ S o 0-43 A c3 |s Fees of the entire course. 5 6 7 § 9 I© 11 IS 13 14 15 1© 17 1© ....do _ 1 12 2 13 0 13 5 3 20 $100 525 $325 0 Day Feb. 1 5 1 19 0 19 4 4 20 30 10 137 Day .. Mar. 23 J 3 1S1 3 184 54 3 24 100 25 350 200 Day . . Apr. 1 i 13 4 93 0 98 14 3 24 100 25 340 Day - . May 11 10 27 o 27 10 3 30 85 30 255 $65, 000 240 Apr. 6 9 8 33 2 35 9 3 24 100 0 300 0 ! 0 200 Day .. Apr. . 5 13 4 87 0 87 17 3 26 100 334 0 0 Eve 1952 EDUCATION REPORT, 1897-98. Table 10.- Location. Name of institution. Year of first opening. I £ 3 1 Auburn, Ala . . Alabama Polytechnic Institute, De¬ partment of Pharmacy. 1895 2 Mobile, Ala.. . . Medical School of Alabama, School of Pharmacy, University of Alabama. 3 San Francisco, Cal. . . California College of Pharmacy, University of California. 1873 4 Washington, D. C... National College of Pharmacy.. . 1872 Atlanta College o^ Pharmacy 1891 6 Chicago, 111 . Chicago College of Pharmacy, Uni¬ versity of Illinois. 1859 7 _ do . Northwestern University, School of Pharmacy. 1886 8 Lafayette, Ind. . Purdue University, School of Phar¬ macy. 1886 9 Valparaiso, Ind . Northern Indiana School of Phar- 1894 10 Des Moines, Iowa _ m9/Cy . Highland Park College of Pharmacy. 1890 11 Iowa City, Iowa _ State University of Iowa, Depart¬ ment of Pharmacy. 1885 12 Lawrence, Kans . University of Kansas, School of Pharmacy. 1885 13 Louisville, Ky . . Louisville College of Pharmacy . 1870 14 New Orleans, La .... Tulane University of Louisiana _ 1838 15 Orono, Me . University of Maine, Department of Pharmacy. 1895 16 Baltimore, Md . Maryland College of Pharmacy . 1841 17 Boston, Mass _ Massachusetts College of Pharmacy. 1867 18 Ann Arbor, Mich _ University of Michigan, School of Pharmacy. 1868 19 Detroit, Mich _ Detroit College of Medicine, Depart¬ ment of Pharmacy. 1889 20 Minneapolis, Minn . . University of Minnesota, College of Pharmacy. 1892 21 Kansas City, Mo _ Kansas City College of Pharmacy.... 1885 22 St. Louis, Mo . St. Louis College of Pharmacy . . 1866 23 Newark, N. J . . New Jersey College of Pharmacy - 1892 24 Albany, N. Y._ . . Albany College of Pharmacy _ 1881 25 Brooklyn, N. Y . Brooklyn College of Pharmacy. . 1891 26 Buffalo, N. Y .. Buffalo College of Pharmacy . . 1886 27 New York, N. Y _ College of Pharmacy of the City of New York.* 1829 23 Raleigh, N. C.. . Shaw University, Pharmaceutical Dept. 1890 29 Ada, Ohio . Ohio Normal University, Dept, of Pharmacy. 1883 SO Cincinnati, Ohio . Cincinnati College of Pharmacy, University of Cincinnati. 1871 31 Cleveland, Ohio _ Cleveland School of Pharmacy. . 1881 32 Columbus, Ohio - Ohio State University, College of Pharmacy. 1884 33 Scio, Ohio . Scio College, Dept, of Pharmacy _ 1889 34 Norman, Okla . University of Oklahoma, School of Pharmacy. 1893 35 Philadelphia, Pa _ Philadelphia College of Pharmacy. .. 1822 36 Pittsburg, Pa... . Charleston, S. C . Pittsburg College of Pharmacy _ 1878 37 Medical College of the State of South Carolina, Dept, of Pharmacy. 1895 38 Brookings, S. Dak... South Dakota Agricultural College, Dept, of Pharmacy. 1888 39 Nashville, Tenn _ Central Tennessee College, Dept, of Pharmacy. 1889 40 . do . Vanderbilt University, Dept, of Phar- 1879 41 Galveston, Tex . University of Texas, School of Pharmacy. 1893 Statistics of schools of President or dean. 4 E. R. Miller . . . George A. Ketchum . William M. Searby . Samuel L. Hilton . W. S. Kendrick . Frederick M. Goodman. Oscar Oldberg . Arthur L. Green . . J. Newton Roe . . S. R. Macy. . Emil L. Boerner . Lucius E. Sayre . Gordon L. Curry. . Stanford E. Chailie . . A. W. Harris. . . Charles Caspari, jr. . Julian W. Baird . . Albert B. Prescott . John E. Clark . Frederick J. Wulling _ William F. Kuhn . James M. Good . P. E. Hommell . Willis G. Tucker . E. H. Bartley . . Willis G. Gregory . Edward Kemp . . Wm. Simpson . . B. S. Young . . . Julius H. Eichberg . Joseph Feil . . . George B. Kauffman _ J. H. Beal . . . Joseph P. Remington . . . Julius A. Koch . . Francis L. Parker . B. T. Whitehead, prof . . G. W. Hubbard . James M. Safford . H. C. Cooke . In 1896-97. a Approximately. PROFESSIONAL SCHOOLS, 1953 pharmacy, for the year 1897-9S. Regular session closes— In¬ struct¬ ors. Students. Course. tX 3 Fees. Value of grounds and build¬ ings. Endowment funds. Volumes in library. Instruction given during day or evening. m O Ul m 0 O £ ci .£0 '35 m c3 O ’3 0 m d 'o 0 Pi 0 £1 d 0 .*0 S-i a 0 pi 0 a 0 £ -IJ 0 H co bp 4-3 c3 'd c3 O 0 w p3 0 0 .a w f H c3 0 t* c3 0 >> 0Q 44 © 0 £ ^ d 0 gjjj, 4-1 O CO u c3 0 0 0 4-t J EH >4 0 . m . 0 o=2 A I! 2 03 is d m O O 0 0 *o to 0 0 N 5 © 7 § 9 SO 11 12 13 14 15 l© 17 18 19 20 21 1 3 27 0 27 *3 9 36 0 0 $24 $4,000 Day 1 Apr. 2 3 1 14 14 1 2 26 0 $59 $10 120 Day 2 June — 4 6 68 3 69 *26 0 28 4 100 20 220 8,000 0 a 300 Day 3 Mar. 31 4 1 51 3 51 15 3 26 4 60 0 185 15,000 0 a 500 Eve .. 4 Mar. 30 3 1 32 0 32 12 2 26 2 50 15 130 0 0 Eve 5 Apr. 20 5 3 138 2 140 38 2 28 4 75 5 155 0 0 1~866~ Day 6 June 16 6 0 233 11 244 95 (&) 40 0 150 5 a 75, 000 0 a 550 Day .. 7 3 9 106 106 33 2,4 36 0 a 50 5 a 105 Day 8 Aug. 11 7 10 90 6 98 70 1 50 0 43 0 66 0 Day . . 9 July 28 8 210 46 256 60 2,4 24 0 50 10 115 Day .. 10 Mar. 30 5 5 33 3 36 8 2 26 0 75 0 150 Day .. 11 June 8 6 5 38 3 41 17 2,4 40 0 0 5 45 16, 000' a 1,000 Day 12 Mar. 21 5 3 54 0 54 11 2 25 4 a 75 10 159 21,000 0 200 Both . 13 Apr. 15 3 3 20 3 23 10 2 26 2 ct 70 20 155 0 Day .. 14 June 19 12 10 15 1 16 6 2, 4 36 1,3 30 3 Day .. 15 May 19 4 0 112 1 113 35 2 32 0 85 15 190 37,000 0 300 Day.. 16 May 12 5 6 185 16 201 24 2 34 4 100 10 215 68,850 $13, 675 a 5, 132 Day .. 17 June 30 10 4 76 3 79 20 2,4 36 0 35 10 a 200 Day .. 18 May 12 4 2 28 0 28 5 2 28 0 40 10 110 0 Eve .. 19 June 5 12 4 57 3 60 12 2,3 32 0 75 10 165 Day . . 20 Apr. 2 6 2 43 0 45 15 2 26 4 60 10 140 2.500 0 Eve .. 21 Apr. 15 5 4 146 2 148 41 2 26 4 66 10 a 175 25; 000 _ ... c 200 Eve .. 22 Apr. 30 4 2 26 0 26 13 2 30 3 75 15 165 280 (c) 23 Mar. 15 3 4 62 1 63 25 2 4 60 10 138 2, 381 Eve .. 24 Apr. 14 4 8 104 7 111 48 2 27 4 65 10 145 0 0 600 Day . . 25 Apr. 26 5 12 73 4 77 34 2 25 0 60 10 133 0 0 124 (c) 26 Apr. 30 7 5 363 12 375 127 2 28 0 75 10 160 204, 067 Day . . 27 Mar. 15 1 7 0 1 3 24 0 32 10- 108 2,000 0 Day .. 28 July 21 6 2 211 4 215 71 2 20 60 3 140 Day . . 29 June 29 2 37 37 15 1 42 0 80 10 175 12,000 0 Day ._ 30 Apr. 8 4 1 51 0 51 0 3 28 0 60 10 190 0 0 150 (c) 31 June 15 10 9 56 3 59 11 2,4 36 0 0 5 a 20 Day . . 32 June 23 5 3 48 1 49 15 1,2 36 0 75 5 0 500 Day .. 33 1 1 6 3 9 7 2 38 0 0 5 12 Day 34 Apr. 1 5 4 428 12 440 115 3 26 4 90 15 290 150, U00 0 10,000 Day .. 35 Mar. 25 5 3 73 3 78 14 2,3 24 4 75 10 160 16,000 300 Day . . 36 Apr. 1 3 2 19 0 19 11 2 26 2 a 60 125 Day . _ 37 June 39 4 24 0 24 4 30 0 12 2 Day . . 38 Feb. 1 1 14 1 15 3 3 20 30 10 113 Day . . 39 June 23 4 4 22 0 22 4 36 0 50 5 a 170 Day .. 40 May 15 3 1 44 1 0 44 10 2 30 0 0 0 50 Day .. 41 &One year for degree of graduate in pharmacy; two years for degree of pharmaceutical chemist. c Afternoons and evenings. ED 98 - -123 1954 EDUCATION REPOST, 1897-98, Table 10, — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. i *4 3 4 1 Richmond, Va _ University College of Medicine, Dept, or Pharmacy. 1893 J. Allison Hodges _ Pullman, Wash - Washington Agricultural College, School of Pharmacy. Uni versity of W ashington. School of Pharmacy. 1896 George H. Watt, pro? . Seattle, Wash . . 1895 Frank P. Graves _ ... Madison, Wis . . University of Wisconsin, School of Pharmacy. 1883 Edward Kremers . . _ PROFESSIONAL SCHOOLS. 1955 pharmacy , f or the year 1897-98 — Continued. Regular session closes — In¬ struct¬ ors. Students. Course. bD a p cS Fees. Value of grounds and build¬ ings. Endowment funds. Volumes in library. Instruction given during day or evening. Professors. Special or assistant. Men enrolled. Women enrolled. Total. Graduating in 1898. Years in course. ______ Weeks in year. Years of practical tr required. Tuition fee. Graduation or ex¬ amination fees. Fees of entire course . 5 © 7 8 • 1© 11 _ 13 IS 34 15 1© 17 IS 19 2© 21 May 11 . 6 17 0 17 4 2 30 $65 $15 $195 240 Day 42 Juno 21 1 5 0 11 2 13 4 2 38 0 0 Q 15 0 1 Day _ _ 43 June 1 14 6 12 8 20 18 4 36 2 0 5 15 Day -J 44 June 23 3 3 56 5 61 15 2-4 36 0 0 0 Day 45 Table 11. — Statistics of veterinary schools , for the year 1897-98. 1956 •esjnoo ejt^ue jo saa^ « ! 1OOO1OO 10 'HIOHOSC CO ' Ol 03 Oi r-1 ^ Q& | XO • § i ii5 1 O Fees. •saej Gotten nn'Bxa a 0 ii 0 1 j npe-if) ' V*. \ I^°SSS° 0,0 LOiCO 03 01 O O •aaj uoijmx 1 " 1 1 $100 80 70 80 75 90 150 §° jego § O © m t* ■a^aA ni s^aa a\ N 00 C --H O CO 03 03 03 03 03 03 CO ©5 co CO CM CO 00 CO 8 1 asjnoo ht sj'box 3 CO CO CO CO CO 03 CO coco CO CO CO CO 03 w ■s -a ao a ' v gutA'eq sjuapnjs © ;HO >HH '■ j° coo O . os s ce O .2Qcc oS rv ^ m . © P b-.-d & >5 0 a K* <1KQ O >s PQ X ••Sxiiuado jsjij jo .rea^ £ 22 S ?2 S 52 04 Cs Cs S 1C OO CO 00 CO CO co QS ►£} oS h 02 S 5 ft ft '2 ® S O © NnOT? k* © t> > d "ft ►? t> p +5 ftA^ ^ £3M ° ® g w > rj +S g KjjJ ; » © ^ d cs © Z 2£ o a; ; >> I u i oS : d cc’2 d © §® ai> x ° kO © % be © 53 .2 bD-S 74 .K be > ft • ©‘d P a P < _srd bOS d cS ' c3 > ©. „ „ ^>0 ^ . o w S v ® © ut £ 43 ® p 2>2x-p 2 £ dodo^K © o .5 2 ^ 'ft .Sis § ^.2^2 © >© o ce •-S.SM.S £ « d u >©ll d^|t> P > I'd I ft I ^ 03 1 2 M IS cs a^ - dO : .1 g i- 0+5 >p ft bo : - C3 <2 1 P 1 wvj r- ft .ft _ be _ d ft cs,® Jg o _ co S y ’ft .5 +2 S« IS i'So ©S x^ :8 :£m AS Jz< *g of |S ®s t* : & i s 1 o i ^ o © . fc I o p I 94 eo ># »« «D t- ODOS *In 1896-97. Table 12. — Statistics of training schools for nurses, for the year 1897-98. PROFESSIONAL SCHOOLS. •uoTjunpuaS jn umij'e.xouoij i 1 > 'OO ' 'OO ' 'OO 'O 'O ° Monthly allow¬ ance to pupil, a MT39A paiqj, i i i j i ; i i i i i \U js i i i HpHfH>HpHpHpH|>lpH>H pH pHpHpHfH>-lpHpHpH[>H •os.inoo gqj. ui NN«NNNNNN« •■>- O .EsJ © Oh :§£§ Kflcfl d rocu -2 S)>» £ ^ ^ co w a w cs £ 3 3 ?h c$ ^ c5 > rig^gUlfaS H •SssSgJ* qw ©• § ©^ 2 © © S 2 © §■- ! ea"s?°3 ” "i 3S 3a2W cq .© ce 3 © © > fe >»g d a gpq ^ -+^ A • 3cw co zt £>d £°£§-s CO CO O^HiO'OiOCJ 01 1^0— 1 COiO^f^iOCO 40 COCO*- OC^CiOOOOOiO^C^CSCO «— 00 0JC5OXC5^C3i> CO 00 CO 00 00 OO 00 CO 00 CO CO CO CO CO CO CO 00 CO CO co cococooo .ft o C$x3 3 r o tx ■ss aii- |!|I 5* ttfT* © o “-••Sew fcc'ft^ &Cn.n c 'fts_pi»^aScc-2 +3 ?3 O'SOSd^ 6K?3 •Hr^ O.gffi ft.S 2 C/" co l '©Sa3o5325xH ° dcon'sEn g'3 ^ ©ftdf?S+->o37/)t~,& © © •— if s d t— , co tnO c'ftt> d EL© «s o o co^Suh 2 d d^3 &° ® S £ © «8 d Pi .d o A3 d O 6fo O ci © © 7 d g«2®S*©&§j © © ft > d a^ ©:a M « H Chr X r- ^ ®« d ^ i i o o'H m!;; kCtffUfflQKOO <5gf °a CO CO d o Eh J Occ o G oflg^a I n o o _r - iltfHHgS © ■ ‘ 0 JM eg drp © Q : ipqpQQfflg^ -0^0 ©r ^ >’3 © or H 40 -O L— CO 05 O *— 1 WCO^iOCONCOC5 0 H r-t r-< HHnHnr^HHN N^OOO»CiCOOO iCOCO^WOO CO OOO rH | CO CO. oo oo fO; M'bsA i^onQ uotq.on.iq.sui qons to s.raoTj io ^oquiri]^ lOiO^ !o -O OOKOOlQCO i O COO o j ;a jS :3^tot~SS.^S jSS05 d ® oo 1 1 ! rH Q ’' ® ® © © © i >h 1>+p+pi £x •asjnoo aqq ui suna^. \ © coeic»33«r3a.e*sacee«e4eCOO® ffl O CO N O CO b~H 13 •armua^ P OOCOiCLCCOONiO.^O ij>O^NOi>CO^O C3 OOH^^OO^ HH^NHHHrtCOH ; -M rH C\i C'i r-H £3 s/CS P _ g'OO^S^HK! 1 0^-2^ S f O 3 3 Sa g sp? .p^Hiu ^!d-r»!dW‘sV w^-S ??K3^,3 ea 3 h J S £9 9,2 ®E=t _, >3^3 ; m u 0 fe 0'c3 iAi 2 ■Sllo^filll d d S3 0 fm— i' p1<3 Oh„ 3 ® © O K^SmaSn^ r*'-'©} ©.3^ p^Q . ^=3«»Sr3 *£ g c3 ® 33^-S^ jg p^KSgpM 3 0 £r h'V>° Ph^3o & *i . _ ;H !t2o^3 d i ©> 3 'S.3 , cc be x 3 0 cc 0 » S '3 3 Pi^ 9 tc O ^4 ©_T fc.W o £;£,§ ^ ■P o c g«2 o g be . S&9 - PPL 3 si— > p/®A4 *S Is bs - 30r^o3ce&fl0cg-if^ 0 5Q © Tn -p "c! CG -H O oQ h 3 "3 3 o L oS"© 01 30° be fj£ 15 s •3 - 3 S.-S-3' £’3 g g .■SH10 |S ©.13 re*' 3 o 3 - |lf ||fl|||ll«|||3||g^||| 1 Is Ml ti la? |fi s||5®| gwS5 i!«gs| h|§|.s 3| |||| I sllifl 8t« *s 0 5e ®-gH-302^ o S1© Sh-3P 3 o a ►2 SP©gLftffi-aOEH |gcQ ® ©.g 0 I n*M S'Orr-f 3 © S'S'P'SpM 3 S O 8*2 r-9 2 B'gtd.S'E: 1-0 O^O-JS 9 © C8 3 ©ce S 9 6-£& 3 ®.2 >,3 ©2 Sj9 ®^+= o J 3.® 0 ^5-2.2 &etl 2r© fl 0wj P,^ p p 9 jn'g O^ o3 3 fn p,3 335 3 ®33 3 3 © 333-P^ O 3 9 3 3 ©L o 95 Ph 3 9 g • £ 0, 3 3,2 3 ©LPi 3 3 0 3; !4o.E=t O & PL, QD d oa«J <1 <1 < PQ O O H o d H ; 0 . QQ -3h 3 • i : 3 eg : I <5 Sr2 h^h’OOOOOOOOO g)g 0r3r3rbr3r3r3r3r3r ' 9 93 <10 O NWOSOH-N 2S PROFESSIONAL SCHOOLS. 1959 inn 1 0 O ' o 1 o ' o i 'O' 1 05 i • i O « OO lOO r I o r • O 1 11 » ' 0 100 0 O ISO ] 1 oooo [ i | | i j :S 10 i ::::::! o fflO 0)0r(t®os© 05 O 05 O CO 05 -iHHH 05 O 05 oT o oo rH 05 cOOOOiOHNO Ol rH rH rH rH o o Th o COX COX COO Of ©5 ©5 ©5 O >0 O iC £- O O ' O ■ O O ©5 O' OOCOOCi e 2 § § da* -' 5 5 3 ©^ R3f!fl a a a *"5 l"3 »-S * ©^ 5 © ISSfJ O I O'# co ! h 0 0.0 3 3. a 3 & S*i ^ftRc/2 n(Saj i a © i o a ®o£e ■S ‘Djdift Ri! o® Q*30 S-s 03 e2 t© ,©£! ©ft „ glJ £ § ®.a-sao •S a § © 3 ft! o !£ • a „ :ofl^ © : ^ a g l^'gn J=«£fQ fT) n Ak ir -H rj r (D ^ ~ _ , §J§ Jj oMftj aff ^ £ g g^dd^U gfes5?^ gpqH M i-2 3 ■ W a &c®ft •S^g!,_ 74 Z3 affl a .0 -O -ft d®B .ff g >>d b° gffl a iS > s a dft ;d I^SSsWg-gl ^agl“SI S.3 ^ 0030COOOCCOOCOCOOOOOOOOOCOCO oococo; I CO 00 00 CO CO co co co co oo co oo CO COCOCOCOX'COOOCOCO "3 o '&£ O-H id aj -4_ © O gg-ap 0* ft£> £ g' o^® ©I Ifra fg-S-s a b © rt a i © aft£ Mb ad _ _ h c5 cj if cj a ifi^S ft S if £ ft 3 ©2 a ft © ;g oft If^wg dwS^Sfl 40 O OpqffHcoco dKJft t^a-a-g 3 *g#as 'aC-)ft a Ols .if © a ,o jxj -3 o a. a.a © o d §®|^W ^d a a ^ ftg § 3 t2 ® M a 7^ 7n ft a ©| a ~.„Jd O ft-^ © LG © ,T^ ” o ©.a ‘fflj3l.«S tf ^©’Sl eSPSf d 0 co a uOOO 02UHB 54 44 J ft >3 i o d ! tn g ; o ta : a ; r >= n 3 3 ■ a ° .1 o M ft’-3 dfti © © a ® o o © g X ::; ft.S d > O JJ d'a w ^ o if eg a S3 It! fll, ■Saww-lScSd .«2pH g+aQif © © a ^ I g o o d^ -ii«6ifesr B . J3-4 o s^ii -B +3 if 3,a g Q © © © ©* o o dM ■’S ■jJ-aSfl g|I|| XSfflWaS § § gala g’S-g © gd '3^3 © a o £ d-0 atd oggof- d 5 - d i § g a 8 iEhH . d ^ U h5 0OPh a o o *• 1 ‘d oiS >>0 P- ' • O O O ft CO -3 -3 O'ti 2 o o •ara'©.S © S’ B aa^ 3'©'© ! . ia?"a o ©’a § > ! ! IHOKpdO’MH £ : : ; ^ : ■iis ;gg5s' a a „ d g § - fe .. Iff l.'3 p-g !?S >>2 o § ^ * |©w^-© - 3 b a a^ ^ o'S oo'®^ a o'S ^ i^hSffccOOQP^^ r: £ : d^§ : ©RaM ■ff^ ft 0'S dRsl o- ^ a a ft^' ; o a o f :f > tsa > 1.3.2 j « a . © o ■jq O Ou O O o a 3 'd n© ^ rft ra ^'gd ' i A | ! a © o'd :^i : iffffffM SlSS * In 1896-97. a No definite session. b Male nurses, $15. c For colored pupils. Table 13. — Statistics of training schools for nurses, for the year 1897-98 — Continued. 1960 EDUCATION REPORT, 1897-98. ■noxjBnpBj;.§ jb tanijBJOUOH °8 : ! ! ^ • ! ! OOO .o ° ; ; o i o "O | lO >o Monthly allow- | ance to pupil. •jnaA pJiqx 14 : COO i^l i ! o » « » ! i i— i » i i . mboA puooeg ° >CO(MiCQON(MOoOO^COO rH HHH r-t r-i 2 00 isuoijBjiog.i pun sa.mjoei; © jo esjnob n qa'bti noA oq UIOIOIOIOIOIOIOIOIOIOIOIOIOIOI 1 CO a;a;a>a>a>0 T. GO © © wwoiuiuimmoimwoi •0SJLTIOD 0l£} HI SJR0i © CM n- JNOMNNOIOOO 0> <53 ^ <53 i •Oi-lOOOO oooooo 0 o eg p.d'g ^.cg g S E |-J ^ S *“3 3838 M © © © © © © p a p p p p P p p p p p *-3 *“3 ^“3 *-a I § ^ © © Ip p p p EE 1-5 ll : a p p " :.2«P £ £ B . , M § 2 ^ .g fl H Q .eg . . t** >i © > P -£3 n tOj_: u oB & 2 2 s'® © eg CC £ ^Epa © g.2 o «SlW& c3;3 2 CD ^ §«}HBO ^.2 O eg BB go p >> ,C cc. cc &jo P t® £ 8 * ; .ro ii—iE P.| b*|SfiSE cc P p eg cr^ 9pj gO p © ’ © p cl g g g eg eg eg.UF 5 eg M Sp a.S o «^5©05CiTHcoNcc«cco®ia CS350505COCOC5Ca05 1.-C5©5t-l-05 OOCOCOCOCOCCCOGOCOOOCOOOCOaCCO wm©Nc>5®N«'' r*r^ rr> r^i r/~> .-"ps m t r— I £ eg O .-SB g\2 o,d E +3 M eg. bo^ pB-^ Se ® ^ P O ^B *-* £-v IB ■ ^Ip :'Sl> ; o'P •Ks 3k- :"p d : 3 © : ^ a -agj P..2.-S B p o mt£ __, an cc: jj 2 ® o-H 3 ii.s & 1 Hip'll I|l'l?^aw ffi-g !>,§ °b]?0 OJ M M |;|iS &p © ©B g g ©^ p gHHH P ggpnOQBB^PQcqfflQoggBBB o B pa ."P • P o.-S >,« ? -B’S Sb^I ooOM cca2t>W eg 5 ; 2 6 d O ’— rl S m s,Sb2 :®os Mf2B*st» eg® ,i?^ 2 ^SD-pB-gB ftl itS-S |,g P >5 cc PBB pop 04£ > L-f E P f- © is a S.'S’ p pPp 2 pa PBlg o sp a o oC^frBPQ^feB o ®SS © PROFESSIONAL SCHOOLS. 1961 O 1 1 » » j 1 j° | 'OO » | !° ! O O » O • » 8 8 » iO lO ° ; ; jo ; :£ ;° ! ! !»0 ! ' '; j ;© ] ; > j j i i : 00 i i | j j i j ! I ; ; i j j j00 j IO i | 00S0SSi^SSi0SiSiSi3S OO « CO ir3 COO 2 ! i° r 4 8 12 14-23 8 8 ^ io !o r— 1 i r-i i Oi>OtCC5COOOOC35CCOOOOOX ir- ^ ! O oco r csiscoocoao o oooo o issfsn in iissa §ss ss 11s ;i is 8 83 | 222888 j ;g 88i2g l>-l>H>-i>H>l>H^f>l>H>H>-l>H {>H>H>S >H jjH >H >H pH >< >H >H f* >■! >M £ £ >H >4 £ >H ►* >H >H >H >i >-< NNC1CONNNNNS5NNNNN Si Si CO Si Si Si Si Si Si Si CO Si Si Si Si SiSiSiSiSiSlSiCOSlSSSiCSSiSi 9S< s sj: >5**^ £ gss ’3 :32; §i«ISg|SS«ilss3 III I gggsg gsg| § g|§ SlUllglggSSS: a No definite session. b Not classified by sex. Table 12. — Statistics of training schools for nurses, for the year 1897-98^- Continued. 1962 EDUCATION aoiiunp-ejS j-s mmmouoH 2 J iSS ° 1 e-H r”H 1 r° t 1 t i 1 o 1 1 1 1 1 O j O J -OOO ;g ■xvsl pjiqj, ^ i CO 5-10 i i i°s j i i : i j Monthly allc ance to pup \reaA pxrooag si CO O CO O O O CO oi i-h OO i-OOr#XNO o^^oocoo^^^j^o o j>t sinaA CO O CO C O OO Ol 1—i IO CO 00 COOWOi>OOOOG50COOWMOfliOO •Aup qoua uoxjonajsui Tjons jo s.mot[ jo joqnihj^; H 3 (M 0 0*0 I iCQOH [ 5§S 1 N O O O 50 05 O O O T* t- CO HHW r— 1 OCOOOOOOOOO O-^OOOOOgNO snoiju jpa.t ptre sojujcoj jo esinoo v oautj no A oq m m co m m wmmmuiwviwwwmmmvivi&viuixAininmtnvim 0 0 0 0 0 000000000000000000000Q000 >H 5>f >H Jx- ■QSatioo 9t[j nr s.reo^ eo w rj &S O (OOOt-O ^ • 0.8 ft ©2 § 1 3** s sj © • Hi Q© Nft ft © S is® rS ' Cg-2 O © >£« © ^ .J ho >A% Sft Sh _ O £&£ S^ ^ O M *H H .x s.2 q,®5 o 02 ft! S! © S3 >2 o © ©-U L fir1 © Sj S £ © .Si © _n . rn H 'S ©S3 gft sS ® ££ r© o ^ ^ © -^ •jk-s Sgfl5 2'3>?S-§(|gag|S”«.^ S^qJiSa-Sj^g1 •'Si 3 gs-as^^iwsa^B^oqgf g ©ftftft^^scgx.-g -3 • © S ts 2 .-3 O^aSH^SaQjEoSWiaMJOh}^ CQ 5 b j2 °£ ftf PH O q - > 03 O *C iCLO^OCOiOC3iOcOCOW^>OCCH lOJQOOiO OO5OXQ^0O)OOCO©G:i-O)O >00 00 00 00 00 CO GO oc 00 00 CO GO OO CO OO 00 00 CO CO QDH^OOO^CDO 0> oa-oc&ceosoaaocoo OOQOCOCOCOOOCOCOCO c3 It* 5 g.2 CS 02 HH Vt 02 OQ Q.*© ^ 0^ ® isl xrxxnxL. ■S23i§ wgit® h.h QC c3"d O 0.33 -3 S.S S* i— i ft © B+3 o --1 o ® rt M^1 %Qr S3 - to. ., t>,ffl © ai l-s^S^S* O, Eg'&g' p, ff +J-H tj P 0 u S 1 OS Mft-rt •gftS&^x.'3|oqW|j®i;o^c3 pftft ©t> 0Q^ftftP3c£a}O^£3HHa2OO> :-s.3 ■S§a Cg o © S ^ § § p«® :J25 M ;W ;}25 ^ ;^M ?3 : ora : ft m O W . - ©rP >>S •2^3© S ftSd3 ©ft ft eg pll JZ* fu IgoooooaSoS^og S3 'o o eSif •-sh! 4J +5 cnai ga c g os x l *3 s - 9 © 3 ■ 2 8 :oo ©eg a^ 0 ® 2 Soo S3 ^2^1 |1 £22 o S3 ■ s eg 6j o - o cgft ■ s ro ©ftp" fcos -SOl»«® Or-INCO xjH U5 ©NXCBOHNMrUKjfflNMfflOHOJCO^ t- 1 - 00 00 00 00 00 00 00 00 00 00 05 05 050505050505050500000 rtrtrtHH rtrlrtrtHHHHHHHrlHHnr(rtrtHn«NS«C5 PROFESSIONAL SCHOOLS. 1963 'S ' ^ ^ ,0t^ ,. , ,00wB° ; :° ; :° ! \ ; ; ; iOO iOO 1OO O 1 0 1 1 ' i i i ;• i* jfc- j ;, i'O ; '; ] ' : i i i : : i i i: i .lca or ■ xo • ' 0 ■ co ' or « • • ■ HO O 0-0 Jh-OCO C|,0:0'N 00- O O r-» 10 OWhhSh 0 0 S-ao^ ^jr-crcrjic*01^00^ o c> »o xc cr 1-H 0 CsT r-l tH O iO O ^H CO b— CO CG O lO^CO O O 3 4 ^ io^oooooasox coio oo©i> T~1 0 00 8 N«®0'JSCi3 it- C5 t-®liOfc- • 0 - 0 0. or ■ 0.^ 0 0 0 co aw o oro » • 0 > GG > 0 L— • CO O 0 -r< CO f-H >rr L— CO O 0 • ,:rH "H K 1 r-i H Ci Oi t— (m— l‘ j OwOw '0 ! 10 i'oea »co»oo 'co » or • o! 0 H rH H-H' ; rH J ' rH O O 1 O O O >0 CO « 0 1 . 0 1 co o 1 0 co 0 co or 1 0 1 j 03 W CQ CC CQ W CQ CQ CQ CQ- QQ: CO CQ- CQ 3Q CQ CQ CC 03 3; 0- U). O (U d): O 0) O 0. O O G (D O 0 0 (T' O 03' W cc: CQ. CQ CQ CCCO CQC0O2 CT •©-©©©©■© ©0 © © © © >H-Ix !» !>+!>l >H m co m ® in co: 05 in cq co aj co gq ©©©©©©©©© © ©©©© (Ntc^.c\> crest (Nico or co'crcrcrco cr'crcr-cr'cr-cr eror orcr cror or or- ororco or coor-co.cr.orco cocoon or* or or or or 50 ^O-ffl 0 05-0 ^ OiOCtH'H-aWK®'®® (5J 1-4 (Ci-^-tCi- NHH 05 , ^ 5® , rJi-wr_|5.1C:’30A:2 1—1 5 §• a+ .'I. S-'si- .9 55:2 o-w’S. © ;asoko^^ a.co^«A^ .© . kS2 ©'©.G^ . cS^ •5 mU © *.£ '© © ~ g 5 g q- » 5fl« f3 6a ©M fti? s eg © G .O fS5 B fl'TS » k-sS §0.0 u ®k-> &£ rg © .2 -^3 3-0 fl .s GC0 - )©xS: S'0Ki«ClHffli30 -*h co; • -OC35 010-0 05 00: 05 OS 05 00 ! 00 CO 00 CO CO CO 00 00 00 CO: i - -: O O GO » >*© Sg 9° © Cj=MrG- $ 0t eg © ±JrG ftf a s©- ftp II 0 0$45ft x3w’Shf..e8 pf^t ft o_g oW-oc 3;K- ist§_ 3? 8K«W^^-2 -■ - g©:jn^.&ca fccrt '|W O ki-H M2 2 gK __ J 0Ho;a©||:||!|g|9 ■ _?i cj g,g ?- ^MQHO ^ © Q-.s iS _5 -< } g-S >■ © 3 A ! )■ o ®. JL(;.rt [y O, ! ; £<1 >*5 63 S'S, ■•gw o g§5* SS||. ! ;jo#o ;'& ■’S'csK • © • IS ±i o o _ „ ■ M ’&§*§&!%& &3 ©Mm o^&S ftg-g ^,2^°®ofto5§ g Bsg’§,sw52«w I « S q ix&fl cl M © ©Vrf,n2 2o^3 gj 2 a £pIc^s6m31o s ° o.s § §©©+3^5 a c q ft cg ® 40 o C>A K ©► A c3r g a cg o a & © eg AM j 1 1 1 »• » 1 1 ! 1 ^h: i.i.i 11 1 R •■ 1* r 1: » r 1: 1 it. »» 1 1. 11 1 r l l l l 1 • 1 Kj 1 1 1 . 1 » 1 i r* kj, 1 1 1 1 1 ‘ 1 . r1 u ! ! m ! ! ! 1 ; 0 1 ! 1 ; 0 ; : 1 ' ' ' ' -Cj 1 i i S is • 1 1 1 1 1 _ 1 1 1 1 7; 1 1 1 1 1 1 1 1. 1 H-. 1 0 . 1 'KjH ' ' • ' ' • ' :cj . _r :lx : : : : M M M.i^ Ik, Jh . , . «rirn • 1 • 1 . ' • 1 III! ;S a • oT cj © 0 &om g o. eg m :^s a -m o a .3 ^ o S ofd fcJ3'^SHrftrGMrd'« cs© : : : : : :t>i © :a©h X- , a O G rg jj +5 0:0 OOO OO OO ® S ® M - - - — © §1 - : i ©fe 00^ SM'ft. ohOm :jz;Sz; 0,0' ^0-00000000 &CK-* o o o M k te: G-q^rOr^reJ^^rer,;) ^ tO g 'Cj - ©^? ©.a ©w © 1 1 1 :5zi ^ 5 _ — - - - - , CCTOT'* >0 CO 00.05 O tH ^ ^ ^ !^> rrj CO ^ OT) rrs rf) — ^1 .41 03 0*0*^ 0* 0*0* 03 OS OiO^ OiL^ si n c^t C^Oi- « N Oi cS Oi ol 05 CSl 0> 02 Oi O NCOOO * In 1896-97. a No definite session. Table 12. — Statistics of training schools for nurses, for the year 1897-98 — Continued. 1964 EDUCATION •uotq'Bnp’BJS q.T3 TmiuUEJOUOH paRiL * ft >■ o S3 © 3 ce •.reaA pnooas O ! -r 1 " ? ! T—I 1 01 01 r- n r : os t- 01 o 01 o >0500*0001000 10 000 ••raaA js-iiji •.reaA qo-ea uorpn.ij.sui qons jo s«raoq jo jaqumjq (MO iO i lO — I O fc- ' 01 CO0T 1 (M isuoij'ejioa.i pun sojnjoaj jo es inoo b ©ABq noA oq * O CO '0101 CO m COCO COCOCOCCCO M 00 0© 00000 0 >H>H >H>H >-< j>l jX y* viviviviviuivijivivivivivivi •asanoo aqj ui s.reaj^ JmjBnpBjQ NCTNH W 01 01 01 >> I I §^38 O o .^0 0 .n pj ^ © ;? a p| -i-3 o c • 0 d s o © g 0 'tJ 0 43 P.3 T3 J _ S g § 3-3 3 ^ ^ g <1 cS M g j-M IS w<| g fT) CD rR K>'.rp *"""’ • ^ p p 0 j- p g g 50^7 p Ss S ■ ©.3-3 S3 pr ; © o > P _ c3 c3 T! 3 2 >-9 bn © ■ © P _g© ©fcCQ ScCg <] ^ I ‘2 -£ ^ c3 c3 ce.2 b^St: H o3 sJ c3 c$ cS’-w to 5 0 o h 2 ^ ^ o ’ CO OO r-HO fc-CO 05 CO CO 1- fc- 05 CO 00 CO CO CO CO NCHIOHOOH S3 ’p.eh CO 0 03 .rt tf2_j © c» p. 60*3 w. -a .SS-gU .3 M P44 slis ft! > o o >1 ,_ u eg c8 •a§ 2.0 0 ft §3 we* l^a OON^HO CP CO Ci CP CO CO CO CO GO CO S J4-3 .tn ?h dj © 5? v« 4^0 £ O GO C$HH >. - * 0, ft ’S'S : :g •s- ; :ffl ft o. 1 i ^ i - m m i,tJ © cS H O O S®®'c8 ft •a©®sgfto:i gj =? B*n g® ft m O K © Lm .Pr- P 3Q c8 © ; © ^*2 © •* 3 0 <-h — — c3 p ap F— ? fe fe £L 02 ^ 1,0 0FTp g O^J+a^j [zilz; P-if2a2a2a2 fisss^algojgjSi Slgg5M|w|5SllM d©r>3!-,f-|ilH^C',Jrd3 3*3 02 Sfeal^il&o&caa^ •S 1 § | $ ” $ § i | »« go t>ij4S »3 g >>40 |_j ^|-|rOpp 0 0 g o yt*-< <£ rj 2 CS O O O ij O ?H o3 -l3 I/2CCMKpHP3PHCCfficC^E^^iCC ; : | i i i i i i i * i ii kj i • i i i i • ill* i ii r' i i i i i i K. > il 1 • r* i • • ii i l i 1 1 1 i # i l l i i i • i i i i i i Hr 1 1 i i 1 1 ; i : : : : : : : : : -2|Z l»(0^ 3 © ^ 3 ®S O d-P © o o o o I0j © &JD.C1 r0 r0 r0 n0 ,r0 pi 0 ; tDO O !OOiP2 bis p_i ■ : £ S lCOOOOiOCO^iOfc-CS CO co 16 8 10 5 6 8-10 O !tHN«C5 1 ! 0K i> uot-ao 1 i ^ uo i r- ICO • 1 r-l S i II S§ O^IOCOOC OCONiOOOjO oi r>'i ! zp o o "co * HCMH co co co co cQ co co ui co c n v Qd5(D(15 Yes J Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes. Yes I 0 05 0 0 0 0 0 V. 1000000 0a i>h>h!>i>i>h>h ^p- }cococococococoa5coco >cocococo )©(D0}(pa)(D®Q)(D(P 'd)(D0D f pH pH pH pH pH pH pH pH ! pH £h >H NNNNNNN Oi ooioe)Oiownoi COrKr^rJiCOiOCOrfiOr-IOiOCOi— i®i>M cdo .oor ■OOOOO 'OHO. ooooo i |§ 1 Ith i 13th ISS : i co ' jeo j IjOrH | CO |hoho >30 3l ^,© •>© ! ispiSfl a>;a ;Ma2 2 a fe^pi b'ps : ;wa a a£ a : ^^a^apSp ; ■ 1-3 ^o ; CG'S3 cS June Oct. June Apr. June June May May : June . Apr. May May ; May June! ►*3 0) o . . „ be bca a 0 a gw a^-gj i=i cs • 3 ft ft a s. riJ^ ft >3 • Oftcd Pi 3 cs 9ft QWS d ft p 0 © Q-4J ®Q 0 0 c3 be1-1 be $2$ • ®,_;ftCl HS^S© SPSS'S ^ c3 ^ o3.S 0 22 o a Sft >3 fl P q, cP ® '0 ft ffi ft d Pi ® S "-1 2 a ® ■■eS<' 2 Ofttn n 0 5 ! Pi pi p ce ifioJ'flSfifl’ .•* 1 • iM' ©«-”' +1 ®a •u'lll 0 O aS ft OffiM § '-P rj M 43 d £v2 3 cOft 0M a d £.2. C3 O ^ (T) £3 T”^ ?H •S^-gS 2 -i-3 ft ft 43 a ft ft O Wtca2;e3 fio^+j eS ®-Sw~w kg oM a'5 1m &d 0 -jj o-- M o_ Mil a'p m.H i « C ft; iMg; offi. ■ ;r 0 Ph 0=. : 2 - ;_c • 1 s^’Sdm m 0 o i— .rH a:> d q p,+3 -g 0^.t5 .Stnj^D 0^ 1 m-2 \S 5 ffi Ph-^ "S ^ t£*-< wu^3 '_, . -,-, — , ^ w |9i^|l|flf!!|g|||l5| Sllll^tiSlPfiilii- °MM !t3 Pi _ o3 O a*-1 > ali- — w-g j3a'!l»§K£( So^E^g OSO 2 g MM WaDWcc^^QOKai^PHraoOMco 'I g 3 to 3£ 0 a ft! 0 g gMMp >>|M g o^ g O j ^r4 c/5 . , fl ^ r hjH g ^ O K^rf'CD 5 ^ ®M "| o >3>=© 0'r; “ B ® ° j -J^sssa-S g a g g ©.a ■g Cj ^ >ic3 S.2 ?H HrCj ^ g'S © >?« O® I ccO^QMOUOWWMMMMbji-s 00 • 0.2 §0 *6 -a o • 03 *> e®fi §>►§ , :&© rrt C3 M , n< r 0 H O | S3 S j ■ ! a M jPl, .. «eM . ., bc,v ft'£,:Li d cS'd |d ^ail^w •“ o O C/3!h-P >jO i8 :w c/) - o © o a § 2 ^ d^ h'd”®” ;o ; o §.g > ;^oo l^-OO0JOi-J^iCO iOOt'0®Cr-IMWT|3-1 U+i v 5 S-i000P_lT,.rHdOOOOO0OOO 3 Sia'C'ti'O s ®r+3dpj “oi'ppj » ?; S (j 0)2 dw^ ^o^'C'Co'ao'O'Oti : : : i-s-s :§SS : igS^ggfigS-g^lSdS ::::::: i : .0 , d o ; o cs o :ceh :>hnw * In 1896-97. a No definite session. Table 13. — Statistics of training schools for nurses, for the year 1897-98 — Continued. 1966 © I© '© <©o© ©©© .reaA p.iirjx, .re a A puooag LOLO©0© 03 00 00 30) C© CO ©■ © © 03 I'eaA ! e* IT? t£> © CO CO OSJLO iO 00 lOiOGOiO^LOOGXCOCOiOiOiOOCOOO ’tTHQA IfO^e TXO.TJOtL JJSEII rpms jo sjnoij jo .loqmri nj; ) *o o i *>• m 5ON00 91 & saoijrcjpa.i p*re ssanqpa i jo asjtioo ra a-A'B.if no A oq so tji so © © © x aj © © J>*fX © © P-il* m JZ5a)COCCOT5QCG®0r5CZ2®QQ«}(CCCO2CQCQCOCOCQ 0 O00000000000 00 000000O >"• >4>4>4>4>*j>4>HjM>4^>H>4>4>4>H>4pH>4>4>4;>l •ssjnoo atpq. tti sj'saj^ © stoto©©®3« * CQ CO C l C'i CQ C5.^ S-2 M . fl . o P CO , © -r 73 c5if a J ^ [> St1 m ^ A, 5 S^rjQ £ s3 S P-P jS-OSOD gag N-S >=r fl ^3 © MS'© © *:§><*;£ :.2 BQS-ggsjp :3 a © §s.g 5? p: © S' S7 2 -d tg: a 5 ** tSSa^S^SM-** ■§lirl4!^^&l|g'3PS|'a p ^ i©Ph!> '.3a_ © o. C0»0 'X) X) X QO CO. COXQOCOXCOCOCO x x 'Mr^NCOWiCCOCCCO C5 05 C5 -03 X' 05 X C5 x)cocoooooao-cooooo ; w '■ c$ £*&§* go °Mh CpD^ 03 [Xj c3,_. cg.15 a3 . +2 eS p. © © >3-0 o o » co S ffigiO O eS go ^.SKg -2^,|w©S C3 grP ©S 31 ^ fcfiPp. ® O ^.S8o§<> ■p © | ©©©-££; ’p,^ 60 O w'C MgS ‘i.g.g OjPP !> CLft__. r5,’®r© o os'tf'C o See - ■ •& O' K p o3 2 c3_ M eg 3 Pi S'1© Sou+4 bdP/p.P +4J0 'clg^P cc'g op . W-® ©1^ a-g 8 1 § | a §1* © fli D-I Ph OC i^2 D ^ ^ p K CG ^ (2 il 1-3 S CO o K §,g'S oS o f4Cfl skJ &JD : c3 ; ;Ph : ' a cj . i o^p^ © © u «■ U Si © ?S £5* „,_ ’^o °3 a OOO OOOOOOOOOOPO 0£ ri O o f rOrOrO r0r0r0'©f©'0r0r0©'0 ©'O'O'O cS'P'^+->to^2 ' ''^' fal i »C©t-©© ©1— 1 151 © M >«© M CO© ©t-h © t— 30© © -4 Cl© cn©co eci©©©©©cc-H-ii-)i-ti-ti-ri'-H-+i-H-fioioiCio ©©©©© cc©© © da so co ra eo © co co eo eo cc ecs co cc © © eo co co eo PROFESSIONAL SCHOOLS, 1967 o c\i NOCO^CiOOiOdOO • ^OOJONOOTfuCiCOJOOJiOCOO ^Ogoop^cooo i §3 S3 WCQCOCCCQOQCC^COCQajajQQCOCQaSCQQQCQCQCQCQCQ 0 000g>OJO®C)®©(D©®©O)a)»00O'#rtXOi'XO00O'*':'!i>C0 500?!^ O^C r-l © -; C5 p M ^ £ ® ■"" c3 « c3.g°-2 ~r c c3 3 aSa" <» a>a% S’* a cs '£?i 0 _J or uo o> o >, . © 0) © a; a © rj rj p Qbian c3 2 S ©^ g O to fl K ® a; c8 & 3s SOW 2 0.2 £9,0$^ A% CS§Q oQjaiWoS^MQ^ IS’S iff JhH OS d ■g^S Ok o |a.go ^ 3 b =8 ? 2 £ M a p o o w EfSfi H S^h to ..S®o . «§ b 6fl 32 [g o|>p. 0^^hU ^ ^ •h0p1?‘hJ]-po a go >.f ^ *ga m s|k so j g£g 8 $ t o t-as^.- a- ■*< o-ti °- St.S-fcn p <1^, 5 !? P b P S t» 2 pf fc =o < g H*'* H > d © €»• 8.2 M.p © -p o3 ,3 Ch O s >> © « m ■+- 1^ MPhSogqo&^S^S^HmSkoS^qb^S S -b .pi to ® srP-S &5 81 “I^WJ CC pM ?H o ^ eg 43 n r| ^ P McS 2 o o bp Hfl 0W © o oecu cS'q.'S ."S * ^ • 0,0 M b®wrS §M ®{h S 0-2 a S'iJ :o : pi :._-o a x^Ju . 0 ;^0QS 1 o_g 11o3 .(D a H > ce KICT'.Kl K •'^> ‘ .Q ^ „_T "lill^ll ‘ c3 :>.2 .fe tOK^P" K.- (—1 K— 'w' 1 w .£} — * op 2 3 o S3 Or2aao^oj§P,o32SoS35 ■p 53 p « S3t! ®-a^ 2 2^ :!o® i§^2 pj oS lCora7SrbrarotJ(D.s oo§ :^Ocoffl©Kl>i>!>KKKi> co co co co co w co co co eo eo co co eo eo coco eo ec eo 00 co co eo 00 oj o — 1 0100^10 cc it- co t-t^ooco co ao co co coccco cococcco cocococo cococo co <*> »o 5 XXX HHH lOO XX 0 s ftg a, s m o W Mom |i|5p fe ll I ! ®H3 o ta CHAPTER XLIY. AGRICULTURAL AND MECHANICAL COLLEGES.1 NEW BUILDINGS AND CHANGES IN THE COURSE OR IN THE METHODS OF INSTRUC¬ TION (FROM PRESIDENTS’ REPORTS). President William Leroy Broun, Alabama Agricultural and Mechanical College. — Among the 280 students enrolled were 61 from other States. No change in the method of instruction. Much attention is given to laboratory instruction, the col¬ lege being provided with 10 laboratories in the different scientific departments. For the study of electricity there is the usual experimental lecture course and a full course in electrical engineering, the laboratory of which contains 15 different dynamos. Compressed air is used in the mechanical engineering department. President John L , Buchanan, Arkansas Industrial University. — No material changes have been made, but there have been some important additions to the course. Tbe chair of economies and sociology was filled by the election of a competent professor and a four years’ course of instruction in those subjects provided. The art depart¬ ment was duly organized, and a convenient and commodious studio, with a partial outfit, provided for it. Fuller and more definitely outlined courses in agriculture and horticulture have been introduced. The work of the session suffered some¬ what from the war excitement. A number of students volunteered, some of whom, as wrell as a number of former students, received appointments as officers, owing principally to their military training received here. A handsome plant or green house, with a room adjoining which serves as a botan¬ ical laboratory, has been erected, at a cost of about $2,500, and furnished with a largely increased collection of plants. Two new office rooms have been added to the experiment station building, costing in the neighborhood of $1,000, and a seed and tool house erected on the farm, costing about $200. The plant house and seed and tool house are of wood on a stone foundation; the office rooms are of wood veneered with brick. A sewerage system, with lavatories, toilet rooms, and bath house has been constructed, at a cost of $2,000. The university shops have received an addi¬ tion to their equipment in the way of machinery and tools, costing between $5,000 and $6,000. The department of civil engineering has been given more commodious quarters and valuable additions have been made to its outfit. The apparatus of the electrical laboratory has been increased by purchases amounting to nearly $1,000 — an X-ray outfit, two Kelvin voltmeters, an AC-DC polyphase motor generator, etc. Thus the university is better equipped than ever before for both theoretical and practical instruction. The buildings are in excellent condition and the grounds have been improved. i President Martin Kellogg, University of California. — A college of commerce has been established and will begin its courses at once. Prof. George Davidson, formerly of the Coast Survey, has been appointed to the chair of geography. What are called the “affiliated college buildings” [professional schools] iu San Francisco, built by a State appropriation, have been completed at a cost of $175,672. 1 Compiled by Mr. Wellford Addis, specialist for obtaining and collating information regarding col¬ leges of agriculture and tbe mechanic arts. ED 98—124 1969 1970 EDUCATION REPORT, 1897-98. At Berkeley several buildings have been erected, at a cost of $53,318, namely: An agricultural hall (to replace the one burned), which has a complete equipment for the agricultural college ; a two-story and basement building for the botanical depart¬ ment, with laboratories; a hall for philosophy, including experimental psychology; a large building for zoology (freshman), physics, mechanical drawing, and industrial art. A site for tbe Wiimerding Trade School has been given by citizens of San Francisco, and valuable additions, chiefly gifts, have been made to the library. The electrical department is fully equipped in the hall of mechanics. President Alston Ellis, Colorado State Agricultural College. — The college year of thirty-nine weeks, divided into three terms of thirteen weeks each, closed with the exercises of commencement day, Thursday, June 2, 1898. The year was character¬ ized by steady progress in all the departments of instruction. There was nothing- connected with the administration of the college that was particularly marked or especially distinguished from that of the year preceding. Experience has shown that the strengthening of the course of study by the addition of another year’s work was a step in the right direction. The standard of scholarship has been raised and the work of the institution has reached more to the dignity of what is known as collegiate instruction. It is not supposed that the total revenue received from the State for the support of the college within the next year will exceed $38,000. Fortunately, however, the receipts from the land income fund, those arising from the Congressional act of 1862, are gradually increasing. It is fair to estimate that the increase of receipts from the last-mentioned source will make up the loss of revenue received under the operations of the mill-tax law. The commercial depart¬ ment that was established two years ago now enrolls about 80 students. Its course covers a period of two years and presents a great deal of scholastic work in addi¬ tion to the peculiar work for which commercial colleges usually make more or less adequate provisions. The college buildings and grounds have been kept in a good state of repair, and many improvements of a minor character have been made in the interior of the various buildings on the college grounds. At this writing the new chemical labora¬ tory is completed and in use. The total cost of the building, including heating, lighting, and plumbing appliances, is $27,387.76. Of this amount a little over $6,000 had been paid prior to June 30, 1897. Probably the architect’s fee and cost of super¬ vision, amounting to about $1,300, ought to be added to the cost of the building as above reported. President G. TV. Flint, Storrs Agricultural College. — The course is now four years in duration, with full lines in English, agriculture, horticulture, mathematics, veteri¬ nary science, physiology, mechanical drawing, and work in wood and iron. No new buildings added, though several are needed. Two cottages for dwellings were fin¬ ished December 1, 1898. President George A. Harter, Delaware College. — The principle of freedom in the election of studies without destroying educational coherency has been introduced into the junior and senior years of the several courses. The call for volunteers by the President caused 7 seniors, 7 juniors, 3 sophomores, and 2 freshmen to respoud, all being made commissioned or noncommissioned officers in the First Delaware Regiment; but as the work of the senior class Avas practically finished, the mem¬ bers of the senior class who entered the military service were graduated with the rest of the class. President W.F. Yocum, Florida Agricultural College. — The department of agricul¬ ture, which for some years had been combined with that of chemistry, has become a separate department in charge of a competent professor. The mechanical course of study has been much strengthened and new apparatus purchased. A complete course iu electrical engineering will be inaugurated at the beginning of the next year. No important additions have been made to the grounds or buildings. President H. C. White, Georgia State College of Agriculture and the Mechanic Arts. — The condition of the college is entirely satisfactory, and its progress during the past year all that could be expected or desired. A thorough examination of the college AGRICULTURAL AND MECHANICAL COLLEGES. 1971 and its affairs was made by two distinct committees of the general assembly of the State and both of these committees unanimously testified to. the efficiency of the work of the college and the scrupulous integrity and carefulness of its financial management. A difference of opinion was developed as to the expediency of con¬ tinuing the connection of the college with the State University, but all measures presented to the general assembly looking to a disturbance of present relations were defeated by large majorities. No changes of importance have been made in the courses or the methods of instruction. Existing courses have been strengthened aud somewhat extended. One new building (the gift of the State) has been completed, of three stories and basement, -constructed of brick and granite, at a cost of, approximately, $23,000. With the exception of one lecture room and two administrative offices, the basement and two lower floors are occupied by the lecture rooms, laboratories, museums, stock rooms, etc., of the school of chemistry. The third floor has been fitted up with lecture rooms, laboratories, etc., for the school of biology. The accommoda¬ tions and equipment for these two schools is now admirable and first class in every particular. The portion of a building formerly occupied by the school of chemistry has been refitted (at a cost of, approximately, $2,000) for the department of electrical engineering, and additional engines, dynamos, and other apparatus provided at an approximate cost of $1,000. This department is now fairly well provided with space and apparatus for very satisfactory teaching, both didactic and experimental, of electricity and its applications in 11 the industries of life.” The study of compressed air as a secondary motor power is not yet specialized. A new and excellent farm of 120 acres (100 under cultivation) has been purchased (from funds of the university) for the school of agriculture and is now in process of equipment. President F. B. Gault, University of Idaho. — There has been erected during the year a greenhouse for a horticultural department in which instruction is to be given in floriculture and greenhouse management. There is a building, a story and a half, in front of greenhouse for class room and other horticultural work. President Andrew S. Draper, University of Illinois. — The university has been unprec- edently prosperous during the last year. A school of law was established upon a substantial footing, and the college of physicians and surgeons of Chicago, with over 400 students, was absorbed and became the school of medicine of the university. The school of library science, formerly at Armour Institute, Chicago, was removed to the university. President J. H. Smart, Purdue University . — Our course in railway engineering and management has been greatly enlarged. A noteworthy increase in our attendance has occurred, the number of students now being 750 with 57 post-graduate students. We have printed 5 regular college bulletins, 14 newspaper bulletins, and 2 food bulletins. A one-story brick building, 50 by 100 feet, with corridor 20 by 40 feet, to be used for our railway testing department, has been built, and a greenhouse for the horti¬ cultural department, the last containing 3 rooms, one for a work room, the other two affording different degrees of temperature. For the extensive course iu electrical engineering, the building and equipment of which is valued at $55,000, a one-story brick addition has been added 63 by 26 feet. President Beardshear, Iowa State Agricultural College. — An additional year of study has been added to all our courses, excepting the agricultural and veterinary, which have been strengthened. Our work in domestic science has been enlarged and another teacher added to the department. Our fiscal year has been changed to close June 30, and our commencement will be in June instead of in November. A new carpenter shop, 120 feet in length by 37 in breadth and 30 in height, made of brick and covered with slate, costing about $5,000, was erected and completed in July, 1898. A campanile was finished late last fall, at a cost of about $6,000, for the reception of memorial chimes presented by Prof. E.W. Stanton in memory of his wife, who was one of the first members of the faculty of the college. 1972 EDUCATION REPORT, 1897-98. President Thomas E. Will, Kansas Slate Agricultural College. — Extensivo changes in the course of study have been made during the two years ending July 1, 1898. The work was begun at the close of the fiscal year ending July 1, 1897, and is still in progress. The principal object of the changes was and is to emphasize the work in agriculture and mechanic arts, and also to give more prominence to studies condu¬ cive to civic intelligence and good citizenship. Special four years’ courses in agri¬ culture, household economics, architecture, and a short dairy course have been added. A civil engineering course has been prepared, and will doubtless be adopted by the board of regents at their meeting in January, 1899. A building costing $16,000, for the use of the department of domestic science, has been erected. It was occupied at the beginning of the winter term, 1898, and will be dedicated January 6, 1899. This building accommodates the two departments of sewing and household economics, including cooking, and also contains a large students’ dining hall and a kitchen, thus enabling board to be furnished to students at cost — that is to say, at $1.75 a week. Electricity is studied in elementary physics during the first j^ear. We have no laboratory. Electricity as an element in nature is studied under the head of meteor¬ ology and protection from lightning. President James K. Patterson, Agricultural and Mechanical College of Kentuckg. — The course of mechanical engineering was modified, as shown in the schedules [a com¬ parison of the two schedules, old and new, shows a very decided change in respect to electrical engineering, that study gaining additional attention, it seems, by the use of the morning hours of Saturday during the junior and senior years]. The study of electricity as a secondary motive power forms a part of the course of study in the department of mechanical and electrical engineering. The study of com¬ pressed air as a secondary motive power is not considered, except as transmission of power by compressed air forms a part of the subject of thermodynamics. A new building devoted to natural science was completed and dedicated in Janu¬ ary, 1898. The building is constructed of pressed brick, with oolitic limestone trim¬ mings, and slate roof. The building is about 97 feet square, and is three stories high, not including the basement, which extends under the whole structure. The building is heated by steam and lighted by electricity, and cost, with new furniture, about $22,000. In this hall are facilities for instruction in geology, zoology, botany, and allied subjects. On the third floor the State geological collection has been placed. President Thomas D. Boyd, Louisiana State University and Agricultural and Mechanical College. — The buildings and grounds occupied by the university belong to the Gen¬ eral Government and were formerly used for the purposes of a garrison. Hence the buildings are not well adapted to college purposes and were, when the university took charge of them, in bad condition. As the appropriation of $20,000 by the State legislature of 1896 depends upon the sale of certain State property for the amount named, the same is not yet available, and, therefore, the proposed central building has not yet been built. President A. W. Harris, The University of Maine. — There are no important changes in courses or methods of instruction. One new building has been erected upon the university grounds by the Q. T. V. Society to be used as a club-house, furnishing a home for about 25 students. The facilities for instruction in electrical engineering are, with slight additions, as before. The apparatus of the department of physics for instruction in electricity is already large, and is constantly being increased. It will be noted that the number of students in electrical engineering exceeds that in any other line. President R. W. Silvester, Maryland Agricultural College. — No changes in course or methods of instruction. A building of brick has been constructed, at a cost of $10,000, to be used as a science hall, thus supplying laboratory facilities, the want of which has long been felt. Through the departments of the State horticulturist and farmers’ institutes much good is being accomplished and the work of a university extension character is having its effect with us. AGRICULTURAL AND MECHANICAL COLLEGES. 1973 President Henry H. Goodell , Massachusetts Agricultural College. — The State lias this year appropriated $25,000 to erect and equip for class instruction and original research, a two-story veterinary laboratory of brick, in connection with a hospital stable, likewise of brick, where diseased animals can bo observed and treated. It has also erected and equipped, at a cost of $2,000, a small plant to be used exclusively in solving dairy problems. President J. M. Crafts , Massachusetts Institute of Technology . — A new building is now under construction with a total floor space of 48,000 square feet. It will receive the departments of architecture, biology, and geology, will furnish additional space to tho departments of mechanical engineering, chemistry, and will indirectly better the situation for all tho other departments needing more space. President J. L. Snyder, Michigan Agricultural College. — While no important buildings have been added to the college during the past year, there have been a number of minor additions made at an outlay of about $9,000, which adds much to the equip¬ ment and conveniences of tho college. An electric-lighting system has been installed at a cost of $5,000. This outlay was for dynamos and the wiring of buildings. Tho dynamo is run with water power by an outside party under a five-year contract. The enrollment has reached 470, the highest figure in the history of the college. All students are required to take industrial work in one of the three courses of study offered. In fact, the work of the college is confined to courses of study, in which scientific and technical instruction in agriculture, mechanic arts, and domes¬ tic economy play the leading part. Six thousand dollars were expended in repairing buildings. President Cyrus JSforihrop, University of Minnesota. — The instruction in the lines of agriculture and mechanic arts in the university has been somewhat broadened during the last year, more attention having been given to forestry and general agriculture and to electrical engineering and to railroad engineering. Indeed, there has been improvement along all the lines of study. The work in both colleges of agriculture and mechanic arts has been most satisfactory. Four hundred and seventy students have been connected with the agricultural department during the year, 129 with that of mechanic arts, and 54 with that of mines. The third topic of your inquiry is answered by Professor Shepardson to the following effect : “The University of Minnesota, u Minneapolis, August 26, 1S98. “Replying to the inquiry from the Department of Education regarding instruc¬ tion in the use of electricity and compressed air as secondary motive powers, I would say that our four years’ course in electrical engineering is largely devoted to prep¬ aration for and study of electricity as a motive power. If tho question refers specifically to the use of electric motors and transmission, such as would compete with compressed air, it is difficult to differentiate. The course ‘Electrical genera¬ tors’ of four recitations and lectures per week through the third term of junior year has largely to do with motors. The four-hour course in ‘Alternating currents’ in first-term senior, the four-hour course in ‘Electrical transmission’ in second-term senior, and the two-hour course in third- term senior on ‘ Central stations,’ all bear upon electric power. The first three of these terms are accompanied by six to ten hours per week upon experimental work in the laboratory. The ‘Thesis’ in the third term allows students to work ten or more hours per week upon such subjects if so desired. The ‘Designs and specifications’ of third-term senior may also be directed that way. “In the study of compressed air the seniors in mechanical engineering have a two- hour course of lectures and recitations in the third-term senior. The mechanical laboratory has some equipment along that line. There are several plants in tho Twin Cities which use compressed air to some extent. These, with the numerous and extensive electric plants, are examined by the students from year to year.” President Stephen D. Lee, Mississippi Agricultural and Mechanical College.— The session ending June 28 has had several interruptions. The yellow-fever scare in the 1974 EDUCATION REPORT, 1897-98. summer and fall of 1897 prevented the college from opening in September, and we did not open till November 15— two months late. The studies and duties of nine months were put into seven and a half months. The war with Spain in the spring of 1898 unsettled the student body. Tho senior class of 15 members, with two excep¬ tions, volunteered and enlisted 0in the regiments from Mississippi. The class was graduated six weeks before the regular time. About 70 students left the college from the other classes, most of them enlisting for the war. The United States Army officer, Caj)t. H. H. Ludlow, Sixth Artillery, was ordered to his regiment and the two rifle cannon were drawn in by the Ordnance Department. A large per cent of the officers in the Mississippi regiments were graduates of the college, and in almost every company former students were found holding commissioned and noncommis¬ sioned positions. The academic instruction has been fully up to that of former years. Electrical apparatus for laboratory instruction and for lighting buildings and grounds has been purchased and is now being received, as also a larger air compressor for increasing supply of water for use on the campus. A new building has been erected for a woodshop to make room for the electrical plant in the larger shop building. The grounds and the farm, station, and horticultural departments are in perfect and improved condition, and the shops are fairly well equipped. The complete electric plant will be in operation at beginning of the next session in September. All told, the year has been a most successful and progressive one, notwithstanding the abnor¬ mal interruptions. Director George E. Ladd, School of Mines and Metallurgy , Missouri. — The old academic course has been remodeled and made into a four-year course in general science, the work in which is largely elective, and during the last two years is wholly so. A wooden structure has been built at a cost of $350 to supply, temporarily, quarters for the woodworking shop and dynamo laboratory. We have a conrpressed-air drill used by students experimentally; also temporarily a good air compressor and mining pump (the invention of one of our x>rofessors) run by compressed air. Lecture on this subject is given by our professor of engineering. We offer a number of courses, lectures, and much laboratory work in electricity. President James Peid, Montana Agricultural College. — The changes have been as fol¬ lows: The domestic science course has been changed from a two-year to a four-year course. Upon the completion of the course the degree of bachelor of science is con¬ ferred. The course in agriculture also covers four years, and upon its completion the degree of bachelor of scientific agriculture is conferred. The veterinary has been changed and remodeled for an engineering laboratory, costing about $1,200. The work in this laboratory will be chiefly in electrical lines. Chancellor George E. MacLean, the University of Nebraska. — During the past year the faculty made a study of the curricula of leading institutions in this country and Europe. They further studied the registration of students in the college during the past five years to see what had been the demands made by these students. As a result of their studies they revised the groups of studies in the university, recog¬ nizing first, the demand for general groups; secondly, for special groups. It was clear that a further evolution of the group system, recognizing cognate studies, correlation of studies, and sequences, would be preferable to the abandonment of groups. It is believed that the university has not only met local demands, but given an example of original and progressive evolution of a curriculum. The present scheme is as follows : A. General scientific group. C. Special groups : 1. Agriculture and chemistry. 2. Botany and agriculture. 3. Botany and zoology. 4. Chemistry and physics. 5. Horticulture and botany. G. Mathematics and physics. 7. Zoology and philosophy. B. General agricultural group. D. Technical groups : I. Technical agriculture. II. Civil engineering. Ill . Municipal engineering. IY. Electrical engineering. Y. Steam engineering. YI. Mechanical engineering. AGRICULTURAL AND MECHANICAL COLLEGES. 1975 Early in the spring ground was broken for the erection of the wing of a new build¬ ing, to bo known as the college of mechanic arts. Through the liberality of the last legislature, $30,000 was appropriated for the erection of the first wing of this new building. The dimensions of the wing are 65 by 120 feet. The style is of the Romanesque order of architecture. There are lecture rooms for.general use, besides the mechanic-art shop, photometry room, civil engineering, testing laboratory, senior laboratory, battery room, standardizing room, electro-metallurgical labora¬ tory, museum, library, mechanics’ arts office, civil engineering office, electrical engineering office, engineering room, and apparatus room. In the autumn of 1897 the enlarged dairy building was completed and opened. In addition to the accom¬ modations for the farm and dairy school it has specifically for the experiment sta¬ tion a botanical and horticultural laboratory and the laboratory for the study of soil physics, while a new wing to the barn gives relief to the former overcrowding and affords an opportunity for experiments in feeding. The didactic and experi¬ mental pro visions for the study of electricity have for a series of years been excellent, and there has been added certain apparatus for the use of students in developing their theses. President J. E. Stubbs, Nevada State University . — (1) Courses of instruction. The organization of the university comprises the following schools of instruction and training: (a) The schqol of liberal arts; ( b ) the school of mines; (e) the school of agriculture; ( d ) the school of mechanics; ( e ) the school of civil engineering; (/) tho State normal school. The school of civil engineering was opened last year. The school of mines naturally maintains a leading position in the interest of the people of this State. The school of agriculture will receive more attention in the next five years than hitherto, for the reason that there seems to be a growth of interest in the subject of agriculture in this State. Quite a desirable change has been made in the school of liberal arts. At the beginning of the junior year students, with the approval of the faculty, may choose to pursue a special line of study, consisting of one major subject and two minor subjects, the minor subjects to give breadth and depth to the subject taken as a major. An effort has been made to improve the quality and general character of the work in the military department. Also, an advance has been made in the requirements of the State normal school, a department of the university but not of the Agricultural and Mechanical College. The faculty have given careful consideration to secure the very best methods of instruction through the proper combination of class room, laboratory, and library methods. (2) The new mechanical building was equipped with new machinery apportioned to three departments: First, the woodworking shop; second, the machine shop; and third, the blacksmith shop. The equipments cover machinery and tools of the best kind adapted to the needs of this department. For the completion of this building and for the equipment the State spent the last year $7,073.09. (3) In connection with the mechanical building the university has established a small electrical laboratory, consisting of dynamo and other electrical appliances, for the purpose of giving practical instruction in the construction and use of elec¬ trical machinery and apparatus to students in all the science schools. It is not intended, for the present at least, to establish a department of electrical engineering. President Charles S. Murkland , the New Hampshire College of Agriculture and the Mechanic Arts. — The chief change in the courses of the institution has been an ele¬ vation of the standard, amounting to nearly one complete year’s work. The requirements for admission have been raised, so that students who enter must have had the equivalent of a good high-school education. Courses have been readjusted with special reference to developing the pedagogical sequence of the agricultural courses, in the attempt to make them equal in intellectual quality with the engineer¬ ing courses. No important addition has been made to the plant. No special provi¬ sion has been made for the study of compressed air as a motive power. The experimental researches in electricity have not developed any results significant enough for special mention. In general, the work of the year has been progressive, 1976 EDUCATION REPORT, 1897-98. and the changes have been determined by the necessity of adjusting the college more accurately to the requirements of the State. President Austin Scott, Rutgers Scientific School, The New Jersey State College for the Benefit of Agriculture and the Mechanic Arts. — The course in agriculture has received an increased number of elections, and it has been possible to accommodate all of those students pursuing this course with board and lodging at the college farm, where they have daily practice in farm methods under the immediate supervision of the professor of agriculture. Among the more important acquisitions for better instruction in electricity are an electrical condenser, a l|-horsepower motor, a thermo-generator, an ammeter, and X-ray supplies. Other purchases of apparatus and instruments include an aneroid barometer, a polar planimeter, beam compasses, graduated, a pantograph, an ellipsograph, a solar eye-piece, a collimating eye-piece, a direct vision prism, and a set of demonstration lenses. The library has received valuable additions of mathematical and chemical works. To aid in promoting the purposes of the sanitary laws of New Jersey, the trustees of Rutgers College and Rutgers Scientific School have appointed a board of examiners to conduct examinations and grant certificates in municipal hygiene to officers of local boards of health, sanitary inspectors, factory inspectors, plumbing inspectors, and to those who may seek appointments to these positions without expense to this institu¬ tion. The examinations are designed to test the fitness of persons who may be called upon to engage in the execution of the health laws, and the certificates issued will indicate the degree in which the holders are qualified to perform the duties relating to the promotion and the protection of the public health required by the laws of the State, and by the rules, regulations, and ordinances of local boards of health. The first of the triyearly examinations was held in June, 1898, at which time three persons approved themselves as qualified to act — one as an executive health officer, one as a sanitary inspector, and one as a plumbing inspector. This plan of instruction and examination in municipal hygiene is now introduced for the first time, it is believed, in any American institution. In the general work of this department five half courses, of six lectures each, have been given, as follows : One half course each ou India and Persia, the Eastern ques¬ tion, modern history, English literature, and six American poets. The total attend¬ ance at the 30 lectures was 794 persons and the average attendance 720. The total attendance at the class hours following each lecture was 410 persons and the aver¬ age attendance 341. Ordinary half-course pass cards were awarded to 10 persons and honor pass cards to 4. In special work 31 lectures were given, at which the total attendance was esti¬ mated at 2,000 persons and the average attendance at 1,700. The total attendance at the class hours was estimated at 1,290 persons and the average attendance at 1,075. President C. T. Jordan, New Mexico College of Agriculture and Mechanic Arts. — The course of study and methods of instruction have not been materially changed. A building especially designed for laboratory work was completed during the year. The twenty-one rooms it contains are all taken up by work for the experiment station, and botanical, chemical, entomological, and physiological laboratories for college classes. The building cost about $12,500. A dormitory for girls was also completed at a cost of about $6,000. A dynamo and motor was added to the equipment of the mechanical department and is used for purposes of instruction solely. President J.H. Worst, Agricultural College and Experiment Station, North Dalcota. — No material changes in course of study or methods of instruction. The two years' short course provided for last year enrolled 12 students and the “farm school ” 35 students. This farm school gives a course of instruction for three months during the winter. President J. G. Schurman, Cornell University. — The year 1897-98 was the most^ros- perous, healthful, and in many ways the most memorable in the history of Cornell University. The attendance was larger than ever before, and, owing to the great AGRICULTURAL AND MECHANICAL COLLEGES. 1977 and progressive elevation in recent years in the standards of admission to nearly all courses, a striking improvement is markedly visible in the scholarship of this augmented student-body. The stalf of instruction has also been larger than ever before. The great hydraulic laboratory has been completed, and a new department of instruction has been added to the college of civil engineering by the appointment of a professor of civil engineering in charge of the hydraulic laboratory. A graduate school of railway mechanical engineering has been added to the seven departments formerly constituting the Sibley College of Mechanical Engineering. The Sage Chapel has been doubled in seating capacity, and a semi-octagonal apse 1G by 31 feet has also been added as a memorial to Mr. Sage, $12, COO being devoted to interior decoration of this apse. Work has been begun on a new $55,000 chemical annex, which will double the space at the disposal of that department. The mansion of the late Hon. Henry W. Sage was conveyed by his sons, Dean and William H. Sage, to the university as a memorial to their father, and they also fitted and equipped it, and endowed it with $100,000. The State of New York established this year the New York State College of Forestry at Cornell, giving it as a laboratory, a demonstra¬ tion area of 30,000 acres of Adirondack forest, and making an initial appropriation of $10,000 for maintenance. But most important of all lias been the gift of Col. Oliver H. Payne, which has provided for the establishment and maintenance of a Cornell University Medical College in New York and in Ithaca. Upon this founda¬ tion a faculty of 11 professors, 54 clinical professors, instructors, etc., has been appointed, who will be assisted by the teaching force of the existing scientific departments of the university. Cornell University , 1S9S — Degrees, Jjy years. 1978 EDUCATION REPORT, 1897-98. AGRICULTURAL AND MECHANICAL COLLEGES. 1979 Cornell University, 1S9S — Degrees, by years — Continued. 1980 EDUCATION REPORT, 1897-98. AGRICULTURAL AND MECHANICAL COLLEGES. 1981 President James H. Canfield, Ohio State University. — We have no special changes to note for the year. The new buildings referred to in my last report have been com¬ pleted and are now occupied for the purposes for which they were erected. The results following, more ample accommodation and better equipment are already apparent in the far better work they make possible. There has been a gain in our attendance of about 12|- per cent. The greatest gain in anyone college is that in the college of agriculture and domestic science — nearly 50 per cent. The agricul¬ tural experiment station being a separate institution in this State, we have but few experiments to report. Those for the past year have been chiefly in the study of soils and in the study of the possibility of successful beet-sugar culture in this State. These will appear in the more formal report to be printed and forwarded later. It may be interesting to add, in view of the military provision in the law of 1862, that the largo number of those who, as graduates and former students of this university, are now in the military service of their country and are showing unusual proficiency in the art of war is an ample proof of the wisdom of maintaining cadet service and military drill in the land-grant colleges. President G. E. Morrow, Oklahoma Agricultural and Mechanical College. — No con¬ siderable changes in course or methods of instruction wero made during the year. Increased attention was given to laboratory methods in instruction and more use made of the library. A somewhat higher standard of preparation was noticed in those entering, and a larger area of the Territory was represented in the school. President J. H. Washburn, Rhode Island College of Agriculture and the Mechanic Arts. — The number of students lias increased and our course of study has been mate¬ rially raised, so that we are nearly two years in advance of our former standard. We have established a preparatory school, to take in students of agriculture who come from country schools and are unable to avail themselves of the advantages of high schools. We are conducting this school under protest and will discontinue it as soon as possible. In January we gave a short poultry-school course of four weeks, which proved to be a decided success. We are giving this year a course in road construction and engineering. During the year the State legislature appropriated $10,000 for current expenses and $11,500 for agricultural buildings. President Henry S. Hartzog, the Clemson Agricultural College. — A course in textile training has been added, and a building erected for same at a cost of $15,000. A building has also been erected for horticultural department at a cost of $1,000. The building for instruction in electricity is well equipped, and graduates have had no trouble in securing good positions. President J. W. Heston, South Dakota Agricultural College.— -Although the army officer detailed to this college was recalled to service in the field, we have main¬ tained a military organization and carried on our military exercises with staff officers, who have done excellent work under the circumstances. The department of music was reorganized at the beginning of the year, and a new line of work in the value of architectural engineering and agricultural engineering was introduced. We attempted to offer instruction in German and Latin during the year as optional and elective studies and to furnish guidance for the study by assigning work to professors already burdened with other duties. The experience of the year indi¬ cated that we should do more than this, so the board elected a professor of modern languages. The board organized a preparatory department and appointed a teacher of Latin. In order to more systematically carry on the work of farmers’ institutes that work was assigned to the State engineer of irrigation. It is our intention to pursue a more vigorous campaign of college extension next year and to endeavor to organize farmers’ clubs for home study and scientific agricultural research. Another change is the revision of the entire curriculum, toward which we have been working for two years. We now offer all our work in short courses and run our college six days of the week all the year round. The number of studies pursued at anyone time is materially reduced. The different departments offer advanced 1982 EDUCATION REPORT, 1897-98. work not heretofore possible. Modern languages and Latin are given a prominent place, and at least one of them must be studied two years by all candidates for a bachelor’s degree. Our short courses have been strengthened by the introduction of more subjects winch bear directly on farm operations and processes, and also which show how scientific knowledge and technical skill may be applied in farm life and all home activities. A new building has been erected, to be used for a mechanical laboratory. This is a two-story brick, 90 by 40. The first floor contains office, class room, machine and dynamo room. The second floor is fitted up for a drawing room and carpentry shop. The cost of the building is $5,000. A building has been remodeled for instruction in physics, industrial art, and domestic science; still another for agri¬ cultural experiment work. Itr contains laboratories for soil physics, chemistry, and animal and plant biological work. An electric-light plant has been added. President Charles JV. Dabney, University of Tennessee. — No essential changes have been made in the courses or methods of instruction during the past year, but decided progress has been made in many of them. The agricultural science course has been still further expanded, so as to give greater liberty of election in languages, literature, and history, and to provide more thorough and complete instruction in the sciences pertaining to agriculture. The engineering courses, which are the same in the freshman and sophomore classes for mechanical, electrical, civil, and military engineering have been further expanded, so as to provide special study under each of these heads in the junior aud senior years. Some studies continue the same in all, but greater differentiation and liberty of election is provided, so as to permit students to specialize more than was possible under the old courses. In the same manner tho chemical group has been arranged so as to permit students to specialize in general analytical chemistry, mining chemistry, metallurgy, pharma¬ ceutical chemistry, or agricultural chemistry. The literary course has been rear¬ ranged so as to allow also freer election in the junior and senior classes. A course in pharmacy has been established. The department of history has been very much expanded and tho work divided between two professors, one for European and American history, and the other for constitutional history and international law, with three lecturers to assist. Tho work in modern languages has been rearranged, so as to give more men and more time for the work in English, and to provide a separate professor, for the first time, in charge of French and German. A separate elective course has been provided in organic and agricultural chemistry in the hands of an instructor in the department of chemistry. A mechanical hall, to be called Estabrook Hall, in honor of President Estabrook, is being erected at the cost of about $15,000. The college has outgrown its first mechanical building, and the new will be about three times as large as the old one. It will contain laboratories for hydraulic and steam testing, dynamo and dynamo¬ meter work, material testing, coal testing, oil testing, and a large general labora¬ tory for instrument calibration and other general wrork. In it will also be the usual departments for wood working and irou working and the electric-lighting plant, besides storerooms for electrical goods, patterns, and plumbing supplies, coal and wood, offices for superintendent, printing, wash and dark rooms for blue-print and photographic work, a private laboratory and a general museum for displaying work of students, engineering specialties, and other things of interest to the profession. The machinery contained in the old building will be removed to the new one, and considerable new machinery and apparatus purchased for the equipment of the additional laboratories. Improved facilities are thus being provided for instruction in mechanic arts and electricity. The power will be transmitted to the different shops in the form of electricity. Two new dormitories are being erected, one to accommodate about 60 men students and the other about 40 women students; the latter is the first woman’s dormitory to be erected upon the college grounds. Acting President R. H. Whitlock, Agricultural and Mechanical College of Texas. — A new mess hall of brick has been built at a cost of $25,000, including part of equip¬ ment, as also two frame residences for professors at a cost of $3,000. AGRICULTURAL AND MECHANICAL COLLEGES. 1983 President J. M. Tanner, the Agricultural College of Utah. — The session ended June 15 was a successful one. The registration of students was 447, of an average age of 13.6 years. A number of our students enlisted for the war when volunteers were called for. Most of these, having been well drilled in military science and tactics, were commis¬ sioned as officers in their regiments. The professor of military science was ordered to his regiment, hut the military drill was continued for the balance of the year by the senior officers of the cadets. The new manual training courses have been liber¬ ally patronized during the year, and the students acquired more skill in forge and carpentry work and in cooking and sewing than was possible under the previous arrangement of courses. The sum of the expenditures during the year for college and station was $56,355.13, against $65,135.52 for the previous year. Considerable repairing work has been done on the main building, including repainting of the outside woodwork. Many needed improvements have been made on the college campus. The experiment station has issued during the year seven bulletins and an annual report, as follows : Bulletin No. 51, Poultry Experiments; No. 52, the Chemical Com¬ position of Utah Soils, Cache and Sanpete counties; No. 53, Utah Sugar Beets; No. 54, Cattle Feeding; No.. 55, Orchard Pests; No. 56, Field Experiments with Wheat, Oats, and Barley; No. 57, By-Products of the Dairy; No. 58, Chemical Life History of Lucern, Part II, and Eighth Annual Report. President Mattheiv H. Buckham, University of Vermont. — Attention is called to (a) the raising of standard required for preparing examinations in all departments to be 60 per cent; (£>) abolition of all surveillance of seniors, both as to attendance and work done, which has worked well so far, action of students in enforcing fairness and honor in examinations through a jury of their own number which has been accepted by faculty in lieu of supervision; (d) great increase of laboratory work in departments of chemistry, biology, physics, and electricity. The Williams Science Hall has been completed and equipped, there having been a gift of $60,000 for that purpose. Important progress has been made in the depart¬ ment of electricity. President J. M. McBryde, Virginia Agricultural and Mechanical and Polytechnic Institute.— Only important change is abolition of subfreshman class. Only students of collegiate grade admitted. About $3,500 was expended for a dynamo, laboratory, and machinery for mechanical engineering department. Water is pumped by com¬ pressed air. The spring and pump are about a mile distant from the power house in which the compressor is installed. The plant was put in by the students and is watched over by them and the professor of mechanical engineering makes large rise of the plant for illustrative purposes. The professor of electrical engineering makes large use of our electric-light plant. The college buildings are lighted by our direct- current dynamo and the village of Blacksburg by our alternating-current dynamo. President Jei'ome H. Raymond , West Virginia University . — During the past year two new courses have been organized in the college of arts and sciences, the philosoph¬ ical course, leading to the degree of bachelor of philosophy, in which one of the classical languages is required, but not both, and the modern literature course, lead¬ ing to the degree of bachelor of letters, in which neither of the classical languages is required, but an equivalent amount of French or German. The requiremeuts for admission to the freshman class have been materially advanced during the past year. The department of ancient languages has been subdivided into two departments of Latin and Greek, and the department of mod¬ ern languages has been subdivided into the departments of Germanic languages and literatures and romance languages and literatures. The summer quarter has been instituted, beginning July 1 and continuing twelve weeks. During the present summer, which is the first summer we have had this summer quarter, we have had 178 students in residence. WTe have adopted the course system. A course consists of five hours’ instruction a week for one quarter 1984 EDUCATION REPORT, 1897-98. (twelve weeks). Heretofore our classes have, most of them, met hut two or three times a week. Now, with very few exceptions, all classes meet five times a week. President Enoch A. Bryan, Agricultural College and School of Science of the State of Washington. — No important changes in course or method of instruction have been made. No new buildings or additions to buildings. Ferry Hall (boys’ dormitory) was burned November 22, 1897. We offer a four years’ course in electrical engineer¬ ing, as indicated in the annual catalogue. A plant for experimental and illustrative purposes is maintained and a considerable electrical equipment is owned by the college. Presuleni C. K. Adams, University of Wisconsin. — During the year there has been constructed a dairy barn and stock-judging building, costing $16,000. The equip¬ ment, including electric motors and other machinery, adds $2,000. The building has a frontage of 86 by 50 feet in depth, with wings 70 by 110 feet. The third floor of the barn, which is the principal one, is approached by a steel trestle bridge leading from a slight elevation near by. The stables are arranged to take advantage of our present knowledge of the requirements of sanitary engineering. There are pro¬ visions for a liberal allowance of sunshine, ample ventilation, and the walls and floors are so constructed that the rooms can be flushed with water daily if desired. The stock-judging room (with skylights) covers 40 by 70 feet. Architecturally, the building is a reproduction of a farm building in Normandy, France. President W. H. Councill, president Agricultural and Mechanical College {colored), Ala¬ bama. — A college department has been added. Seay Hall, burnt February 9, 1898, has been rebuilt, mechanic arts building repaired, and an engine and boiler, and sawmill, painting, mattress-making, wheelwrighting, and foundry departments have been added. President W.C. Jason, Delaware State College for Colored Students. — A frame annex to the college building was completed February 1, 1898. It is two stories high, con¬ taining dining room, kitchen, laundry, and bathrooms on first floor, and ten sleeping rooms on second floor. Its cost was about $2,000. President John P[. Jackson, Kentucky State Normal School for Colored Persons. — We have built an addition, consisting of six rooms and a chapel, to our main building, at a cost of $3,625. We have done some elementary Avork in electricity, but have given much more attention to awaken the interest of our students in agriculture. We have engaged in an effort to thoroughly study the growth and culture of the sugar, and we hope to be able to report upon what we have done at an early date. President H. A. Hill, Southern University and Agricultural and Mechanical College. — The students have built an additional two-story dormitory on the farm capable of accommodating 24 pupils. Labor not included, the cost was $500. Though yellow fever interfered with our opening, we have made up the lost time by using the time usually given to the holiday vacation and by teaching extra time. President James B. Dudley, Agricultural and Mechanical College for tlce Colored Race, North Carolina. — A woman’s course has been added, in which is given special atten¬ tion to domestic science. Two frame buildings have been erected, one for instruction in dairying, the other to be used as a barn. These buildings cost about $3,500. President H. B. Frissell, Hampton Normal and Agricultural Institute. — A new feature of our field work has been the establishment of a model farm of 4 acres, equipped with stock and a model barn. Many of our students come from small farms, ranging in area from 1 or 2 acres up to 10 or 12, and the object of our 4-acre model farm is to give them practical experience in so managing a small area that it will grow suffi¬ cient produce to maintain at least 1 horse, 1 cow, 1 pig, some poultry, and supply a medium-sized family with the necessities of life, while maintaining, if not increas¬ ing, the fertility of the land. Aside from this, our field work has been as usual, experimentation in a simple way, to give the students practical demonstrations of the truths and principles taught in the class room. In our new domestic science building, which has been constructed during the year, 6 rooms, covering about 10,0.00 square feet of floor space, have been equipped for the use of the department of AGRICULTURAL AND MECHANICAL COLLEGES. 1985 agriculture. These rooms are (1) a museum and lecture room, (2) a chemical labo¬ ratory, (3) a laboratory for botany and horticulture, (4) a farm engineering room, (5) a dairy, and (6) a farm laboratory. These additions will greatly facilitate our work. FINANCIAL NOTES. The financial reports of the presidents of the colleges for the benefit of agricul¬ ture and the mechanic arts (excluding the college of North Carolina)1 for 1897-98 show the following facts : Federal aid: Income from land grant of 1862 (as far as reported by presidents) . 2 $594, 715 Income from act of August 30, 1890 (from treasurers’ reports) . 3 1, 104, 000 State aid . 2, 459, 060 Fees, and other sources of income . 1, 598, 766 Total (omitting North Carolina Agriculture College) . 5, 756, 541 Of these sums there were expended during the year: For instruction in the subjects mentioned in the act of August 30, 1890, including facilities for teaching those subjects . - . $2, 197, 3S6 For instruction in other subjects and for other expenses . 2, 057, 349 Total (excluding North Carolina Agricultural College) . 4, 254, 735 Summary of statistics. Men. Women. Teachers : In colleges for the Caucasian race (exclusive of North Carolina College) . In colleges for the African race . . . 1,377 118 139 86 Total . . . . . . . . . . 1,495 225 Students : (1) In colleges for the Caucasian race (exclusive ofNoi’th Carolina College) : (a,) Preparatory . . . 2,458 732 (6) Collegiate . . . 11, 321 1, 927 (c) Post graduate . . . . . . 443 90 (d) Other departments . . . . 7, 352 3, 019 T o tell . ..................................... 21, 574 5, 768 (2) In colleges for the African race : ( a ) Preparatory . _ . . . 1,477 1, 346 (5) Collegiate . . (c) Post graduate . . . 557 4 354 10 Total . . . . . . . . . 2, 038 1,710 Distribution of students in courses of colleges for the Caucasian race {as far as reported). Agriculture . 3, ISO Engineering : Mechanical . . . 2, 723 Civil . , . . . 1,551 Electrical . . . 1, 213 Mining . . . 572 - 6,059 "Veterinary science . 459 Architecture . 193 Household economy . 722 Military tactics and drill . . . 8, 706 iThe report of this institution was x-eceived too late to be included in the following summaries, though appearing in the table. 2Not including that of several States which failed to report. 3 Of which $112,247 went to institutions for the colored race. ED 98 - 125 1986 EDUCATION REPORT, 1897-98. AGRICULTURAL AND MECHANICAL COLLEGES. 1987 ISSE3 11 13111 11s 11 11 IS g i 111 11 11 I I £ I gg§gg |£? |g§|S 3 §3 gg g§ 5g{5 | | §|| gg S3 S 3 S g c-r illll 11 I ill! 111 11 11 11 I 1 III 1 :2|22 22 S :3§*° 323 S35 g$ S3 § 3 °-3° 2 §2 1 g 1 g ©' t-T r-T o’ cf |SS- i -I iPilS si- 11 S3 § I § 1 111 1 O -H O ID O O o o> 04 o si ill ii i ini i ii ii ii g i g i in ii n s s i i cqcm ;HT« *5VT g” gf co co o' ; icT jo io icT ; co CO • -f o' 04" co~ co Ol • • . • U : : ig ; 0=5 §= ;S ; i ig : : ° i ig : § °22 is . - . . CM • C4 " * ■ • ' •• • t* • CO o rjl • : : : i i 3° g° i i :2 jig: jg j ^ ggg. :S is ^ O CO 04 • •COr-f* OO O O O O | CO r-i Cl O j 040 CO O O TH L- • • • 04 ' © • O • 04 • CO 04 04 iH CiOCOiO • t-040 © * Ol CO t-H r-i © rH O TO • I 04 • © . o • S^SSS CS 322 °g £° S° ° S 33 o g : gsggs S3 §3223 ggg || || || 3 2 ||2 3^ S 3 | 3 :£23 : 22 °°3°2 : °2 00 2° ° p 2 :° 2 ■ ■ ■ . . 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J— 1 » © cl £ ! |H 1 5 °;3 P: ; 2 : : 2 J i 1 i 1 J 5 ' H 1 H 1131 Table 1.— Statistics for 1897-98 of institutions endoivcd by the acts of Congress approved July 2, 1862 , etc.— Continued. 1988 EDUCATION REPORT, 1897-98. 1 1 ■aoijeAtjino japan spuny Sui'pnpuijon‘s4uaaqjnd -9p|BoiaBi[oorapnt? yejnj -{uotjSu jo syuouulmba put? fe-Suipymq jo onyBA 11 1 11 1 |SS § gg S •spa«x uuej jo anjBA 11 1 11 g oT incl d •notjBAiyyno Japan soioy SS e 11 I •syoyijduiuj 11 1 II 1 CO i •U9K 070 s 10 •noijBjs juourundxa jo jjujg • • o • fl © 1 Pi =4H O © 1 to John H. Jackson . James B. Dudley . Thos. E. Miller . Edward L. Blackshear H. B. Frissell . ,. .T TT TTill j 5 Name of institution. Lincoln Institute, Jefferson City, Mo . Agricultural and Mechanical College for the Colored Pace, Greensboro, N. C. Colored Normal, Industrial, and Agricultural and Mechanical College, Orangeburg, S. C. Prairih View State Normal School, Prairie View, Tex. Hampton Normal and Agricultural Institute, Hamp¬ ton, Va. i r i r i - 3 ! ! > | lands, or a part of the proceeds arising from the sale thereof, or loth. AGRICULTURAL AND MECHANICAL COLLEGES. 1989 'Z} ; C'cS § X d-P 2^! R °o +3 a ^ b J04®5®CJ 5 +3 rd *l-s a _ O-g CC ® ^ « CO 0050t>00«t^lOOMC01>QC5< ^CCCOCCrji-il-l-OOQOCHO' lOHO^ICOGD-CDOOI>COr-(Mi WWflONt- 'COOiLO^^Cl^-l-COHCJ “UCOOHOO’fHHlOO ^ lO f J (N (M CO t' O Q IfiO W N I OOOIO^OCOOOO^ lOOCMOOOOOOOOCMrH '(OOCC^^OOJOOCOIM t^Ot'OOO^COOOOO- tr- oo cm ^ oo co cm o cm o • ' CO *. 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S-BfS 3^6o3^ C'V _ jS22 ■S'C J-6 5 j S«: S-S-^i j -3-2 q.5 >» > tea S o o S3 J ill 1 *3 MMq 1 3 3 2 ®pp£l g. P 2 a be £ -3 - Af ■lililfll i|l!!5ll s^lliks !*|?S^3 sjUniif IgBsllIl 3snSt?S£«i5 5 o <0 !£ p 6 1 8§ fl! IS |3 ll lu 1.. g-g g| -1| Ell 116 C/2 5 ci 1 !I3III CHAPTER XLY. STATISTICS OF NORMAL SCHOOLS. The number of students pursuing training courses for teachers in various institu¬ tions in the United States in the scholastic year 1897-98 was 89,225. These students were in 1,376 schools of various grades. Nearly 52 per cent of the whole number, or 46,215, were in the 1G7 public normal schools. The 178 private normal schools had 21,293 students in training courses for teachers, public universities and colleges had 2,255, private universities and colleges had 6,065, public high schools had 7,378, and private secondary schools had 5,989 students pursuing similar courses. The following table shows the number of institutions of each class and the number of normal stu¬ dents in each class for four scholastic years: Normal students reported for four years. Classes of institutions. 1894^95. 1895-96. 1896-97. 1897 -98. Institu¬ tions. Stu¬ dents. Institu¬ tions. Stu¬ dents. Institu¬ tions. Stu¬ dents. Institu¬ tions. Stu¬ dents. Public normal schools . 155 36, 276 ICO 40,421 164 43, 199 167 46, 245 Private normal schools . 2ol 21, 927 169 20, 777 198 24, 181 178 21 , 293 Public universities and colleges... 26 1,075 27 1, 691 30 1, 839 23 2, 255 Private universities and colleges . - 166 5, 327 166 5,335 166 4, 650 188 6, 065 Public high schools . 433 6, 809 447 8,246 507 9, 001 494 7,378 Private high schools . 458 9, 124 439 7,930 422 7, 064 326 5, 989 Grand total . 1, 439 80, 538 | 1,408 j 84,400 1, 487 89, 934 1, 376 8.), 225 In all public institutions . 614 44,160 634 50, 358 701 54, 039~ 684 55, 878 In all private inst.tulions . 825 36,378 774 34,042 786 35,895 692 33, 347 The above statement shows that in 1897-98 nearly 63 per cent, or 55,878 students in training courses for teachers, were in public institutions. The 167 public normal schools had an average of 277 normal students to the school, while the average number to the 178 private normal schools was 120. The average number of such students in 23 public universities and colleges was 98 and in 188 private universities and colleges 32. The average number of normal students in 494 public high schools was 15, and the average number in 326 private high schools and academies was 18. Students in public and private normal schools pursuing other courses of study are accounted for elsewhere in this chapter. The number of graduates from the public and private normal schools at the close of the year ending June, 1898, was 11,255, or almost exactly one-sixth of the num¬ ber of normal students in those schools. If one-sixth of the normal students in other institutions completed their courses the total number of graduated teachers for the year must have reached 14,871. PUBLIC NORMAL SCHOOLS. With two exceptions, all the States make provision for the education of teachers in public normal schools. The statistics of the 167 public normal schools are sum¬ marized in Tables 1 to 8, while information concerning each school is given in Table 19. 1991 1992 EDUCATION REPORT, 1897-98. Table 1 shows the number of public normal schools in each State. New York and Pennsylvania have 15 each; Massachusetts, 10; West Virginia, North Carolina, Mis- sissipj)i, and Wisconsin, 7 each; Alabama, G; Ohio, Minnesota, Iowa, and Missouri, 5 each. Wyoming and Nevada have no public normal schools. In the 167 schools there wero 1,863 teachers employed in instructing normal students, and 241 teachers engaged wholly in other departments. The total number of normal students in the public normal schools was 46,215, as already stated — 12,578 males and 33,667 females. The enrollment in each State is shown in Table 2. These schools also had 673 students in business courses, 3,570 in secondary grades equivalent to the high school grades, and 26,104 in elementary grades, as shown in Table 2. Table 3 shows that the total number of students and pupils receiving instruction in the public normal schools was 76,594. There were 32,080 children in the model schools attached to or used by these institutions. This 32,080 includes most of the children in the elementary grades mentioned in Table 2, but in many cases elementary schools in the neighborhood are used as model schools. The number of colored normal students in the public normal schools was 1,763, as shown in Table 3. Nearly all these were in the public normal schools for the colored race supported by the Southern States. The number of graduates from the normal courses of the public normal schools in 1898 was 8,188, as shown in Table 4. Of these graduates 6,645 were women and 1,543 men. There were 102 graduates from business courses and 607 from other courses. Table 5 shows fjr each State the income of the public normal schools. The appro¬ priations from States, counties, and cities for support aggregated $2,566,132 for the 167 schools, an increase of $139,947 over the previous year. The total income for the year from appropriations, tuition fees, productive funds, and from other sources was $3,445,751, an increase of $180,823 over the year 1896-97. It is probable that the greater part of the $307,409 mentioned in next to the last column of the table as 11 other sources and unclassified” came directly or indirectly from public appropria¬ tions. Table 6 is an exhibit of the value of buildings and other property of the public normal schools. The number of volumes in the libraries of 150 of these institutions was 566,684, valued at $586,077. The value of buildings, grounds, scientific appara¬ tus, etc., was $19,980,222. The amount of public appropriations received each year for the last six years by the public normal schools is shown in Table 7. With the exception of a single year, when there was a small decrease in the appropriations, there has been a steady increase since 1892. These appropriations increased from $1,452,914 in 1892-93 to $2,566,132 in 1897-98. Table 8 shows the amounts appropriated each year for six years for buildings and improvements in the States and Territories. There has been a decrease in the aggregate for the past two years, the $417,866 appropriated for 1897-98 being less than the aggregate for any year since 1891-92, when it was $394,635. PRIVATE NORMAL SCHOOLS. The number of private normal schools reporting to this office for the year 1897-98 was 178. There are many other private institutions known as normal schools, bat the training of teachers is not their distinctive work. The statistics of private normal schools will be found summarized in Tables 9 to 14, while the information concerning the separate schools is given in Table 20. Table 9 shows the number of teachers in the 178 private normal schools. There were 1,008 teachers for normal students and 736 wholly for other departments. Fifteen States and Territories have no private normal schools. In the North Atlan¬ tic and Western divisions there are only 19 such schools. STATISTICS OF NORMAL SCHOOLS. 1993 The number of students pursuing training courses for teachers in the private nor¬ mal schools was 21,293, as shown in Table 10. This was a decrease of 2,888 from the previous year. The number of students in business courses was 5,031, an increase of 1,156. The number in secondary grades was 7,337, a decrease of 218. The number of pupils in elementary grades was 10,999, a decrease of 235 from the previous year. The total enrollment in all the grades and departments of these schools, as shown in Table 11, was 50,660, a net decrease of 2,215. This decrease is due to the fact that a few of the schools reported the previous year suspended and a number of others ceased to be distinctively training schools for teachers. The number of schools was thus reduced from 198 to 178. It is also shown in Table 11 that there were 2,410 colored normal students in private normal schools, nearly all of them in colored normal schools in the South supported by donations and tuition fees. This table also shows that the number of children in the model schools used by private normal schools was 6,726. Table 12 shows that there were 3,067 graduates from teachers’ training courses, 1,164 from business courses, and 672 from other courses in the private normal schools in 1897-98. This was a decrease of 1,041 in the number of normal graduates, decrease of 347 in the number of business graduates, and a decrease of 1,034 in the number of graduates from other courses. Table 13 shows the income received from various sources by the private normal schools so far as reported. The aggregate income of these schools was $898,909, a decrease of $127,168 from the previous year. An exhibit of property owned by private normal schools is presented in Table 11. The number of volumes in the libraries of 140 of these schools was 194,460, valued at $197,932. The value of buildings and grounds, scientific apparatus, etc., was $5,047,507. Benefactions amounting to $240,203 were received during the year. The total money value of the endowment of the institutions reporting this item was $2,311,594. DISTRIBUTION OF NORMAL STUDENTS. A comparison is made in Table 15 between certain statistics of public and private normal schools. In the public normal schools only 27.20 per cent of the normal stu¬ dents were males, while the female students comprised 72.80 per cent of the number. In the private normal schools the number of students was almost equally divided between the sexes. In the public normal schools 17.71 per cent of the students in the school during the year graduated, while in the private normal schools the per cent of graduates was 14.40. Table 16 is a summary, by States, of the number of students pursuing teachers’ training courses in universities and colleges, in public high schools, and in private high schools and academies. Table 17 is a general summary, by States, of all the students in the five classes of institutions reported to this office as pursuing normal or teachers’ training courses in 1897-98. Table 18 contains a list of the universities and colleges in which courses designed for the professional training of teachers are maintained. The number of normal students in each institution each year for the past six years is given. Certain universities and colleges having regularly organized departments of pedagogy did not report the number of students pursuing courses in such departments. 1994 EDUCATION REPORT, 1897-98. Table 1. — Summary of statistics of public normal schools in 1897-98. 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 . 167 783 1, 080 1,863 165 576 741 948 1, 656 2, 604 North Atlantic Division. . 56 268 485 753 72 307 379 340 1 792 1, 132 South Atlantic Division. . . 27 90 129 219 28 80 108 118 209 327 South Central Division.... 25 76 91 167 21 42 63 97 133 230 North Central Division - 42 251 284 535 43 142 185 294 426 720 W estern Division . 17 98 91 ... . | 189 1 5 6 99 96 195 North Atlantic Division: Maine . 4 8 22 30 0 2 2 8 24 32 New Hampshire . 1 3 5 8 1 5 6 4 10 14 V ermont . 3 6 11 17 0 2 2 652 914 44 53 97 N ew Hampshire ..... 2 75 77 0 0 0: 50 , 40 70 93 100 193 Vermont . 42 231 273 0 0 0 0 0 0 0 0 0 Massachusetts - - - . 65 1, 282 1, 347 0 0 0 0 0 0 1,394 1,486 2, 880 Rhode Island _ 8 215 218 0 0 0 0 0 0. 0j 0 0 6 530 536 New York _ 1, 195 6, 345 7,540 0 0 0 123 648 771 2,8.74 3,279 6, 153 New Jersey... . 84 824 908 0 0 0 74 105 179 : 411 507 918 Pennsylvania . 3, 208 4, 449 7, 657 28 29 57 135 182 317 819 796 1, 615 South Atlantic Division : Delaware . 0 24 24 0 0 0 0 0 0: 0. 0 0 32 404 436 2 17 19 11 15 26 District of Columbia. 14 139 153 0 0 0 0 0 0 175 211 386 Virginia . . . 177 214 391 0 0 0 37 0 37 510 04U: 1, 150 West Virginia . 733 585 1,318 75 41 116 3 1 4 14 22 37 North Carolina . 251 775 1, 026 0 50 50 37 108 145 250 336 586 South Carolina . 0 199 199 0 49 49 0 8.i 81 3 11 14 Georgia. . 209 499 708 0 32 32 0 140 146 6 168 174 Florida _ _ 75 115 190 0 0 0 31 74 105 South Central Division : Kentucky . 133 177 310 49 190 239 76 47 123 344 342 686 Tennessee ........ 161 330 491 47 40 87 Alabama . . 194 373 567 0 9 9 94 99 19.3 360 441 801 Mississippi . . 115 115 230 10 3 13 59 69 128 ! 389 350 739 Louisiana... . 71 364 435 0 0 0 0 0 0 j 281 81 362 Texas . . 193 332 525 0 0 0 18 19 37 187 143. 320 Arkansas . . . . 127 63 190 0 0 0 Oklahoma . 111 140 251 Indian Territory . North Central Division : Obit . . 9 438 447 46 64 110 Indiana . 249 331 580 0 0 0 ' 393 490, 883 Illinois . 528 1,251 69, 55 124 482 463 945 Michigan . 253 1,002 L 255 0 0 0 16, 70 86 878 777 1, 655 Wisconsin . . . 841 2,057 2, 898 0 0 0 20 26 46 748 759 1,507 Minnesota . 352 1, 55.0 1, 902 0 0 0 Q 0 0 067 782 1, 449 Iowa . 514 1, 359 1,873 55 36 91 116 130 246 ! 28:6 254 540 Missouri . 063 1, 266 1, 929 130 140 270 235 233 468 North Dakota . no 189 299! 0 0 0 0 0 0 14 19 33 South Dakota. . . 108 366 474 0 0 0 0, 0 0 30 89 119 Nebraska . . 160 298 458 0 0 0 70 171 1 241 Kansas . 481 1, 167 1, 648 119 190, ana Western Division : — Montana . . . 6 18 24 26 32 58 Wyoming.... . , Colorado . 47 . 256 303 0 0 0 0 0 0. 84 115; ' 199 New Mexico . . . 10 30 40 0 4 6 13 n 20 Arizona _ _ 74 97 171 0 0 0 0: 0 0 Utah . 213 344 557 0 0 0 43 13 56 Nevada . I 1 Idaho . . . . 38 86 124 8 3 11 2; 6 8 43 53 96 W ashington . . 113 290 403 0 0 0 0, 0 0 0 0, 0 Oregon . 179 294 473 15 9 24 181 216 397 California . 167 | 1,527 1, 694 T 0 0 0 0 0 75 123 198 1996 EDUCATION REPORT, 1897-98. Table 3. — Summary of statistics of public normal schools in 1897-e98. TOTAL ENROLLMENT OF STUDENTS. State cr Territory. Total enrollment in all departments. Colored students in¬ cluded in normal department. Number of children in model school. Male. Fe¬ male. Total. Male. Fe¬ male. Total, Male. Fe- | male. Total. United States . 26, 537 50, 057 76, 594 832 931 1,763 15, 292 16,788 32, 080 North Atlantic Division . . . 10, 892 21, 828 32, 720 4 22 26 8, 111 9, 010 17, 121 South Atlantic Division .. 2, 645 4, 957 7, 602 519 654 1, 173 929 1, 111 2, 040 South Central Division. . . . 3, 019 3, 727 6, 746 234 188 422 592 520 1,112 North Central Division . . . 8, 642 16, 022 24, 664 75 67 142 4,769 4, 987 9, 756 Western Division . 1,339 3, 523 4, 862 0 0 0 891 1, 160 2, 051 North Atlantic Division : Maine . 306 705 1,011 0 0 0 •124 149 273 New Hampshire . 125 215 340 0 0 0 123 140 263 Vermont . 42 231 273 0 0 0 98 105 203 Massachusetts . 1,459 2, 768 4,227 0 2 9 2 212 1, 839 4, 051 Rhode Island . 3 215 218 0 0 0 ’ 100 125 225 Connecticut . 6 530 536 0 4 4 1,200 1, 554 2, 754 New York . 4,192 10, 272 14, 464 2 5 7 2,666 3, 000 5, 666 New Jersey . 569 1,436 2,005 2 4 6 328 481 809 Pennsylvania . 4, 190 5, 456 9,646 0 7 1,260 1,617 2, 877 South Atlantic Division : Delaware . 0 24 24 0 0 0 120 130 250 Maryland . 45 436 481 7 8 15 11 15 26 District of Columbia . . 189 350 539 13 43 56 351 351 702 Virginia . 724 854 1,578 167 133 300 220 296 516 West Virginia . 825 650 1, 475 44 56 100 14 27 41 North Carolina . 538 1,269 1,807 251 338 589 114 108 222 South Carolina . 3 340 343 0 0 0 57 77 134 Georgia ............... 215 845 1, 060 0 0 0 ' 26 76 102 Florida . 106 189 295 37 76 113 16 31 47 South Central Division : Kentucky . . . 602 756 1, 358 51 57 108 Tennessee . 208 370 578 0 0 0 105 215 320 Alabama . C48 922 1, 570 12 21 33 141 149 290 Mississippi . 573 537 1,110 44 47 91 48 60 108 Louisiana . 352 445 797 0 0 0 281 81 362 Texas . 398 494 892 0 0 0 0 0 0 Arkansas . . 127 63 190 127 63 190 0 0 0 Oklahoma . 111 140 251 0 0 0 17 15 32 Indian Territory . North Central Division: Ohio . 55 502 557 0 7 1, 024 1, 113 2,137 Indiana . 642 821 1,463 3 8 11 65 82 147 Illinois . 1.079 1,769 2, 848 59 43 102 411 388 799 Michigan . 1,147 1, 849 2, 996 2 1 3 1. 079 978 2, 057 Wisconsin . 1, 609 2, 842 4,451 0 1 1 685 691 1,376 Minnesota . 1,019 2, 332 3,351 0 o 0 724 825 1, 549 Iowa . 971 1, 779 2, 750 0 0 0 386 354 740 Missouri . 1, 028 1, 639 2, 667 138 167 305 N orth Dakota . 124 208 332 0 0 0 5 7 12 South Dakota . 138 455 593 2 1 3 66 141 1 207 Nebraska . 230 469 699 130 100 i 230 Kansas . 600 1, 357 1,957 9 6 15 50 141 1 197 W estern Division : 1 Montana . 32 50 82 0 0 0 20 25 1 45 "W yomin or _ Colorado . 131 371 502 0 0 0 84 199 283 New Mexico . 25 41 66 0 0 0 ! io 9 19 Arizona . 74 97 171 0 0 0 36 34 70 Utah . 256 357 613 0 0 0 207 199 406 Nevada . . Idaho . 91 148 239 0 0 0 7 8 15 Washington . 113 290 403 0 0 0 70 94 164 Oregon . 375 519 894 0 0 0 181 .216 397 California . 242 1, 650 1,892 0 0 0 276 376 652 STATISTICS OF NORMAL SCHOOLS. 1997 Table 4. — Summary of statistics of public normal schools in 1897-08. NUMBER OF NORMAL AND OTHER GRADUATES. State ox* Territory. Normal graduates. Graduates in busi¬ ness courses. Graduates in courses. other Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe- | malo. 1 Total. United States . 1, 543 6, 645 8, 188 54 48 102 223 384 607 North Atlantic Division.. 789 3, 545 4,334 4 10 14 45 230 275 South Atlantic Division.. 85 310 401 20 25 45 9 36 45 South Central Division. . . . 120 275 395 25 3 28 33 15 48 North Central Division... 440 1,614 2, 054 5 10 15 127 101 228 "Western Division . 109 895 1, 004 0 0 0 9 2 11 North Atlantic Division : Maine . 27 120 147 0 0 0 G 27 33 New Hampshire . 0 20 20 0 0 0 0 7 7 7 101 108 Massachusetts . 74 334 408 0 0 0 2 7 9 0 16 16 2 171 173 New York . 160 1,427 1, 593 0 0 0 10 152 163 New Jersey . 20 238 258 0 0 0 7 23 30 Pennsylvania . 493 1, 118 1, 611 4 10 14 20 14 34 South Atlantic Division : 0 16 16 Maryland . 8 74 82 0 0 | 0 0 16 16 7 22 29 Virginia . . . 38 76 114 0 0 I 0 4 0 4 West Virginia . 17 36 53 20 10 30 5 7 12 North Carolina . 3 41 44 South Carolina . 0 16 16 0 6 I 6 0 4 4 Georgia . 11 33 44 0 9 9 0 9 9 Florida . 1 2 3 South Central Division: Kentucky . 34 33 67 21 2 23 31 13 44 Tennessee . Alabama . 21 68 89 0 0 0 2 0 2 Mississippi . 14 99 36 4 l 5 0 2 2 Louisiana . 6 81 87 Texas . . 35 61 90 Arkansas . 7 2 9 i | Oklahoma . 3 8 11 1 Indian Territory . 1 North Central Division : Ohio . 9 216 225 5 10 15 0 0 0 Indiana . 6 35 41 Illinois . 20 50 76 0 0 0 1 17 15 32 Michigan . 39 210 255 0 0 0 8 47 55 Wisconsin . 161 390 557 Minnesota . 20 294 320 Iowa . 59 126 185 Missoxxri . 53 147 200 0 0 0 88 36 124 North Dakota . 1 0 1 South Dakot a . 9 45 54 . I . Nebraska . 8 23 31 1 Kansas . 43 66 109 0 0 0 14 3 17 W estern Division : Montana . 0 3 3 Wyoming . Colorado . 13 44 57 0 0 0 2 1 3 New Mexico . 2 6 8 Arizona . 4 13 17 Utah . 3 24 27 Nevada . Idaho . 0 18 18 Washington . 7 29 30 0 0 0 7 1 8 Oregon . . . 20 52 78 California . 54 706 760 . 1998 EDUCATION REPORT, 1897-98. Table 5. — Summary of statistics of public normal schools in 1S97-98. INCOME FROM VARIOUS SOURCES. State or Territory. A ppropri- ated by States, counties, or cities for sup¬ port for 1897-98. Received from tuition and other fees. Received from productive funds. Received from other sources and un¬ classified. Total income for the year 1897-98. United. States . . . $2, 566, 132 .$514, 562 .$57, 648 $307, 409 $3, 445, 751 Forth Atlantic Division . 1, 035, 502 328, 322 780 83,742 1, 448, 346 South Atlantic Division . 220, 328 37, 125 29, 326 119, 191 405, 970 South Central Division . 131, 165 25, 527 0 93,813 250, 505 North Central Division . 881, 437 104, 027 27, 542 10, 440 1, 023, 446 Western Division . 2. <7, 700 19, 561 0 223 317, 484 North Atlantic Division: Maine . 26, 900 2,427 0 0 29, 327 New Hampshire . 13, 000 650 0 450 14, 100 15, 000 55 7S0 15, 835 Massachusetts . 175, 878 180 0 0 176, 058 Rhode Island . 25, 000 0 0 0 25, 000 16, 000 16. 000 517, 105 28,399 737 546, 241 New Jersey . 55, 661 25, 180 . . 80, 841 Pennsylvania . 120, 958 271,431 0 ‘ 82, 555 544, 944 South Atlantic Division : Mar viand . 12, 875 8, 220 0 0 21, 055 District of Columbia. _ _ _ _ . . . Virginia . . 47, 996 2, 174 29,226 91, 091 170, 487 West Virginia . - . 36. 400 2,671 5, 000 44, 071 North Carolina . 37, 657 15,000 100 4, 200 56, 957 South Carolina . 30, 000 4. 844 o 3, 360 38, 204 Georgia 45, 400 3. 800 3, 500 52, 700 Florida . 10, 000 416 0 12, 040 22, 456 South Centr al Division: Kentucky . . . 3, 375 1,335 3, 190 7, 900 Tennessee . 20, 000 7, 408 39, 898 67, 306 Alabama .... _ ...... _ _ .......... 22, 445 10, 252 38, 624 71, 321 Mississippi . G, 820 1, 600 0 328 8, 748 Louisiana _ ... _ _ _ ..... _ _ 15, 000 l .... 15, 000 Texas . . 42, 500 4, 500 0 2, 500 49, 500 Arkansas _ _ _ _ _ _ 5, 025 432 6, 273 11, 730 Oklahoma ........... _ 16, 000 3, 000 19, 000 Indian Territory _ .......... _ _ North Central Division: Ohio . . . 8, 000 1,340 9, 340 Indiana . . . . . . . . 60, 750 4, 300 65, 050 1 llinois .... _ ... _ .............. 127, 777 8 447 136, 224 \T cr;m 95, 650 9, 091 4, 200 108, 941 "VV isconsin ........ . . . 259. 596 19, 668 9, 092 288^ 356 Minnesota. ..... . . . . 128, 000 11,475 139, 475 Iowa .............. _ ... _ .... 51, 737 16, 353 68, 090 Missouri . . . . 49, 950 24, 137 74, 087 North Dakota . 20, 227 2, 275 22, 502 South Dakota . 27, 000 2. 781 250 0 30, 031 Nebraska . 24,750 1, 16) 0 10, 440 36, 350 Kansas ....... _ ...... _ ... _ _ 28, 000 3, 000 14, 000 45, 000 W estern Division : Montana ........... _ _ _ _ 7, 700 500 8,200 Wyoming . . . . . . ... Colorado _ _ ..... . . . 35, 000 35, 000 New Mexico _ _ ................... 6, 500 432 223 7, 155 Arizona, _ _ . _ _ 11, 500 499 11, 999 Utah . . 58, 500 5, 885 64, 385 Nevada . . . . Idaho . 14, 000 0 0 0 14. 000 Washington 12. 500 12, 500 Oregon.". . 9,700 8, 700 18, 400 California . 142, 300 3, 545 145, 845 1 . STATISTICS OF NORMAL SCHOOLS. 1999 Table 6. — Summary of statistics of public normal schools in IS 9 7-08. VALUE OE BUILDINGS AND OTHER PROPERTY. State or Territory. Schools report¬ ing Tbra- ries. V olumes in libra¬ ries. Esti¬ mated value of libraries. Value of buildings, grounds, apparatus, etc. V alue of bene¬ factions received 1837-98. Total money value of endow¬ ment. Appro¬ priated by States, counties, and cities for build¬ ings and improve¬ ments. United States . 150 566, 684 $586,077 $19, 980, 222 $336, 385 $1, 472, S65 i oo 6i 1 North Atlantic Division . . . 52 205, 488 195, 957 10, 272 590 0 17, 265 131, 217 South Atlantic Division . . . 22 34, 590 30, 775 2, 042, 250 330,858 1, 392, 550 57, 435 South Central Division. . . . 21 42, 875 58, 060 773, 267 5, 277 0 4, 310 North Central Division - 38 231, 393 235, 505 5, 269, 865 50 3, 050 97, 504 Western Division . 17 52, 338 65, 780 3, 622, 250 0 On, 000 127, 400 North Atlantic Division : Maine . 4 5, 620 10, 500 225, 000 0 0 41, 000 New Hampshire . 1 2, 000 2, 000 100, 000 o ! 0 715 V ermont . 2 5, 500 4, 000 36, 000 0 10, COO 0 Massachusetts . 8 30, 284 42,111 l 1,408,012 0 350 0 1 3, 500 3. 000 0 0 0 Connecticut . . 4 25, 459 23, GOO 290, 000 It 04, 928 39. 388 3, 665, 163 55, 587 3 4, 172 503, 000 4, 515 Pennsylvania . 15 64, 025 65, 838 4, 015, 4i7 0 6, 915 29, 400 South Atlantic Division : 1 50 Maryland . 2 4, 000 5, 500 150, tUO , 0 o 2,760 District of Col nmhia. . o 1, 018 700 Virginia . 2 13, 641 7,000 916,000 330, 633 j 1.392,360 2, 530 W p.st, Virginia 6 6, 000 8, 100 435, OOO 45, 450 North Carolina __ 5 4, 052 3, 375 113, 750 225 190 South Carolina . 1 2, 9-90 3, 00U 175, 000 0 0 1,725 Georgia .... _ _ _ _ 1 2, 000 1. 500 240, 000 Florida 2 814 1, 550 12, 500 5, 000 South Central Division : | Kentucky 3 960 1, 010 21, 417 800 Tennessee . 1 13, 000 13, 000 300, 000 Alabama . 5 9, 000 5, 875 152, 500 5, 2U) 1, 690 Mississippi . 5 3,715 6,725 24, 850 77 . o' 110 Louisiana _ _ _ 2 1, 200 1, 100 60. 000 Texas . 3 10, 200 25, 350 104, 500 0 0 2. 000 Arkansas 1 3, 800 4, 000 60, 000 0 400 Oklahoma . . 1 1, 000 1,000 50, O00 Indian Territory _ North Central Division : 1 Ohio . . . . . 5 1, 780 1, 850 40, GOO 2, 300 Indiana. . 2 20, 100 25, 050 254, 000 50 Illinois . 3 37, 500 I 39, 184 1, 700, 000 Michigan . 3 21,080 i 26, 250 363, 765 u 0 17, 500 Wisconsin . 7 52. 176 t 57, 309 766, 000 50 3, 050 39, 354 Minnesota . 5 21. 656 18, 962 755, 100 0 0 15, 000 Iowa . . . 4 9, 954 11,200 240, 000 Missouri _ _ 3 11, 900 10, 200 553 , 000 3, 000 North Dakota . . . 2 3, 575 5, 500 75. OuO ' 3U0 South Dakota . 2 24, 672 9. 600 125, 000 0 0 Nebraska . 1 13. OuO 16, 000 200, 000 0 0 20, 000 Kansas . 1 14, 000 15, 000 200, 000 Western Division : Montana . 1 1,500 1, 600 55, 000 ’ 50, 000 Wyoming . . Colorado . 1 9, 000 13, 000 200. Oi 0 0 0 New Mexico . 1 2, 000 900 20, OOJ Arizona . 1 600 1, 500 65, 000 0 16, 000 U tah . 2 13, 8A> 20, 600 286, 000 0 64, 000 58, 500 Nevada . Idaho . 2 628 620 66, 000 50 Wash inert on _ . 2 4. 861 3, 960 141 250 2,850 Oregon . 3 ' 1. 540 1, 050 29, 000 California . 4 18, 400 22, 550 760. OuO #i . 0 2000 EDUCATION REPORT, 1897-98. Table 7. — Review of public-normal school statistics, 1892-1898. APPROPRIATIONS FROM STATE, COUNTY, OR CITY EOR SUPPORT. State or Territory. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. United States . $1, 452, 914 $1, 996, 271 $1, 917, 375 $2, 187, 875 $2,426,185 | $2, 566, 132 North Atlantic Division - South Atlantic Division .... South Central Division . N orth Central Division . 696, 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 1 75, 940 852, 787 | 233, 650 1,035, 502 220, 328 131, 165 881, 437 297, 700 North Atlantic Division: Maine . 28, 600 12, 000 26, 450 12, 000 25,600 12, 000 27, 350 10, 000 26, 900 13, 000 12, 426 168, 207 20, 009 26, 900 13, 000 15, 000 175, 878 25, 000 16, 000 517, 105 55, 661 190, 958 16, 100 13, 039 7. 264 13, 032 121, 731 122, 164 78, 397 138, 294 14, 000 16, 000 79, 656 397, 523 34, 083 206, 095 18, 000 Connecticut . 49, 000 72, 000 | 360, 111 39, 000 444, 954 42' 695 484. 801 44, 943 193, 000 28^ 750 40, 570 159, 093 40, 570 89, 777 174, 390 South Atlantic Division: 9, 100 10, 500 9, 042 10, 500 10, 500 10, 500 12, 500 12, 875 17, 000 15, 000 27, 950 18, 718 29, 235 30, 200 31, 000 38, 333 47, 993 36, 400 ' 37,657 30, 000 45, 400 10, 000 3, 375 20, 000 22, 445 6, 820 15, 000 42, 500 5, 025 16, 000 28, 267 35, 100 20,750 42, 200 North Carolina . . 4, 300 19, 800 41, 316 South Carolina . 5, 250 7, 250 5,250 62. 229 Georgia . . - 23, 207 3, 600 32,900 5, 000 32, 900 45, 400 15, 858 5, 775 Florida . 10, 218 7, 300 South Central Division : Kentuckv . . .... 23, 588 9, 200 10, 350 Tennessee . . . 1, 500 1, 500 23, 411 15, 000 20, 225 Alabama . 27, 604 18, 525 22, 418 29, 450 6, 615 15, 000 1, 600 Mississippi . 2, 500 3, 950 8, 425 13, 750 6,350 13, 750 28, 000 Uonisiana _ 12, 500 12, 500 35, 000 Texas . 40, 500 Arkansas . 6, 240 12, 509 7, 500 8, 060 4, 950 5, 500 Oklahoma. 6, 000 12,000 Indian Territory . North Central Division : Ohio . 1, 500 800 5, 000 40, 000 56, 500 58, 450 155, 271 1,800 3,500 8, 000 60, 750 Indiana . 40, 000 42, 700 96, 104 65, 827 60, 720 Illinois . 56, 105 123, 610 64, 000 63. 850 127, 777 95, 650 Michigan . 56, 647 62, 298 61, 400 Wisconsin . 123, 417 120, 911 82. 000 165,086 91,500 288, 540 259, 396 128, 000 Minnesota . 76, 300 88, 000 95, 000 Iowa . 21, 000 27' 875 38, 525 39, 075 42, 625 143, 552 51, 737 Missouri . 26, 250 23, 000 142, 561 142,317 22, 000 142, 352 49, 950 20, 227 27, 000 24, 750 28, 000 7, 700 North Dakota . '20. 000 19, 000 12, 500 20, 000 South Dakota . 21, 100 26, 250 26, 000 30, 000 6, 000 26, 000 25, 000 20. 000 Nebraska 21, 200 19, 500 28, 250 Kansas . 20, 000 9, 125 Western Division : Montana v Wyoming . Colorado . 35, 000 35, 000 35, 000 0 35, 000 L 35, 000 6, 000 35, 000 New Mexico . 3, 500 7, 000 6, 500 Arizona . 7, 200 0 6, 000 1 8, 000 11, 500 Utah . 58, 500 Nevada . I Idaho . 7, 600 50, 500 17, 000 14, 000 W ashington ...... 43, 880 37, 500 39, 000 42, 000 26, 500 15, 650 12. 500 Oregon . 48, 00 J 45, 500 18, 528 94, 300 23. 200 16, 000 9, 700 California . 117^000 121, 250 125, 500 142, 300 STATISTICS OF NORMAL SCHOOLS. 2001 Table 8. — Review of public normal school statistics, 1892-1898. PUBLIC APPROPRIATIONS FOR BUILDINGS AND IMPROVEMENTS. State or Territory. 1892-93. 1893-94. j 1894-95. 1895-96. 1 1896-97. j 1897-98. $816, 826 $1, 583, 399 $1,003,933 $1,124,834 j $743, 333 $417,866 North Atlantic Division. Sonth Atlantic Division .... South Central Division . North Central Division . 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, 669 115,325 131, 217 57, 435 4, 310 97, 504 127,400 North Atlantic Division : 2, 000 12, 500 39,000 17,000 68, 000 41, 000 0 715 715 1,000 200, 000 10, 300 0 0 0 276' 200 125,000 250, 000 20, 000 10, 000 0 0 0 0 0 0 75, 000 125, 000 240, 000 0 92, 391 97, 793 60, 142 140, 869 16, 895 55, 587 12, 000 10, 000 10, 693 1, 249 10, 000 330 4, 515 29, 400 103, 125 324, 877 100, 124 50, 104 South Atlantic Division : 5, 912 2, 224 43, 776 1, 631 0 | 2, 760 0 0 5, 050 20, 000 5, 125 166, 405 61, 400 2, 500 45, 450 27, 300 150 42, 000 5,033 55, 000 ^NortJi Oarolina* 4, 630 190 South. Oardlina 2,000 50 1,725 Georgia 2, 500 1,000 8, 500 7, 000 35, 000 Florida - _ _ ..... 1,400 7, 400 8, 500 0 5, 000 800 South Central Division : Kentucky .. ........... 2,500 2,700 Tennessee . . . . 0 0 Alabama . 200 1, 300 500 3, 002 50 1, 000 Mississippi _ _ _ 0 0 0 20 110 Louisiana - - 1,250 1, 250 7,500 3, 000 12, 480 0 Texas 3, 000 2, 500 2, 000 Arkansas _ _ 6, 000 17,000 300 200 1, 296 0 400 Oklahoma . 15, 000 3, 000 0 Indian T^rnt^ry North Central Division : Ohio 0 1 1, 000 3, 000 [ 10, 000 56, 000 2, 300 50 Indiana . Illinois . . _ _ .. 40,000 40, 000 0 20, 000 40, 000 20, 000 0 47, 000 ]VT i chi °*a n - - 20,000 20, 000 25, 000 55, 889 12, 500 17, 500 39, 354 W isconsin _ _ ........ 2.686 20, 000 116, 000 12, 736 54, 500 36, 000 131, 929 155, 800 Minnesota . 66.000 11. 750 15, 000 Iowa 0 3, 000 o0’ 000 3, 000 Missouri . 0 104, 479 35, 400 6, 280 3,000 North Dakota . . 40,000 0 18, 220 0 300 South Dakota . . 3, 100 0 0 Nebraska . 0 5,000 3, 000 20, 000 20, 000 Kansas 0 50, 000 4,300 12, 000 Western Division : M nntaiia _ _ ...... 50, 000 AVvomins? . . Colorado . New Mexico . 20,000 35, 000 12, 000 8, 000 10, 000 20, 000 10, 000 0 10, 000 35, 000 0 Arizona . 1,300 11, 500 16, 000 58, 500 Utah . Nevada 1 Idaho . 25, 000 6, 000 70, 000 1,000 I 50 Washington . 0 135, 000 60, 000 62,825 ! 4, 000 1 2, 850 Oregon _ _ 10, 100 11, 000 3, 000 California . 75, 000 78, 000 80, 000 5. 000 2, 500 0 ED 98 - 126 2002 EDUCATION REPORT, 1897-98. Table 9. — Summary of statistics of private normal schools, in 1897-98. SCHOOLS AND INSTRUCTORS. State or Territory. 02 © o o U2 Teachers for normal students. Teachers wholly for other departments. Total number teach¬ ers employed. Male. Fe- 1 male. Total. Male. Fe- j male. Total. Male. Fe¬ male. Total. United States . 178 G34 374 1, 008 353 383 j 736 987 757 1,744 North Atlantic Division, . . 13 60 55 115 24 22 i 46 j 84 77 | 161 South Atlantic Division. . . 34 73 67 140 28 113 j 141 ! 101 180 1 281 South Central Division. . . . 52 143 109 252 102 129 ! 231 j 245 238 | 483 North Central Division.... 73 328 132 460 187 113 | 300 515 245 ! 760 Western Division . 6 30 11 41 12 6 ! 18 42 17 1 59 North Atlantic Division : Maine . o 3 4 7 0 0 0 3 4 7 1 Massachusetts . 3 3 i4 17 0 o 3 14 17 o j .... ! . ; New York . 2 25 25 1 50 16 17 33 41 42 83 . ...1 Pennsylvania . G 29 12 41 8 5 I 13 37 17 54 South Atlantic Division : Delaware . 1 2 0 2 0 1 1 2 1 3 Maryland . 2 5 1 6 5 0 5 10 1 11 District of Columbia. . . 2 0 5 5 0 13 13 0 18 18 Virginia . 6 19 13 32 10 11 21 ! 29 24 53 "Vest Virginia . 3 10 8 18 0 1 1 10 9 19 North Carolina . 8 19 20 39 34 36 21 54 75 South Carolina . 6 7 9 i 16 9 33 42 i 16 42 58 Georgia . 3 4 7 11 0 14 14 ! 4 21 25 Florida . - . 3 7 4 11 2 6 8 1 9 10 19 South Central Division : | Kentucky . 10 23 13 36 5 17 22 28 30 58 Tennessee . 14 39 24 63 33 47 80 72 71 143 Alabama . 3 19 22 41 37 19 56 56 41 97 Mississippi . 10 23 24 47 6 17 23 29 41 70 Louisiana . 1 2 0 2 7 7 14 9 7 16 Texas . 8 25 19 44 5 14 19 30 33 63 Arkansas... . 6 12 7 19 9 8 17 21 15 36 Oklahoma ............. | Indian Territory _ 1 . ! . North Central Division: 1 ! 1 Ohio . 12 1 61 13 74 17 26 78 22 100 Indiana . 11 67 35 102 53 26 79 120 61 181 Illinois . 9 1 46 19 65 24 18 I 42 70 1 37 107 Michigan . 3 5 5 10 1 I 5 6 9 15 Wisconsin . . . . 2 14 1 15 0 7 7 14 8 22 Minnesota . 2 7 0 7 3 1 1 io l 11 Iowa . 17 57 30 87 38 20 58 I 95 50 145 Missouri . 5 15 4 19 13 7 20 28 1 • 11 39 North Dakota . 1 3 1 4 2 3 5 1 5 4 9 South Dakota. . . . 1 4 1 5 1 1 2 i 5 2 7 Nebraska . . . 4 19 9 28 16 11 27 35 20 55 Kansas . 6 30 14 44 19 6 25 49 20 69 Western Division : Montana Wyoming Colorado . 1 5 4 9 0 0 0 5 4 9 New Mexico | Arizona . 1... . 1 . Utah . 2 20 4 24 12 6 18 32 10 42 Nevada . . . Idaho . Washington .......... Ore "on . . | California . 3 5 3 1 8 0 0 0 5 3 8 STATISTICS OF NORMAL SCHOOLS, 2003 Table 10. — Summary of statistics of private normal schools in 1897-98. STUDENTS AND COURSES OF STUDY. State or Territory. ' Students in normal depart¬ ment. Students in busi- ( ness courses. J Other students in secondary grades. Pupils in elemen¬ tary grades. Male. Female. Total. 1 "3 Total. Male. "3 | o H Male. V Total. United States . | 10, 59710, 696 21,293 3, 783 1,248 5, 031 4, 0951 3 242 7, 337 8,539 ! 8, 460 16, 999 Nortli Atlantic Division. 543 1, 181 1,724 152 107 259 163 154 317 261 291* 552 South Atlantic Division. 590 859 1, 449 45 28 73 3461 395 741 1, 398 2, 228 3, 626 South Central Division.. 2,292 1,973 4, 265 297 80 377 693 514 1, 207 3,383 3. 492 6,875 North Central Division. . 6, 843 6,302 13,145 3, 109 963 4, 072 2, 836* 2, 107 4,943 3, 345 2, 234 5, 579 W estern Division . 329 381 710 180 70 250 57 72 129 152 215 367 North Atlantic Division : Maine . 79 95 174 0 0 0 0 0 0 19 7j 20 0 168 168 . New York . 80 564 644 0 0 0 87 93 180 143 121; 264 . Pennsylvania . 384 354 738 152 107 259 76 61 137 99 163 262 South Atlantic Division : 23 11 34 5 3 8 47 8 6 o 32 37 District of Columbia. 0 35' 35 . 12 14 26 Virginia . 163 149 312 8 0 8 135 145 280 71 85 156 West Virginia . 91 105 ! 196 4 1 5 63 38 101 58 90 148 North Carolina . 95 320 415 0 9 9 35 32 67 391 i 869' 1,260 South Carolina . 79 73 152 3 6 9 37 100 137 570 727 1, 297 Georgia . 33 107 140 6 3 9 8 6 14 125 337 462 Florida . 59 51 110 18 9 27! 68 74 142 134 98 232 South Central Division : 1 [ Kentucky . 295 274 569 169 40 209 239 176 415 425 425 850 Tennessee . 829 695 ; 1,524 68 22 90 235 138 373 3, 106 j 1,151 2,257 Alabama . 353 220 573 6 ~5 11 7 41 48 535 339 874 Mississippi . 298 281 579 12 6 18 46 11 57 S 648 * 750 1,398 Louisiana . 1 8 9 12 6 18 114 131 245 Texas . 288 318 606 35 7 42 103 101 204 257 439 696 Arkansas . 228 177 405 7 0 7 51 41 92 298 257 : 555 Oklahoma .... ... Indian Territory . . . . . i 1 North Central Division : Ohio . 2, 397 1,405 3,802 469 179 648 1, 277 730 2, 007 88 30 118 Indiana . 1,403 1, 240 2, 643 935 169 1, 104 475 348 823 1,445 582 ; 2, 027 Illinois . 917 768 1,685 206 92 298 140 148 288 214 146 360 Michigan . 90 159 249 150 177 327 31 27 58 92 135 227 Wisconsin . 47 23 70 30 0 30 77 83 160 Minnesota . 50 15 65 30 2 32 4 0 4 62 31 93 Iowa . 840 1,490 2, 330 598 126 724 389 453 842 361 205 566 Missouri . 304 257 561 176 25 201 5 0 5 329 367 696 North Dakota . 35 29 64 67 28 95 11 7 | 18 25 18 43 South Dakota . 29 36 65 0 0 0 0 0 0 41 14 55 Nebraska . 464 646 1, 110 308 75 383 328 194 522 234 366 600 Kansas . 267 234 501 140 90 230 176 200 3J6 377 257 634 W estern Division : Montana . Wyoming . . Colorado . 10 80 90 5 7 12 7 32 39 9 41 50 New Mexico . Arizona . .. Utah . 296 251 541 173 62 235 50 40 90 143 174 317 Nevada . Idaho . . Washington . . Oregon . . California . 23 50 73 2 1 3 0 0 0 I . 0 0 9 2004 EDUCATION REPORT, 1897-98. Table 11. — Summary of statistics of private normal schools in 1S97-98. 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- i male. Total. Male. Fe- 1 male. Total. United States . 27, 014 23, 646 50,660 1,066 1,344 2,410 3,168 3,558 | 6, 726 North Atlantic Division.. 1,119 1,733 2, 852 33 50 83 j 290 262 552 South Atlantic Division. . . 2, 379 3, 510 5, 889 354 555 909 267 553 820 South Central Division - 0, 065 6, 059 12, 724 666 729 1 395 1 600 791 1, 391 North Central Division. . . . 16. 133 11, 606 27, 739 13 10 23 ! 2, 011 1,952 3J- 963 Western Division . 718 738 1, 456 0 0 0 ; 0 0 0 North Atlantic Division: Maine . 98 102 200 0 0 o ! 0 0 0 Massachusetts . 0 168 168 0 0 0 12 14 26 i . . New York . 310 778 1,088 1 0 1 1 278 248 526 711 1,396 32 50 82 South Atlantic Division : 28 14 42 85 13 98 . 1 . District of Columbia. . 12 49 61 0 22 22 50 100 150 Virginia . 377 379 756 153 175 328 42 53 95 West Vir°4Tiift _ _ 216 234 450 25 24 49 North Carolina . 521 1,230 1,751 65 148 213 55 215 270 South Carolina . 689 906 1, 595 ! 79 73 152 105 152 257 Georgia . 172 453 625 21 1 97 118 15 33 48 Florida _ _ 279 232 511 11 16 27 South Central Division : Kentucky . 1. 128 915 2,043 60 130 190 49 79 128 Tennessee . 2,238 2, 006 4,244 159 252 411 308 434 742 Alabama . . . - 901 605 1,506 353 220 573 50 81 131 Mississippi . . 1, 004 1,048 2.052 40 47 87 62 b5 127 Louisiana * 127 145 272 1 8 9 Texas . 683 865 1,548 20 42 62 10 18 28 Arkansas . 584 475 1, 059 33 30 63 121 114 235 Oklahoma ............. Indian Territory ...... North Central Division : Ohio . 4,231 2,344 6, 575 3 1 4 50 63 113 4,258 2, 339 6, 597 4 5 9 1, 113 1,160 2, 273 Illinois . 1, 477 1, 154 2.631 4 3 7 35 55 90 Michigan . 363 498 861 0 0 0 18 26 44 "\y isconsin 154 106 260 77 83 160 Minnesota . 146 48 194 0 0 0 68 80 148 Iowa . 2, 188 2, 274 4,462 0 0 0 54 82 136 Miaso uri 814 619 1. 463 o 0 0 North Dakota . 138 82 '220 0 0 0 0 0 0 South Dakota . 70 50 120 0 0 0 0 0 0 Nebraska . 1,334 1,281 2, 615 0 0 0 579 378 957 Kansas . 960 781 1,741 2 1 3 17 25 42 Western Division : Pa I Apo /I A 31 160 191 VUIUI ClU U ...... ........ IT tali 662 527 1, 189 1 Tdalm California . 25 51 76 0 0 0 0 0 0 STATISTICS OF NORMAL SCHOOLS. 2005 Table 12. — Summary of statistics of private normal schools in 1897-98. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory. Normal graduates. Graduates in business courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 1, 689 1,378 3, 067 882 282 1, 164 310 362 672 North Atlantic Division .. Cl 117 178 53 39 92 16 10 26 South Atlantic Division . . . 78 109 187 25 15 40 23 27 50 South Central Division .... 257 187 444 181 56 237 74 69 143 North Central Division . . 1, 279 920 2, 199 617 172 789 193 250 443 Western Division . 14 45 59 6 0 6 4 6 10 North Atlantic Division : 9 7 9 o 45 45 Rhode Island . i 24 25 Pennsylvania . 58 41 ' 99 53 39 92 16 10 26 South Atlantic Division: Delaware . 0 2 2 0 0 0 4 2 6 Maryland . 6 0 6 5 0 5 0 0 0 0 14 14 Virginia . . . 20 42 11 0 11 0 2 2 West Virginia . 13 6 19 2 1 3 5 0 5 North Carolina . 14 22 36 0 6 6 0 4 4 South Carolina . 14 28 42 3 6 9 2 3 5 Georgia . 1 9 10 Florida . 8 8 16 4 2 6 12 16 28 South Central Division : Kentucky _ .' . Cl 46 107 107 30 137 28 21 49 Tennessee . 88 64 152 25 12 37 18 20 38 Alabama . 21 19 40 0 0 0 0 2 2 Mississippi . CO 37 97 19 9 28 8 19 27 Louisiana _ _ .... Texas . 12 11 23 27 5 32 16 G 22 Arkansas . 15 10 25 3 . 0 3 4 1 5 Oklahoma Indian Territory . North Central Division : Ohio . 879 468 1,347 65 13 78 17 15 32 Indiana . 54 120 174 157 20 177 23 14 37 Illinois . 135 104 239 101 27 128 49 96 145 Michigan . 11 22 33 20 16 36 13 20 33 Wisconsin . 13 ~4 17 3 0 3 0 0 0 Minnesota . 21 7 28 Iowa . 73 77 150 123 26 149 24 41 65 Missouri . 2 1 3 42 7 49 21 9 30 North Dakota . 0 0 0 4 2 6 8 5 13 South Dakota . 10 9 19 Nebraska . 31 69 100 70 32 101 13 j . 21 34 Kansas . 50 39 80 30 29 59 25 29 54 Western Division : Montana AVyoming . . . 1 Colorado . 0 22 22 New Mexico . Arizona . U tali . 14 8 22 6 0 6 2 0 2 Nevada . 1 Idaho . . . i Washington . 1 Oregon . 1 California . 0 15 15 . 0 0 0 2 6 8 2006 EDUCATION REPORT, 1897-98. Table 13. — Summary of statistics of private normal schools in 1897-98. INCOME FROM VARIOUS SOURCES. State or Territory. Appropri¬ ated by States, counties, or cities for sup¬ port for 1897-98. Received from tuition and other fees. Received from produc¬ ing funds. Received from other sources and un¬ classified. Total in¬ come for the year 1897-98. $19, 696 $648, 459 #38, 759 $191,995 $898, 909 1 700 78, 207 1,041 11,414 8, 924 16, 980 28, 416 109, 364 94, 879 251,853 389, 636 53, 177 3 575 24, 309 198, 299 331. 894 55, 581 South Central Division . . 11,421 3,000 33, 209 37, 762 15,750 400 37, 027 North Atlantic Division: 1,500 420 600 2,520 . 0 200 j 12, 192 12, 192 84, 508 Rhode Island . Connecticut . New York . . . 68,436 . 252 | 15,620 Pennsylvania . South Atlantic Division : 0 9,351 183 604 10, 144 o I 500 0 8, 000 200 8, 500 District of Columbia . 50 1,950 10, 490 2, 476 0 2, 200 30, 818 6, 852 21, 096 15, 914 Virginia . 0 I 7,910 12,418 2, 000 West, Virgi rvia, _ _ 1,000 j 475 1,376 North Carolina . . . 1, 901 18, 720 South Carolina . 150 4, 033 1,828 300 9,903 1, 540 Georgia . 0 2, 559 4, 399 Florida, _ _ . _ _ _ _ 1,900 1,500 2, 126 400 0 2, 800 1, 740 | 14, 544 5, 100 27, 211 46, 896 South Central Division : Ren tuck v ... . . . 23, 971 0 Tennessee . 30, 226 0 Alabama . 3, 750 96, 007 1, 474 1, 034 102, 265 Mississippi . . . 2, 495 18, 944 405 150 j 13, 326 34, 915 3, 205 Louisiana . 2, 800 Texas . 560 11,200 2, 500 1, 500 15, 760 Arkansas . 990 17, 546 2, 000 1, 065 21, 601 Oklahoma, . . Indian Territory . . . . i . North Central Division : 1 Ohio . 1,800 1, 200 I 71, 377 1 0 3, 700 76, 877 Indiana . 119, 245 9, 362 3, 100 129, 807 28, 700 Illinois . 0 25, 000 600 Michigan . . . 0 12, 040 0 12, 040 7, 500 4, 050 47, 885 Wisconsin . . . 0 6, 000 1, 500 2, 050 Minnesota . 0 2, 000 0 Iowa . 0 36, 985 10, 000 80 900 Missouri . 0 3, 800 8, 000 1, 558 160 4, 040 8, 000 4, 158 North Dakota . 0 0 0 South Dakota _ _ _ 0 2, 600 14, 090 Nebraska . 0 21, 389 0 35, 479 Kansas . 0 30, 500 300 300 31,100 Western Division: M on t,a n a, Wyoming . . .... 1 . | . Colorado . 1 1 N e w Mexico . . . . 1 . Arizona . . Utah . 14, 500 400 37, 027 51, 927 Nevada . Idaho . Washington . . Oregon . California . 0 1, 250 0 0 1,250 STATISTICS OF NORMAL SCHOOLS. 2007 Table 14. — Summary of statistics of private normal schools in 1S97-9S. YALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Schools report¬ ing libra¬ ries. Yolumes in libra¬ ries. Esti¬ mated value of libraries. Yalue of buildings, grounds, apparatus, etc. Yalue of bene¬ factions received 1897-98. Total money value of endow¬ ment. United States . 140 194, 460 $197, 932 $5, 047, 507 $240,203 i $2, 311,594 North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . 8 29 42 56 5 24, 703 28,212 47, 287 80, 995 13, 263 22, 080 24, 170 43, 825 89, 612 18, 245 1, 396, 814 421, 560 1, 102, 533 2, 000, 600 126, 000 207, 764 5, 399 3, 347 23, 693 1, 233, 763 242, 875 343, 506 481, 450 10, 000 North Atlantic Division: Maine . 1 104 70 1, 200 0 1 1 3, 600 3,600 70, 000 0 New York . 2 10, 493 12, 110 1, 184, 614 206, 764 1, 213, 763 4 10, 506 1,000 6, 300 300 141, 000 1,000 20, 000 South Atlantic Division : 1 10, 000 2 6, 060 550 4,000 0 0 2 375 V irginia _ _ .... _ .......... 6 2, 675 5, 250 3, 500 70, 300 "West Virginia 2 5, 500 71, 000 North Carolina . . . 6 3,636 3,200 4,216 2, 300 3,425 1, 675 98, 500 1, 530 181, 875 South Carolina . . . 5 90, 000 3, 500 329 61, 000 Georgia 3 1, 410 44, 760 - Florida . .... 2 1, 750 33, 000 102, 100 40 South Central Division : Kentucky . . . . . . . 7 3,476 15, 880 3,805 132 20, 000 60, 000 29, 406 Tennessee . . . . . 12 15, 850 342, 700 254, 333 195 Alabama _ _ - 3 7, 700 7, 950 Mississippi _ . . . 6 5, 826 3, 920 164, 400 100, 000 2, 000 T.miisianfl, _ _ 1 2, 000 6,700 5, 705 2, 500 5, 000 140, 000 Texas _ _ _ _ _ 84, 000 55, 000 34, 000 60, 100 Arkansas - - .... _ .... _ _ _ 6 4, 800 1,020 Oklahoma Tml ian Territory _ _ North Central Division : Ohio . . . 8 . 12, 811 12, 650 22, 700 11, 500 173, 700 208, 000 33, 000 Indiana _ _ _ _ _ _ _ 7 20, 474 7, 775 2, 793 1,600 0 89, 200 55, 600 5, 000 150, 000 Illinois . . . . 9 352, 000 Michigan . 3 2, 740 3, 700 5,000 14, 000 100, 000 58, 000 Wisconsin . . . 2 3, 350 15, 000 Minnesota . . . 2 800 1, 050 Iowa . . . 10 14, 850 800 13, 235 507, 100 0 4, 650 Missouri . 3 1,200 2,500 1,000 6, 027 9,050 57, 000 40, 000 500 9, 000 North Dakota .. 1 1, 000 0 o South Dakota . 1 870 25, 000 0 50, 000 45, 000 40, 000 Nebraska . 4 6, 325 320, 000 145, 800 0 Kansas . 6 9, 200 3, 800 Western Division : Montana . Wyoming . Colorado . 1 600 500 1, 000 New Mexico . Arizona . Utah . 2 10, 963 16, 345 105, 000 10, 000 Nevada . . . Idah o . W asliington . . . Oregon . California, . . . . 2 1,700 1,400 20, 000 2008 EDUCATION REPORT, 1897-98. Table 15. — Percentage of male and female students and percentage of graduates to total number in normal course in public and private normal schools in 1S97-9S. In public normal schools. In private normal schools. Male. Female. Graduates. ; Male. Female. Graduates. United States . 27. 20 72. 80 17. 71 ; 49. 77 50. 23 14.40 North Atlantic Division . 25. 00 75. 00 22. 26 1 31.50 68. 50 10. 32 South Atlantic Division . . 33. 54 66. 46 9. 02 40. 72 59. 28 12. 91 South Central Division . 36. 85 63. 15 13. 17 53.74 46. 26 10. 41 N orth Central Division . 27. 46 72. 54 13. 22 | 52. 06 47. 94 16. 73 Western Division . 22. 35 77. 65 26. 50 46. 34 53.66 8. 31 North Atlantic Division: Maine . 28. 67 71.33 16. 08 45. 40 54.60 5. 17 2.60 97.40 25. 97 15. 38 84.62 39. 56 Massachusetts . 4. 83 95. 17 30. 29 0 100. 00 26. 79 Khode Island . v . 1.38 98. 62 7.34 1. 12 98. 88 32. 28 New Tort . 15. 85 84. 15 21.13 12. 42 87. 58 3.88 9.25 90. 75 28. 41 41. 90 58. 10 21.04 52. 03 47. 97 13.41 South Atlantic Division: Delaware . 0 100. 00 66. 67 67. 65 32. 35 5. 88 Maryland . 7.34 92. 66 18. 81 85. 45 14. 55 10. 91 District of Columbia . 9. 15 90. 85 18. 95 0 100. 00 40. 00 Virginia . 45. 27 54.73 29. 15 52.24 47. 76 13. 46 West Virginia . 55. 61 44.39 4. 02 46. 43 53. 57 9. 69 North Carolina . 24. 46 75.54 4. 29 22. 89 77.11 8. 67 South Carolina . 0 100. 00 8. 04 51. 97 48. 03 27. 63 Georgia . 29. 52 70. 48 6.21 23. 57 76. 43 7. 14 Florida . 39. 47 60. 53 1. 58 53.64 46. 36 14. 55 South Central Division : Kentucky . 42. 90 57. 10 21.61 51. 85 48. 15 18. 80 Tennessee . 32. 79 67.21 0 54. 40 45.60 9. 97 Alabama . 34. 22 65. 78 15. 70 61. 61 38.39 6. 98 Mississippi . 50. 00 50. 00 15. 65 51. 47 48. 53 16. 75 Louisiana, _ _ 16. 32 83. 68 20. 00 11. 11 88. 89 Texas . 36. 76 63. 24 18.29 47.52 52. 48 3. 80 Arkansas . 66. 84 33. 16 4. 74 56. 30 43. 70 6.17 Oklahoma . . 44. 22 55. 78 4. 38 Indian Territory . . . North Central Division: Ohio . 2.01 97.99 50. 34 03. 05 36. 95 35. 43 Indiana . . 42. 93 57.07 7. 07 53. 08 46. 92 J 6. 58 Illinois . 29. 68 70.32 4.27 54.42 45.58 14.18 Michigan . 20. 16 79.84 20. 32 36. 14 63.86 13. 25 Wisconsin . . 29. 02 70.98 j 19.22 67.14 32.86 24. 29 Minnesota . 18. 51 81.49 16. 82 76.92 23.08 43.08 Iowa . 27. 44 72.56 9. 88 36.05 63.95 6. 44 Missouri . 34. 37 65.63 10.37 54. 19 45.81 53 North Dakota . 36. 79 63.21 .33 54.69 45.31 South Dakota . 22. 78 77.22 11.39 44.62 | 55.38 29. 23 Nebraska . 34. 93 65. 07 6.77 i 41.80 J 58.20 1 9. 01 Kansas . 29. 19 i 70. 81 6.61 53.29 46.7i ; 17.76 W estern Division : Montana . 25.00 75. 00 12.50 Wyoming . . . ] Colorado . 15.51 84. 49 18.81 | 11.11 88.89 24. 44 New Mexico . 25. 00 75. 00 20. 00 ! Arizona . 43. 27 56. 73 9. 94 Utah . 38. 24 61. 76 4.85 54.11 j 45.89 | 4.02 Nevada . 1 Idaho 30. 65 69. 35 14. 52 Washington 28. 04 71. 96 8.93 Oregon . 37. 84 62. 16 16. 49 California . 9. 86 90. 14 44.86 31.51 j 68.49 20. 55 STATISTICS OF NORMAL SCHOOLS. 2009 Table 16. — Normal students in universities and colleges and public and private high schools and academies in 1S97-98. State or Territory. In universities and colleges. In public hi; schools. gh In private high schools. Grand total. Institutions. Male. 6 B ne W Hue West Female College. . . . 25 25 12 0 7 7 Orangeburg ... _ ... Claflin University . . . 45 j 68 ! 48 83 73 7 32 39 Spartanburg . . Converse College . 1 0 50 50 Union . . Clifford Seminary . 6 AYilliamston AUilliamston Female College. . . . 0 8 SOUTH DAKOTA. ' | East Pierre .... _ _ Pierre University . 0 i 25 20 25 12 8 6 14 Hot Springs . Black Hills College . 17 8 6 18 2 2 5 7 Mitchell . Hakota University . . 70 | 56 57 17 17 43 60 Bed Held . Bedfield College . 56 j 51 33 33 ' 4 12 16 Vermilion ..... _ _ University of South Hakota ! ! . | 2 4 6 (public). TENNESSEE. * Brownsville Brownsville Female College. . . . 24 ! 4 Chattanooga . U. S. Grant University . 62 Columbia . Columbia Athenaeum . 10 8 Franklin . Tennessee Female College . 4 American Temperance Univer¬ 21 | 45 g I rj 15 sity. Hi wassee College . . . . | Hiwassee College . 20 15 .12 27 Huntingdon . . Southern Normal University _ 1 50 60 Knoxville ...... ... Knoxville College . 18 80 25 43 1 Ho . University of Tennessee (pub¬ l -9 j 47 48 j 35 17 9 7 16 lic) . a Lebanon . Cumberland University 10 1 3 13 McKenzie . Bethel College . . . . 20 1 15 • 25 8 | 6 14 Marvville . Maryville Collea-p, . . 15 I 20 Milligan . i Milligan College. . . 20 I 40 20 24 15 20 35 Mossy Creek . i Carson and Newman College ... 30 26 27 Murfreesboro . Soule College . ! 0 50 50 Nashville . Central Tennessee College 35 j 16 24 I 15 j 11 27 38 Ho . 1 Fisk Universitv 101 87 ! 82 Ho . i Boger AVilliams University . 55 1 39 92 81 8 31 39 Ho . 1 Universitv of Nashville. _ 132 420 Pulaski . Martin College _ 8 1 20 0 20 20 Bogersville . Bogersville Synodical College.. 8 8 1 12 20 | 12 0 16 16 Sewanee . University of the South . 6 1 8 ! j a Has pedagogical department. STATISTICS OF NORMAL SCHOOLS. 2017 Table 18. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. 1893. 1894. Normal sti j 1895. j 1896. idents. 1897. 1898. — - fc3 r2 l o Total. TENNESSEE — Con’d. 47 42 16 19 32 16 12 28 5 16 8 11 6 6 TEXAS. 1 j 125 [ 129 35 56 91 7 0 5 5 20 15 15 18 22 P2 10 22 13 15 50 14 8 ! 37 9 24 34 1 33 5 12 17 1 5 . 4 . i i . 11 0 1 17 Do . Paul Quinn College . 7. . 5 6 6 2 12 3 4 : 7 UTAH. j 107 13 11 24 Salt Lake City . "University of Utah (public) a.. 1 203 ! ’ 70 320 379 152 262 : 414 VERMONT. AT i rl rl 1 phn ry Middlebury College 2 5 5 10 VIRGINIA. Bridgewater . | Bridgewater College . ' 5 10 8 8 12 5 i 17 Erpfi pri ekshn r v i Fredericksburg College . _ . | 10 Lynchburg . : Randolph-Macon Woman's Col- 1 ‘ 6 10 20 0 j 20 20 lege, a 1 Will i am ali n r pr ; William and Mary College . 114 ! 125 106 116 0 1 116 Winchester . ; Valley Female College . * 2 ■ 1 2 0 2 2 WASHINGTON. Burton _ _ .... Vashon College . 28 20 25 18 2 4 6 Colfax . Colfax College . . 8 4 12 Cnlleo-p PlflpA j Walla Walla College . 20 Seattle . . University of Washington 14 59 1 107 4 j .... (public) . Sumner . ! Whitworth College . 0 2 2 Tacoma. . . Puget Sound University . g 39 49 j 26 3 9 12 Vancouver . St. James College . 14 1 ! 14 3 0 3 Walla Walla . J Whitman College . 14 12 i . 1 WEST VIRGINIA. Barb ours ville Barhoursville College . 60 57 20 18 10 5 15 M organ town . . . West Virginia University (pub¬ 21 20 15 23 7 16 23 lic) . a WISCONSIN. A ppl et on Lawrence University . 22 21 12 13 25 Beloit Beloit College . 1 7 18 5 23 Fox Lake. . Downer College . 4 Franklinton . Mission House of the Reformed i 15 Church in the United States.! Gales ville . Gale College . 1 14 | Madison . University of Wisconsin (pub- j 62 0 4 < 7 i 31 lie), a Bipon . Ripon College . 151 Watertown . Northwestern University . 13 7 WYOMING. Laramie . University of Wvomiug (pub- ! 21 20 | 25 24 3 1 26 29 lie.) i ! ED 98 - 127 a Pedagogical department. 2018 EDUCATION REPORT, 1897-98. Table 19. — Statistics of public Location. ALABAMA. Florence . Jacksonville. Livingston .. Montgomery Normal . Troy.... V ernon ARIZONA. Ternpe . ARKANSAS. Pine Bluff . CALIFORNIA. Chico . Los Angeles . . San Francisco 12 San Jose . COLORADO. 13 j Greeley . CONNECTICUT. 18 Bridgeport. .. New Britain . New Haven . Willimantic .... DELAWARE. Wilmington - DISTRICT OF COLUM¬ BIA. 19 Washington 20 do. FLORIDA. Tallahassee. . . GEORGIA. Athens . Milledgeville Albion. . . Lewiston Name of institution. Teachers Students. Entire J num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire rihmber enrolled. Below high school and ! normal grades. In nor¬ mal course. a Female. Male. Female. Male. Female. Male. Female. Male. * 13 14 15 16 17 18 1© ‘4© «jg J 93 94 L__ 25 26 27 28 29 0 o 0 0 17 26 0 0 4 36 1, 500 $50, 000 $7, 500 $12, 900 16 4 66 59 0 0 4 7 4 36 500 12, 000 2, 800 4, 086 0 9 0 0 0 0 0 0 0 22 4 36 500 10, 000 2, 500 3, 601 $500 85 12 21 12 21 3, 500 50, 000 4, 000 39, 192 0 0 0 0 58 64 0 0 5 18 4 40 3,000 30, 000 5,500 11, 097 500 15 10 0 0 0 0 2 36 0 500 145 445 0 0 0 0 36 34 0 0 4 13 3 40 600 65, 000 11,500 11,999 16, 000 0 0 127 63 2 4 40 3,800 60, 000 5, 025 11, 730 400 0 0 0 0 75 123 0 0 2 25 4 40 6,480 150, 000 30, 000 31, 245 0 0 0 0 0 126 146 ° 0 52 560 4 40 5, 720 300, 000 53, 750 53, 750 0 0 0 0 0 0 0 0 0 121 1 200 10, 000 4, 800 5, 600 0 o o o 0 75 107 0 0 4 40 6, 000 300, 000 53, 750 55, 250 0 0 0 0 84 199 0 0 13 44 3 40 9, 000 200, 000 35, 000 35, 000 o 0 0 o 300 500 0 0 0 10 2 40 600 600 752 0 1 1 73 13, 000 0 1 2 0 56 40 6, 859 150, 000 16, 000 16, 000 300 302 0 1 1 32 2 40 5, 000 140, 000 r o 0 o 0 120 130 0 0 0 16 1 40 75 1176 140 2 38 453 0 o o o 175 211 13 43 7 22 2 40 565 i . 0 0 0 0 0 0 0 0 1 2 4 32 75 9,000 6, 000 6, 067 0 0 0 16 31 37 76 0 0 2 35 739 3, 500 4,000 16, 389 5, 000 20 20 11 19 2 40 0 40,000 22,500 23, 500 0 0 32 0 146 6 56 0 0 0 14 4 36 2, 000 200,000 22, 900 29, 200 0 0 0 0 0 7 8 0 0 0 1 4 40 200 30,000 1 7, 000 7,000 0 8 3 2 6 0 . 0 0 0 0 17 4 40 428 36,000 | 7,000 7, 000 50 1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 SSSS 82 g § 8>S !fe S5 g S S3 2020 EDUCATION REPORT, 1897-98. Table 19. — Statistics of public 27 33 57 | Teachers. 1 Students. Location. Name of institution. Entire. num¬ ber em¬ ployed. In¬ struct- | ing nor¬ mal ' stu¬ dents. Entire number enrolled. Below high school | and i normal grades. ; In nor¬ mal course. r2 a3 r© | 0) j6 Ts © j 'c; r© ai 73 73 13 S a o Eh rc§ j *] a r® £ 73 Eh 73 3 a O) 1 2 3 4 5 & 7 8 » IO 11 12 ILLINOIS. Carbondale . Southern Illinois Normal 11 5 11 [389 33 1 71 75 259 '211 University. Chicago . Chicago Normal School . Illinois State Normal Uni- 11 30 10 21 266 665 j 255 238 11 427 Normal . ■ 13 12 11 10 424 773 156 150 258 j613 versity. INDIANA. Indianapolis Normal School. Lexington High School and Teachers’ Institute. 2 3 2 3 0 40 0 19 i 40 1 n 1 1 ! 0 19 11 ' Terre Haute . Indiana State Normal School 25 7 19 6 623 770 393 1490 230 |280 IOWA. Booncshoro . Boone County Normal Insti- 8 5 8 5 68 ! 285 1 0 0 68 285 tute. I Cedar Falls . Iowa State Normal School. .. 18 17 8 9 537 1041 161 1117 376 :924 4 1 4 1 60 j 100 5 10 30 Rockwell City . Calhoun County Normal 3 5 3 1 60 70 ■ 20 School.* Woodbine . ! Woodbine Normal School . .. 4 6 4 1 246 283 125 137 45 ,110 KANSAS. Emporia . Kansas State Normal School . 15 22 14 20 COO 1357 _ 119 190 481 1167 KENTUCKY. Frankfort . ' State Normal School (col¬ 4 2 2 1 70 72 19 15 51 57 ored). Hazard . Hazard Normal School . 1 ! 3 2 2 0 200 114 35 30 70 35 Louisville . Normal School * . 1 1 1 1 1 1 268 530 242 202 0 80 i Temple Hill . Temple nill Normal Acad¬ emy. | 1 1 | 1 1 64 40 48 35 12 | 5 LOUISIANA. 1 j Natchitoches . ' Louisiana State Normal f 6 H 6 11 126 315 55 69 71 | 246 School. New Orleans . New Orleans Normal School- 0 9 0 9 226 130 226 ; 12 o ! 118 MAINE. Castine . Eastern State Normal School . 3 6 3 C 175 . 225 175 225 Farmington . 1 Farmington State Normal School. 1 3 8 3 8 42 : 289 6 0 42 ! 1 289 Fort Kent . 1 Madawaska Training School . ! 0 3 0 1 52 60 44 53 8 7 Gorham . Western Normal School . I 7 2 7 37 131 37 131 MARYLAND. Baltimore - . . Maryland State Normal 1 4 10 4 6 ! 30 ! 411 11 15 25 396 School. . do . Baltimore Normal School | 1 1 1 1 9 25 7 8 for Education of Colored Teachers. MASSACHUSETTS. Boston . Boston Normal School . : 4 10 4 10 0 319 0 0 • 0 319 _ do . Massachusetts Normal Art 8 5 0 9 9 j 30 2 30 School. Bridgewater . State Normal School . 1 7 18 17 8 219 445 1170 220 49 225 Cambridge . Wellington School j i 5 1 3 445 525 445 490 0 35 Fitchburg . State. Normal School 6 22 6 10 411 497 409 386 2 111 Framingham . _ do . o 18 0 13 1 65 165 65 75 0 to Lowell . Training School for Teach¬ ers. i 2 22 1 5 305 1 364 1 '305 1 315 0 49 Statistics of 1896-97 STATISTICS OF NORMAL SCHOOLS. 2021 normal schools for 1807-08 — Continued. Students. 33 >) u I E © <2 © 1 > In busi¬ ness course. In high- school grades. Chil¬ dren in model school. stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. r. O O c3 C a C3 ©. © o "3 >5 u 0 | 3 O 07 & tJC r£ f State, cour city aid. 2 Is 5 e» g 00 ; ^ . © 1 ® J j® \Ui : © 3 © "c5 Female. "3 a O r2 rN ©* © © *3 fl s © o Ph £ © H ! 33 ; ^ © ! © CG © © t> ^ s o eg 2 Amount o or o rsi ig j © ^’3 © S 13 14 15 16 1? fig 19 30 31 33 Iff 26 : : 39 0 0 50 45 59 41 15 14 4 j 39 13, 500 $450, 000 j$28, 610 ’$32, 057 0 27 255 238 0 0 1 J 40 14, 000 1,000,000 250, 000 ! 64, 1 67 ; 64, 167 40,000 28 10 TO 158 150 0 9 11 4 1 39 10, 000 ! 35, 000 J 29 0 4 0 26 2 I ! 40 30 0 0 .... 0 0 0 0 6 9 3 38 I 100 4,000 750 j 1 1, 050 $50 31 ft o • 0 o 65 82 3 4 4 ! 40 "" ■20, 000 250. 000 ; 60, 000 ; 61, 000 0 32 0 0 0 0 « 0 0 3 21 4 200 50 403 33 0 0 0 0 1G1 117 0 0 5-1 100 4 1 j 37 I | 8, 854 1 200,000 45. 000 60, 000 34 5 0 50 90 .... 2 3 3 40 500 15,000 1,500 2, 500 ! 35 15 15 25 25 100 100 0 0 0 2 4 I 36 400 11, 000 0 36 35 21 41 H U 1 1 137 3 1 40 14,000 i 5, 187 5, 187 37 5(3 1 i141 9 6 43 66 4 40 1 44. 000 1 410 200,000 28, 000 45,000 38 ! 51 ; 5 3 38 18,417 3, 000 6, 325 39 20 2 , _ 47 .... I 1 40 250 i _ _ _ _ _ 3,000 375 1,575 800 40 28 188 0 o 0 0 ! o | 0 0 i 27 o 40 1 41 3 0 0 1 0 0 0 ! j 0 .0 o 0 0 I 0 300 1 42 0 i 55 j 69 0 0 6 42 | 4 32 1,000 j 60, 000 j 15,000 .15, 000 0 43 0 o 0 0 226 | 12 ; 0 ! 0 0 39 2 36 200 0 0 1 10 1 20 ! 0 1 0 1 G ! 2 38 j i, ooo ! 50,000 | 8, 000 8,800 0 i 45 o ! 0 0 "6" 43 51 j 0 0 i 10 45 ! 2 38 3,120 j 75,000 j 9,000 10,025 10, 000 46 8 | 7 ' 4 32 300 i 15, 000 1,900 8, 000 2,012 47 71 1 78 | 0 j 0 j 3 | 41 '40 1,200 85,000 ! 8,490 31,666 i 48 0 0 o : 0 11 ! 15 ! 0 i 1 o ! 71 3 1 40 ; 2,000 j 150,000 j 12, 875 21,095 2, 760 49 2 1 17 ! 7 8 3 | 3 42 2,000 ! 50 0 0 °! o ! 1 652 172 0 j 1 ; 0 ! i 101 I 2 40 ! 51 0 23 ! 4 38 52 0 0 0 0 j 170 225 0 I 0 19 83 4 38 6, 546 422, 512 40, 053 40,233 j o ! 53 0 0 o ! 0 445 490 0 0 0 15 1 40 100 50, 300 10, 220 10,220 : 0 1 54 o ! I 0 0 | 0 409 386 0 ' 0 50 3 3 38 3, 000 34, 000 34,000 1 1 55 o { ! o 0 o 65 75 0 0 | 0 0 2 36 3, 000 200,(100 22, 200 22,200 j 0 i 56 J 305 315 0 19 9 40 1, 000 1 1 75, 000 1 57 .... .... .... : . I 1 i 1 1 1 2022 EDUCATION REPORT, 1897-98 Table 19. — Statistics of public Location. 1 Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor- mal stu¬ dents. Entire number enrolled. Below high school and normal grades. In nor¬ mal course. <6 Pemale. Male. © a © © Is Female. <6 S t 6 ; H ! O j ^ r2 "3 s ,S Is g r® 1 2 3 4 5 6 7 8 9 30 11 13 MASSACHUSETTS— continued. 58 4 8 4 8 0 140 0 0 0 140 59 'Westfield . 3 11 3 5 1 104 1 104 60 Worcester . Massachusetts State Normal 4 10 4 9 11 179 0 0 11 179 School. MICHIGAN. 61 Detroit . Washington Normal School. 0 27 0 9 856 ! 847 855 707 1 140 62 6 9 6 4 83 231 L... 83 231 School. 1 63 Ypsilanti . Michigan State Normal Col- 23 29 23 21 208 771 23 ! 70 169 631 lege. MINNESOTA. fj-i- 9 21 0 9 377 803 1241 262- 136 541 9 3 9 67 201 j 15 1 19 52 182 66 1 8 9 4 5 245 397 1 134 j J 03 111 294 67 St. Paul . Teachers’ Training School .. 3 9 3 4 134 296 134 218 0 78 68 Winona . State Normal School. . . . 7 15 7 8 196 l 635 143 180 53 455 MISSISSIPPI. 69 Abbeville . Abbeville Normal School. . . . 2 3 2 0 67 s 78 40 50 10 j 8 Ackerman . Central Mississippi Normal 1 Institute, a 70 Holly Springs . Holly Springs Normal Insti¬ 2 2 2 0 110 54 100 50 10 4 tute. 71 . do . Mississippi State Normal 6 1 2 1 82 92 38 45 44 47 School (colored). 72 Paris . .. . Paris Normal Institute _ _ _ 1 1 1 70 60 60 40 10 20 73 Slierxnan . Mississippi Normal Insti¬ 3 2 3 0 .100 110 40 44 S 20 22 tute. 74 Troy . Mississippi Normal High 2 2 1 1 70 85 51 69 7 8 School. 75 Walnut Grove . Mississippi Central Normal 1 2 1 0 74 58 60 52 14 6 School. MISSOURI. 76 Cape Girardeau . State Normal School, third 9 3 9 n 188 144 188 144 district. 77 Gainesville . Gainesville Normal School*. 2 1 2 1 42 36 30 28 12 8 78 Ivirksville . State Normal School, first 8 5 0 1 863 374 205 |205 23 29 district. 79 St. Louis . . St. Louis Normal and High 0 521 0 '521 School. 80 Warren sburg State Normal School, second 11 12 10 ! li 435 564 435 564 district. MONTANA. 81 Dillon . State Normal School _ _ _ _ _ 3 2 3 2 i 32 50 6 18 NEBRASKA. 82 Peru . . . fitqfp! "NTorimil Sflionl 10 10 10 6 ’230 469 160 298 NEW HAMPSHIRE. 83 Plvmoutli . State Normal School . 4 10 3 5 125 215 93 100 2 75 NEW JERSEY. 84 Newark . Newark Normal and Train¬ 2 13 2 6 183 302 183 201 0 101 ing School. 85 Paterson . Paterson Normal Training 1 2 1 1 0 70 0 ! 0 0 70 School. 86 Trenton . State Normal and Model 16 38 9 16 386 1064 228 306 84 653 School. 1 1 1 1 1 a- No report. * Statistics of 1896-97. STATISTICS OF NORMAL SCHOOLS. 2023 normal schools, 1897-98 — 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. 4 Amount of State, county, or city aid. Total income for the year 1897-98. Amount received from State, county, or city for buildings and improve¬ ments. In busi¬ ness course. In high- school grades. | Y olumes in library. Value of buildings, groun apparatus, etc. 0 32 20 25 0 0 0 3 4 40 1, 500 55, 000 7,700 8, 200 50, 000 81 0 70 171 130 100 8 23 3 38 13, 000 200, 000 24, 750 36,350 20, 000 82 0 u 0 30 40 123 140 0 0 0 20 o 38 2,000 100, 000 13, 000 14, 100 j 715 83 o o 0 0 0 0 41 2 40 658 33, 000 13, 661 13,841 515 84 o o 0 0 100 175 0 0 0 24 2 42 14 70,000 85 74 105 228 306 1 o 20 ; 173 2 38 3,500 400,000 1 42, 000 67, 000 ! 4, 000 86 2024 EDUCATION REPORT, 1897-98. Table 19. — Statistics of public Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed In¬ struct¬ ing nor- mal stu¬ dents. Entire number ] enrolled. Below high school and normal grades. In nor¬ mal course. © reS 3 a © 4 i 6 a Female. Male. © Ph Male. 2 4 4 4 4 58 100 14 19 44 81 OHIO. 112 Cincinnati . Cincinnati Normal School... 0 4 0 4 o 125 0 0 0 125 113 Cleveland . . Cleveland Normal Training 4 15 4 0 173 0 173 School. . 114 Columbus... . Columbus Normal School. . . . 3 7 3 7 0 89 0 0 0 89 115 Dayton . Dayton Normal and Train¬ 0 4 0 1 0 30 0 30 ing School. 116 Geneva Geneva Normal School 4 1 3 1 55 | 85 9 21 Wadsworth . Wadsworth Normal School. a OKLAHOMA. 117 Edmond . •The Normal School of Okla¬ 5 4 5 4 111 140 111 140 homa. OREGON. 118 Drain . Oregon State Normal School. 4 3 4 2 121 117 GO 64 46 44 119 Monmouth . . do . 8 5 8 5 ] 179 279 97 122 82 157 120 W eston . 4 2 4 1 1 75 123 24 30 51 93 * Statistics of 1896-97. a No report. STATISTICS OF NORMAL SCHOOLS, 2025 normal schools, 1S97-98 — Continued. Students. Chil¬ dren in model school. Colored Stu¬ dents in nor¬ mal course. Gradu¬ ates from normal course. In busi¬ ness course. In liigli- school grades. Male. Female. 6 Female. Male. Female. Male. Female. Male. Female. 13 11 15 It IS 19 3© Si 2 4 13 10 9 6 0 0 0 0 213 .361 0 0 93 41 166 185 0 0 15 78 0 0 0 0 575 571 0 1 0 184 0 0 0 0 202 1239 0 0 11 115 240 250 1 0 9 61 0 0 43 53 164 180 0 0 . L 0 90 175 O 0 3 21 [200 0 0 3 11 38 41 0 1 j 1 4 9 18 100 136 16 84 o o 0 420 o '268 o ; 0 17 15 Li 105 0 0 |31 85 o i o o o 8 . 88 0 { 0 0 0 t 64 | 83 0 0 4 0 1 0 '138 , 174 1 0 16 58 a 0 0 37 108 Lj 1 25 12 28 oV 31 1 40 96 1 10 1 ] ” :‘l 93 | 37 1 54 0 0 1 o I 50 105 | 83 0 0 0 27 0 0 0 ■ 0 0 0 52 89 1 0 20 31 1 4 16' 0 6 | o 1 5 7 j 0 0 1 0 ! o 0 o 0 224 223 1 0 2 o 55 1 500 ! 600 0 0 o 87 0 0 1 0 0 210 190 0 5 1 0 23 90 100 o 30 1 ! 4ci 64 0 0 9 21 17 15 0 0 3 8 15 60 64 12 12 97 122 10 24 24 i Iso i 1 0 i i 0 4 16 Pi p rS O a © 0 £ © . o a © Pi u • o o o S 3 pi ° o ; c ^ £ rO P* j OQ J? £ ! £ > O O O £ lildings, grounds, iratus, etc. rc3 Female. 6 1 Female. s u a © a m © fe: a a 'o t> .a ® a 19 29 21 22 23 24; 35 36 0 0 ! : 42 93 2 1 42 2, 130 $315, 300 ! 32 61 2 42 4, 000 220, 000 0 0 42 4, 000 259, 000 35 58 2 42 750 58, 217 6 0 18 31 2 42 9, 000 171, 000 0 0 25 63 2 42 2, 552 265, 300 S3 53 3 42 6, 148 272, 000 61 72 3 42 4, 300 250, 000 0 0 29 53 3 42 4, 849 310, 000 0 1 47 69 3 42 10, 150 457, 600 0 4 0 262 2 40 4,200 600, 000 0 0 0 101 4 40 544 54 44 3 42 2, 850 225, 000 0 0 27 83 3 42 1,352 192, 000 0 40 75 3 40 7,200 450, 000 0 16 2 3, 500 0 0 0 16 4 j 39 36 2,990 175, 000 ' 1 0 5 27 4 38 1, 200 75, 000 1 1 4 18 5 38 12, 672 50, 000 2 32 13, 000 300, 000 0 0 1 1 1 2 36 100 2,000 0 0 34 60 3 36 10, 000 100, 000 0 0 0 0 2 36 100 2, 500 0 0 0 0 4 36 309 21, 000 3 24 4 36 13, 500 265, 000 0 0 3 48 40 15, 000 3 29 2 40 2, 500 6, 000 0 0 1 24 40 3, 000 15, 000 0 0 0 50 4 40 4, 000 75, 000 109 65 29 16 3 37 9, 641 684, 000 58 I 68 9 ! 10 3 34 157, 000 Students. Inhusi- In high¬ ness school course, grades. Chil¬ dren in model school. Male. r2 s Male. | 1 r2 C3 l ® 13 14 13 16 69 [ 124 22 18 43 25 6 0 6 11 1 2 19 21 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 49 0 81 0 0 0 0 0 0 0 0 47 40 0 0 8 0 0 0 0 0 0 10 12 0 0 ! 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 37 0 | 90 109 1136 107 ! 31 57 13 78 167 195 125 215 * "2 la ‘3 37 05 £52 28 '3 a ■s&S ?- 2 © § W> fl aT-S -2 © *3 05 2 ^ _i 29 $7,500 $30, 7C5 j. 7, 500 j 7,500 '. 121 122 4, 725 , 19, 038 ! $7, 500 j 123 12.052 | 34,253 j . ! 124 14, 1S1 20, 844 , 0 125 10, 000 ! 32, 752 . 126 7,500 : 74,438 7, 500 22, 500 15.000 | 22,000 7; 500 106,822 75,000 ! 75,000 7,500 7, 500 30, 000 13, 800 13, 200 2, 500 25, 923 44, 869 25, 000 127 ...i 128 0 | 129 ... 130 0 ! 131 ... 132 ... 133 14,400 134 7, 500 | 135 0 136 38,204 1, 725 137 15, 129 14, 902 20,000 67,306 1,000 | 1,300 39,500 45,500 2,000 2,700 7, 500 I 8, 385 51,000 ! 56,000 5, 000 5,000 5, 000 5, 000 5, 180 5, 655 0 2, 000 138 139 140 141 142 143 0 144 6,000 145 0 ! 146 147 0 ! 148 2,500 ! 149 0 j 150 . ! 151 2028 EDUCATION REPORT, 1897-98. Table 19. — Statistics of public Location. Fame of institution. Teachers. | Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below high school and normal grades. In normal 1 course j rS ”5 s hH Male. § Eh Male. <© 1 Male. Female. Male. Female. j 1 ti 3 4 5 6 7 ^__i L*l sl 11 S3 WASHINGTON. 152 Cheney . ■ . State Formal School . 4 2 4 2 75 130 0 1 o 75 130 15'3 "Kllpnshnrcr g 6 ■> 6 38 ! 160 o ! o 38 160 WEST VIRGINIA . 154 Athens . . . Concord State F ormal School 6 3 4 1 149 87 1 4 j 13 137 ; 72 155 Fairmont . | Fairmont State Formal 5 4 5 2 1204 140 J 204 140 School. 156 Farm . West Virginia Colored In¬ 4 2 4 2 1 44 56 44 ! 56 stitute. * 157 Glenville . Glenville State Formal 3 2 3 2 100 48 0 | 0 100 48 School. 158 Huntington . . Marshall College, State For¬ 3 7 1 2 5 204 184 10 10 124 134 mal School. 159 Shepherdstown . Shepherd College, State 2 3 2 2 47 50 0 o 47 50 1 Formal School. 160 j "West Liberty . State Formal School . 3 2 3 1 ! 77 i 85 0 0 77 i 1 85 WISCONSIN. * 161 Milwaukee . ! State Formal School . 8 14 8 8 176 454 135 101 41 353 162 Oshkosh . . do . 10 20 10 15 419 684 179 197 224 1477 163 Platteville . _ . .do . 10 11 10 7 253 405 98 132 1*273 164 Itiver Falls . 13 5 9 145 306 83 105 62 |201 165 Stevens Point . i . do . 9 11 9 8 235 392 82 ! 85 153 :300 166 West. Superior. ..... _ do . 6 13 6 10 177 271 90 1 70 1 84 197 167 Whitewater . .... do . 12 9 204 330 81 69 122 256 1 * Statistics of 1896-97 STATISTICS OF NORMAL SCHOOLS. 2029 normal schools, 1S97-DS — Continued. Students £ Ph o « He® Colored stu¬ dents in nor¬ mal course. ® In busi¬ ness course. In higli- scliool grades. Chil¬ dren in model school. Gradu¬ ates from normal course. al course. 3 - o cS o tuS . o tc g>w V o .si o I goo £ C5 ih .>.2 «H p, ® B ® o ‘® 8 ° o 25 TP Ph CO.'S o^s I © © CO a m ® II o « 1 o o 1 to ■3 p . © ct s o © i 3 I r© Male. s ® | Male. £ © © pH © © 1 ! t> ® 1 1 Total 5 -s:H o cs3® a 13 14 15 | Its Vi * IS 19 20 21 22 23 Vl 25 20 27 28 29 0 1 0 ' 1 0 0 i 24 ! 24 0 j 0 6 1 4 40 : 3,000 $75, 000 66, 250 152 o ! 0 1 0 0 4G j 70 0 0 3 23 4 40 ! 1,801 $12,500 $12, 500 $2, 825 153 5 ; 1 3 | 1 17 0 0 1 4 39 | 600 40, 000 900 1, 458 20,000 154 G 9 1 4 40 ! 1,000 75, 000 6,500 1 7, 220 1,000 155 | i - 0 | 0 ! o i 0 44 i 56 4 3 ! 3G 600 1 50, 000 15, 000 20,000 8,000 1,450 156 o 0 0 I 0 j o 0 | | 0 0 2 4 40 1 1,500 35, 000 4, 000 4,291 157 70 ; 40 ! io | 10 ! i | 9 4 40 ! 1,500 185, 000 6, 000 6,800 15,000 158 ! 1 3 i 4 40 800 50, 000 4, 000 4,302 159 160 0 : 0 I 0 i 0 ! o i 0 i 0 1 0 i 8 4 40 ! o i o ; i 135 101 ! o 1 0 I 2G ;121 ! 40 3, 000 100, 000 45, 075 48,288 52,905 161 0 ! 0- j 10 j 10 139 134 ! o ! o ! 41 j 70 j 4 40 20,916 131,000 48. 159 950 162 0 I 0 0 1 0 98 132 ! 0 0 28 30 4 40 5,200 | 100, UOO 30, 000 32,400 11,000 163 60 100 8 35 | 4 40 2,497 65, 000 90, 000 18. 184 28, 885 o 164 o .... i o j o I rj S2 85 1 0 | o 24 i 47 i 4 40 5. 500 30, 000 33,000 32,281 165 0 ! o 1 3 ! 4 90 I 70 0 1 9 2G 4 40 2,700 i 130,000 29, 746 2, 404 163 1 1 ' 5 81 69 1 0 I 0 25 67 4 40 12,363 | 150, 000 58, 432 60,599 25, 000 167 i 2030 EDUCATION REPORT, 1897-98. Table 20. — Statisties of private l 3 4 5 6 8 9 10 11 12 18 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Location. Name of institution. Teachers. j Students. Entire number em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below high school and normal grades. In normal course. Male. Female. 6 a Female. Male. 6 '3 a © Male. Female. Male. ® lci a © P*H 1 3 3 4 5 6 7 8 9 a* n 13 ALABAMA. ; ~l 1 Huntsville . Central Alabama Academy . . o 2 3 1 1 35 | 100 16 34 6 20 2 0 2 1 150 1 1 174 130 150 20 24 Tuskegee . Tuskegee Normal and In- 52 33 14 20 716 331 389 155 327 176 dustrial Institute. ARKANSAS. Belleville . Belleville Normal College . . . 3 1 2 0 110 98 90 86 20 12 Pea Bidge . Pea Bidge Normal College.. 4 1 3 3 1 130 95 55 36 53 48 Southland . Southland College and Nor- 4 ! 5 2 3 85 80 52 50 33 30 mal Institute.* Sulphur Boek .... Arkansas Normal School ... 4 1 4 1 84 63 17 13 67 50 4 3 1 1 107 96 57 55 20 16 W oodberrv . Woodberry Normal School.. 2 2 0 1 68 43 27 17 35 21 CALIFORNIA. 4 0 4 0 18 0 18 0 Oakland . . . Gilson’s Normal and Special 1 1 1 1 7 31 5 30 Training School. San [Francisco .... California Kindergarten 0 0 2 0 20 0 0 o 20 Training School. * . f COLORADO. Denver . . . Denver Normal and Prepara¬ 5 4 5 4 31 160 9 41 10 80 tory School. DELAWARE. [Newark . Newark Academy and Del¬ 2 1 2 0 28 14 5 3 23 11 aware Normal School. DIST. OF COLUMBIA. 1 1 Washington . Washington National Kin¬ 0 4 0 3 12 27 12 14 0 13 dergarten Normal Insti¬ tute. . do . Woman’s League Kinder¬ 0 14 0 2 0 22 0 0 0 i 22 garten Training School. | FLORIDA. Jasper . J asper Normal Institute 4 4 2 1 188 166 98 70 12 ! 14 Live Oak . Florida Insti tute . a Orange Park . Orange Park Normal and 2 5 2 3 34 35 13 17 21 18 Manual Training School. White Spring .... Florida Normal College* .... 3 1 3 0 57 31 23 11 26 19 GEORGIA. Demorest . Demorest Normal School. . . . 3 2 3 2 26 19 0 0 12 j 10 Macon . . . Ballard Normal School _ _ 1 12 1 2 120 328 105 273 15 1 55 Thomasville . Allen Normal and Industrial 0 7 0 3 26 106 20 64 6 42 School. ILLINOIS. Addison . German Evangelical Lu¬ 8 0 8 0 188 0 114 0 84 0 theran Teachers’ Seminary* Busknell . Western Normal College.... 10 2 10 2 300 200 0 0 240 160 Dixon . Northern IUinois Normal 18 11 10 8 318 176 318 178 School.* . do . Steinmanu Institute . 8 7 5 1 104 76 25 31 22 20 Galeshurg . Kindergarten Normal School 0 6 0 5 37 186 35 55 2 131 Macomb . Western Illinois Normal 14 5 3 2 200 150 35 52 125 75 School. Onarga . Grand Prairie Seminary 6 5 4 0 145 140 15 35 Oregon . Wells School for Teachers .. 2 0 2 0 35 76 5 8 21 61 Bushville . Bushville Normal and Busi¬ 4 1 4 1 140 150 0 0 90 no ness College. 1 1 * Statistics of 1896-97. [No report. STATISTICS OF NORMAL SCHOOLS 2031 normal! schools for 1897—98. Stu In busi¬ ness course. lents. In high- seliool grades. Chil¬ dren in model school. Colored stu¬ dents iu normal course. Gradu¬ ates from normal course. Years in normal course. "Weeks in school year. Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. Value of benefactions re¬ ceived 1897-98. Total income for the year 1897-98. Total money value of endow¬ ment property and funds now possessed, received from private sources. r2 "3 a Female. Male. 6 r3 S © PR Male. 6 n a £ d r3 a r2 S i A J Shenandoah i Wpftfp.ru Pnllpgp ! io 6 5 3 473 528 ;;; 236 423 Spirit Lake . Spirit Lake Normal School, a 1 58 Vinton . Til ford Collegiate Academy. 3 o 3 j 175 110 51 15 42 65 59 Waukon . Waukon Business College 2 1 2 1 | 53 81 0 0 35 58 and Normal School. KANSAS. 60 Conway Springs . . Normaland Business College 2 3 1 1 42 78 10 10 4 8 61 Fort Scott . Kansas Normal College*. . . . Central Normal College . . 11 2 8 1 270 193 CO 42 90 52 62 Great Bend . 13 4 3 o 206 178 148 96 34 48 63 McPherson . McPherson College . 10 2 5 1 250 155 159 109 18 10 64 Marysville . M orl p,i*n 1ST nrm a,l ( lol 1 pgp 2 4 2 4 1 50 55 50 55 65 Salina . Salina Normal University *. 11 5 11 5 142 122 71 61 KENTUCKY. 66 Blaine . Blaine Normal School 2 0 1 0 70 50 40 30 30 20 67 Bowling Green . . . Southern Normal School . . . . 9 9 7 5 433 250 0 0 55 47 68 Bremen . Bremen College and Perry¬ 3 1 2 0 80 30 49 20 15 10 man Institute.* 69 Corinth . Northern Kentucky Normal School.* 1 2 1 0 110 100 90 85 13 12 70 Hardinsburg . Breckinridge N ormal College 3 1 2 0 61 42 30 24 31 18 71 Irvine . Irvine Training School * . . . . Chandler Normal School l 4 1 0 4 49 60 50 130 43 1 51 42 116 6 7 72 Lexington . 0 8 3 9 14 ! * Statistics of 1896-97. a No report. STATISTICS OP NORMAL SCHOOLS. 2033 normal schools , 1S97—9S — Continued. Students. Chil¬ dren in model school. Coloredj stu¬ dents in normal course. Gradu¬ ates from i normal course. 6 c o <3 a U © 6 o o r£3 pH a M t/f 2 fcr^R 'rS 3 ‘8 '3 Jo* to"—. 'O R ° In busi¬ ness course. In high- school grades. Male. [Female. Female. Hale. Female. Male. 6 a a & 6 C3 3 ® 73 0 o (3 w - u ci CG .2 to § 39 19 37 3 36 150 $100 $500 73 7 » 0 7 40 650 10, 000 1, 540 $10, 000 74 0 0 7 9 2 40 1, 000 10, 000 0 4, 800 10, 000 75 12 6 1 8 2, 000 100, 000 3, 205 140, 000 76 0 0 0 0 0 0 0 0 1 5 3 22 104 1,200 0 1, 195 77 0 0 0 0 0 o 1 2 4 22 1,325 78 6 o 6 0 2 5, 060 o 8, 000 0 79 ... 0 o 0 0 500 | 4, 000 o 500 0 80 i 0 35 36 j i 81 3 40 3, 600 70, 000 0 12, 192 82 12 i 14 0 10 2 so ! 83 50 50 | 1 48 1, 000 11, 000 5, 200 ! 84 4 0 3 i 0 0 0 0 0 0 39 500 3,000 0 500 5, 000 85 96 127 23 28 18 26 11 22 4 36 1, 240 6, 340 | 86 0 0 0 0 8 10 0 1 0 8 6 2 36 300 30, 000 3, 450 87 30 2 4 0 GO 70 0 i i 0 13 1 5 40 500 28, 000 600 0 88 i 3 40 1, 600 1, 050 89 i 1 8 11 4 40 600 10, 000 o 5, 000 0 SO 10 0 5 ! 7 i:::: 10 0 4 48 60, 000 7’ 200 91 3 ! 1 9 40 126 800 1, 450 92 1"" o 1 0 0 0 4 9 500 1 500 1 800 i 93 I"" 20 25 1 2 4 3 32 4,000 ’ 850 94 7 3 30 2 12 8 0. 1 0 7 6 2 32 0 1,500 1, 135 ! 95 2 2 6 g 4 40 ICO 2, 500 1, COO ! "'0 96 45 50 20 22 1 4 4 4 32 4, 000 80, 000 $2, OCO. | 14, 000 ! 97 1 0 0 ! 20 5 3 40 500 2, 500 1,430 98 158 18 0 0 i 9 1 3 48 200 40, 000 99 0 1 0 0 0 i “ 300 2, 500 o I 1, 000 100 3 ! l 5 0 2 40 5, 000 500 101 3 3 0 1 0 2 40 1 , 500 800 102 12 1 “ .... 1 I 1 1 i 1 300 8, 000 500 1, 740 9, 000 103 2086 EDUCATION REPORT, 1897-98. Table 20. — Statistics of private Teachers. j Students. Location. Name of institution. Entire j number j em¬ ployed. | In¬ struct¬ ing nor- mal stu¬ dents. Entire number enrolled. Below high school I and 1 normal grades. In normal j course. | ! ^ 4 1 1 j pH 1 1 © Female. d •a Female. O 3 o i © d | j £ ill 1 O i j j ! ! 3 i 4 5 6 7 i 8 t> 11 12 j NEBRASKA. I I ! 104 Fremont . Fremont Normal School . 1 16 5 3 i 2 498 : 279 ! 25 23 87 ,125 105 Normal . Lincoln Normal University. j 10 5 9 ! 2 j 320 ! 380 50 1 50 200 1300 106 Santee A gency . . . Santee Normal Training : 4 4 | 2 1 J 47 i 46 43 j 43 1 4 3 School. | 107 Wavne . Nebraska Normal College . . . 5 G 5 I 4 ! 489 ; 576 110 245 ! 173 [ .218 NEW YORK. ! 108 Buffalo . Teachers’ College, XJniver- 5 2 5 1 2 ! 20 86 0 0 18 70 sitv of Buffalo. 1 ! 1 109 New York _ _ Teachers’ College (Columbia | 36 40 20 ! 23 290 | G92 1143 121 62 494 University). NORTH CAROLINA. 110 Asheville . Normal and Collegiate Insti- 1 11 1 ! 5 4 ! 226 ; 4 61 | o 150 tute. Charlotte . Training School for Teach- I • i ers. a 111 ! Concord . Scotia Seminary . 1 14 1 3 0 I 273 0 259 0 i 14 112 Kings Mountain. . Lincoln Academy . 0 7 0 4 | 70 : 149 62 127 8 : 22 113 ! Lumber ton . Whitin Normal School . 1 1 1 1 20 25 8 11 12 ! 14 Poes . Buies Creek Academy, a 114 Kaleigh . 1 St. Augustine’s School . 12 8 12 3 148 167 118 129 30 j 38 115 1 Traphill . Fair View College . 3 1 1 0 1 88 63 j 70 55 IS 8 116 Wilmington . ! Gregory Normal Institute .. 1 10 1 i 80 209 ! 70 158 10 51 117 | Winton . Waters Normal Institute . . . 2 1- 2 2 2 111 118 59 | 69 17 1 23 1 Yadkin ville . Normal School, a NORTH DAKOTA. 118 Grand Forks . ! Northwestern Normal Col- i 5 4 3 1 138 82 25 18 35 i 29 lege. OHIO. 119 Ada . Ohio Normal University _ j 24 ! 9 10 4 2179 1030 5 2 804 326 120 1 Augusta . Augusta Normal School . . . . 1 2 1 0 2 0 20 10 20 10 121 i Canfield . Northeastern Ohio Normal ! c 3 G 3 88 83 17 23 39 49 1 College. 122 j Day ton . St. Mary’s Convent . 12 0 12 i 0 93 0 40 0 53 0 123 Ewington . Ewington Academy . 1 1 1 1 0 25 20 10 j 13 15 124 ! Fayette . Fayette Normal University*] 8 3 G 1 140 118 0 1 *0 75 68 125 Lebanon . National Normal University * 8 5 8 5 1481 940 1243 850 126 i Middlepoint _ Western Ohio Normal School 5 I 0 5 0 60 34 ! 60 34 127 New Philadelphia. John P. Kuhn’s Normal ! 1 0 1 0 15 10 _ 1 15 10 School. .... I 128 Tiketon . Southern Ohio School of 3 0 3 0 30 20 o 0 i I. 30 20 129 i Portsmouth Pedagogy. Normal University . _ 4 1 3 0 61 i 79 25 i 23 130 j Wood ville . Evangelical Lutheran Teach¬ 4 0 4 0 39 0 16 o ! 20 ! o er’s Seminary. ■ PENNSYLVANIA. 1 j | 131 Ebeushurg . Ebensburg Normal Insti¬ 2 0 2 0 32 ] 40 2 i 4 j 30 ] 36 tute. 132 Huntington . J uniata College . 17 ! 2 17 2 202 j 120 j 1 156 I 111 133 Muncy . Lycoming County Normal 5 1 5 1 125 ] 140 0 , 0 110 ! 115 School. 134 Philadelphia . Institute for Colored Youth. 3 7 3 7 114 ! 211 60 132 j 32 | 49 135 Pittsburg . Currv College . 7 G 1 2 213 ! 153 30 | 25 | 50 35 136 Rhnersburg . Clarion Collegiate Institute. 3 1 1 0 25 j 21 7 I 2 6 8 West Bridgewater Piersol’s A cademy . a 1 1 i a No report. * Statistics < of 1896-97. STATISTICS OF NORMAL SCHOOLS, 2037 normal schools for 1897-9S — Continued. St-u In busi¬ ness. ; course. dents. In high- school grades. Chil¬ dren in model school. Colored stu¬ dents in normal course. Gradu¬ ates from normal course. © X F-i C o p G$ c o © CO &s p •+* 2 © P 7} 2 c e 5 . & ^ © r- iJOb ^ £ CO 1 !«• © i ct t> 1 |S Z 1 • i g j. 00 .eg 5 & ® « I ® c w > B ; S'H © 75 © © 3 75 a © & 75 rq © 75 S © 3 © 75 1 © 75 a a cc s © Eh p co © p CO © © > ©h P c3 £ > c H i T ^ 1 'S | § = ; c S - -+h H £3 14 15 se 17 IS 19 20 31 23 24 23 20 ! 2? 2S 29 127 23 259 103 498 279 0 0 10 15 3 j 50 3,000 ! $100,000 j 104 50 10 20 20 35 45 0 0 6 16 2 1 48 i 800 i 125,000 0 i $6,000 0 105 16 17 1 1 3 38 1,425 j 45, 000 o ! 13, 090 $- 5, 000 106 131 49 49 71 30 0 0 14 37 5.) i, ico ; 50, 000 16, 389 107 0 o 16 50 50 0 0 1 2 32 ! ! 625 12,497 j 108 0 0 85 77 228 198 0 0 20 4 34 i 1 10,421 1,183,089 ^ $206,764 | 72,011 1,213,763 109 0 9 0 6 4 18 0 0 0 0 4 36 1, 136 ! 5, 000 100, 000 110 0 i 0 0 0 0 144 0 14 0 0 2 35 1 , 700 ' 65, 000 ! 9,400 ! 15, 474 70, 000 : 111 8 22 0 0 3, 500 426 112 1 12 14 3 09 ; 250 : 1, 200 200 75 113 i 1 51 ! 53 30 38 o 2 : ( 114 0 0 0 0 3 1 40 100 2, 000 6)0 75 ; 115 o ! 0 ; | 10 51 1 3 4 32 200 15, 000 300 3, 700 116 35 | O0 17 23 1 3 8 ! 32 250 11.800 1, 221 u, 800 117 67 28 11 0 0 ! 0 o 1 44 1, 000 40, 000 0 8,000 0 ; 118 309 83 1, 061 ‘616 i 44 20 2 49 5.495 I 60, 000 44,917 119 0 0 0 0 0 0 0 0 ! 9 4 3 37 50 640 1 120 12 ' 20 4 2 4 3 40 2,000 20, 000 1 32, 000 121 15 0 44 2, 500 6, 000 1 1 122 2 0 0 0 0 1 0 0 0 0 40 . 2, 500 0 1 . j 123 23 2 42 48 1 0 0 0 o ; 4 2 40 I 560 ; 15, 000 0 i 4,200 0 124 87 23 151 62 1 0 0 0 0 776 426 2 48 j 1, 200 | 40, 000 0 18, 420 0 125 1 2 48 1 126 12 8 4 40 i... 127 0 i 0 * 0 0 3 l 0 0 1 350 128 36 56 4 | 3 45 ! 56 i 200 3, 000 129 0 0 3 0 1 50 63 0 0 10 0 40 1,000 30, 000 . 1 5,350 j 1, 000 ; 130 0 0 0 0 0 0 0 0 0 0 •*" 10 0 0 0 316 0 131 23 4 23 5 14 6 3 40 1 6,533 106, 000 1, 000 6, 828 20, 000 132 10 10 5 15 0 1 13 13 20 220 30, 000 0 2, 300 0 133 6 8 16 22 32 49 6 7 4 40 3, 453 ! 134 113 85 20 8 o o 0 0 25 15 3 40 135 ! 12 11 3 39 300 5, 000 700 136 I ! 1 2038 EDUCATION REPORT, 1897-98. Table 20. — Statistics of private Teachers. j Students. Location. Name of institution. Entire ! number em¬ ployed. j | In¬ struct¬ ing nor- uml stu¬ dents. Entire number enrolled. Below high ; school ; and normal grades. ; In normal course. © 1 & Male. 6 i © & © S 6 & 1 Male. ! Female. © 73 S Female. 1 2 3 ±\ 5 & 7 8 9 *2.i 11 12 SOUTH CAROLINA. 137 Aiken . Schofield N ormal and Indus- j 7 10 2 i ! ; 142 130 101 j 111 1 41 i 19 trial School. 138 Charleston . Avery Normal Institute . ... 2 6 1 3 112 268 72 146 ' 0 16 139 do . 0 5 0 1 92 143 86 128 6 1 15 140 Chester . Brainerd Normal and Indus- 2 6 2 1 80 83 76 81 4! 1 7 trial Institute.* 141 Frogmore . Penn isi ormal and Industrial 4 8 1 1 147 121 127 109 20 P2 School. | 142 Greenwood . Brewer Normal School . 1 7 1 2 116 156 108 | 1152 8 4 SOUTH DAKOTA. 143 Sioux Falls . Lutheran Normal School - 5 2 4 1 70 50 ! 41 u 29 36 TENNESSEE. 144 Birehwood . i Rutherford Graded School .. 2 1 1 0 134 126 *122 108 12 18 145 ! Bloomingdale . Kingsley Semin ary . . 4 1 4 0 1 95 43 59 31 28 9 146 ! Chattanooga . Chattanooga Normal Uni¬ 10 4 4 0 125 138 18 22 4 12 versity. 147 j Dickson . Dickson Normal School . 6 8 2 1 350 250 129 143 93, 85 148 Ed gewood . Edgewood Normal School*.. 3 2 3 2 80 75 40 50 25 20 149 Fountain City - Holbrook Normal College*.. 4 5 1 2 119 75 90 56 14 9 150 1 Greenbrier . ; Central Tennessee Normal 2 1 2 1 j 115 120 ! 60 65 49 55 College. 1 Holladay . 1 Independent Normal 1 School, a I 151 Hornbeck . i West Tennessee Normal 3 1 1 110 SO 80 80 20 10 College. 152 Huntington _ ... Southern Normal University j l 8 12 8 400 200 400 200 153 J onesboro . . "Warner Institute . . 0 1 47 50 39 32 6 17 154 | Maryville . . Freedmen’s Normal Insti¬ 9 6 3 1 101 109 60 74 40 33 155 Memphis . tute. Le Moyne Normal Institute. 2 14 2 5 321 429 ■239 287 82 142 156 Morristown . Morristown Normal College. 14 12 3 2 132 179 ;ioi ill 9 31 60 157 Sparta . Dibroll Normal Institute. .. . 1 4 1 0 109 122 I 69 84 25 25 TEXAS. 1 158 Brenham . | Blinn Memorial College . 4 1 3 0 68 16 32 8 13 3 159 C astro ville . Divine Providence Academy. 0 4 0 4 0 24 1 0 10 0 i 11 160 Commerce . ! East Texas Normal College . 7 1 7 1 145 87 ! 40 22 105 1 65 161 Crockett . Mary Allen Seminary * . 1 14 1 5 0 229 1 0 216 0 13 162 Cum by . ! Independent N orm al College . 7 3 5 3 170 180 ! 70 80 15 20 163 Hearn e TTefirne, Academy* 2 4 O 1 1 40 50 20 29 164 1 Omen . Summer Hill Select School* . 4 1 150 125 115 103 25 20 165 Whitesboro . Whitesboro Normal College. 5 4 5 4 1 110 154 1 o 0 110 154 UTAH. 166 Provo City . Brigham Young Academy *. 21 9 18 4 492 412 143 174 276 236 167 Salt Lake City. .. . j Latter-day Saints College . .. 11 1 2 ° 170 115 0 0 20 j 1 VIRGINIA. - 168 Lawrenceville _ 1 St. Paul Normal and Indus- 14 12 5 5 153 175 35 45 3 10 j trial School. 169 Reliance . 1 Shenandoah Normal College. 5 3 5 2 40 30 40 30 170 Rocky Mount . ; Piedmont Normal College ... 2 1 2 1 28 32 8 5 20 27 171 Scottsburg . j Scottsburg Normal College.. 3 4 3 4 55 53 30 25 172 173 Stuart . ] Stuart Normal College . ! Mountain Normal School * .. 3 i 2 2 O 2 2 0 1 60 1 41 48 44 17 11 25 10 35 30 23 34 a No report. Statistics of 1896-97. STATISTICS OF NORMAL SCHOOLS, 2039 normal schools for 1897-98 — Continued. Students. Chil¬ In busi¬ ness course. In high- school grades. dren in model school. 1 6 6 6 <3> 75 r2 75 a c5 S* 3 3 0 73 3 © ia 14 15 16 ly is ! 1 55 3 6 100 1 0 ! 0 0 0 0 | 0 1 20 45 0 0 0! 1 0 1 1 34 52 0 i 0 0 I 0 j 0 0 0 0 i 0 1 0 0 0 0 0 . ! 12 | 8 4 4 1 32 1 16 10 4 93 100 12 14 ! 128 22 15 ! 5 15 10 7 8 6 0 10 0 1 i 0 1 I 1 0 0 1 2 CO 74 0 0 0 0 185 P. rj I 1 i 8 12 .... 13 i 3: j 10 2 0 i 0 .... | ! | 1 1 12 i 2 i 73 78 .... 1 1 n-v 20 21 10 18 10 1 2 l 1 0 1 0 Colored stu- [dents in | normal course. Gradu¬ ates from normal course. 0 0 0 0 ! 73 ! 2 100 j GO 50 40 120 8 10 0 0 i 0 i . 13 0 ... 0 29 .... 0 10 0 45 153 175 0 22 Years in normal course. 7J O O 73 CO .2 m © © £ Volumes in library. Value of grounds, buildings, furniture, and scientific apparatus. | 24 25 as 6 34 , i 2,000 $35, 000 4 36 600 25, 000 3 32 0 4, 000 3 30 250 10, 000 4 30 200 4, 000 4 32 250 12, 000 4 35 870 25, 000 4 26 150 1 2, 500 4 36 30 2, 200 2 40 500 45, 000 3 40 2, 000 40, 000 3 40 300 4, 000 2 40 3,000 75, 000 4 40 600 . 3 48 5, 000 40, 000 4 3 34 38 600 8, 000 4 34 3,000 500 | 45,000 75, 000 I 6, 000 20 200 j 2 38 1, 200 16, 000 5 40 300 20, 000 2 48 3, 500 24, 000 4 32 400 40, 000 40 400 4,000 5, 000 22 400 500 9, 903 5, 000 6, 000 80,000 | 6 38 4 40 1,000 25,000 4 37 350 55, 000 3 44 300 1,800 2 48 700 2, 000 3 36 1, 000 5, 000 40 125 1,500 *4 16 200 5,000 ! H as $2,500 $6,172 5, 200 365 2, 209 1,268 700 4, 153 1.800 580 5, 901 ...I 5,800 0 | 3, 000 0 0 w 3J. ■s*s $61,000 i 137 0 I 138 0 I 139 140 141 142 50,000 143 0 | 144 0 | 145 ...! 146 195 8, 000 810 8, 775 10, 200 2, 000 500 5,500 1, 000 1, 200 3,560 34, 000 10, 000 147 148 149 150 151 152 153 154 155 150 157 158 159 160 161 i 162 163 164 165 168 167 23,668 | . ; 168 2, 500 4, 666 "*’656’ 0 169 ... 170 ... 171 ... 172 0 ! 173 2040 EDUCATION REPORT, 1897-98. Table 20. — Statistics of pr ivate Teachers. j Students. Location. Fame of institution. Eutire number em¬ ployed. j In¬ struct¬ ing nor- mal stu¬ dents. ' Entire 1 number 1 enrolled, j Below high school and normal grades. In normal course. . JV Female. 1 ® !i .2 73 3 © Male. i j Female. | Male. a; *c3 3 © cc S Female, j * 3 4 : 5 6 7 8 9 io 11 13 174 WEST VIRGINIA. Fayetteville . Fayetteville Academy * . 1 2 1 1 1 45 51 30 34 15 17 175 Harpers Ferry. . . . Storer College . Summersville Normal School 4 7 4 7 76 92 19 48 25 24 176 Summersville . 4 1 4 0 95 91 9 8 51 64 177 WISCONSIN. Milwaukee . N ati on al German American 7 8 7 1 89 106 77 83 12 23 178 St. Francis . Teachers’ Seminary. Catholic Normal School of the Holy Family. 7 0 7 0 65 0 35 0 1 * Statistics of 1896-97. STATISTICS OF NORMAL SCHOOLS, 2041 normal schools for 1S97-9S — Continued. CHAPTER XL VI. STATISTICS OF SECONDARY SCHOOLS. During tlie scholastic year ending June, 1898, there were enrolled in institutions of various classes reporting to the Bureau of Education 628,115 secondary students. This was a gain of 41,211 over the preceding year, or more than 7 per cent. Tho total number of pupils enrolled in the schools of all classes in the United States for the year was 16,687,643. The secondary students comprise about 3.75 per cent of this aggregate enrollment. The secondary students enumerated were distributed among eight classes of institutions as follows : Institutions. Male. Female. Total. Publie high schools . . . 189, 187 ], 258 4,797 52, 172 4, 095 28, 849 260, 413 2, 312 1, 848 53, 053 3, 242 12, 978 5,004 2,888 449, 600 3, 570 6, 643 105, 225 7. 337 41, 827 5, 004 6, 909 Public normal schools . Public universities and collecres. . . . Private high schools . Private normal schools . Pri vat e Tin iversities and oollep'P.s . . . . . . . Private colleges for women . Manual training schools . . . 4, 021 Total . . 284, 879 341, 736 626, 115 In the elementary schools of nearly all the States there are many students pursu¬ ing secondary studies where high schools are not accessible. These students and others not reported probably exceed 25,000. The aggregate number of secondary students in the United States may be safely estimated at 650,000. This total does not include the 70,950 students enrolled in commercial schools, although many of the branches taught in these institutions are equivalent to high-school studies. These students who spend only a few months in the commercial schools are not given the standing of students who are enrolled for the entire year in secondary schools. For the year 1897-98 there were 5,315 public high schools and 1,990 private high schools and academies reporting to this office. This chapter is devoted almost exclu¬ sively to the statistics of these 7,305 secondary schools. The following table shows the growth of public and private high schools and academies for the past nine years : Year reported. Public. Private. Total. Schools. Teach¬ ers. Students. Schools. Teach¬ ers. Students. Schools. Teach¬ ers. Students. 1889-90 . 2, 526 9, 120 202, 963 1,632 7, 209 94, 931 4,158 16, 329 297, 894 1890-91 . 2,771 8, 270 211, 596 1,714 0, 231 98, 400 4, 485 14, 501 809, 996 1891-92 . 3, 035 9, 564 239, 556 1,550 7, 093 100, 739 4,585 16, 657 340, 295 1892-93 . 3, 218 10, 141 254, 023 1, 575 7, 199 102, 375 4, 793 17, 340 356, 398 1893-94 . 3, 964 12, 120 289, 274 1, 982 8, 009 118, 645 5, 946 20, 129 407, 919 1894-95 . 4, 712 14, 122 350, 099 2, 180 8,559 118, 347 6, 892 22, 6S1 468, 446 1895-96 . 4, 974 15, 700 380, 493 2, 108 8,752 106, 654 7,080 24, 452 487, 147 1896-97 . 5, 109 16, 809 409, 433 2, 100 9, 574 107, 633 7, 209 26, 883 517, 068 1897-98 . 5, 315 17, 941 449, 600 1,990 9, 357 105, 225 7, 305 27, 298 554, 825 2043 2044 EDUCATION REPORT, 1897-98. While there has Leen a small decrease in the number of private high schools and academies within the last four years, the increase in the number of public high schools has been phenomenal. In 1889-90 there were 2,52o public high schools with 202,963 secondary students, while in 1897-98 the number had reached 5,315 schools with 449,600 students. The relative progress of public and private high schools for the past nine years is shown in the following table, which gives the proportion of tho number of schools, teachers, and students of the two classes: Year reported. Per cent of number of schools. i Per cent of number 1 of teachers. Per cent of number of students. Public. ; Private. Public. Private. Public. Private. 1889-90 . 60. 75 | 39. 25 55.85 J 44. 15 68. 13 31.87 1890-91 . 61. 78 j 38. 22 57.03 | 42. 97 68. 26 31. 74 1891-92 . 66. 19 1 33. 81 57.42 ! 42.58 70. 40 29. 60 1892-93 . 66.23 i 33.77 60.25 j 39. 75 70. 78 29. 22 1893-94 . 66.67 1 33.33 60.21 39. 79 70. 91 29. 09 1894-95 . 68.37 t 31.63 62.26 ! 37. 74 74.74 25. 26 1895-96 . > . 70.25 | 29.75 64.21 j 35. 79 78. 11 21.89 1896-97 . 70.87 29.13 63.71 ; 36. 29 79. 18 20. 82 1897 98 . 72.76 : 27.24 65.72 j 34. 28 81.03 18. 97 For the year ending Juno, 1890, the public high schools lmd about 68 per cent of the number of secondary students, and for the year ending June, 1898, about 81 per cent. It was not until 1889-90 that the United States Bureau of Education attempted to collect statistics from all the public high schools, although information was collected concerning public high schools in the larger cities as early as 1876. The following table shows the percentage of the number of public and private high-school students to the total population each year for twenty- seven years: Number of secondary students in public and private Idyll schools. Secondary students. Year. In public high i schools. ! Per cent of popu- i lation. In private high schools . j Per cent of popu¬ lation. In both classes of schools. Per cent 1 of popu- j lation. 1871 . 38, 280 0. 097 1872 . 1 48, 660 . 120 1873 . 56,640 . 137 1874 . 61, 860 . 145 1875 . . 68, 580 . 157 1876 . . 22, 982 0. 051 73, 740 .164 96, 722 1 0.215 1877 . 24, 925 . 054 73, 560 .160 98, 485 .214 1878 . . 28. 124 .059 73, 620 . 155 101, 744 .214 1879...- . - . 27,163 . 056 74, 160 .152 101, 323 .208 1880 . 26, 609 .053 75, 840 .151 102, 449 .204 1881 . 36, 594 .071 80, 160 .156 116,754 .227 1882 S3 . . . 39, 581 .074 88, 920 .166 128, 501 .240 1883 84 . 34, 672 .063 95, 280 .174 129, 952 .237 1884 85 . 35, 307 .063 97, 020 .173 132, 327 .236 1885-86 . 70, 241 .122 86, 400 j .150 156, 641 .272 1886-87 . 80, 004 .136 83. 160 .142 163, 164 .278 1887 88 . 116, 009 . 194 69, GOO .116 185, 609 .310 1888 89 . 125, 542 .205 79, 440 .130 204, 982 .335 1889 90 . a 202, 963 a. 324 94, 931 .152 297, 894 .476 1890 91 . . . 211, 596 .331 98, 400 .154 309, 996 .485 1891 92 . 239, 556 .369 100, 739 . 155 340, 295 .524 1892 93 . 254, 023 .383 102, 375 .154 356, 398 .537 1893 94 . . . 289, 274 .425 118, 645 .174 407, 919 .599 1894 95 . 350, 099 .509 118, 347 .172 468,446 | .681 1895-96 . 380, 493 .539 106. 654 .151 487, 147 j .690 1896 97 . . . 409. 433 .573 107, 633 .151 517,066 | .724 1897 98 . 449,600 ! .618 105, 225 .144 ; 554,825 i .762 a Previous to 1890 only the pupils in public city high schools are given. Prom 1890 onward all public high schools are included. STATISTICS OF SECONDARY SCHOOLS. 2045 In tlie above, table the statistics of the years from 1871 to 1889 have been carefully- corrected upon the basis of reports for later- years. Prior to 1890 the number of students reported by a largo number of the private high schools included the whole number in attendance, the elementary pupils as woll as the secondary students. An attempt has been made in the preceding table to eliminate all pupils below the high school grades. Puhlic I lie; ii Schools. The statistics of public high schools are summarized in Tables 1 to 15 and the information concerning each school is given in detail in Table 42. Tables 16 to 29 relate exclusively to private high schools and academies, while Tables 30 to 38 com¬ bine the statistics of public and private high schools. Tables 39 and 40 show the distribution of secondary students by States in the various classes of institutions. The number of public high schools reporting to this office for the year 1897-98 was 5,315, a gain of 203 schools over the preceding year. The number of these schools which were departments of city or village systems was 4,695, while only 620 were reported as independent. Of the number belonging to city or village systems 700 arc in cities which have 8,000 pox>ulation or over. The 620 independent public high schools are generally outside the cities or villages. The number of teachers instructing students in the public high schools as shown in Table 1 was 17,941, the number of men being 8,542 and the number of women 9,399. This was an increase of 1,132 in the number of teachers over the preceding year. Table 1 also shows that the public high schools had 449,600 secondary students, 189,187 males and 260,413 females. There was a gain of 40,167 students, or only a little less than 10 per cent. The male students comprised 42.08 per cent of the whole number, and the female students 57.92 per cent. The States of the North Central Division had 225,578 of the public high school students, or considerably more than half the total number for the United States. The North Atlantic Division had 141,747 secondary students in the public high schools, the South Central 32,888, the South Atlantic 24,383, and the Western Divi¬ sion 25,004. Included in the 449,600 there vTere 6,306 colored secondary students. It is noticeable that only 2,858 of these colored students were in the two Southern divisions, while the other divisions had 3,448. If the 681 colored secondary students in Missouri be subtracted from the number in the North Central Division and added to the total in the two Southern divisions the number would be 3,539 for the South and 2,767 for the Eastern, Northern, and Western sections of the country. STUDENTS AND COURSES OF STUDY. Table 2 shows the number of secondary students in classical and scientific courses known to be preparing for college, the number ef graduates in 1898, the number of college preparatory students in the graduating classes, and the number of public high school students in military drill. The number preparing for college was 51,066, or 11.36 per cent of the whole number. The iminbei; of graduates was 53,022, or almost 12 per cent of the total enrollment. The number of graduates prepared for college was 14,552, or 27.45 per cent of the total number of graduates. The number of students in military drill was 9,032, an increase of 371 over the preceding year. 2046 EDUCATION REPORT, 1897-98. Students in certain courses and studies in public high schools . Courses, studies, etc. Humber of students.! Per cent of total number of secondary students. Male students. Per cent of total number of male students. Eemalo students. Per cent of total number of female students. Students preparing for college: Classical course . 27, 935 23, 131 6. 21 5. 15 13, 575 12, 056 7.18 6.37 14, 360 11,075 5.52 4.25 51, C66 11.36 25, 631 13.55 25, 435 9. 77 Graduating in 1898 . . 53, 022 14, 552 223, 307 14, 021 11.79 19, 247 6, 699 87, 529 7,656 12, 006 23, 336 10. 17 33, 775 7, 853 12. 97 College preparatory students in gradu¬ ating class . . . a 27. 45 a 34. 81 a 23. 25 Students in— Latin . . . 49. 67 46. 27 135, 778 6, 305 21,911 52. 14 Greek . 3. 12 4. 05 2.44 French . 33,917 59, 577 7. 54 6. 35 8.41 •German . 13. 25 12. 3-4 36, 241 145, 682 72, 026 5, 234 10, 819 53, 545 1 13. 92 Algebra . . . - . - . 252, 358 56.13 106, 676 49, 787 56.39 55. 94 Geometrv . 121,813 10,200 17, 170 93,038 37, 329 112,133 27. 09 23. £2 27.68 Trigonometry . . . . . 2.27 4,966 6, 351 30, 493 2. 63 2. 01 Astronomy . . . . . 3.82 3. 36 4. 15 Physics . 20. G9 20.88 20.56 Chemistry . - . . . 8.30 16, 450 47, i 74 8. 70 20, 879 8. 02 Physical geography . 24.94 24.88 65, 059 11,921 24. 98 Geology . 19, 646 134, 785 12, 325 4. 37 7, 725 57, 392 4. 08 4.58 Physiology . . . . . 29. 98 30.34 77, 393 7, 970 29. 72 Psychology . . 2. 74 4,355 2.30 3.06 Rhetoric . . 161,724 180, 156 169, 478 102, 242 35.97 66, 949 35. 39 94,775 36.39 English literature . 40. 07 74,014 39. 12 106, 142 99, 842 58, 245 40. 76 History (other than United States). Civics . . . 37.70 22. 74 69, 036 43, 997 36. 81 23.26 38. 34 22. 37 a Per cent of number of graduates. The above table is a synopsis of the summaries exhibited in Tables 2 to 11. About 11 per cent of the male students and nearly 10 per cent of the female students were preparing for college. About 10 per cent of the male students and 13 per cent of the female students enrolled graduated in 1898. Nearly 35 per cent of the male graduates and about 23 per cent of the female graduates liad prepared for college. As shown in the above table, there were 223,307 public high school students study¬ ing Latin, or almost 50 per cent of the whole number. More than 4G per cent of the male students and 52 per cent offthe female students were studying Latin in 1897-98. The number in each State is given in Table 3. The numbers and percentages for the other leading high school studies are given in the above table for the United States, and by States in detail in Tables 3 to 11. Latin was taught dn 4,488 of the 5,315 public high schools. This was an increase of 260 in the number of schools offering Latin. The number of students was 25,293 more than the preceding year, an increase of more than 12 per cent. The table wThich follows shows the per cent of students in certain courses and studies each year for the past nine years. The per cent of students in Latin increased from 34.69 in 1889-90 to 49.67 in 1897-98. In several other branches the increase was quite as marked. STATISTICS OF SECONDARY SCHOOLS. 2047 Per cent of toted number of secondary students in public high schools in certain courses and studies, etc. Students and studies. Males . . . Females . Preparing for college clas¬ sical course . Preparing for college sci¬ entific courses . Total preparing for college . Graduates . . Graduates prepared for college a . Studying— Latin . Greek . . French . German . Algebra . . Geometry . Trigonometry . Astronomy . Physics . . . Chemistry . . Physical geography . . . Geology . ~ _ Physiology . Psychology _ _ Iiiietoric . English literature . History (other than United States) . Civics . 18S9-90. 1890-91. 1891-92.! 1 1892-93. 1893-94. 1894-95. 1895-96. j 1896-97J _ 1 1897-93. 42. 67 40. 27 40. 59 40. 10 40. 45 41. 15 41.51 42. 36 42. 08 57.33 59.73 59.41 59.90 59.55 58. 85 58.49 57.64 57.92 7. 38 6. 04 6. 33 7.50 7.87 7.53 7.68 6.6,2 6.21 7. 06 5. 80 6.90 7.10 ! 6.43 6.22 j 6.14 5.55 5. 15 14.44 11.84 13.23 14. 80 14. 30 13.75 j 13. 82 12.17 11.36 10. 78 12.00 11.48 12.00 | 12. 90 12.11 j 12. 05 12.22 11.79 28.58 82. 44 29.97 ! 26. 70 28.08 j 29. 28 29. 26 27. 45 34. 69 41.20 38.88 43.06 44. 78 43. 97 46. 18 48. 36 49. G7 3. 05 3.00 3. 08 3.40 3. 33 3. 10 3.11 3.13 3.12 5. 84 5. 70 5. 18 6. 42 6.81 6. 52 6. 99 6. 86 7. 54 10. 51 15. 92 10. 43 11. 92 31.77 11. 40 12. 00 12.42 13. 25 45. 40 52.20 48.93 52. 88 56.14 54. 27 54.64 55. 46 56. 13 21.33 24.60 23.71 26.00 27.20 25. 34 26.23 26. 71 27. 09 2.37 2. 73 2. 93 2. 53 2. 48 i 2.45 2. 27 i 4.79 4.40 4.21 3. 82 22. 21 24. 00 22. 82 23. 27 25. 29 22. 77 22. 03 21. 09 20. 69 10.10 10. 20 10. 17 10. 00 10. 31 9.15 8.95 8. 83 8. 30 23. 89 25. 54 25. 38 24. 94 5. 00 4.80 4. 62 4.37 29. 95 31.94 30. 84 29. 98 2. 74 3.00 : 2.90 2. 74 32. 05 32. 34 34. 24 35. 97 40. 07 27.31 28.20 30. 97 33.88 38.48 34.33 35. 28 35. 76 37.70 22. 74 a Per cent of total number of graduates. There has been a falling off in the proportion of students preparing for college since 1889-90, although the actual number each year has been larger. In 1889-90 the per cent of public high school students preparing for college was 14.44 and in 1897-88 only 11.36. Table 12 gives the statistics of public high schools in cities of 8,000 population and over. There were 700 such schools, with 6,880 instructors and 208,775 students, in 1897-98. Outside of these cities there were 4,615 public high schools, with 11,061 instructors and 240,825 students. In the cities these schools had an average of 298 Students to a school, while the average outside of the cities was 52 students to a school, as shown in Table 14. EQUIPMENT AND INCOME. Table 15 exhibits the equipment and income of public high schools in each State. The number of volumes in the libraries of 4,341 schools was 2, 380, 895 ; the value of grounds, buildings, scientific apparatus, etc., owned by 4,300 schools was $83,096,050. Only 1,905 schools were able to report the amount of State or municipal aid received, owing to the fact that in most cases separate accounts are not kept of the propor¬ tion of public appropriations used by the high schools. The amount of public money received by tbe 1,905 high schools was $4,816,237. The amount received from tuition fees by 1,646 schools was $552,932; the amount received from 202 schools from productive funds was $209,847, and the amount received by 786 schools from other sources unclassified was $1,630,831. It is certain that nearly all of the latter item should be credited to State, county, or city appropriations. The total income of 2,141 schools reporting this item was $7,209,847. This was an average of nearly $3,368 to the school. It is hardly probable that this average would be maintained by the 3,174 schools not reporting this item. 2048 EDUCATION REPORT, 1897-98. Private High Schools and Academies. The statistics of private liigli schools, academies, and seminaries having students of no higher grade than secondary are summarized in Tables 16 to 29, inclusive. The tables from 16 to 26 are similar in form to Tables 1 to 11, in -which the statistics of public high schools are summarized, and the two scries may bo compared. Tables 27 and 15 may also be compared. Tabic 30 is a comparative showing of the average numbers of teachers and students in public and private high schools. The number of private secondary schools reporting for 1897-98 was 1,990, or 110 less than the number reporting the year before. Table 16 shows that these schools had 9,357 teachers instructing secondary students, a decrease of 217, and that these schools had 105,225 students, a decrease of 2,408 from the previous year. The total number of secondary students included 1,659 colored students, 260 in the North Atlantic division, 15 in the North Central and Western divisions, and 1,384 in private colored schools in the two Southern divisions. The number of elementary pupils reported by the 1,990 schools aggregated 124,807. STUDENTS AND COURSES OF STUDY. The number of students in private secondary schools preparing for college was 26,693, about 25 per cent of the number enrolled and a decrease of 3,637 from the year before. As shown in Table 17, the number of these college preparatory students preparing for the classical course was 16,361, and the number preparing for scien¬ tific courses 10,332. The number of graduates in the class of 1898 was 12,148, or nearly 12 per cent of the number of secondary students enrolled. In the classes that graduated there were 5,388 students prepared for college, or more than 44 per cent of the graduates. There were 7,854 students in military drill, an increase of 1,206 over the preceding year. Tables 18 to 23 give the number of students in each of 18 high school studies in each State, while the percentages of students in these studies are shown in Tables 24, 25, and 26. The following table is a synopsis showing the number and per cent of students by sex in college preparatory courses and in the leading high school studies in private institutions of secondary grade in 1897-98: Studies in certain courses and studies in private high schools and academies. Courses, studies, etc. Number students. Per cent of total number of second¬ ary stu- 1 dents. | Male , students. Per cent of total number of male students. Female students. Per cent of total number of female students. Students preparing for college : Classical course . 16, 361 | 15. 54 ! 11,128 21.33 5, 233 9. 86 Scientific courses . 10, 332 9.82 7,429 14. 23 2, 903 5. 47 Total preparing for college . 28, 693 1 25. 36 18, 557 35. 56 8, 136 15. 33 Graduating in 1898 . 12, 148 11.54 6, 302 12. 08 5, 846 11. 02 College preparatory students in gradu¬ ating class . 5, 388 j a 44. 35 3,628 a 57. 57 1,760 a 30. 11 Students in — Latin . . 50, 986 48.45 27, 908 53.49 23, 078 43. 50 Greek . 10,973 10.43 8,983 i 17.21 1,990 15, 566 3. 75 French . 24,248 23. 04 8,682 16. 64 29. 34 German . 19,417 18.45 9, 719 18. 63 9, 698 18. 28 Algebra . 54,397 51. 70 29,470 56. 49 24, 927 46. 99 Geometry . 25,702 | 24. 43 14,791 28. 35 10, 911 20. 57 Trigonometry . . 5, 519 5.25 3,447 ] G. 61 2, 072 3. 91 Astronomy . 7,263 6.91 2,188 4.19 5, 075 9. 57 Physics . 20,612 19. 59 10,230 ! 19. 61 10, 382 19. 57 Chemistry . 10, 119 9.02 4,991 9. 57 5, 128 9. 67 Physical geography . 22, 849 1 21. 79 10, 555 20.23 12, 294 23.17 Geology . 6,205 5. 90 2, 506 4. 80 3, 699 6. 97 Physiology . 28,205 ! 26. 80 12, 561 24.08 15, 644 29. 49 Psychology . 7,873 | 7.48 2, 814 5. 39 5, 059 9. 54 Rhetoric . 34,124 32. 43 15, 164 29. 07 18, 960 35.74 English literature . 35,654 ! 33. 88 15, 709 30.11 19, 945 37.59 History . 39, 556 1 37. 59 18, 346 35.16 21,210 8, 590 39. 98 Civics . — - . 16, 565 15. 74 7, 975 15.29 16. 19 a Per cent of total number of graduates. STATISTICS OF SECONDARY SCHOOLS. 2049 A comparison of tins table with the similar table relating to public high schools will show that while the private secondary schools were preparing over 25 per cent of their students for college but little more than 11 per cent of the public high school students were making snch preparation. Iu the private schools 48.45 per cent studied Latin, as against 49.67 per cent in the public high schools. The per cent studying algebra in the private high schools was 51.70 and in the public high schools 56.13 per cent. The progress made by the private high schools and academies iu the past nine years, as indicated in the increased percentages of students in certain courses and studies, may be seen from the following table : Per cent of total number secondary students in private high schools and academics in certain courses and studies. Students and studies. 1889-90. 1890-91. 1891-92. 1892-93. 1893-94. 1894-95. 1895-96. 1896-97. 1897-98. Males . 50. 07 50.97 52. 14 52. 10 50.39 48. 46 50.15 49. 44 49. 58 Females . 1 49.93 49. 03 47. 86 47.90 49.61 51. 54 49.85 50. 56 50. 42 Preparing for college, classical course . 1 17.54 1 13. 62 15.87 15.60 16.36 17. 30 18. 50 17.72 15. 54 Preparing for college, sci- 1 entitle courses . ] 10.16 7.62 9. 22 10. 90 9. 55 9.78 10.78 10.45 9. 82 Total preparing for 1 college . 27.70 21. 24 25. 09 26. 50 25.91 ; 27.08 29.28 28. 17 25.36 Graduates . ■ 8. 50 7.22 8.41 8. 70 9.40 10.11 10. 58 10. 93 11. 54 Graduates prepared for 1 college ct. .... • _ _ 61. 37 61. 68 60. 10 50. 39 47.93 46.55 i 46. 81 44. 35 Studying— 1 Latin . 31. 32 37.00 33. 60 39. 23 40. 77 43.14 46. 36 46. 67 48.45 Greek . 7.02 8. 00 8.48 8. 61 9. 04 9.55 9.83 10. 22 10. 43 French . 17. 03 16. 30 16. 69 18. 47 18. 85 19.38 21.31 21.83 23. 04 German . 13. 55 15. 10 14.45 15.63 15. 25 16. 07 17.46 18.84 18. 45 Algebra . . . 37. 12 45. 00 44. 57 42. 75 44. 37 46. 88 49. 22 49. 50 51. 70 Geometry . 17. 36 19. 60 19. 66 20. 37 20. 54 22. 06 23.84 24. 45 24. 43 Tri ounoiuetry . 4. 37 5. 76 5.93 5. 39 5. 51 5. 45 5. 25 Astronomy . . 6. 69 7. 99 7. 46 6. 91 Physics . 18. 39 20. 98 20.16 19. 76 20.91 20. 32 21. 02 20. 14 19.59 Chemistry . 8. 59 10.60 9. 83 9. 94 10. 32 9. 79 9. 89 10. 49 9. 62 Physical geography . 18. 15 22.77 21. 81 21. 79 Geology 7. 08 6.61 6. 11 5. 90 Physiologv. . . 22. 34 28.01 26. 7 L 26. 80 Psychology . 5. 13 6. 74 7. 35 7. 48 Rhetoric . . 29. 12 32.01 32. CO 32. 43 Fnglish literature _ 33.88 History (other than United States) . 28.98 33. 10 1 32. 22 32. 46 34.07 35. 60 37. 35 37.31 37. 59 Civics . 15. 74 a Per cent of number of graduates. The per cent of graduates has increased steadily from 8.50 in 1890 to 11.54 iu 1898. The proportion of graduates prepared for college to the total number of graduates each year has decreased from 61.37 per cent in 1891 to 44.35 per cent in 1898. As in the case of the public high schools, there has been a marked increase in the number of students in Latin. In 1889-90 the per cent was 31.32, and iu 1897-98 it had increased to 48.45. Iu the nine years the proportion studying algebra increased from 37.12 to 51.70 per cent. In the same period the number studying Greek increased from 7.02 to 10.43 per cent. In several other leading high school studies the increase is not less marked. ED 98 - 129 2050 EDUCATION REPORT, 1897-98. EQUIPMENT AND INCOME. The equipment, income, benefactions, value of endowment, etc., of the private secondary schools are exhibited in Table 27. Of the 1,990 schools, 1,397 reported libraries with an aggregate of 1,718,631 volumes. The value of buildings, grounds, scientific apparatus, etc., owned by 1,421 of these schools was $60,769,995. Only 297 of these schools received aid from public funds to the amount of $162,299. The amount received in tuition fees by 1,245 schools was $6,349,804, while 304 schools received $838,978 from productive funds. Receipts from sources not indicated amounted to $976,755 for 430 schools. The aggregate income of 1,316 schools was $8,329,836. Benefactions amounting to $1,298,670 were received by 181 schools. The total money value of the endowment of 358 of these institutions was $44,404,372. Denominational Schools. The number of private secondary schools reported as undei the control of reli¬ gious denominations in 1897-98 was 968. There were 52,604 students in these denom¬ inational schools, as against 52,621 in nonsectarian schools. In Table 43, which gives in detail tho statistics of private secondary schools, the name of the religious denomination controlling each school is given in column 4. From Tables 28 and 29, which show the number of schools in each State controlled by each religious denom¬ ination, the following statement is condensed: Religious denomination. Nonsectarian . . . . . Roman Catholic . . . Baptist . Presbyterian . . Episcopal . . . Methodist Episcopal South Methodist . Friends . Congregational . Lutheran . All other denominations . . . Total . Schools. Instruct¬ ors. Students. 1,022 4, 653 52, 621 351 1,662 14, 325 92 401 6, 412 99 439 5,348 108 710 5,315 51 205 4, 157 56 289 4,093 55 297 3, 597 53 225 3, 362 33 135 1,780 70 341 4, 215 1,990 9, 357 105, 225 Public and Private Secoxdarv Schools. Table 30 presents a comparison of certain statistics of public and private high schools. For example, it is shown that the public high schools have an average of about 85 students to a school, while the average number for the private high school is 54. The statistics of public and private secondary schools are combined in Tables 31 to 38. Table 31 shows that the 7,305 schools had 27,298 teachers for secondary stu¬ dents and 554,825 students. Of these secondary students 241,359, or 43.50 per cent, were males and 313,466, or 56.50 per cent, were females. It is shown in Table 32 that 77,759, or 14 per cent, of tho secondary students were preparing for college. The graduates for 1898 numbered 65,170, or nearly 12 per cent of the entire number enrolled. The number of graduates who had prepared for college was 19,940, or 30.60 per cent of the whole number of graduates. The number and per cent of high school students in each of tho eighteen leading high school studies in each State is given in Tables 33 to 38. The following synop¬ sis shows the number and per cent of students in certain courses and studies for the United States : STATISTICS OF SECONDARY SCHOOLS. 2051 Students in certain courses and studies in public and private high schools and academies. Courses, studies, etc. Humber of students. Per cent of total number of secondary students. Male students. Per cent of total number of male students. Female students. Per cent of total number of female students. Students preparing for college : 44, 296 38, 463 7. 99 24, 703 10. 24 19, 593 13,978 6. 25 6. 03 19, 485 8. 07 4.46 77, 759 14.02 44, 188 18.31 33, 571 10.71 Graduating in 1868 . 65, 170 11. 75 25, 549 10. 59 39, 621 12. 64 College preparatory students in gradu¬ ating class . . . . - . 19, 940 '274,293 24, 994 a 30. 60 10, 327 a 40. 42 9, 613 a.24. 26 Students in— Latin _ _ _ _ _ _ ........ 49. 44 115, 437 47. 83 158, 856 50. 68 G reelt _ ......... _ .... _ .... 4. 50 16, 639 6. 89 8, 355 2. 67 French . . . . . . . . 58, 165 10. 48 20, 688 8.57 37, 477 45, 939 11. 96 German . 78, 994 14. 24 33, 055 13. 70 14. 66 Algebra . . . . 306, 755 147, 515 55. 29 136, 146 '64, 578 56.41 170, 609 82, 937 54. 43 Geometry . . . ....... 26. 59 26. 76 26.46 Trigonometry. . . 15, 719 2.83 8, 413 3.49 7,306 15, 894 2. 33 Astronomy . 24, 433 113, 650 47, 448 4.40 8, 539 3. 54 5.07 Physics . 20. 48 49, 723 20. 60 63, 927 26, 007 77, 353 15, 620 20. 39 Chemistry . . . . . 8. 55 21,441 57, 629 8. 88 8.30 Physical geography . 134, 982 24. 33 23.88 24. 68 Geology . 25, 851 4. 66 10, 231 4. 24 4.98 Physiology . . . 162, 990 20, 198 195, 848 215, 810 29.38 69, 953 7,169 82,113 89, 723 28.98 93, 037 29.68 Psychology . . 3. 64 2.97 13, 029 113, 735 126, 087 121, 052 66, 835 4. 16 Rhetoric . 35. 30 34. 02 36. 28 English literature . 38. 90 37.18 40. 22 History (other than United States) . Civics . . . 209, 034 118, 807 37. 68 21.41 87, 982 51, 872 36. 45 21.53 38. 62 21.32 a Per cent of number of graduates. The progress made by public and private secondary schools in the increased per¬ centage of students pursuing certain studies has been noticed in referring to the summaries of the two classes of schools separately. In 1889-90 the per cent of secondary students in public and private high schools studying Latin was 33.62. For the eight years since there has been each year a large increase in the number of Latin students, until the percentage for 1897-98 was 49.44. There has been but little variation in the proportion of students in Greek, and but a small increase in the percentage of students in French, while the percentage of those studying German increased from 11.48 in 1889-90 to 14.24 in i.897-98. In 1889-90 the per cent of students in algebra was 42.77, and in 1897-98 it had increased to 55.29. The per cent in geometry increased from 20.07 to 26.59 in the same time. The percentage of students in history other than history of the United States increased from 27.83 to 37.68 per cent in the eight years. These percentages for each of the nine years are shown in the following synopsis: rer cent of total number of secondary students in public and private high schools and academies in certain courses and studies, etc. Students and studies. | 1889-90.1 1890-91. 1891-92. 1892-93. 1893-94. 1894-95. 1895-96. I _ 1896-97. 1897-98. Males . 45.03 43.67 44. 01 43. 62 43. 39 43.00 43. 40 _ 43. 84 _ 43.50 Females . . 54. 97 56. 33 55. 99 56. 38 56.61 57. 00 56. 60 56. 16 56. 50 Preparing for college, clas¬ sical course . 10.61 8. 45 9. 18 9.90 10. 34 10. 00 10. 05 8. 94 7. 99 Preparing for college, sci¬ entific courses . 8.05 6. 38 7. 59 8. 22 7.33 7.11 7.16 6. 57 6. 03 Total preparing for college . 18. 66 14.83 16. 77 18. 12 17. 67 17.11 17.21 15.51 14.02 Graduates . 10. 05 ioTET 10.87 11.46 11.88 11.60 11.73 11.95 11.75 Graduates prepared for college a . 35. 74 39. 15 36. 62 30. 92 32. 44 32. 69 32. 60 30. 60 a Per cent of total number of graduates. 2052 EDUCATION REPORT, 1897-98. Per cent of total number of secondary students in public and private high schools and academies in certain courses and studies, etc. — Continued. Students and studies. ! 1889-90.! 1890-91.! 1891-92. 1892-93.! 1893-94.! 1894-95. 1 1S95-9G.1 1896-97.' 1897-98. I i III!! I r ■ ~ 1 i '1 ! _ * Studying— Latin . 33. 62 39. 80 38. 80 41.94 43. 59 43. 76 46. 22 48.01 49. 44 G reek . 4. 32 4. 65 4. 68 4. 92 4. 99 4.73 4.58 4. GO 4.50 French . . 9.41 9. 06 8. 59 9. 94 10. 31 9.77 10. 13 9. 98 10.48 German . 11.48 15. 68 11.61 13. 00 12. 78 12. 58 13. 20 13. 76 14. 24 Algebra . 42. 77 49. 89 47. 65 49. 92 52. 71 52. 40 53.46 54.22 55. 29 Geometry . 20.07 23. 04 22. 52 24. 36 25. 25 24.51 25. 71 26. 24 26. 59 Trigonometry . 2. 96 3.61 3. 80 3. 25 3. 15 3. 08 2. 83 o j Astronomy . 5. 27 5. 19 4. 89 4 40 Physics . 2L36 23.06 22.04 22. 25 24.02 22.15 21.85 20. 89 20. 48 Chemistry . 9. 62 10. 37 10. 08 9. 98 10.31 9.31 9.15 9. 18 8. 55 Physical geography. . . 22. 44 24. 93 24. 64 24. 33 Geology . 5.52 5. 20 4. 93 4. 66 Physiology . 28. 03 31.08 29. 98 2D*. 38 Psychology . 3. 35 3. 82 3.82 3. 64 Rhetoric . 31.31 32. 27 33. 78 35. 30 English literature . 38. 90 History (other than United States) . 27. 83 29.77 31. 35 33. 46 35. 78 34. 65 35.73 36. 08 37. 68 Civics . 1 21.41 1 1 SECONDARY STUDENTS IN THE UNITED STATES. The distribution of secondary students enrolled in 1897-98 in eight classes of insti¬ tutions is g’iven by Sta'cs in Tables 39 and 40. It is shown that of 626,115, the total number of secondary students in the United States as reported to this Bureau, 459,813 were in public institutions and 166,302 in private institutions. In the public insti¬ tutions 449,600 were in public high schools, 6,643 in preparatory departments of universities and colleges, and 3,570 in public normal schools. In the private insti¬ tutions 105,225 were in private high schools and academies, 46,831 in preparatory departments of private universities and colleges, 7,337 in private normal schools, and 6,909 in manual training schools. The number of secondary students to each 1,000 population in the United States and in each State is given in Table 41. For the wffiole country there was an average of 8.60 secondary students to each 1,000 of population. The average for the North Atlantic Division was 9.61; for the South Atlantic, 4.87 ; for the South Central, 5.16; for the North Central, 10.87; for the Western Division, 9.05. Tho number of students in higher education was 144,477, as shown also in Table 41. This number includes all students who in 1897-98 were receiving higher instruction in colleges, resident graduate students in universities and colleges, and all profes¬ sional students in theology, medicine, and law. The independent professional schools are included, as vrell as those classed as departments of universities and colleges. Students of normal schools and schools of dentistry, pharmacy, veterinary surgery, and nurse training are not here included. The last column of Table 41 shows that the number of students in higher education to each 1,000 population was 1.98. The average in tho North Atlantic Division was 2.26; in the South Atlantic, 1.98; in the South Central, 1.45; in the North Central, 2.02; and in tho Western Division, 2.08. Table 42 gives in detail the statistics of the 5,315 public high schools reporting to this office. Table 43 gives similar statistics of private high schools, academies, and other private institutions for secondary instruction. Table 44 shows the number of public and private high schools for boys only, the number for girls only, and the number of coeducational schools of this grade in each State. STATISTICS OF SECONDARY SCHOOLS. 2053 Table 1. — Public high schools — Number of schools , secondary instructors, secondary students, and elementary pupils in 1897-98. State or Territory. Number of schools. Secondary teachers. Secondary students. Colored stu¬ dents (included in preceding column). Elem en tary p u pil s , including all below secondary grades. © % Female. Total. Female. Total. 72 Male. 6 "3 s ® Ph Total. United States . 1, 505 23,336 36, 241 59, 577 5, 282 106, 676 145, 682 I 252, 358 4, 720 49, 787 j 72, 026 121,813 North Atlantic Division 574 9, 389 14, 203 23, 592 1, 305 31,558! 40, 397 71. 955 1,223 15, 931 21,491 j 37.422 South Atlantic Division 50 1,010 1,919 2, 929 387 6, 782 10, 301 17, 083: 305 ; 3,121 4,978 ! 8, 099 South Central Division . 67 793 825 1, 618 551 9, 942, 14, 213 24, 155 485 4, 366 6,789 11,155 North Central Division. 727 10, 987 17, 281 28, 268 2,812 52, 1941 72, 040 124, 234 2, 500 22, 774 33, 626 56, 400 Western Division . 87 1,157, 2,013 3, 170| 227 6, 200 8, 731 14, 931 207 ; 3, 595 5, 142 8, 737 North Atlantic Division : ~~ Maine . 9 18 89 105 152 2, 008 2, 414 4, 422i 138 ' 982 1,248 2, 230 New Hampshire. . . . 9 341 80 114 51 724 869' 1, 593 49 ! 477 547 1,024 Vermont . 9 24' 49 73! 55 654 854: 1, 508 48 279 ! 387 066 Massachusetts . 93 1,110 2,305 3,415 224 7, 600' 1 8, 203 15, 803! 221 1 4,496 5, 506 10,002 Rhode Island . 11 175 234 409 16 744 967 1,711 13 382 425 807 Connecticut . 44 582 886 1,468 68 1,446 1,769 3, 215 60 901 1, 086 1,987 New York . 270 4,308 5,754 10, 062 367 8, 301 10, 996 19, 297 : 346 4,066 1 5,524 9. 590 New Jersey . 36 978 1.646 2, 624 84 2, 855 4, 203 7, 058 80 82 L 1,552 2, 373 Pennsylvania . 93 2, 162 3, 160 5 322 288 7. 226 10, 122 17, 348 258 3,527 j 5,216 8, 743 South Atlantic Division : 1 ! Delaware . 3 17 20 37 14 330 466 796 13 155 204 359 Maryland . 11 442 630 1. 072 ! 46 1, 024 1,956 2, 980; ! 48 966 1,681 2, 647 District of Col umbia 4 237 686 923 4 377 542 919 4 255 310 565 Virginia . 19 232 442 674 06 1,188 1,540 2, 728 | 48 442 624 1,066 West Virginia . 4 45 76 121 28 454 839 1, 293 I 25 164 325 4S9 North Carolina . ... . . . .1 1 14 262 330 592 11 80 119 199 South Carolina . i 6 20 15 35 86 1,023 1,531 2, 554 207 463 670 Georgia . i 2 14 23 37 ; 105 1. 827! 2, 661 4, 488 82 724 ! 1,074 1,798 Morula . 1 3: 27 30 i 24 297, 436 733 19 128 178 306 South Central Division : Kentucky . 19 466 287 1 753 i 61 i 1, 384 : 2, 156 3, 540 51 570 790 1,360 Tennessee . l 7 48j 68 110 j 93 1 1. 542 ; 1, 838 3, 380 ! 86 764 1, 167 1, 931 Alabama . 3 13 37 50 47 j 760 1,234 1, 994 40 373 668 1,041 Mississippi . 1 4: 2 6 85 980 1, 264 ! 2, 244 62 242 298 540 Louisiana . 20 418 791 1,219 19 184 639 823 Texas . 26 196 337 j 533 192 3, 847 5, 674 1 9, 521 | 183 1,837 ! 2,756 4, 593 Arkansas . 10 31 54 85 48 881 1 1,148 2,029 41 321 439 760 Oklahoma . 1 35 40 75 2 65 100 165 2 25 32 57 Indian Territory . .. 3 55 8 63 1 50 0 50 North Central Division: 1 | 1 Ohio . 125 ; 2, 041 2. 872 4. 913 593 10, 393 j 13,457 j 23,850 499 4,289 ! 6,013 10,302 Indiana . 1 53 799 1,231 2,030 ' 349 6, 660 ! 8, 263 14,923 | 283 2, 469 [ 3,272 5, 741 Illinois . 87 1,645: 3,259 4,904 | 324 7,073 1 10.019 17,092 ! 302 3,505 5,614 9, 119 Michigan . 124 1,601 2,663 4,264 1 280 5, 947 ! 8, 056 14, 003 264 1 2, 156 3,274 5, 430 Wisconsin . | 117 1,745; 2,398 4, 143 179 | 3, 207 i 3, 991 7, 198 i 180 1,636 1 2,161 3, 797 Minnesota . 51 649 ! 1, 166 1,815 ' 112 | 2,116 ! 3, 098 , 5, 214 108 1,395 1,973 3, 368 Iowa . 52 859 1.343 2, 202 ! 323 5, 645 ! 8, 316 13, 961 276 2,440 3. 717 6, 157 Missouri . ! 33 725; 932 1.657 200 4, 689 6, 782 11.471 174 1.678 2, 733 4,411 North Dakota . 2 4 1 5 23 215 316 531 23 100 153 253 South Dakota . 8 68 1 94 162 29 349 461 810 24 148 235 383 Nebraska . ! 31 449 720 1, 169 ! 225 3, 130 5, 122 8, 252 219 1.569 2,567 4,136 Kansas . i 44 402 602 1, 004 : 175 2, 770 4, 159 J 6, 929 ! 148 1,389 1,914 3, 303 Western Division: Montana . 3 37 112 149 15 247 305 552 12 100 133 233 Wyoming . 1 8 12 20 5 74 82 156 4 50 89 139 Colorado . 24 397 j 684 1,081 38 1. 113 1,499 2,612 38 794 1,083 1, S77 New Mexico . 1 4 34 60 94 4 20 ; 37 57 Arizona . 61 58 119 2 9 17 26 Utah . 1 3 74 j 99 173 4 262 340 C02 3 78 110 188 Nevada . 8 154 270 424 7 79 172 251 Tcl^lio 6 102 123 225 6 34 62 96 Washington . 5 121 [ 185 300 36 602 1,000 1,602 28 336 488 824 Oregon . 1 57 118 175 13 450 570 1, 020 9 120 217 337 California . 50 463 803 1,266 96 3, 101 4, 424 7, 525 94 1,975 2, 734 4, 709 STATISTICS OF SECONDARY SCHOOLS. 2057 Table 5 .—Public high schools — X timber of secondary students pursuing certain studies in 1897-98. State or Territory. Trigonometry . Astronomy. i Physics. Schools re- | porting. 13 rq i Total. Schools re¬ porting. Male. 73 <3 Total. . t-i b£l Til ^ Male. 6 9 © Total. I Schools re¬ porting. Male. r2 3 © Total. United States . 4, 063 57, 392 77, 393 134, 785 840 I 4, 355 12, 325 4, 567 66, 949 94, 775( 161, 724 North Atlantic Division - 805 16, 351 22, 242 38, 593j 115 596 1, 458i 2, 054! 1,126 20, 6021 25, 330 45, 932 South Atlantic Division - 276 3, 259 4, 660 7, 919 46 273 690 963 1 318 3,6131 6,475 10, 088 South Central Division . 463 6,961 8, 687 15, 648; 177 952 1, 558 2,510! 477 5, 443 8,188 13, 631 North Central Division . 2, 269 29, 487 39, 977 69, 464; 475- 2, 364| 3, 938 6, 302 2, 455 33, 032 47, 905 80, 937 Western Division . 90 1,334 1,827 3, 161 27 170 326 496) 191 4, 259 6,877 11,136 North Atlantic Division : "“i Maine . 96 759 841 1,600 21 88 148 236; 121 978 1,381 2, 359 New Hampshire . 27 157 235 392| 2 6 11 17 45 554 649 1, 203 V ermont . 26 163 237 400! 16 42 77 119' 48 350 475 825 Massachusetts . 145 2, 288 2, 987 5, 275 11 77 106 183 199 6, 004 8, 330 14, 334 Rhode Island . 3 13 26 39 3 3 87 90 15 698 746 1,444 Connecticut . 35 414 597 1, 011 3 13 31 44 60 1,237 1,593 2, 830 Kew York . 355 6, 929 9, 721 16, 650 11 63 397 460 309 4,241 5,699 9,940 New Jersey . . 62 1,053 1,859 2, 912 10 38 165 203 72 1, 269 2, 021 3, 290 Pennsylvania . 216 4, 575 5, 739 10.314 38 266 436 702 257 5, 271 4,436 9, 707 South A tlantic Division : Delaware . . 11 244 369 613! 1 4 4 8 13 166 232 398 Maryland . 38 468 1, 069 1, 537 5 29 146 175 38 494 1.482 1,976 ! 4 461 612 1, 073 Virginia . 53 675 759 1.434! 5 41 1 115 156 50 591 898 1, 489 W est V irginia . 24 312 417 '729 3 12i 14 26 26 175 325 500 North Carolina - - - 10 138 178 3161 2 12 16 28 9 93 144 237 South Carolina . 58 595 857 1, 452 5 41 151 192 69 431 ) 925 1, 356 Georgia . 62 629 7311 1, 360 13 83 162 245 86 965 1,527 2, 492 Florida . 20 198 280 478 i 12 51 82 133 23 237 330 567 South Central Division: Kentucky . 47 902 889 1, 791; 24 143 267 410 52 770 1, 115 1,885 Tennessee . 78 1,020 1, 076 2, 096 12 68 54 122 84 822 1, 142 1, 964 Alabama . 38 560 771 1, 331 8 33 252 285 42 478 813 1, 291 Mississippi . 73 862 l, iio| 1, 972 11 47 72 119 61 508 725 1, 233 Louisiana . 15 275 4811 756 2 8 15 23 20 378 698 1.076 Texas . 169 2,648 3, 553 6, 20ll 108 528 771 1, 299 175 1, 972 3, 088 5, 040 Arkansas . 41 ' 016 774! ! 1, 390! 9 103 113 216 39 425 565 990 Oklahoma . ■ I 21 25 46 2 8 j 14 22 2 50 60 110 Indian Territory . 3 57 8 65 1 14 0 14 2 40 2 42 North Central Division : Ohio . 514 6,409 7. 974 14,383' 89 423: | 562 985 495 6, 006 8, 647 14, 653 Indiana . 200 2, 193 2, 549 j 4, 742: 68 361 490 851 310 4, 886 6, 281 11, 167 Illinois . 305 5, 203 7, 275 12, 478 21 140 261 401 296 5, 155 7, 776 12, 931 Michigan . 1 253 2,845 3.873 C, 718 54 244 ! 490 734 255 3,413 4,752 8, 165 Wisconsin . 174 l, 827 2, 378 4,205 111 460 j 654 1, 114 138 1,352 1, 690 3,042 Minnesota . 72 1,019 1,621 2, 640 3 17 33 50 95 1, 285 1,937 3,222 Iowa . 257 3, 29S 4, 737 8, 033 28 163 I 214 377 300 , 3,771 5, 295 j 9, 066 Missouri . 157 2, 820 3, 870 6, 690 59 335 821 1, 156 182 2, 786 4,811 | 7.597 North Dakota . 16 136 180 316 3 13 15 28 21 137 177 314 South Dakota . 24 258 374 632 1 0 4 4 25 214 310 524 Nebraska . . . 170 2, 033 3,011 5,044 1 4 12 44 56 182 2,334 3, 617 5,951 Kansas . 127 1,448 2, 135 3,583 34 196 350 546 156 1,693 2, 612 , 4, 305 Western Division : Montana . 11 126 154 280 1 1 11 12 13 143 174 317 Wyoming.. . 3 48 39 87 1 1 6 7 5 51 71 122 Colorado . 19 2381 263 501 10 93 177 270 35 713 1, 013 1,726 N ew Mexico . 3 1 40 59 99 1 3 21 1 43 64 Arizona . 1 | 10 23 33 1 10 12 22 Utah . 12 26 38 I 2 16 35 51 3 201 275 476 Nevada . 5 87 150 237 1 0 8 8 7 92 174 266 Idaho . 74 1 91 165 4 29 | 30 59 Washington . 17 1 214 1 302 516 11 58 84 142 | 28 393 650 1,043 Oregon . 8 132 188 320 1 1 5 6 10 141 312 453 California . 16 353 532 885 82 2,465 ! 4, 123 6,588 I 1 i . 1 2060 EDUCATION REPORT, 1897-93. Table 8. — Public high schools — Number of secondary students pursuing certain studies in 1897-98. English literature. History. ! Civics. State or Territory. j Schools re¬ porting. o; A © 1 Total. j Schools re- 1 porting. Male. Female. Total. <£> . : | ^ fcJD ' ® Q ' i o *£ o ^ ! rC O Male. J5 IS S Ph Total. United States . 1 1 4, 356 74,014 106, 142 180, 156 4, 504 69, 636 99, 842 169, 478 4, 133 43, 997 58, 245102, 242 Tsortli Atlantic Division 1,086 27, 811 34, 373 62, 184 1, 08824, 36431, 828 ' 56,1921,05211,63113,962 25,593 South Atlantic Division 271 4, 644 7, 204 11, 848 ! 318 4,850 7.668; 12,518 \ 147 1,447s 1,591 ! 3, 038 South Central Division . 404 4, 772 7,569 12, 341 ! 421 5,715 9,366 : 15, 081 1 375 3, 991 5,484 9,475 North Central Division . 2. 387 30, 328 46, 800 77, 128 2, 474 29, 472 42, 626 72, 098,2, 380 25, 067 34, 286 59.353 AVesteru Division . 208 6,459 10, 196 16, 655 203 5,235 : 8, 354 13,589 j 179 1,861 | 2, 922; 4,783 North Atlantic Division : Maine . 110 1,206 1,649 2, 855 112 I 1,259 ! 1,639 2, 898 103 671 8o8 1.527 New Hampshire. . . . 43 OSS 861 1, 499 43 567 1 693 1 , 260 30 189 253 442 Vermont . 40 156 302 458 41 323 i 480 803 45 320 397 717 Massachusetts . 218 9, 895 12, 837 22, 732 ; 215 ! 8, 006 10, 207 | 18,213 171 2, 136 2, 290 4, 426 Kh ode Island . 15 833 1,331 2, 164 15 ! 749; 880 1, 629 14 202 169 371 Connecticut . 62 2. 003 2, 463 4, 466 62 1,306 1,688 1 2, 994 40 292 488 780 New York . 276 4, 109 5, 324 9, 433 ' 306 4, 5921 8, 118 ! 12,710 1 336 3,767 4, 394 8, 161 1,892 New Jersey . 73 1, 999 3, 379 5, 378 j 73 | 1,831 2,861 ! 4, 742 64 747 ! 1, 145 Pennsylvania . 249 6, 972 0, 227 13, 199 ! 221 ! 5.681 j 5,262 1 10,943 249 3,307 3,970 7,277 South Atlantic Division : Delaware . 11 99 172 271 14 143 236 379 11 76 132 208 Maryland . 42 1. 196 1, 547 2, 743 40 1,093 1 , 555 1 2, 048 15 180 89 269 District of Columbia 5 1, 120 1, 684 2, 804 ! 4 506 919 ! 1, 425 1 3 4 7 Virginia . 47 520 887 1,407 54, 898 1,308 1 2, 206 16 170 116 286 West Virginia . 23 272 490 762 23 280 452 738 24 203 299 502 North Carolina . 11 302 383 685 13 285 359 644 6 192 216 408 South Carolina . 57 311 742 1, 053 72 584 1, 111 ! 1, 695 28 241 313 554 Georgia . . 61 667 i 1,098 .1,765 79 9213 ■ 1,560 j 168 ; 2. 483 31 267 284 551 Florida . 14 157 201 l 358 16 132 300 15 115 : 138 253 South Central Division : Kentucky . 54 1, 004 ! 1, 163 1 2, 167 47 9301 1.502 ! 2, 432 51’ 548 652 1, 200 963 Tennessee . . . 58 547 811 j 1, 358 62 786 ; 1 , 078 1, 864 50 445 518 Alabama . 38 340 759 ! 1, 099 33 344| 715 1, 059 18 210 343 ! 553 Mississippi . 65 637 914 i 1,551 I 60 6061 822 1,428 55 ! 484 j 678 1, 162 Louisiana . 17 211 717 928 18 396 1, 055 1,451 14 151 317 i 468 Texas . ! 135 1. 617 2, 723 4,340 j 161 2,2421 3,646 ! 5. 888 154 1,816 2,593 4,409 Arkansas . 33 361 455 816 37 374 540 914 30 ■ 278 357! 635 Oklahoma . 2 22 21 43 1 10 8 ! • 18 1 40 20 i 60 Indian Territory 2 33 6 39 2 27 0 2 19 6 . 25 North Central Division : Ohio . 480 5, 736 ! 8, 313 14, 049 i 481 5, 476 ! 7,571 13,047 523 ' 4,417 j 5,593 10, 010 Indiana . 305 4,510 : 5, 843 10, 353 ! 314 3, 567| 4. 592 8, 159 265 j 2, 740 ; 3,368 6, 108 Illinois . 301 6, 666 | 11,282 I 17,948 | 296 4,094 ; 6,578 10,672 277 1 3,267 4, 575 7,842 Michigan . 1 247 1, 859 3, 119 4, 978 269 3,699 ; 4, 746 ! 8,415 244 2,836 t 3, 976 6, 812 Wisconsin . 166 1,477 1 2, 245 3, 722 175 1,687 2,255 ' 3, 942 165 1,690 | 2,282 3,972 Minnesota . 93 842 ! 1, 339 2, 181 93 1,446 2. 195 1 3,641 66 i 629 ! 806 1,435 Iowa . 279 3,604 i 5, 550 9, 154 298 3,489! 5,327 | 8, 816 300 3,364 4,821 8, 185 Missouri . 167 1, 905 3, 130 5, 035 173 2, 434 3,875 6,309 ; 143 ; 2,071 130 2, 964 5, 035 North Dakota . 20 164 270 434 18 161 199 360 19 ! 168 298 South Dakota . 23 111 225 336 25 220 344 564 25 198 1 299 497 Nebraska. . 162 2, 021 1 3, 208 5, 229 180 1, 666 2, 6901 4, 356 3, 787 203 1,964 2, 852 4,816 Kansas . 144 1, 433 1 2, 276 3, 709 152 1, 533 2, 254 150 ' 1,761 2, 582 4, 343 Western Division: Montana . 15 123 1 184 307 14 132 187 319 10 126 204 330 Wyoming . 5 68 100 168 5 40 55 95 4 57 78 135 Colorado . 37 1, 376 2, 050 3,426 37 1, 355 1, 981 3, 336 23 331 514 845 New Mexico . 2 11 25 36 2 9 18 27 3 8 26 34 Arizona . 2 40 50 90 2 20 27 47 1 29 20 49 Utah . 4 156 244 400 3 78 98 176 3 36 46 82 Nevada . 7 144 236 380 7 119 214 333 0 j 71| 135 206 Idaho . 6 53 100 153 4 55 81 136 5: ; 07 94 161 Washington . 28 402 645 1. 047 23 299 497 796 1 29 204| 310 514 Oregon . 101 106 2651 371 131 229 463 692 ■ 9 120 224 344 California . 92 3,980 6, 297 _ 1 10, 277 93 _ 1 2, 899 _ | 4,733 - 7, 632 86 8ii J, 271; 2, 083 STATISTICS OF SECONDARY SCHOOLS. 20G1 Table 9. — Public high schools — -Proportion of finale and female students, per cent of students pursuing certain courses, per cent of graduates, etc., in 1897-98. Per cent of total number. Per cent of gradu¬ ates pre¬ pared for college. State or Territory. Total secondary students. Males. Females. College classical prepara¬ tory students. I College scientific prepara- tory 1 students. Gradu¬ ates in 1898. United States . 449, 600 42. 08 I 57. 92 6. 21 5, 15 11.79 27. 45 North Atlantic Division.... 141, 747 43.49 1 56. 51 7. 93 4. 13 12.04 23. 74 South Atlantic Division . 24, 383 39. 95 60. 05 6. 53 1.95 10.45 23.12 South Central Division . 32, 888 41.37 58. 63 7.66 5. 13 8. 40 30. 41 North Central Division . 225, 578 41. 74 58.26 4. 89 5. 66 12. 17 28. 38 Western Division . 25, 004 40.09 59.91 0.21 9. 44 12. 79 40. 09 North Atlantic Division : |== Maine . 8. 508 45. 20 54. 80 12. 29 3.26 12.11 28. 03 New Hampshire . 3, 325 44. 12 55. 88 9. 17 4.15 13. 23 23. 86 V ermont . 3. 156 42.71 57. 29 5. 96 9.19 10. 17 41.43 Massachusetts . 33. 322 43.83 56. 17 13. 08 4.50 14. 74 25. 88 Rhode Island . 3, 149 42. 52 57. 48 17. 12 1.40 10. 45 40. 43 Connecticut . 0, 881 45. 14 54.86 8.65 4. 29 13. 76 23. 76 New York . 46,574 46. 14 53.80 5. 40 4.36 8. 24 27. 71 New Jersey . 9, 690 39. 65 60. 35 5.74 5. 77 12. 80 20. 32 Pennsylvania . 27, 082 39.07 60.93 4. 17 2. 63 14.76 14. 44 South Atlantic Division : Delaware . . . 1, 104 40.67 59. 33 3.99 1.09 11. 59 19. 53 Maryland . 3,922 39. 09 00. 91 1.84 0. 33 9. 69 10. 79 District of Columbia. . . . 2, 956 40.70 59. 30 1.39 1. 12 11.87 12. 25 Virginia. . 3, 911 41.29 58. 71 6.85 2. 02 10.36 15.31 West Virginia . 1,778 . 30. 22 63. 78 5.23 1.09 12. 04 20.56 North Carolina . j 892 44.73 55. 27 5.49 1.01 10. 54 46. 81 South Carolina . 3,312 39. 19 60.81 13.41 3.29 9. 03 47. 16 Georgia . 5, 454 39.84 00. 10 10.10 3. 26 10. 60 29.07 Florida . 1,054 40.61 59. 39 2.94 1. 23 9. 39 21. 21 South Central Division : 1 Hen tacky . 4, 754 41.75 1 58.25 4.25 4.59 8. 20 27. 69 Tennessee . 5, 357 42.80 | 57. 20 8.51 5. 04 10. 99 28.18 Alabama . 2, 577 40. 20 59. 80 5.90 | 2.72 8. 96 29. 44 Mississippi . 3,472 45. 10 51. 90 13. 57 10. 48 5. 82 33. 17 Louisiana . 1,755 31.91 08. 09 3.19 0. 68 13. 52 12. 97 Texas . 11, 843 40. 45 59. 55 7.54 4.88 7. 43 33.98 Arkansas . 2, 786 43.22 56. 78 9. 83 5.78 7.11 44.44 Oklahoma . 240 39.43 j 60. 57 0. 00 0. 00 7. 32 50. 00 Indian Territory . 98 77. 55 1 22. 45 16. 33 14.29 15. 31 26. 67 North Central Division : Ohio . 40, 808 43.13 56.87 6. 02 4.87 12.85 1 23. 57 Indiana . 1 22,812 44.02 55. 98 3. 02 3.13 11.01 ; 21.46 Illinois . 35, 068 39.70 60. 30 5. 12 5. 09 12. 32 j 24.00 Michigan . . 27, 458 42. 43 57.57 2. 47 5. 58 11.28 28. 96 Wisconsin . . 16, 796 43. 69 56.31 4. 53 4. 78 12. 29 29. 75 Minnesota . 11,710 40. 82 59. 18 1.90 16. 39 11.63 51.91 Iowa . 26, 262 41. 73 58. 27 6. 06 4.51 13. 38 27.59 Missouri . 17. 143 39. 53 00. 47 5. 02 5.41 11.04 24. 19 North Dakota . 908 39. 65 60. 35 8. 37 7.71 8.92 48. 15 South Dakota . 1, 015 41.92 5S.08 1.36 2.11 14. 06 32. 16 Nebraska . ' 13, 403 40.15 59. 85 6.57 9. 10 13. 15 37. 46 Kansas . 11, 595 40. 34 59.66 8. 59 5. 05 11.85 40. 76 W estern Division : Montana . 836 40. 74 59. 26 11. 94 9.71 11. 50 31.07 Wyoming . 307 44.63 55. 37 5. 86 1. 95 14.01 65. 12 Colorado . . 4. 928 ' 39.83 60. 17 6. 35 13.33 12. 28 31.90 New Mexico . 127 37. 80 62. 20 0. 79 7.87 22. 05 17. 86 Arizona . . 156 41.67 58. 33 7. 66 4. 49 7.69 100. 00 Utah . 891 41. 64 58.36 0. 00 0.00 7. 41 45. 45 Nevada . 509 37. 52 02.48 5. 30 5.30 19. 06 42. 27 Idaho . 346 40. 75 59. 25 11.85 11. 56 8. 67 26. 67 Washington . 2.630 39. 70 60. 30 6. 88 5. 78 13. 95 19. 35 Oregon . 1, 594 40.03 59.97 4.83 0.69 12. 11 7. 25 California . j 12. 620 40. 10 59. 90 6.14 10.81 13.11 51.27 2062 EDUCATION REPORT, 1897-98. Table 10. — Public high schools — Percentages of secondarg students pursuing certain studies in 1897-98. Per cent of total secondary students. State or Territory. Latin. Greek. French. Ger¬ man. Alge¬ bra. Geom¬ etry. Trigo¬ nom¬ etry. Astron¬ omy. 1 Phys¬ ics. United States . 49.67 3.12 7. 54 13.25 56. 13 27.09 2. 27 3.82 20. 69 North Atlantic Division. . . 47. 37 6. 06 16. 92 16. 64 50. 76 26.40 2. 02 4. 31 18. 14 South Atlantic Division. . . 64. 61 2. 57 9. 39 12. 01 70. 06 33. 22 5. 18 3. 98 27. 58 South Central Division - 56. 34 2.21 5.14 4. 92 73.42 33. 90 6. 10 4.68 29. 58 North Central Division. . .. 48. 03 1.42 2. 07 12.53 55. 08 25. 01 1.45 3. 57 20. 10 Western Divison . 54. 12 3.46 5. 16 12. 68 59. 71 34. 94 3. 24 2. 05 22. 17 North Atlantic Division : Maine . - . 46.00 10. 96 21.00 1. 23 51.61 26. 03 0.41 8. 27 20. 72 New Hampshire . 56.45 9.68 31. 37 3. 43 47. 91 30. 80 1.26 7. 25 24. 72 Vermont . 43.12 6.37 12. 83 2. 31 47.78 21.10 0. 00 6. 84 15. 40 Massachusetts . 49. 78 9. 78 39. 95 10. 25 47. 43 30. 02 1. 02 5. 97 21. 79 Rhode Island . 44. 74 10. 07 25.31 12.99 54. 33 25. 63 2. 29 5. 18 22. 10 Connecticut . . 53. 63 7.21 16. 33 21.33 46. 72 28. 88 2. 82 6. 34 16. 97 New York . 40. 10 4. 02 8. 15 21. 60 41. 43 20. 59 2. 24 2. 40 11.13 New Jersey . 40.02 3.62 5. 79 27. 08 72.84 24. 49 2. 18 5. 11 20. 57 Pennsylvania . 58. OS 3. 09 4. 22 19. 65 64.06 32. 28 3.40 2. 71 23.33 South Atlantic Division: Delaware . 78. 26 0. 18 0. 00 3.35 72.10 32. 52 2. 54 0. 45 33.83 Maryland . . 64. 20 2. 37 9. 05 27. 33 75. 98 67.49 10. 15 6.53 54.41 District of Columbia . . 44. 55 3. 52 14. 21 31.22 31.09 19.11 2.98 0.00 20. 30 Virginia . . 72.69 0.28 11.07 17. 23 69. 75 27.26 4. 91 1.43 22. 40 West Virginia . 39. 43 0.00 0. 00 6. 81 72. 72 27.50 3.43 1.12 18. 79 North Carolina . 82. 40 4. 93 0. 00 0. 00 66. 37 22. 31 0. 00 3.03 26. 12 Smith Carolina . 63. 38 2.17 4. 29 1.06 77.11 20. 23 4.44 4.59 29. 29 Georgia . 75. 89 5.24 16. 12 0. 68 82.29 32. 97 4. 68 6.71 18. 87 Florida . | 51. 04 1. 33 5. 69 2. 85 69. 54 29. 03 8. 82 8.44 16.51 South Central Division: Kentucky . 64. 14 4.44 1.16 15.84 74.46 28. 61 6. 82 6. 42 23.35 Tennessee . 49. 79 1.96 1. 68 2. 17 63. 10 36. 05 2. 56 5. 26 24. 42 Alabama . 63. 60 4. 50 6. 36 1.04 77. 38 40. 40 17. 19 14. 98 34. 34 Mississippi . 50. 84 2. 07 0.17 0. 17 64. 63 15. 55 2. 16 3. 34 40.09 Louisiana . 84. 11 1.19 63. 86 0.00 63. 95 46. 55 1.07 1.87 32. 81 Texas . 51. 90 1.36 1. 63 4.50 80. 39 38. 78 6. 13 3. 23 31.82 Arkansas . 56. 53 1.51 1.90 3. 05 72. 83 27. 28 10.16 1.08 21.61 Oklahoma . 67. 07 0.00 0.00 30.49 67. 07 23. 17 0. 00 0. 00 17.89 Indian Territory . 43. 88 0. 00 0. 00 0 00 64. 29 51.02 0. 00 4. 08 42. 86 North Central Division : Ohio . 50. 53 2. 23 1.61 12.04 58. 44 25. 25 2.94 4. 71 18. 80 Indiana . 65.99 0.49 0.67 8.90 65. 42 25.17 1. 07 2.18 20. 95 Illinois . 49. 77 1.49 4. 36 13. 98 48. 74 26. 00 1.02 5.45 20.54 Michigan . 34.38 1. 72 2. 97 15.53 51.00 19. 78 0. 82 2. 73 18. 04 Wisconsin . 24. 73 0.89 0. 40 24. 67 42. 86 22.61 0. 43 0. 40 15. 87 Minnesota . 58. 63 1. 82 5. 00 15.50 44. 53 28. 76 0. 56 3. 24 15. 80 Iowa . 41.07 0.46 0. 85 8. 39 53. 21 23.47 0.81 5. 23 21. 29 Missouri . 52. 28 2. 41 2. 27 9. 67 66. 91 25. 73 3.26 2. 67 22. 27 NorthDakota . 72. 91 1. 32 0. 00 0. 55 58. 48 27. 86 0.44 1. 54 17. 73 South Dakota . 40. 62 0. 80 0.31 10. 03 50.15 23. 72 2. 72 4.95 22. 29 Nebraska . 54. 80 1.25 1.51 8. 72 61. 57 30. 86 1.50 1. 49 25.20 Kansas . 54. 76 0. 91 0. 37 8. 66 59.76 28.49 0.66 3.42 25. 03 Western Division : Montana . 62. 72 0. 78 2.90 16. 63 61.61 26. 00 2. 23 1.79 22. 77 Wyoming . 51. 79 0. 00 0.00 6.51 50. 81 45. 28 1. 63 5.21 24. 10 Colorado . 65.26 5.54 7. 65 21.94 53.00 38. 09 4. 30 4.59 24.72 New Mexico . 32. 28 0. 00 0. 00 0.00 74. 02 44. 88 0. 00 23.62 31.50 Arizona . 50. 64 0. 00 0. 00 0.00 76. 28 16.67 8. 33 0.00 20. 51 Utah . 45. 01 1. 57 6. 06 19.42 67. 56 21. 10 5. 39 0.90 13. 58 Nevada . 54.42 0. 00 4.91 0. 00 83. 30 49. 31 0. 00 0.59 61.10 Idaho . 46. 24 0. 00 0. 00 0.00 65. 03 27. 75 0. 00 3.76 9. 83 Washington . 43. 92 0. 00 1.75 11.63 60.91 31.33 1.10 2. 51 18. 44 Oregon . . 33. 50 0.00 0. 00 10. 98 63.99 21. 14 3.26 3.39 20. 39 California . 55. 06 4. 53 6. 05 10.03 59. 63 37. 31 3.42 0.63 21.39 I STATISTICS OF SECONDARY SCHOOLS. 2063 Table 11. — Public high schools — Percentages of secondary students pursuing certain studies in 1897-9S. Per cent of total secondary students. State or Territory. Chem¬ istry. Physic¬ al geog¬ raphy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rhet¬ oric. English litera¬ ture. His¬ tory. Civics. United States . 8. 30 24.94 4. 37 29. 98 2. 74 35.97 40.07 | 37.70 22. 74 North Atlantic Division. . . 9.10 19. 02 5. 86 27. 23 1.45 32. 40 43. 87 39. 64 18. 06 South Atlantic Division . . . 8.15 30.87 3.22 32. 48 3. 95 41. 37 48. 59 51.34 12. 46 South Central Division .... 8. 53 36.48 6. 87 47. 56 7. 63 41.43 37. 51 45. 84 28. 80 North Central Division . . . . 7. 33 26. 97 3. 27 30. 80 2. 79 35. 88 34. 19 31.96 26.31 Western Division . 12. 43 19. 28 3. 63 12. 64 1.98 44. 54 66. 61 54. 35 19. 13 North Atlantic Division : Maine . . . 9. 45 18. 06 8. 99 18. 67 2.75 27. 53 33. 32 33. 82 17.82 New Hampshire . 14.35 10. 65 6. 62 11. 79 0. 51 36.18 45. 08 37. 89 13. 29 Vermont . 6. 53 24. 11 7.79 12. 67 3. 77 26. 14 14.51 25. 44 22. 72 Massachusetts . 12.31 9. 29 5. 49 15. 83 0. 55 43. 02 68. 22 54. 66 13. 28 Rhode Island . 15. 02 6.32 4.48 1.24 2. 86 45. 86 68. 72 51. 73 11.78 Connecticut . 9. 62 17. 73 6. 23 14. 69 0. 64 41.13 64. 90 43. 51 11. 34 New York . 5.47 19. 22 6. 07 35. 75 0. 99 21.34 20. 25 27. 29 17. 52 New Jersey . 10.12 26. 78 6.81 30.05 2. 09 33. 95 55. 50 48. 94 19. 53 Pennsylvania . 9. 75 30. 41 4. 39 38. 08 2. 59 35. 84 48.74 40. 41 26. 87 South Atlantic Division ; Delaware . 12.14 45. 65 0. 00 55. 53 0.72 36. 05 24. 55 34.33 18. 84 Maryland . 6. 50 20. 47 0. 87 39.19 4.46 50. 38 69. 94 67. 52 6. 86 District of Columbia . . 7. 98 0. 00 1.18 0. 00 0.00 36. 30 94.86 48.21 0. 24 Virginia . 12.32 37.97 2. 12 36. 67 3.99 38. 07 35. 98 56. 41 7.31 West Virginia . 5.74 45. 67 3! 32 41. 00 1,46 28.12 42. 86 41. 51 28. 23 North Carolina . 16. 82 21.41 13.34 35. 43 3. 14 26. 57 76. 79 72. 20 45. 74 South Carolina . 3.99 49. 40 5.50 43. 84 5. 80 40. 94 31. 79 51.18 16. 73 Georgia . 7. 99 31.22 4. 44 24. 94 4. 49 45. 69 32. 36 45. 53 10. 10 Elorida . 5. 60 37. 38 2.85 45. 35 12. 62 53. 80 33. 97 28. 46 24. 00 South Central Division : Kentucky . 9. 78 20. 26 3.58 37.67 8. 62 39. 65 45. 58 51.16 25. 24 Tennessee . 6.25 24. 06 14.15 39.13 2. 28 36. 66 25. 35 34. 80 17.98 Alabama . 18.01 35. 86 15. 29 51.65 11. OG 50. 10 42. 65 41. 09 21.46 Mississippi . 3. 17 37. 04 2. 39 58. 80 3. 43 35. 51 44. 67 41. 13 33. 47 Louisiana . 22. 23 36. 37 0. 74 42.76 1.30 00. 86 52. 49 82. 07 26. 47 Texas . ' . . 5. 84 47.50 4.56 52. 36 10. 97 42. 56 36. 65 49. 72 37.23 Arkansas . 10. 05 41.64 8. 87 49. 89 7. 75 35. 53 29. 29 32. 81 22.79 Oklahoma . 12. 60 32. 52 5. 28 18. 70 8.94 44. 72 17. 48 7.32 24.39 Indian Territory . 37. 76 | 30. 01 42.86 66. 33 14. 29 42.86 39. 80 27. 55 25. 51 North Central Division : Ohio . 7. 53 20. 69 2. 80 35. 25 2.41 35.91 34. 43 SU. 97 24. 53 Indiana . 8. 67 25. 35 3. 32 20. 79 3.73 48.95 45. 38 35. 77 26. 78 Illinois . 7.19 28. 32 3.63 3o. 58 1.14 36. 87 51. 18 30. 43 22. 36 Michigan . 9. 45 21.32 2. 28 24. 47 2. 67 29. 74 18. 13 30. 76 24.81 Wisconsin . 3.26 34. 01 1.48 25. 04 6.63 18. 11 22. 16 23.47 23.65 Minnesota . 9. 85 13. 35 1. 20 22.54 0. 43 27.51 18. 63 31.09 12. 25 Iowa . 4. 4S 27. 46 5. 60 30. 62 1.44 34. 55 34.89 33. 60 31.20 Missoui’i . . . 7. 90 25. 00 4. 90 39. 02 6. 74 44. 32 29. 37 36. 80 29. 37 North Dakota . 3. 19 20. 26 0. 66 34.80 3.08 34. 58 47.80 39. 65 32. 82 South Dakota . 6. 32 36. 28 8. 42 39. 13 . 0. 25 32. 45 20. 80 34. 92 30. 77 Nebraska . 10. 18 31.85 2. 25 37. 63 0. 42 44. 40 39.01 32. 50 35. 93 Kansas . 5. 50 39. 36 3. 74 30.90 4.71 37. 13 31.99 32. 66 37.46 W estern Division : Montana . 15. 85 31.47 7.81 31.25 1.34 I 35. 3S 34. 26 35. 60 36. 83 W y oming . . 4. 89 19. 54 3.91 28. 34 2. 28 39.74 54. 72 30. 94 43.97 Colorado . 16. 27 15.08 10. 82 10.17 5. 48 35. 02 69.52 67. 69 17.15 New Mexico . 8. 68 52. 76 11. 02 77. 95 0. 00 50. 39 I 28. 35 21.26 26. 77 Arizona . . . 8. 33 21.15 5. 13 21.15 0. 00 14. 10 57. 69 30.13 31.41 Utah . 2.69 19. 87 3. 37 4. 26 5. 72 53. 42 | 44. 89 19. 75 9. 20 Nevada . 34. 38 44. 20 0.00 46. 56 1.57 52. 26 74.66 65. 42 40. 47 Idaho . 7. 51 59.54 1.73 47.69 0. 00 17. 05 44. 22 39.31 46. 53 Washington . 5.17 42. 59 2.43 19. 62 5.40 39.66 39. 81 30. 27 19. 54 Oregon . 12. 74 31. 18 2. 07 20. 08 0. 38 28.42 23. 27 43.41 21.58 California . 12. 36 11. 18 1.09 7.01 0.00 52. 20 81.43 60. 48 16. 51 2064 EDUCATION REPORT, 1897-98. Tahlk 12. — Statistics of public high schools in cities of 8,000 population and or er. Statu or Territory. Schools. Second ary instructors. Secondary pupils. Male. Female. Total. Male. Female. Total. United States . 700 2, 669 4, 211 6, 880 S5, 009 123, 760 208, 775 North Atlantic Division . 252 1,048 1,829 2, 877 36, 210 46, 684 82, 894 South Atlantic Division . 56 157 258 415 4, 467 8, 144 12, 611 South Central Division . 74 175 206 381 3,827 7, 227 11,054 North Central Division . 280 1.090 1,665 2,755 34,893 53, 123 88, 016 Western Division . 38 199 253 452 5,612 8, 588 14, 200 North Atlantic Division: | 1 Maine . 9 25 42 67 931 1, 174 2,105 New Hampshire . 7 18 35 53 711 941 ; 1.652 Vermont . 2 4 12 16 183 287 470 Massachusetts . 71 339 584 923 10,846 13,681 j 24,527 Rhode Island . 9 60 71 131 1. 119 1, 544 2, 663 Connecticut . ,, 17 69 124 193 2; 136 2,512 4,648 New York . . 63 266 540 806 12,385 13,335 25, 720 New Jersey . 21 59 136 195 2,249 3,616 5, 865 Pennsylvania . 53 208 285 493 5, 650 9, 594 15, 244 South Atlantic Division : Delaware . 1 5 15 20 260 362 622 Maryland . 9 30 41 71 914 1,633 2, 547 District of Columbia . 5 49 73 122 1,203 1,753 2, 956 Virginia . - . 14 24 52 76 877 1,482 ! 2, 359 West Virginia . 6 9 14 23 226 4S3 709 North Carolina . 4 9 7 16 213 293 506 South Carolina . 5 6 14 20 104 ■ 617 721 Georgia . 11 22 39 Cl G30 1,416 2, 046 Florida . 1 3 3 6 40 105 145 South Central Division : Kentucky . . . 18 53 56 109 1, 065 1,726 2, 791 Tennessee . . . 10 21 35 56 555 1,199 1,754 Alabama . 9 11 24 35 563 647 1,010 Mississippi . 5 7 11 18 210 331 541 Louisiana . 6 16 32 48 313 808 1, 121 Texas . . 19 50 40 90 1.009 1,978 2,987 Arkansas . 6 16 6 22 254 452 706 Oklahoma . 1 1 2 3 58 86 144 Indian Territory . North Central Division: Ohio . 56 212 295 507 6,802 10. 132 16, 934 Indiana . 37 136 148 284 3,793 i 5, 345 9, 138 Illinois . 49 257 314 571 6, 747 i 11,647 18, 394 Michigan . 28 107 215 322 4.347 : 6,010 10. 357 Wisconsin . 27 87 140 227 2,814 ! 3, 717 6, 531 Minnesota . 16 58 168 226 2, 527 3, 756 6, 283 Iowa . 23 72 141 213 2, 627 3,785 ! 6,412 Missouri . 21 94 126 220 2, 593 4, 726 7,319 North Dakota . 1 2 2 4 29 69 98 South Dakota . 1 2 5 7 102 148 250 Nebraska . 10 39 69 108 1,469 2, 190 3, 659 Kansas . i 11 24 42 66 j 1, 043 1,598 2, 641 Western Division: Montana . i 2 5 5 10 1 137 210 347 Wyoming . 1 1 2 4 6 i 67 73 140 Colorado . ' 10 23 5S 111 1,232 1,912 3,144 New Mexico . ! Arizona . _ 1 . 1 _ 1 _ i _ Utah . 2 1 13 15 28 j 340 X to 822 Nevada . ! Idaho . ! j | Washington . 4 1 21 i 24 45 i 586 916 1,502 Oregon . 2 ! 10 15 25 | 417 660 1,077 California . 17 95 132 [ 227 1 2, 833 4, 335 7,168 STATISTICS OF SECONDARY SCHOOLS, 2065 Table 13. — Statistics of public high schools outside of cities of 8,000 population and over . State or Territory. Schools. Secondary instruct ors. Secondary pupils. Male. Female. 1 Total. I Male. Female. Total. 4, 615 5, 873 5,188 11,061 104, 178 136, 047 240, 825 1,064 331 1, 197 1. 612 2, 809 661 25, 441 33, 412 58, 853 11, 772 ' 306 5, 275 6, 497 473 687 494 1, 181 5,883 527 9, 780 12, 054 78, 292 6, 392 21, 834 2, 552 3, 344 290 2,539 237 59, 270 137, 562 190 4, 412 10, 804 North Atlantic Division: 145 145 120 265 2, 942 756 3, 521 6, 463 1, 673 45 40 52 92 917 53 51 74 125 1, 165 1. 521 2, 686 156 277 433 3, 758 5, 037 8, 795 7 13 11 24 220 266 486 51 43 71 114 970 1,263 11,748 2, 233 304 350 658 1,008 219 9, 106 1,593 4, 931 20, 854 3, 825 64 144 2, 232 6, 907 293 239 324 205 529 11, 838 South Atlantic Division : 13 11 16 27 189 482 37 45 27 72 619 756 1, 375 52 46 44 90 738 814 1, 552 1,069 22 27 29 56 418 651 North Carolina _ . . _ .... 10 13 8 21 186 200 386 South Carolina . . . . 80 87 70 157 1, 194 1,543 388 1, 397 2, 591 3, 408 Georgia _ _ _ _ - _ 94 94 82 176 1, 865 Florida. . . . . . 23 32 30 62 521 909 South Central Division: TOntiu^y _ _ - -- -- -- - 43 50 55 105 920 1,043 1, 865 1, 963 Toimftsspft. _! _ _ 83 109 58 167 1, 738 3, 603 Alabama _ _ ........ 39 44 38 82 673 894 1, 567 Mississippi _ _ ...... 80 86 82 168 1,356 1, 575 387 2, 931 634 Louisiana _ _ _ _ _ 14 21 19 40 247 Tp\f)s _ _ 173 308 202 510 3,781 950 5, 075 1, 130 8, 856 2, 080 Arkansas ....... _ _ _ 42 62 34 96 Oklahoma _ _ _ _ _ _ ... 1 2 2 4 39 63 102 Indian Territory _ ...... _ 3 5 4 9 76 22 98 North Central Division : Ohio . 542 699 352 1,051 10, 799 13, 075 23, 874 Indiana _ _ _ _ . . ... 312 492 207 699 6, 249 7,174 7, 303 7, 425 1.3, 674 16, 674 17, 101 10, 265 Illinois _ ....... _ _ 279 379 317 696 9,500 Michigan .... _ _ _ 254 304 373 677 9, 798 5, 740 \V isconsin _ _ ...... _ _ 155 195 187 382 4, 525 Minnesota _ .......... 96 120 158 278 2,253 3, 174 5,427 19, 850 9, 824 810 Iowa ... _ ........... 303 363 425 788 8, 332 11, 518 Missouri .... _ _ _ 180 259 175 434 4, 183 5, 641 479 TSjVirtli . _ _ _ 23 23 23 46 331 Smith Dakota _ _ 28 31 30 61 575 790 1 , 365 N ebraska . . ! _ _ _ _ ... 215 247 156 403 3,912 3, 634 5, 832 9,744 Kansas .... _ ..... _ ... 165 232 136 368 5,320 8, 954 Western Division: Montfl.ua _ _ 13 11 18 29 228 321 549 Wvomino- . 4 4 2 6 70 97 167 Colorado . _ _ _ _ 29 57 40 97 731 1, 053 1, 784 New Mexico _ _ _ ... _ _ 4 5 2 7 48 79 127 Arizona _ ....... _ ... _ _ 2 5 3 8 65 91 156 Utah . 2 4 1 5 31 38 69 Nevada _ .... . . 8 6 17 23 191 318 509 Idaho _ 6 8 15 23 141 205 346 W ashington ...... _ .... _ 32 38 18 56 458 070 1, 128 Oregon _ _ _ _ _ _ _ 11 15 7 22 221 296 517 California . . . 79 137 114 251 2, 228 3, 224 5,452: 130 ED 98- 2066 EDUCATION REPORT, 1897-98. 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 S, 000 population. State or Territory. Schools reported as departments of city or village systems. Schools repoited as independent. Average teach¬ ers to a high school. Average 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. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. In cities of 1 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. United States . 4, 695 620 9.8 2.4 30.3 21.8 298.3 52. 2 North Atlantic Division . 1,211 105 11.4 2.6 28.8 21.0 328. 9 55.3 South Atlantic Division . 297 90 7.4 2.0 30.4 17.8 225. 2 35.6 South Central Division . 420 132 5.1 2.5 29.0 18.5 149.4 45.7 North Central Division . 2, 583 249 9.8 2. 3 31.9 23.4 314. 3 53.9 Western Division . 184 44 11.9 2.8 31.4 20.5 373.7 56.9 North Atlantic Division : Maine . . . 133 21 7.4 1.8 31.4 24.4 233.9 44.6 New Hampshire . 47 5 7. 6 2.0 31.2 18.2 236.0 37.2 Y ermont . 54 . 1 8.0 2.4 29.4 21.5 235.0 50.7 Massachusetts . 214 13 13.0 2.8 26.6 20.3 345. 5 56.4 Rhode Island . 15 1 14.6 3.4 20.3 20.3 295.9 69.4 Connecticut . 58 10 11.4 2.2 24.1 19.6 273.4 43.8 New York . 318 49 12.8 3.3 31.9 20.7 408.3 68.6 New Jersey . 83 2 9.3 3.4 30.1 17.5 279. 3 59.8 Pennsylvania . 289 3 9.3 2. 2 30.9 22 4 287.6 49.5 South Atlantic Division : Delaware . — 13 1 20.0 2.1 31.1 17.9 622.0 37.1 Maryland . . . 35 11 7.9 1.9 35.9 19.1 283.0 37.2 District of Columbia ... 24. 4 24. 2 591. 2 Virginia . 52 14 5.4 i.7 30.9 17.2 T68.5 29.8 Wast Virginia . 26 2 3.8 2.5 30.8 19.1 118.2 48.6 North Carolina . 12 2 4.0 2.1 31.6 18.4 126. 5 38.6 South Carolina . 57 28 4.0 2. 0 36. 1 16.5 144. 2 32.4 Georgia. . 77 28 5.5 1.9 33.5 19.4 186.0 36.3 Florida . . . 20 4 6.0 2.7 24.2 14.7 145.0 39. 5 South Central Division : Kentucky . . 56 5 6.1 2.4 25.6 18.7 155.1 45.7 66 27 5.6 2.0 31.3 21.6 175.4 43.4 Alabama . 29 19 3.9 2. 1 28.9 19.1 112.2 40.2 Mississippi . 49 36 3.6 2.1 30.1 17.4 108.2 36.6 Louisiana . 14 6 8.0 2.9 23.4 15.9 186.8 45. 3 Texas . 161 31 4.7 2.9 33.2 17.4 157. 2 51.2 Arkansas . i 43 5 3.7 2.3 32. 1 21.7 117.7 49.5 Oklahoma <9 3.0 4. 0 48. 0 25. 5 | 144. 0 102. 0 Indian Territory : 3 3. 0 10.9 32. 7 North Central Division: . . Ohio . 541 57 9.1 1.9 33.4 22.7 302.4 44.0 Indiana . 310 39 7.7 2. 2 32. 2 19.6 247.0 43.8 Illinois . 308 20 11.7 2. 5 32.2 24.0 375. 4 59. 8 Michigan . . 257 25 11.5 2.7 32.2 25. 3 369.9 67.3 Wisconsin . 173 9 8.4 2.5 28.8 26.9 241.9 66.2 Minnesota . . . . . 101 11 14. 1 2.9 27.8 19.5 392.7 56.5 Iowa . . . 272 54 9.3 2.6 30.1 25.2 278.8 65. 5 Missouri . 195 6 10.5 2.4 33.3 22. 6 348.5 54.6 North Dakota 24 4. 0 2. 0 24. 5 17.6 98. 0 35. 2 South Dakota . 29 7.0 2.2 35. 7 22.4 250. 0 48. 8 Nebraska . . . . 204 21 10.8 1.9 33.9 24.2 365. 9 45.3 Kansas . 169 7 6.0 2. 2 40.9 24.3 240.1 54.3 Western Division: Montana . . 15 5. 0 2.2 34.7 18. 9 173.5 42.2 Wyoming . 6.0 1.5 23.3 27.8 140.0 41.8 Colorado . . . 39 11.1 28.3 18. 4 314. 4 61. 5 New Mexico . 4 L 8 18. 1 31. 8 Arizona . 2 4. 0 19. 5 78. 0 Utah . 1 14.0 2.5 29.4 13.8 "iii. "6 34.5 Nevada . . 8 | 2.9 22. 1 63. 6 Idaho . 4 2 3.8 15. 0 57.7 Washington .... 36 11. 3 1.8 33.4 20. 1 375. 5 35. 3 Oregon . 13 12. 5 2. 0 43. 1 23. 5 538. 5 47.0 California . 55 41 13.4 3.2 31.6 21.7 421.6 69.0 Table 15. — Public high schools — Equipment, income, benefactions, and endo> STATISTICS OF SECONDARY SCHOOLS. 2067 Total money value of endowment. Amount. 1 S p- «• 1, 016, 351 5, 250 92, 990 119, 804 147, 598 sB*3SSBiS i Si? ssee :s : lO T-l • • ::§:§■ 11-1 | ;icf ; j «M •Snrjjodaj epoxpg | gccoeao* -«O^COMO£J j • *1—1 * r-i • H H H Benefac¬ tions. •ijiraoniy i i 81SSS r-T COV CO 1-H mm iss i! j : : j i in i !||! •Sut^jodoj; s[oor[og j CM O * rH i j j * C 1 1 8 mm iiiii c^eUdr-Tco' 698, 710 1,149, 675 452, 055 8, 072, 391 298, 500 1,805,250 8, 778, 706 2, 055, 241 4,534,797 184, 650 562, 850 140, 800 272, 900 344, 770 133, 750 272, 175 907, 390 117, 975 1,151,900 548, 460 253, 610 421, 062 •guipiodai sjooqog 1 -* sails of 105 40 39 154 8 45 321 64 172 13 31 2 48 22 12 70 91 22 57 84 38 77 Libraries. 3 | O 1 8 of t> 00 O O T-H isgs's r-T Hill 3 ess eellliSII slss to r-T cd ad o' vT o' tg r-T ad o' to in o' U t ah . 14 54 33 87 563 611 1, 174 842 495 1,337 Nevada, _ _ Idaho . 7 11 6 17 70 106 176 0 0 0 262 260 522 Washington 12 11 41 52 146 273 419 107 656 763 Oregon . 19 44 43 87 489 372 861 1 0 1 595 970 1,565 California . 63 112 181 293 880 1, 358 2, 238 0 1 1 2, 750 3, 985 6, 735 2070 EDUCATION REPORT, 1897-98. Table 17. — Private high schools and academies — Number of secondary students in college preparatory course , number of graduates and college preparatory students in graduating class in 1897-98. State or Territory. Secondary students preparing for college. Graduates in the class of 1898. College prepara¬ tory students in graduating class of 1898. Students in mili¬ tary tactics. Classical course. Scientific course. Male. | Female. Total. Male. Female. Total- Male. Female. Total. i Male. Female. Total, j United States . 11, 128 5, 233 16, 361 7, 429 2, 903 O CO CO 6, 302 5, 846 12, 148 3,628 1,760 ' 5,388 7, 854 North Atlantic Division . 5, 611 1. 794 7,4053. 865! 1, 104 4,969 3, 3382, 570 5, 908 2, 095 699 2, 794 3, 459 South Atlantic Division. 1, 888 1, 016 2, 899 835 279 1,114 71 3j 851 1,564 368 238 606 1, 191 South Central Division . . 1,590 1,168 2, 758| 964 594 1,558 724 816 1.540 393 318 711 910 North Central Division. . 1,674 1, 032 2, 706 1, 259 716 1,975 1,302 1,379 2,681 C37 437 1,074 1, 869 Western Division . 370 223 593 506 210 716 1 225 230 455 135 68 203 J 425 North Atlantic Division : f ‘ Maine . 368 176 544 106 17 123 183 201 384 110 54 164 171 New Hampshire . 360 47 407 188 29 217 I 214 90 304 143 23 166 28 Vermont . 97 63 160 72 33 ‘105 1 137; 143 280 49 34 83 96 Massachusetts . 1,131 358 1,489 634 246 8801 507 1 385 892 422 164 586 142 Ehode Island . 154 34 188 56 44 100 46 55 101 31 25 56 95 Connecticut . 372 119 491 272 65 i 337 232 200 432 135 64 199 51 New York . 1,363 545 1,9081,042 249 1,291 931 775 1, 706 545 103 708 1, 818 New Jersey . 749 154 903 477 173 650 375 232 607 271 58 329 488 Pennsylvania . 1, 017 298 1,315 1,018 248 1,266 713 489 1,202 389 114 503 570 South Atlantic Division: Delaware . 11 3 14 10 1 11 15 1 20 35 7 4 11 0 Maryland . 111 95 206 89 14 103 118 , 132 250 69 59 12b1' 103 District of Columbia. 123 18 141' 44 5 49 43 1 61 104 33 8 41 52 Virginia . 425 185 610! 162 77 239 60 127 187 34 9 43 334 West Virginia . 57 41 98 30 17 i 47 37 29 66 17 8 25 110 North Carolina . 670 334 1,004 370 87 457 183 99 282 114 44 158 249 South Carolina . 133 76 2091 71 16 87 180 183 363 44 20 1 64 138 Georgia . 350 257 607 59 62 121 75 193 268 50 86 136 205 Florida . 3 7 10 2 7 9 0 South Central Division: | Kentucky . 278 157 435 157 95 252 156 157 313 68 38 106 155 Tennessee . 366 203 569 210 105 315 185 162 347 122 66, 388 21 Alabama . 329 269 598 1 139 74 213 59 : 88 147 32 29 61 192 Mississippi . 33 26 59 98 59 ; 157 102 101 203 48 49 97 89 Louisiana . 73 65 138 60 54 1 114 51 79 130 34 56, 90 50 Texas . 402 ! 369 771 203 131 ! 334 130 ! 189 319 68 55 123 325 Arkansas . . 78 61 139 82 57 1 139 37: 25 62 18 17: 35 78 Oklahoma . 10 7 17 4 2 16 3 2 5 3 2 : 5 0 Indian Territory _ 21 11 32 11 7 18 1 13 14 0 6 6 0 North Central Division : I Ohio . 160 102 262 145' 111 256 128 142 270 109 56 165 53 Indiana . 68 151 219! 96 49 145 68 ; 138 206 23 80 53 374 Illinois . 236 198 434 254 1 172 426 224' 292 516 120 106 226 278 Michigan . 29 21 50 56 33 89 49 j 84 133 27 26 53 161 Wisconsin . 294 46 340 98 10 108 ! 148 110 258 36 35' 71 113 Minnesota . 97 65 162 78 26 104 | 165 122 287 68 29| 97 312 Iowa . 192 124 316 109 95 204 I 213 187 400 69 58 127 225 Missouri . 466 217 683 334 150 | 484 229 212 441 135 55 190 235 North Dakota . 16 5 21 0 ! o 0 6 2 8 7 0 7 0 South Dakota . 42 20 62 8 3 11! 13 28 41 8 8 16 0 Nebraska . 32 37 69 32 24 56 1 26 26 52 19 19 38 72 Kansas . 42 46 88 49 43 92 33 36 69 16 15 31 46 Western Division: Montana . 0 4 4 0 55 55 0 8 8 0 4 4 0 W yoming ..... o o 2 Colorado . 7 8 15 9 6 15 9 '"'6 . ; 9 5 0 5 19 New Mexico . 4 0 4 I 1 2 3 5 2 0 2 11 Arizona . 0 8 g _ '• 0 1 1 0 1 1 0 Utah . 55 34 89 39 13! 52 56 36 92 22 13 35 48 Nevada . .... Idaho . 16 .... 8 . 24 9 10| 19 5 10 15 1 0 1 0 Washington . 14 13 27 10 22 32 2 13 15 2 7 9 0 Oregon . 88 56 144 79 76 155 39 41 1 80 17 11 28 92 California . 186 92 278 358 28 386 1 1 112 1 118 230 1 32 118 255 STATISTICS OF SECONDARY SCHOOLS 2071 Table 18. — Private high schools and academies — Number of secondarg students pursuing certain studies in 1897-98. State or Territory. Latin . Greek. French. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. 1 Male. Female. Total. Schools re¬ porting. r2 rc5 Female. Total. United. States . 1,851 27, 908 23, 078 50, 9861 957 8, 983 1, 990 10, 973 1, 130 8, 682 15, 566 24, 248 North Atlantic Division . 64212. 341 8,996 21,337 409 5,117 941! 6,058 536 6, 133 8, 943 15,076 South Atlantic Division . 353 5, 264 4, 108j 9,372 165 1,221 141 1, 3621 198 1, 101 2, 220: 3,321 South Central Division . 403 4,702 4,372 9, 074; 176 971 428 1, 399 151 401 1, 150 1,551 North Central Division . 348 4,767 4, 628 9, 395 166 1, 429 390 1,819 177 861 2, 352! 3, 213 "Western Division . 105 834 974 1, 808 : 41 245 90 335 68 186 901 1,087 North Atlantic Division : | 1 Maine . . 32 560 589 1,149, 31 294 143 437 27 136 305 J 441 New Hampshire . 26 838 309 1, 147 18 528 43 571 25 614 254 868 Vermont . 23 284 292 576 16 105 39 144 16 74 207 281 Massachusetts . 96 2, 013 1, 537 3, 550 65 1,018 211 1, 229 931,381 1,569, 2, 950 Rhode Island . 13 179 246 425 8 79 23 102 13 139 318 457 Connecticut . 60 939 748 1,687 37 378 77 455 50 409 779 1, 188 New York . . 197 3, 062 2,524 5,586 116 1, 161 187 1,348, 172 1, 943 3, 750, 5, 693 N ew J ersey . 67 1,535 758 2, 293 36 649 48 697; 54 1 504 713 1,217 Penns vlvania . 128 2, 931 1,993 4,924 82 905 170 1, 075 86 933 1,048 1,981 South Atlantic Division: Delaware . s 110 76 186 2 25 7 32 2 45> 44 89 Maryland . 34 614 561 1, 175 14 131 15 146 25 217 542 759 District of Columbia .... 17 200 215 415 7 66 1 67 16 1 111 319 430 Virginia . 76 979 802 1,781 28 166 1 167 54 | 265 4231 688 West Virginia . ... 13 171 203 374 8 79 8 87 12 i 51 114 165 North Carolina . 107 1,557 779 2,336 48 311 20 331 43 102 213 315 South Carolina . 32 543 388 931 19 197 39 236 17 1 207 2801 487 Georgia . . 67 1, 07 5 1,054 2, 129 38 246 49 295 I 27 102 268 370 Florida . 4 15 30 45 1 0 1 1 2 1 17l 18 South Central Division : Kentucky . . 76 753 793 1,546 34 230 62 292 36 64 248 312 Tennessee . . 100 1,382 1,129 2, 511 48 341 191 532 23 ! 47 180 227 Alabama . 63 734 582 1,316 29 105 12 117 24 65 118; 183 Mississippi . 44 422 448 870 14 62 34 96 11 35 73 108 Louisiana . 22 173 217 390 6 29 22 51 19 122 247 369 Texas . 65 830 879 1, 709 28 131 70 201 33 63 276 339 Arkansas . . . . 23 312 219 531 12 46 25 71 4 5 6 11 Oklahoma . 2 20 19 39 1 4 0 4 1 0 2 2 Indian Territory ... _ 8 76 86 162 4 23 12 35 North Central Division: Oliio . 52 629 669 1, 298 25 284 44 328 35 130 465 595 Indiana . 26 422 473 895 11 93 24 117 14 74 261 335 Illinois . 57 849 1,096 1,945 32 201 110 311 33 202 691 893 Michigan . . . 17 197 269 466 7 40 35 75 10! 70 187 257 Wisconsin . 24 525 112 637 14 254 17 271 18 103 96 199 Minnesota . 26 363 313 676 10 103 4 107 16 56 174 230 Iowa . . . 39 415 410 825 15 100 57 157 9 18 40 58 Missouri . 73 1,011 933 1, 944 31 240 52 292 31 195 304 499 North Dakota . 2 17 16 33 1 0 2 2 1 1 2 30 32 South Dakota . 7 60 54 114 5 25 15 40 2 0 20 20 Nebraska . 10 99 112 211 7 30 18 48 3 0 43 43 Kansas . . 15 180 171 351 8 59 12 71 5 11 41 ; 52 Western Division : Montana.- . 2 0 23 23 1 0 28 28 Wyoming _ _ ... _ _ 1 4 6 Colorado . 4 14 11 25 2 6 1 7 1 5 0 . 5 New Mexico . . 3 4 3 7 1 1 0 1 0 0 0 0 Arizona . . . 1 0 8 8 Utah . 11 97 147 244 4 15 14 29 3 16 57 73 Nevada . . . . Idaho . 5 25 26 51 1 4 1 5 1 0 8 8 Washington . 10 41 92 133 6 9 12 21 7 16 108 124 Oregon . 17 193 204 397 7 77 32 109 13 30 153 183 California . .. 51 456 458 914 20 133 30 163 42 119 547 666 2072 EDUCATION REPORT, 1897-98. Table 19. — Private high schools and academies — Number of secondary students pursuing certain studies in 1897-98. State or Territory. German. Algebra. Geometry. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. : Female. Total. | United States . 1,121 9,719 9, 698 19, 417 1,941 29, 470 24, 927 54, 397 1, 700 14,791 10, 911 25, 702 North Atlantic Division... 488 5,200 5, 204 10, 404 654 12, 133 8. 463 20, 596 589 6, 945 4.331 11, 276 South Atlantic Division . . . 136 818 695 1,513 367 5, 605 j 4, 284; 9,889 295 2, 382 1,573 3, 955 South Central Division - 147 674 731 1, 405 428 5, 985! 5, 901 11,886 372 2,433 2.258 4, 691 North Central Division.... 287 2, 855 2, 505 5, 360 373 4,488' 4, 873 9, 361 339 2,215 2, 169 4, 384 Western Division . 63 172 563 735 119 1,259 1,406 2, 665 105 816 j 580 1,396 North Atlantic Division : Maine . 7 12 23 35 34 620 661 1,281 30 334 284 618 New Hampshire . 13 191 66 257 29 856 280 1,136 25 420 131 551 Vermont . 10 39 69 108 23 289 292 581 17 107 132 239 Massachusetts . 73 604 719 1, 323 96 1, 704 1,296 3, 000 90 1,174 693 1,867 Rhode Island . 10 30 103 133 13 210 162 372 12 144 100 244 Connecticut . 47 307 454 761 60 840 586 1,426 52 482 359 841 New York . 169 2, 043 2,076 4, 119 198 3, 176 j 2,502 5, 678 185 2, 020 1,454 3, 474 New Jersey . 56 648 479 1,127 68 1, 524 685 2, 209 58 774 327 1,101 Pennsylvania . 103 1,326 1,215 2, 541 133 2, 914 1,999 4, 913 120 1,490 851 2,341 South Atlantic Division : Delaware . 3 33 20 53 3 82 53 135 3 36 31 67 Maryland . 27 294 192 486 38 596 667 1,263 36 442 373 815 District of Columbia... 12 78 122 200 19 187 203 390 17 135 78 213 Virginia . 44 202 150 352 76 1,181 699 1, 8. SO 69 609 251 860 West Virginia . 9 42 58 100 14 174 185 359 12 91 66 157 North Carolina . 22 94 46 140 110 1,609 846 2, 455 67 437 198 635 South Carolina . 10 59 28 87| 34 649 487 1,136 26 176 115 291 Georgia . 8 16 65 81 67 1, 117 1,065 2, 182 60 456 433 889 Florida . 1 0 14 14 6 10 79 89 5 0 28 28 South Central Division: Kentucky . 48 224 215 439 86 1,000 794 1,794 68 349 263 612 Tennessee . 28 107 106 213 100 1,447 1, 341 2,788 89 491 428 919 Alabama . 14 54 60 120 65 889 740 1, 629 60 411 274 685 Mississippi . 6 20 30 50 1 48 516 68 L 1, 197 41 223 253 476 Louisiana . 5 3 9 12 25 202 289 491 22 101 120 221 Texas . 34 221 258 479 70 1, 405 1,630 j 3,035 65 729 808 1, 537 Arkansas . 8 38 20 58 24 422 325 747 20 108 82 190 Oklahoma . 2 7 i 21 28 2 14 14 28 2 7 8 15 Indian Territory . 2 0 6 6 8 90 87 177 5 14 22 36 North Central Division: Ohio . 46 441 451 892 52 474 563 1,037 50 286 264 550 Indiana . 17 224 188 412 29 472 439 911 26 181 196 380 Illinois . 43 399 507 906 6! 610 949 1,559 55 357 486 843 Michigan . 13 124 130 254 21 206 385 591 20 102 143 245 Wisconsin . 26 505 186 691 25 406 204 610 24 329 121 450 Minnesota . 26 276 216 492 30 324 317 641 27 207 159 366 Iowa . 34 241 240 481 42 490 509 999 39 204 205 409 Missouri . 54 552 350 902 76 1, 194 ! 1,109 2, 303 70 419 445 864 North Dakota . 1 1 4 5 2 11 31 42 1 1 15 16 South Dakota . 5 25 43 68 6 67 50 117 5 30 20 50 Nebraska . 10 29 86 115 14 84 144 228 io; 38 53 91 Kansas . 12 38 104 142 15 150 173 323 12 58 62 120 Western Division : Montana . 1 0 28 28 4 2 50 52 2 3 6 9 "Wyoming 1 9 3 12 Colorado . 3 8 12 20 4 37 51 88 4 15 14 29 New Mexico . 1 0 2 2 3 15 16 31 3 13 4 17 A ri zouji 1 0 8 8 Utah . 7 31 61 98 12 287 205 492 9 202 113 315 Nevada .......... _ ... 1 . Idaho . 2 i 5 10 15 4 25 31 56 3 6 7 13 Washington . 8 16 71 87 11 61 125 186 11 34 54 88 Oregon . 14 63 184 247 18 203 199 402 17 83 64 147 California . 27 46 192 238 61 620 718 1, 338 56 460 318 778, STATISTICS OF SECONDARY SCHOOLS. 2073 Table 20. — Private high schools and academies — Number of secondary students pursuing certain studies in 1897-98. State or Territory. Trigonometry. Astronomy. Phj rsics. 6 . ^ b£ « q o +3 q: 2 Male. Female. Total. © . * bC G O '-p O £ © Ph Male. n s © pR Total. Schools re¬ porting. Male. Female. Total. United States . 761 3, 447 2, 072 5, 519 778 2, 188 5, 075 7,263 1,429 10, 230 1 :10, 382 20,012 North Atlantic Division . 224 1, 382 347 1,729 269 801 1,912 2, 713 492 3,875 3,476 7, 351 South Atlantic Division . 137 516 290 806 107 267 630 ! 897 231 1 1,698 1,581 3, 279 South Central Division . 207 749 794 1,543 157 495 1,032 1,527 279 2,170 2, 383 4, 553 North Central Division . 147 556 508 1,064 189 543 1,177 j 1,720 326 2,000 2, 268 4,268 Western Division . 46 244 133 377; 56 82 324 406 101 487, 674 1,161 North Atlantic Division : ' Maine . 4 11 15 26 18 82 129 211 28 199 211 410 New Hampshire . 9 78 24 102 10 63 34 97 21 280 80 360 Vermont . 2 8 0 8 14 56 73 129 17 | 119 144 263 Massachusetts . 28 179 25 204 34 82 177 259 69 644 382 1,036 Khode Island . 5 27 21 48 6 18 58 76 13 82 111 193 Connecticut . 24 74 19 93 25 74 174! 248 41 252 259 511 New York . . . 71 492 85 577 89 153 659 812 158 1,042 1, 238 2, 280 New Jersey . 23 182 39 221 25 49 184 233 44 330 305 635 Pennsylvania . . . 58 331 119 450 48 224 424 648 101 927 736 1, 663 South Atlantic Division : Delaware . . . 3 S 6 14 1 0 3 3 3 28 27 55 Maryland . 16 121 33 154 12 2 141 143 31 191 272 463 District of Columbia . 9 13 17 30 12 1 68 69 15 52 148 200 Virginia . 38 130 56 186 23 62 99 161 51 352 | 260 612 West Virginia . 9 38 22 60 7 18 50 68 12 88 93 181 North Carolina . . 23 76 18 94 23 128 71 199 54 564 226 790 South Carolina . 9 46 33 79 10 22 90 112 21 223 252 475 Georgia . 30 84 105 189 14 34 64 9S 39 195 254 449 Florida . 5 44 44 5 5 49 54 South Central Division : I - fj Kentucky . 38 143 106 249 34 101 170 271 46 208! 265 473 Tennessee . 50 162 161 323 34 101 205 306 64 342 321 663 Alabama . 33 149 112 261 20 73 106 179 49 310 313 C23 Mississippi . 19 59 53 112 19 56 98 154 44 355 414 769 Louisiana . 12 27 24 51 9 12 110 122 20 95 158 253 Texas . 43 190 317 507 33 115 319 434 33 666 757 1,423 Arkansas . 8 18 9 27 6 37 18 55 16 159 126 285 Oklahoma . 1 0 5 5 1 0 4 4 2 5 3 8 Indian Territory . 3 1 7 8 1 0 2 2 5 30 26 56 North Central Division: Ohio . 19 98 63 161 28 72 187 259 46 274 305 579 Indiana . 16 47 69 116 14 27 105 132 25 116 183 299 Illinois . 23 98 106 204 34 98 216 314 53 354 454 808 Michigan . 3 20 28; 48 12 17i 114 131 18 59 173 232 Wisconsin . 11 53 19! 72 7 8 46 54 21 205 112 317 Minnesota . 5 13 5 18 9 14 54 68 23 127 130 257 Iowa . 16 62 51 113 23 91 96 187 41 316 248 564 Missouri . 43 138 152: 290 48 167 278 445 69 410 1 453 863 North Dakota . 1 0 1 1 1 1 5 6 1 2 7 9 South Dakota . 1 5 6 11 1 1 1 2 7 34 40 74 Nebraska . 4 9 6 15 5 15 34 49 9 34 60 94 Kansas . 5 13 2' 15 7 32 41 73 13 69 103 172 Western Division: Montana _ _ _ _ 1 0 2 2 2 0 24 24 Wyoming . . . . . Colorado . 1 4 0 4 2 0 16 16 3 16 12 28 New Mexico . 1 0 4 4 1 0 6 6 1 0 6 6 Arizona . . . 1 0 8 8 Utah . 3 11 11 22 2 2 17 . 19 12 114 106 220 Nevada . Idaho . 0 0 0 0 2 2 5 7 2 2 9 11 Washington . 4 5 24 29 6 15 39 54 10 35 71 106 Oregon . 12 35 29 64 10 20 23 43 15 52 67 119 California . 24 189 63 252 33 43 218 261 55 268 371 639 2074 EDUCATION REPORT, 1897-98. Table 21. — Private high schools and academies — Number of secondary students pursuing certain studies in 1897-98. State or Territory. Chemistry. Physical < geography. Geology. Schools re¬ porting. Male. Female. Total. 1 Schools re- 1 porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 929 4, 991 5, 128 10,1191,411 10, 555 12, 294 22, 849 609 2, 506 3, 699 6, 205 North Atlantic Division . 338 2. 234 1,955 4, 189 451 3,218 ! 3,759 6, 977 178 785 1, 307 2, 092 South Atlantic Division . 128 671 707 1, 378 287 2, 112 ; 2,145 4, 257 67 252 431 683 South Central Division . 175 760 996 1,756 296 2,560 2,817 5, 377 | 143 634 798 1, 432 N orth Central Division . 216 1, 036 1,172 2, 208 284 2, 100 2,647 4, 747, 167 569 990 1, 559 Western Division . 72 290 2.98 538 93 565 926 1,491 54 266 173 439 North Atlantic Division: Maine . 21 no 129 239 23 173 201 374 16 86 117 203 New Hampshire . 16 145 98 243 21 225 119 344 9 73 35 1 108 Vermont . 12 83 45 128 16 108 128 236 12 51 63 1 114 Massachusetts . 53 302 371 673 45 307 299 606 27 71 257 j 328 Rhode Island . 7 42 51 93 10 58 108 166 1 2 7 19 26 Connecticut . 22 73 155 228 37 234 259 493 15 79 128 207 New York . 120 667 582 1, 249 142 798 1, 424 2 222 56 199 432 i 631 New Jersey . 27 254 98 352 45 357 298 655 9 32 59 91 Pennsylvania . 60 558 426 984 112 958 923 1, 881 32 187 197 384 South Atlantic Division : 2 18 10 28 2 14 2 16 Maryland . 20 139 119 258 33 212 383 595 11 22 82 104 District of Columbia . 12 6 93 99 15 17 132 149 7 12 62 74 Virginia . 33 159 95 254 56 358 298 656 16 79 73 152 West Virginia . 9 63 46 1 109 13 80 136 216 3 32 20 52 North Carolina . 18 95 123 218 90 745 476 1,221 12 81 40 121 South Carolina . . . 12 126 64 190 30 291 275 566 6 13 32 45 Georgia . 18 65 128 193 42 380 359 739 10 13 97 no Florida . 4 0 29 29 6 15 84 99 2 0 25 25 South Central Division : Kentucky . 41 125 167 292 58 465 423 888 32 134 125 259 Tennessee . 28 100 163 263 54 316 363 679 41 191 215 406 Alabama . 27 140 93 233 43 364 362 726 14 75 85 160 Mississippi . 22 108 111 219 34 214 334 548 12 59 92 ! 151 Louisiana . 15 60 128 188 23 142 211 353 9 27 47 i 74 Texas . 35 158 281 439 62 752 918 1, 670 28 116 204 320 Arkansas . 5 69 48 117 17 259 143 402 6 32 25 i 57 Oklahoma . 1 0 3 3 1 0 11 11 1 0 5 5 Indian Territory . 1 0 2 2 4 48 52 100 0 0 0 0 North Central Division : Ohio . 32 182 169 351 35 318 293 611 17 45 95 140 Indiana . 21 102 134 236 26 149 313 462 17 46 99 145 Illinois . 38 173 1 246 419 47 307 476 783 29 76 209 285 Michigan . 11 50 85, 135 14 68 199 267 8 21 55 76 ^Visconsin . 12 ! 67 55 122 19 112 119 231 9 1 80 49 129 Minnesota . 11 82 60 142 21 203 164 367 . 4 9 28 37 Iowa . 24 1 130 97 227 35 278 322 600 26 103 96 199 Missouri . 54 210 280 490 58 508 515 1,023 45 138 262 400 North Dakota . 1 1 4 5 2 0 3 3 1 1 3 4 South Dakota _ _ 6 52 56 108 Nebraska . 6 13 28 41 9 17 60 77 1 5 4 9 Kansas . 6 26 14 40 12 88 127 215 10 45 90 135 Western Division : Montana, _ _ _ __ 2 0 30 30 2 o 12 12 Wyoming . 1 3 1 4 1 2 1 3 1 4 5 9 Colorado . 1 4 0 4 4 23 29 52 1 0 5 5 New Mexico . 1 0 6 6 2 12 12 24 1 0 6 6 Arizona . 1 0 8 8 1 0 8 8 Utah . 7 45 19 64 13 217 185 402 6 72 53 125 Nevada - . Idaho . 1 0 4 4 5 20 28 48 .... 0 3 3 Washington . 7 4 37 41 -7 30 74 104 7 3 38 41 Oregon . 12 42 46 88 18 61 125 186 11 24 31 65 California . 41 192 177 369 40 200 434 634 H 23 150 173 STATISTICS OF SECONDARY SCHOOLS. 2075 Table 22. — Private high schools and academies — Number of secondary students pursuing certain studies in 1897-98. State or Territory. Physiology. Psychology. Ilhetoric. i . cc £ o u O o P. m Male. o 60. 000 1111 -i'll T— io o o • i—1 000'fWWt>0^rHCCOiO • CQ O CO 11 iiissSIiilii ~SS"3SSSS§ 'fS‘sf 11° r-Tcq 12 to S3 “111 s a ■05 COTt Delaware . 5 42 3. 15 2 8 0.00 10 429 32. 18 Maryland . 37 552 9.49 j 20 399 0.86 70 2, 597 44.64 District of Columbia . 13 118 3. 11 12 09 1.82 19 800 21.09 Virginia . 56 378 5.36 27 217 3.07 89 1,488 21.09 West Virginia . 16 121 4.97 1 10 88 3.62 32 515 21.17 North Carolina . 23 94 1.56 ! 26 226 3.75 58 1,023 16. 95 South Carolina . 17 226 4.72 I 16 264 5.52 59 1,445 30.19 Georgia . 60 444 5.02 j 38 464 5.25 98 1.478 16. 71 Florida . 8 93 7.80 j 10 133 11.15 20 228 19.11 South Central Division : Kentucky . 60 573 6.81 54 576 6.88 92 1, 583 18. 90 Tennessee . 68 460 4. 49 50 588 5.73 14L 1, 971 19. 22 Alabama . 50 704 13. 19 30 565 10.58 89 1,508 28. 25 Mississippi _ _ _ 33 187 3. 18 28 270 4. 59 120 2, 161 36. 71 Louisiana . 13 70 2. 55 12 155 5.65 39 833 30. 38 Texas . 115 j 1, 233 7.43 58 817 4.92 210 5, 192 31.30 Arkansas . 17 310 7. 76 10 85 2.13 49 887 22. 21 Oiilahoma . 1 5 1.72 1 4 1.37 4 52 17.87 Indian Territory . 3 8 1. 56 2 6 1.17 7 98 19. 07. North Central Division: Ohio . 110 ! 1, 359 3.12 j 169 2, 180 5.01 515 8, 250 18.97 Indiana . 35 36 L i.45 ; 35 629 2.53 278 5, 077 j 20. 42 Illinois . 45 562 1.44 ; 125 2, 224 5.69 368 8, 010 | 20. 49 Michigan . 20 272 0. 95 73 881 3.07 277 5, 185 I 18. 09 Wisconsin . 17 145 0.81 11 122 0.08 199 2, 982 j 10. 57 Minnesota . 8 81 0.63 31 447 3.37 114 1 2, 107 i 15. 87 Iowa . 36 325 1.12 116 1, 559 5.37 342 6, 150 21.18 Missouri . 67 849 3.93 79 902 4.17 234 4, 681 21.66 North Dakota . . 2 5 0.52 2 20 2. 09 20 170 | 17. 78 South Dakota . 6 55 2. 77 5 82 4.13 33 434 | 21. 86 Nebraska . 22 216 1. 55 21 249 1.79 221 3, 480 ! 25. 01 Kansas . 12 92 0. 74 33 470 3.80 179 3, 074 | 24. 87 Western Division : Montana . 4 22 2.16 2 16 1.57 14 228 22. 35 Wyoming . 1 5 1. 52 2 16 4. 85 4 74 22. 42 Colorado . 15 216 4. 26 9 242 4. 78 41 1,246 24. 59 New Mexico . 1 4 1. 98 2 30 17. 82 3 46 ! 22. 77 Arizona . 1 13 7. 93 3 40 ! 24. 39 Utah . 5 70 3. 39 3 27 1.31 15 341 ! 16.51 Nevada 1 3 1 0. 59 n 311 ! 01.10 Idaho . . 4 20 3. 83 6 45 8. 02 Washington . 6 58 ; i.9o 8 120 3.94 33 591 19. 38 Oregon . 15 116 | 4. 73 14 97 3.95 24 414 18. 09 California . 70 683 4. 60 38 341 2. 30 142 3, 339 22. 47 2090 EDUCATION REPORT, 1897-98 Table 35. — Combined statistics of public high schools and private high schools and acad¬ emies — Secondary students in certain studies in 1897-98. Chemistry. Physical geography. Geology. r Stato or Territory Schools report¬ ing. Num¬ ber. Per cent. Schools report- ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. United, States . 2, 766 47, 448 8. 55 5,683 134, 982 24.33 1, 756 25, 851 North Atlantic Division . 967 17, 087 9. 39 1,477 33,934 18. 64 670 10, 403 South Atlantic Division . 207 3,364 8. 15 589 11, 785 28. 54 103 1,467 South Central Division . 318 4, 563 8.45 714 17,378 32.19 269 3,692 North Central Division . 1.065 18, 739 7. 58 2, 669 65,573 26.52 608 8, 943 Western Division . 209 3, 695 12. 22 234 6,312 20. 87 106 1,346 North Atlantic Division : Maine . . . 88 1, 049 9.16 131 1,921 16. 77 81 973 New Hampshire . 43 720 13. 48 51 698 13. 06 30 328 Vermont . 35 334 6. 38 57 997 19. 06 35 360 Massachusetts . 221 4, 775 12. 28 178 3, 700 9.51 137 2, 157 Phode Island . 19 566 14.47 18 365 9. 33 9 167 Connecticut . 56 890 9. 26 86 1,713 17. 82 37 636 New York . 288 3, 795 6. 48 468 11, 173 19. 09 229 3, 458 New Jersev . 75 1, 333 9. 97 106 3, 250 24. 30 30 751 Pennsylvania . 142 3, 625 10. 15 382 10, 117 28.34 82 1, 573 South Atlantic Division : 7 162 12. 15 13 520 39. 01 Maryland . 25 513 8. 82 68 1,398 24. 03 12 138 District of Columbia . 16 335 8. 83 15 149 3. 93 8 109 Virginia . 51 736 10.43 111 2, 141 30. 34 20 235 West Virginia . 19 211 8.67 40 1, 028 42. 25 9 111 North Carolina . 22 368 6.10 100 1,412 23.40 16 240 South Carolina . 18 322 6. 73 100 2, 202 46.01 11 227 Georgia . 41 629 7.11 115 2, 442 27.61 22 352 Florida . 8 88 7.38 27 493 41.32 5 55 South Central Division : Kentucky . . 62 757 9. 04 100 1, 851 22. 10 47 429 Tennessee . 46 59S 5. 83 103 1,968 19. 19 91 1. 164 Alabama . 43 697 13. 06 73 1, 650 30.91 24 554 Mississippi . 31 329 5. 59 90 1 , 834 31. 15 18 234 Louisiana . 23 581 21. 19 40 996 36. 32 10 87 Texas . 89 1,131 6. 82 242 7, 296 43.98 64 860 Arkansas . 18 397 9. 94 58 1,562 39. 11 11 304 Oklahoma . 3 34 11. 68 3 91 31. 27 2 18 Indian Territory . 3 39 7. 59 5 130 25. 29 2* 42 North Central Division : Ohio . 165 3, 425 7.87 566 11,502 26.44 98 1, 233 Indiana . 114 2, 213 8.90 302 6, 244 25.12 56 902 Illinois . 173 2, 939 7.52 310 1 10,715 27.41 78 1,558 Michigan . 167 2, 729 9. 52 250 ! 6, 120 21.35 66 096 Wisconsin . 41 670 3.72 197 ! 5, 943 33.02 21 377 Minnesota . 78 1,296 9.76 62 i 1,930 14.54 14 177 1 Iowa . 88 1, 403 1 4.83 322 | 7, 804 26. 88 1 12 1, 085 Missouri . 108 1,844 8.53 221 i 5, 309 24. 57 83 1,240 N orth Dakota . 4 34 3.56 19 187 19. 56 2 10 South Dakota . 8 102 ! 5. 14 34 694 3 1. 96 8 136 Nebraska . 77 1,406 10. 10 207 4, 346 31.23 23 310 Kansas . 42 678 ! 5.49 179 4,779 38. 67 47 569 Western Division: Montana . 6 142 ! 13.92 14 312 30. 59 8 82 'Wyoming . 3 19 5.76 4 63 19. 09 3 21 Colorado . 33 806 15.91 30 795 15. 69 25 538 New Mexico . 2 17 8.42 6 91 45. 05 2 20 Arizona . 2 21 12.80 3 41 25. 00 1 8 Utah . 9 88 4. 26 16 ! 579 28. 04 7 155 Nevada 7 175 34. 38 8 225 44. 20 Idaho . 3 30 5. 75 10 254 48. 66 2 9 1 Washington . . 11 177 5.81 42 1, 224 40. 14 12 105 Oregon . . 15 291 11.85 31 683 27.82 14 98 California . 118 1,929 12. 98 70 2,045 13. 76 32 310 Per cent. 4.66 5.71 6. 3. 4. 8. 6. C. 5. 4. 6. 5. 5. 4. 2. 2. 3. 4. 3. 4. 3. 4. 5. 11. 10. 3. 3. 5. 7. 6. 8. 2. 2. 1. 5. 5. 1. 6. 2. 4. 8. 6. 10. 9. 4. 7. 1. 3. 3. 2. Sggggg §SggSS§SSSSSSS SSSSSSSSSS IlSSSSS STATISTICS OF SECONDARY SCHOOLS. 2091 Table 37 .—Combined statistics of public high schools and private high schools and acad¬ emies — Secondary students in certain studies in 1897-98. State or Territory. Pi lysiology. Psychology. Rhetoric. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 5, 452 162, 990 29. 38 1,515 20, 198 3.64 6, 219 195, 848 35. 30 North Atlantic Division . 1 400 46, 728 25.67 303 4, 322 2. 37 1,676 58, 796 32. 29 South Atlantic Division . 504 12, 201 29. 55 131 2, 005 4. 86 593 15, 552 37. 66 South Central Division . 700 23, 514 43. 56 341 4, 362 8. 08 844 20, 564 38. 09 North Central Division . 2 570 75, 653 30. 60 665 8, 470 3.43 2, 802 87, 903 35. 55 Western Division . 179 4, 894 16. 18 75 1,039 3.44 304 13, 033 43. 10 North Atlantic Division: Maine . 119 1, 955 17. 07 31 356 3.11 150 2,997 26. 17 New Hampshire. . . . 4G 752 14. 07 11 75 1.40 72 1, 882 35. 22 42 12.42 24 184 3. 52 67 1, 188 22. 71 190 15. 18 30 425 1.09 278 16, 215 41. 69 Rhode Island . 13 224 5. 73 9 172 4. 40 28 1,772 45. 31 Connecticut . 70 1,493 15. 53 14 177 1.84 104 3,702 38. 50 New York . 501 19,423 33. 18 70 965 1. 65 481 13, 500 23. 06 New Jersey . 102 3, 548 26. 53 25 337 2. 52 128 4, 827 36.10 Pennsylvania . 317 12, 778 35. 79 89 1, 631 4.57 368 12, 713 35.61 South Atlantic Division : Delaware . . 13 640 48. 01 3 18 1.35 16 479 35. 93 Maryland . 63 1, S78 32. 28 12 317 5. 45 70 2,759 47. 42 District of Columbia . 13 141 3. 72 8 64 1.69 19 1, 299 34.24 Virginia . 98 2, 054 29. 11 28 329 4. 66 115 2,419 34. 28 West Virginia . 36 922 37.90 12 98 4.03 39 778 31.98 North. Carolina . 96 1,942 32. 18 18 276 4.57 103 1, 606 26. 62 South Carolina . 81 1,932 40. 37 10 312 6. 52 97 1,923 40.18 Georgia . 78 2, 106 23. 81 23 431 4. 87 106 3, 651 41. 28 Florida . 26 586 49. 12 17 160 13.41 28 638 53.48 South Central Division : Kentucky . . 120 3, 233 38. 60 60 907 10. 83 125 3, 260 38. 93 Tennessee . 144 3, 471 33. 84 42 335 3. 27 164 3, 207 31.27 Alabama . 71 2,412 45. 19 26 395 7.40 100 2, 365 44. 30 Mississippi . 115 2, 988 50.76 25 222 3. 77 102 1,995 33. 89 Louisiana . 36 1, 132 41.28 10 96 3. 50 42 1,464 53. 39 Texas . 233 8,029 48. 40 153 1,984 11.96 240 6, 660 40. 15 Arkansas . 59 1, 987 49. 75 18 338 8. 46 60 1,319 33. 02 Oklahoma . 2 56 19. 24 3 54 18.56 3 122 41.92 Indian Territory . 10 206 40. 08 4 31 6. 03 8 172 33. 46 North Central Division: Ohio . 552 15, 013 34.52 112 1, 199 2. 76 542 15, 583 35.83 Indiana . 226 5, 397 21. 71 83 1,086 4. 37 338 11,816 47.53 Illinois . 353 13, 413 34.31 48 696 1.78 354 14, 292 36.56 267 7, 034 24. 54 64 920 3. 21 276 8, 605 30. 02 Wisconsin . 194 4,516 25. 09 117 1, 191 6. 62 161 3] 524 19-. 58 Minnesota . 95 3, 187 24.01 >3 157 1.18 123 3,781 28.48 Iowa . 294 8, 759 30. 16 47 588 2. 02 337 9,745 33. 56 Missouri . 228 8, 075 37. 37 ’ 117 1, 820 8. 42 252 8, 893 41. 15 North Dakota . 18 360 37. 66 5 33 3.45 22 336 35.15 South Dakota . 30 832 41.91 6 38 1.91 32 588 29. 62 Nebraska . 181 5, 175 37. 19 9 86 0. 62 194 6, 128 44. 04 Kansas . 141 3, 892 31.49 44 656 5. 31 171 4, 612 37. 32 Western Division: Montana . 13 308 30. 20 1 12 1. 18 16 358 35. 10 Wyoming . 4 89 30. 00 1 7 2. 12 6 125 37.88 Colorado . 23 555 10. 95 12 335 6. 61 38 1, 760 34. 73 New Mexico . 4 115 56. 93 6 83 41. 09 Arizona . 1 33 20. 12 1 22 13. 41 Utah . 14 503 24. 36 9 269 13. 03 13 764 37. 00 Nevada . 5 237 46. 56 1 8 1.57 7 266 52. 26 Idaho . 9 208 39. 85 1 10 1.92 10 133 25.48 Washington . 27 661 21. 68 21 178 5. 84 38 1, 159 38. 01 Oregon . 24 529 21.55 10 55 2. 24 28 i 681 27. 74 California . 55 1,646 11. 08 19 165 1. 11 141 7, 682 51.70 2092 Table 38. — Combined statistics of public high schools and private high schools and acad¬ emies — Secondary students in certain studies in 1S97-98. Engli sh literature. History . Civics. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per | cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 5, 965 215,810 38.90 6,203 | 209,034 37.68 5, 114 118, 807 21.41 Uortli Atlantic Division . 1, 613 77,361 42. 49 1, 665 71, 382 39.21 1,369 30, 770 16. 90 South Atlantic Division . 541 16, 893 40. 91 628 19, 811 47.98 266 4, 953 12 00 South Central Division . 723 IS, 403 3 4.69 772 22, 385 41.46 606 13,671 25.32 North Central Division . 2,731 84, 210 34.06 2, 823 79, 752 32. 26 2, 622 63, 752 25. 78 Western Division . 324 18, 943 62. 64 315 15, 704 51.93 251 5, 661 18. 72 North Atlantic Division: Maine . 138 3,707 32.37 142 3, 658 31. 94 123 1, 786 15. 59 New Hampshire . 68 2, 486 1 46. 53 69 2, 073 38.80 46 659 12. 33 Vermont . 58 679 1 12.98 1 61 1, 179 22. 53 63 1,007 19. 25 Massachusetts . 305 25, 567 65. 73 298 20, 590 52. 94 213 4, 996 12.84 Rhode Island . 28 2, 444 62. 49 28 2, 041 52. 19 20 470 12. 02 Connecticut . 109 5, 607 58. 32 113 4, 133 42.98 68 1,067 11. 10 New York . 449 13,466 23.00 488 17, 356 29. 65 457 10, 258 17. 52 New Jersey . 130 7,082 52. 96 130 6, 019 45. 01 79 2, 116 15.82 Pennsylvania . 358 16, 323 45. 72 336 14, 333 40. 15 300 8,411 23. 56 South Atlantic Division : 14 341 25. 58 17 469 35. 18 12 238 17. 85 Maryland. . 74 3, 678 63.22 74 3, 707 63. 72 34 686 11.79 District of Columbia . 3, 177 83. 74 20 1,828 48. 18 9 159 4.19 Virginia . 108 2, 215 31.39 121 3, 541 50. 18 35 551 7.81 West Virginia . 36 994 40. 85 40 1, 111 45. 66 33 676 27.78 North Carolina . 84 1,972 32. 68 102 2, 476 41. 03 33 857 14. 20 South Carolina . 81 1, 582 33. 05 102 2, 530 52. S6 42 687 14. 35 Georgia . ! 105 2, 466 468 27. 88 131 3, 739 42. 28 50 809 9. 15 Elorida . 29 39. 23 21 410 34. 37 18 290 24.31 South Central Division : Kentucky . 128 3, 304 39.45 120 3,901 46. 58 103 2, 178 26. 01 Tennessee . 127 2, 543 24. 80 136 3, 139 30. 61 95 1,675 16. 33 Alabama . "85 1,918 35. 93 86 2, 146 40. 20 41 951 17. 82 Mississippi . Louisiana . 104 2, 264 38. 46 102 2, 293 38. 95 82 1, 660 28 20 25 1,254 45. 73 40 1,888 68. 85 37 622 ‘ 22.68 Texas . 196 5, 776 34. 82 227 7, 684 46. 32 203 5, 575 33 61 Arkansas . . . 48 1, 175 29.42 53 1,232 30. 85 38 851 21.31 Oklahoma . 4 84 28. 87 2 36 12. 37 2 72 24.74 Indian Territory . 6 85 16. 54 6 66 12.84 5 87 16. 93 North Central Division : Ohio . 523 14, 983 34.45 530 14, 106 32. 43 552 10, 439 24. 00 Indiana . 332 10, 992 44.22 341 8, 803 35. 41 282 6, 459 25. 98 Illinois . 358 19, 449 49.75 355 12, 360 31. 62 317 8,361 21. 39 Michigan . 268 5, 392 18. 81 287 8, 871 30. 95 254 7, 138 24. 90 Wisconsin . 189 4,133 22. 97 196 4, 398 24. 44 173 4, 146 23. 04 Minnesota . 120 2, 738 20. 63 119 4,302 32. 41 87 1,928 14. 52 Iowa . 316 9,835 33.87 337 9,421 32. 44 339 8, 844 30. 46 Missouri . 241 6, 478- 29. 98 246 7,879 36.46 192 5, 961 27. 59 North Dakota . 22 479 50. 10 20 373 j 39.02 21 316 33. 05 South Dakota . 29 426 21.46 31 723 i 36. 42 31 651 32. 80 Nebraska . 176 5,407 38.85 194 4, 526 ! 32.52 215 4,961 35. 65 Kansas . 157 3,898 31.54 167 3, 990 32.29 159 4, 548 36. 80 Western Division: Montana . 18 357 35. 00 16 340 | 33. 33 12 358 35. 10 Wyoming . 5 168 50. 91 6 99 30.00 5 139 42.12 Colorado . 42 3, 534 69. 75 40 3, 380 ! 68.71 25 861 16. 99 New Mexico . 5 65 32. 18 5 54 | 26.73 4 46 22 77 Arizona . 2 90 54. 88 2 47 j 28. 66 1 49 29. 88 Utah . 17 659 31.91 16 497 j 24.07 10 220 10.65 Nevada . 7 380 74.66 7 333 1 65.42 G 206 40.47 Idaho . 11 248 47. 51 10 181 j 34.67 8 196 37. 55 Washington . 39 1, 182 38. 77 32 911 ! 29.88 38 621 20.37 Oregon . 26 596 24. 28 30 952 38.78 17 417 16. 99 California . 152 11, 664 78. 50 151 8,910 59.97 125 2,548 17. 15 Table 39. — Distribution of secondary students in public and private institutions of all classes reporting to the United States Bureau of Education for the scholastic year 1897-98. ( See also Table 40.) STATISTICS OF SECONDARY SCHOOLS. 2093 In public institutions. Total public secondary students. Total. 459, 813 sSiil 11*128255 SliillilS 13212118* oc re" cf co" co' o' co' cV r-T co co co r-T r-T co'vf i-T -siT o' f o CO r—i H CO i-H lily 1 sell 811881125 ISlsssll- rtf rH rH 00 r-T CO'lOm JO N r-T sS r-T (A CO ei" CO~ r-T r-T r-T t~T r-T § inn ss ass 111112215 mmm 21211111°- Co' r-T r-T rjT r-T CO gl CC © rH r-T rH r-T Ssf Of CHCO r-i rH • rH r-i rH • • • d 'a s © CO csi 8!s!s :o°o° j»gg : N=gg=o : j j d 3 o H I T o' ;oo°o ;£££ OCO^CO^OO j JO^^gOOO ; j j SaSoo ot-oooo|;oo oowgo^ogg 5oo^coo||o £ £ d i T T i CO 1 NSiS! OOOOOOOOC ®OgjOSS00» ^000,00^^0 SSSIs ot-oooogoog sggoxaoog £ ° g £ SB ° {2 ig ° CO r-i rH H d •3 CO 1 SsISi SPSS'S ssllfllss 25813882$ lilllllsg W tH H HlT H d'rH CO O* rH r-i rH r-T CO* HW'HH t-T TH -f H lO N N O eSSS^SSSSSiSS ss - - - 3 3 © pa IsSSIlllesSl HsSSIIllsi g3 3r 3 3 ® ^2 3 *'»*> »“ ® 3 S H5!ii§!iIlS SsHSIIIIIlsll SO-frti..'s O jS fl 3 ^3 It 3 o H O ‘Tlt'OOOCOOOH • QO • O O O • • 00 O -jt o rH ' T-l OO T}t D Tfl • lO • 04 • • 04 r-H • r-t 04 04 04 • ■ . • • piii r2 &! 3> ' 04 .0^0 • • O O O O © £ 3 i§23°2 1°°2 : F °2° : :NOS° iii ©a ^ o K© U © St* ?c§ « ° g ® *-t3 £ai 3 o H I0!000-0!!!- lls§s^S§§° 3 £ |o3oooSogg«« gsgssssssggs;® © |ogooc.^og|gg gg32§dSgS?$£0 go 1 r^3 § .a .fee o 3 a 3 o H Is!sIp13!sII lilSSSIIIIl ssjss's'siJk "S3 ■*' ^-s © 3 3 © Pa 1SS1I1I1S11I sSlsslslS!l c33S!S®®!28 °°5cr « " o | 3 IlSiillSlsis Isl“®ss3sll SOCOHt>^CO U3 I-T r-tio Total public and private secondary students. . 3 o H 1 1 1 1 1 11 IS !j~ 1 3 S 1 3 11 3 1 §11 o ® oi ^ ca o' i-t cq c© id" r-T us” cvT co co © 3 © Pa i i ii is is i ssi § i ii i m i s ii g^' ui o t~“ oo i-i ci 00 co i-i ei <~! m © 3 3 Sg§55SSI3:"2SSS e§SS£;5gS3§S O'+rtO. t-CO»O^CO*HOOO »OH-TCM(MrrCMxDiOO gf £} ®f « °* 3" 3 «e «> ^ ^ State or Territory. North Central Division : Ohio . . . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . . North Dakota . South Dakota . Nebraska . Kansas . Western Division: Montana . "Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . . . California . < Eh 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 1897-98. STATISTICS OF SECONDARY SCHOOLS. 2095 Total private secondary students. 5 H 1 § ISSIs g?:as'“ SIIISSSSS lealellsl g§g§§§ 0' of of CD rf of 00 -f rf cfrf-f o-of-f o''oo~.-o\-o'r-ftf 0. 1 P=H § £ SUSS ssssi"' ill! § Ss II S§ IS 311 II 11 31 IS rf r-T of rf CO rf rf r-T r-T of r-T cf CO~ C-f r— ~ rf 05 d 13 a S s mu BriS'S’ S3§§SSSSS Islllllls S3I1I1 r-T r-T r-T CO r-T cf of o' rf cf CO C4 CO -f rf r-T of si 51 1 * ®'3 I if 3 0 H 1 0' 31I§3 ro tsf 2 S c 3 ©■ H 1 1 3111s 0 co ^-Tr-tia 111313111 1IISI33H mm cfcfcfia ofr^ofocf r-T co larfof corfcfcf rf d 3 a <& Ph 1 1 s 32313 cf cc o~ rf of SII1HS!! IliSSSeSS llslll r-T r-r of r-T o' r-T Crf r-T r-T Cl r-T rfcfrfrf cf 1 ! a a j a sassa o' 00 o' oof I3s3iiis3 mmm* iisisb HtHH W r-ik£>CQTjT r-i c4* r-T H d H H (TQ o sol sill * a Includes 197 students in the Mississippi Industrial Institute and College. Table 40. — Distribution of secondary students in public and 'private institutions of all classes re-porting to the United States Bureau of Education for the scholastic year 1897-9S — Continued. 2096 EDUCATION REPORT, 1897-98. STATISTICS OF SECONDARY SCHOOLS, 2097 Table 41. — Number secondary students to each 1,000 inhabitants in each State in 1S98; also number of students in higher education to each 1,000 of population. State or Territory. Estimated total popu¬ lation in 1898. Total number secondary students in 1898. Number secondary students to each 1,000 in¬ habitants. Total num¬ ber stu¬ dents in higher education in 1898. Number students in higher education to each 1,000 in¬ habitants. United States . - - 72, 737, 190 626, 115 8. 60 144, 477 1.98 North Atlantic Division . 20, 247, 100 194, 612 9.61 45, 788 2. 26 South Atlantic Division . 9, 868, 500 48, 100 4. 87 19,515 1.98 South Central Division . 12, 868. 6C0 67, 131 5. 16 18, 671 1.45 North Central Division . 25, 737, 600 279, 920 10. 87 52, 096 2. 02 Western Division . . 4, 015, 300 36, 352 9. 05 8, 877 2. 08 North Atlantic Division : Maine . 655, 400 11,740 17. 92 1,324 2. 02 New Hampshire (1897) . 398, 700 5.432 13. 62 765 1.91 Vermont . . . 334, 100 5, 232 15. 66 699 2. 09 Massachusetts . 2, 694, 000 39, 406 14. 62 11, 290 4.19 Hhode Island . 417, 000 4, 334 10.39 963 2. 30 Connecticut . - . . . 803, 800 9. 615 11. 12 3, 052 3. 53 G, 851, 000 66, 261 9. 67 14, 131 2. 06 New Jersey . 1,887,000 14, 034 7. 63 2, 220 1.20 Pennsylvania . 6, 196, 000 38, 558 6. 22 11, 344 1.83 South Atlantic Division : Delaware (1892) . 173, 200 1,396 8. 06 110 0.63 Maryland . 1, 200, 000 6,679 5.56 4, 077 3.33 District of Columbia . 285, 300 4, 206 14.75 2, 200 7. 71 Virginia (1897) . 1, 704, 000 8, 200 4.81 3, 825 2.24 West Virginia . 860, 000 2, 732 3.15 727 0. 83 North Carolina . 1,754, 000 7, 493 4.27 2, 866 1.63 South Carolina (1897) . 1, 274, 000 5, 669 4. 44 2, 296 1.80 Georgia . 2,097,000 9, 975 4.75 3,167 1. 51 Florida . 515, 0C0 1,750 3. 39 277 0. 53 South Central Division : Kentucky (1897) . 2. 016, 000 11,217 5.56 3,992 1.98 Tennessee (1890) . 1, 877. 000 13, 603 7. 24 5. 478 2.91 Alabama (1897) . 1,741.000 6, 509 3. 73 2,122 1.21 Mississippi (1897) . 1. 448, 000 7,086 4.89 1,660 1. 14 Louisiana (1897) . 1, 347, 000 3, 252 2. 41 1,433 1.06 Texas (1897) . 2, 821, 000 19, 115 6. 77 2,934 1.04 Arkansas . 1, 295, 000 4, 901 3.78 920 0. 71 Oklahoma . 323, 600 834 2.58 | 98 0. 30 Indian Territory . . 614 34 North Central Division : Ohio . 3, 917, 000 50, 047 12.77 8,306 2. 12 Indiana . . 2, 259, 000 27, 109 12.00 4, 422 - l! 95 Illinois _ 5 017 000 44, 526 8.87 11, 516 2. 29 Michigan . . . 2, 254. 000 30, 006 13.31 4’ 9)65 2. 20 Wisconsin . 2, 107, 000 19, 126 9. 07 2, 835 1.34 Minnesota . 1, 766. COO 14, 336 8. 11 3, 702 2. 09 Iowa . 2, 101, COO 32, 092 15. 65 4,363 2. 07 Missouri . 3, 082, 000 25,597 8. 35 6, 188 2. 02 North Dakota . 352, 300 1,718 4. 88 182 0.51 South Dakota (1896) . 406, 300 2, 578 6. 34 598 1.47 Nebraska . . . 1, 107, 000 16,179 13. 86 1,998 1.71 Kansas . 1,329, 000 15, 806 11.89 3,021 2. 27 Western Division : Montana . 245, 900 1,431 5.81 101 0.41 Wyoming . 112, 300 436 3.89 Cl 0. 54 Colorado . 584, GOO 5,796 9. 90 1, 233 2. 10 New Mexico . 181, 500 413 2. 28 86 0.47 Arizona . 87, 020 493 5. 66 58 0. 66 Utah . 264, 900 2, 855 10.77 277 1.03 Nevada . 41, 080 611 15. 63 167 4. 07 Idaho . 157, 200 691 4. 40 87 0.55 Washington . 472, 100 3,857 8.17 652 1.38 Oregon . 373, 400 3, 201 8 58 945 2.53 California . 1,495,000 16, 538 11.06 4,710 3. 15 ED 98 - 132 Table 42. — Statistics of public high schools in the United States for the scholastic year 1897^98. 2098 EDUCATION REPORT, 1897-98, •6npe.iBd.dB ogipuoios pue ‘oanp -itunj ■‘eSarpfmq. ‘spanoaS jo 9iipA 1 1 fill ill lllll 1111 to corner • ho' co tA cvf o' -rjT thoT cc o' -ee- • 1, 200 250 25, 000 • Aaejqix oqp tit sanmro.v jo aoquiu sj; « s i ! lsl 00 1 ^ °l §11 | ■IIijp A.ib;iiiui in .laqran^ 8 0 : :g :S3 •sjbsA ut osanoo jo tipSuo^ © h* CO CO Cl rf< ^ CO j wcow-^ CO Students. bfi S ^ “ ■+= P -2 ao '3Sl»g®’3g»S Op.03 tec rt •oXBuioj QB ; ; OOO O • O' 0 0 1 ■ 0 0 ■9IBK ’ O O O O j O' O T— * • 0 0 AS . Ill tS ■ oprua^ © ■*# o o o O lO O OLO O O O' 0 0 • • 0 0 2 --I OOOOC- O' 0->-H • O r-H o bs IS III «> 8 •0XT3uiaj[ o • : t * O r-H ^ • ' ' r-l ■ 50 ■ EQ •opjY uO • • • !M rH ^ • • CQ ' O • CQ O ■si a? © a- •axeum^ © SS °2°r«« S°°S® 'S0;0° •S °g°§0^ s 0 °.n .® S°°° •0XBU19J •8 33°8j3®;3 «Sg3S *ftC5CO° IS- '®P*3I O xQOOOi—i'^rH oro C3 I> vC CO rO O — * O P- iO WHOMt> CO n-1 CO r-» r-H Cl CO 1 — l CO H C* 1 >'”1 £ js:|° ■aXGTua^ | ^ 00 r-< »-H O O O O O O t-H O t-HtH H CQ tH CO OOt-H-H •31 m « n(H»Hr(rtn ^ -1 ^ -1 HCHO HHCf) 1 a .53-^ &= ■- »-g P * °£ 1 mini urn im mi Princijml. ?• a ^ : 1 ! M » © ; p 1 |p t> II 1 ►5 oc . • • . • • . • • 1 • 1 1 • • . • • • a • \il ! > ' 1 s I^hIp ! hs ' 1 i ) ^ c 1 0 a i^pMc ! • • • ! 53 ® ' Vi ' ® * . •g i,g il ;«i 5 : « : S : g" ^ :fe :® • Hr KISaj igsi :S 1 1 r£. 5 r >-|a i|l lid © 1 « South East Alabama Agricultural College. Graded High School*. . . Jib 0 • r m* 1 a 7* f -z u 1 i| 1_ ^ 31 i.i" 11 II II i »c : 'c r. i - do . Male aiid Female Insti¬ tute. High School . . do . . do . Agricultural College... TTitrli Sidinnl* i 1 c F : 1 £ A3 =J0 a "ao >5 £ 1 1j > i \ ?* < © ©T 1111 ;§ ® « <1 : : 5 ip •~r=. \ 1 lllll : ® u 1 if 11 if ■ti >P SP i : ^ i r=- Fort I)e]iosit.. _ Gainesville . Guin . Hamilton . Huntsville . Jaclison . . i > ii ' S s i-.1 II 1 1 ij j © II PUBLIC HIGH SCHOOLS. 2099 000 ‘Of : iSlii illlisli : ; 3 - a Stills “3S““ 13, 000 30, 000 30, 000 3, 000 1,200 2, 000 1, 200 500 2,500 8, 000 3, 000 10,000 1, 500 15, 000 70, 000 25, 000 1 || OOO ' • O O O 1 r-T ■j : il°sS! il 111 '§°o§§ ..1 0 J 1,000 ..! 100 H ^ H H O' COH-CC 05 CO CO *05 H "S3 • • CO CO CO 05 H CO H 05 05 CO H 05 CO 05 H 05 H CO O OO O 0 18 ’ O O 05 O CO O O O H 05 CO O O O 05 CO 0 O O O ■COO O rH O O O 05 O O O O O O O CO H 00 H H 3 °s O O 0 05 C5 O CO O OOO O H O O O IP t> H O O O CO 10 0 O Ol CO O H 0 00 O O O O O O rH O O O O O 05 O O O O H lO O H O H CO H G CO O H O CO O O OOO O O • 05 H O CO O 05 • O • • - O O 05 O HH OO -05 05 0 H H O t'- • 0 ; ; 10 O H • CO 0 0 -O-CO O O O 00 O 05 O •OO 05 O CO 05 • eo • 40 O 05 TO ' O CO H O OO O O H O 05 O O C5 H H O CO ' 10 • 05 • • 00 S'g ® •=>•« 0 o ^ ® ^ 3oS00^ 0 0 * 0 ® 0 00 °^^§lg00000000 00 ^:o ^g^gg«®S80»®S'0»«o8o 00 og«®w®ooooooo §5 co h o hooo H-S'S’^S! 'Si IWO:HOtHCQ.«Oi L^CCQO^O^OO^OgQO as^^.ssssisasga OCHOH(M^WHO^HH Or-! .HO 05 OH OHHnlM^ pH Ph P* Pnr^ Pi -Pr£j r^J P-r^J P"^ P P P P SSSsS&^&SSpS Statistics of 1896-97. Table 42. — Statisiics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2100 EDUCATION REPORT, 1897-98. •snjB.i'BddB ogijuope pus l9.inj -lajiij ‘eSurpquq ‘epunoaS jo oujba % $2, 000 14, 000 8,000 2,500 30, 000 2, 000 15, 000 3, 000 2, 000 22, 250 6,000 20, 000 18, 000 1,750 1111! s^s s •AjBaqix 9qj ui souirqoA jo aequimj ** irs o CO : 11 i : f* : 2, 500 100 005 S 1 TIFJP AJB^ipTn nr xoqumjq; 81 ; ; j ;g j •SJB9.C ut gsinoo jo q'pougq; © i ^ | ^ ^ CO CO C* CO CO CO CO CO COCOCOrJi CO CO ^ ■opunaj QC 1 « 1 tM VI CO o • • CIO 1 • 1 04 §&**!!* 68" 1 ^ to CO o • j Cl CO • o CO Students. ! Gradu¬ ates in 1898. ■9JBUI9A 16 cwo^ O 04 ^ to CO • ioos^ a •9PK * CO to O CO O 1-1 C5 to CO to • O Xji ^ CO Preparing for college. Scien¬ tific course. •9j;Bni9j[ z • CO to o . • • 04 • i j h |c ill ; Ph ^ !d< 1 >11 ijsi a 1 £ C \$ !! § A 1 1 '5 P j ! ! |doc c ~ ~~ i : : 1 a3 & -ac_ «! .1“ hsP L r . do.* . dn Peabody High School*.. Union High School (col¬ ored). High School . Southwestern Acad cm v. High School . . Male and T emale Insti¬ tute. TTio'h Sclinnl i \c ii ' i ! O C t>s^: > ® : 'Tt ^ §.s dP High School . | State and post- office. d a 1 1 ti yi ilil 5PWP 1 Helena . TTnnt.sville ii ii Judsonia . Lend hill j £ ip . do . Lonoke . Magnolia . Malvern . Marianna . Mel hnnrn A _ 1 S p Newport . Ozark _ Paris . Perrvville _ is ■« i5 o Merrill High. Sch PUBLIC HIGH SCHOOLS. 2101 ill 1 11 lOCOr-T lO ON 1 i 11 ^ co co co co ^ hH co ^ 8 S 3 ism S' ” 11 111! Co' © • o » CM rH CM < O OOH (MO • t> ... cqk Pr H ^ pq i-i H d isilg Ha||« M ®o3.-S jHWl iopho^ of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2102 EDUCATION REPORT, 1897-98. ■snju.inddt! oqrxuoTOS pun ‘oing -iujuj ‘fcf^nipiruq ‘spunoxS jo 9niu \ 1! $3, 500 1,500 100, 000 6, 800 10, 000 50, 000 2, 150 15, 000 12, 000 5, 000 500 5, 000 15, 000 150 15, 000 75, 000 20, 750 6, 000 8, 000 13,000 25, 900 15, 000 •jfjuxqix oqj hi saumxoA jo joqumjt; •« © 1**SSS§ jllll8! 1111111131 r-T N ■ r-T ■sjBOi£ ur 9Sxnoo jo qjSaoq © rji CO rj< ^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •9p?UI0£ s HnO.*3CMOOHO.«rl05O HOHOINNMlO'jlH '•0FH 5 OrH N LO N H O O OHO C N NO H H CS N n ^ Gradu¬ ates iu 1898. •OX'GTUOJ 2 HWtMOOOOCOtNO^OHt-TH HC(MgC)^t> H ■Opjpi *9 HH(NWNt>WH-^OOt>OtOO OWCOOHiMtJIIOCO^ Preparing for college. Scien¬ tific course. •oxucuo^ tH .©a --SH .CO r-l C3 I-H tH N O -f H H W« (N « Depart¬ ment or in depend ent. rz S'-y >© 0’rd rwr^3rw ft-© P< 1 ■W C. D. Perry . Geo. 13. Albee . I. C. Adams . C. L. McLane . W. R. Carpenter . R. C. Storey . M. W. Smith . J. T. Bevan . . E. H. Walker . John Gamble . . H. 11. Bull . J. A. Rice. . . T. D. M. Slaved . J. W. Keene, A. M., M.D. W. J. Connell . A. L. Cowell . Joseph S. Denton . W. H. Housh . . . A. M. Kelley.. . G. H. Stokes . B. Y. Glidden . Frederick W.SKocli. . . F. 0. Mower . I 5* Union High School . High School . Union High School . High School . Union High School . High School . . do . Union High School . ....do . . . do . High School . Union High School . High School * . Cuyamaca Union High School. Union High School * . . . . High School . Union High School . High School . . do . . do.* . . do . . . . . -do . rlM > O State and post- office. CALIFORNIA— Cont’d Etna Mills . Eureka . Fallbrook . Fresno . Fullerton . Gilroy . Grass Valley . Gridley . Hanford . Haywards . Healdsburg . Hemet . Hollister . Julian . . . Livermore . Lodi . Lom]ioC . Los Angeles. _ Los Gatos . Marysville . Mendocino . Merced . l Kapa . :§SaSIS§SSSS§3I SBSS-S-33232 000 ‘SI PUBLIC HIGH SCHOOLS. 2103 liiiiiiiiii! 008 111! llll! Bill jl iiiii 11 : liil :i !!il JOOO^ gHVT oo ; «§* • o' ; CM rH • © r- i © CM © CM CM H H ©-CC 5 © 'CO -CO CO CO L- 00 © o co ^ io jooo^'iooir SSUSgSS-0^1®^®" > © CO CO hH rH CO CM CO © CO © CM © T— 1 © © CM CO CO CM CM • CO © Tji-O T-HO OC ) t- co 00 i'- gc »r: i °g-°S5 < CM © © CM © CM © CM .© tH .iH 00 © > © .© © CO © © 11 12 0 CM H • l> ■SoS : i° i-S •rH © ^ .rH • • O «=-« > • cc • © © © © CM 21 120 4 15 2 ”5' 8 21 6 t- H< • © © © • ;s © CM © CM • 'CM 0 © > • © • 00 CM O CM © :3° iO0»?^s © © © • SS” :§ P : l © rH OC CM • • • © • O • © rH 00 © © 0 CM © ■ 10 © • © CM 10 . © 3 00 © ' 0 39 1 10ft © CM CO rH • • • 00 • © ‘Hi © CM CO © ©©©©©©©©©©©© > © 0 0 0 0 0 0 0 0 0 ft 0 0 0 0 0 ■ 0 0 0 0 0 0 © © 0 0 °o 0 0 > O © © © © © © © © © © © © © © © u 0 0 9 0 0 0 0 0 0 0 0 0 0 6 0 0 0 0 • 0 © © 0 0 0 0 0 ft > © © © ! S I §S§ 1 1 §S| f s s § g gsfgjg ^ .|S 3 ss g^sEceggs*0 22 16 310 22 109 28 12 38 18 51 28 67 ; s a 126 55 90 168 0 1374 38 315 175 21 42 73 82 26 94 27 21 48 104 27 6 © 5 1 SSSSSSS 67 50 5 CM rH ‘OO rH © CM © CM ©©© CO 1 CO cc > *£— -H -CM O, > T* -rJM> cc >THrH-tfCOCO©(MrH.CM^rH© © Cs I tH CM tH 1CM CO CC 5 rH CM © HH.GPIIOH Ol CM 1— 1 i— 1 CO l CM H * CO CO O r* rH © CO CO CC > - CM H< CO Hi C* 1 CO rH .CO CM CO CM 'CM © r- ^ H CM CM CM H CM CO H Pr—J P P Pr-j r— } P-^J P P vj 0^ P P P P P P P P P P P P P P^ P^ P p p p1^ P-^ P P P P P<'\J 5 R(SSflQPSp5^PSPs5Rflq^flfia R^ S^alSs^ Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2104 •Bti4'BJT5{T?DI9^; *9l^W iCiD ^ Cl »D o o o o oo ooooo o •9[L,m9ig; ■0IBH I © I o o o o o o o o o 03 B O t-S © C'r S r/1 5 © o. eg or-^3 ® S cc » * 'B !h Bh§ •ojcnio^ ® I CM -p IOCI IB rB cc cb -f ’9I'CM I •apjuia^ 4 lOHIXM 03 ■ ID Cl D ^ ^ >3© ® ® M O s-gs-g b >> _ P© £i^ fcpq^O d |t5 § 13 ; : ;pl|c oo®2 Jo*.! vfoi 72 Hie *' ©72 !«2.£? H(Nt* o d o b-o a £i coo COO f o o 'o _S"r 72 72 71 3 S ®71- o fl O IPR S ct 2 O 1151 £' So®®© C0 OO rt d CO Tfl ID CD t> 00 ~ O o ooooooo o I Cl 0 0000000000 OOOOOO OOOOOOOOt>»OOOOCOO CM © HJ © © O 0000000^00000^10000 OOOOOO 00 0000000000000,00000 g SSS33& S§Sg5&SS5ll8§§SS®Sg33|: l> NCLMHOWHOCOi IO CO tH o O 1 ^ H CJ OC O CO r CO CO rH CO CM Hi { (M H H (N H (M OHnrUnO' iOWHnHHHi^- P, P,pq ::::: ^ pi O • i i • • • ^ O • r— « O • • * • -k p H ^ooooooa^o a"0 ooooo^^o T3 V rs -c -S C PI •■?/=> II -p 2 9 ° Si 3 "S • K • ® 111 III !l!!SIIIJfli!Ji 'H o © S3 fl r§ ° ° 3 p p 8^ ll t Jf> ssIfHI iaSSaasaSamilS MMM SSSS1113333333331S13 Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2106 EDUCATION REPOET, 1897-98, •■STUCJ'cdd'B oqrjuaios ptce ‘aanq -rujiij. ‘sSuipqinq lspunoj.3 jo § 11 ill il 2 S • • 10, 000 12, 000 70, 000 154, 000 6, 500 25, 000 20, 000 2, 200 10, 000 § to •AJBjqil oqj ui S9xau[0A jo jaqura^ © IlSigSS* 11111 IlSII® CO HH 7-H lO •sruaX ut as.moo jo t[jSuarj © C4 ^* CO ^ ^ CO TO ^ r^^^CO^ < CM ^ Students. lOT|sSla •apunaj O | ^ o • COOHO TO © •© © CM • r-H •ojnK O • O ; -*©©© OO O CO o j li •apsuiaj; <8 HO N^'GO-^'M GO.CVODO CO H O O CO W fO CM CM L" i-l •oinpi WOHH’!ii'HH H®:i •!-**> WO00C90(M 'M c2 fcc-6 II r PS o S ® ; iO • o • O CO TO JO i ^ t- O 3-1 O O i O O CO j ^ O C5 5 r^OO^ j ° j^OOO O ;OHM OOM li ® ® II •ajnuia^ © 0 0-000000 ooooo ooooomo-rHo ■9I*K © OOIOOOOOO OOOOO OO OOOOO wo as a • a-~ 3 ill •apcuia^ SO SSSggSSS |^!SS.|SS®S ‘9IB3^ ** 1 §'a®SS®SrtS Second¬ ary in¬ struct¬ ors. •apmiajj; OHHGt^NHO .(MQOCOOO OOOHMHHHN ■ai«Il * HHO'NWtHO-H HOHHCO © tH H H rf O H O H bgj.'H ■ cs « a - p.®-~ $ -a n -a * ■ftp.p.’S.-i aTSTa p.'S.p.'p.p, H4£p.s,ttaaa SMa^a .Saaaa ^aaaaaaa 1 1 *s 'W 0 1 h £ 1 h : s : CJ : e ;3«i; m ilgy* . P il : * h" \i* > =e.=3 ;*8 i? illsl i ^ * h- it34%r i i : i i i :d S :T5 \ ti H , d cj ■r5^E!?3 ,0. s»|a -gslJgSl il^ll liii^u lOO.HH SftP4 0«SS is : b >T ‘> i ii a iS JO'S 3 © i | & e 31; Ifs! M a g fct) i£wS ; ^ 1 i 33 . S : 33 : o D ■ ?.§ ^33 ils i Is . do . . do . Boardman Manual Training School. Hillhouse High School.. Center High School . High School . . . Center High School ..... Over River High School . High School . ...dr _ . c i i i 1 1 § csifi eg as j 8®’ y a 1= I Is 1 JMi IIJJI 1311 l H \x is : : ^ j&g 1 5 IS : £ New Britain . New Canaan . New Hartford .... New Haven . . . do . New Milford . Niantic . Norwalk . . do . Orange . ^33 i! IS l2 : P \Pi SilSiill II1II SiSSSSESE PUBLIC HIGH SCHOOLS. 2107 O 0*0 • O O ' ' 11111 :1 i :1 ill 18, OOO 25, OOO 6, 500 3,000 1,650 5, OOO 6, 0OO 10, OOO 5,000 16, OOO 8, 500 12, OOO 8, OOO 18, OOO 85, OOO ;S ; i j 12 : :g3 g|S! mil A O ' • ' ..... ... 1,400 950 200 500 200 ... 1,400 ... 1,500 0 200 110 0 600 50 183 850 800 500 888 75 100 0 . 50 .6 1, OOO 008 001 09 0 0 001 0 -H ’'H CO CO ^ CO ^ ^^COCO-^-^O-H ^T^^^CO rH^rH CM CO Cl CM CM -CO CM Tt* CO CO OO • O OOrHOO Cl rH -OOHOH HHOCO • T*tO *00-3*0 OO © O O I-H ci • CO CO ' O OlOCOCilO MOCOCO^ in H O G H COO © Cl -3* to 05 lO 10 OO • O Cl Cl ^ CW O w H H OtM^‘ CM O • * CM O O ■ OOOO • ^ O OOO • O 0-00 • o * ' ' 'H* O ' 4 CM HlO * * O ^ rH • CM tO © CO • co o O O t-H • O •CO • to CO • -H * CM • T— i O 1—i T— ( O OC -H • 1 O H O CM T-H O O CO • • O T—i O trj-rH O O CO © * rH to * i-H « t— i • O^ HO:N COCO » • CM CM CM O OOOO • • o © COOO Cl O © rH - © r-i • 00.00 00 00 0^:00.0000 0 0 O 0-0 0 0 OOO OOOOO GOL- oc ooooo o O-Oi-O O OOOOOt-OOOOOOOO L— © © '© © OOO OOOOO OO ;rH OOOOO O 3£:t~°5 3®338'*S380O3iS8a!8 ®Jj3§3 3®23M 3 !3®§S-S | ^•^OH HCarii^ClHCiOHHHMOOW H t> O CM CM HHH CO © © rH © OO CO t-h t-H © O i-H lO HCQ-H H HHHNHOHOHOHHfNlM © © rH rH rH HHH O H H H H HH O H H O Cl H lO pJ aa a pj aO r- a p- a p,p, p, a pT&p/pi, p, "p.pLsu aaaaa E'cL "a p.c.p.aft la ^4&5A9n&3«goi§ Srprr rSS SppSp Sr r r^SS^ S F. E. Burnette . . . Isaac M. Agard . J ohh Francis Forward Frederick A. Curtiss. . E. C. Stiles . Alton W. Peirce . E. L* Merit t*. Fred. A. Verplanclc. . . William C. Foote . Elizabeth Williams... Samtiel A. Jacobs. . . . . Wilniot It. Jones . Charles T. Eaton . F. H. Davis . Geo. T. Cookingliam .. E. H. Parkman . Edwin H. Forbes . Frank Warren Eaton . Susie Mi Liudsev ..... Stephen W. Wilby. . . . F. J. Werldilg ........ A. F. Howes i . A. M. Drummond, A. M. C. S. MflTiflan lioscoe Hutchinson. . . Daniel Howard . Norris W. Wilkinson. John P. Burdett . M. S. H. TJnger . George W. Mitchell, A.M. Calvin L. Grimm . Daniel S. Ells . C. B. Morris . ■Tnlni A Pullina . do . A. Lee Ellis . . do . . George W. Andrew . . . . do . A. C. Brower . . do . Charles Howell Le Fevre. . do . 1 A. H. Berlin . I High SchooL . 1 1 . do . Academy . Old SaVbrook High School. High School . . . do . . . . . . . . Lewis High School ..... High School (9th (list) .. High School . . do . High School (dist. No. 9) High School . .....do . Eli field High SchooL... High School . Central District High School. High School * . . . . . do . Center High School. .... High School * . High School . Graded School . High School . . do . . do . North Milford High School.* South Milford High School. Putnam . . Itockvilie.. ....... Salisbury . Saybrook . Seymour . Shelton . Southington . South Manchester South Norwalk. .. Stafford Springs . . Stamford . Stonington ....... Terf y ville . . . Thomaston . . Thompson ville . . . Torrington . Wallingford . Wapping . . . . Waterburv . Watertown . West Hartford . . . West Haven . West, ville. _ Windsor . Windsor Locks. . . DELAWARE. Delaware City. . . . Georgetown . Laurel . . Lewes . Middletown . Milford . _ do . . Milton _ Newark . Newcastle . Seaford . Smyrna . Wilmington . EEEs iillillSilllil Hill 111 11111 11 1 33SS3 § Statistics of 11 Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-98 — Continued. 2108 EDUCATION REPORT, 1897-98. •siuj/e.redd/B opyiuaps pan ‘0.114 -lajnj ‘sSuipiinq ‘spanojg jo onpuR 8 $5, 00C 135, 800 " 1,000 22, 000 4,500 5, 000 4, 500 010 1,200 25, 000 2, 500 1,750 5, 150 2, 500 •A\iujcpi[ otpy at souanpoA jo aaqumpr ft 600 6, 000 1, 714 1, 200 566 1 . 250 200 500 40 65 0 1, 200 0 160 100 Xrepippni nr Jaqums § 60 160 81 114 43 •sju0i£ up osxnoo jo tppSaorp; © (M ^ -rji ^ Tji CO ^ ^ ^CO CO • j M • tH tB Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •oputuo^ OB ©OIOOIO T5 • 05 : CQ • O • (MOO j jO CQH •QFpr 0 © ■ © O 1C iO O (X LO ^HnOH CQr— ! O o CO CO -CO tH CO 04 H< CO 04 « CO O H '04 - CO Students. iu oit O ft iilllill •aprnaj 2® | r* o o ICIOOO O o O rH CO O O O ‘OIBJt ^ ! o o O O rH ^4 O O rH o o o o a. 3 ■ 111 O a ~ ' 1 •oiBiua^ | ;§ ! ■N 04 o o !>• lO O O o o CO O tH CO o o o o '9IBR *3 | ^ | *" o o 3HOH 04 O O rH O O O O rH t-i a fcxi® If £ s ft Scien- titlc course. ■aptuiaq; i 2 oo o O ' o • o oo • O O •»IBK » hH o • o j ! ° O 04 O • 04 O 04 Clas¬ sical course. •ayBcna^ is i CO O CO CO CO O CO oo;N;t>ooo 04 04 •9IBR Is ! 04 CO 04 *H lO 00 O o o o CO -H -I a % •91BIU9£ ^ ■ai^K ; © ° gSS ° g 5S§5° “3° % \u •opuuaq; : go S3' iooooo'0.k.i o ooc'ioo 0.4 IS* o ci t- ci . cq ;ri cq o ^ -o o o ^ x t- ^ o o 04 m oj fi.S g ^ i®fs •aiBina^ | © O OHHOnOHOONOi 0 1 O »-H O Cl O rH rH O 1-NHHHHnnOH Sssl- a© 2 a CD — f-< pH aD % « e ® ® 1 asaH&ssss&ISKafSasal roCO — a a ?Se.e a; ® f i- . . . r^-i . fc> ( J^rf rfg Esrfg^ria^ Hit I >a § £ 5 ■S3* § a © ii .:lsl mu :3ia>g§ : 2=Sr.a - »J«1£ «£* i**S I’aff SohphW :S'W5^^ g ^ a® Or*’ ire. 3> ■c p. © X"a: ililt o o -a o ^ a a ^f^coooos . w , ■£ . y . . p> . £ a >>a * £ £ £-2 544 § sc® sgiasfter-sHs! ! Sas o IKHE flllll^ m33j^S3; g ISSlISlIIllllflSIilslH PUBLIC HIGH SCHOOLS. 2111 ililifii 11 i ill ** s" S'4 111 OH II II 111.11 -'S’-'S fill!.! Is 1.111 r,VHNH © ©.r-Tr-Tef 0 542 400 0 50 300 150 1,200 50 0 247 © ° 1 091 L°....J § § °1 0 09 0 225 s 121 .... 50 o • ; . o • rH CM CO 0-1 TO rH CO rH CO CO CO co cm ro co co cm co CM rH CO rH CO • CO CM CO rH rH co rc •xp rH CO O rH o rH M (M ■ or O 0 4 © © coohC) rgP^&gg gg ?> gg" ;,S£j'gg t- q t- t- S^iSS^Sa ®S”DS°2^§5' Ol O '© t— i -O OHO^(N © < M O O O O t •■ O 'HH-HtOi HHHHnHtMi . t , _ _ cl. Ol C_.P. P _ . s|*M3b2 ft

    > SI £ ^ is '-TH 0} • *1 -P^-ft Pill o « o IgTffSI s£ #w iSffll% its 'Jl_ sl-51 §11 s-s ft 0& • • • -2 z O too bn • • ft. fcX) • • risla 53 *. a o © ft «= §l,:s RW oc’ ails II 1 « .2 :§ SS S S^ppS ill, S3 ilftlil KSIlfll 11 1 532132 =3=289 1I3S1S21 111112112123 ics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2112 EDUCATION REPORT, 1897-98, optyuaps pm? ‘aani jajuj ‘sSmpnnq ‘epimoaS jo 9n[B^ S min §§“ min mu § S " 3 S 8 •AjBjqi[ eqy. at samnyoA jo aeqranjq; s VO L— i §1 :| !§§§§ r-T : r-T •pup Lnnquu ui aoquin yr § 1 : s O ; . ; •sinaA ui osanoo jo qpoiiaq; 2 1 CO CO ^ ^ CO ^co^-^cico CO - ^ CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. CO ^ ^ O - O r-< r-H O CO -LOCO •oynpr £1 HHC o Cl HHHO rH • CO O CO Gradu¬ ates in 1898. « | ci o Cl o O ^ O 73 Cl tH to c: O L- » 1 ** 1 t-H O to O H 1— IHH (N Cl Cl H CO Preparing for college. Scien¬ tific course. •apmoj s O 1 Cl r-i O o O 'CIO • • Cl o • •opJTC 2 / Cl j CO * — 1 o CO O ■ rH r-H > • CO r-H ' • Cl • • • Clas¬ sical course. •apumj 2 00 CO O ^ O H Cl rH • r-. | 1^ 0 | -aIcK 2 d LO 0"CO O r-H o ^ r-H • lO | | d d ' Elementary students. •ajeuiaj © ooooooo^ oooooo ooooo 1 •oppc a S0003°SS 000,000 ooooo Second¬ ary stu¬ dents. •oyeomj; QD •opK rt^COiiOOHO MlONOOH r- Cl N O 90 CCH-J1 CO d CO nCOrlO rlHlO rH Second - :iry in¬ struct¬ ors. •oynrao^x ONC5HOMOO rH o Cl rH O H HONHO '®I«K I Vi 1 n 71 H Cl h ;o H H (MHHHIMH hckmhh "§ 3 2 'a +5 p,S>T Sa fssf • llllll!! III!!! !!!!! Principal. « p rC s 5= G i 33 • ! t : d o . * Ijl. Ilo! o o a z H <1 gf£ ; j i • 2 i ^ i \ > ® : j° : p Is! -g £ i'G G C !9 £* |u4 ^ J :P Nc Hartzell Cobbs . Hubert II. Barton . Irvin D. Martin . J. C. Muerman . George Bloomer . J. G. Eimeis . P. J. Kuntz . E. P. Sanders . J. A. Reed . & « * 1 £ .a w s 1 3 -s» £ ■ . , > ■ : : £ 5 : : : « 1 : il Ja ; ; < “ e £ C£ 1 • 3 w I [£ . Institute . _ (In * lr= C s . High School . (In _ . do . . do . . do . . do . . . North High School . . High School . . do . . do . . . do . State and post- office. GEORGIA — COnt’d. 1 "War then . Washington . Way cross . West Point . Winder . Wnorlhnrv _ . ■-P ii IDAHO. Boise City . Genesee . Hailey . Lewiston . Moscow . ILLINOIS. Abingdon . Albion . Aledo . Alexis . Altamont . PUBLIC HIGH SCHOOLS. 111! omniomo ssf :§S§ 111 i r£M" s in 38": 2113 s'*ss |8g§g|gg|SS || S ISSg: H r-H* !lf! r-T I il°lslsS llilllsiSli^ I -sit in r* - O (MOO t-t- O M O CO rH M iO HHlCnO HCOOO O H' CO CM CM CM • O M O rH HtJI CO CM O O CO TfOHiOCO O O lO (M O O CMHiOH O O ^ CM H< !"- M OC rH CO CM CO°« t-N ^ «Mhh^co^»oM O NOt-H CO 0 d O H rH CO 00 CC CM O O CO HC5HHIOOJOH OHH(NOCCt>CLOH CM O -H O CO O O : °« ^ : ■§»«-* CM • iO O xH CM OO -H< O CO rH CM CM O O M rH • rH 00 kO ' ■ M tO CO CO 1 (M CO H CO ^ O -H < ININHOHHNIM p(ftp,‘Pi&&p,'S» o $ pdr I 116 r si si 1 1 111 Ilf! cctc !i CZ2 «2 -f.ft' afll! P P ,j: te odooooj®*® § pQ S rO bL jaj |||SJ fSfSlSlSISflllTn |SS3f EMoW %sHo H : : : : : :A jo jaqran^j; oooocooos o o o ^ o o 005 . lO O O ^ O O O o O 050 O O CM COO CO • CM • ^ 05 CO CO OOl rH r-i CO t- ^ ^ ^ CO 05 •91*1* 05 H lO H N LQ O 00 CO ID 0105 O tH CO O o • r-t • IO rH •arayt NOHO O • O 00 O rH » Elementary students. •ajuraaq; © ooooooo O O O OO O OO O © O O O O to O O O O O OO O OO O Second¬ ary stu¬ dents. •apsniajp ® 1 O Cl X rfl {> C 00 CO O t> 1^00 CO (MH!MHiOOO CC OO COCO C5 C5 t— t- tH CO 05 H CO O CO ^ 00 00 COO rH rH Ci CM rH Cl P- P- L- CO LO OCO O Ss o s © H r3 i h \ -P4J4J-P-PHH -4H qj qj 4= -P 4-3 p p qJ ft A ^ pj ft Ph Ph Oh P* Ph Ph Ph Ph Ph CO O t— COOOO^(MOOOCDI> OO^CDOt^OCO rH CO INNH'ilOOHHOOlMHONOt'NOIN CO CH rH r-l r-< T-i (M*-^ *DtXMOOt-05-tf inCOOC^HCON O i i • o o 1 CO • • • • O O O 1 • 1 1 CD O j CD o Nfr- 05 O O i * t- • ■ CO Cl ^ O O O • CO : i : o O • J ID O O O O 05 S O ; j • ■ (•II - •0IUK *•» rM (MO oo OO 1 0 • 1 r— 1 O 1 t-H • tH • 1 O ill) r— 1 « • *4 iO CO • 0 • • T—l O 1 iCJ » Tji • • Till 1 1 Elementary students. •oxuniej @ t-oooooooooooorfoooooooooooo rH •epK © lC000000000000M0C<1000000000 Second¬ ary stu¬ dents. •eiunioA QB S§S3g3S8S8S§8®SS,?-SS325S5!3S3S ■oiupt h Second¬ ary in¬ struct¬ ors. •0XUUI9J <5 HO(NNt>W?5^H(MOHHOOOOHHHHH(MON •opK IS HNHN50HHfflHHHNHnNriNHHHMHHHr| Depart ment or in- depend ent. "ft P, P, P.J P, P, P.P. P. P, P, P, P, P, P, P. P, & p, P, 1 Principal. « ’ . I. D. Phillips . _ X. E. Paines _ . Miss Mary O. Conrath. . C. E. Smith . . Frank D. Thomson . . . . Miss H.M. Maul . . E. L. McDufiee . . Emma H. Roane - . L. J. Freese . . S. S. Gabriel . . W. T. Crow . . Samuel Garvin . . Harry M. Shafer . . W. E. Turner . . H. G. Russell . . E. E. Schnepp . ‘ - . Geo. C. Baker . . C. O. Fife . 5? « 1 : NNiiMiiMiHimmii 02 c s . do . . do . . do . . do . . do . 000000006000000 ’wrwrwrOrwrwrs3rwr£3ps3rCrCr^rCJrw 1 1 1 1 1 1 1 1 1 • 1 I 1 1 1 State and post- office. H ILLINOIS — cont’d. Forreston . Fulton . Galena . Galesburg . Galva . Gardner . Geneseo . Geneva . Genoa . Georgetown . Gibson City . Gilman . Glenellyn.... . Golconda . Goodhope . Gray ville . Greenfield . Greenup . Greenview . Greenville . Griggsville . Hamilton . Hampshire . Harvard . SSlEEgggigiSSiSSiSSSSSSSS PUBLIC HIGH SCHOOLS. 2117 111 -1I8I1I111I1 aa'gs'D'"S',’arfc-‘ !l I "■§ S3 •"'sasssfg fill Ills! Illli ©Ce^cT^NOrHCo'lNC^OOOO !lslsllll1?lllll2lll”lslll llg!lslglll rH rH O CO H M H N h CO IH0'^t>OCOWCOt^iO^Ot^^OOiOCO^COCOLO Cl ^ O 'O CO O CO X O CO (M OO LO C5 lO ^ I OHCO^HCO^OOC'lHrJ'D3^000WHt>MHCOOOO(N COOOOlOO^^^^iOlMCCCOOCOlOl © rH © H< © to 3orH © lO CO © © CO © Cl © Cl © © © © CO © H lO H< CO © co © -1 to NtMHGO CO © CO © rH CO rH © iO H< CO © Cl © t>- rH rH CO I 81 6 7 1 10 coo Cl © CO H< d tO H< CO d rH © H< CO © © H< Cl CO © rH © H< © CO © CO HI rH oooooooooc^ooooooooo^; oo ooo ©o^oooooooooooooooo ©OOOOOOOOUOOOOOOOOOhOOOMO ©©C> OOOOOO^O ©©OOOOOiOOO© gg°°S5 5gg§}-SSS§!SS3SSSS|^SSSS5aSS§S g§S§®S§S8*§5SS§gS5SSBSg§s§s$ gSSSSSgSSSSSSSSJSSSSSSSSS (MHC3H©H!MCl©©nHC3Ot>HC0H^©O©CQ(MC0 NHOHHNHWWOHHHHOHCONOOOCCHO HClOMnHHHfM OCO^HHHCIHnli — I H H CO HWHHCQHH(MHH(MNClH(MCUMWHHNnHr< P< A & & Ps P-rrJ fripppp.ft&pp.apppp ft-p, p_j p4 P-r~) PuPl&PlP.C.&iPP.fPftP.P.P.P-P, Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2118 EDUCATION REPORT, 1897-d •su^jbcWb oijTjugios pun ‘amj -imnj ‘sSatpimq ‘spanoiS jo an^A « « o ooooooooooooooooooooooo o ooooooooooooooooooooooo O OOOiOOOCOOOOOOCMOOOOOOOOniO o' CO CO CM CM O lO *0 O C> O O rH 0~ CO O O O O kO cT rH* lO t> CO CO Xi< H ro HOI *^COHH H< rH -se- •Ajujqq aqj ai seumxoA jo jaqTnnsj; « O lOOOt^OOUOLOiO O IH CO CO CM ^ O Cl M CM rH HI HO( M r- CM OIOOOOCDOOUOOOOO OiOOO«5l>0^iCOO^N HWXTjiHOkfi CO H Hi CM •qijp ^jr?}txira m jaqaxn^r © 5* : ::::::::: . . • 1 I ■ 1 . . o • • • •sana^f ui 9s.moo jo qx^a9T © CO CO CO CO d< rH -5H ■ l>HMTjffc-(MWH030©0 iH CM rH tH i-i rH | •aPH IS CO OlftWOOCCOLOHCCNCO!>^M^N«lOCOCO^OO Prexmring for college. Scien¬ tific course. •9XBUI9A 14 . o ' O • • 00 O t>HCP0»O^COHiOOOWWOaCDOOHOOH Hi HCOHHWMQCOCO^HTjl(NH(N^OHHHOa)(M Second¬ ary in¬ struct¬ ors. •9XBTU9A 1 © (M Ort®aNHfflON-!|IOHCOON«OOHOOOO •9XUH ! « IM (MHHrttONNNClHHClHHHHlftNHHBJHH ft ft&ftftftftftftftftftftftftftftftftftft pw,-; p, P PPPPPPPPPPPPPPPPPPPPPPP ^ 1(5 ri : £ ^ w • c3 o M si? .Sr < ® ■d ht P o © 'S ^ © g a o P 3 o ® 2 • -d 3 s- £. J5'2 . - ► S S3 ® g.2 jj , d 5 w 0§OOOP-(C45t:>' o*tj ^ § g I - s .2.2.2 - ■sss-a^HhSsssaai ► ab : , _ I P3>H^i.u,dpdPSpr'Pi,®do I O O O O O O O 0.0 O 0.0 0.0 eg • eg eg © oV O J TS SS.S.S33ooooooooooooj:^S rO'#iOcor-oo«JO' _ ______ - {00©C000050s0^050©®0< PUBLIC HIGH SCHOOLS. 2119 :iii 1111 igfg'S lillil-iillllilili agw“S § iiiiliiiiiiii: 8 *£«-«“§ *-"*s 5 § ® S“ S ! iisiiignssi-i rH rH lilii-llllll-slill00ll- rH r-r ef 33II1EI i-T ^ H< ^ CO I O r-i ^ rH • • © O • O CO • rH O '(MOOHNO «HOrt 'HOWvOOOH ' O CM t-H CO O O O CM CO O • CO rH T* • CM rH CO CD O O CM •© '©^kDOOOOCM©COr CMt-©©-*CM©CMlO^COrHt-OCvD^<©CM^^<^©CM©lD©CM 1C H LO CM ©MO WOOD COOt-i |iDCMCOrHCMt^n*'^CIt>©t>iDxfiOCCOCMr*<^CO©^} © CO 00 ID © © rH CM H © CM 00 © ID rH CM CO CM CM ID ID © © © CM - © ID CM CM 00 CO rH CM 00 rH © CO H CM rH t> CM ©oo© ©oooop©©p©©©©©o©ift©©©©©©©©o©o©c3©c2©©©©©©oo©©oo©©© oooo oooo » oooooooooo^oooooo oooooogo.goooooocoooooooo SSSS s^aggsasssi&sasssgsssagssggsssgsgssisgsgsiggsfjj UOHHCM©HQC10©H1©: Ci©H©©H^Hreco^cocococo^^^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •9[BUX0J[ s o rH O O rH CO • O CO » • o O O D- • •OIBK *» o O O O O O • - O C4 • • - rH tH lO • Gradu¬ ates in 1S98. ■9JBUI9 © o m CO O (M CO CO O CO COCO COOCOXHCOCO^lO^COQ ** o CO Hooo.-oninn^owoci^ion c : rs i C ! . do . . do.* . . dp . . o . I c ! rz ) C ['c 1 c ■'C . do . 1 i o c : 'P P . do . . do ... _ _ . do . High School (dist. No. 3) State and post- office. Illinois — cont’d. Rockton . Roseville . ‘Rosaville . St. Charles . St. Elmo . Sandoval . Sandwich . San Jose . Savanna . Saybrook . Scales Mound _ Seneca _ Shahhona . Shannon-. . . Shawneetown .... Shelby ville . Sheldon . Sihlev _ ; c l ;3 c vTiir. Sparland . Snarta . Springfield . Sterling . ggEsgggagggsESBigBggggggB PUBLIC HIGH SCHOOLS. 2121 illli 111: is iiiiiliiliiiii a § s’ s'1 *■’ s s a a «’*’§’ s II II as -a S 2§§ :2g§§ d NW '(MOW id t-T • rH rH CO O 1. 500 206 200 1, 000 I1I1II311sS11IS«11I11§ “i : :s :::■:: : CO CO^H o O (M O • • Cl uOCOt>CO©CCdOO©©©HiCOdLOuOrHCOCOt>©OOCO©T}< Cl rH Cl ©Cl Id HtMOCO • •H t> I> t> t> t» |>t>t'*t>C^t>I>t>l>t>t»t>l>t>l>t>L'*t>I>D’t>t>L>*b«l>l>t>C^l>t>t>«l>t>t»I> L'* Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2122 EDUCATION REPORT, 1897-98, ogpuopg pm* l9iuj -itnnj ‘sSaipiniq ‘spunoaS jo OOOOO • © O O O lO »oooo OOOOO • © © © © M • o o o o © © O © © • © © © © CM • O O to o w io w 6 o ■ ii 6 io d 6 «6ohco rH CO H H 'HW M rH 1 CO tO CO ■€/> • • © © o o to © »o to 3,000 5, 000 20, 000 10,000 18, 000 A.rejqi{ 9qj hi sotanjo.v jo roquiufj H « .»Ob~COOOOOO^COOOT«iOOOr-iO . O lw O O IO 1-0 o ^ in Ci M © CO tO |OWCOMCOM(MNOCOHO^O© •9PK f5 IOCQi — 1 lO CO CM rH •O'NOO^WHCOO^HOL'-OlO Preparing for college. Scien¬ tific course. •apraojj; H< * ©m • • T— 1 O T— 1 ' O O ' tO • © © © © rH •OFK ee & tH M • • CC CM CM ' H H ' CO ■ CM © rH | 10 1 Clas¬ sical course. •9IUUI9J « ® i • • (M M | 1 O 1 ' CM • CM CO © © •9FK 11 m • : CM ■ © © © rH CM Elementary students. ■opnxto^ © ooo-^oooooorooooooooooooooo L- 00 •ai«K © ooocooooooocooooooooooooooo MO © Second¬ ary stu¬ dents. •opsurajj so OOOCOiOHOOO-|l0500rt05!>OHM^O)Ofl5(Mb. *^COH CO ^ rji CO CM O'! CO CO ^ OCOHCQ coat* •»FK ^Mt>lOOOHQOOHOOiOHOHOOOOhHCMN^ coca © CM CM ftftftftftftftftftftftftftftP00CiOH(NMTHl0Ot>000)OH(NM^lft?0t-00 05O OOOOOOOOQ0505QOC3350C5030000DOOOOOH t^t^L^D-t-C^t>-L^I>t~t.^L^C-L-aCCOCCr©OOOOGOOOOOaCOO PUBLIC HIGH SCHOOLS. 2123 © © o o o o © © o © lOlOOOO © © © © © © © © © o © o o © © © © o © © •©©©©©©© 0©0©00©0C 0©©00©©0< I © o © © © © o ©©©©©©© ©O©© t- 10 O© 10 © ©O © • © © © O O: lOr^©^WOO(MCOCO©COLOL-o:Th ■ in X Ol CO © LO ©4 ©1 ©1 ©©©©©© © © o © © © ©to © © © © ©-^©0©©©©i0© O ^ O © LO lO o o ^ o co co m co cmhOCO©lO©4©©l©©i^© ^fl*O©©l©4C0©© © CO © T— I © ' LO O © © lO ^ ^ IO H d H © 1 ©I ©I © ©l CO CO ©1 ©4 iO OH©OHQ © 1—1 CO 00 (M © ©HHlOd© © ©4 © ©4 0©©©C^©©©©di > © © © o©ooo©o©© © © © © 00 © ' I©©1©©©© CO ©©©©©©©©©©©©©©©C0©©0©©> © © © © © ©l©~HCOCO©-HH0 0©©C50t- CO COOOHriridHWHH CO CO H rl CO 05 H (M rl d rt CO HH rl CO m d H CO H ^©4 CO ^ ^ O— irHCO^©1I^COLOCOt>tH*OOi— i-'H-^ltO©lCO©t>-C;t>-CO©'l©eO©OOC©©iDO©lLO^©COi— i© ©©^^©OCOlOOO CO H d ^ n n ©4 ©4 ©| ©I COCO COHHnddHHriHdd Hdrid rH CO L- £>• ©4 H ©J lO i— i CO O©O©OdOHOHOOOHHOH©OOHHO©HO©OHOHO©HC0GHdH© O O© O d 00 O d © X H d X d H t pu ft p*- P- Pu P< P< P^ P- ft ftftftftftftftftftft ftr-< ft ft ft ft ft~-> ft ft ft ft ft ft ppppppppppppppftppp ppppppppp i » » i i i » « « « « « « « « i » « « » « « » » » i . » r| « I I • I I ft LA • ■ i i i i r- i • i r) • • • ■ • • i ■ • • t i • • • ■ i i i ^ • ( si i i iSjjiJJ il i i i i iiilil Jg si* g ! $ »| • 2 Is uaS .2 • $ S^Jig nj-gB 1*lf| 12^1! * 2 s I|opN^po £.5 |ft«5 o^Og^fRQ J-|p^ | i O p ^ O O O lo W ^ C^OO l*o l-a ft ft ft O r H ^ l-j W ft rft ft ft W cfi >■ A ■ » ® © ft H=S S • - 3 -4b ft *' gftS jgl) A ft flSs - a p,A ® a -£ ft ® © eft jgh’jg^ csoW^gg^.^ai i^pppP^p ^OPbbs ■O A :Sjg ft A £ A o oo® fc£ «o ft © rP . ^ ft ftft o ° ooooooooooooooooooJftoPS^ . 5ft- eft-A g_oC Eft ft OOOOOOO o o 'ft A A 2 t> __ a o > »,2iH A £ft'3 O s 3 d pWPPPPppPPppcqppoOOOQOPOOOOOOQOOQOOOOOOQO »ift A •S'S ft r§ ® §r§ 2^:2 2 A ; > 43 >*•£ E> 5 j> ; © o o © S 2 S3 •OOOQOOOrJ !©4CO'^lC©t-CC©Oi'H©ICO^lO©t-00©©TH©lCO^LO©l^OO©©7— i©ico^m©t^x©© . < d d d d 74 d d d d Cl X X X X X W X X X X H H -H Hi H* H O )coooooooccoooococoocooooccoooooooooooocx3ocoooooooooooooooooooo ? 00 OC OO 00 cc GO ( rH©ICO^LOOt-CO© in io m m in m 10 m 10 ooooooooooooooooco Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2124 EDUCATION REPORT, 1897-98, •sn^'ej'Rdth? ogpuops puc ‘arnq. -iminj ‘sSuippnq ‘spunoaS jo onp^ ?! 11 NCi Ill couo-cL 5, 000 10, 000 eoo 15,000 12, 000 15, 000 25, 200 0, 000 4, 000 10, 000 2, 500 10, 000 •XaBjqiT hi EOumpA jo Jsqmnjq s e 11*815 ; ; : ; ; .. 1,400 450 .. 250 340 .. 400 20 500 37 50 .. 100 200 120 300 300 .. 350 •sj'boA hi osanoo jo x^Suo'j « e h . CO T* rjf lO (NCO c : ^ . do . . do . . do . > c c j c > c ' x Clark High School (col¬ ored). TTitrli KrVhnnl . do . Fishers High School _ High School . . do . c o — rj State and post- office. INDIANA— cont’d. Cynthiana . Dana . i| Delphi . Dillahnrn _ > I.E 12 Dunkirk . Earlpark . East Chicago . Edinburg . Elkhart. _ ill ill !| ii j « n Evansville . Fa.irmmrnt Farmland . Fishers Switch. . . Flora . . . Fort Branch . uortvme . 1 Fort Wayne . I PUBLIC HIGH SCHOOLS. 2125 20, OOO 5, OOO 50, OOO 5, OOO I of II II “' sfs 13,000 II iiiiiiiiiri ^caioww'ioo'o'coo' co 000 ‘os 009 000 ‘9 000 ‘fiS 1 w 1 fill! o' CO®HOO IS1III S.S- lllllla CO Is s§ 700 500 400 75 0 205 30 50 300 110 500 200 » III "l°ll CD** CO CO Ti( CO CO Tf'«C'H»WMWniN^'# -tf'tf'** CO CO C=3 r* o o - H ^ N O Cl Cl CO O - r-i O NOH o o o (M O O O ' o CO OHOHCOCCUO rH o o H r-i H o o t— H r-* O * CO o j CO IP ^ Cl o CO COt-CDrHTT^-tf^-fCO rH!MOCOOi— ICOOOOOCM O O 00 O CO IP co ® ® ® O ® < OOO O O O CO o iss: l"S NOOlOO • • * • O 1 ' O O * rP *H 1 p ' ri 1 * * • H » • t • • I » I It ^ ^ i p • * .P • ' *r^ *4^Sh • «g *P • • • • P f • i |j iiii it P-Itt • O i ^ » * Cj » • .— ••cSP^^S’Of-j'iiWi Tj.rtii «i .Oil • £-i i r ■ •|g i^II^Slllllg’ !j| ilflifsl :i % :* i* :1 : SM8|a3rfaSl?3^ slS^iiga^ 62 III 35113 <1^ O^d pris'd s“ cor/2oo_6oooooo6ooco©oco£ ® n Si 'C »C 'w T3 'C 'C nS 'O "S -C nZ -C ^ ^ 'O rs rrj g ft 3 © o •S fcfcE nAlfai » © Phr^ fl 2^^ e 2^0000 J3 03 53 .Sfj3 o-g^3^2 .s iJ^Wi? I11S1III11 II!lll!I!!I!!llIlssSil: §g Sis IIS; Statistics of 189G-97. Table 42. — Statistics of 2>ublic high schools in the United States for the scholastic year 1897-98 — Continued. 2126 EDUCATION REPORT, 1897-98. -in • A\i s'njt?JBddn ogtjnoxos pun ‘oanj xnj ‘sSuxpjxnq ‘epunoaS jo enp2^ 1 . o 'OOOOOO • o o o . o ooooooo • o • CD O O O O O • O O IO • o ooooooo • O • O O CM O O O *0005 • o ooooooo » ic ‘csi'iooc'io'cfo •aocM''-tf' « trT tfTifT icf ^ t-^ ira* • CM • r-i OH 1 t-H « CM ri t-« ■Il«P jC.xnjqira ux asquint © i « ! : :° ::::::::::: : ::::::: HI OSanOD JO lilSua^ © j 'S <0 3 OQ College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. ■oiBxtro^ os O r-l © © r-l ‘0 05 ‘ 1© O rtf rtf O • rtf O O • •®i*k 5 O HHOC4 «NW • to r-H rtf -tf rtf COON ■ Gradu¬ ates in 1898. •oleums © * O T-ISOri-'SIOOOOO HC5CM> COO O CM rH to ■ojuk w O NWHINO^t-OW COOtDO rH rH HHLOH1 Preparing for college. Scien¬ tific course. ■opjrno^ O t-H O « • • • • rtf 1 CM -*tf rtf 50 O ° jo ■ •8P*H M O t-H t-H * • • t • tJH • fO O CO GO rH rtf CM » CM • Clas¬ sical course. •yjmna^ H O H O • • • Cl « * • rtf CM t-H CM « CO • ° • •oix;pj; V* O CM t-H • • • CO 1 • 1 rtf rtf CM O j O ’• O j Elementary students. © O 0000000000^000 OOOOOOO CO •OIBK & O 0000000000^000 ooooooo Second¬ ary stu¬ dents. •epxuo^ •1 O L0Ht**l0^e«OlCWONM(N M CO Cl Cl to o 00 COCO CO r— ( CM -tf CO r^ ri -^CC t> N ift Cl O) n CO t-H CM ’®I®H CO OP*t>iOC5COOOCOOHCOt-CO OClOiOHOilO CO CM (M H ri H Cl H CO CO rtf O (N lO L- H rH Second¬ ary in¬ struct¬ ors. •9[nxuoji © O OOOrHOO-HOCMOOrHrtfr-* O d H CO O Cl O *®[®H rH CMlOrHrHCMCMCMCMlOrHr-iCMrtfCM CM CM rH O CM CM rH Depart¬ ment or in¬ depend¬ ent. HI -+D ^P-P-P-WP-P-P-P-P49 -p p -p -p D -P -P Ph PhP^P^PhP^OiPh CD |£> c > O O O O State and post- office. H INDIANA— cont’d. Jeffersonville . Jonesboro . Kendallville . Kennard . Kentland . Kewanna . Kirklin . Knightstown . Knox . Kokomo . Laconia . Ladoga . Lafayette . . do . Lafontaine . N ! a CAS ; z. Laporte . Laurel . Lawrenceburg. . . . Leavenworth . O H(MW^lOOt>0!C50riWW^ CP COCOCOCOCOOOCOCOCOrtfxtf'«tfnn o>*o c-T o' 0 co” s^T itS r-T in' in'— Tc^T 00 111! rTnV® 15, 000 15, 000 1 ls!l!SsIs 250 300 300 10 §glg8SilSsSiil!ISISaSSSss§ 150 0 . 'tf (M O ^ m !M « tJI CO r# CM ^ CO ^ ' CM Ti ^COt^COCOCQCO^^COCO^^^COCOCO^^COCO^OQCOCOCOO: ' O • CO - O i ^ i CM CO rH CM ' O 0 O 0 O ^ CM rH O O CO • O O • 0 0 0 0 0 co - O . O • CO CO O . 0 • H in W CO 'HOOWH COC5H rH tH O O • O O • 00 (MOt>H OO MO°s COH^O ^OH^OOHHOMHOCONHN^NOHrUOONHOOOHJJXO L~ rH O O m CO m m 0 0 m 03 0 co OOCO^MCONHCOHOTjiN^COcOfMHCOHHOfMClOONWC'lNO) i i00 0 O 0 • CM O H H O H • CM 'CM 1 1 01 L • O O 1 O O rH « 0 0 • . . 10 CO O CM • H N *00 'CO m ' t— • O O • rH O rH • 0 cm ; in • cm - O • « CO in co 0 in • 0 >iit 00 * 0 in O O CO rH O 'CO O CM CD - 3 i° y 3*oUto3 T^i rH i 00 O rf jOHiOOH o - Gradu¬ ates in 1898. •epaioj o ^ocooo^co^ocoinocioocoiowx o I n$ r oooooooc d •d 'd "d 'd nj 'xs •z > c 3 "P o c '■erc ) c J "C 5 C : ^ > c ■ 'P 1 Graded School* . | State and post- office. * * i i 1 £ :< gilt £ 525 • >3 1 if, 111! > g«c ■ * * i ) © cc'inin©irf©' CM CO CM CM © © © o o © o © © © © © © © CM CO © © iO © CM © CD in © © © - - - © © © ©cm"© 0 0© HlOO cm' iO* © o © © © o © © © © ©~in IOCOH © © © © CO CO © © T-H © O © © © 0©©00©I«0 oo 00 iO © © © © CM © CM CMCOt— tCMi— ICDHUO O ©in©o©o©©©©©©io© ©©©in © © © © m ©©©©©©©©©© or-iooociooooooin^oo 10 io ^ u ©o© mcM ©©©©inmmmin© O 00 lO M Cl H © CO H CM H in in © rid rH © I CM ri ri H CM * CO CO CO ^ CO CO CO c .co^coco^cococo rH © CO rH © CO L- • CO © ‘ I © CM © I CM Cl CM © © • © CD © © rH © 00 © CO © t> © CO CM © ^ © in © l- r © © CM © © o: i © H CO © CM m CO tH CM CO © h* CO i ( CM m in C l rH © Cl : © © © ‘CM © © CO • CO ©©©©ci©©© © © © ©©©©©in co©©©©©©© © © © © © © © © © © © in © © ©©©©©©< ©©© ©©©©©coco©©©©©©© © © © • © © © Cl CO © © < co©iniHciinmiH©cMin©: CM CO GO t— i © CMHt> CO, >m© mm ©mt>©HCMCl I CO CM CM CM r PPP PPP © © © pflppppfifl PPP pp J p< p, a, & J p. p, ft ft J p, ft p, ft ft ft J "is®®®;®©®®:®®® ® ® ® a PP^PPPP^PPP ppp£ ft ft ft ® © ® fiOfi 1 Ph P« P* Pi P P p PrH rH P : O ©©©©©©© z,p © IP ppppppp3«p ill SSwIss ;p d 2 3 ^ B o3 ^ P Ci osW ® ® w 3cB? H s-i o Ho w a ofl5 B op® 5 = to .£ P os 5 .2 • go OS rrt ) a fen a r> © PI ® 2.3 *3 • fc/O P © o o fej) ° O O O O c rpb 0 gOJ. O PPP o ® ® o o o PPP o C 3 a o o pp ft >T '.Wr-I B r® 3 c p bJD 3ft OP £ H p ® ft^ J3 CC ’© o’© CO tc TO 02 GO r\ /j ' w w w su 'RfafoSAmmuirninw •H ( » © © © © © © < COHC M H LO lO LO © © © © 134 oo©o»-HCMcoH» m m © © © © © © © © ©©©©©©©©©o Statistics of 1896-97. Table 42, — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2130 EDUCATION REPORT, 1897-98. •sn^j'edd'e opijuatos pun -injiij ‘sSurpxrnq ‘epunoaS jo § $10, 000 12, 000 25, 000 15, 000 10, 000 2, 500 1, 000 2, 500 10, 000 18, 000 8, 000 3, 000 2, 000 fill i ioVhio : •Axtuqrx oqx ui R9um[0A jo aaqranj^ © 0 140 .. 1,000 Hills- liii— dn : r-r 150 si 90 250 •sjboA nr 9SJR09 jo qx^a0T « ft *4 4 4 .. 4 .. (M CO > co ^ co CO 03 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •opjrua^ SO O i-< O O -4 © © in • : im : : n u - a -4R -Jlplls :l5apl| i 3 SSSJ 1 = U N Ji ill ft E. M. Walker". . A. C. Woolley . O T). Cl a warm _ . D. W. Tucker . J.P. Dolan . l I £ Chester TownshiiJ High School . High School . . do . _ do _ _ » C _ do * _ c s o o o o o 6 c ! "3 'C ^ '3 r3 *© 'O c i o c '.'Z'Z ) o o c : -3 -3 © . do.* . . . do . State and post- office. INDIANA — cont’d. Servia . Seymour . Skarpsville . 0> ® 2 £3 X XX 1 i * i c II ! X IX Shoals . Silver-lake ... _ > 'Z || Somerville . South Bend . South Milford .... South Whitley . . . Spencer . . . Springport . Staunton . _ Stillwell . Str-arr crhn Sullivan . Summitville . Swavzee _ 1 I IIIIIIIIIIIIIIIIIIIIIII PUBLIC HIGH SCHOOLS. 2131 ii If fill r o' CQ o' io" i-T »C <0 CO cf o' o' o' cT 00 o® 1111111 s s lliisfiiii r-i T—l lsefs!Iilllll!ll§ ss 11 ll°l Is 1 '*i<^'<*CO^^^ea^CO^TjM gJ s 1R«^ § >p£w^paHPbd^h^P«H^dp^HWPHjO^WOQ^HUjdoP>2 Cl H Cl H O t' i CO CO CQ o OHO)OOOLO(CCliOCOCOOI CO I— 00 05 H Hi IHCCC1HOHCOHW' IWKWOHOMWOHO* IN HHHH-. 115 i Ph Ph Pu Pi Pnrrt PhPUP^P^Ph PhPiP-P^P,1 ;^p ) ^ Ho W b b *4 ©©©CO ©©©©©©©©©©©C0©©C0LC©O©©©©©©©O©CM©©©©t>©©©©©i0©©©©©©©©©©© lO rH CO© ©© ^ ^ r-t o CO f-i©©©©©©©©©©io©©t^T*©^©©©©©©©©©|p= £'o « s : Png :|ir51lji|p§ *4 a 1^^ o © Iq^j w 1=3^- * *“cSc4rH+3r3'S^3H[>_5-u - MO . r-i .r,K .-.HVH . SMgWSbjW ^pqP gji3 |h^ g^doj J^’ g|flH^.acc g od^M®Wp p|p4w^tp||’2p opp §e* dp«HFPPM02' o o o o o rt W> o o o o o 'P a ■a tc® u P4 g 9 *<* S. 1 ■'S o o ; js *5 n p ® o ILS'S 9 SC'S 'd sSl-fe* d g^PnO, fqpqMMpqpqpqpqpqpqpqpqpqpQooouoooOOOOOOOUOOOUOOOUOQ^OOOOOOOpPP ICMCMCMCMCMCMCMCMCMCM 1 * Statistics of 1896-97, Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-08 — Continued. 2134 EDUCATION REPORT, 1897-98. -tujnj ogt^nsios ptre *8.1114 inj ‘sSaipxiuq ‘spunoaS jo 8tiiuA 111 ££" 111 1111 il iS'Sf SS SS S3 lllllllll ooooNoooin •ifauaoji 9i{4 ni saranjOA jo asquint | ^ »llll •IfHP '-nnniai Jsqu'.ns j ® 1 II - I slsPlIslPg •sansil ni as.moo jo ^ ro ->* c-i ps co co cc ^ jo ■ n •*?- -s « c© Sli'ilf ,-S , •oi«R £ (MHONlOM O © O !M 30 O o • its 'n:j .©jo© •8P2IH8J ©OKMCOSlS OOCO i» » o o n o l© O rt ■W'K TH LO OO O C ; o :: h ^ Ti- ^ co Preparing for college. Scien¬ tific i 5 | ’j | •opjtaa^ Pi CM O O t* C4 O 0 O ^ 0 O O •oi^k 13 ONCOO Cl cc S - rH O Mi q, q,— ft q-r-j ft ft ft ft ^3 ft^- ft ft ft ft ft ft ft.-, ft &5S«&ih5 , •" Si <0 Iff ill! aaSS -3A»1. £ .S®SS3*Sj § : : : : Ww®f£iS f i J j j joii||afS 5 i iitijii I Vilalii : : : i sliSsnttJSl O r-i (M CO in CO 00 C5 o 333^3^*3 S S c “ M ® O N 88 l|31silsitllS!S|g»gg'5S8||gs8|| glglllls^allllllll! rt' H* co co rr ro CM CM h* C-1 rf CM -H ro cc h* O to O O O CO • o o o r-< CO O O CO O CO CO CM Ci CM O CM tO CO O H - i ° o ® TiW O f-irHOOOOTjitH CM O Cl C M Cl O rH to I> CM kO O CO H* O CO O rH 0CM^-iH»0«0K»001> » ISOilaOOCS^t'UJSMNrtOWlSOOOO O CM H* CM CO CM CM o o ®0«lSSN0H0 3lflrt000 CO Tj» Or-iCOL^OCOCMCMHOCSCM^tOi-HC^r^CO t- CO CM CO oiac!H^ • lO O CM • Oril> • 'CO H* • • O CM O •■o a : CM ONH > CO o CO »■ ® CM Cg • • O o CM o • 0 CHH CM CM '•# lr- j rH • O S'* to T** CO E> CO 'HOO^W CM j 23 l>OCI CM CO rH t — 1 • tH j o r* lO O CM CO CO 1 H (M C C9 rf CO j °S TfOr^OOOOOOt^OOOOOOOOOf-^OOCOOOClOO^O oooooocjogoooooooooo ^OOOOOOOOl-CfOOOCSCCOOlOt’-OOSOOCMOO ^ oj »0«®!>®6g06S00S0 00 = 00000^0000000000 SS*S£8Sa5;Sg8gS^S^g^§3*^335S3S S3SJ5£3S-5g5gS38;3£SS8§ !33&3S&3S°Sg3g2g^?^3M^g820g£g “^“SSS^SSSS&SISSSSg (MHOClOWrfOHOClCiM^CIOCHnP.HO OCM O H O Cl Cl :i fOH^^OHOH^HHNrCdO^: :H5lHW:inHOHOHHrt(MWHHHi • 01 r-i 01 CM 01 CO ! Statistics of 1896-97. Table 42 .—Statistics of public high schools in the United States for the scholastic year 1897-98— Continued. 2136 EDUCATION REPORT, 1897-98. •en^ujuddu opi:*u9ios put? ‘ean; -iujuj ‘sjfuipimq ‘epunoaS jo o^t?^ O O O O O CO O O O O lO O O lO O ot> cTci in o o o o o o o o o o o o o o \o o o o o o o cf Tf oo" o r-T co d o o o o o o •jCjBjqix oqi ui sauin joa jo jaqtun^; qiijp jCj^nira: ui jaqum^; •6JT?a^ ut osjnoo jo qjSuaq; • CO d CO CO CO CO CO ^ CO CO ^ CO CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •op?uioj ffl d O o o O H Cl Cl O •HCOO • • O O •9It?Fi rH CO o wt> - - •dcio • • rH O Gradu¬ ates in 1898. •9p?UI9jI © ^OOWW^HOOOCUNXtfl d rH d - OCOMdnd O •0H?M 13 - O O O H N H CO Preparing for college. Scien¬ tific course. •oiunio^ j o : i1"- o > CO • o • o • o till •9[t?H 13 • CO • • 00 rH jco j® j® j o Clas¬ sical course. •0P3UI0J « ¥4 o . • rH d CO H d 1 1 • o CO d • o III 1 •oit?K H d rH • t> • CO CO OHH • • • o l— i o ■ o III 1 Elementary students. •epmoj © ** ooooo»or^ot>*ooooociOt-ioooooo o O Cl tfiQN •oit?K © O O O O O *-* t> O m O O O O O 00 -f d o o o o o o o O rH ^ £> rH Second¬ ary stu¬ dents. *8^019^ OOOrf-HIS'.OO-iiiniaOt'OQtlHNiaMWt-OWO lO NL-raf)HHOftHnlOW^i-lHrl rf l> Ot >t£® cs t r,i3 . , K.H O ^ 'w Ph = 5® S3 h g § >5)3 ciri CO.S h JHN opqq’dhi^ g^ |Wq'qp4 ^ jcpq^q^p^p^o^pd^dW^Gbqqcoh; M o o o © © o o bJD^f M3 H o © © MM! to o ft -.ft 'h'J o COOC OCOOOOOO 2^ to ® s I i 8 ® IMq to d to® ® a r a? ^ « tia o & s p® M eS'cS c3ftcsc3cj©____ PPPPPPPPPPPPPPk-J ft ft ft .ft .ft ? ci ro oo 00 _ (NtNCQNC !(NC1W(N(NCIC1COCOCO«! ; PUBLIC HIGH SCHOOLS. 2137 ll :i iiiliiiiliiililis ;i ;i ;i .: iiiiiiiii : ;§§ iiiiini j'* jggs^ss^sas^s^ass is j10"' is j is^s'^'sss j is's i®'"!g's’s‘ss’ gsss is isssaiSSSSSSSSq iilailllaa : : : » • ■ §gll- iiil ia«SSSS3 WCOlM-^COCO'^'^COCO'^-^CO'iiT^'^-^MW^TfTil^C'lCOTjIMMTH^fM • rH • O • ^ O • '001.0 1 . • o 1 CD CO H H * © * rH • «rH^ 1 N M lO • • *C * O • 1 O • • III! III! 1 C'l 1 I • 11 11 • • -^ © • • • • • tJ4 CO • j CO CO (M CO < ■ © • 00 o © °°n°oci00l>000000000000000000®00““0000®ino®0ooo00ooo oooS53o°o°o^o«: 00130?o000S 000000000000000000*1000=0000 00 0,00000000000 “sss^sss^ssgsssssssssasssssa^ss^s^asfesssss^gss&sgs^ss 00-^>4^4^4J H-> —J H ft Ah PnrH pH pH a P< Ah PhPhPhP.PhPiPhPhP> • ' ' • • ® *02 • • • • &-* • • • ^ *2 • • rr • . - • 2 • • • 5 tB 3 ^ !1 1 Jlltw Hlftl fi JBIil! iillillWli slliiSl! O ^ p,' '’|JL| "-g-';-'"' . . w ffl g|a5dc4 S^’SJS a*H S^^dg'-gW g oP^“3 |i-5d3>3S3'i5’a !? ; ;i ^.^.iiliilijililijiil £ E 2 § ^ t>-. o P5S J“»'seflaflBS3:5P^ o ^ ^ s s cj d s s d ®S5.2S.t: ooooeooooooSSd®®® i§l!Ssssslssss!lllIllSS!lSSISllS!!!SSsIlisl!llilI of 1896-97. Table 42. — Statistics of public high sclyools in the United States for the scholastic year 1897-98 — Continued. 2138 EDUCATION REPOST, 1897-98. •Sn;BJEddl3 0TJI}tI3l0S ptTB ‘OJii; -iu.inj ‘sSnipjinq ‘spuno.tg jo orqBA 111181111 i£iO«OI«St>U5t^t>sd‘ 33 ■ AJEj:<[n 9tt; at soimqoA jo aaqinnx | ! •Hijp nT J^qranx I ^ 200 809 225 518 300 150 300 50 149 105 150 558 400 1,738 350 200 40 700 500 490 400 «fw 111 8S® •sjb9.£ hi 9SJHC0 jo I ® §!'8®!j *.s •9 TB ni9£ •91^019^; •®i«h I S ! OOOCt^OO(MOOcOOCO ^ L- T O (M O I'fOO^OOWrftM ccoi>r:^OHLOMi i g © ® P! •9XBOT9X Si |J is 1§s III a oi . ISSf |l~|l sag|< j. I. II •9FK ! 2 •0IBIH9X ■9I«K •9IBin9X •9{BOI9j[ *9IBW ©oooooooooooooooooooooooo ooooooooooooooooooooooooo sssssssss3i85ssgg|§?sags-i8sas •9IBtU9X <3 IH«lOOHHO^HWNHW j k$ O ?1 rl M O ! p, p, p. p, o. p, U'p.r2 ftaaaftft&pftaftftpftftft p1^ lrK ■gtf gS®* o P *1 i^-1 1* Jpq s!&.£ S 1 P3 © ^ooooooooooooooocoooooo a % 1 s 3 ?c-a , mmn^, S *tt gif \ > ueuoooo'ao'ocbiii is ;l r o 6 111 Sli a i OOPhPh^hPh^^ ■OOffiOHTJW’iUf, CC L- CO <35 iHr-HHHi-IrlHHHHH PUBLIC HIGH SCHOOLS. IlSii illflll :l III illiiillilll o'oo o' o -*i' 10" o o' • -sjT t? oo oo o • o' in' o' • r-T o' in' o' cf nf c-' ' o' o' — T 2139 Ills I Ilia o' oo in t-4" cT o' cc cc o »!§§!§“!! rH slSisIIIl SlllssSls§slgll flllsl§§slp°l : : : :::::: :°S : ::::::::::: Tfl -H co -H (M'CO CO ’M’CO CO CO;rtf ^ CO CO CO CO ^ CO CO CO ^ ^ ^ C5 t*<-CO H H H H iO CO ’H"' CO CC -H Cl -H WHO • '0>0 •COtH 1 O Cl r: H • Cl CQCO • rH O O O * O rH 00 ' WC rHCO * • -H ' O O rH * • !- HCOH • • O (M i- •CO 1 CO(Mn • HH(M ' n !M O H • O Ci 1 H< Cl rH O • • rH 'OHM ' '• | CO O CJ O C'l tO^LOOHOiO^MOMOCiOOiO •C'W i*MO r-i N O (M O I (N io « :i lo r, 10 t- ^ h o :i 01 rH ^ i ci :: ;i o r, o ^ c ow c o ^ ^ rH x i- o 01 ro t-h o o o o rH t-h lO 'OHOH O O • O C :8 t- ro o n o o O • rH ‘lO O 00 * 1 * N v "* 000.00«0000000^0^0°00 ooooooooo^oooom oooooooooooogo ©OOOOOrHOOOOOOOO-f oooo oooooot^oo^ooooo OOOOOO-HOOOOOOO g'-Sj-SS55fS.Sf«SS'SM'®^^ lOHO?lHOO.*OHOHHOOOHClinO OOrHOOC^i—IOrHOrHH! d w id d • CQ r-i O O 0t£>©00 « CO O • 00 CO rH j Gradu¬ ates in 1898. •o^buxo^ 21 ^OOiMO(M^N’fOOOOOOOl> rH rH HHH rH r-i rH « ONHOOOOHOjftt'OCOOOO^ COtr-OlO^^t-COrH Preparing for college. Scien¬ tific course. •apjuio^ H< 1 o • o CO • • ^ 00 NOW • O O * 01 O • • CO • • 21 • O d • • OC CO CO CO 0 • rH • CO 0 • »o 01 • • 01 • • Clas¬ sical course. •QlBtua^ 20 (M CO ■ t* CO 17 0 • o o o ^ o o o o ooooooooo L- LO C5 Second¬ ary stu¬ dents . ■ajpurajj; OJOOlOO^SiiCOCUOOOOOO^W {OhOHiMWhOO L-WMCO^r-lr-lCL-iO 05 00 <30 W W ^1 H H Q ^ ^ *9tbj^ H^iftiMCOOJiOOCOOCJClMOO Ht^050C50>0-^Oi IOHHCOC4HH^l5t}i rH (MOO ^ 01 OH rH <£> OHNM Second¬ ary in¬ struct¬ ors. •ojBum^ e ' (MOWHH^HCPMCOOOOiMCO HC^KM^OiOHCdW •0[«H WHHHdOHHCOHHHCPMN Depart¬ ment or in¬ depend¬ ent. H< pLi P. I Pm Ph rH p ft P. p Pirrt Ph pH P-l Pa Pir^ P-rrJ P* Pi 0>©C„©rt©© ppppp5£ppppp£pp pppp^p^pp *3 Pa *3 .9 U pH M !§ g £ pc Mp Merton P. Fobes . F. H. Baldwin . Charles E. Locke . J. L. Estes . J. H. Richardson . W T, Et.t.ar It J C | 0. M. Elliott . 7. T. Ha-wlr _ : i i to ; ; ; • • ; 0 : a . H ■ B :=S fp 1 rtf -72 P. - 05 cS © F ; c [> p0 « !^«|f M. E. Crosier . J. W. Cradler . George H. Mullin . Amy Boggs . Henry L. Adams . E. L. Cotfeen . E. E. Blanchard, supt . 6 a a & « High School . > O OO ® > c ix > 0 c !rCrC . do . 1 . do . > 0 0 0^ East High School . High School . State and post- office. H iowa — continued . Stuart . Sutherland . Tabor . Tama . Thurman . Tingley . 5 c \ « rc Traer . Vail _ Vanmeter . Victor . Villisca . Vinton . Walnut . Wapello . Washington . Waterloo . Waucoma . Waukon . Waverly . 1428 1429 3430 1431 1432 1433 3434 1435 1436 1437 1438 1439 1440 3441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 PUBLIC HIGH SCHOOLS. 2141 ©ooooooooo 0-0 0-0 o.o.o o. o.o OOOlOOOOOOrH 0 10 0 0 0 0 0 03* ooooooooooooo o o o o © © _ _ oooo oooo r-lOlOO © O “ “ fO O CO Cl NO oooo OOOO OOOO Cl Lft OO lO cir^mooo©©©© caot^oooooioo ddCOHiCOddiOrHiH O O CO OlOO Cl H CO 00000^000000 oooooooooo o o o o O O O lO o > CO COHWTflrHCOCOCOdCO^COdH WHCIlONOi 00 CO © lflNCll>OOL0C5OCU'H © d H< O Cl LO CO L— Cl Cl o * ro L- tDHOlOWOHOOHb*0 'Cl • CO rH ^ CO CC LO O OOOrlrlO O^CON t'- • o *co o • © • ci co CO d 00 o 00 • o d o • o LO • CO CldO 1 CO rH '^OiO • d • O CO OlOOOOOOOOOO • ot^ooooooooocoooooooocooo O LO ooooooooo oooooooooc OOO LO O lO o o o o o o o o o u- o o o o o < oo ooooooooo Ii0«c0^00t>00 I CO Cl C CO ^ oo o CO © © ©t>-©?0©©©©©t^CO©-H<©©©'HH*,: C3 -H p. • ' - © <3 c gM* « ^ v “wpgppp fl tCrj' J . co ci a; ri .g'S 3 * oo _ . 00 © _ . © a - ? ?. fci}^ ^4 t*s pi, t> ® ^ o O O fi | .Si's |g OOOOOOOOO COCO' I Cl < « no CO )C0 03 050QCCQ Statistics of 1896-97 Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2142 EDUCATION REPORT, 1897-98. US'S* i*i s •oi'Binaj j tS ClONO'jlHOHHM [ O C O rH « rH M OO-^OO, •9I13K | 13 NHMNHNHHN ?1 H H N M N i If g.5 g-g gs»ls &&&&&&&&&& S, a.S.’p. S< Sho. 'S.S.S.S. S,"S. Sh M.£J sl-il .28 ill . Sill bSHp; P Q a „ 2 ol Jp-tIm K |||| *H®W’£s.3i^£p3 1 ,P “o £ c £P~ ~ " ta co.2°“®ooooooooo6ooo “ «•§ r* ^ R > I sifl m * a g § §A g,-aSw) £5 £ : g s g ° =s® £.sgg§ir^| 66oo5ppppp gMSPSPppppppep iililil •»^' PUBLIC HIGH SCHOOLS. 2143 iiliiiiiiii « of o » ® t> si 111111 tJttoo 1111 ■stTinsod min sf°3g§S 111 ■^r oo-io 11 is §“ lSlsSISi i—T “lllslll3llslll8ls51Sslss§»ss° CQ- 11-11=1111 ^CMCO^CMCOCMCMTOTO-tfTO^TO -CO^TO^COr-W^ > ^ 70 ^ CM 70 70 CM CM 70 CM ^ ^ M CO 00 (MO O • • • • O CO • JriHHOCOlO • -^ lO r— t • • ' tO 71 O ' CM ^ r— ( ' O O O • i • t— i • • • • 'CM o • ’d* io • i- < io • r-i i-i iOOOrii . • • • O O 70 • -HOCQOHH j CO 70 CO • • • O O O 'HH w • o o o ° : CM CO ' L- O • CO O OO.Orj-^OCHMC^M OO-#H»O^ii-*«CM.40».«g10OWilOt.«O.O« O O LCOr.H'O^HM IflWriOlMOHNOOrO OOOOUOHTCO^WOClHOOnCOTlH^COOOH o o NMOt>QOCOH o o o T-I O § ^(NH t— 1 70 r-i rH O - o o 4 4 CM 18 O 70 3 O CM r-i 70 CM - o o o o CM r-i O CM -CO 70 gO x - O O O O 1-0000 0 000 Cl oooooooooo 70. 0000000007000 01 o o o o o oot-oo 0 07 0000— !0000O©00L-00O0C/:O000000 0 00 °§000sg oooooooi^oocioo aa^eSS5SSSSgS^-SSS3{g.3i5^ o^oo^oo^^^o^^oo.o^^ooooogo^o^ooyo-iooooo.i^ CM © 70 to ^ CM O O CM 1-H O O O 1-i CM 0-0 OOHH71HNOC' Clr-lOLO 1-HOr- irHCMr^OOOOOOOOOrHOOOOOT* [ H H 71 N 70 7J H W !M 71 H rl H O H H H H W n T? H r-, H H Cl H n C5 H H 71 71 H 71 O 5^^Si5i5{5i55«fii5^<5^lSSf5a55iSniSlSSapfifipfifiSflSflfl^Sf5S3f5(5a« OCCSCOCCOCOOOOCCOCOOOOOOOO 000 0 0000000000000 0 0000-00 r3'^'cr3“'crc'^^'^“r^~~~~rcs'^'w"rr^rrrrrsr3'73 — rrrC'3^3’^3r^;rr!rt:rc,cr3'c— i^rr^j^rr — :l! 1 14 ;lll : il^gis® i^fgj IJjJsU i|5 j!|s iasassssssss !lllllllll|illlllllllli|li|llll|i||l§i|llllllll||| * Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2144 EDUCATION REPORT, 1897-98. •eniBJuddc opijnops pun ‘oanj -laanj ‘sSuippnq ‘spuiioifi joonpj^ e* $17, 000 7,000 GO, 000 2,000 OOOOOO *00000 • o * o OOOOOO *10 0 0 0 0 • o • o OOOOOt^O 'OOOOOO 'to • o to r-H O CM tO • o o' • (NON | rH : e* OOtOOOOtOtOOCMOOOOOOO *0000000 OvDl>iOC;in(NW05HOOiOWCOO • O O O l>- lO O O CM HWHH tO CO CO t>- CO CM CM • tO to CM rH CM W rH* • qjijp Aj^qtai at jsquin^; © « •sjboA ui QSjnoo jo qjSaofj s HCOClCDOClO:OO^tOCOb- • rH rH o o o 6 d o c ! 'V T3 'w 'C ^3 rj 'C > c 1 . ..do . > o c o o o c 'O’^S-C-u'wX State and post- office. 4*. KANSAS— cont’d. Minneapolis . Moline . Mound City . Mound Y alley .... "Mill va n ft _ Neodeslia . Neosho Falls . Neosho Rapids Ness City . Newton . Nickerson . 1 i ) c z ifz Oakley . Olathe __ _ > c ! c ; & I S >c Osawatomie . Osborne . Oskaloosa . Oswego . Ottawa . Paola . Peabody . ^l'NL'^t-^t>L-CCOOOOCCGOOOOOCOOOOOQC5 0i(^aQ LO tO LC iQ :C iQ iQ iQ tQ >Q iQ tQ iQ tO iQ tO lO iQ tO O PUBLIC HIGH SCHOOLS. 2145 oooooooo oooooooo oooooooo o o o o o o o o o o o o lO O O O O 10 CM O O O O Til OOO .OOOO OOOOO OiOO I O O O ( 10 o o o o lO ^ Cl • CM 10 O O O O 10 O 1 O O t* C! O < Cl iO Cl CO ooooomo»o 10 O O O »0 t> 10 L-^ Cl L- CM 10 CM r-i Cl (M^^C1COC1COCO^'^COCOCOCM^^^^(M(MCO'^'^COCOCO- TT CO ^ C (Cl CO • 10 • O • (M CM • r-H O iO©NMO(N^(NHOOiMNCl^'iiH05i0^lONOO CO l> N CKO CQ r— 1 (N H COCCCOHOOClCOCOCaOdlHCCOHHHiN OOOMOTHOOOMOOC^COHOiO^COClrjLOQOOOOOH^ CO o: d Cl Cl d n rH dHHH^HHdH^Cl Tjl rH rH rHdrHOOrHrHOOOrHClOOClOrHOOrHrHOrHOOrHOOO L* l> 00 O H 00 lO t"- CIOHCO CM H lO ^ CO CO H IN (M CO H Hi IO CO O CO CM 00 'O CM 0C l> O O O CM HCCClHrtHI r-. H-ClnCO iO H O Cl O CO O CO rH O CM O Cl CM CO O HHHC1(MHHHHHHHC1(NHHH(NH(NHHHC0H(NHHH HOHHlNHIMHi H h|C H 'H' d Cl LO rH P P P P Pirw ftr- i; :|«g : :=w : if.SsSjo g-A :^SS§| .g-foaSe gSil-i3 §^1=3 s 1 e &l g.g sg.|ag.ga” iSyi S^iSiSrfS^SaS^jtfgwS^'tf fiSajit I^.WPhN 1®H SHififlHHpqiw N g®.§H^ * § ^ |^|W • H 1 • 1 1 • • 1 rj 1 • • 1 t • • * 1 1 1 • 1 1 • 1 1 1 1 1 1 • • 1 1 • kn 1 1 1 1 1 1 , 'T • 1 1 1 1 • *••••■ll■•ll■l••l••■ • • • * * • 1 CJJ 1 • 1 « ■ • • • • 1 • • 1 1 1 1 1 1 1 ■ • 1 1 • v 1 1 1 1 * • 1 1 < • ••(•I :E a 2ts* SrjlL- F&2 w i|s § : * ^ S<5 &*?§ sh a os'4 OOOOOCOOOOOCOOOOOO G '■‘L, 0 G o O fctoO OGi p02 . o . o ■G ■ o : 72 G gf a 1 if | HI 1 Il^|i Ills llfl-l § III ’ 5T1 T* G-.5 SS5 «-P4» « O O O ® © O P Pt+= += r'l 1 Pi P-I Ph Ph O-Pq MWWoQcQa!20QMai!Z2cQcca3cccQa2aQa25QHH ^SGbc®'-,G' 21s .1* G 5 a 35 G o bc^ bo g | ""rG.a .. a Is " : bo 05 ‘3 .2 O 05 © g qP ts <3«lpq C0NCr05OHlMCDHUC5C0^.X05OHClMHHC'ON00C5OHClCCHI lO CO l> X ( 0C5<500000000000*^rHr-(r-HrHT-'i-i^T-H^-l0000000' OOOOO ED 98- ■135 Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2146 EDUCATION •sn^ujuddu otjt^uotob ptre -iuotj ‘sSaipnnq'spanoaS jo enpsA •£i«jqil aqa ui soranpiA jo joqranjy ^ qp.ip Xrspqiui ui jaqninj^ j ® ooooooooo ooooooooo - - ~ m © © © O © © o < co rH in cT in co co < o o o o t>» CO in r> t> h 6 1 12 1 CO © (M © •3I^K | »s © © tH Tfl HH© O^HH > © © (M © Preparing for college. Scien¬ tific course. •9^019^ | 14 «© o o © © r-H tJ- CO •3FK 1 M S“H t> © © 0 1 11 ©i m Clas¬ sical course. •opjrae^ « ?=l Til O © CO® r-1 lO N ri H H O d rs rj 43 fl-S » O [>3 aj w +3 m 03 ® •QI’BTaaji d lfliOONHiUN Cl HHCIOOMM '9FPI I O t-J CDCOa?O P ✓n /i-i ~ » (Q © .<9 *3 ce » • a s g >3 0 0 2. s ^ P<— q £ . m c3 b~® “h2 i ^ l ipjrs ^ §1« ©Jp'13 ^dco^i-afti-adfcdM d d ^ q CQ <^^02^t>‘q a g c3 43 "3 oe o£ t>dl q§^ Q 43 O o o o ©43 OC 43 '43 O o o 33 43 J J 0 9 0 0 4 ^ 45 ^3 H3 43 'C 'OS fcS as bJD • c3 bo flMdW dH as1 g ©r g (■* O o a I' 03 #3 •t5 o ■ rs C/2 ) © i j a bp dS » . * s O c3 C3 44 O © MMPQOOOOOO ■ a': Cjj ^ • g 5 d ci 43 c3 £ oqqqqq q : ^ PS © O bfl 3’9 qd KMWrUnJ ' ^ ^ ^ '•4 - > CD CO CO dD ? t>00G5O ^ t* CD CD O CD (M CO ^ in CD CO in in m i — * _ CD CD CD < PUBLIC HIGH SCHOOLS. 2147 I 1 illiilli ill II iliil 11 111 11 « « >'8^ ^53 *§£ gg !5"efs“s“s ” SB"' 3 °°’s min ii it OOOTO.OO' j-<® CCO s a 111 r-T ‘II SI1 13 N -T 1 Is all r-T llllsll S1 ss CO lO (M ^ CO rr < T^CO'^iC^'^Tf. co-^ ^ CO 0 05 O • O O ■ 0 O • rH O O 0 05 CO CO 0 0 -* 10 1 0 • 01 O CO • 05 O ^ 0 3 T* rH 0 05 0 10 0 O th 0 05 0 05 0 OOi'OOO HH O 00 CO OlflHOO^ CO to 0 CO rH 0 0 0 0 0 05 O E- ^ 0 0 CO O O O CO O 05 05 0 HNH CiOHCOHH 05 05 O »OH rH O 05 0 OOO O rH O 0 00 3 IT5 - 8 0100 £ M ■ 05 s® 8 20 CO CO OOO O ON?) CO 0 05 05 05 10 1 18 05 0 OOO -1 E— CO CO ^ ! 0 « CO iH CO CO o o CO O O O O O O O OOO OO OOOO 8 °£ OOO OOOOOOOOOO OO o O lOOOOOt-OO OOO OO 00007 OOO OOOOOOOOOO OO g S S&gS §«=-§§ I® SSSSS sasss assess £§ 5l §3 g § ®g§5SS°3SB ®|S8 °S S£-3g§3 SS SSP S§®-gg*S^5SS ss ss O O’^^OOHCN OOO t-O CQHHOW Hi O^NNnNHOHO tO 05 C5 CO Hi NO O 1-M P pH P-rt P P PPP P P P P P PrH P P P (5 P ppppp^pp ppp pp ppppp p3 ppp 43 -P -p 43 -P -P -P -P H 43 -P +5 P- > 2^; g SlMS&Sfs* 111 sail! S hi a? n m ag W.W I ri _ lig p P 1 &§« 1 I <1 o : § :•§> it 4» . -at J-S «| J"1 §ga~§~w~-=4 ss-ss •3.' ' !'- «l S 8«2.o H ii'&l'S " a • i-3 iairass'siT^ \S 11 rd S irtS I rO p : : p. : H| i 1 M| ! ! dJ 0 1 : it : M5 1 §§ rdrd ss ss WP :PW : :3’"o5 SIS o o « LSP.SP : ^.s 2.*f § rd s_ .d-d biO a 1 li. if. e3 © o >> PMPPk ■ • , ■ • • . • • • 1 • § i ? nil 1^ f||| 3 % rp p SS^S SS p © . T*?b fM •?■§ llfll li illllMl^llli 33 i 33 i i i 3SsSS SS S33hsI !33 :3sl^ t 1 3 38 rtrd P o 3 .a ◄ ll 5 3! 1 1 minis in 11 gins 11 in iiiigiiin 11 11 Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2148 EDUCATION •sn^BJBddu opi^uaios putt ‘ean-i. -iujnj ‘eSaipiinq 'epnuoaS jo enx^A « « 000 ‘s$ 20, 000 28, 000 5,000 25, 000 • • © © © © © • • © © © © © • • © © © CM © ; • co © cT co •A'aujqTi eqj ut eaumjoA jo aaqmnj^; iM j « I o o O Ip CO ©©©©©©© © © © © © © © H CM CM CM © © rH C +3 +3 +3 . r-J P P ft P-fi P-rt P P P P r- ^PPPfl^fi^PP P P P PmPPm : : : : g* ! t ! j !!.&!! >* IC p : i : : a *::::: ; o « - • • ■ • -p « • a c« ¥ ! 7;f |§SS S. -oppw«oa^ as| S 5 i £ IJlJl e« ® « h ® W H jo cc a? m WHOM S & W H d H d W c §5^a ©n 0) ,£3 -H rP 'w ^3 W ?.!? a fcJD^- o ’ "7/2 p © M .Sfl &« .rt a: ® ” © MS P'5- ^'S|£ © a s S3 © ,£3 —i . © M S bo hHoSW P H S © PP h c fi ® s | O^; S-h o 8 S —><»_'? c3 ® ° 9 g gi ® Isj'g J1® c©oo Q O-iM-S^PcoP©©©^ °OJ w a I °M 5 §WS.S> W w H .si <& _ t> i> t> PUBLIC HIGH SCHOOLS. 2149 000 ‘9 i s? 1 s 11, 000 60, 000 3, 000 4, 000 3, 000 450 3, 000 700 2, 500 2, 500 40, 000 950 1,000 7,000 2, 200 10, 000 20, 000 1,200 1,600 1, 000 2,000 1,200 3, 000 15, 000 0 150 £ 500 006 n 200 50 0 § 460 1 3 ig § 001 o O o : o o si 112 : • • • O O : : : : . • © • • • 4 3 4 4 4 4 4 4 4 4 4 4 4 Tt< 4 4 4 4 4 4 lO COiOGO j Cl o O O O O d © C/D © © © © t-H © © © rH CD COHOH • m o d © © © © CO © © d CO © rH © © rH CD 8 2JOCOCCO fflooo CO kD © © 00 © n CD CD O cc CO d CO CO © © © rH © CO CO d kD 8 CO CD rH CO ZD d CD © d CO © O L— O d^CO © ^ o ID © ^ »H © © rH © i-H o © o o CO o o o © © © © d © © © ° :° i ° j • • © CO - o co o rH O Cl TH O • ID IH © HdTH HH rH "* : ° : : : o ■°§ o HQW d CD O © © 0 23 10 4 2 3 WHHH • • © d • i *- o S£ 61 ID © CD HCJH iD 15 ID d 00 © d © £>- © © © © • • -H © ID IOOCBOO kD © © © © OOT^OC >00 d O © © r~i © © © ooooooooo SS3S$53§3S§Sg8 3835^ 388 SS SS^SSSS S 5 3 S 5-8 S 8 nOOH^L-OWNNWH flHHHHO WOHCOH HNH »H d I O O tH t— 1 i CL Ph P< P. P< P< P< P< P< P< Pi P< P<^ ^SSSrrSSrrr Sn^fiss flPRRR Spp rr SSSSU ! rrt nd ft ft ft ft ft iSSfiPPQQ £* >> jjji ^Slia >>§r g| !=i S hi d W O •W*H |8g||8 flfsiS? : : : : g : : :^ w w® w : : : :o slf W|W edeeS®3 ■s to rs |-c — i pa a • £fbfi>> • p) -P O w : : : :hm^ pa a: 'P r© ' 111! ill? Ulliiliill -S|2| §S22 2-S®-c-cSS& ^^pqcqeqp; eqpqpqpqpq I .5 £©.*•£ g's'-g-S -J>^ a p! © !sllslll2ll SgS-SSSSSSS-^S SSSSSS £8833 333 33 5338SS SSSSSSSS l> t'* t'- L'- I> l" L'* L'* t* t> i> N t> IH t>- t— tP !>■ |« t> [3 t> h* l> l'* l>I>t:»t>t>I>t'*t> ics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2150 EDUCATION REPORT, 1897-98. •snpexeddB opijuaios pm? ‘ajig. -tumj ‘sSttipimq ‘sputioiS? jo anpjA « « $2, 500 6, 000 12, 000 1,075 12,000 0 10, 000 30, 000 200 2, 000 15, 000 10 5, 000 0 1, 000 5, 000 500 3, 000 •XiBjqij aq| ui saum|OA jo jaqnmjj * O Ifd o oo o O O O iO LO Hl> Cl IOH • ■ » lO • CT O O * > r CT » CO O tii i o o ! •I]TJp AjT?;r[tni hi jaqum nj; i : : : •SJB9^ hi o&inoo jo q^na^j ©5 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1 1898. •axniua^ 9D H CO O rH CT CO OHO H O r- H CC H (M OH HMHM *»FK * ^Offl OON00MOF«»tCWj-|00O OfflNWOO Second¬ ary in¬ struct¬ ors. •a^nma^ © OMH HONONSOONHHOMO O r-t © O O i vt g p .5 g -t Q s ' jpppppppppppp ppppp 'i w o£ © C H P^ & oS; -h ^2 a ca 3S ^<1: Z't-i'r 2 ^ CD © SP OP ; ■ p , 5 ■ p ° : IS j p p : :dd; :w ; Hg ;fo : ; | • p^ i2 ^ 3q 2 • »> m r-i p| ^.p. £p OP' ' ccv s , ci^2 | SPH.-2 .si^aH o Pp CJ g a 03 pa • » ■* 02-3 P3 ® ~£p o o o ® Tc w w r PS g o cS® . Q ; p gs gb-a^ O ZC PS s £ § : o g ■2 -4S &J ' v i ’ S © 43 'p © r? £gs££p3S3 g’fs33 a pppppopppppsss ssvss» ■00 0501 i®SNL _ ■ £> t- t>» t>- £> t> l> CO Q O n ! C'- L— CO QC ' l> L- t- t- t PUBLIC min i iiiinmm i-T « cl" in co HOOLS. ill! ^r-T HOON OOO Cl o o ONHOWOMfflOOOONlO o 0 0 0 l>- Id 00 O Cl CO CO Cl o ■H4 O Cl O HiOiOHOHON (MCOOOCIHO 40 0 o CD Cl 00 Tt< rH 00 t£ LONG CD rH rH O H CO Hi Cl O O O oooNoeooof) ocob-ooot-ooinooooo oinoo o o o o o oo o £ o o o S0^0000" OjHO^OOOOOOOOOOO oSoo «ooooSSooo«=o^oooooo !eo‘33S8;2?3a§SSggS SS3S3° g^s^gsss&ssssss §ssh ass^^sis^sss^i? OTHOOrHOrHrHO iiOHOHHHnONWHOHH rHOOiH HOOHOOO?lHHHOHHOClH(M!N Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1807-98 — Continued. 2152 EDUCATION REPORT, 1897-98. •enpiaedd'B ogrpioios pue ‘9am{ -ixunj ‘eguippnq ‘epimoaS jo enp?^y • O • o • to ! cf ; -ea- 12, 000 14, 000 7, 000 2, 000 6, 500 3, 500 14, 000 6, 000 005 000 ‘5 000 ‘C 008 •AaBjqij eq*} ui eoanqoA jo jaqtun^; « OOO .oo .000 10 000 o o . O O • i-i O 05 T*1 O O O Cl • r-1 . rH CO ^ o o • o • • Cl • •[{tap .fjHppui ui j©qtxm^i S ■sjuoa ui ©eanoD jo q,{Su9ri 19 H* H CO Hi • 1 •optuio^ 2 O O CO rH O O CO Cl Cl o o o CO • §I*S!|S&3S ■©{UK iS N O N H H O rH rH OOO rH O • Students. 1 Gradu¬ ates in 1898. •Op? 019^ © o oo ©OMHOWOO O LO OOO to • O l>- coo:ihcomoo lO CO rH © © CO r-l j Preparing for college. Scien¬ tific course. •OTUUl©^ 2 o • : OOO • O o o o Cl O O rH O • •©It?K 13 o • O O rH j rH rH Hlft rH (M O rH rH Hi • Clas¬ sical course. •optraa^ o CO LO H LO O CO O rH 00 CO OOO • d • ii O CO Ih Cl O CO Cl o d t'- to Cl o o • o • Cl « 1 Elementary students. '91*1118,1 e r OOOOOOOOOtOOOO O tO O 00 -H O 4-> • PhPhC-Ph&P-PhP^PhPhPhPhP^ Pi P^PnPi Ph P-r-» qqqqqqqqqqqqq p ppp p q£ | Principal W CoraK. Clifford (Mrs.) Frederick J. Libby - E. P. Dver . L. E. Moulton . R. N. Millett . Geo. W. Stearns . J. W. Hilton, A. B .... P. R. Longley . Harry E. Bryant, A. B Harvey S. W illiams . . . W. H Ormahv _ D. H. Perkins _ F. G. Farrington . Robert Mahlman . Isabel R. Lattie . Joseph 0. Whitcomb . Fred Benson . Frank G. Davis . Mrs. W. L. Walker.... 6 a & « Higli School* . . do . . do * . . . do . . do . .....do . . do . c 1 c I -c Bloomfield Academy and Skowhegan High School.* High School . . do * . Tremont Free High School. Frederick Robie High School. High School . i Free High School . State and post- office. H MAINE— cont’d. Princeton . Richmond . Rinlev . Rockiand . Rockport . Rumford Falls .... Sabattus . Saint Albans . Sanford . Scar boro . Sherman Mills.... Skowhegan . South Horrid ge- wock. South Paris . South Thomaston. Southwest Harbor South Windham . . Springvale . Stark . OH(NCO^iOOI>OOfllOi-i 081 745 200 ) 0 500 150 J . 0 Is i I s 1 1 II B :g§ r-T .. 1,300 70 ; ^ ^ f '*• f tP cr TP H T* CO T*< L.O j TP c- 4 ... 4 ... 4 ... 3 .. R 5 tp o: 4 ... 4 ... 3 .. H< tP - co co • o o O rHOOO^OrHO O CO o o o • o ■ o o O (MOOOWOWO ^HCl rH (M rH : ^ o ^ cq © © rH CO o o M-dt-MOOHoao OO^JO £ o oo o c »H . • ( • • 'tHOOOtHO OO • • • • 1 Gradu¬ ates in 1898. •opjcnoq; S ! o t- • OhOOOHlCCOHN^H^HO OlO • •9FPT 00110000 O • ■9FK h • ‘ ^ O O 'OlO 1 O H !M 3 n O LO o • If C^3 ■ainrae^q © 5° ° 00=> •9IBK © cio o ocooo:oooo»^ooooi-iocqo ooo lO ^ CO CO CO iC L'- Second¬ ary stu¬ dents. •oinmaj 30 ■0IBR i CO 00 CO 03 N O t^ -T# O M O O tJJ Irt lO Cl CO O O 1 J «.S| ,3 |&l8 •oxcuiaq; © O r-i N O N CO r— i © © O t* r-l i-l N O r-t O N O O ,-1 O •9IUR • • > • ; > : : 2 2 o o J f : : l ; : \< A on E Pt o += &B C . .5 i'siS J r [I ^ o o fii State and post- office. rt MARYLAND— cont’d. East Newmarket. Easton . Elkton . Ellicott Citv . Frederick . . do . Frostburg . Galena . Hagerstown . Havre de Grace .. Henderson . Laurel . Marion Station _ TVTLlrllAtnwn Oxford . 1 Pocomoke City . . . 1 Pronin n ii !! J Saint Michaels. . . . Sharpsburg . 11 I IIIII8I188II888! Ill j PUBLIC HIGH SCHOOLS. 2155 1 of min : w o-Tooio ; 111 ji 1 s ai of ;s a 12, OOO 11,000 10, 000 100 I l ;§ of TT~ ; esf czT « • ! 1 »io irf 3 : : : : : §5 ss. g oot s*§§s iiigi»i si2|§g|sg ,-r o 001 si OG 3, 400 2, 500 1, 500 5, 000 1,012 200 5, 000 •_ : : : : : : :g : : : : :::::::: 8SSg | : ; \ 1 Tji CO 'd ->* CO ^tt ^it 'SI uo -t}t -St 'Ct'Jt'St-^'jt-St'itCO'S'd -St -S< 'tf CO 'll 'll -St 'St CO . •<* -* 50 CO 50 o Cl O f W O O ^ o H rH O O O O xc o o O L- r-* d 00 co 0 23;® 0 o * O HHLOWQOn rH L- H O O W O N OfMH 0 <0 0 ^ 0 0 CO 0 o £~ O CO CO O lOOCQCJO^OtO H O H H O tJ-. O 1 lO r-1 O O UO • O N - - "g : o CO CO CO lO CO O CO © WHHONOH 0 20 4 Ns° *- - - 00 ; | lOOOG^COC O O O O CO O O OOOOOOOO: . o O (M o o o o o o ooo o i o o o ^ o o'o OC^OOrHOOi— ;0 1 o o O CO O O OOOOOOOO ooooooo o o ooo o sssssss . ss;g>ss8So,o> ggsssgg I ° ||=> ° SSS“gg83 g §g | °°| 8 O CO O CCOH O NOWHt I N H O H (M (M C3 | <*§2~||Jp4 pSlIglSl 3 a sH 11a 3ff|sri? £s.l5Slg!aS's„. ^l35j^iill!SI111 !IIISlI^Sl!l353ill If *2 g! W ©^hs.SPsq p||«i£bd £«Saa^ & c o • © ©^ Eh Eh S ! OO^-l i—1 hi^O 3 papa . p . p H 0^0^0 0 ^0^0 g o iisi msrisi o h u r. rH o o t- - a S S c; s; a a 5 i isiiii iiiiiiiiii igmsi I i i isi i Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98— Continued. 2156 EDUCATION REPORT, 1897-98. •snjBJBtldt? aTTtjuoTos pue ‘oani -iujnj ‘eSaip^inq ‘epanojS jo onpj^ O 00 o o o o o -ooooooo O tMO lO ic •AjBjqrj oqj ui soraiqoA jo aoqran^r qpjp A.rejijini hi jgqumjj; o o o o o o m o o io O iO(NH •BJB9.C ni osinoo jo qjSao'q !|t-sfJ-8’§ pi . " 00 rg OS Si as S ® >>< 0) tlfT m cs ■ •9JT3in9j[ S « M H is N 'OOO •9[B1 o 'OOI>Hffla • ■ »-W 3 1 s Oi 8® 6 OP 5Sg>Sl1ll|jI^ila9 1* glf-slll S-Js^js OPn-5. 1H: r^d^P' ■gw CO . Mh p-g'3 HP O O O G O O : s 6 -g fcCfl OQ.SVS ^ fl cS &t’c3|-,,o o ^ ® S Hh ^ M 3 3 fcfl ; "S Tic hHoH ioS :dW Hi UrJl U2 §1 Hi nM i a fee 1« ^ o H • HT3 W © W a P PI wp 2 « 3 § 2 1| «!3 a a 2 2 : ga © © ’© >s M s O-B'P qj+jut-ip-fs -y p ra ” ss .« R « t; ■g gjg B 8 b€i*f^ j©-§ j= ©£ 3 o © ® © ^ ig S (S'S oS O O § S ,3flc3’©,a!®'2pl1j3PP ; Cj spppppp O o o ) WpqWWWWWWQ loo^oooooooo UOOt'OOOOi PUBLIC HIGH SCHOOLS. 2157 o o o o o c < 00 O O © O 10: • o o • o o OCClO CO O 00 'OOOOLOOOOOuOO ot>o - - - ioooo(Mo m co WlNfMCO iO C© ooooo O • O CO OW 0^0' o in o w o h w o CCWOHMOOO • o o • o m o 05 o • o •f H m O O !N o CM UO b- H CO CO cooo.ooocooooiomoooo^, hiOHO^MNOH o o o o lO CO CO O O 00 ' icoococo^^cicw^o^Lni NXOO OiniOO OHO(M OHO ooom 1-1 ^ 05 1-1 CO CO o 00 03 00 lO O CO O CO o o OOOOHNO CO lOOt'OHlfli O CO CO O CO O O O r-H 1-H OOOOOOOOOOOO O O O O o ©05000000000C300000C3 000000000000 OOOOOOOOCiOOO o o OCDOOOOOOOOOi-HOOOOOOOOOOOOOOOOOO '00ii0 01*gg^W)fflpg^w f S ®sl ©1-gcc g §1^ ©MOP?? i©^fil^n'®§^riP503. fcdLW w _eS CO H p 65 rn Pi ^ p ^ ^ oo •*— fl ® ^ g 0 r~^ ^ Rfl : i^SPe-S d 1 -p o S o S-gwA-a'S*-^ P _ij +3 _p} £3 ?-• T* _ . ^ 0 in ui cn ^ m © .2- Il2

    ct 03 pppppppppp © Cd rt'C P rP d *03 § 2 ^"5 0^ -g&fgssgs-i^l’a’s^rSa&siliS S8,2£££Sd3 d .2 .9 o o o o S p p &Z OOOOPPOMMWWWWWWKMHWWW Q.;p c5 d © hWhhh RRHH os cs as as cs os as as os os o os os > o o o o o o *-H Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2158 EDUCATION REPORT, 1897-98. opxjugps pm? Amj -injnj ‘sShrxpjmq ‘spunoaS jo § 11 *# 275 180, 000 30, 000 30, 000 75,000 12, 000 30, 000 ■ 12,000 200, 000 § ill is iSS :s i i ; 1 i : •Ximqr[ oqx ut eauinpA jo Joquiny[ « if : w :||! :S§g :|S|g§ : r-r : : 100 200 150 100 1, 000 100 ‘Iixap A-iupprai ux joqainfq 1 °g :2§ ::::::: :g : : : : :g : : : : •bxcoa xxx 98jnoa jo qjSao'j g ' i § s te College prepar- « t.m- 17 stu¬ dents in the class that gradu¬ ated in 1898. •optuajj ( S. ) T-» 00 •lOOON « CO »HH >C •op?TC a is10”” j'* :0,H Gradu¬ ates in 1898. •opnuoj ■QlVJSi h O CM f-i t-1 rH rH r-H i-4 Preparing for college. Scien¬ tific course . •OpjUIEVX 14 O r— 1 * 0 rH 0 0 *000^0000 1 • 0 0 0 CO i i 0 M 1 0 40 'HON(M 'l>OHCOOWOO • rJinCO • rH CO t-H j CD IT5 CM O • • rH Clas¬ sical course. •OIUXUO^ « '^S ;«c-o©©r-,c-ow N rH N ' t-4 rH r=i • cc CO 0 CO • rH tO Elementary 1 students. •opinojT © OOOOOOOOOOOOOOOOOOOOOO^JO ■0H?K © 0000000000000000000000^0 Second¬ ary stu¬ dents. ■OJBUIO^ 3D s3sBllss3ss&"i"issfes®s®s •0PK 18 344 5 116 ,237 177 18 21 105 15 5 9 14 133 23 112 15 23 55 60 47 76 20 13 Second¬ ary in¬ struct¬ ors. ’opttroj © H^HOO(M(NHt'HOWOWHlflONr3il(MHWH W nt>HOCOCnHHnHHHl>Hin!HHHHHfOOH Depart ment or in- depend ent. 43j-,343434343+34343 •43-4343434343 43 43»43 43 .434343 AP^P^P^Ph p4r^ PU P< Ph fft p4 Jft P< PW Pi A ft ssssssssa^ftppfiisflsasislssa Principal. M pp : <4 i A* P Frederic F. Smith _ Eugene D. Russell _ Charles S. Jaclcsou - John W. Hutchins - W. S. C. Russell . George W. Stone . AVillianx F. O’Coxinor. . Charles R. Copeland - . A. S. Briggs . J. Henry White . Walter L. Yan Kleeck . Lorin L. Dame . Willard J. Fisher . Frank H. Bead a . . Frank A. Rugg, A. B. . C. C. Ferguson . Walter Sampson, A.M A. E. Tuttle . J ohn F. Roache . Emory L. Aleatl . Eva L. Tower . 0. A. Tuttle . 1 £ « High School . . do . . do . Classical High School .. English High School ... High School . Story High School . High School . . do . Barstow High School . . . High School . . do . . do . . do . . do . !:::::& :::::::::::::::::: . do . . . . do . Center High School . i High School . 1 State and post- office. H MASSACHUSETTS — continued. Littleton . Lowell . Ludlow . Lynn . . ...do . Malden . Manchester . Mansfield . , Marlboro . Marshfield . Mattapoisett . , Maynard . . . Meclfield . Medford . Medway . Melrose . Mendon . Merrimac . Middleboro . Milford . Millbury . 1 0 ! gfl ill llllllllllllllllllllli Ill PUBLIC HIGH SCHOOLS. 2159 (MO O kO • O O tO OOO ‘OOOOO OO ‘OOOOOOOOO 00 *000000000 00 *000000000 0000000 t'- O tO CO • O O r- 1 CO CO O * O CO CM to O »0 • O O CO 010 'OOOOOOOl>NO O OO — HOrHOOt O O rH O * O CQO • ‘OOO rH OOOOOO O (M CO O CO O Hi>OCCOOOOH(H(M • O HH I llflOCOt>’ OOHQMt-HCSC0t»NOC5OOMMI>W05Ot-Ol0H rH CO Ot— lOOMrHlOOO CO 00 » ® ©®®®©®©®®©®® pp pppppppppppp O O © >J g«-8S kjP -.3 £*“P ® | © J esS Cl . orj 8 W^QO » © ® a fl’’? P ® w O a'S . ” o ■■ h.p v. © p. w>0 ts j >» ■ <1 I'SSmBS.S®' c £ M gS3 j 1 1-el Isii s p.j'g s ga gg g a &!^ s £l g.S-B'S Id a §HM J-a H S g jssj-a II 4? S3 as5 g 5 j-3 gg5^ «-g g 2 s! %■£ g S S 0 - ■ a fl M 5 H rj ar£scsc3^Q,:t;«c PQ wo © -pr M2 .2 Sc • |-'Q;o M2 g^«2^ g>Hp g : 9 :'M o P •§<« f/°*o ■S5"-1 02 PW 02 ■'3 ■{" © pj c? Ph ^ 5 “Sso^wg 2? tCVP t3£ppp£ So o ® o o w w ■ ; bi ' ca a, 02 O' 1 : 2 S • ^ 2 iflSaq 3 3 02 pj-PrPpjpj-pSbcgl^oo^ocp - O c. O -H H fl >50 i.§f It's: :wai^ ; ®^n3 • pt^j cL’43 bD * • ppWpP ■ ® a bjo-e csaja,^ ©©coo® 0000000 St; Mis ® 1 ® s ^ 2 ’3 § § pppppppoQOPPPPPPPPPG^ppf p,O^S '^S'SglfeSo!!|5 1® c« 3 o I o o o 5 M2 02 CG 02 02 02 02 .M2M2M2M2 CO 05 O r~i (M CO ^ tT3 »T5 tfi lO OOOOOO H t- t- l - r - 0000000000000000000000000 C4MMCQ(MMMM(MM0'1(M(MCM(M(M(M(M-CMHCOCMOHCM2p 5a.fifififlPP.ftP pppfiftftfip5 1 Principal. M Walter H. Young' . Vm. D. Mackintosh . . Edwin S. Tirrell . 1 Ered. TV. Atkinson . . . Ella C. Abbot . Alfred TV. Rogers, A.M Charles J. Emerson . . . Arthur D. Arnold _ George F. Murdock . . . Frank 0. Jones . Sarah E. Wedge . Gardner P. Balch . John P. Swinerton, A.M. Grace E. Blodgett _ Ida C. Gleason . Roy E. Mooar . Amy S. Lane . Lucas Lee Baker . Elmer L. Fargo ....... Charles H. Bates . Mary W yatt Cross . . . Charles H. Howe . a cS ft « High School . South High School . David Prouty High School.* High School . _ !do . . do . . do . Hale High School . High School . . do . Phillips High School . . . High School . 1 . do . . . . do . Tisbury High School... 1 High School . 1 CO c ft rr? G> 5 o ct <0 C ° a za 1 MASSACHUSETTS— continued. South Hadley FaJ Is South Weymouth. Spencer . Springfield . Sterling . Stockbridge . S ton eh am . Stoughton . Stow . Sudbury . Sutton . Swampscott . Taunton . Templeton . Tewksbury . Topsfield . Townsend . Turners Falls . Upton . Uxbridge . Vineyard Haven.. Wakefield . I IN W (N W W OOOOOOrHrHr-H PUBLIC HIGH SCHOOLS. IS sfs liiiiiiii! i S? ill S‘ ! ililigiii N^8S8g§gJ“ rs*sa“ ills id id id in" 200 1,200 241 50 250 30 500 100 25 657 25 60 775 50 12 300 100 0 650 100 250 1 350 100 50 100 200 811* «n • • * • . . . o • . . . 00 • o • al!lssllISsls TjTcf rH CO~ •^OMWNOi OO • iO O O O r-i o WQOHOi OWO^ONOCO WOJOOHOWO ItNH^HO OWOWOO l CO 03 CO 00 H O H 'QOOOt'O^t'iO! lO O o rH C 'S°2( !COO^OIO^tH«IOOH« fCHt^cCWOOON^Mi ^ M O H LO ^ ■gg' CO 05 Cl « 00 10 ! o o co o o o o o CO OOOlMOO-^OOO CO o rH O 3 m CO ~ ^ GO men woo co O in CO rH lO OWOHHCOI>HOO CO 1C CO o O in rH Mt-MMCOKMO lO CO 11 2 OCOOOOHOOOClCOCNdO I-1 ■ 4^ ^ P,P,P,PhO^ p, p, p, p, p< ft Q« ^SgJISSSp^n iiJ Asmil'W lNOW?50>W®C0 'OrHCOWO i©NHCqwiftOOOW«OON«WOOHNN^HrtCO Tj< • o o o O 'OOOC O OHO S (MOO • CO CO O ' O O t-l 'gjoc^ooooooooooooooMgoooocoooooooooo^ooooooooioooo^o 1 8 °io o ° OOT^OOOOOOOOOI < M O OOOOfMOOOOOOOOOCQOOOOOOOCOOOOOIMO ^““ssssssw^ssssasssagssasssi'asgi&gsssgssgsss^ssssas ,SS3SSS&;S&SSSS00SSgl2gSS$;S5SS3S§3S8S§§S§ScoS38S8S TjiHWOH«0(NHKC'!HW^(NWW; I CO M C .*C W H JO o w o cc w o *o O m O i OCQ(NiMHHHOi ft ft ft ft ft ftftl^ ft ft"^ ft ft'ft'a'ft-'ft a ft ft'ft ft ftrri ft ft'ft'ft ft ft ft ft ft’ft^j ft ft ft ft ft ft ft-^ ftrJ ftJ ft "ft SSa5SSSR^i5(55i5(5(SS5aSSfl«5l1iSp(3Spfifif5SS^(SSSflPflS5fll(5l5« ooooooooooo II- §1 2’1® ::::::::::::::: «iiiii*ii*iai*ii ^ O • « O ZfJ O * • CC O • i | • « oooooooooooooooo g'*2 o o g^ a® o o o o © o © o c — ft ft cftftft'Cftftft • •• »•••••••*•••» rj hn • * c2 cf)'^ b£ * ■ bfi • • • * i • • * i • • • • i i • • • « * ^ ,HW • « ^ .rH'/ Q >r, • . ^ t(_^ • « ■ • • ____ jfiifiji! Illlllllllllll! g.2f> : : g-SPo-S : :~.2 ow : lotcpa : rS ■3 oooo « aiS ■sill SS'S^gS -g/S £ .2 § £ S^all^§§illS gS8ag§g§g3ggS8g&g§] ci?in3nSSSc3«nn3nSmn! Illlllllillllllllllllllllllli! Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2164 •en^JBcIdc ogtjaaps pne ‘aanj -injmj ‘sSnipimq ‘epunoaS joanp?^ 0=00 O O O-W id o o o cm irT id £ -g « P C !3 •ajuniaj •apH OO • '(MS') > tN O • O « M r-KO Nfr- • O M O O • O rH O Ift * O W H M i A p . rs‘~X |Js P •apjcuaj; lOiorot^iorot^ociM'-fOint't^c^co-^oc'jifscico-^ •®IBH woias5Hr]wot'^t'OHowooN'#ONin' •apraa^ •ap?H •apjraaj AS o g U’S o ■oi®K W O r-l O ift NOJWrlN O • O >j© o ’ coif 9 •■SFEo-3 •ifP • • .o qO a '^'©nslc ^'3-3 c P bO iSIlllgl^l Po^pH.M|^ 3 3- p^ g'S | Sri §p|^^ ^ U uA H <5 J g p fe: .«H AvP‘ S o +f CC 3 •2 Sj*t3 2 ®o 0.1 ^oo£Mooooq J3'C'-JprOnS'T3'=;'^ o cW OP ffl © Si bej? © ■ ( )OHWM^iO(Dh- . . . ;4(M(NiM(NN(MNlN^>;NlMN(N(N C4CMCMCMCMCM<04CMC4C4C4C4CM(MCSiCMCMCMCMC^lCM CO I OCU'OC'OHW CO 8ft H O CO Cl O O Tt» • CO O rH *- CO rH O r— ' • • • O O rH 0 co : i 0 0 co 00 w h h H H CO 0 j 1 10 2 rH OO •’ ^ © © Cl Cl hoh | • ; ^^‘•■®4*^3r41wt'3©l't'33H®SMr *ooo««®®© ^©CO^t^^OCOdCOiftddd OOH^OOH^‘CWC001>CO(NW(MHWOWH^£000 (N Oj Tf Cl :i 0 0 iftOdrHdOOt^CldCOt- - 0 d uo NHOCO is (OObjOOM 2 1 6 30 0 3 6 26 0 M3° CO j Cl CO 0 to © rH d ^ • d CO Cl C5 Cl O H ICCOOOH © »®« Cl to rH CO • rH 0 0 44-: - T-i U- ClOCl • O • £ ■ O rH O C l CO • i i ^ ! 00 -* 0 O CO © i-H 00 ■ ® ■ ift • O rH rH CO CO • • • »ft ! ^ Cl 0 ooooo^®ooooooo==ooooooocooo ooowooo coooooooooooooooo ooooogseoooooooMOooooootcoo © © © £s ® © © ®oo®o®io®©;eioo©»®® 5 SSS45e2-SS-aS^4S.J5^SSSaaSS!S &S§-§§2 %£££%£% gsssssssss&s-sssssgssss&s^s sssssaass^sssss f1HHin®®OClT?«NHIN«O55H!£MNHJ0t3M! N © H H O ^ ffl iMWONHMNHO O^HWC^I INHN § ’■3 p, ftp/ft ft P-rr- ftft-ft ft ft ftftftft-ft ft ft ft ft ftftftft ftftp.&ftft_- pppp,^ ftftftp.ftftftp,ftp,p< +3 ppppsqS &&&&&&&&&&$&&&&& ? ^ p _ d--^ $ £ S-S P .g ® » * pq S!filifp{!5Sisi|i|"53&>: »H!!SSs|=fl!H3;;sa« Jp-h; g fl 2 gM* P-/^ ji^^^HsPidojlsJcfiW^^P^^^OO^t-i^i-aO ^soHcMSo %^<1^&^do^C3Ch5W3d^M iiiiiiiiisiig ^P -2-3 llJJi -ieH/ I 'h 1818-4 'P-P’P § ft £ ft - M Jw^ 6^ Cft p ii 1 „_OOCCOOOCO£ s. Ord**r5 +2^^, . iis^-Js ;m fliflllll wwwkhwhww ■asai-S* ! P & [!•«■> OJD O O O O C vCPPP O & O C O O O ftppppp •5 .*? ■ - - ■ 0 W um Ml I ■^.Sftl i., ft 2 KO oft §a ill '|?sl'iP» iililliiliiiiiii i niaiai itiiiisiMiiiiii Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2166 EDUCATION REPORT, 1897-98. •snjHJBdd'e ogtjuaios pun ‘oxni -luanj ‘sSuipjmq ‘spunoaS jo onp?^ 11 ss 1111 to to of w lllllllllll ■ rfooeoofociW •.CjBjqii sqi hi sannqoA jo jaqumjq; llsl!gsal§lIS r4r-T t-T i-slllssill nr of 'IIPP ^JEliiiru ui joqxnnjq •sjb9^ ui osjnoo jo qiSaaq; 2 Students. College prepar- **«>'*-j stu¬ dents in the class that gradu¬ ated in 1898. •eiuraoj; 5 H t: M C »C m 1C ^ ^ • • O O > O O N !D O ' i « • i i lit <"8 ; •airn 4* Oi-lT-ir-l'o . . o 2 Cl • r-H (M • • • ■ • • • '.-1 ' riHl> ' '!flN 1 • 1 1 1 1 • 1 1 1 It . . o Clas¬ sical course. •ojunioq; 5? CO • • O r* • « • • 'CO • ‘H • • iO Oi * « ‘ o j ■ o *»I®H = 1 CO ' 1 74 O • • • • i • • O • 1 O CO • ' • O . . o Elementary students. •oitunaq; © ooooo^oooooooooooooogoogoo rH s ooooo«oooooooooooooiogo^So^ Second¬ ary stu¬ dents. •©pjuia^ •1 8LSgSgSSS3g233SS3§{oS5gS83£§“s 'eIBK * Second¬ ary in- • struct- ors. •ajBinsq; * HCOH^^OtOHMOHHWnOH^HClO^OOHO *®I«TC M HHHNMHrlMNMHHIMHHNHnHnrtNrtHL'SH Depart ment or in- depend ent. * 44> +3 4O -*-3 44> 1+3+5 43 P , +3 p P P P P P p p . 4-5 . -P> 4^> • p. o, Ou P< Cu 2* P-~< pppppppp p,-w p,-j pH Pnr-j -S ftllHlljjfflilsjSiSML. 3|asj&5*UBSI4I«i*|Slfi 3 | a S-S** s 1 6#6 ^ Hl>H^OC0ilOCCl>^OO« Cl r-i t— 1 O l n CO T-! 00 CM O O rH TfHCOOOH(OnmcOr-i^HCOO^(M(M C0^C,MH00^iiNW{>0 ioo co © ° : : : ^ CM j CO o © © j j^CSJiO j O • i -i : ^ • oo CM © © o © © o m j hlo co *h in o o« rH O O' © tH © • NMH • (MO • (M • m ^ ^ • 0 rH CM cr. ) to Cl ' • © © • iH ' < •O < j M ' ro j o O «-H -* rH © • CO CO rH O O CO M © © © © © © © © m © cm co j © © © © CM • © © © © © j O © © © © © © < ’3°°“ OCOOOOOOOOOOOOOOCOOOO-JIOOOOO, »oo^°o^°o ooomooooooo-oooocooooooooooot-oooooooooot^ 0000.000 1-OOOOW, _ : _ ■ r-t _ : _ ^ rt _ CO 3S ^S^S$&S~8S8-S*^8§S£§35S3S^3§3g3§3S|;Skgg33’,<,5S33§ CO r-i O O O : OHf)CIHClHH«H10lMHOTtlflHC50ONMN'#OOt'«NHNOHHOHOM! T— ( CO NHnHnHHn-tHHOHOHriHHHHOririHHHM (NO HHMHHnNrtHHHHHHHHHO %% %J* p< p, p, C.&. P. r~j L pTp, p,' p. p< p,p< p<"pi p.’pTp.’p,' p'Sj'Si p.p’p.p, p, aSi p<’p<'P('P( Pf'Pi P.’Pt pp s5^afisspp55fifiPsoafififiafiRafis5aS^R^fiPSflflsafispsa II IIlIIIIIlllllIlIlIIlllllillllllllllHIlIllglll Statistics of 1896-7. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2168 EDUCATION REPORT, 1897-98. •Bnjnjuddn orjxiaaiae pm; ‘ojuj -inxnj ‘sSutpxiuq ‘spdnoaS jo enxBA. S ■OOOOO •©©© ©©©OOOO *000000 ■OOOOO 'OOO OOOOOOO 'OOOOOO • ooooo 'inoo oooioooo • o o m o o o • o o~ isf o' o' ■ cJ of id no'cccidteo)" • o so of to' ©' id •N^UOMN • HI- N CM -03 o • ; •ifjujqiX oqj m seranxoA jo jgqmri sj « • ocowooooiMO ooomor-ooooooooo ■ OCOIMOOOOr-iO ISONTtOOOinii^OOOt- lOOOOOOOCOS^T-HO t- lO .1 ^n^SIMrl- 1 r-iflj I IM' rH cT qXUP -^jbxxxxui m aoqura^ © ■ sjuoa ui 9ejti09 jo qxSugq 19 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •aX'eiuoq ® tm 05 (M >WO(M 'OOlO COCO 'OO 04 j rH • • • • 03 • ' • o • • ■®l*TC 3 jo ; ; ;o ; © © « ° j \ \ \ ° i : i o • • Elementary students. •oxmuoq © V* OOOOOOOOOO O O O O O WO O O O © O © O O to CO ■®IBH © ooooooo»ooo ooooot-oooooooo ^ CO Second¬ ary stu¬ dents. •ex^uiejx; QB t>00000400^00rH OHlftOMftCOO^OOf'OO SO CO 05 00 SO CO 04 04 04 05 CO^ClClOOOlmHlOrir-, r-i lO •oi^h * C005»0t^c0 01000500 00©iOO^C40COMf5N050 H CO t- O CO Ol Cl 71 H rji 04 CO 04 O H H ri 04 rH C4 CO »0 Second¬ ary in¬ struct¬ ors. •9XBUI9q * C5 04 CO tO CO H rirlH^l 04H7174CChHHHC100C4H •©XCH ! « HHC1CHHHHHN rH H rH O rH n H H 04 H H d H O Depart¬ ment or in¬ depend¬ ent. PP-P-P-PP-P-UH-P 4S^4S-P-P-P-PP-P-P-P-p-^4j P,PhP a ; ‘a i cs s © .2 £ ! ft . (H M ? ’ -Hi14®! IPS ®=5-£ ; a J. Cook . 1 L. W. Leiseming . j 1 F. F. Stephenson . ' 0000 r-‘ IM « lfj » !> « ® O H N ,~J oo oo od oo oo oo oo oc oo oi aanoioiofflQffiOoogo mconcorocococomco cococococococococo-#-*-*'*-# NNMNNNNMNM * co ■'*%« -sft n tH eo 6s -*i< n ■<* t* 'tf n Cl O 00 oooomnwnoho TjifCOO o H M C O CO = rt i000 - O ■ — 1 © • © rH © 1 H CO H (M H © C 2 3 30 14 1 C5WO(MO)MO«(N0050^lOH^lOOM^»OOTfl O IO O 00 © CO CliOH<©©t-©©rH^C:H'rH^t (OWOOOHODOOrt^TjiHWOiOWOHJlWWO o © CO CO©H©rM(-(©TfCOr-lCOO©©'^H 3 o ^ MOOIO WOJO^O © co © CO © ^ Cl © © lO © Cl CO ^ CO H © 00 rH CO © © © ^ M H O W H H(MO ^ CO ^ Cl o H CO CO © Cl ^ lO © rH — 1 ' O 1— 1 o • o o • © © • © • Cl ogooogoogoooooooooo,1000 ^oooooooooooo^oooooooooo © © O vC O ■ •OOOOOOOOOOI C5 O O O O ' o o o o o o o - 'OOOOOOOO- gSS8§S®3SS3§gSSSSSSS§§!ggS s'#gsgs3ggagssss§g§s5a HNWWNWCCHHntNHHHHHWWNW iH^lrrtHN. 'rJ ft ft ft ft ft ft.L ft ft ftftft p. p. ftft & ft ft ft ^ ft ft ft ftft ft ftL U p, ft ft ft^ ft ft p.J ft ft ft ft-- ft IllllSSSSSSS^gSgSSgggSg nmmmnmmm'-. I Cl W W CM N W I of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2170 EDUCATION REPORT, 1897-98. •sniBJraldc ogiquaps pan ‘eani -man; ‘sSatpjrnq ‘spano.i.o jo enp?A iiiiSii 1111 llliillii •AjtBjqrj aq> ut sanmjoA jo jaqumjvj; ** 111 684 1,300 1 1,200 300 4,500 450 400 680 96 168 1,200 800 455 315 1,000 275 800 250 500 ■Iltjp ifjB^ipui ut .taqninjq 5 : : : :S •exeoi ut asanoo jo q^Suo-q s Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •apjtaoA QD O CO O - : rJICb-HON • O |OWOOH ‘C1HO •oro* O O o o *coooo • o ci o •9IBK s O • • CO O • * O O • *0 01 *05000 *0 H WO N jdJW CO 00 O M « HJ rH t> O < lOOHOODO’l 'S2 3 8* O OHOWWN(MHOHH^^lflCJriWOlONO 3' -H O tO Cl ^ I o Cl oo rHO rH lO ■ O Cl OOHlO CO 1 ri HO ' HJ a O CC • lO CO 00 JO to to s° GO »0 H< CC d j o o 2 17 • oo tH CO O CO o S3 Cl M t> iO d rH r-1 i ° o 3 12 Cl • CO O • ' ' O • rH Cl to H lO rH • CO i III ' Cl rH • Hi d • O O ' « ! O • O ' H< oo d o to 'CIO » • ' O ' rH O CO OOO • to i ill • d rH 1 CO rH • o o ■ -o • O ' O 'CO • « o d o OOOOOOOOOOOO OOOO OOOOOOOOOOOOOOOr-'OOOOOOO oo oooo OOOOOOOOOOOO OOOO OOOOOOOOOOOOOOOL^OOf-iOOOO oo oooo iSgsssss-5-ggg sga^ai^esggass'sg^ggsss.ssig sg gsss rsssssggss^f §|gas . £§ 00 M Cl Cl (Mr I^H^OClHCKNiKMClOffllN^HClN'O lO tH t— ! CO H Cl I Cl H Cl H H Cl i Cl O Cl rH i "cL'cL'cL'q/o* Gj'o.'cL oJ *a,"o4 S'Sp^pppJp.S ft ftr- p£ = & p,p,afi-s.afta ft ft ftp. ft p. p. ft ft ft ft "a 'ft p, "ft ft "ft "ft ft p< p ^ppppSSpppppppppppppp pp prpr , ■ a ■ 3 !S * ’hr* * ’ * 7; ^ H ij irH i-ri||i5| a sii M H % © i^l ... Jllllfr. s.£3*i«!8 § j?2 2 le&s-ss ”1 s t. I >5 §S a - op^d & £"5-2 2 ’gjsg g'H S-3 S S^d^f ^kH ®cq^|^^'sA jo aaqcaiijq; « 11 sllllllilslllla III 1 r-T r-T r-7 rtH ,-T j •pup Aiwnnin at aeqranx : : : : : : :g° : :°° : o • : ; : : •sjbq.C nr ©smoo jo q^Saaq; ft Students. College prepar- atnrv stu¬ dents in the class that gradu¬ ated in 1898. •©JBIU©^ 90 IN •HO 'IflHOHOONOWHt* «h ©O'* •©[BH O •Olfl 'WWHO^OWOMH^ ^ CO rH © • « Gradu¬ ates in 1898. •OIBUIOJ ft w •©IBM |^OOCO«HO^OSOM^^M j j Preparing for college. Scien¬ tific course. ■0|BUI©jJ o © o o 7 3 20 0 © J rH • 00 T* • • © rH •©[BM W H lO M O • tHW O O • • 1 1 r> co • | rH CO 1 Clas¬ sical course. •©IBtuaj • o o ! co o o j © • j O j to '• •©IBM s • o o j-" • to o © • rH • i ° • CO • Elementary students. •©IBUI3J © 0000000000000000 = 0 ©g®M •©IBM ft O © O O O O © O O © o O O O © O O O 0^00) Second¬ ary stu¬ dents. •©IBUI©^ •eiBM 90 S§Nl®§S§SgSg§SSSS?2^g r-t rH t. t-gst-assssss'*s^s|ss sss1- Second¬ ary in¬ struct¬ ors. •©IBur©^ ft HMOOHNONrtMHHHMNOie^N NOHO •©MM *5 rtNHHNHHHHHNHOHNMHH H H H iH Depart¬ ment or in¬ depend¬ ent. * Principal. M W. W. Barnum . E. E. Campbell . AdalT, Smith !l E. J. Yerke . William Angus . H. E. White . Lafayette Bliss . O.F.M organ . F. F. Farrar . Estelle Fenno . Thvrza McClure . J. E. Gilman . William A. Bartlett .. M. Maud Case . F. J. Bomberger . M. Kose . wm. A. Barrett . E. E. Cowley . Joe Cook . § 6 « High School . rlr. 5 O C ; ^ -c . do . State High School . . do . High School * . . do . . do . . do . . do . rlr. . do . . do . High School . coo O >015 State and post- office. - MINNESOTA— COUt’d . Springfield . Spring Valley . ij • % x ill :HE- Verndale . . Wadena . W arren . Waseca . Waterville . Wftlla Whitebear Lake.. Willmar... . Windom . Winnebago City.. W orthington . Zumbrota . MISSISSIPPI. Aberdeen . Ackerman . Amory . 1 Artes'ia . PUBLIC HIGH SCHOOLS. 2173 » 0-0 oo oooooooooooo o • o o o o O'OOOO O ■ © © to © o o tO o ( CO CO 00 0©©( )ooo5©H©ci©©©ci©^r^iot^ SCO HHC5 C1HHWC1HCOOOH M ICIC OO X O H iO O © o 1^ tO 00 t> © M © < HC1HOOC1©: 1 » §5 £ -S1’ cX> 'zija d s ^ ;*d .o 8 ^ •nro ©e41-^ s ' o.SPoS 2 “rS |'*I!op^:EHcd.2'o^fi.2^i§M^WP^ p^p^pddt-iPSSpi-spg^ei^^dpiioddpH e :«? e« ‘pa -9 53 :« 'C — - 3 a -l ^3 v a >,3 , f : a • o CO « M'S srS b a gP o,2 S.c:^ : P3 O .„_. © ©T5 Iglll^glls! e^P^Q^oH **4*2**. ■'^■***& J3“; oQja.£®ia >>3 OL_. O q o 'gcoWcc Saa _ OS H H "A H ° ©3“ W § CIO £Wi m O bt'o’o f OS o o ®^3S,a^ © © o a co'wojm ® bficS btbfl hWoWH :sw be 2 c 2o ; a'£° P-2 a ®£ 3^ 6 2dri^*S§rt'i:!fiC3K'5s . © CL-U r a £ 'S ri 2 S^P-S fe a e a: s p ' ^ 'a ^ ^ ?r-3 So^uscSb?^ " - a'zs u t e °caP s o s o2h B a s t>v-< ra © 5 3 S.Sf1^ 2 2J §*3-3 o o o a 2 8 5 53 2 8 83-2 S jpqpqpppppoOUOOOOOPSPSSSPOPS HPWK o P 03 <£ H^b HCO©©rH CO OO 00 X CC OO X CX) 05 05 SO lO so lO IO so so so so SO Cl Cl Cl Cl Cl Cl Cl Cl Cl CN Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2174 EDUCATION REPORT, 1897-98. •snjBJBdch? Ocasios pun ‘ajnj -in-inj ‘sSnipqnq ‘spuno-iS jo enp?A mil ii ii linn min H od fl n rt" ©~ r-T °® ^ r-THVfi-T Co" i-T r-T r-7 Co" COH CO •9PM © M iO • © t* g to i£5 C4 O) lO •9PM 1 *• g.o.cooo g* £«> o^xgicoci jh § o 00 a » p i ary in¬ struct- | ors. ■apjamj * 1 rHOr-tOO (NN Op.2-2 ! 5 >>?* 5 mu rJiinui’Ji \ mu si H i||i|| inn! PUBLIC HIGH SCHOOLS, 2175 2, 500 10, 000 500 3, 000 600 1 co" 1111 11 -s-'g "S 12, 100 5, 000 1,500 4,000 8,000 21, 000 5, 000 11 111 O-V riVfrf 50 10,000 11,500 2, COO 35, 000 4,000 8, 000 7, 560 20, 000 1 ills 8 :§JS33 §S° s °S§1 sllls8iflllll gas0'3 iS§|888§|||S|8 t-T r-T : ; ! j O ' ' ' . . . . 4 .... 1 ...... . CO CO ^ CO CO CO rtf 03 CO r-1 CO CO CO CO ri< COrHCO^CO C*1 CO CS ^ CO C3 ^ CO ^ CO -tf CO o o o o r—i i—{ o o - O CO H CO T— ( ri ^ O i-i (NO 'CIOOCIO O ^ ^ ^ • OHt- o O . ®J-§I a||l-!^|||!P ^ frj i_j H £ a A ^ cs W td H d L £ |1 .. ih-^h^HkWh^s SdcG^Hd^NdddRO MSPQ^ !i!i!i0 llflltsill^p ^Hd^pj pH *P«il t>J • dtf^ddo^ppp^H sislfiiii 11 llillllllllli Hill IIIIIIIISIII * Statistics of 189G-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 7 6 EDUCAT •enjcjoddo ogijuoios pun ‘ojnq. -xnanj ‘eSuipitnq 'epunojS jo ©n^n^ ro:N « ' REPORT, 1897-98. 2°oo • o © © © © © © © ■ . o o o • © © © © o 22 ' ° ooooooo • ■ o o o • o © © o o o© • o ooooooo • • O O O ■ O o o o ci cTco" -in' cfcTco'iocfoc'co^ > Icooft-T I cv id" ic" *-T m ■ n • ■ . MH ■ee- ; • . . Ajrjqq gqj ur saratqoA jo aaqumjq H « © © © © O d OOCOOOOOOO • © ci © loom© 0(000 © t> G0©Clr-,O©rH© .O^J-Cl • O O G ^ 00 Cl © -K Cl lO CIO pH • CO W i-l • C© ITS Cl qpjp itrejijiui ui aaqran^ © •EfjTjg^ ui osjuoo jo qjijuaq; © rl -^ci'dici h* -<* eo h# eo rH ci co 'cocod-^deocccid • Students. College prepar¬ atory stu¬ dents in the class that | gradu¬ ated in 1898. •©juraa^ QB H OWMH • O 0 O O OOr-H Cl H d Cl H (M CM rH r» CO rH Second¬ ary in¬ struct¬ ors. •©jurae^ © HOpJH t-HO OHOHCnHHHHHOHHNOH •0inK CICIHH COpH Depart¬ ment or in¬ depend¬ ent. PiftAft P©d©0©©©01 ©©©©©©©© ' © T— i © © O ©din©©COOCCI©© no 'H* d m 10^ h co «o w h r. >n Cl © Cl © © © >- © d © © I n © h © © < CO CO tlOOCOWWi Cl CO CO CO d CO CO I d • CO ^ » rocococodTtd^co^- dcocon# m © • m © © © © © • © ©©ci «ci© • h< © ci © © *in © • © d © © 1 co m d Cl © Tfl © CO © © © © in © © i © 00 © © © © © )©©© ©©©©^©©©©©©©©©0©©©©©t-©©0 © © iO ©©©©©©©©©©©© ©©©© © © © © ©©©©©©©©©©©©©©©©©©©< © ©©CO©©©©©©©©©©©© t^Lomco occnnmoo©oooo©i i ph co co h m m d ^®^«OSlO-|(OOfO^' rH HOCOCOHdUd © d rH © © d ! © © d © rH © d © r— I © © CO © < rH © HH © CO tH ©d©HH©©©HCl» INHCONH! ' rH Cl rH d d © ^ CO - IdHdCOHHHdi p, Ph P, P< P P P< P, PPPPPPPPPPPPPPPP.PPPPPPPP ppppppppppppppp ® ® ® ® ®®®® ®® ® ® ®®®®®®®®®®®ffi®®®®®®®® ®®®®®®®®®®®®®®® PROP PAP; A AAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAA u s © — ( H=cG «.g o j ^ ■ fl ; A g §5 Ka >r»j ® Is .p .sqg i»l|l a>^ l c3 g M2 § g ®S ® >A.| O §p g p t 5 g P _ fflflS®!®! e^l!UJlil|li« £ s a g*L “Slslsllslsssgs ;cc !,P : bti jS^'o p? o : i £•§. oiS o«2 -§ .S' §S£P A W p o P £s rS*® vj cp Id «2 *-3 ^ i-a d ^ dH A o o o o o o o' fee it, S3 .SFh wW; o 6 p >3 c o o o o o c S3 M2 S3 JL, b£o A ° WrO s«2 >_< ® ci ® PPJOM Sh^CSCS Addd od33 k-o=5S'a P.fcfi o3 , Q.H So?, O® K®&gO • ptt-COOOHClCOHiOCO H rH rH H H H rt Cl 01 Cl Cl Cl Cl d dddddddddddddcid ED 98- -137 * Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 18D7-9S — Continued. 2178 EDUCATION REPORT, 1897-98. •stuujEcUIt? opi^uaps pm? j 5$ -ui.inj ‘sSntppnq ‘sptmojS jo onp?^ OOOOO OOOOOOOO OOOOO OOOOOOOO OOO 1ft O OOOOOOOO »o im-|> CO CO Cl Cl O a •9[uuia^ ; QB i ** •QrBttro^ i I OOMOiO •9-p?K (M -<# O (M .O bs si 53 "P &W p a o '3 ’73 •oiupC •gpuiia^ ! S* js ® ^ O'S o •3JKH <£> 0) al ibl m <3^ •opniQji OO C4 CO ! CO CO o: ^ ^ ^ 01 rj< ixoe^ooowo OOOOO OO MHO WNOOO ooooooooooooooootn© j ft o o o o < 'OOOOOOOOOOOOOO' •0P?IU9^ 38 *• Pi -5 « S >>E •apjtna^ & •9It?k I ^ I Cl O O < I O Cl H Cl H O O © O r— ( CM O O © i Cl :i Tji H CO Cl CJ CO H ^ H H Cl ^ £ § J£ p. a, a p< aaaaaaaaaaaaaaaa a-^ a ® ® ® ® ® ®®®®®®®®®®®»®®®®®„® fiflfipp pppqppppppppppppp^fl „s.ll H ® § is . 0 ® 5 ey p £ pq p 2 P'dPP § HoBps£ c3 q a! .a EU ' 'ran ■ ■ • ns ■ *— < w « §JsI»SjLsi?s|s?.s-j5g sjfjb^pqO ^J • f— I H J?ao , ®-« 2 0 •«®o> ' ~ ~s^>,®£3\Ss® S g-c £ £ E**S E* § 3 S p't § «cjaaac3scsss®®®“ooooo ^•OCONCO CO CO CO CO CO !!MCO^lOOt>COOO l> I> t> l CM Cl Cl CM CM Cl CM CM Cl CM Cl C l CM Cl Cl CM CM CM Cl CM CM CM PUBLIC HIGH SCHOOLS. 2179 1I1!II!!!!I!I! ill ;i!S§lSf!i! Ill illi llllllllsllll S ^ §S °° ® S S' S' !§'§§" 'S^g ® 5« ** S'-® w - ^ Islilirill i3a°ls illSSsSIII” ^-0 CM in OrHOr-iOOrHOrHOOt :ihinhn! ppflpppp * Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2180 EDUCATION REPORT, 1897-98. e nqB.it: (Mb 0TJJJH9T0S puvs ‘oan^ ‘sSuipjmq ‘spunojS jo Qnp;^ iiiiiniiii min ^ S 3 g&ig * § w ® § mill g'S3“2SS Is iff fill in IsIFls 75 200 300 162 124 | ; ; o> • • • • ■-/CjBjqii qtv} ui suumjOA jo loqumjq *IUJP n? aaquinjit •bjbqA ui ©eanoo jo qiSus’j mm •9[Bm9£ *®l*R OOON ’9XBTHOJJ > O O OCT ffl r-l O n '3FM « •os3‘-5So; SS!3S£8°°ggggg:q in o-cq to-oo ^ © >n o i IS' ohloo NoiccoMon^HOfio p P r3 43 liis p,al,fiftASftD,Aft S.6 a, pj ft p ft o. fippp SS&5i5f5£i5pfiQ gggglgggggggg imm m m&m y-3i'S?.sa.2gi| g g ®i4 PUBLIC HIGH SCHOOLS 2181 111 Is! 1$1 IllfiillSSI s as'fs'g'ss 8 s' iifiiiiiisiii 3'8"8”'“',~'""8HS8 I1I1SI llSIstlflll 21gssll3llllSI§°sllS!Stsl rH :::::: :ss : : :s§ : : : ^ CO CO •^COCOCOCOTh^'^CO'^COCO^Cl'^ CO CO Cl m^CWCOM^CO^^COWNCO^^NNClClCJN Cl r- © d o no CO • • • CO CO O CO 1 • I • O Cl O CO • r— | • CO * • O H d CO O • 1 rH O • r— i CO • O • rH © © 1— 1 O O CO • • • O O rH * O d O CO 1 O * rH • ' O H (M ^ O • • O ^ • O CO « © • d d co COOIOIC'O^IOH^OO 1-0 CO ^-h-hcc©©©^-*©^©©©© d CO O CO ^ rtOt^ nOOCOHNNlOClOCD CO d CO Cl CO HONWt'WCNddipHH^CO o oc O © d o d Cl ^ 00 WOOHI lO o o o o o - 3 d to rH CO rH lO o © CO LO CO ^CIHH d o o - o ~ 3 14 30 7 CO d rH rH CO d oo°« rH CO o o d ^ Ph P P-P-P P P-P PPP P-P-P P P ^QQPPq^Q^PPP PL P,-j P P ap-j P a & P PP P P P P— P_, P P, P Pi aS^w^SSsriS" u a II . v ^ £ i: P '> mm of U Table 42. — Statistics of public high schools in the. United States for the scholastic year 1897-98 — Continued. 2182 EDUCATION REPORT, 1897-98. PUBLIC HIGH SCHOOLS, 2183 6, 000 30, 000 10, 000 G, 000 5,100 5, 000 10, 000 3, 000 10, 000 12, 000 3, 000 IS iiiiiiii iiiii H" ®~ inT co'-o’ad' o' c-T • of Pm" irf 111 ill 11 ill Jotcw |hV lllllll 03*~of in' -s-' of 0“ 400 500 250 50 125 150 250 500 ;|SS -lililslllsS sfsgg l‘« 03 IM 'id 03 CO CO CO rH Cl ^ CO CO COrHrHiO© N'C0 0100W^COiOHC5©0©0 lO (M rH © © rH com r*i 0!NH00CC0:iH CQ © r-» CO © © H C^ CJ © -© CO LO O r}< M ©O 0-1 CO © i ° 3 : © ■ rH CO © i ^ © co j CO CO © ' • CO © © fc- o © *-« : © (M © i 10 © CM • MHrJi • • © 0^0 © • L- O • © « CO © © .* ^ o ^ w ooo • lO © © j CO • hH ■ (NtH © :rH © © i ^ © CM © CO © • © © CO • • CM ' lO CM © © O © 0-0 ooooooooo ^ooogo-o-gooo^o®. o o o o o o o o o o o o o p O O O T-l O O (M o c; O O O o o H'HOHO OHO'HHrlHNOONO 0-0 C0-O r-l sSS^!S.2§sfgS i 0-0 O O O O 1 PPPP P Pns P- Pi Pi P,h P P P fiP,S,P,B,RP,p,plaap)f,p( Pi P P P P P P pJ P P P P P P P Pn3 PP IPP'O'P'PPOOPP'PP'P'P'POOPOP} — ' v—< U'4 ^ TT Lr; ^ i> CTJ C3 i-Siiliiiiil Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2184 •enj'B.redd'e otjijuotob pur? l9jnj -lujnj ‘eSatpiinq lepanoj§ jo *£r6jqiX ot[j ui eonmxoA jo joqranj^ o o o o o oooooooo OOOOOO'OO oooooooo < 00 o Axejiirai ni jaqxnnx •sivo£ ni 96.inoo jo q^a9rI | ® !COCOCOC5© ;pi”«aco+?tcr I 3 3o$ hil’sai | S’! S^Z “S^ls-iWSiSiS^IMiS^. OOOCOOOOOOCO be ■ • • igi O Pi sl ■ 2 J 4> <3 b. ;g : w>£.3 £-5>d <© ^ U ^r..E - n PUBLIC HIGH SCHOOLS. Ill II: 1131111111111 co m in o jo to" 10 -<* csf in to in o' 11811! hhomVi PI " in' oo ci" 2185 11111111 ^ffl-dfoeVgo llllll cc slllllsllSIIIIII§isaISsS8IISBll=’llSS8ll 00 rH ^ilCOCC(MCOei-H«COpH .35 swpp |2 ©S^.P ooooooooodoocoodoooooooooooooooooooooo©©© '©'©'■©^'©'©'©'©'©'©'rJ'©'©'©'©'©^'©''©'© '©i a g © liiiSiSK^ pisi3iill!l!!f111il_M. U-imn o^o ©^S.p-g 19! £~ i-g £ k§ £ z> ^ g ce c £3^5 M-g a ‘V£ g j *.©1 I !«§! s g-g &§ gl|| 0o6oop^ppppSp(5^pi3«SSp^c^^52M |-S Es g g SsIfSg'a © Om o bc-t* 4 of 11 Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 218G EDUCATION REPORT, 1897-98, •sup-redd'e oxppxnaiog pm? ‘a.mx -iiixnj ‘sSuipxjuq ‘spanoaS jo onpo^ 3 1 illsl 11 :§ ;1 of jcoo «o -rsT cm* • cd • co j C4 ^ ; Is ill illlll m" i-T | G cL | cL (m* cL -^)T t-T aqx tit satarqoA jo aaqnmj^ « 1 jssss sessss l§°SPPl§s q[Tjp Xipiiim ui aaqum^r Si :::::: :::::: •exea! ut asanoo jo qxSuaq; SI CO ^ CM j joCJOClM • • rH o cm O ' CO h o o • 1 1 1 ' *®I®H IN wi -<* o 1 o • • O O ^ o • • © © CM © • O H CM O Elementary students. •axnmaj; © i ** o o 1 oo® ®®®®®®®®;n®®®£®£®®® •®ur [ © 1 . o o ooo i-^oooo CO OOCOlDOOt^O— ' O O © GO GO t-H Tt H lO i U ■axutuaq | 30 S:5gSS'03SS'MS0‘35>®3S5S ir* 'OUR ! * UL j ary in¬ struct¬ ors. •epuiaq l» HMO-JIOO ® O CO tH t— 1 O O O O O t— < M O X O H H O •OUR 1* HHHNHN HH(MHHHHHHHHHHOHHHH Depart¬ ment or in¬ depend¬ ent. +)4j-PP43 4- ^P-P-P-P-P^-P-P-P-P , +3 ,*J +3 -4-3 ft ft ft ft p. ft ftftftftftftftftftft ft-, ft ft ft & ft ft 3p3qp3 aS(55«filSSflplliS ga-S | §"3 g g g g Mai as 000202 35 02 020202 iiiiii I11IIIII111II1IIII PUBLIC HIGH SCHOOLS. ilillllllll illlilllgllll ill 1S111 if o' co H in" co c «T 00' 10 c-f 10 in -f in if n o' S3 sss 2187 1 1 IIIll~sli ,g|s!|gg§l!5°?||§ |§s§ icoco-cco^rHCMcococMCM^eocM^^oorH^rocMcocc^rn^ 111 sggs S LO W OH • rH O •CIO * C- OOO ■ iH ■ cm cm -« < 0 r-l CM rH 1 O O O O O rH 0 0 ^ j L— C • 0* O • rf © cm 0 ■ 0 • CO CM CO • l~ m rH rH O • OOO O O » rH O 0 0 H* 00 Hf CO H* T* ^ X^OOMOMHHOCl O rH in © Ol 1 0 coo cot- ►O CM 7 16 O O 1 CO CM r 0 Tf< CMCO iOHl> CC !rHCMOCM^?*©COCMCMrHCM rt> m Mt't- icooc: 1 0 0 oc O O CM ■~H - 0 j CO CMCM • CO ’ • ' ^ • 1 1 1 • © © • 0 1 • 1 © • CO 0 - : O O O O CO O • t> ; ; ; CO g Sugg'S00 S'® S5-® gS°°S'S;fl0'#3S,> 70 5 21 25 46 18 12 1 r» rH m 0 S CMr-iCMrHOrHOOO©©© O O O rH t— t O O rH O O OOHN CO CM H ri 1 r-l rH 1 CM CO CM O • rH 0 1 0 m IWHHWHHWWi P,‘P« A ft Pi £« £- P. O-r— p, p, P, q, Ch P4r^ £L,P«ftP§ii3Il5 p P d rod d| 1" =It.-ri'5 !£”. r^4 Il°- ^Srid8! o o 6 6 • ■ H (K !!®i tHHHEH :'w)a :.a : :rc 35s5:>^s- 5 p*-*3 S 2 S 3 > rv © I i is§ O ® S-5J § bD 5 ££ 3rt3 §.S s 1111 HHpqp PO !ll!!!!!I!!ll!!!!!il!!ll iOHNCO r* JO O £- ig§|g i§gg Statistics of 189C-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2188 EDUCATION REPORT, 1897-98. •etu^.iudd'e ogpuepe pun ‘9.1115 -iinnj ‘sSuipimq ‘spdnojS jo suits a ?! $100, 000 24, 000 5. 000 8, 000 15. 000 12, 500 14, 175 000 ‘1 iiiilii- O H © © ; t- 0 co Preparing for college. | Scien¬ tific course. •opuuej 0 0 • jco • CO J • © iC. © OCO < 1 1 O 0 1-1 0 • •9TUK M T*< W 11 20 l j C3 j j b-©©©Cd©©©iO(MOO^ If w O •epsuia^ e O O !©©©©©© 00©©©©^^©©©©© 1 S 3 1” •01®H es 0 0 c© t>- . © 0 © © © O HC0OO©HH©OOO© Second¬ ary stu¬ dents. •op? 019,3; at •9[HR in* jns •9111109^ © O^OOrC^HHHO^ OONHHOHMfOHWO rtWnHHIMHHOHH W H H M H O CO H H H 1 a.S §45 lgs!s H ft 3.^ ap-aac.ppJ &6s&s,ap,p,f,p,ftp, fipppapppAfiflfl Principal. w 1 John F. Kent . Frank W. Whitney. . . Henry C. Sanborn _ Wm. S. Mason . A. Burbank . Albert B. Allen . Henry H. Stark . George W. Stone . Mary A. Lyon . 1J II John K. Poore, jr . H. A. Motse . Jas. H. Pringle . C. H. Patterson, A. M. S. J. Nowell . Flora J. Wheeler . Kobt. A. Kay . H. H. Tucker . Charles L. Curtis . Chaft. L. Wallace . F. B. Pelton, A. M .... 'A High School . . do.* . Conan t High School _ High School . . do . High School . . do.* . Academy and High School. High School . . do . . do _ . do . . do . . do . . do . :::: ll.;; . do . State and post- office. - NEW HAMPSHIRE— continued. Concord . Dover . East J afire v . Epping...! . Exeter . Farmington . I Goffstown . I Gorham . Greenland . a. a 61 Hanover . Haverhill . Henniker . Hillsboro Bridge . . Hinsdale . Hollis . Jefierson . jxemie . Laconia . Lancaster . Lisbon . Littleton . sifiitf!!!! mmm outu/ 3100 3101 3102 3103 1 PUBLIC HIGH SCHOOLS. 2189 210, 000 6, 000 60, 000 100, 000 3, 500 28, 000 35, 000 15, 000 8, 0.00 75, 000 75, 000 9, 500 6, 000 . 10,000 13, 000 25,000 12, 000 8 12, 000 12,500 25, 000 6, 600 30, 000 25, 000 20, 000 1,160 10, 000 5,000 15, 000 5, 000 130, 000 8, 000 60, 000 20, 000 25, 000 35, 000 16, 000 40, 000 400 100 150 576 | § ill! : Nr; 008 1 o 350 0 40 120 25 350 mins isiisini! suss . . . Cl m o -(MOW • O Cl OO rH OH OHH i-H O ^ O O OOOM^OOO O d iH O o o O © O j o CO O O r-H O rH O rH ^ MMOCH ohmhochO O d O Cl S'* 40 NO^Q'fM^NOOOOC'lWO^lHMCO t-rtiHH^^WOCOHMCU^HHOOOM CO rH O rH rH 20 0 6 OOWlOnnOlMOOMMHOCCCOrlM L ^ H O ^ ^ CDMHiOOfCHOOOMO^JOCU^CiOl^iC 3 ^ o H • • CO O o j O rH • • o o o o ^ O CO O O oo© :©© : Cl O d o S tH o • • 00 Cl o j H° | j ^MOOr- : s°^ : ICIOJOH o & o JMHOO o o O O j ^ O o o o o • OOrH^MO© CO CO • o s r-i O •OMOM o ^ Cl rH * d rH t- tj< m ** d o o o o • OhOHNM CO in ro • tH OOCiOOinOOOOOO^I>ONOt>OQCOO OOOOOOOOOOOOOOOOOCOOOOOOOO OMOrtORSOOCOCClOO^aO^OO 00000000000000000j-|0000=>00 .g»-g,ftSS&§.-S^S«5g®SS5fl0*SS |g:S5Jg2S&S-“3§SS-S!3S^g®S8a&2-^S aHClOCOHOMClHWOOOClHHdOdHO ^lOMOOddddCOMOWH^OMHtOMClilMH^ ^OnH^OHHnHriMHnMOHHHOHH dOdddOHHrHdCOrHOHdH^n^HHdddH "p.'S.'S.o.'a ©,©,©. P.'H.S'a’S.-'S.^a.aaL c.-p.'S, a 'a'S.aS.p.'S, ft'p.p.'p.'ft P.’S.'e.'ft'p-'a'p. p-a&'p.'p-'pHft mkowmwnmmcocommmcokimwmmmm cococorecccococccococococococococococococococococo Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2190 EDUCATION REPORT, 1897-98. •snpj’ccldt; flaps put: 'am} -tnjnj: ‘sSntpptiq ‘cptmojS jo srqtj^ • A.tEiqr} oq} u; sanrapA jo •HPP Xnqqnu TIT jaqamjq tti asjnoa jo q^Saaq 11 : i : 111111 ill l : 1 : ! Ss‘: S i 3§3B'S» i|B S' i : : 150 300 100 986 200 372 500 780 275 500 320 900 757 ss 700 900 1 1 ; ; I t-T d c— < r-4 rH CO rH rH rH 1 l°Ii CO ^ • r* ^ •<* co co co co co c o o o © © © i-i <-* © OrHtMO • CO O CO O O O O rH tH OOHO •H GO rH 1-i o o CQ o o H O CO O ONCQO • CCOLOONO rH • O O 000000000 0 000000000*0 000 oooooo o oooooooo o o o o o o o o o o o o o o o o o < ■iooo oooo< s 3 m w s s s§ “ *o S^SS8P1SS55 20 29 8 22 49 20 1 26 201 69 © 00^10 rf NS5 W O-rt H MO O 4^ +3 4H • P- P- Ph Pt P-r^ p3p£p3 ft p -ph^^hh-ph PhP,P,^P-P.P.P. ssss'saaa ft ft ©, PP^P Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2192 EDUCATION REPORT, 1897-98. •finnan (Ids ogi^aatos pus ‘einj -iuanj ‘sSutpjinq ‘spimojfi jo en^A. St $45, 000 1 5, 000 17, 943 0 0 0 co 0 0 0 0 0 0 to 0 0 0 0 0 0 0 0 O OCOt'-OOOOrHOMOOOOOOOO O GS O O O T— 1 0 CO O rH O to O O O O 0 O cT c^ft^cTcTc'rr-rto'LotM^rcaMOtn’HrtCooirr tOr-H 43 45 43 +3 .+3+3 ■ .+3 .43+3+3 ,+3+3+3+3+3 43 P+rt P P, P P — P P — _4 P_3 P P P^ P P P P P P 0^00 fi 3£pp££AppppflPRppQQ Principal. M C. B. Miller, A. M . Chas. S. Gibson . Orson Warren . M., Ph. D. Louis F. Bobins . Peter A. Blossom, A. B. Elwin A. Ladd . Angelo 0. Tucker _ Burdette Phillips . Irring L. Farr . George Freer Norton . George F. Kenney _ Wm. A. Wheatley _ Jesse L. Grantier . Edward Maguire . C. S. Palmer . . Edwin C. Hogmire - Arthur M. Preston . . . F. J. Bartlett . Herberts. McCasland Henry S. Armstrong. . B. J. Wallace . William H, Lisk . et High School . Union School . High School . . do . Union High School . Union School . . do . . do . High School . . do.* . Academy . Union School . High School . Academic High School . Union School . . do . High School . State and post- office. NEW YORK. Addison . Afton . Akron . Albany Substa¬ tion No. 2. Albion . Alexander . Alexandria Bay . . Allegany . Altmar . . Amity ville . Amsterdam . Andes . Andover . Angelica . Angola . Argvle . Attica . Auburn . Au Sable Forks . . Avoca . Avon . Babylon . in to co os cw(NtOTiooaoHNM- 6 eq co'o o CO CO O rH O IP CO ^ rH *■«* rH O CO r- cq o OCH'Mhj • O • o CO O rH Hf < • co co co co o cq CO cq cq rH O CO 'Jffl.-CO CO CO /*£ 00 o t— ' C" oco I2 i 1° t> o cq ) Ht>OWWCq©C * t- co ^ ^ o u- CO C5 rH CO Cq rH CO CO ip o rH C < T#< CO ip °S §° CO O H CO > ocococococqcoocoiPcqrH O hK ip O » r-i CO i o * o cq cq O • o o 1 :§ CO rH • • 'OHt-OO ip cq o • CO CO • Cl ^ l cq • rH 1 O H C > O rH O O O O O * O h* o o o o °g?SS5°° o c > o o o o o c > t^OOOOHjOOCOOOK 3 O O O O O O © coo o o > o o g °Hgs°° o c > o o o o o c . «.ooo«oooooogogoo SSSgS : CP o :§i§ ss ■ IP 1 T- IB°§ p II ££S IP !3S§S£§i??:£ HQOCOOH IP CO t- IP : ss S1 : 0 ;5 c5 10 1406 179 °1 11 1 (Mrf CCCO^ i IP rH TH CN r 1 CO cq Cl cq CS 1 rH O CO t!c ! SP Cq rH CO 1 CqcOrHTttlPrHCOr- i cq Ht< HHHOH 1 rH CQ HJOHN rH C < rH IP Cq hp o oc co rH rH Cq 5 HHHHHHHHMWO*1i — ( rH rH ft ft & ft & P^-l ft ft ft ft rrt P*r- ft ft ft ft ft ft ftft ftftft ft ftftftftftftftftft ftrrt — ft ft ft QQPPQ RPfiP A &&&&& RP PP PPR P * s ■gEl a Mfl M 2og° .◄„• *Jll £ 5 O 3 •SP «6 ooShN fee p £ ^ « as ® •9 ? : ^ :p *§ «5 P® n Hi*'* 4 ^Jl| £.| j! afe". .» 6^3 : :£js s ® g *»; a sjipq |p ^ 2-^ O ! 1 p2^S oj l2 -gH-S^^pl© 41 II 11 ll|a°sf I l^o|^ J? rB fB rS !t! rh l? r-i ^ ^ *7; tJ r \ ^ w fe ◄ -ssa § 1 e£ ^'t^KP C r' S-S-^rPCfti? S S C«piM V5H S h-t p^p-2> 3p p w^pp^ 6 pp hB® d ^dHP^’oPpd^lp^izj Hi flfl g.^‘5.2? HPPP *3§ 1MI ■iiU I-SPS-S? PoP cwS’a •'.S’g-giflSjrcgjM.S pq -pd :ppp P M otflo O o o o o o Ord la isala fsd! \ >m :tq m J' 331 •| © 6s If §1|| 1 falsa. &l rill I lllll WP cqpqpq.d cq cqpqcqpqpq S> S a t-i S00S0000S^^00 sc§°° Second¬ ary stu¬ dents. ■apmaq; » •9PK i g§S£g Second¬ ary in¬ struct¬ ors. •aiBtna^ •ainj^ ! « HHHHHnHHCOHHHHHnrtHHC'l HHHWH lift* 0 J ^ ::::::::::::::::::: : : : : : USplfiSSSSnfisaflSSaa SSSSs Principal. f3 : : : is y ig« •15 ! J s" «a :«(3c *l»Hi i;jis ! P4 . V il St y, H. G. Wolcott . Percy L. Wight . t'hnrlos E A 11am : : Ug - = ^lsgt ] C'C0 g « a >fSoo£V i ; in i « • • -a m ii : a jK' Is i*3jw’ hs 1 fed A. A Lavery . J. E. Dewey. . i W. Gr. Cariner . & Aoademv* . Yates High School. . - Union School . Parker High School.... TT^J _ Ci^l. . ..1 il 3 :; 30 H: 3 :! fi n O C J3-C r® 3 i Egberts High School . . . Haldane High School. .. High School . . do . . . Union School . High School . Academy . High School . Union School . . Hi oli Soli nnl . do.* . Union School . . do . State and post- ottioe. - NEW YORK — COUt’d. Chester . Chittenango . Churchville . Cincinnatus . Clarence . il ^2 >1; 3 *: ■)o; Ulilton springs. . . Clinton . Clvde . . Cobleskill . Cohoes . Cold Spring ...... Cooperstown . Conenhae-en . Corfu . Corinth . Corning . Cornwall on the Hudson. Cortland . Cossack ie _ Crownpoint . Cuba . Dansville . 1111111111111111111 mu PUBLIC HIGH SCHOOLS. 2195 9,428 20, 000 8, 600 14,000 75. 000 9, 800 48,200 5, 500 3, 500 60, 000 7, 217 34, 215 20, 000 5, 500 69, 200 3,300 43, 000 14, 355 80, 000 28, 800 5, 920 iii ;m iisii mills :ii 333 :£££ :03**3 :££ 8, 085 15, 000 ill Hill lll=IISIIg|glSsIls!llllll§ 1 IggSSs illlll rS C « (M N C3 l> O O © COOMOrHiOtHCMCCtMCNl CO HMO 'MOOrtifMOCCOOlNnH 'C0C WMOOrt^OON ^OOlCOMHO^rtO ^1-1 litOHH nt-OON 1 t 4C5 OiOCOHMWCONMON HHHWHHHHHHHHH r-jp/fi, "ft' O.ULliL'S, 'S.'c.P.’p.'^Q, P.'ftO-rri &'p<'S*PjP<'p^4 tL&l3p< »'£&, p(p/p,'p< Statistics of 1890-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S07-98 — Continued. 2196 EDUCATION REPORT, 1897-98. •empunddn opixuatos pm? ‘ajnq. -lu.nij ‘6§uip[tnq ‘epuuoaS jo § $16, 500 15, 000 45, 000 50, 000 11 CO' 4 1 liil 1 ill ;SS§ “ igS 18, 809 40, 000 12, 000 50, 000 •AxBjqi]; oqx at eaumxoA jo .mqumyr © 400 5C0 .. 700 .. 1,800 Sllsllll 1S1P HH woooooooo Second¬ ary stu¬ dents. •exsnxa^ 3D SS 3 cocog gogg®® *®IUW PX° •axnuio^ • CO 43 4^ .4^+3 .43 . .43 ,43 43 43 43 43 43 43 43 ft ft ft ft ftrrt ft OiH ftr-4 rH ft rH ftftftftftftftft 3 ft .sSaaaaaan Principal. M W. S. Steele . Martin M. Todd . L.O. Markham . ; ) c j H :< James Harrigan . David C. Scott, A. B. . . M. TT. Dnsinhnrv K. i Hi i %o£ II. D. Bartlett . L. H. Tuthill . J. R. Foster . II. H. Snell . Win. R. Prentice . F. H. Miller . F. J. Sagendorph, A. M Charles J. Jennings. .. J. I. Wood . R. A. McDonald . © 1 « Union School and Acad- emy. Eraser High School . High School* . > c ; ^ Union School . . rlo _ . do . _ do High School . Academy and Union School. Middle School . High School . Union and High School. High School . . do . . do . A 1. 11 ® ° NEW YORK — COnt’d. Hancock . Hastings upon Hudson. Haverstraw . Hemnstead . Herkimer . Hermon . Highland . Highland Falls ... Hinsdale . Hobart . Holland Patent Holley . Homer . Honeoye . Hoosick Falls _ Hornellsville . Horselieads . Hudson . Huntington . Ilion . Irvington . 3350 3351 3352 3353 3354 3355 3356 3357 3358 3359 3360 3361 3363 3364 3365 3366 3367 3368 3369 3370 3371 PUBLIC HIGH SCHOOLS. 2197 1111 a'sst. 8, OOO 55, 520 7, 500 14, OOO 20, OOO 3,000 14, 050 14, 925 8, 500 8, 000 6, 000 5, 000 105, 815 30, 000 20, 000 5, 350 illinium ill CO O o co co N«ooo OOO mm 490 1,200 2, 600 3, 422 8, OOO 1, 480 1, 505 550 1, OOO 670 U 18 llglllll t— t rH '^T' r-l H (M llfgggllllll Slllaills fflH r— 1 cf ci : 11 o c : 'O * 5 j i c ) r: New York Mills.. slim linn mil! PUBLIC HIGH SCHOOLS. 2199 I II min ^1s°°'ss sis "-'ssf 111 S3riS lllllllll.il SIBS51 c^'coo'oroc'rHo’t^'o'oot^' t> o' c~ o' tP M 1 1111 1 IS SiilgB llllllsllll IsSslSliill IgllSllS lllil tH r-? rH C*i£ rH tH cf HM rH rH r-T r-TrH © -T Cl r* -H COd-H-H-HCOCO-H^-H^tf -H -H -H -H -H ^ < ! O O O lO Cl O t— : O O O O O • 00 CO IWOHOOW O d O iO r-i O O - OiflO^O COOOCOWMO'N • O 01 *OOdOOOt^OOd OOOOOdrHO CO O ^ .“O 1-10 ^ lO O O O LO *-8 oooic o o oo d © : OOlO OOJlOOWCOiO^ WHOOO OO HWCOOWO t-OOOOJO^C3H!OW OOOWCD^^OOOOCl HO(MQO(NNN COOO^rn Tf rH O OOIOOC4 CQ o ®3 O tH 'OHO -H T-1 O O CO O O O rH O 05 O j IO OO O O Ttf o o 00 g53°® lO (M O iH CO | O IO PJPIOH C3HNN t— 1 CSf O Cl Cl O d rH O o o o o iO • Cl OO. tHOCJOO o 100^0 OCQ^'O O Cl ^ O (NiOlO , I rH COHHi PH r-f P^P+0,P-PiPh P-r- P< PP CP a P, p. p« p 55 SSsSsS S5sRfift5ftas(S ftt=P.P,A=&fiRP, ft— ftftr- ftftft ftftftftft MPA^PP 3pppp » !5 feB» ...*»« o»a .. 4iim0i0” iSSissfSS^^S •SM.S'ShiS.S H&O PxH PHSP^P-^ j « llw'5 s| g- ioP^PHOHPf 3h : : : : i :§s ip : : : J.-s|s|l|5g HPPPP3P^rt f4.|^>irgPdg|-| cpSI^^pMp II P bjofco ill m ! pp §Hip§"eS s.so;^ PLiflP^oPO-g-cq^Pi^ PSPPci^^ M 'PcHPPP W :g|g 8oH|S '©'©'TiRS 0 53 g.^3.pf <1PPP O © O'" O ^ O^ 53^3 I is ' If! i £ : I ii .2 6P sllfii llflll H ililiilii I £S > = ca co © ;. © © ® 53 5=53 0 0 0 0 Ipppp .PPhPkPn p Ph p, Ph fXi P-i 3-1 Ph &!|l i ©^ ^ ooooo P^P^PRPRP^ I II mill Illlllillll III: !illre" lOONOO * Statistics of X897-98. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2200 EDUCATION REPORT, 1697-98. •enpejcdd'e opiquops pun ‘ora!* -iminj ‘sSaipquq ‘spunoaS jo eup^ « o»o ■ © o © © © © © .— • m oooooocoo © i-l © • © O 0000005 ■ t— 000000050 o-^fio .100 OOOOIOCS > tH l-oomooojo d « • h* h* o: uo uo o* t> co • co t-h o o’ dtoiOfoo r-iio 1 n H CO ■ ^ OH r-iCQr-l ■€e- • r-i • •Aa'Bjqxx eqq tit B9Uin[OA jo aaqain^; « o oo o o t- o o CO O O CO o oo ! CO o o t> o ocoooioo oo ?: o o o ^ sr o oo . a io « io <0 CO G to -^1 ^ G lO GtNiOCCGCO CM O • ^ CO CO t> O oa r-T ci rH rH • rH qiixp Aanqipui ur aoqianjjj; e •sana^C nr eeanoo jo q^Suaq; © H ^ ^ ^ I? HCOHNHH HHNHHfflHH NHOHrlHHH 1 11-5 p S£Ei3 H H-P -PH • 4P H -P -P> H -P -P H» • 43 .43 • H -P -P p. , Ch p.r— ' P< Ph pL, Pu Ph p- Ph Ph P^r— ; pH r-l P, P^ Pj G G G C P G Ci CO CO CO PUBLIC HIGH SCHOOLS. 2201 O O O © CO O o O © © OlO 1-0100 o o. o o cqoooioovnoor-^oo oooooo ©»oo © © • ip co © co © ----- ----- - — — o o r-H o o o © © © ©O • CM © © © © O © CO © lO < © © © © i © © © oc © ©CO CO CO CO -*1 LO 00 © CO© 0-0©-?*©©: © © © t- © LO © r-1 lO O XC' IO O lO © lO H* H O CO © kO © CO O -r* © ^ CO o cw ^ (M H © H H © r.0 © © CO ‘©©©©©©I CJOOOW ©CO© © © CO CO CO H < CO © CO H N N O N 05 O © XT. CO O lO LO C5 HI H Cl • iC0ClC0HCC05l0HC0'^H'l>O rH © T* rH 0-^1 ) LO CO © CO 1 © CO i — I H i — !COCOHCOCOCO',^CO©COt'-COCO' © HP CO CO CO CO CO I LO H © CO t - ft, ft rrjftftftftftftftftftftft ft~* ft ft ft ft ft C}cDOej•9 a > !CC02 © © ^ cacaH 0H3 g ® <3 g J 2 I E S3 a a HPHHHHPP rH CO CO h* LO © 00 © © © © O © © © © © © rH lOLOLOiftLOiniOiO lOiP corococococococo coco - _ ... _ I CO CO CO 00 io io io lo lo in o io io io to lo io lc io io to in »o cocococococococococococococoeococococo CO ^ LO OO CO CO tOtOO LO LO LO lO LO LO to 1 Statistics of 1890-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2202 EDUCATION REPORT, 1897-98. •sn^JuddB oginiQxos pue ‘omi -iminj ‘sfiaipjinq ‘spanoaS jo ©npjA. i mu it o ;e il SIS i*-' S8“‘ 2, 590 31,000 33, 900 40, 000 50, 000 17, 660 10, 000 4, 500 60, 000 •A.iuiqrj oqr tit saaingjA jo .raqran nj © 1 .. 2,958 1,200 . . 809 1,0911 . . 283 1,000 .. 2,200 il iisim iiiiii :_r -*-i # ^ Students. College prepar- * LO OOOOWW • O ^ O • o • • rH O rH o o o ^H •opiK 5 t- O O O C'l t> ' O WO • O ' • rH ,-H t-i r-H C • O 00 H O •m • oo in (M in co •** Clas¬ sical course. •ainraoj 2 ® : © IO © CO 00 O m 'NO • r-H 00 •91BJY z -t» • < oooooooooo •ainpj; • ° ^°S0000 oooot^oooooooo Second¬ ary stu¬ dents. *9|T3tIl9j[ * I ss®38g8§gigg£s •9IBK g SS®SSg3S8‘5;g55g l 3 3 • £ O . ■opcmoj © OH«^ONICON CO WO ^r-fOCO WCOCvTNNM w in HHONrtHrtH MHHOHNNHNIMrtIMN Depart ment or in- depend ent. t a rJ-J.2 c.'S.c.'S. c, tftficJJftftpJJaa, (S &&£*&&&$ | 1 « Arthur L. Goodrich, A.B. W. L. Millias . i i : IJfSJP! $p.m Z&rA ; ^4 H ^ Q Q : : S : : i \ < M o a £ Il 1JP 13 fill : : : :i ifjSPJJfl £-3«5^|Sm ; fl?2 § cW'cia^ § :i S i Name. Academy . . . . Union School . . do . High School . . do . urrtiuuu ouiiuin . Union School and Acad- emy. High School . Institute . . High School . Union School . High School . . do . . do . . . . do . . do . Academy and Union School. State and post- office. NEW York — cont’d. Utica . Yalatie . v ernon . Victor . Waddington . Walden . Walton . 1 i 1 is if Mi¬ ll iff! Is llll Water port . Watertown . Waterville . Watkins . Waverly . Webster . Weed sport . Well svi lie . Westfield . PUBLIC HIGH SCHOOLS. 2203 4, 000 8, 000 18, 000 11,700 9, 500 14, 000 14, 075 2,000 9, 570 30, 000 5, 300 10, 000 129, 000 1, 500 500 8, 000 1,750 35. 000 111 III! SS" "ci •* iiiiiiii Is!! Illlsal 1 SI1 1 I°1 nH : P P lO 1 P II fd oc *°ia iiiiiiiiib » e* ■4 L53 -# ^ ■«# -* ■*• ->* ^ ^ ^ ■<* 00000 ' o o o o < > O O o I CS°§C000 s ss ccooooooo< O H* O O coooooooooo S*S^SS;S8& d 10^0 !§§' 3§s &SSSSSS5SSS § Si® S3 S dddlOH § P ^ t> >rs W ^ -p ^ sflp«§lHJ§ 1 | oopfopwpippw w o' I2l Sis :« !32 op 8S 3 a ■ ~ P © © 2 P.|os^ Is * ;a«ij||li J^-SP o RP^f tP|d I^^Jd ip PPPP^nHajp ^hs>2pd Pa2 I«1 ass a a.~ PPE £ l! § §*. Sillll! ... « IS-..© © wl2 i^p'^l § ,= r3 ® J'C'O ;3g ccH 2u B « * SB '© ® ^.a « «.*§ S S 0’S S g I'sllc ^jpqooPPOOp PPmSqP ®P a ; g g • © UliSlli^ Uifrllslfl PPOOPPPPPO o o c d -s-r-r-a ics of 1896-97. Table 42. — Statistics of public high schools in the United States for' the scholastic year 1897-9S — Continued. 2204 EDUCATION REPORT, 1897-98. •snyciuddn oijijuoios put; ‘ajnx -injnj ‘sSmppiiq ‘epimoaS jo ouxua. 8 12, 000 7, 500 30, 000 30, 000 10, 000 3, 000 160, 000 60, 000 6, 000 •LnejqiXoqi ut SQonqoA jo J0quiny[ & iillil 1S1SI11 i°Sll 1 : « qipip A’-iuiiiiru ut jeqmnyi; g 'S-ieaA ut osauoo yo q;Suarx © ■<* CO CO CO CC fO -it Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •ajeaiQ^ • d C POOOr-iOrHCOO *dd O • - * j Cl •91BK • rH C rH rH O rH O rH O O • CO CO O ' C O • rH ill O cS •oinuiaj 2 Ob-OOMNHNH^OOWW Cl rH Cl O tO CO •9IUTC OCIOHIMHHHHHOC^M O^OOI>H d Preparing for ! college. Scien¬ tific course. •01^010,1 vM • CO < => o o o • O O rH rH © • O CO lO • O •0[«I n n ‘ (M C SI t- d O ' O O H< CO CO • Cl rH tO i 10 Clas¬ sical course. ■0X^010^ 2 Cl o - # 'OOiOH^O j • o o O O Cl rH 00 •oinpi * Cl o c Z> • rH o d CO d CO • • c O O rH O O • [^lOHOOHCO lDOOOOOOOO O O O O O O O O O O O tM O *0 O O O O O O O O O CO O 1 ' o o o t^OOOOOOOO O OOOOOOOOOOCOOUOOOOOOOOOOOOCMOOO-HOr— ICDOOO oo CD CO r— 1 !>■ ID i-l t^LOOOD^OOCO (M ^CJHHt>rHX^ rH cococi^xiOMc: o COHWHiflHiOii CM OOO^ONOCON O OOOONMOOHHiODCDCOC(MiOCOC500^0^(NODXHDDrHC5'HOiOl> CO CM H C3 H ^ N n CO HHHH(NL-HH03t>f:HHHMH(M r-C CMrH HH^GOmHOOhiOhcOCI^COCJH^OOC'IOC'IGOOlOHOOOiOOO CMr-i fifi op). 2 £ t!) p4 fn W a p > HM t4p^HHG^o5®W£Nddi?Hr?Ptf f4p >0 g oo 4 § ^ cS H ft TO 1 §'§’§§ ® S'ftl S £ 2 gs S Pi • S « H W ® o © Pi 2 "S 5^ © ©rOftJPft f3 PI ft P, E C 0 E t» H <1 <1 H H <1 <1 <1 <1 © 2 . fce^ © Pftf 2 S ® d ® Sh ,r~* Cl C-I ITS r-^ O 4-2 -r_, H*3 »r-J »rH r-H F-< ?4 F-H . -- _ , _ , , _ , , _ _ _ _ _ _ _ _ , _ , ^CS^CSc3^Cw^<3cj®0®0fi®CC®©®a)©(DCili0 HHMPQFqWfqMcpMMpqWfqppppaqWfqpqwpppppqppqpWPpp b* bJD ■ £ • g.2 © >» * a ® .5 * ^ ® « o a° O O ? HD a o ^ '■ ^ '• 5s fe CD CD CD CD CO CD : CO CO CO CO CO CO CO CD l> 00 Ci O H t II a» •A'jiuqq aqj uc ssronroA jo .laqtuusj; I ISISI I II •[[i.ip AjBjipui aT aaqrun^r _ § nt agjnoo jo ® co co ^ co ^ ^ ^ co co co < IP "11“ sf ^ rz +± _ _ 0.3 w •apmaj j * O O O • O Cl •9I^TH9J I 5 • rH • 1-H • CO CI O (M SS®’-10 oc^o jOCM-^ 00 oio of-WM-# HCrtfinwoHia S'!;ol0“«§oe*a2i'o“,'§23 CD CO 00 CQ»T* rH HCQOO(M(MCl Ht'OMHHLOONiOnOO’fOCOiOO CO 0 ri CM rH 71 O 00 j 2 O rH O O CO 00 a t© sss- - O • - O rH O O O # CO CO CO '*-=*- OWOiChOOMiO^* lO l- CM CO 00 O O 05 S ® rt tH CM rH CM ClHCOCMCOtOOCOCIH rl r- O H f c*; n lO r-« •9IBH •9^019^ I N Cl CO ^ CO Cl 1 10 O CO CO c '*COO®» ClfDrHCOiOOO O OHHOC1 1000000^0 > ® a Ad u O A I'SS . © : § w> • >3 . P • P -.9 u • • o ce 53 o £ . ~ p £ § d- PAS © ^oJSHlfg-gwW p © asp -a * .§H § ^p M fs os «j a p g "® o '?3P5 sufe ^ tq P 3 £0 02 pH p P §9^ d'-H’ Jp Mp4 |p4 © £ jf P^P Mp o^j 4 o p 4 p ^ 4 4 p ■" '^l w-. « H^i-s^PP _ a a® E O Q P © o 00 cc CS o£0 o o G 1rS).2i'ScJfx)r^^ op ®*P asP«3 fflp p CO fee"® Sp ® A O fcj/J OOOOO r® 4 A © ®®aS«^ ooooooo®S^aaart®o®® pppppppppoppfiflPPiQO iO CO CO CO CO CO 00 05OHC^C0^lCCI>C0C5OH(N«^i0 T}1 ^ o 10 O 10 10 10 vO Ip LO O CD C CD O « • j • ■ i— 1 ■ O o • CO CO • lO • to • i-l CO j • CO * ‘(MO 58as'*gi8as83saga'H',,'8ssa'i,s*'gaass sissasssasasss •HOr^OrHOi-tOrHOOC^COrHrHrHOOOOCOOOOOOOOrHO^OOOT OOC^lOOOrHOr— (Ot knhcihh^imh^ IOHHWHHHHOHWHH1 iWrlfOOHNH^rlHHW Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-9S — Continued. 2210 EDUCATION REPORT, 1897-98. oTjtftiaps pne -in-inj ‘tiSujppnq ‘spcmo.iJf jo ou{ba § 1 llllllllll s s'^sss^sss's iiii! -1111111 ;s"-*a's :8“”gs'“s •.fjxuqil 9in ui saaiiqoA jo .!9qunijq s 1 1 ir is ills joj ^ j il il“IHSilBl * • T* *liup ui asqron § : :::::::: :S ? •BJVdS xn os.inoo . ft ~ ® • a o q^Saoq; 2 !£ ^ rc ■*< co co CO co ^ o HHHOO 'OriO 1 • M OS .PS OTtCCO^’f'MM Students. SI*al3a£Sa •oiu^r 2 i .: : ^ ^orl = H i°HH ; s« - 111 0 3 th ■opuruo x Si « WH^OfiCN^OCO^' O !M^GO 1< CM H •®I«R 2 SO COOOCOt-OKCSn'tOHKOMHCO'tOOrinn 5* £ |i 2§ -M <8*1 •Qpsmaj * o < oo o > e-x o o ;m > so 1 . . • 0 CO rH 1 • ‘ O ' 0 • • » • • 1 » 1 •®i«rc ee *** o • cq t- ’nwc co • o • » — 1 « rH * rH • • • • O CO H '* 1 • H ‘CO ul ■9{x?rao^ «* O rH • O ' WrfO'NNOH • • < ^r-(CQ • • « C3 • • . • CMH ' ‘ ' .»• •• ^ ^ ;o j^oortHcw j i ;-*-<« : i H : : Si || a* •9lT3ra9^ © o os=>oooooo«oooopoo«ooooo •®I«R © o o-^ooooooooo ooocooomooooo OJ t.- r-i Igi IP •aietaa^ * ®T«R S §233g£S.SS33S3S2S5S«S;S§28 isi^ ® >-.r u © rH C3HHOOOOHH djo o o ©oo*-m ©o t-hth o o •®™ ] *3 Igils |lsf« P -3 1 lllllllllllllllllllllll | , 1 M j mm ,3 .......... 5 iiiiiiiiii • • * * GC •••»•• » 1 1 • rj • 1 « 4 • • , « : :-2 : : : §J :.2 IliWlMiljil & fl ....................... o ] ! i ; ] ; ; ; i ; ; ,* ; ; j ; * ; ; sLimmmmmmii!! ^o^ooooooooo — or'O'O'O’C'O'O'O'O^ G3 w ••••■•■it L . . £ W :::::::: : CO c 0000000000 0^^r0rc^0r0rwrcr0^w'wr0 1 • 1 1 • « 1 1 f • 1 « 1 • • 1 t • 1 I « 1 I • « t i. *c g -C.-rt =3 53 - 13 1 • 1 • 1 • 1 1 « 1 t H • •••••*•••• 1 j JjfififUJ I t filfiiiiiJi 0 0 ocooot5ooooc • •••*#»••••»• 1 1 1 ■ 1 • 1 1 • < 1 -1 « 1 * • • • • • • • 1 • • 0 1 • >« 1 1 • 1 1 i • • ' • 1 *rH 1 • ' . • ' 1 iliJliilIllsi HlllllllIlII 5 ci5 C5 0 0 0 O O C3 3 C d5 -** loet-aoao-iMro^i' g iaSiSSSiSS! IlllHIIlllli PUBLIC HIGH SCHOOLS. 2211 11 1 i S S’ : fulfill »0 H o” N 5£> 0 0 Tf« ^ < CO ■** Hf CO h} * H* H? < H? * HJ< CO Hf » Cl -CO CO r? CO CO Tf* ^ CM 40 Hr' -«* ^4 ^ CC > ^ CO CC CC : co cc > CO H4 CO CO CM rH i- r- Htt © OiH © rH rH © rH • lO © r— 1 © © CM © • r-' H4 CM © © • ■» * rf< O CM O > CM COtH OCJCI «H CM © rH j O O rH © © O © jcQi— iHflOrH - • oooo^oocoooooooo 'OOOOOOOOI o o © © t^gCS'°S00g00^ °°° 0^0000^00000^000^000000000 CJC30 ■ t-oocca^.-iocts ^S^g^S^SSSSSSa Si i!Ot!0»Hi(300 00 -*00 00 O NOO1-1 MO rt«0 O O OOC-1 O O * eo -«* eo co os ift eo m - Preparing for college. Scien¬ tific course. •apjuiaji 12 ° ; r • i CM • rH CO OO W looiooo •ait?K 12 ° i r • • CM • i—l ©1 OO rH 1 O CO i© tJi CM Clas¬ sical course. •apjtua^ 12 woo • CO • CM ;0 CO O rH k© o l© CM • CO O •eitJR [3 o-,- ; ^ ■ CM • ITS o O CM HHH-O • CM ^ Elementary students. •axuraa^ © Cl O O iC CD 71 O H OO OOOOCM OOOOOOO CO t> rH rH Hfl •®I«R i» i OOOCMOCMOO OO O © 00 O rH oooooooo ■ht lO L- CM co Second¬ ary stu¬ dents. •ajntuaj |s> CCCC5h-(MMHO ©CO O CO O GO rH rH CM CM ^riHCOH O CM CM © CM CM CM rH CM CM k© ■apiK 00 © CO 00 © CO rH eO l© 00 OCOOCliO OO C- O CD O © l© CM CM H CM CM rH t> rH r-l CO r-i r- n CM rt CM CM O Second - ary in¬ struct¬ ors. •©juraa^ OOrtMOHHO W r-l rH r-i rl O O HrtNOHrl-# *9I«K *3 HHHHHHHIN W r-l HNHHH HrIHHrtHN 1 ft A ftr^ ftr- ft ft ft ft ft ft ft ft ft ft ft ftrrt ft ft ft ©©©3©i©© © © ©©©€>© ©©©£©©© pppPp^pp pp PPPPP ppppppp : % : : . ; jai . © © • • • * • • :2 . : :w ho | : g-s S s « : S • o u ri a fee - <§ -.sp S-3 P 3 c5 on 9 i :2 lS5.rssJi h o nd ® a^^po P § 05 £ .2 o W<1PP6WPp HH Sp O © C O © ©« - V £■" ' c3 U o O 2 J«5 w r= -5 fcJO £ —•a s> rr« ® ■ ■ > | £ tS ODtCOSHtBcSODcj feCfeCfeli® M s- ® « flBfiflh fer^ a Msaaappp *’ ■ 'o !p o * ^ 1 il ^3 • fl Mo £ O 75 nO c3 ,= -C 'O feScij^ BO o c o © © hi © i! ' 2 _ ® ® ® CS ® ® © ® © *S >5.Z tS.S-2 & © © © © HWMh3l IftOt'OOOi O O O 05 O O0 00 CO CC CO CO CO CO CO CO PUBLIC HIGH SCHOOLS. 2213 1 i ii ii « °° '* gf 20, 000 40, 500 40, 000 12, 200 30, 000 18, 000 10, 500 1 CO 1 il i -H * rQ ■ 12, 000 30, 000 5, 000 3,000 20, 000 27, 000 16, 000 85, 000 1,300 15, 000 5, 000 10, 000 8, 000 8, 000 1, 500 5, 000 12,500 2, 100 15, 000 1 s 18s* 11-11 j! fills- 1 II :§| in 150 400 500 600 0 800 100 500 lslll-111 rH CO H< CO H< H< tH COHiO^CQ * 03 O CO iO U- CO N O i> O CO 03 H4 H< CO Nl"tUO HlOO^lOW o HCOHO t- t>- 03 03 CO Hi O O CQiOONOHWOONOHI 1 o o • o © • 03 • ; o • O . rH O OO O Oi CO 'CO o o CO j • O O 03 O rH • 1C 03 • CO • ! 01 • rH 00 H4 iO o o COOCCNW • O © L— • CO rH rH rH • • CD © © CO co 03 03 1 O 03 03 CO 03 H H CO CO ^ • O OOiOH • tfO CQ o ct o t> * ^ © j • 3 © •9l»H M j :M OHWCQ • o © • • rH Cl Clas¬ sical course. •9XUUI0jI « 1 ° j • j j • 3 • • rH i M i • © • . CO CO 3-)j+5-P+3p+i+54i+3p4j • -H 4-» +3 p. p, p<— paft Principal. M S. H. Layton . Fannie E. Thomson. .. i E. J. Southwick . J. C. Conway . 0. S. Kibler . D. Carl Yoder . W. P. Stewart . i? & yi \R !^< t-sC 3 • ■ ■ s Hi A Lilli 5 -°oooooooo|SSS ||< ics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2216 EDUCATION REPORT, 1897-98. •sn^iadde oijijnaios puu ‘ojnj -iiunj ‘sSaipiinq ‘epiuoiS jo onp?^ ■oooooooooooo •oooooooooooo ■0040000000000 IOOOOOWOOWO oooooo .O© oooooo • o © iO ^ o o o o »o© 0«10 « © O •,Cju.iqi[ oqj rri 69 amp) a jo J9qum_f£ oooooooooooo co oooomooooo •[[ijp AJUji[ini ui joqranjKj; •6JB9A at ©SvinoD jo qjSaoT; CO CO ^ CO CO CO co • St'S; 6 1 a w .5 90 ^ ce • • 6 IsIllS ® fti UDcS IS (MO 1 H O CO O • O O rH •0p?ai9£ Cl H O ^ O CO ^ 00 t- C I (O (N O OlONOHfflCJi i eo -* co ci eo ^ ■ i m o ‘in WOO * tJ< CO IOHOK5H.WOOOOIM •yjEaia^ •oiTJH •ej'Gaigjj; ■or^K ‘0^013^ •8I«K o • o o o * o ■ lO •9iBai9j; 5JQ IM O M t> N H 00 (O C - i* CONnrii •9ITJK | fc, •9^019^ •9IBH O O 05 iHOi— (OtH^OOOOOOOOi I O O Cl o o IN05HNN, ft® H Q, ® g S & ft G s a ftftftftftftftft ft-- ft ft ft ft ft ft ft-) ft ft ft ft ft'ft ft ^ ‘ ~ ~ ~ ~ ~ *•' p G> © © © © © © q ~ ' ' '• - “ ppppppppp£ppppppp«ppppppp B * § tq © p Oft r-t © ® Is ft W flo“oo« 2 w -S T c «ro0r~i2 0 ? 3 Oft ? p iJD bxft rv . u- ujr. ,§ Jig0* es g of §« ££ g « J &g § g.e-P^J g^ S^^W^MpO -O^.ol £OOWp p^POi-ii-ip'^ppdpp^pM2£wpwd5ipp SS ©,!.!, !^ • I £c® fc* I ft J p 4 § fclD : > ft : £ £ 5 5 £ n • g I ft! rt £ a 2 i £ ^ £ ft ® ® ® ‘ ® « '® © i ^ ft a s «2 c-gft S § fll £^5§P^*rft>cU - _ OOOOOOOOOOOOOOOOOOOOOOOOO PUBLIC HIGH SCHOOLS. 2217 fill ill oo oT ci" of in o' cT 1I111S1I111I11I1I1IIII1II11111111 io" w o ® w o in » ri io‘ n in o m" o' rT o" o" o m o ®' o o o o & m co 1II11I1I O iO^ nihilism ggggg ”rH SS8!» !l“! §1-^11111 11-11 r-T Sill •*j< co co '^fo-^'^'^co'^'^cocococO'^WOMiO L* O O (N iC CO HCt> O MO 005 ^OHOOCOMONOOCiOOiQOOHNHOCJHOlflWW •HWOCON I>0(M^(MI> 03 Cl lO OHWOC' HrtMOWNOiO^lO^iOHeiHWNOOOH^HOISWM o • o O 00 o o o o ;© O 1— f - i o o ; o o Cl o (N d o d rH d • id O T-H o o o o O lO Cl o MOOrl • ^ O i H - i o o o o o o O i-H x* tH O ^ ^ ic d ! ^ O r-i O OOWOOOOOOOOCOOOOOOOMCO ooqoo.oooopoooooooooooopooooojoo ooc-looo®©c?o®oo©ooo>® 3°£i££kd0£00£30£000300g00000S © © © © i-R © © ^“"■g-SSSSSSSiSSSSS^SSSSSS^SSS^gSSSgSg&SSSSSSSSSSSS i © C-J IOt— .C^SO^OO t— i O O O -O i“l CO O O O I 03 O i — i OOOfHOOT-Hr— iO t— ! O O . I CO © © © © © © . HH«OS3HriHi INHOCqeqHNHKHMrtHi p. p, p.'p.'p.’p. p. p,'o o'? tj^'v 0~r “lst3 i'da o o o o g 'p'p'pno £ _ &■% 3&x& I m If ■=l 1 Op \m is a® |Spk If £ 0 ^§40' . .. . _ _ . POOOOPS ^P-lP-tP-lP-iP-tP-lp-lP-lA^P-IP-l' : :S : • . iS I-*-* ft &s 2 & © s. . F i^lli Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2218 EDUCATION REPORT, 1897-98. •snjn.iedd'e orjr^Ttaps pur? ‘aitn -ULinj ‘shtiippnq ‘spuuo.iJf jo 3 $5, 500 20, 000 3, 000 1 10, 000 1111111 1111111111 : ninn®«hV oVw^'oaiHO : •X jujqi[ or# hi eauinjDA jo roqumyr c 75 500 11 IS Sflgg 09 008 QZZ mil S3 •sj«9.C ui osjuoo jo qpStro'X « Si 1 CO CO 1 CQ CO CO CO CO ^ CO < ro co ^ © Tjt Students. College prepar- atory stu¬ dents in tlie class that gradu¬ ated in 1898. . •oprcna^ 3D j o OHCOO O • O j OOC^OW j O O o « •9p?H H O | CO -vtf « OOflOW • -t< © o * Gradu¬ ates in 1898. ■apjuioj; 5® T* o cn-uo^cooHiOM« moowH^ooocw •oiuk « Oi> ema««OH»4» rH©««^^«©00* Preparing for college. Scien¬ tific course. •OpBIUOjI H o I 4 0 . o • * { M j j o o » o • * c : x . 4o . . . . do . . * up . . . op . i « • » • • • • • i • i * i • » • * * c o o c XjUZXlX Stokes Township High School. Higli School . . do.* . . do . : !1 ' ’ r— i :«3 i \i : :g o o „ : ^ High School . . do.* . State and post- ofiiee. Ohio — continued. Shauck . Shawnee . Khororlsvillo > li S hr eve . Sidney . if IJ Somerville. . . . South Bloomfield . South Charleston. Smith TWi-tt • . • • • . • • i • • i • • • i ?i Hi > O • • > \ in • g • H 111 !CG tepringboro . Springfield . Spring valley ... Steubenville . Stookport . 1 Stoilt, Stoutsville . Stryker . §§2SSS§S 4110 4111 4112 4113 4114 4115 4116 4117 4118 4119 4120 4121 4122 4123 4124 4125 PUBLIC HIGH SCHOOLS, mil: c- OQ • • oq t-H O CO • CO £3dS00000033 OOOCOO^OO OOOOOOOOOOOCOClOOOOOOO-fOOOO g00^ oo^oooooococoooorrogsoo «= o jo oooooooooooooooooooooooooo ooooooooooo< SSSSgg^S^SSSsSSsSSSSSgS SS03 '*3^8§S8S8SS£§S§SS3SoS S303 8S8S8^8&S3gi5®3S5828g383§3 OOlOOOHOHHOOH^OHONOrtH i-i^O HC^HONOHCQOH^HOWCHOOHHOOHOM IINHNHHHNNi I W ^ i-3 so S'® 3 a^.M^ a-S^^H ^ ^ d ^ ^ o < ^ d ^ 3 £ 5 hj 3 'r~> d a d iif rnnimmmBm ^hH* dp^M^d^d 8HH^SlmW.tsjS£pH'.2'j 0 .S£d®|^. i iii is iiimi 1 1 m> •o! ® Table 42. — Statistics of pullic high schools in the United Stales for the scholastic year 1S97-98 — Continued. 2220 EDUCATION REPORT, 1897-98. •enjujedde ogtjuaps put? ‘oanj -imnj .‘sSuipjiuq ‘spunoaS jo en[B^ ?! $1, 000 1,000 1.500 2, 000 2, 100 10, 000 10, 000 5, 000 7, 000 8, 000 12, 000 25, 000 3, 500 4.500 15, 000 12, 000 500 1,200 5, 000 •Axe.iqi[ oqj ui soumjOA jo joqranj^ Is ~§a8Hsgs g 300 250 265 250 100 50 S3 •pup ^rejifiui ui joqumfl; 1 • ::::::: : •eaeoA ui aejnoo jo qjSuoq; © CO CC CO CO CO CO CO-^CO-^COCO Students. College prepar¬ atory stu- lents in the class that gradu¬ ated in 1898. •opino^ X • 0 • 0 • jo jo jo •oibk h :- ; rH CO ; 0 0 1 — g !!§ •oprae^ S rH 03 © oo w ® es •<* im t-od^i < cocoeo-^riio ■9FK ft ¥4 tH CO - O H O P ^ H Tt< O — 1 CO • OH-OHnO Preparing for college. Scien¬ tific course. •OptUO^ • 0 O O • O • • • rH • * • CO • • 0 O Elementary students. ■9|BUI9JX © 008g2°g0000 : £3°°S S000£?0 i •9 i«re 9i 00£££°30000 i w^00?5 £000k° Second¬ ary stu¬ dents. •opraaj » •9[CK i *» !S£ i C f J i a ^ •opuioj O O t-H r- > O rH O O O O O OOOOO OOOOOO •9[nM HHOHHHHHHHNH hhnhh hhnnhh Depart ment or in- depend ent. h DhP. ae, c,apq|H fr h G. W. Goshorn . J. E, Collins . J.H.Diebel . Frank Appel . . 1 Name. « High School . . do . . do * . c 1 c I'C . do . . do . Monroe Township High School. High School . v mage xiiuu oeuuui .... Milton High School . High School . Special District High School. | : i : : : : : >o{>ec fill 0 rj I II 4§° 3 XJ1 Ohio — continued . West Alexandria . West Baltimore . . West boro . West, Cairo . a i? West Carrollton . . West Elkton . Westerville . W est J efferson . . . West Lafayette.. . West Liberty . West Manchester . West M ansfield . . . 1 j N | y is 1 ^ §i $ J-PH+J -H 2 *£££ £ West Salem . West Union . West Unity . Whartou . | 333:3-3:5333-3 33333 333333 PUBLIC HIGH SCHOOLS. 2221 2, 500 10, 000 10, 000 10, 000 10, 000 5, 000 20, 000 3,000 4, 000 8, 000 30, 000 14, 000 8, 000 11 vef©~ rH >H 5, 000 4, 000 30, 000 60, 000 58, 000 3,600 40, 000 38, 706 ■ills :”‘sas 10, 000 illl :ggg lg8 §lslssgl§ illl“S 11 SI1 : r-r lllslllll aslll rH r-T CO ^ CO CO ^ cr ^ CO ^ CO CO CO ■** ^ "41 CO CO ^ co ^ CO COrHCOCQCMCOCO^CO CO CO H> CO H< fH © rH vO © • © 'Cl • « © CM © CO © rH H< tH CM • © • © • CO © © t— i © H 1.0 CO 0 0 0 HWO - CO ©HH • • 1 1 12 « ' • • rH © © j © • VO T 91 l ' *H © • (M 0 "o 7 0 30 1 5 CO : :g° © © »o © © S * © © • vO 0 .... 5 1 25 2 4 OO OOOIOOOOOOOOOO oo ooooooooooooo CQ C3 HCOHOHOOHHOHNH o o o o © - 1 © o o o o 8®g§§ rH © © CO © lOHHHHCOHHdt ©NHN^HHM , ft ft— ftftftftftftftftftftftftftftftftft ft ft ft ft Ph ft ft ft ft ft ft ft ft ft ft ft ft ft ft ft IS |s !i “liHIM Ii^l WEHcd^aid^sdHi^^cci-ii-iddo^fi^ W| i p • • i i P SMa.wi^'S^S d « co - in o r: o c5i w m rji •3FK « O L-» fO t'* MWNiOlXNW^iiOOOiOOMC CJ O 14 o tf)6 if r Scien¬ tific course. •apuuajj; O • o « • O O O O O (M O O »-i O • O •opK W o • : i o O fc— CO O JO HdOH • O Clas¬ sical course. •;>puroj[ 2 O CQ O | • h o o to ci o o MOOHf O O '™ Z O CO o : : O Ii : 5 5c Wm. H. Lindeman _ a. A. Weber . John 11. l)tinn . W. S. Bertzog . I). C. Stunlcard . A. Reist Rutt . William M. Benson... John J. Brallier . John 14. Mvers . Elmer E. < tarr . J. Alexander Clarke, A.M. C. T. Bender . J. A. Grier . i o c o o o c c : p rc ts rs 'S rr . do . . do . Easttown High School.. High School . . . do . State and post- ofiico. H PENNSYLVANIA— 1 continued. Ambler . Apollo. . A Vf.il Lq id Ardmore . Ashbourne . . . Ashland . A uillov ?j i < ll Bangor . Bath . Beaver . Beaver Falls . Bedford . . Bellefonte . Berlin . Berrvsburg . Berwick . Berwyn . i Bethlehem . | Birdsboro . 1|1| |||1||1!|||||||| || PUBLIC HIGH SCHOOLS. 2223 iiiir §58 lllllll rH rH Is 11 as ES*3i is!8l! w N ^ ^ e.: can « r: ^ :o coco^hccoomco^io © o o i£> o HNHOO OCO-^^OOO— I r> O ^ — ' tH ^ CO I o oc CO w o C C O U O lO : ® 0»ftHOCl?3^COOlO ■ Looooooowntoo W m C l CO lO o O Cl CM OiO^OOO) mO^OOOOOO-MOOOOOOOOOOOCCOOOOOOOOtHOJOOOOOOOOwyOOrOOOCOO O^DOOOOOOOOOOOOOOOOOO^OOOOOOOOrHOOOOOOOOOCJOO^OOOOO iSSSS55|SgSSSS;SS5SSS?533S5g3®SSSSS5i!'Si2g?SSgS®5S3S5§! OrHC-imOdOCOClOOCOr ItQOOHHrHOO’ )OWiHOHHOO(M^OO NlOONHWHNH CO i 'MOH^IHNMONHO' p.'S.'S, s,' aa?,i£. e.U'i.'S.'S.aft p.'=*’H.'H*<- • rH O © © I © Id *aFK • Wifi W O CM 1 O CO H t> • CM rH © © • rH CO Gradu¬ ates in 1898. •oputo^ © O NWMH^OMCSCCOCWt-fflOWMSOt-lOlflN (Mr-1 -* rH rH 'aIBK « vi lO H'OOCOHiOO^MOMCOOOiOH'ON^tN^O rH CM .0 to® .gl> cS ©! ftg © u pH Scien¬ tific course. •0TB UIO^ 14 ; i'° i CO rH 'OHO • rH • • © ■ © < II 1 © •OPK M T=( 17 12 O CO ' "H rH CM : j° © Clas¬ sical course. ■©pjumjj « W : 1)0 i O • '(MOO • CM ^ • © rH © © CM vi vi 31 13 rH • • rH rH O i CM CO • © rH rH oo h m a g g| © P P” •eXBuia^ e v* © © 00 © © © © © 05 © N © © © 00 © © © © © 00 © © •eiupg; © © © © © © © © © t— ©©©©©CQ©©©©©©© © Second¬ ary stu¬ dents. •OIUUIO^J t- OH00(OH'l>iOOOC50H('^HiCif5 CM CO CM rH CM CM r-«. r-. CM CO CM CMMiClHHHHi« Second¬ ary in¬ struct¬ ors. © O CMOHOHCMOOHOOCMOOt— (CMt— lOrHOr— (CM '0I«I tfs> CM CO^HHHHHHHCIHONHhNHHHCMWCM |ir i'S ® S o © ® P r3 h 4343+3+3p43+34iHH-P+; pH P i— M. F. Cass . Virgil E. Saylor . H. L. Beber . E. D. Carothers . Harry F. Stouffer . H. E. Gehman . John n r>i>hi _ ! t- > © I | !* Id F. W. Balthaser . I. G. Miller . Charles E. Lord . Howard M. W elsh _ E. H. Biter . J. D. Hunter . William D. Smiley.... C. E. Heller _ 1 >» i* © s ft « High School . . do . High School (south) .... High School . . do . . . . do . . do . Salisbury High School . . High School . . do . . do . . o . do . . do . . do . . do . . do . . do . . do . State and post- office. H PENNSYLVANIA — continued. East Mauch Chunk. Easton . . do . East Stroudsburg Edwardsdale . Elizabethtown .... Elk land . Elklick . Emaus . Emlenton . Emporium . Ephrata . Erie . Everett . Fleetwood . Frackville . Franklin . Freeport . Gallitzin . Gettysburg . Greencastle _ Greensburff . 1 Greenville . 05 OHNM^UOOr-OOOOHNM^iflO^OOOOH O HHHHHHHHHHWNNNNNNNNCQWCO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO PUBLIC HIGH SCHOOLS. 2225 1 rlT :! 11111111 1 ill! il 111 22, 000 25, 000 20, 000 il il il ;a ;s ;« illl illll 1 ©~ jg “•SSSSSS 50 :SS3 jS 200 350 300 .. 2,000 -. 600 600 500 .. 2,500 400 422 200 |g il |Sg| 50 -. 1,200 12 25 19 400 735 250 500 -. 4,500 - 250 200 300 50 mi ini” 11 :g H H< CO H C- 00 CO cs H H H< CO CO H CQ CO CO C Q Hi H< H H COCQCQCOHCOHlCOHlHlCt; > CO 1 H COCOHlCOCCCQHCl H - H o rH rf< o o o o o •OOH © © © © tO © H © rH CQ © © © © © © CQ © o Cl H r— 1 CO H CQ © CQ O OHH © © © © Hi © rH © CO H © OHOHO © iO H CQ CC iHoeoqooohwoNgcooeo deNfflt.COWOhOMSN^OHOWOlflNOt-Or.O « © ' rH CO CO rH CQ CQ CQ © © CO © CO tO ©’^'^L-'-OOOCOCQ© CQ CO © rH © rH CQ * rH © O i“ • O • O CQ o o • © © © © | ! ° © 0 20 0 © • © • © • © O :S ; o j CQ CQ o o ■ © CQ CQ o ; • © © CQ © ■sH rH CQ • © • © • © o lOOfCHCOO CQ • • o © * © rH © © • CO © to © j H< - : © © © © © © o 10 25 2 1 11 1 - i i CQ © • O CQ H o • © © Hi rH j © to « © rH © rH © - -T^OOOOOOC^OOOOOOOOOOOOOOOOOOOOOOOOOOCOOCJOOOOOOl'- oooo ooooooooooooooooooooooooooooooooooooocoooooooo oooo *°.^.|>?Sg00§ISS^S8SSoot'S5SSS^osSgS0S§SSSCiS^S5^S?3g02§SS OOHOOOlNOHHOOHHHHnHHWHHNO^OOCOCHOMOHWHWHOOOHWOH HHHO CQ CQ (M(MHHHHHCIHOHMWNHH>H(NriHMHHOHO WHHrl Pi P« ^ P< Pi P« P-— P r-iiO CM O O '■£> .CM ! CM ' j 100 300 506 •[jap ^J«X!Ura nJ *i9qranjsx © « :::::::::::: •eaB9*C ai 93.inoo jo q|Sao,i 2 1 CO ^ CO CO ^ CO CO Cl ^ ^ CO Cl CO CO CO CO • Til • Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •apsaia^ QC H rH O CO rH O 0 r-< 0 CM • • • O O i-l CM 17 Tfl O H (M H H O O O CO • » « O O O (NI>CO^OO^WMClri< CM rfOHCO u c2 bJDqJ 5 -0 E ® C3 6 0 f-i 3 Scien¬ tific course. ■aienia^ 21 • 1 1 rH 1 t 1 t o0 1 • O 0 1 • • •9[BR | Si • O I 01 Z CM • • • Clas¬ sical course. •apstua^ 12 i i • • rH • tO t-h O 'CO ' • ' ' O t 1 1 1 . 1 * Ol (M •aiBH rH ' ^ D H • b" • • • • rH • 'rf( *H (M rt i 0 "3 ® © ® 3 w ® •oiuraaj © 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0-^00 T 00 i-H ■«T*K 000 ooooooo^oowooo 0 o to o o ^ ^ CM I Second¬ ary stu¬ dents. j -apjraa^ « H Cl l>COO(NOr-l^50COOiHCOCO lO rf 10 OO Cl ^ CO 05 Cd Cd CD O CM n Cl OWri’HH t-h CO CM CO ■aiBM > OCOO HOt>iOt^!OW^tOiOiOH(M CO CD rf O Cl lOdO (M CD CM r-l CM CD Ol M H OI r— i H T— 1 CO Ifl" © j- -P 0 02 ^ « j -oinuia^ I © . uf p,aa ,aaaaa&ftftc,ft p, _ _ _-®®®®©®®®®®- flflp ppppppppqflppp r ® ® ® ® RRRR >j ® fll? c3 cS ttff ® br® t-5 • S 0 -g g-^2 q ® r^grt*28SS3ls .WS«g£fld a tC © = 2 ^ © b td h3» © - m B 5 ® § ©R^W^d 5 W-CnS 2 ' ci c3 O O C © O • a ; ® ® : cs . . , . Pm'00 A g S? : :a ® > : ® S| S i i; ^ 3 • 'P'2 ® • i— 1 PcSO'T' ■■oS S ©P! ® : ► ' '? .2 § © 3 *5 ” <5 '£ o © © 2 2 *C a p a P ® s 3?3§SSSS.S § § § O oooo SSSSSaSSSSaaS 3 bo be 5 W o oW O U g*S a«SS3F £ £ H HNW OO 00 00 CO CO CO ^ m O N CO O O H ( CO 00 CO GO CO 00 ©i 05 < cococococococococ I CO CO CO CO PUBLIC HIGH SCHOOLS. 2227 o o o o o • o o o o o o o •- o o o o o o o • o o I— 1 pH CO OO'OiOOO ^ O O CD O O iOO 03 Cl T-t H CO CD O 0 0*0 CO O O O O’ 00 IDO OOOO^iD O O LO H (M CO • 03 ,<1 cd’ ‘ |n 2' S I SP ®^H ® s ° O .® '5 p >r § §•5 ©£ I S-’wJ £oJ © fc, © *i.0iu,ci!5’ a p P co h £P^f> oWF. PP ; 'p ;: c« ® Is ft ft ® ® © ® © ® PPPPPP © © © © © ® © PPPPPPP .wd^upp dPd > O^i bD o . •r1 n on> Fh (D ^ w r O pO -+p i * . /to .R a t>- ^ S 5 ,§ £.s o^P g-ssg P S3 §^pw . p CO P U ■p t-u i-j O 02 <1 P d S 3 3 d o5 G> -.‘3 g .5 P5 fcfi : « Pi fi"» § i|p!a igltl w s-g £.2 ® .2 1 5 3 .£ .° =i'a'S £ Se a © ©^ PPPPPP pppp Id WtHiDO Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2228 EDUCATION REPORT, 1897-98. •sn^uiedd'e oqpruoios pun ‘ean^ -ixunj ‘sSuipjmq ‘spunoaS jo Qhjba « $35, 000 20, 000 5,000 8, 000 1 . OOOO ‘ O t * »oo • • • oooo • 0 • • • 0 0 • • • oooo • 0 • • • 0 0 • • • 0 0 to 0 • ir— • • • 0 0 • • • TjirHlOO • 1 • • ^ d • • • CO • III •AjBjqif oq^ hi egtnrqoA jo jeqranjq ** o o o o ooooo 1,000 50 000 .0000000000 O O LO 1OOOOOO1OOOO dtoco iCiC^iOCOOOCOClrHTji qjijp .faujifira hi joqumjq © « : : : : •6jbo.£ hi os-inoo jo q^Sneq; © H MM«« -H< HI CO CO H< W CO h< H< n CO H HI ec W CO H< CO Students. College prepar¬ atory stu- dentsin the class that gradu¬ ated in 1898. •opHHaj 2 d • • • ^ |OH OHH 'HHH^ • • O •epiTC $ -1 : : : CO • O O rH O CO '^HHN • • rH CO Gradu¬ ates in 1898. | •fquuio^ § O O O d O WHLOMON^HH^WrilQOil^O rH CO Cl t-( t-i •0Ii?H 15 HCUOlM d VONOHCOXOTHM^nONOO^C Preparing for college. Scien¬ tific course. •OltJHISj wi Cl ^ 0 O 'rH ' MOO • • ■© 'HI 2 O Cl x#i 'CO ' 00 to • • »0 'CO 1 1 III 1 Clas¬ sical course. •o^maj 1* CO • 1 • • I I CO ZD ' « » ' H H • • ' O 0 1 •oicK 5 CO • 1 1 LO Cl Cl • t t 1 d 00 • • ' O rH 1 §5 1! <5 43 w 50 •opinio^ © oooo o ooooooociooooooooo •9i«H * oooo o o o o o o o o o o o o o o o o o o Second¬ ary stu¬ dents. •einmo^ COH^H T-i WCOHOONClgHHWCj^W OC CO CO •aiUK OOOCOOO Cl OOCOt^O'O^a^MCCOO^lMClCMNH HHrlH T-i lO CO CO Second¬ ary in¬ struct¬ ors. •ojeuia^ © OOOO rH HHOMHHOOOOrlNNHOMHO ■OP'K d H d H rH HHHHHClOdClC'l^OHHOKMN Depart¬ ment or in¬ depend¬ ent. 43434343 43 43 43 43 43 43 43 43 43 43 43 43 -43 43 43 43 43 43 C4 pi, p* Ql pH PPPPPPPPPPPPPPPPP © ® © © © ©©©©©©©©©©©©©©©©© flfiPP A ppppppppppppppppp Principal. 1 : a : : t> a' f _ h’s : : n d2 > t? §gf* |^Sg jefjsjac I. F. Stetler . TT TL.vr.isA _ Erastus L. Stoner . George W. Phillips . . . It. L. Schroyer . W. Peiff N auman . W. E. Borger . Joseph Howerth . Marion Hoskin . T. S. Vickerman . Jno. L. Lehman . Clara M. Cline . J. H. App . Charles P. Sweeny _ Name. « High School . . do . . do . Cornplanter Township High School. . do . fin ♦ 0 c 1: . do . . do . . do . . do . . do . . do . . do . "Union School . High School . . do . . do . . State and post- office. H PENNSYLVANIA — continued. Iieynoldsville . Pidley Park . Rochester . . Pouseville . a • 1 £ : < 0 fee Eg i %% 5 > fcfi.2 h ? wS V { c8 rt ct i 02 03 a Sayre . Sennvlkill Ha ven Scottdale . Scranton . Selinsgrove . Sellersville . Sewickley . Shamokin . Sharon . Sharpsville . Sheffield . Shenandoah . Shippensburg .... Slatington . ooisoh (M MTiio©i>ooaiOHNMT)un(Oi'Oca -h< § m io iooio^isminooioo®®oe«o ■rH rj. -HI -HI -Hi -H -H"H'-HI-*i-HI-HlT*-HI-H<-’il-HI-H C© CO O no c i©0©©rH©rH©©©©Cq©©Cq l©© ©cqco^©H ©cq hnhnnh©©ho^©coh!N©X( HHHHCqCOH I Cl H ^HCqHCOHNCOi P«PPp«i • gw i u-6 q u is tsH cj r o o - -■ - 0Q S 0 h S^2 © o g'g | u 1X3 S b 2 ,S § _jh 0 ®3a25Bf3:b IP s 5.2 g = 2 ®P 5 35 “ - H o P i S £ P p | p ^ » MpSP^PoPP4 g^lH^ - a ppb pp^pcP^HbaiPP^OPMPPPIPPPb^P ^P I a So a^ p § O O O © O s'1 © o ©njTS-c-a oP'©'© ■ • fac pp £ fci © •>■< PP tx O 53 PP W r— I p3 g ^'©3 § « a . all bJ'S a p ^ s W M ~ *— 1 e C3 r~N !© ■ ;S'a-ea©SP®ra5s9i3a5 : S 3 a '5 5 ^ g § g 5P § ® I £ lb q: Q ^ htjflflB ® a 23 g SHPah-CSgggSbBS’SBg 3 o © ^'a’gag£go3S>J-S-3-g3g2^|3 3 © © & a .S ^ P ._i.rt.rt .rtoooofcik^s hn flfifiwseKkk CQcQcQOQcQoacQcccOMCQccccaHHH HHH HHHHHHHHHHPPPPpts-^KK^ Jb3^ s P^SShS© !3§gq3aS S. 5 a t> o 00 o © © sc g g © © o b b >k-b -b 3 'b © ®3Po h a f>£b to a: cS 03 O ol . . A. H. Keyes . . It. F. Colwell . A. B. - Edwin A.Koves.r - - Frank E. Thompson . . rial Geo. H. Bryant . >bl . . Frank A. Spratt . - Wm. W. Curtis, A. M . i « & ■§ ; ; ; ; ^ : w : : : §::::::: o H § : :: 2 : $ a* ■ : : Itogers High School Townseud Indust School. Johnston High Scho High School . . . c 0$ • CG. 0-00000© 2 ® - o o o a STb1? '='* .IT . . • -O t* -r- • • H :::::: : w oM : ; : State and post- oflice. 1 PENNSYLVANIA — continued. White Haven . | Wiconisco . Williamsport . Wiiliainstown .... Wright sville . Wyoming. . York . Youngsville . RHODE ISLAND. Ashaway . Auburn . Barrington Center Bristol . Central Falls . East Greenwich . . Newport . Olneyville . Pawtucket . Illlllll 1 III 1111 II PUBLIC HIGH SCHOOLS. 223 L • : : :ll 1111 :l il 000 000 000 000 sre OOP, 00G 009 009 1 ; ; is? ®H?q :^r :C SL Cl 1 CO o O CO ' ^ © 1 4 d o o © o © © © oocaot-^rooooooo o o => o r- o S03S°°S: £S; © CO © © © ©OpOHONOgOWO© © © © © » O © Cl S83 » CO © © CO 00 CO SS331 £22 g&S' (MiMca i5r*«S~'£«~S®*00S°SS5£1 110 © t- iO> 0 ° 10 28 © Cl ICl©O^0©©0HHCHH0WO Cl lCCCHOCl©OOHO©© © O O I Cl O O © H Cl Cl I r—* *H © rH O t— i Cl < III II ^I^rIISrSr&mrSSrrr r >-H I — I f-i rr P P Pi-rt .-rt P Pr-j p Pr— < s^ssm^rrI s-sl ^fes ==|j= •s « ?° £vj 15! ll! ppMl^ II; I ti%* Ph o E? tc ■ a is i= ^|d«°Sf4 I .►l|!al IMS-Ill P <1 W . Q Jjj <1 flig 1 s: pqpp^ m «!iii bSOfloH i H I >^1 Statistics of li Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-08 — Continued. 2232 EDUCATION REPORT, 1897-98. opi^uoios pun ‘oinq. -iiunj ‘eSutpjraq ‘spuuojS jo oniBA 5 I 5,000 1,000 2, 000 2, 500 GOO 1,200 1,600 200 625 3.000 7, 000 300 1, 900 17, 000 300 17, 000 500 1, 500 875 •jfic.iqr[ oqq. ur satunjOA jo aaqran^j H « 8 jw : :g?° • rH O . rH o ;J3 000 ‘I 001 098 001 Is •in-tp ^JT?;nmr ni J3qom£[ © e» 5 i : • i i i i j ; •ejna.'C ui osjnoo jo qjSiiQ'j © hH hH i M i • lOlOiOWCO©HI>WCO©OOCOH ^ © CO CO lO (N © H Cl C 03 © CO © » <_ 0 © 'ft . I £ 5 £ mm • '.29© 'th fto a § ^0,. ® _?mr pi jn gp _ i • cc . . ^ -i -=* - - POhsMhj P % 2r m o n ® O h R p,g .. H "SShS a o w M o 03 e3 Cft « pj £“ > U o S O o) g^WOpg ® .k: ® lis jj Ha^WP-idPPP W^HpWd» ® C ft! bCOftl I IB'S *3o D ^uj ? cJ- £dW-g ® ; o -+a eg (ftCZ2a3 02( bfi 2 Pi =3 ^ o-r; we £ ® g g III M0Q02 OP «2 2 3 a S Tt c5 g SMod S « g o S » fl , o.h g of pj ^ 03 "M S 03 ~S >1 c . *3 fe.cs«.<3.®pp a : a jh ffl ® a a — 7* cs fe ® o jj Pl £* 1 gP'g oco g apfl^5gJo-gg^'g = ; »h : M << i-H O iH CO • • • • -T* LO Elemen tafy students. •op?tno£ © * 000S°K0 = 0 5 •OIBK © ooocdocoooo o nco© ooooao o Second¬ ary stu¬ dents. -OIBUio^q * •oibk a | _ J jr^ •OXBHIO^ © OHlOHnONHN O r-ICOrHr-li-I^HOOC-l 'OPEL HHfNOHCQCIHH d. jA.MCLOUtn . S. K. Clark. . J. Jones, jr . A. A. Farley . i «i J. N. Crowder and W. L. Wallace. W. T. Loggins, A. B. . . E. I. Luna . IT. G. Caulk . F. Sharp . jrercy mcijoiiaia _ _ John J. Wolford . Hudson and Robinson. E. F. Boone . Robt. S. Bowers . 1 L.S. London . © 1 * « High School . ) O |-dr . ao.' . . do . . do . . do . o c ■S — Big Valley Academy . , . High School . Academy*... . Hi ah School* . College*.... . xl i an ocuooi . Zollicoffer Institute *. . .1 High School . . do . . OP . | . op . State and post- office. SOUTH DAKOTA — continued. Plankinton . Pod field _ Sioux Falls . | oprmgneia . Tyndall . Vermilion . Watertown . il ® £ TENNESSEE. Andersonville .... Arlington . Aspen Hill . Avondale . Beech Grove . DOJL18 . Bluff City . Bolivar . Bradford . Brazil . 1 Bristol . Ill min § niiiiiiii ; PUBLIC HIGH SCHOOLS, 2235 1 1, 000 2, 500 2, 000 _ 1 iilfillliiil in jin rH r-! ;^iri' M :c»“'^r-r-7 ® m iiiiiiii 11111 '#co'nhh!d"i>h Doin'®® 111 1 ste'rf - tonmciNNrfH O O - Hi jl js°g 200 g 1° 150 150 686 50 619 SI i rn » CO CO CO CO CO OCO fc- OOMCOH • 0 ho 0 • 0 jo gig 0 0 CO OO Nin j CM • rH 1 © •opjoio^ 15 2 3 • • » Cl Hf o ® ■*ra 13 o W | ffi • • | rH O O > CO CO HHHHHrHr— iCOHClrHrHHHHHHH j g S fl ^ p, ® •-1 © fg ©So !H® p O _o ^ W V H b fc; 2 cc • (£ p ^ tg j? : « g a & : ^ muqjwd . 'XJOdjAa^; Philadelphia . Pigeon Forge . Pin arm _ _ Pleasant "V iew. . . . Pulaski . Eipley . Hockwood . Rucker . Rnehv . . Rutledge . I St. Elmo . 1 Scotts Hill . . Sharon . Shelbyville . Sherman Heights . (Dt'QOfflOHNM'tintOt'OOOOHlNCO PUBLIC HIGH SCHOOLS. 2237 oo o o o o oooooooo oooooooo oc-oooooo O ^ M LO t- CO CO O lO o o o O . O CO O tO o O O O CO O • O < H< CM CM CM H< CO 01 CO CO CO CO h< 00 CO 00 • I CO CO O CO CO CO CO CO CO ^ CO ■ 000 CMMVO OlNWOOOt ' ^ O CO O O (N O CM I ICQOCOnO O • O Eh • O 'tOCOO ' o OONHH 00t00r-<000< OOO 03 0»0 oooooooo 00000 I TP 10 « t> (M CO NCI>0 O O QiOiflOO 00 O’— It— OOOOt— !CQt I^OLO^ClOiOd^C'iOiONCQCC^XOO O O i CMHKMEhtHCMCMCO CMr-i-^i 'TJI HH CO r-i O ' O O rH O O O »H O CM t NOOOrHHKH^OOdi lOHMOHNO^.O rH CM C 1 iH tH : 0 in ; j irp : ; ;P4 . . • /iT ^ • : : ' ; ® : M ■ nt 5 js ill :|1 : t^o’e *. '~S IpC ® 03 ® -w «>S p a « a lan . /dwell . S.sl g'a-^ © oi Ph 0 ^ r5 PPpI C _ 1 t-i |gdM SI ^ a o‘^> . • s © . ^ 15 fi i-j Hi ^ 1-5 >-s H O Ph -§ CJ}§ JC=1 5 S 0 -5 ^ o beg %. co pq h] £ g ^ ^ ,® ©>i£ # H | ^ ^ ^ 3 iis-gw* g®sas SHcdoH 5 © CO rfi fie >v O >i® s ■ ' H o' ^ ?rf® .a-g © gw co o M 'o © S3 ’"3 ® oj^+s P-~-p °f-S^o .3 S>M U ®-a 2^-s ^§|l1'ii|§ig!§l 0 H s 2 0 O O C O C O CO 3 oO pS O® o® O O ®-bK &n o o o s e tec ® ® be u a 2 ® 3 13 ctPWoP W " * a P ^ H £>• © £ H-r gt> ©> ^ B CS © M >.rrt Ofl O ©S « a 0^ --T- r- iv'ST; n-H hhi-Jh CSBHf'cjSa®* 3 3 <3 © © © O V M (h h iH Eh I UCCOhOOOOHNCO^iOOt'CXlCJJOH )tCtOtOtOtOOOOOOOOCOOOlHlH ■ t> I> l> t- t- L- L- t- t> t- t- U L- L-' I> Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-98 — Continued. 2238 EDUCATION REPORT, 1897-98. ■snpeinddB ogrpmtos pun ‘amt -ni.uij ‘sSurpxmq ‘spunoiS jo eng? a | lilllllll 1 ia iff sLcL cl ill •j£jEiqi[ 9i[; ut S9uin[0A jo jnqranjq «i ** 0 1 100 100 250 500 120 30 1,000 1 §ll°l .: 4oo 11 j i ■•[[tip AiBrquu ut laquinj^; 8 •siboX ut osinoo jo qq.Suoq ® i CO COCO^CC^^CJ CO COCOCOCO^CQC^^COCO-^r^ - Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated. in 1898. 'OJTJtXrdJJ . x ! « i • |OH o • © CO . .•Old t-H * I O '9FW * ^ I ; j^rH - : iro co • tH © • * © CO JO jo r-1 {M • o Ill •opjuia^ © O CO j o o o O CO C4 Cl CC H O C ! © ■ *ro •«FK 2 W ! O CO joriW to CO coHirocoot- Preparing for college. Scien¬ tific course. •opeum^ 14 : : i ■'* o S00 o • o ; ' • • OQ '8IBH S| 7 : • CO - tOHN - : ifO • 05 : i !:t” Clas¬ sical course. •■epemoj; « CO • jdg,o O CO * O o * • • co • © rH | £ j : ;o Elementary students. •afuutojp © £ ooooooooo noooooooodooo •»FW • O OOOOOOOOO MOOOOOOOOOOOO Second¬ ary stu¬ dents. •axutua^ X s sssassassssssas ■9FE 2 gJ35§85SS3£ SSSSsSS3gS35!5S ] a -2 « » •oputOji » O HHONOMOHO HOOriiNnHWHWWOtl •oinjY tH HHISINMH'Jrt:! HflWHHHHNHffllNHH U&l* !s*l' «# I 4© 4^ +3 -P -P -P 'P>-P +5 4J-PPPPPP-P PP *-P> p 6ppppp3pp £ppppppppqp£p i o a E i j ◄ i ! l- 1 1 ri h5f «j . J3. w arren . Lucie Carroll . \V. A Palmer if :«tc a fj 15* it I !§ * In h: J j® >5 Us 3 !ii W. R. Silvey . . W. C. J antes . h 4 t A. W. Evans . A. E. Watson, supt . . . M. Menger . J. P. Stephenson . L. T. Erizzelle . J. P. Dohertv . £ « Male and Eemale Col¬ lege.* High School . . uo. . . do . _ do _ _ > O C ! T3 ~ Hawthorne College * . . . . H i ah School Male and Eemale Insti¬ tute. Hi nli School * _ Berry Creek High School High School . . . . . Hraded School . High School . o c s — * ' 6 c I’SI . ^’op . . op . . op . . op . I. !! r 02 - 3 ! i g : : s : :r § 3 :: J, © "® 3 S Si g M PC uauuo mins . Caldwell . Calvert. _ Cameron . | Canton _ Celeste . Center _ a 1 *H *r- :g S Chisholm . Cisco . Clarendon . Clarksville . 1 uuiu oprmg . 1 Colorado . . Comanche . Commerce _ _ _ . Corpus Christi. . . . Corsicana . Cotton Gin . Crawford . E KSlsSSggl g|g|s||s||gg| ill i ii iiiiii §r # PUBLIC HIOH SCHOOLS. 2239 liSlillilili iSiliil illsiiisniiii g igSSiS' ; o cc oo < cT cc t> © cc” ri0(M g CQ - -s ^ H ^ H pq I EP3^a2fv ^6u4 loH^Htchi of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1891-98 — Continued. 2240 EDUCATION REPORT, 1897-98. PUBLIC HIGH SCHOOLS. 2241 1 11 liiilii H .o 05 O • • • o • O 05 o CJOO O CO COOOOO 1 O o o o ONOOOWCO • < O O O t> O CO 05 oooio - o o 00 rH ^ L~ O rH O O O 05 • rH o o o ocooooco^ • C O O O tH O t> rH rH t> CO o « o • ° :° j : 00 : : O 05 • i ° CO CO o CO : : i° : : j ^ i .H • C4 • • O'' o o • I o ^ o • • ' rH ' • 4 11 1 05 O • O M • 00 • • 1 • « O O CO CO CO o o • 05 O 05 ^ • l> 05 • • ^ rH • ' o 1 10 ] - 05 ! ° Tjl • rH ' ' • i • O 05 rH lO to o o • 05 ^ CO o ' ^ CO • 05 o o o o o l — h ore o caooooooioooooooooooooooooo »W0°0|0°000 000g°gs0-0'* 00 g$goooo«oooooo;oogoooooo ooooot^ooooo g.gg'*c-g§t-o,sg'* S3 sss^ss^ss09 r ss^ss^sssssssssss^sssssssss^sssss ©(Mr-IOr-! C400©©i-I© ->#0 Op(OrtOOHHHOHNHOOOHOHH«OHHHeOMOOHH«r(H rtHHHONHHHH^H r-l t-l NHHHHNHHNHOHHNNHHHOCrlNNNHNNHHrtHHHttH ftfiRp-J aJJ p,ftp,a Sift ,J _! 'p('pl a'a p.'p.^ 'p.'p.-J ‘pH'E,,J p_J p. p, ft p, p_^ Pn a'p. J J a'p, p^ ZSMzSssSz&S && .glafSfippSlfiQloSsllfififlfioSflpSfifl^Iloos U NiiilfilNjag S3 P II |l =|-S si'Slh 2 Hh f4ai^^^^^i-i^cqi^^d^^^i-3'pHp © © rp © E P3 TO © J3 bC • • -ft b£ . k;fcr $3 : : :63 : i : : :£3 § * o %p I llgl O tfi1" oooefe^g^oo ■ Oftl^oOnono uftlPSpCnO ' S be • • • • o WrW ■— ■ 63 : : : i536i © t> Cj S • £ :^^^ocph?-( ■ 11 Pn P-t pd 3 P5 O O © !i 8« "all -ll 15° ® *HgSSS1 i S«OSl* &JS3 a 6 ar ft= llsslllllllillllllllllllllilll §§ o o a i=S§i.ai illllllllll II |||1 ED 98 - 141 S§§£§gSSSgS§SS§SS=:2S32S522 Statistics of Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2242 EDUCATION REPORT, 1897-98. otjrjugios pm? ‘arnj -laatij ‘sSmpymq ‘epunoiS jo anp?^ •A,rr?jqq gq], tir samnpiA jo jaqnra^j; qjrxp AjL’iqtux xrt jaqmnjq ‘Sxb3j£ m asjnoa jo qpSuaq; r'i n. 03 p 2^3 fctts "TO 2^53 O s’-1 •9{X?tn9J ’TO •m r3 ft g .®!d U o’:s «2 © ■apjnia^ •9TO oooooooo< ooooooooooo - ooooooooo ** '"*0001000 i I W W--N CMN Cl W W « CO CO M M CO CO CO CO i lOja^oQOJCJOioooascsaoiaoi PUBLIC HIGH SCHOOLS. 2243 o o o o o o o o o OOCOO^JIOOOO cT irT cT t-T cm cT cm' CO O OiftW o o o o o o oooo ’ o o I o o ■ o o o o o o o o igTcT OOOOOOiO»OOOiOrHO O O O O O O 10 10 O O O O !-« CO H to CO H LO H 00>0 000r-<000 rtf tH CO^^tH^t^COCOCOtJ<(M^^ • ^ ^ ^ JOCOOpHOOCOOOO (M W O C O M O NHOHNO(MCO!DWOOO O O rH CM ^ 'Cl OOOMHOOO > O O iH o CM < C3CJOtO*«OOlOiON^OON I O CO 00 O CC LO O OIOOCDNOO^OIO O Tji O H cc LO I (MCOOW^O^LO^WOOO I CM O OCIOOOCIOOOOCI O^OOCO^OOOI Cl ^ H to Cl LO O M H CO > O O CO O CO tOt>OCOHCOHCOOLO' I CO o lO Cl ^ t> CO 1 ONHCOOrlCCOO • O I Cl CO t> O ' o O O r-i CM UO C I O O O dHOHOCQ: ooooooooooocooot>ocM- O O O © CO © © © © © © © CM O © l<0 © © HOiCOlO' oooooooooo LO 03 C lO O o N O O LO © O O O O O oo O O no © O »0 O © O CO r-H CM CO iOCO^P T-l CM ©cm c-o LO lO CO (M CO < > ID lO CO H b- CO 00 ' to O CO Cl »r, oo 1 i CM CM iO CM CM CO CO CM CO i OO'jHMNOIXX) I CM t>- CM rl H r— i ' I CO H CM C-l H O CM O i o o in o ci o ^ -p +3 -p 43 -P * +3 4J +3J -|_3 4J ^^^-P-p^^-P-U-P-PPP+S-P-P-P^^-iJ Ph P, p, P, P, p« PUr-w Oh PhP,P,PhPhP©(I)OiD> ■w ' Ph rS P © . Pj •M Sf* 3d 2 p jrP . ?h .T3 .j Ok * P 22H*iiligl3 !& l|i^llw^ii|-piri^42 ^pqrt-S® ^^cctdoFQ.^aScQrqO,5-«i2H|-rilj( LC p -r-, O £p a » R^-pP --^12 bL •r-'o fl ? «8 © S a|dw^ p£ ai3S . jfi 00 1 < 1-1 a . MW2q3 ® wd«2d ©P^ § £ oTWP ;f Rig § g ^o4w gp g’Ss^lM^ a^ a § ^ § idMPO pMwodO^^Spp^p^PP 0 CS > ■s a j o«1 50 rP © pi 3 poa IZ J «S dp 02 •£ ■ nptf aia « 5 Sgs C5W as gM ◄w ;Sag®( ! 'H..S 'p P r :poHd p£?p ■ ■ S' |I'alll1Sl'Ss-§3’S1-Sl§' sss-gga-cS-SSs-Sessj-fljj pqpqpqfflMiiapqoqoppppcRddd P43 H K. fl ° P c ro o a Cl rP 'O p^ a o a R. P o §> '■£ ©'pa a « P 3a . 33 'P a o "R 'P d ^ 4 j7?r-4 ^ ^ ^ (H ^ h ■ M-ri O ® ® o O O; nd >b P © 5 a ©ooooooo 0,9 p o a o5- h>R)Rj^a e3.P -P |Saf J CC 'H P hP 1^3 g: i ® c ;«jp ,p 1CCO2 02C CM CO CO Co xf in O t> CO C3 O : — iClCO^lCCt>COC30H rf< 4< -4 ^ LO LO LO LO LO lO lO lO tC L0 C C CJC303C3QC5QOiOOQC505ClC3C3C3C3 CO 05 CO CO 05 C30-)!MCO^inCi>OOC30HCMCO^iOO Ot'-t^G*L'-I-Gt>L>-!>t^*OOCOOOOOCCCOCO cococoaococoocococoaocococococococo Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1897-98 — Continued. 2244 EDUCATION REPORT, 1897-98, •snjB.redd'B opijuoxos pun ‘o.inj -xujnj ‘sSuxpxxnq'spunojS jo onp?^ S* OiCO o o o • o to o o o o . o o o o © . *rT o o o h • rH CM rH rH • © © © © © »o o ©oo © LO © CO © © h lo •yCjBjqij oq) Hi soxhujoa jo joqxunyi; H « • OOO . O <•10 0 0 • LO . O O LO o • O CM O • rH CM CO • • LO • © It i CM • « • •prip A-iBjiqxin ux jaqian^j © •SJB9^ ui osjnoo jo qjSus'-j © H H H H H H H H CO H H H< CO HI CO CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •oibuio^ cm © © © © © O O iH O CM f 0 •®i*w 1 5 ^OHNHO O O rH O O i : ^ Gradu¬ ates in 1898. •opraretf 2 O O Cl H O N OOlO O LO CO © H © HI •9I»K tHONNNO O O LO O CO CM © HI © © u «g , u® .S %D 11 ® JH P* Scien¬ tific course. •gjBiuoj; 14 H • '(MOO : i : o • • © © © 1 1 •9IBK W 0 i s IT :° : : : © ' • © © LO • I ! Clas¬ sical course. 5* LO © © rH © © O rH • 'CM CO • CM © rH I •9I»K 11 OO^CIHN rH O • • CM LO • CO rH CM • Elementary students. •9[BUI9^ © OOOOOOL^OOKO © © © © © © LO ONO ^ rH CM Cl COCO •91 El © O O O O O O CO O O O O CO OOOOLO OHIO HI rH rH rH N W l> Second¬ ary stu¬ dents. •9JBUI9jI 3D hOCOOOOOiflCOOO O 05 OO Cl O H 00 LO © CM HdCQCOHroHHHCl CM © rH tH CM rH •91BK CCOOCOOiOCOHCOOOlO CM O © 00 OC CO © © CM CO H CM CO H CM H rH rH Hi rH Q H H CM H H Second¬ ary in¬ struct¬ ors. •apuuo^ © CMOCMCMOrHOrHOCM H CM O rH O O rH rH rH O •0PR U5 HHHHHHHHHH rH CM rH O CM rH O HHH Depart¬ ment or in¬ depend¬ ent. H ftftftftftftl^ftftft ft ft ftJftftft 22 ft ®® ®rt®®® ftrt® pppppppppp pp RhQPP hhP Principal. M H. Dressel, j'r . G. H. Dalrymple, A. M Walter D.Parsons _ Daniel G. Abbott . G. B. Frost . S. C. Hutchinson . Z.C. Hinds . Ernest A. Maynard. . . C. C. Davis . Henry Conlin . Edwin H. Whitehill . . J. T. Colly . Mrs. C. W. Cranby _ Theo. H. Ficklin/M. A W.N. Hamlet . Miss Virginia Camp¬ bell. M. H. Arnold . C. N. Lynch . Wm. H. Jones . a5 1 6 « High School . . do . . do . . do . . do . Graded and High School High School No. 2 . High School . . do . Cave City High School . Guinea High School. . . . “ Washington School” . . Graded School . High School . New London Academy . High School . State and post- office. rH 8 ^ j ; j'S M « : § § Ps 1 PS ^Sg'pjcses® E3 Ph-h ^ [> fc> West Rutland Wilmington . Wb ite River Junc¬ tion. Winooski . Woodstock . VIRGINIA. 1 Abinerdon . Adriance . Alexandria . . Ashland . Beaverdam . Bedford Springs . . Berryville . Big Stone Gap. ... i 05 Q Oi 05 O 05 O rH CM CO TKWO 05 O O O O OOO 050000 OOO rff lO lO LO © PUBLIC HIGH SCHOOLS, 2245 500 600 35, 000 1,500 7, 000 2, 500 Ilf Md© 000 ‘01 000 ‘9 1, 000 2,000 5, 000 2,000 400 2, 500 6, 000 8, 000 1, 000 10, 000 16, 000 5, 000 1,500 000 ‘8 000 ‘01 500 2,000 5,000 150 1,200 40, 000 11 HN 2, 000 2, 000 300 500 0 © o ■ o 450 .. 2,000 15 iiip°i 0 60 300 0 200 400 300 :§|°° • © . Cl- CO CO CO H Tt< H i- CO CO CO ■># cc CO H CO Hi CO to CO CO • CO CO Hi H « CO H l iO CO H CO CO Cl CO H i CO j CO Hi rH O o CO rH rH Cl CO L- © © o d j j co j j © rH rH • rH Cl O rH rH d H« O O - ^ j i tO • • © d © • © tH © © do © © O H rH rH CM O ClHs®e3ws§§3 IfOI'lOHOOHOOi iNOWOHOMOWfNOlM lOfN^CCOO OHOWHHH^HHO. (MHOW^'Ni iHHWOHOH MHfNNHHOHOi Statistics of 1896-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1891-98 — Continued. 2246 EDUCATION REPORT, 1897-98. PUBLIC HIGH SCHOOLS. 2247 o o © 00 o o o o o o mo© ocioosiowmcooo o^oooooooo- © o t- © m © co © ©coco CO tH m^r-4£qcoo^toooo CO CO O io :i C) Cl XO MO O l> O O O 00 CO ^ I r-H t— ( ^ CO 1C H ^ Q Cl ^ Cl r-HOi icocoomococo^o [OOOCOOt^-Or— fOOIOO lOOHMHt^HCMHJOH! I C CO CO O^OL _ . . . I>©00(C®©000D0 QPAPqftpQPPQPPPPPPPPPPPP Qh Qh £-< pH P4 Ph Pi Ph pj pH pH P P Tj P P ©©©©©©©©©©©©©©ip©© pppppppppppppp^pp .. _ j3 • <0 ^ ^ ^3 > a 3 © •“ S rp P ® £ JT P ffl pra a ® te ® P * J 'S-’S 2 Shq P 5‘^-S'i4 o bJ0° 2 O ^ P ^ p p p j2 g P w 1 1 P p I ^ pq 1 P W d d 4 r ^ « HQP biP ; C3 k iP & >5 p t>> PR a ■a=n 1 g |6‘CSW gaooi gP^P^H^pPPp ^oa2t»H5>4^df4dP'P^dPPR opp .&JDO . _ .§1 ooooooo??1^ ^Cjrdr-r^r-r- ^ ^ : a ©r^ 000000 rr« »-0 rrt PTH rrt r—J a? re oW oooooooo PJ dp bJDbJD pp O o o o X) o o 32 02 pp 00000 p gp PrP o ^ O M ® pj- p |£m 2 ) M ©•a Is rP J» Si p 9$ ■ ■ ■ = ,— - - - ^ 2 ^ ,3# « : j ^pg| BPS a *' a q P © fl”,a s- __ rt O 5 0 0 _ _ _ P (> r- p 5 ■ P.2^ >0 3 rt o te C3 g^O ^tiP ICO fcu-t is„_ g-p.a ® pp P 2 CO rO © CO cj o O O O S.h Su p,3 ®L-k[>!>L £ ^PPOOPPPPPPPmcommHH^PPPF1 pwpo © rt P o a :2yi ® § p.S 2i= t« -^r ~P >>r bep © ® - 2 M B s| g P.'S CP P ^ © o be ; * _ p P • © rt 00 ® ® ® 00 :pddP :p^g^ppppu ' 05 O H d M ^ lO O I > m o 10 in o 1 uominiomoioicinminmininminin Statistics of 1806-97. Table 42. — Statistics of public high schools in the United States for the scholastic year 1S97-9S — Continued. 2248 EDUCATION REPORT, 1897-98. •snnuBddtJ ogrjaoioe paw ‘gjuj -iujuj ‘fiSuipjmq ‘spunoaS joaiqB^y § $30, 000 30, 000 15, 000 14, 270 10, 000 30, 000 5, 000 20, 000 4, 000 if ;s‘ III 1111 i-T 00 00 00 tO d :§ ; oT . •Ajcaqix aq} ni eaumjOA jo aaquiu^; 150 0 750 542 100 30 700 627 200 600 1, 930 2, 200 1, 138 325 650 450 300 300 ! io • r- T1IJ1? AaB^ipni ui .iaqamjsi; § :::::: : : : ■ • •bjb9.£ at osjnoo jo q^aa^; Si Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1898. •opjuia^ 9D ** *** rH • i ^ • < => O OiOO^ •9l«K 5 CO H^OH Gradu¬ ates in 1898. •0XBUI9J 16 L— co Oi •9Ib;r[ 3 WHC H rH t-WOlf5MONOONNifJOOMN Preparing for college. Scien¬ tific course. •0[Bra9ji; CO CO j O • O O rH • O O H i 0 13 ^ I O ^ 0 j 0 cs i 0 ■9P’K Iff o o o o © © o •9TBK , oooooo oo ooooooooooooo Second¬ ary stu¬ dents. •apuiia^ on •9[BH 1* S3X50S12 SSPSSSSkSSgSSgS Second¬ ary in¬ struct¬ ors. •0XBUI9J !® O r— ( O O t— HOOOrt'dHHHCONWNlOH ■8FR B5 NHCRNHrl HHHHCDO^rHH^HOHlMH Depart¬ ment or in¬ depend¬ ent. 43+3 43+3+3+3 4^433 4334-3+3-+3)-+3>'+3>+343>4-3+-343>4+>4^ P 0 :ra- i :] i It : ! a ■ . & : 0 er CV P . . c • • Is : Third Ward High School High School . . do . . do. x . 0 0 State and post- office. WEST VIRGINIA— continued. Point Pleasant . . . Ravenswood . Wellsburg . e s it * Wheeling . WISCONSIN. Algona . A 1ms, _ Is H- Amherst . Antigo . A rvnlA’f'/vn . . 1 Arcadia . Argyle . Ashland . Avoca . Bangor . Baraboo . I Barron . laioiaioioo EmioaoiBioinmiOiaisiOioo PUBLIC HIGH SCHOOLS, 2249 iiiil coo^To-o :111s r-l ooooooooocc i i i • i i • i i • • » • » t i • i * • Little Wo High Scht High Scln Medina H High Scb t. |1 Wisconsin — cont’d. Hazelgreen . Highland . Hillsboro . Horicon . . Hudson . Humbird . Janesville . Juneau . Kaukauna . Kenosha . Kewaunee . Kiel . La Crosse . Lake Geneva . Lake Mills . Lancaster . Linden . Madison _ Manawa . Maui to woe . Marinette . Marshall . Marshtield . Mauston . sssSsslIllli: > ^ £3 00 2 2 !-< * _ _ PUBLIC HIGH SCHOOLS, 2251 30,000 12. 265 20, 000 3,000 12, 000 100, 000 75, 000 150, 000 10, 000 20, 000 11,000 7,000 1,000 20, 000 10, 000 15, 000 12, 000 10, 000 20, 000 6, 000 5, 000 30, 000 15, 000 20, 000 13, 000 75, 000 2, 500 10, 000 10, 000 16, 000 4, 588 19, 000 28, 000 35, 000 3, 500 27, 732 12, 000 76, 688 18, 000 50, 000 14, 000 2, 000 20, 000 sII!!lsilsslslsllS!sl!l3§l!sl llllls Ilia 09 rH jr-T ; 725 300 300 .. 1,075 859 400 .. 1,100 300 570 .. 1,000 rH O * CO « •rKMHCOCO 'COO 1 O b- « rH *WO • ^ CO CO O j i O CO O N O H jr -IN^rlNOCO CO • O • 0^iOO^COWOi t*< iO o o « ^OHOOO^COW SSSW2' WNhCO^l>O0OCO^OlOO5rO^:]HHOHCOO( rf ^ CO O OO O O O • O O CM O O O , O -O^OiOOOOO CM O • O O O tH O O O ^ CO CM I O t- O O (M CO O lO O O < ooooooooooooooo ooooooooooooooo 8 oooooooco oooooooco 3 000000^000000000000000000 OOOOOOCMOOOOOOOOOOOOOOOOOO sasossgssssgi ssssjsj g2«sssgssa5ss;i35sss5ssss0s iggssssssss&s; OHOOiOW^OHOCi (NWHOWWHHHOOOHHON^IHHOHi I iC5 (M (M CO CM dHdNOIOHHOOiOO(M( 1 W H H ri CO rJ Cl r I CM CM H CQ O H , "p- PiAaftS, pi p

    CO O ift c • CO lO W ^ Til ^ H (N CO W H (N j CD rH rH qiiap Xau^xxtut ut aaqum^; © •saueA ut osanoo jo q^Su9rj © co M m< M< eo co - H CO • CO rH • • lO • • Cl o o •9p?K • O Cl CO CO CO CO Cl d • lO (M CO ' HH ^ • • rH Cl O Gradu¬ ates in 1898. •opinion © coc«MDin'i,®Hoinooc;oot-i(i H lO H Cl ^ O 2 DOCOt^CCCCCOOKNWODO'^OWH LO ^ ^ Cl o Preparing for college. Scien¬ tific course. •opeuia^ 2 ' C Ol N O N • lO • • © © CO CO 00 • • • Cl • Cl Cl o • © © •9{t?K 5 | i-l LO CO (M Ml | L— • 1 LO 00 CO to t— • GC Cl • Cl rH Clas¬ sical course. •oinraaj 2 i o ' ' O Cl • • O 'Cl » *co • • CO t— • d • Cl •oit?k s • r— ( • i ^ 1 1 Cl • © • 'CM • • O CO ' rH It- Elementary students. •9it?m9^ © IN ooot^o^ooooooooooo ooooooo CO rH CD CO •9p?H © OOOt^OdOOOOOOOOOOO ©©©©mot- CO IO 1-1 M< CM Second¬ ary stu¬ dents. ■ojuniej CCOMdHCOWiOl^ODCOr-NCOoOH OO rff O OO CO H (N C4 (M M W M H CO CC rjf C4 O CO Tff Cl CO L— CO rH Cl d •9IUK ODhnOOH(NWOClWCOOWNCl H CO CO CO rH d H Second¬ ary in¬ struct¬ ors. ■opuuajj; ! « HCOHHH(NHHHHCtH^HH(M HOlCONOOrl •oit?H 1 ^ OHWOHWt^CQHClHClHCOClHN H d H H th H rH Depart¬ ment or in¬ depend¬ ent. Dept.. Dept.. Dept.. Ind . .. Dept.. Dept.. Dept.. Dept. . Ind Dept. . Dept. . Dept . Dept. . Dept. . Dept.. Dept.. Dept.. Dept.. Dept. . Dept.. Dept.. Dept.. Ind... Dept.. Principal. « Alice M. Tetlierly . J. G. Burridge . Herman E. Lueders. . . K. L. Hatch . G.M. Sheldon . E. H. Reynolds . J. E. Riordan . F. F. Showers . R. E. Smith . John E. Roets . J. W. Livingston . W. H. Schulz . H. A. Simonds . Arthur H. Sholtz . James Melville . . C. R. Frazier . A r. Eirm Tt T. _ Edwin H. Cassells _ J. W. West . ElmerE. Carr . G. A. Rogers . J. W. Steenis . J. W. Blodgett . 6 S ci £ S* High School . . do . . do . i . do . . do . . do.* . . do . . do . Nelson Dewey High School. . do . . do . . do . Queen Anne High School High School . State and post- office. H WISCONSIN— cont’d. Rosendale . St. Croix Falls - Sauk City . SextonviUe . Sharon . Shawano . Sheboygan . Sheboygan Falls.. SLaII f nlro Shullsburg . South Milwaukee . Sparta . Spring Green . Stevens Point Stoughton . Sun Prairie . Superior . Tomah . Tomahawk . Two Rivers . Unity . W alclo . Walworth . ® t- t» O) O H N a NMMaiaioioi9iaiaiaiaiaiooia>a>Aia ia in m m 10 w o In cl PUBLIC HIGH SCHOOLS, 2253 111! S*5'S8 mu “a'aaa ill ' OOOOOOi-iOOO go o o o o o o §S5T*S 18 67 30 8 14 WONkOCOHN^«N(NOOMHOOO O ^ Marion Military Institute .... _ . Midway High School . .! Academy of the Visitation . . Evangelical Lutheran Institute a. Hunter’s (Miss) School . St. Mary’s Select School . Monroeville Academy *'. . . . St. Mary’s of Loretto Academy... University School . Green Academy . Nealton Academy* . Baptist Collegiate Institute . Marianna High School . Cumberland Presbyterian Semi¬ nary.* Pineville Academy* . . Male and Female Academv* . E. Y. McMorries, Ph. D . Z. D. McWhorter . . J. M. Walton . . S. A. Felter, A.M., B.I.. J. B. Kilpatrick . . W. A. McLeod . V. K. Wedge worth . J. W. Reid and Jno. B. Bishop G. W. Carlisle . ^Y. Turner. Professor Weysinger . T. C. Belslier, A. M . J. A. Lowrv, A. M . W. G. Keady . . . M. B. Du Bose . F. E. Walker, E. L. Cunning ham. A. G. Spinks . J. H. Riddle, Ph. M . J. B. Hamberlin, A.M . Miss Mary Park . Frank Puryear . John C. Campbell . John C. Collier, A.M . E. D. Acker, A. B., LL. B. James T. Murfee, LL. D . G.R. Hall . SisterM. L. Fox . . Miss Sallie E. Hunter. Sister Louise . J. N. Powers . Sister Evangeline J. M. Starke . A. D. Luethi . Miss Zeota Calhoun . . . A. W. Tate . R J. Holston . N. J. Finney, A. M _ J. T. Adams.... R. A. Williams. Statistics of 1896-97. a No report received. PRIVATE SECONDARY SCHOOLS. 2255 and oilier private secondary schools for the scholastic year 1S97-98. 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. | ’®I*M Female. | Male. Female. Male. • 6 a ft r2 13 a Female. Male. j Female. Male. j 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. 8 13 2 80 200 10, 000, Eeformed. 3 2 36 17 18 5 36 17 8 n 4 0 3 0 2, 500 30, OOO! Baptist . . . 1 2 100 68 40 30 30 27 26 18 18 • 6 ! 4 20 2,000 25, OOOj Christian . 1 ! 21 8 3 9 7 1 3 2 0 0 3 0 ; 3,000 15, 000 Eriends . . . 1 2i 35 35 3 2 2 2 1 1 3 ! 4 2 2 4 0 300 Euth . 4 i 0 11 6 42 3 4 0 0 0 3 4 1 2 : 4 0 1 200i Eriends. .. 3 1 1 59 53 j 8 7 6 4 3 3 2 1 0 0 i 4 1 0 300 20! 000 Nonsect . . 4 2 42 i 26 1 126 ; 75 12 8 9 6 12 6 10 6 1, 000 30, 000 Nonsect .. 1 2 32 48 ! ! 0 0 8 10 1 4 5, 000 E. G . 0 2 20 18 53 72 0 0 0 0 3 0 Cong . 6 1 56 23 33 37 2 0 3 1 13 3 7 1 4 40 2, 000 21, 200 E. C . 0 6 0 90 0 37 0 1 E.G ...... 0 4 0 30 0 50 0 6 0 7 0 6 0 6 3 0 25 000 Cong . 2 2 40 32 0 0 4 4 3 1 1 0 4 0 1, 000 20 000 Eriends... 1 0 14 15 4 5 5 g 1 2 1 2 3 0 500 3 000 Eriends. .. 1 1 21 9 1 1' 3 2 1 0 4 1 0 600 3! 500 ED 98 - 143 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 4G0 461 462 463 464 465 466 467 468 469 470 471 472 2274 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools, endowed academies, seminaries , 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 408 499 500 501 502 503 504 505 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 State and post-office. Name. Principal. 1 2 3 KANSAS — continued. Hiawatha . Hiawatha Academy . 1 L. E. Tupper, A. M. . Mother Mary Peter _ C. B. Whitaker _ Rev. C. H. Wedel . A. H. Symons . Charles E. Barber, M. Sc _ Irving King, A. B _ _ A. W. Jones, A. M . Sister Marv Leocretia. . . do . James M, Naylor, Ph. D KENTUCKY. L. E. Gray . . Belle wood Female Seminary . Ashland School for Girls . W. G. Lord . „. A sliland . Agnes Louise Goddard Auburn . Auburn Seminary . O. (). Russell . . Beattvville . Beatty ville Episcopal High School Louisville Training School for Miss E. J. Morrell . . Beech m on t _ H. K. Taylor . Bowling Green . Boys. St. Columbia’s Academy . Sister Marv Victor . 1 Bremen . Bremen College and Ferryman Institute. East Lynn College. . . Peter Shaver . 1 Bn halo . . John C. Hoskinson . . . . Cadiz . Cadiz High School* . B. E. Thom . | Caniphellshurp’ _ Campbellsburg School . J. W. Pearey _ i Campbells ville . Campbellgville High School . William M. Jackson . . i Carrollton . St.John’s Select School . Rev. I. M. Ahmann . Clinton . . Marvin College* . J. C. Dean . j Corinth . Northern Kentucky Normal Marion Pfanstiel . Covington . . School and Academy.* Academy of Notre Dame . Sister Mary Armella . . do . Rugby School . . . K. J. Morris . i Cynthiana . . . Harrison Female College . Mrs. Laurie Wilson James.... do . Smith’s Classical School . N. F. Smith . . . Danville . Hogsett Military Academy . E. Albert Smith, snpt. . ! Elizabethtown . Hardin Collegiate Institute . Rice Miller, A. B . R. E. Crockett . . 1 Elkton . Vanderbilt Training School* . Elippin . . . Monroe Normal School* . E. T. Thomas _ . Frankfort . St. Joseph’s Academy . Fulton Normal School and Busi¬ Sisters of Charity _ _ Fulton . B. H. Vance . . . , Gethsemani . ness College.* Gethsemani College . Rev. B. M. Cyprian . . Glendale . Lynnland Male and Female Insti¬ tute.*. Douglass’ Academy . . W. B. Gwvnn . . ! Halfway . W. E. Tavlor . . Hampton . . Hampton Academy. _ 1 W. C. Canterbury, B. S., C. E . . Boyer and Hill . . Harrodsburg . HarrodsbnrP’ Academy _ _ Hartford . Hartford College _ . 1'. J. Morton . . . Hazel Green . . . Hazel Green Academy Wm.H. Cord . Henderson . Henderson Female Seminary . . Sn e Sts, rl in v Towles . _ . do . Henderson Hivh School * W. B. Tharp . . do . Home School for Girls Miss Mary Stewart Bunch. . . . Georp e Clarke . _ j Hindman . Hindman School . i Hoagensville . Eenyon College . John C. Pirtlo, A. B . Hopkinsville . Hopkinsville Hie'h School . J ames O. Ferrell . . . Hyden . Hyden Academy . . James M. Walton . . Independence . . . Independence Hio'h School . G. W . D uniap . . Kirksville . Elliott, Institute * _ _ _ _ Clarence H. Poage, A. B ...... . Lebanon . Sister M. Fevin Lexington . St. dflif/hAT,i'np.\s _ Sister T.imrnri -- * Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS. 2275 and oi her private secondary schools for the scholastic year 1897-98 — Continued. | 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. Gradu¬ ates in 1S98. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. j Male. | Female. Male. | Female. 15 IS 17 IS 19 1 t* 1 1 © 1 21 22 6 4 4 2 4 0 300 $25, 000 0 1 4 2. 000 _ 3 1 .... 0 3, 000 i 20,000 3 3 8 3 3 0 1, 000 ; 50, ooo; 2 ■4 3 0 200 9 ° 7 0 4 46 500 . . 85, 000: 0 2 0 2 4 0 500 2, 825: 1 0 3 0 500 L,; 4 300 3,600 4 4 *”6 300 60, 000 0 1 11 0 0 0 0 15 2,000 0 3 4 0 600 12, 000 0 2 o 2 4 0 0 0 0 0 4 0 50 10,000 0 0 200 0 0 30 500 10, 000 0 1 3 0 | 3, 000 15 2 4 0 500 5, 000 0 0 3 0 300 44, 000 1 1 3 0 75 4, 000 1 0 4, 0'00j 5 1 4 0 300 15, 500 0 0 0 0 0 0 12 4,000 0 3 o 1 3 4 0 4 18 200 10, 000 0 1 0 0 4 0 10, 000 5 0 600 2, 000 2,000 30, 000 3 2 2 0 4 20 20, 000 10 0 10 0 4 0 1,200 20, 000 6 1 3 150 2, 500 0 9 0 3 4, 450 0 2, 500 6 ! o 200 25, 000 0 2 0 2 4 o 500 25, 000 0 1, 000 0 0 4 0 40 800 0 0 1 4 0 0 2 1 4 0 300 io, ooo 2 1 1 i 3 '0 450 8,000 0 7 o 0 4 o 5 000 0 4 3 0 4 0 400 15, 000 0 6 4 10 8 1 1 0 2,800 12 5 ! ii i 4 4 0 12, 000 4 150 2,500 3 5 i 0 4 ’"’6 800 2,000 0 0 0 ...° 0 4 0 300 1 L... 4 1 500 Students. Eeligious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Prepar coll Clas¬ sical course. ing for ege. Scien¬ tific course. Female. | Male. Female. Male. 6 "cS g ® Male. | Female. Male. 13 S £ 4 5 6 7 S 9 a© ii 13 14 Nonsect .. 2 4 75 61 1 15 20 8 P 1 16 13 E. C _ 0 0 31 0 35 Christian . 3 1 30 25 20 18 10 5 15 8 4 0 28 6 1 50 30 2 0 2 2 21 31 14 16 1 2 P.E . 7 0 46 0 8 0 4 0 9 0 Nonsect .. 1 1 13 8 19 18 2 2 4 0 2 1 11 9 59 48 2 2 E.C . •0 5 0 30 0 40 0 10 0 10 3 3 40 42 82 76 0 12 1 1 30 39 44 51 Nonsect .. 1 4 4 45 13 20 1 0 Epis . 0 3 0 38 4 3 0 5 Cum.Presb 3 0 26 35 14 19 4 2 3 2 Epis - - - 0 1 6 5 10 4 1 0 1 0 Nonsect .. 0 1 28 2 35 13 3 0 E. C . 0 1 3 16 74 M. E _ 2 1 14 ]1 30 21 2 o Nonsect . . 6 1 75 50 100 70 a? Nonsect .. 1 0 10 10 20 20 Nonsect . . 1 2 31 28 20 16 i 0 0 0 Presb . 1 1 50 50 17 18 18 15 E. C . 1 1 5 15 27 29 Meth . 2 0 40 45 40 25 | 10 5 • * 5 Christian . 1 2 28 31 64 45 4 2 0 0 E. C . 0 5 0 19 48 60 0 1 Nensect .. 1 2 18 0 14 0 2 0 8 0 Nonsect .. 0 1 9 7 8 9 0 0 0 0 Nonsect .. 1 2 39 22 6 3 30 10 20 0 Nonsect . . 6 0 30 0 3 0 10 0 20 0 Presb . 2 3 20 14 30 •8 M. E. So. . 3 0 72 8 0 •o Nonsect .. 1 1 10 9 ...J 5 3 5 3 E. C . 0 2 0 13 60 62 1 Nonseet .. 1 1 12 5 .13 0 r... E. C . 5 0 34 0 18 0 Bapt . 1 1 17 20 7 12 5 12 7 .8 Non sect . . 1 1 26 11 10 7 4 3 3 2 Nonsect .. 2 0 25 17 44 30 0 0 2 1 Nonsect . . 2 3 30 18 40 13 8 2 7, 2 Non sect .. O 2 15 17 75 06 Christian . 2 2 50 24 50 44 1 2 Nonseet . . 2 4 0 25 5 20 0 0 0 0 Nonsect . . 1 3 64 33 0 0 Nonseet .. 0 4 1 21 4 14 1 0 Nonsect .. ] 0 10 4 120 88 Nonsect . . 5 0 44 37 185 119 3 1 16 11 .Nonsect . . 1 0 32 0 Presb _ 1 2 25 15 70 70 3 1 2 1 Nonseet . . 1 2 20 10 30 28 1 0 0 0 Nonsect . . 1 1 4 6 2 o 0 o E. C . 0 4 20 46 44 60 12 10 E. C . 0 4 0 20 20 58 473 474 475 478 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 513 519 520 521 522 523 524 525 2276 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools, endowed academies, seminaries, 526 527 528 529 State and post-office. Name. 1 * Kentucky— continued . Livermore ................. Livermore High School* . r.mifb'n _ _ ... Sue Bennett Memorial School . Loretto . Loretto Literary and Benevolent Institute. Louisville (1071 3d avo.)... Allmond’ s University School . 530 531 532 533 534 535 i 536 | 537 | 538 539 ! 540 541 542 543 Louisville do .do .do Louisville (cor. 4th and Breckinridge sts.). Louisville . Louisville (1225-1227 4th ave.). Louisville . _ do . Lyndon . - Magnolia . Maysville . _ do . Millershurg . 544 545 546 547 Millerstown ... Morgantown. . . . Mount Sterling, Mount Yernon . 548 Nazareth . . . 549 Newport . . . 550 . do . . . 551 North Middletown . 552 Owingsville . 553 Paris . . . 554 Pikeville . 555 Princeton . 556 Russellville . 557 St. Joseph . 558 St. Vincent . 559 Scottsville . 560 Sharpsburg . 561 Shelbyville . 562 563 Slaughtersville . Stanford . 564 Taylorsville . 565 Vanceburg . 566 Versailles . 567 Vine Grove . 568 Wilmore . . 569 Williamsburg . Cedar Grove Academy * . Piexner’s School. . Hampton College . Kentucky Home School for Girls . . Presentation Academy . St. Xavier's College . Semple Collegiate School . State University . University School of Kentucky *. Kentucky Military Institute . Classical and Normal College . Hayswood Female Seminary . St. Francis De Sales Academy* .. Millershurg Training School for Boys and Young Men.* Millerstown Seminary _ . Morgantown Seminary . Goodwin’s Male High School . Mount Yernon Collegiate Insti¬ tute.* Nazareth Literary and Benevo¬ lent Institution. Mount St. Martin’s Seminary . University High School . Kentucky Classical and Business College. High School . Yerkes, W. L., Private School*... Pikeville Collegiate Institute . Princeton Collegiate Institute.... Sevier’s (Miss) School* . Mount St. Joseph Academy . St. Vincent’s Academy . Scottsville Seminary . Sharpsburg Male and Female Col¬ lege. Science Hill School . Van Horn Institute * . Stanford Male Academy . Spencer Institute . Riverside Seminary . Rose Hill Seminary * . Vine Grove High School . Asbury College * . W illiamsburg Academy * . LOUISIANA. 570 571 Arcadia .. Baldwin . . 572 Clinton . 573 Donaldsonville E. A. Seminary . . Gilbert Academy and Industrial College. Clinton Female Institute * . St. Vincent’s Institute . * Statistics of 1896-97. Principal. 3 M. H. Newton . J. C. Lewis . Mother Praxedes . Marcus Blakey Allmond, A. M.,LL.D. Sister Mary Flaget . Abraham Flexner . Mrs. L. D. Hampton Cowling. . Miss Belle S. Peers . Sister Eutropia . Rev. Brother Stanislaus . Patty B. Semple . Rev. C. L. Puree, D. D . D. A. Chenault . C. W. Fowler, M. A., C.E . S. A. Beauchamp, president . . . John S. Hays, D. D . Mother Frances Borgia . Carl M. Best . W. F. Nichols . J. C. Glasgow . M. J. Goodwin . Luther M. Scroggs . Mother M. Cleophas Mills _ Mother Mary Leo, C. D. P _ Thomas J. Dodd, D. D . M. G. Thomson . C. V. Liming, A. M . W. L. Yerkes . . . Rev. J .Harvey Hammet, A.M. John M. Richmond, D. D . Miss Elizabeth Sevier . Mother Augustine . Sister Mary David . J. V. Chapman . Mrs. Fannie B. Talbot . Mrs. TV T. Foynter . J. L. Tait . Hardin Craig . Geo. C. Overstreet . Lawrence Rolfe, A. B . Mrs. G. B. Crenshaw . J. T. Nall . Rev. J. VV. Hughes . Charles M. Stevens . R. A. Smith . A. E. Albert, A.M., M.D.,D.D. Mrs. S. E. Munday Sister M. Clotilda. PRIVATE SECONDARY SCHOOLS. 2277 and other private secondary schools for the scholastic year 1S97-9S — 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 1898. College prepara tory stu¬ dents in the class that gradu¬ ated in 1898. Length of course in years. Number in military drill. Number of volumes in library Value of grounds, build- jugs, iurni- ture, and sci¬ entific appa¬ ratus. Clas¬ sical course. Scien¬ tific course. 6 "3 a Female. © r3 s r3 s © 0 '3 © § » . . . Gatewood . Grenada . Handsboro . Harperville . Holly Springs . ....do . _ do . Houston . t - Kossuth . . . Liberty . Lockhart . Louisville . Meridian . ....do . Montrose . Moss Point . Natchez . - do . _ do . _ do . Nettle ton . . Paris . Pickens . Senatobia . Sherman . Shubuta . Sylvarena . Tula . Union Church . Yaiden . Waynesboro . West Point . . . . Yale . Yazoo . MISSOURI. Brandon Graded School . Braxton Collegiate Institute . Kate Tucker Institute . Waverly Institute . Carrollton Male and Female Col¬ lege. Carthage Academy . Chalybeate Springs Institute . St. Mary’s Institute . Woodland Academy . Mount H'ermon Female Seminary. “College Hill Presbyterial School.”* Columbia High School . Dixon High School . French Camp Academy . Walthall High School . Grenada Collegiate Institute * . . . . Gulf Coast College . Harperville School . Epworth College . North Mississippi Presbyterian College. St. Thomas Hall . Mississippi Normal College . High School* . . . Liberty Male and Female College. U niversity Institute . Louisville Normal School . [ Lincoln School . Meridian Academy . Forest District High School . Moss Point Academy . Cathedral School . Natchez College . St. Joseph’s School . Stanton College for Young Ladies. Providence College (male and fe¬ male). Paris Normal Academy* . Pickens Graded High School . Blackbourne College* . Mississippi Normal Institute . Shubuta High School . Sylvarena High School . Tula Normal Institute and Busi¬ ness College. Union Church High School . Yaiden Institute . . . W aynesboro Collegiate Institute * . Mary Holmes Seminary . Oakland Normal Institute . St. Clara’s Academy . G. W. Sisler . J. H. Yenable . Miss Kate E. Tucker . E. H. Handle, A.M.... . Win, F. Hamilton . Prof. N. F. Wallace . J. D. McLeran and W. F. Jef¬ frey. Sister Mary Florence . . . Daniel Pickards . Sarah A. Dickey . Rev. L. B. Chaney . J. T. Calhoun . . . H. Y. Graham . . . Jackson Reeves . Harvey E. Groves . Rev. J" W. Mai one, A.M . Sam E. Jones . F . B . Woodley , A . M . . J. W. Honnoll, president. . Rev. T. W. Raymond . Rev. P. G. Sears . H. B. Abernethy . C. D, Garrett . Rev. N. Smvlie, president . Chas. A. Iluddleston, presi¬ dent. J. T. McIntosh . Mrs. H. I. Miller . Rev. J. L. Wilson, A. M., B. D. Geo. T. Burton . Walter T. Pate . Brother Celestine. . . S. H. C. Osven . Sister Theresa . Miss M. L. Prince . A. L. Burdine, B. S . T. M. Anderson . J. M. Briout . Mrs. Thida D. Moore . Davis, Langston, and Tucker. C. W. Anderson . W. S. Huddleston, A. M . C. C. Hughes, president . J. A. Smylie . J. B. T. Moss . J. N. Powers . Rev. H. N. Payne, D. D . G. A. and J. T. Holley . Sister Emerentia . . . Appleton City Arcadia . . Ashley . Appleton City Academy Ursuline Academy ..... Watson Seminary . G. A. Theilmann Mother Marian.. A. R. Coburn.... * Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS 2289 and other private secondary schools for the scholastic year 1897-98 — 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. . . 2 1 37 38 8 2 3 3 1 1 1 1 4 0 375 12, 000 R. C . 0 2 4 13 20 43 0 2 0 1 4 250 30, 000 R. C . 0 2 0 23 0 246 0 0 4 .... Cong . 4 2 40 63 10 12 4 5 0 1 8 9 4 6 4 0 1, 500 35,000 Ronsect .. 3 1 22 7 26 0 5 0 4 L9 500 25, 000 Ronsect . . 1 1 10 9 15 15 5 2 0 0 ' - - '1 3 0 34 2, 400 Ronsect .. 1 1 8 19 3 11 0 0 0 0 0 1 .... 0 0 4 0 350 2,500 Ronsect . . 9 0 89 0 30 0 20 0 15 0 15 0 ■ 8 ! o 4 50 500 30, 000 Bapt _ ... 3 0 58 25 12 8 6 2 2 0 2 0 3 0 200 5 000 M.E . 4 1 52 61 16 4 3 0 4 1 8 6 8 2 3 0 500 12’ 000 R. C . 0 3 0 16 0 0 12 34 0 0 0 0 0 2 3 200 12, 000 M.E . 5 4 204 190 0 0 13 15 o 0 4 ”6 1, 000 18, 000 R. C . 2 5 0 30 50 60 200 Ronsect .. 3 1 17 10 40 36 4 0 13 6 1 1 1 1 3 0 200 6, 000 Presb . 0 1 17 8 6 6 6 3 1 0 7 2 7 1 0 5, 000 1 Ronsect . . 0 2 5 25 20 50 3 0 3 3 0 4 01 800 Ronsect .. 2 1 25 24 6 3 0 0 0 0 7 7 0 0 0 200 6, 500 Presb. So . 0 1 10 31 3 I 1 2 o 2 4 0 300 6, 800 Ronsect .. 0 2 12 9 4 7 '"6 0 0 0 0 0 0 0 3 208 3, 000 Ronsect .. 1 1 18 10 12 10 4 4 ... 1 8 7 8 n 4 0 500 4, 000 M.E. So .. 3 6 20 21 13 15 1 4 5 0 250 20, 000 Bapt . 2 42 30 12 18 1 1 15 12 1 5 3 3 4 20 1, 000 20, 000 Ronsect . . 2 3 34 52 6 18 1 1 4 0 250 6, 000 Ronsect .. 1 5 5 23 12 17 0 6 1 0 0 5 0 0 4 0 25, 000 Ger. Bapt. 1 2 16 20 4 8 7 9 8 5 4 6 0 4 3 0 600 12, 000 Epis . 1 0 8 0 17 0 0 2, 500 Ronsect .. 2 1 20 20 0 0 ... 1 Presb . 0 1 4 8 01 0 0 2 o o 4 n! M. E. So . . 5 0 58 58| 24] 39! ... 4 7 4 0! 1, 500 40, 000; 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 . 891 892 893 894 895 896 897 898 899 900 901 902 803 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 923 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high: schools, endowed academies, seminaries, State and post-office. .Name. Principal. 1 a 3 Missouri— continued. St. Charles . St. Joseph . St. Louis . St. Louis (1607-1617 Comp- j ton ave.). St. Louis (4296 Washington , ave.). St. Louis . St. Louis (3817 Olive st.) . . . St. Louis (5577 Cabanne ave.). St. Louis (912 South 9th st.) . St. Louis (Washington ave. and 19th st.). St. Louis (South 12th st.) St. Louis (1033 South 8th st.). Salisbury . Sedalia . South St. Louis (Meramec Academy of tho Sacred Heart _ | A. Kavanagh . Sacred Heart Academy . i Madame O’Meara . Academy of the Visitation . ! . Bishop Bobertson Hall . * Sister Catharine, superior _ Hosmer Hall Martha H. Mathews Loretto Academy . Bugby Academy . School for Young People Sister M. Louis . Denham Arnold Mrs. Ida M. Ball Toensfeldt’s Educational Insti- J. Toensfeldt . tute. Smith Academy* . Charles P. Card, A. M., Pli. D . TJ rsuline Academy an d Day School . Walther College ! . North Missouri Academy . George B. Smith College . Academy of the Sacred Heart .... Mother Serapliine . August C.Burgdorf . G. C. Briggs . Bev. E. A. liobertson, A. M.. Mary Burke . Spring Garden Sweet Springs . Troy . Weaubleau.... West Plains ... Miller County Institute . Sweet Springs Academy . Buchanan College . Weaubleau Christian College . West Plains College . . . J. I. Lumpkin . J. E. Barnett, A. M . W. F. Boberts, A. M . J. Whitaker . J. T. Outen . MONTANA. Deer Lodge Helena . Miles City . Missoula . . St. Mary’s Academy* . St. Vincent’s Academy . TJrsuline Convent of the Sacred Heart. * Sacred Heart Academy . Mother Josepha Sister Anacleta . TJrsuline nuns .. Sister Hilarion. . NEBRASKA. Chadron . Columbus . Franklin . . Grand Island . •Jackson . Kearney . North Platte . Omaha (Park Place) Omaha . - -do . Pawnee City . AVahoo . W eeping W ater .... York . Chadron Academy . St. Francis Academy . Franklin Academy . Grand Island College . St. Catherine’s Academy . Platte Collegiate Institute * . . . School of the Nativity . Academy of the Sacred Heart Brownell Hall * . St. Catherine’s Academy* - Pawnee City Academy . Luther Academy _ _ - . W eeping W ater Academy . . . . School of the Holy Family Winfred Chesney Bhoades. . . . Very Bev. Kollnieyer . Alexis C. Hart . George Sutherland, D. D . Dominican Sisters . Harry N. Bussell . Mother Francis . Madame Miltenberger . Bober t Doherty . Sister Mary Xavier O’Keefe .. Bev. Boss T. Campbell, A. M . . Samuel M. Hill, A. M . Frank C. Taylor, A. B . TJrsuline Sisters . NEW HAMPSHIRE. Andover . Atkinson . Canterbury . Center Strafford . Concord . Proctor Academy - . . . Atkinson Academy* Kezer Seminary * . . . . Austin A cademy - St. Mary’s School _ J ames F. Morton , A . M . Herman N. Dunham . Isaac H. Storer . A. E. Thomas, A. M. . . Miss Elizabeth M. Mont ague- Gain forth. Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS. 2293 and other private secondary schools for the scholastic year 1897-98 — Continued. 1 Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. | Length of course in years. | Rumher in military drill. Rumber of volumes in library. i 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. Male. ! 0 ® pH V Female. Male. Female. Male. Female. Male. Female. Male. Female. vS cS 6 13 s ® 4 5 6 7 § 9 io 11 12 13 14 15 16 17 18 19 •30 21 22 R.C . 0 4 0 30 0 20 0 0 0 0 0 5 0 1 5 5 0 1, 000 $160, 000 926 R. C . 0 10 0 40 30 70 o o o 0 0 6 0 o 5 0 927 R. C . 0 5 0 25 0 112 o 3 4, 000 1 300, 000 928 P. E . 0 7 0 26 0 70 .... o 5 4 0 2, 000 65, 000 929 Ronsect .. 0 12 0 50 0 0 12 o 10 0 ■ 5 4 600 25, 000 930 R. C . 0 3 o 28 o 62 o 2 ! 1 931 Ron sect .. 1 21 0 10 0 10 0 6 0 6 0 ! 3 i ° 6 0 25, 000 932 Ronsect .. 1 3 0 7 24 45 0 4 0 300 500 933 Ronsect .. •7 0 86 0 121 0 1 0 8 0 13 0 9 0 4 0 1,420 ! 32, 000 934 Ronsect .. 10 5 208 0 100 0 185 0 23 0 33 0 33 0 5 0 225, 000 935 R. C . 0 3 01 40 12 240 0 o 0 4 0 4 1, 250 76, 000 936 Luth . 5 0 97 18 0 0 10 5 6 1 1 4 *6 400 60, 000 937 Ronsect .. 4 1 4 66 86 0 0 4 40 700 30, 000 ! 938 M. E. So .. 2 2 35 31 55 65 7 3 13 5 1 3 0 0 0 2, 500 70, 500 1 939 R. C . . 0 10 0 45 0 52 o 10 4 2,454 1 940 Ronsect .. 2 ! o 41 32 22 16 01 o 0 0 2 0 37 1 - 2, 500 941 Ronsect . . 2 2 22 18 8 2 ! 3 4 5 2 0 0 3 0 250 2, 500 942 Ronsect . . 2 3 44 34 3 1 2 0 4 0 12, 000 943 Christian . 2 ! 1 19 20 34 20 4 o 5 400 7, 000 ! 944 Ronsect .. 1 1 16 16 28 20 0 0 0 .... 0 0 0 0 0 4 ""6 [ 250 8,000 945 R. C . 0 4 0 55 20 15 „ 55! 4 200 946 R. C . 0 4 0 28 0 272 o 4 o 4 4 l-o 1,000 947 I R. C . 0 1 o 17 0 25 .... .... 230 948 R. C . 0 J 3 21 65 129 o 4 o 4 ! 3 0 160 20, 000 949 Cong . 2 2 17 6 1 6 1 o 6 o 1 2 2 0 13, 675 950 R.C . 1 3 2 i 9 110 95 0 0 0 0 0 3 0 0 4 0 285 30, 500 951 Cong . . 5 2 71 881 o 0 15 12 13 ! 12 3 5 3 4 4 35 18, 500 952 Rapt . 4 2 22 ! 17! 56 38 10 3 5 7 4 0 4 3 37 1, 600 , 60, 000 j 953 R.C . 0 3 0 8 0 47 4 40 954 P. E . 3 0 13 14 9 10 1 0 i I o 1 o 0 50 25, 000 J 955 R.C . 0 2 1 2 43 0 j 48 0 1 o 0 6 o 0 o 0 100 956 R.C . 0 4 0 28 1 | 35 4 3, 000 50, COO 957 P. E . 1 C 0 33 0 21 0 1 1 o . 3 4 1, 500 150, 000 ! 958 R.C . 0 5 o 20 26 i 50 0 14 o 0 1 0 o 4 "6 300 1, 000 959 U. Presb. . 0 1 3 26 i 27! 38 i 42 2 4 8 2 0 2 0 2 4 0 225 j 20, 000 960 Ev. Luth. 5 1 13! ! 14 43 12 11 2 8 2 2 0 1, 300 20, 265 961 Swedish. 1 Cong . 2 1 ' 25 20 8 ' 13 3 3 5 3 6 5 5 5 3 0 680 5, 585 962 R.C . 0 4 5 25 50 50 o 1 963 TJ nitarian . 1 2 15 11 24 15 0 0 1 0 0 0 0 0 3 0 1,500 964 Cong . 1 0 9 4 5 1 0 o 0 o ■ 0 0 o o 4 o 1, 500 965 Free Bapt. 1 0 4 10 9 7 1 o 4 0 30 6, 000 966 Ronsect .. 1 0 17 11 3 4 3 0 2 6 4 3 0 0 3 0 4, 000 967 P.E . 0 6 0 18 0 8 0 6 0 1 2 0 1 3! 0 3 4 25, 000 ! 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 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private lngli schools, ertdoived academies, seminaries, State and post-office. Name. Principal. 1 2 3 NEW HAMPSHIRE— COnt’d. Concord . Derry . Dover . Exeter . _ do . Francestown . Franconia . Gilmanton . Hampstead . Kingston . . Manchester (Spruce st.) ... Manchester . Meriden . Mount Yernon . . Nashua . - do . New Hampton . New London . . . Northwood Center . Pembroke . . Plymouth . Portsmouth . Reeds Ferry... . Tilton . NEW JERSEY. St. Paul's School . Pinkerton Academy . St. Joseph’s High School . The Phillips Exeter Academy .... Robinson Female Seminary . Francestown Academy . Dow Academy . Gilmanton A cademy . High School * . Sanborn Seminary . St. Augustine’s Academy . St. Joseph's High School . Kimball Union Academy . McCollum Institute . St. Aloysius Academy (male) . St. Aloysius School (female) . New Hampton Literary and Bib¬ lical Institution. Colby Academy . • . Coe’s Northwood Academy . Pembroke Academy . . . Holderness School for Boys . The Morgan School* . McGaw Normal Institute . New Hampshire Seminary and Female College. Rev. Jos. How lard Coit, D. D. . G. W. Bingham . Brother Jerome . Harlan P. Amen, A. M . George N. Cross, A. M . James H. Johnson . F. W. Ernst . Elizabeth Colley, A. M . Forrest E. Merrill . Frederic T. Farnsworth . Brother Alphonsus . Brother CantidixA . . W. H. Cummings . George W. Cox . Brother Fabien . Sister M. of St. Angela . Atwood B. Meservey, Ph. D., D.D. Rev. Geo. TV. Gile . Julius Waverly Brown . Isaac "Walker, A. M . Rev. Lorin Webster, M. A - Miss Georgiana S. Woodbury. Frank J. Sherman, A. M . George L. Plimpton, A. M., president. Beverly.... Blairstown Bloomfield. Bordentown ... . . - do . - do . Bridgeton . _ do . _ do . Burlington . . Camden (419 Penn st.) . Cinnaminson . Deckertown . East Orange (63 Harrison st.). Elizabeth (524 Westmin¬ ster ave.). Elizabeth (279 North Broad st.) Englewood (Lincoln Park) . Englewood . _ do . Fort Lee . Freehold . Hackettstown . Hightstown . Farnum Preparatory School . Blair Presbyterial Academy . Academic Department of the Ger¬ man Theological School of Newark, N. J. Bordentown Military Institute . . . The Priscilla Braislin School for Girls. St. Joseph’s Academy . Ivy Hall School for Girls . South Jersey Institute* . West J ersey Academy . Van Rensselaer Seminary* . Raymond Academy . Westfield Friends’ School* . Seeley’s Home School . East Orange School . Pingry School . Yail-Deane School . . . Collegiate School for Girls . Dwight School for Girls . Englewood School for Boys . Collegiate Institute of the Holy Angels. Freehold Ladies’ Seminary and Classical Institute. Centenary Collegiate Institute ... Peddie Institute . . James B. Dilks, M. A . W. S. Eversole, Ph. D . Charles E. Knox, president . . . Rev. Thompson H. Landon, A.M. Miss Alice G. Braislin, Miss Mary R. Braislin. Sister M. Emmanuel . Mrs. J. Allen Maxwell . H. K. Trask . Phoebus W. Lyon, A. M . Helen M. Freeman . Helen Tuxbury . Caroline Taylor . W.H. Seeley, A.M . H. Louise Underhill . Frank H. Robson, A. M . Miss Laura A. Vail . Caroline M. Gerrish, A. B . Effie S. Creighton, Ellen W. Farrar. James B. Parsons, A. M . Sister Mary Nonna Dunphy.. Rev. Chas. H. W. Stocking, D.D. Rev. Wilbert P. Ferguson, Ph. D., D. D. Rev. Joseph E. Perry, Ph. D. . . * Statistics of 1896 97. PRIVATE SECONDARY SCHOOLS. 2295 and other private secondary schools for the scholastic year 1S97-98 — 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. Male. | Female. © 3 S 6 a © r2 a © 8 © Ph r 6 Female. | r2 13 13 a © PH L a Female. Male. Female. 4 5 6 7 § 9 IO 11 12 13 14 15 IS 17 IS 19 29 SI 22 P.E . 36 0 300 0 33 0 109 0 51 0 67 0 48 0 4 0 12, 000 ' 969 Nonsect .. 3 3 31 43 15 18 2 4 17 27 5 3 1 3 4 0 3, 670 970 R.C . 2 2 50 0 175 25 3 0 0 0 4 0 3 0 3 0 500 $15, 000 971 Nonsect . . u 0 255 0 0 0 155 0 75 0 59 0 45 0 4 0 1,600 192, 746 972 i s (J 134 0 100 0 12 0 23 0 3 4 0 950 100, 000 973 JSTonsect .. i 0 10 11 0 0 1 0 1 0 0 0 0 0 4 0 450 8, 000 974 2 1 21 19 49 46 3 3 1 3 3 1 1 4 0 250 30, 000 975 Non sect .. 0 2 9 7 3 3 0 2 3 0 1 0 0 0 4 [ 0 600 8, 000 976 1 0 13 8 2 7 2 3 0 50 10, 000 977 Nonsect . . 1 3 30 27 16 14 4 0 1 0 7 6 3 2 4 0 1, 600 70’ 000 978 R.C . 3 0 76 0 419 0 5 0 4 0 8 0 8 0 3 1 560 J 20, 000 979 R.C . 4 0 60 0 340 0 22 0 13 0 10 0 6 0 4 0 500 980 Cong . 2 6 117 81 0 0 21 6 17 0 12 7 10 2 4 0 r, 800 ; 40, 000 981 JSTonsect .. 1 0 2 0 2 3 0 0 0 0 0 0 0 0 4 0 800 982 R. C . 2 0 28 0 320 0 4 ! 28 70, 000 983 R. C . 0 2 0 2! 48 382 .... 0 0 4 984 F.W.Bapt. 6 6 106 92 14 18 0 2 1 0 5 9 1 2 3 0 30, 000 985 Bapt . 1 5 3 12 1 20 5 1 9 6 1 0 5 9 5 1 4 0 3, 700 40, 000 986 Cong . 2 2 11 12 1 4 2 2 1 0 3 3 0 0 4 0 800 20, 000 987 Nonsect .. 2 1 25 27 0 0 0 0 0 0 1 1 1 1 4 0 1, 600 5, 000 988 P. E . 4 0 25 o 6 0 20 0 2 0 2 0 4 0 1, 700 55, 000 989 Nonsect .. 0 5 0 26' 0 26 0 4 0 5 5 18, 000 990 Nonsect . . 1 1 2 10 1 11 4 ! 5 1 3! 4 0 450 5, 000 991 M. E . 6 4 95 85 6 14 10 10 9 5 4 O' 3, 000 75, 000 992 Non sect . . 1 1 5 15 45 2 11 3 0 20, 000 993 Presb . 1 5 4 90 45 oj o’ 15 11 4 . 300’ 000 994 Presb . 5 0 16 0 o1 0 16 0 8 0 8 0 4 u 4, 500 25, 000 995 Non sect . . 4 0 sJ 0 ! 7; 0 18 0 16 ,0 10 0 6 0 34 800 996 Nonsect .. 0 7 0 16 0 9 0 9 0 2 0 2 3 500 997 R.C . 1 1 0 12 3 25 0 0 0 0 0 5 0 0 4 u 0 280 998 Non sect .. 0 3 0 40 0 0 0 6 0 0 0 21 0 0 4 999 Bapt . 2 1 80; 41 50 10 30 10 0 40 14 12 10 5 4 2, 000 j 150, 000 1000 Presb . 51 2 65 o 2 0 15 0 35 0 9 - 0 8 0 4 ’*65 2, 500 60, 000 1001 Presb . °i 2 9 1 15 9 5 0 2 0 0 0 1002 Nonsect . . 0 3 0 32 15 17! 2 10 0 6 0 3 .... 1003 Eriencls . . . ° ■l 9 8 6 0 1 0 1 0 1004 Nonsect .. 0 8 | 10 4 5 1 2 4 8, 000 1005 Nonsect .. o 1 0 : io 20 30 0 3 0 3 0 3 0 1 4 0 15, 000 1006 Nonsect .. 8 ° 77 0 70 0 35 0 35 0 14 0 10 0 5 0 600 30, 000 1007 Nonseet .. 2 6i ; o 41 | 0 0 0 1 0 10 0 12 0 4 4 0 800 1008 Nonsect .. • Oi 8 0 35 0 15 0 20 0 0 0 8 0 8 6 1009 Nonsect .. 0 4 0 34 17 84 0 5 0 28 0 6 2 4 30, 000 1010 Non sect .. 4 0 30 0 15 J 0 4 0 9 0 J 100 30, 0C0 1011 R. C . 0 4 0 30 0 38 0 10 0 0 0 4| 0 1, 600 120, 000 1012 Nonsect .. 1 2 o 12 16 151 1 J 3 0 1 0 1 3 60 1013 Meth . 5 3 152 76 J J 37, 1 49 2 33 33 35 j 1 | 23 4 J 0 2, 000 230, 000 ; 1014 Bapt . 7> 5 94 31 6! 4; 301 5 35 3 15! 61 151 3 4! 25 5, 320 255. 000 1015 1016 1017 1018 1019 1020 1021 1022 1023’ 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 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private, high schools , endowed academies, seminaries, State and post-office. Name. Principal. 3 neav jersey — continued. Hoboken (285 Washington st.). Hoboken . Hoboken (6tk and River Academy of the Sacred Heart Hoboken Academy . . Stevens School . Sisters of Charity . . I)r. Heinrich Kaiser Edward AVall, A. M . sts.). Jersey City . . do . Jersey City (144 Grand st.) . Lakewood . Lawrenceville . Academy of St. Aloysius . I Hasbrouck Institute . | St. Peter’s College . The Oaks School * . Lawrenceville School . Long Branch . Montclair . j Moorestown . [ . do . Morristown . . do . . do . j Mount Holly . i Mount Holly (48 Broad st.) Newark (544 High st.) . 1 Newark (993 Broad st.) _ Newark (21 Walnut st.) _ Newark (98 Washington st.) Newark (42 AV allace place) Newark (54 Park place) . . . New Brunswick (66 Bay¬ ard st.). New Brunswick . - do . . New Egypt . . Orange (443 Main st.) . “Star of the Sea ” Academy . Montclair Military Academy . Friends’ Academy (Orthodox) .... Friends’ High School (Hicksite).. Dana’s (Miss) School for Girls _ Morris Academy . St. Bartholomew’s School . Mount Holly Academy . Wyllie’s (Miss) school . Newark Academy . The Newark Seminary . The Norwood School* . St. Mary’s Academy . St. Vincent’s Academy . Townsend’s (Miss) School . Anable’s (Miss) School . Rutgers College Preparatory School. St. Agnes Academy * . New Egypt Seminary and Female College. * Dearborn-Morgan School . Passaic (60 High st.) . Passaic Collegiate School . Paterson . Academy of St. Aloysius . - do . The Paterson Classical and Scien- [ title School. Pennington . | Pennington Seminary* . Plainfield (949 Central ave.) j Leal’s School for Boys . Plainfield (123 West 7th st.) | Plainfield Seminary . Ponrpton . Princeton _ Salem . . Short Hills . . . - do - ... South Orange Summit . - do . - do . Trenton . . do . Woodbury. . . . Woodstown... Henry C. De Mille school for girls . The Princeton Preparatory School. Friends’ Select Graded School. . . . Carteret School . The Short Hills School for Girls*. Dryad Hill School* . Kent Place School . St. George’s Hall . Summit Academy . Dupuy School for Boys * . St. Francis’ College . Woodbury Private School . Bacon Academy . Sister M. Inez . Charles C. Stimets, A. M . Owen A. Hill, S. J . Miss E. T. Farrington . Rev. James C. Mackenzie, Pli. D. Sister M. Imelda . John G. Mac Vicar, A. M . Wm. F. Overman . Charles S. Moore . Miss E. Elizabeth Dana . Charles D. Platt, A. M . F. E. Edwards, A. B . . . Richard F. Loos . Misses Wyllie . . . Samuel A. Farrand . Miss Anna Frances Whitmore Caroline B. Sergeant . Sisters of Charity . Sister Marie Elise . Miss Anna P. Townsend . The Misses Anable . Eliot R Payson, Pli. D . Sister Cecilia Joseph . It. S. Wallace, acting presi¬ dent. David A. Kennedy, Ph. D., Abby B. Morgan. Miss N. Louise Buckland . Sister M. Angustina . Lincoln A. Rogers, A. M . Rev. 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 . Mrs. Louise W. Benjamin _ Mrs. Sarah Woodman Paul ... Hartman Naylor . James Heard, A. M . E. D. Montagud . Rev. Aloys M. Fish, Ph. D . . . . Curtis J. Lewis . Belle W. Hannum . NEW MEXICO. Albuquerque Santa Fe . - do . Goss Military Institute . Loretto Academy — Our Lady of Light. St. Michael’s College . Col. Robt. S. Goss Sister M. Xavier. Brother Botulph . * Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS, 2297 and other private secondary schools for the scholastic year 1897-98 — 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. rS £ <£ 6 13 Female. Male. *3 a © <6 a Female. r2 S Female. | Male. a © 3 a Female. 4 5 6 7 8 9 lO u 12 13 14 15 Itt 17 IS 19 no 21 22 R. C . 0 3 0 30 0 100 0 3 3 0 1, 000 1016 3 3 41 60 95 110 17 10 5 13 3 4 4 0 500 1017 Nonsect . . 11 0 147 0 0 0 0 0 35 0 17 0 17 0 4 i 0 . $52, 976 1018 R. C . 2 5 0 40 35 75 0 5 0 0 0 5 0 0 4: O' 200 85, 000 1019 Nonsect . 8 4 75 62 50 48 30 12 15 2; 12 13 8 4 4 0 ! 500 100,000 1020 R. C . 10 o 160 0 90 o o o 0 o1 25 0 0 0 ! 4 160 15. 000 1 1021 2 5 0 20 0 0 o i 2. 500 ! 1022 Presb . 24 0 376 0 ° 275 0 101 0 66 0 65 0 • 4 : 0 . 3, 500 1, 500, 000 ; 1023 R. C . 1 5 10 23 54 5 o 0 2 0 0 4' 0 275 10, 000 1024 Nonsect . . 5 3 45 0 36 0 10 0 34 0 10 O' 8 0 5 45 j 1025 1 2 39 45 13 11 2 -J 0 0 0 0 3 0 1, 800 ! 1026 Friends. . . 1 3 7 15 39 35 0 4 0 , 2 3 0 200 3, 500 ; 1027 Nonsect . . 0 10 0 95 0 45 0 6 0 10 0 3 4 0 ! 800 1 1028 Non sect . . 2 o 21 0 0 0 8 0 2 0 5 0 1 5 0 4 0 j 1029 Epis - 9 ! 0 45 0 0 0 43 0 2 0 1 1 0 0 0 4 45 3,000 100, 000 1030 Nonsect . . 3 0 17 0 20 o 3 0 5 0 5 0 4 1 0 400 12, 000 1031 Non sect . . 0 2 0 14 12 19 0 6 0 0 0 0 4 I 1032 Nonsect . . 12 0 192 0 89 0 44 0 54 0 17 0 17 0 5 | 0 400 100, 000 1033 Presb . 1 4 0 35 0 i 30 j 0 2 0 0 0 1 0 0 4 1 0 800 1034 Nonsect . . 1 8 0 37 0 0 0 1 j 0 4 ;.... 0 1035 R. C . 1 4 0 48 22 50 I 0 6 0 1036 R. C . 0 3 0 151 45 64 — 0 j 0 4 12 1037 Non sect . . 0 8 1 0 40 0 5 0 1 0 1 4 0 800 1038 Nonsect . . 0 6 0 30' 0 0 0 10 0 1 ! 4 20, 000 1039 Reformed. 5 1 70 i 19 35 20 1 21 6 16 2 20 3 20 1 3 I . 0 1 35] . 1040 R C . 0 2 13 23 242 326 0 : 18 j 2 0 _ 1 55, 000 1041 Nonsect .. 0 1 20 16 11 5 4 0 2 0 0 i 0 0 0 4 1,800 7, 000 1042 I Nonsect . . 3 7 20 59 81 87 0 7 0 1 4 4 0 500 37, 900 1043 Nonsect .. 0 5 0 9 22 24 0 1 0 1 0 0 0 0 4 0 0 1044 R. C . 0 4 2 38 25 59 0 14 1 4 0 202 1045 Nonsect . . 4 0 25 0 15 0 2 0 0 0 0 0 25 1046 M. E . 2 3 40 20 100 40 20 0 10 5 20 ' 10 10 0 4 0 j 500 175, 000 1 1047 Nonsect . . 3 0 42 0 30 0 30 0 8 0 7 0 1 7 0 4 32 1048 Nonsect .. 0 8 0 28 3 40 0 11 0 2 0 1 8 i 0 4 4 0 1,000 50, 000 1049 P E 0 2 0 10 0 10 0 3 0 2 2 10 3, 000 40, 000 i050 Nonsect .. 4 0 34 0 ! 0 0 22 0 12 0 18 0 18 0 4 0 800 35, 000 1051 Friends. . . o 2 4 2 14 23 1 0 5 0 1052 Nonsect .. 2 2 10 6 20 6 6 2 1 .... 1 1 | 1 1 0 5 0 250 25, 000 1053 Nonsect . . 1 4 0 9 , 3 8 0 0 0 0 0 0 0 0 4 0 1, 000 2, 000 1054 Epis . 0 5 o 12 1 0 0 0 2 | 1055 Nonsect .. 0 8 0 26 ! ° 30 0 1 ; o 17 0 0 0 0 4 0 300 30, 000 1056 P. E . 5 0 16 0 ! 25 0 7 0 j 8 0 11 0 6 0 4 0 | 3, 500 50, 000 1057 NOHSBCt 6 I i 15 0 0 15 0 3 0 3 0 5 0 200 1058 Nonsect . . 1 0 20 0 0 1 2 0 1 0 5 0 5 0 0 200 1059 R C 2 1 0 8 o ! 14 0 4 0 1,850 1060 Nonsect . . 1 1 18 17 o O' _ j% 1 2 4 0 100 1061 Friends . . . 0 2 10 10 21 15 1 1 0 0 0 2 0 1 3 0 1062 Nonsect . . 1 | 0 11 0 9 0 3 0 1 1 0 1 0 4 11 500 10, 000 1063 R. C 0 4 o 16 0 134 0 0 o 0 0 3 0 0 1 4 1064 R. C . 3 ! o 48 0 ! 78 0 1 0 ! o. 0 1 0 1 0 i 0 1,500 > 60, COO 1065 1066 1067 1068 1C69 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1086 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1093 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools , endowed academies, seminaries, State and post-office. Name. Principal. NEW YORK. Adams. Albany Albany (155 "Washington ave.). Albany (43 Lodge st.) . Albany (Kenwood) . . Adams Collegiate Institute . The Albany Academy . Albany Female Academy. Albany (Robin st., cor. Madison are.). Albany . Albany (280 N. Pearl st.) . . . Allegany . Amawalk . . . Amsterdam. . . Antwerp . Aurora . Batavia . . . Belleville . Binghamton . . do . Bmlgehampton . Brooklyn (63 New York ave.). Brooklyn (183-185 Lincoln place). Brooklyn (102 Berkeley place). Brooklyn (36 Monroe place). Brooklyn (247 Harrison st.) Brooklyn (203 Clinton ave.) Brooklyn (146 Macon st.).. Brooklyn (40-42 Monroe place) . Brooklyn . Brooklyn (30 Madison st.) . . Brooklyn (215Ryerson st.) . Brooklyn (264 Jay st.) . Brooklyn (4th ave. and 9th st..). Buffalo (749 Washington st.). Buffalo (284 Delaware ave.) . Buffalo (129 College st.) - Buffalo (623 Delaware ave.) Buffalo (320 Porter ave. ) . .. Buffalo (1238 Main st.) . Buffalo (564 Franklin st.) . . Buffalo (74 Franklin st.) . . . Canandaigua Carmel . Carthage . Cazenovia Christian Brothers’ Academy . Female Academy of the Sacred Heart. Notre Dame Academy of the Holy Names.* St. Agnes’ School . . . . St. J oseph’s Academy . . . St. Elizabeth’s Academy . St. Joseph’s Normal College . St. Mary’s Catholic Institute . Ives Seminary . Cayuga Lake Military Academy. . St. Joseph’s Academic School . Union A cademy of Belleville . The Lady Jane Grey School . St. Joseph’s Academy . Bridgehampton Literary and Com¬ mercial Institute. Bedford Academy . H. Erwin Bard, A. B _ Henry P. Warren, A. L. H.D. Lucy A. Plympton . Brother Leontine . . . : . Madame Margaret Moran. Sister Mary Annunciata. . . . Miss Ellen W. Boyd . Brother Adrian . Sister M. Teresa . Rev. Brother Jerome . Sister Marcella . Erwin H. Schuyler, M. S _ Col. Yasa E. Stolbrand . S. M. Helena . Charles Josiah Galpin, A.M Mrs. Jane Grey Hyde . Sister M. Joseph . Lewis W. Hal lock, A. M _ Berkeley Institute. . . . . . Berkeley School for Boys . Bodman’s ( Miss) School for Girls. . Deghuee’s School for Young Ladies and Children.* Female Institution of the Visita¬ tion. Garrott’s (Miss) School for Young Ladies. The Latin School . . George Rodeman, A. M., Ph. D. Julian W. Abernethy, Ph. D Wm. A. Stamm . The Misses Bodman . Joseph Deghuee . Sister Mary Evangelista. Miss Mary L. Garrott . . . Caskie Harrison, M. A. . . Lockwood Academy . Nativity Academy . Pratt Institute (High School) ... St. J aines School * . T. . . St. Thomas Aquinas’ Academy . . The Buffalo Academy of the Sa¬ cred Heart. The Buffalo Seminary . Hawley’s Preparatory School for Boys.* Heathcote School . Holy Angel’s Academy . St. Joseph’s Collegiate Institute. St. Margaret’s School . St. Mary’s Academy and Indus¬ trial Female School. Granger Place School . Drew Seminary and Female Col¬ lege.* Augustinian Institute . Cazenovia Seminary . J. Lockwood . Sister M. Basil . William Me Andrew Brother Castoris _ Sister Mary Anna . . Sister M. Leonard . Mrs. Lucy L. Hartt . Lucius E. Hawley, A.M . Lester Wheeler, A. M . Sister M. McMillan . Rev. Brother Pompian . Miss E. Currie Tuck . Mary Moftit . Samuel Cole Fairley, A B James M. Yeager, D. D. . . Sister M. Josephine . Carlton C.Wilbor, Ph.D.,D.D. Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS. 2299 and other private secondary schools for the scholastic year 1S97-98 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. 1 Length of course in years. I 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 1898. College prepara¬ tory stu¬ dents in the class that gradu- uated in 1898. Clas¬ sical course. Scien¬ tific course. 6 a '3 a & *2 a ® Ph 6 rc5 a PR © 13 a rS Ts a © PR r2 13 a J© g © £ 4 5 6 7 8 9 io ii 12 13 14 15 19 17 IS, 19 20 21 22 3 6 45 27 0 0 ...j 1 51 2 21 4 Oj 760 $90, 000: 1109 M.E . 5 7 58 47 2 0 ii 4 12 5 5 5 2 3 4 50 1, 664 54, 742; 1110 Nonsect . . 1 4 2 20 4 8 2 0 0 o! 0 1 Oj 0 4! Oj 540 8. 000; 1111 Nonsect .. 1 6 1 20 0 2 1 0 8 0 0 . 3I 0 1 4 0 2, 433 42, 000 1112 R C 0 8 102 109 250 260 2 3. 2 3 0 6 0 3 41 o; 724 31,350 . 1113 Nonsect .. 4 0 20 0 10 0 7 0 4 0 3 0 3 0 5| o' . 1114 N onsect . . 11 2 82 0 * 7 0 22 0 38 0 18 0 16, 0 5 82, 5, 360j 72, 500 1115 Nonsect . . 2 5 52 62 10 11 6 4 4 0 2 2 1 1 4 0 2, 300 40, 000 1 1116 Nonsect .. 5 0 58 0 14 0 20 0 38 0 12 0 12 0 4 0 2, 000 1117 0 1 12 10 10 8 4 2 8 8 6 4 ... 4 22 3, 500 1118 1 2 11 12 0 0 0 o 4 Oj 626 21, 529 1119 1 0 10 4 15 10 0 0 0 0 4 0 320 2. 700 1120 3 1 50 29 41 18 1 3 1 2 3 o! 3, 000 28, 200 1121 Nonsect .. 1 3 40 28 12 7 1 0 3 .... 2 4 2 2 1 4 0 1,300 24, 325 ! 1122 Nonsect . . 5 0 11 0 21 0 1 0 0 0 0 0 0 0 4 0 1,374 78, 100 1123 Nonsect . . 1 5 0 35 0 5 0 2 0 0 0 3 0 0 5 i 1124 Nonsect .. 5 0 16 0 36 0 o 0 0 o 16 0 3 16 500 34, 000 ‘ 1125 R. C . j 0 7 0 32 0 84 o 0! 0 o 0 10 0 0 3 0 1, 500 278, 000 1126 Nonsect ..! 2 7 0 55 0 ! 20 0 6 o 10 8 0 2 oj 1, 100 80, 000 1 1127 Univ . 5 4 58 71 4 6 1 8 3 0 6 3 2 0 *4 58^ ' 1128 Nonsect . . 5 5 56 41 71 56 23 16 10 14 1 5 2 5 lj 4 71 2, 000 33, 200 1129 Epis . 2 4 0 35 12 36 0 8 0 6 0 5. 000 1 1130 P.E . ! 9 0 114 0 32 0 0 .... 0 .... 0 0 23 0 23 0 *4 Oj 5, 000 1,000,000 1131 Epis _ ! 2 4 0 22 5 6 0 8 0 o 0 2 0 1 5 j o 600 20, 000 ! 1132 Nonsect 5 6 80 30 40 1 30 40 20 20 0 4 1 1 0 j 1133 Nonsect .. 1 0 11 10 2 2 0 1 0 0 0 1 0 1 4 ! oj 511, 2,500 1134 Bapt . I 7 0 I 140 0 1 0 0 65 0 45 0 110 0 18 0 4 0, 2, 000 81, 700 1135 Lntli . 5 4 : 32 20 5 4 ! 2 0 3 3 1 0 4 ! 0 5, 784 44, 000 1136 Non sect .. 2 3 15 1 3 31 1 0 2 0 0 0 0 0 1, 000 18, 000 1137 R. C . 1 2 I 50 50 150 175 0 0 0 0 15 15 0 0 "i 868 16’ 487 1138 Non sect . . 0 9 0 ! 30 22 4 0 0 o o 0 5 1 4 '"o 500 35, 000 1139 Nonsect . . 1 | 55 J 0 0 0 6 0 49 0 16 0 1 ]6 0 4 0 490 92, 280 1140 Nonsect .. 3 3 45 ! 3 0 0 4 0 27 1 8 0 ! 8 0 3 0 400 1141 R. C . 0 3 13 j 30 5 20 0 0 0 6 0 0 0 0 4 o 1, 915 31, 354 1142 Non sect .. 0 2 36 ! 30 35 29 10 3 1 5! 1 3 2 0 110, 900 1143 M.E . 5 6 102 1 92 10 j 8 12 2 10 0 17 18 9 7 3 0 5, 000 79, 000 j 1144 R. C . 0 4 6 24 0 35 0 0 0 0 0 0 0 0 4 0 1, 137, 86, 122 j 1145 Friends. .. 2 4 22 10 33 21 1 1 4 ! 2 2 2 2 0 4 0 460 40, 000 1146 Nonsect . . 4 4 40 50 0 0 2 3 10 6 4 7 4 1 0 4. 095 44 489 1147 Nonsect .. 1 2 30 36 0 0 10 10, 3 ! 4 8 3 4 0 4 ! o 400i 4, 000 1148 Bapt...... 2 4 31 24 22 12 6 1 2 0 8 3 ! 6 0 4 0 575; 17, 329 1149 Bapt . 5 ; 8 96 80 0 0 6 3 1 6 1 4 50 2, 292 113, 808 1150 Non sect .. 1 ' 3 55 40 15 20 0 oj 6 | 5 4 5 2 1 9 400 12, 000 1151 Nonsect .. 1 j 1 0 40 6 35 0 25 1 ° 1 0 0 4 0 3 4 600 20, 000 1152 Luth . 3 , 0 33 0 4 0 33 0 l 0 0 10 0 10 0 ! 3 0 500 70, 000 1153 Nonsect .. 1 ; 4 0 1 ! 18! i 9 33 0 1 9 ■ 0 0, 0 2 i 0 2 4 0 100 10, 000 1154 Non sect .. 4 1 7 23 36 114 ! 104 5 5 4 4 1 2 1 2 4 0 7,630 105, 000 1155 Nonsect .. 0 ; 8 0 30 0 i 30 0 9 0 0 ! 0 10 o 6 1156 R. C . 0 ! 2 0 ! 20 12 ! 20 0 0 0 0 0 0 4 o 1 non: 97 095 1157 Non sect .. 3 0 30 0 0 0 15 0 8 0 3 .... o I 3 0 4 450 30, 000 1158 R. C . 4 21 0 95 1 0 52 0 0 0 0 0 7 0 0 1 4 "o 6, 259 352, 583 1159 Nonsect .. 4 0 11 0 1 17 0 10 0 1 n o ’ 200 ’ 400 1160 Nonsect . . 7 ! 1 55 0 70 0 18 0 ! 17 0 10 0 8 0 4 55 3,500 75, 000 1161 Protestant 1 ; 4 0 16 20 44 0 5 1 ! ° 0 0 2 0 0 4 1 16 ! 200 1, 000 1162 2302 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools , endowed academies, seminaries, 1163 1161 1165 1166 1167 1168 1160 1170 im 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 State and post-office. Name. Principal. 1 2 3 NEW yoek— continued. New York (20 West 44th st.). I New York (17 West 44th. st.). New York (711-715 5th ave.). New York (132 West 71st st.). New York (721 Madison ave.). i New York (2034 5th ave.).. New York (241-243 West 77th st.). I New York (34-36 East 51st st.). New York (270 West 72d st. and West End ave.). Bew York (32 West 40th st.). New York (177 West 73d st.). New York (20 East 50th st.). New York (342 Lexington ave.). New York (106-108 Central Park, South). New York (9 East 49th st.). New York (15 West 43d st.). New York (Columbus ave. and 84th st.). New York (43 West 47tli st.). New York (Manhattan- ville, J28tli st. and St. Nicholas ave.). New York (226 East 16th st.). New York (34 West 40th st.). New York (45 West 81st st.). New York (2134 7th ave., bet. 128th and 127th sts.). New York (East) . New York (54 West 84th st.). New York (44-50 2d st.) ... New York (334 Lenox ave.) . New York . New York (336 West 29th st.). New York (423 Madison ave.). New York (241 Lenox ave.) . New York . New York (176 West 25th st.). New York (26 East 56th st. ) . Berkeley School Brearley School. Brownes (Miss) School . Callisen’s School for Boys . Chapin Collegiate School . Classical School for Girls . Collegiate School . Columbia Grammar School, . Columbia Institute * . Comstock School . The Curtis School . The Cutler School . Daheim Preparatory Institute. . . . De La Salle Institute . Drisler School . Dwight School . . . Ely’s (Miss) School for Girls. . .... English and Classical School for Girls.* Female Academy of the Sacred Heart. Friends’ Seminary . . . Halsey’s Collegiate School for Bovs.* Hamilton Institute . Harlem Collegiate Institute . Holy Cross Academy . The Irving School ." . La Salle Academy . Lenox Institute. " . Merington’s (Misses) School for Girls.* Moeller Institute . Morse’s Classical and Mathemat¬ ical School. New York Collegiate Institute. . . . Peebles and Thompson’s School .. Bayson’s (Misses) School for Girls. Buel School . . * Statistics of 1896-97. John S. White, LL. D . James G. Croswell, A. B . Miss Annie Brown . . ; . A.'W. Callisen . Henry Barton Chapin, D. D. , LL. D. Mrs. Helen M. Scoville . Lemuel C. Mygatt, A. B., A.M. Benjamin H. Campbell, A. M. . Edwin Fowler . Miss Lydia Day . Osborn Marcus Curtis . Arthur H. Cutler, A. B., Pli.D. Hermann Siegel, Amalie Sie¬ gel Bro. Charles, F. S. C . Frank Drisler . Arthur Williams . Misses Ely . Miss Adelaide Bangs, Miss Mary B. Whiton. Madame Ellen Mahony, pres¬ ident. Edward B. Bawsom, B. S . Prescott B. Yail . N. Archibald Shaw, jr., A. M. . Max F. Giovanoly . Sister M. Helena . . Louis Dwight Bay, M. A., Ph. D. Brother Joseph, M. A . Andrew Zerban . Misses Mei’ington . P. W. Moeller . I. H. Morse . Miss Mary Schoonmaker . J. E. Merrill . Miss M. E. Bayson, B. A . Miss Eleanor Boise . PRTYATE SECONDARY SCHOOLS. 2303 and other private secondary schools for the scholastic year 1897-98 — Continued. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struct ors. Students. | Length of course in years. j Number in military drill. Number of volumes in library. i 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 1898. College pi*epara- tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific coui’se. rS | Female, j •9IUH © a © to _© © a © to © a | Female. | Male. © Is a © to 13 a © pR | Male. .2 a © pR 4 5 6 7 8 9 a ® ii 12 13 14 15 so 17 IS •19 2© 21 22 Nonsect .. 12 0 100 0 130 0 50 0 50 0 24 0 20 0 _ 3 100 1,200 $750, 000 Nonsect .. 2 26 0 128 0 62 0 6 0 0 0 25 0 6 5 0 4,000 200, 000 0 7 0 3 125 0 7 0 48 0 32 0 7 Nonsect .. 5 0 28 0 12 0 12 0 10 0 0 5 0 0 300 40, 000 Nonsect .. 5 1 27 0 33 0 18 0 6 0 6 0 5 0 4 0 Non sect .. 5 9 0 37 6 « 0 0 0 11 o ! 10 0 6 0 600 2, 000 6 9f 51 0 92 0 5 i 0 5 0 4 51 500 1 Nonsect .. 18 0 114 0 37 0 42 0 38 0 28 0 20 0 l ® 0 . 300 100, 000 Nonsect .. 9 3 93 0 55 0 56 0 37 0 11 0 9 0 3 93 300 139, 000 Nonsect . . 0 6 0 29 0 43 0 8 0 4 0 1 1, 200 Nonsect .. 7 0 ! 12 0 16 0 5 0 .... 5 0 5 0 5 0 4 800 33, 000 Nonsect .. 11 0 100 0 100 0 60 0 30 0 33 0 30 0 ! 4 0 250 4, 000 Nonsect .. 1 1 2 2 8 6 2 2 0 0 0 0 0 0 5 4 200 30, 000 It. C . 14 0 160 0 65 0 20 0 14 0] 4 150 3, 000 450, 000 Nonsect .. 12 • o 35 0 35 12 0 6 0 8 0 6 0 Nonsect .. 14 0 98 0 0 0 40 0 4 0 Presb . 8 22 0 150 0 0 0 15 0 12 0 21 0 2, 500 425, 000 Non sect .. 3 0 23 0 25 0 3 0 9 0 5 0 3 l 0 500 R. C . 0 14 0 87 0 134 0 0 0 0 0 13 0 0 5 0 6, 595 996, 825 Friends . . . 3 6 15 26 61 59 5 3 5 1 4 4 2 0 3 0 200, 000 Nonsect .. 9 1 40 0 20 0 20 0 10 0 12 0 12 0 0! Nonsect .. 9 3 25 0 45 0 15 0 10 0 41 0 4 0 4 25 i 400 _ Nonsect .. 2 3 1 13 17 30 13 o 0 0 o 0 4 „ 6C0 2, 500 R. C . 0 5 0 55 45 120 0 12 0 3 6 o' 1 500 Nonsect .. 6 0 29 0 32 0 15 0 11 0 ' 8 0 8 0 4 ol ’ 500 27, 000 R. C . 7 0 95 0 115 0 80 0 10 0 10 0 8 0 4 0 2, 500 500, 000 Nonsect .. 4 0 10 g 22! 10 8 4 3 0 4 2 2 2 0 50, 000 Nonsect .. 4 13 14 92 25 61 0 4 0 0 0 2 0 1 4 0 2, 000 Nonsect .. 3 0 8 38 27 4 2 4 2 25, 000 Nonsect .. 6 2 J 0 19 0 14 0 2 0 9 0 9 0 0 Protest . . . 2 10 0 40 7 63 0 1 0 3 0 3 0 o' 4 200 Nonsect .. 3 12 0 97 0 30 0 14 0 2 4l o Nonsect .. 0 10 0 22 0 31 0 6 6 0 3 0 2' 4 0 1, 000 8, 000 Epis . 0; 14 0 40 0 0 1 ol 31 0 1 41 0 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 1174 1175 1W6 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 1193 1194 1195 1196 2304 EDUCATION REPORT, 1897-98, Table 43. — Statistics of private high schools , endowed academies, seminaries , State and post-office. Name. Principal. 1 2 3 | new YORK— continued. 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 New York (84th st. and West End ave.). New York (38 West 59th st.). New York (116 West 59th st.). New York (152d st. and West Boulevard). New York (593 East 137th st.). New York (231 East 17th st.). New York (229-231 East Broadway). New York (6 and 8 East j 46th st.). New York (137 Henry st.)..! New York (6 West 48th st.) . New York (27 East 44th st.) . New York (147 West 91st ! st.). New York (280 West 71st st.). New York (160 West 74th st.). New York (139 East 79th st.). New York (148 Madison ave.). New York (109-111 West 77th st.). New York (22 and 24 East 91st st 1 New York (622 5th ave., near 50th st.). New York (417 Madison ave.). Niagara . Bugby Military Academy . j Sachs’ Collegiate Institute (Boys).: Sachs’ Collegiate Institute (Girls). St. Catherine’s Academy . St. Jerome’s TJrsuline Academy St. John Baptist School . . . ■ St. Mary’s Academy . \ St. Mary’s School . i St. Teresa’s TJrsuline Academy _ Spence’s (Miss) School for Girls Stern’s School of Languages of j New York City. Trinity School . Van Norman Institute . Yeltin’s (Mile.) School for Girls*. . Villa Maria Academy . Walker's (Miss) School for Girls . I Weil’s (Mrs.) School . W eingart Institute . Wilson and Kellogg School . Woodb ridge School* . DeVeaux College . F. Y. N. Burling . Dr. Julius Sachs . . do . . Sister Mary de Pazzi . Mother M. Clara Ward . Sisters of St.John Baptist... Sister M. Frederica. . Sister Anna . Mother M. Lucy . Miss C. B. Spence . Sigmon M. .Stern, director . Bev. Aug. Ulmann, S. D. D _ Mme. Yan Norman . Mile. Louise Veltin . Mother St. Celestine . Miss Boberts . Mrs. Matilda Weil . S. W eingart . Francis F. Wilson, A. M., John M. Kellogg, M. D. David A. Center, 13. S . Wm. Stanley Barrows, M. A., B. I). 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 North Chili The A. M. Chesbrough Seminary. Nyack-on-Hudson Oakfield . Peeks kill . - do . - do . - do . Hudson Biver Military Institute . Cary Collegiate Seminary* . The Institute . Mohegan Lake School . Peekskill Military Academy . St. Gabriel's School . Pelham Manor . Pike . Plattsburg . . Port Henry . . Poughkeepsie . . do . I . do . . j Bandolph . Bochester (2 Prince st.) Suburban School for Girls . . Pike Seminary _ . . D’ Youville Academy . Champlain Institute . . Lyndon Hall School for Young Ladies. Quincy School . Biverview Military Academy _ Chamberlain Institute . Academy of the Sacred Heart _ Bochester (401-404 Beckley Building). Bradstreet School (Boys) B. H. Boberts, A. M., and E. S. Boberts, A. M. Capt. J. Wilson, A. M . Bev. Curtis C. Grove, M. A ... Charles Unterreiner . Henry Waters . Louis H. Orleman . H. M. Cattell, instructor in mathematics. Mrs. and Miss Hazen . Wm. H. McClelland . Sister St. Euphrasia . Sister M. Beatrice . Samuel W. Buck, A. M . Mary C. Alliger . Joseph B. Bisbee . Bev. E. A. Bishop, A. M., D. D. Amelia Schulten, Mother Su¬ perior. J. Howard Bradstreet . Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS. 2305 and other private secondary schools for the scholastic year 1897-9S — 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 1898. College prepara tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. r2 JD a JD 7i a o Ph r2 £ 6 a 1© 11 12 13 Vi 15 IS it| 18 19 SO SI SS 1 1 15 18 25 7 3 2 . . . .1 0 o 5 o 0 $2001 1 1 37 22 20 30 10 1 2 0 3 0 1, 200 3 0 35 20 30 40 100 800 Nonsect . . 3 2 107 30 40 30 10 4 4 2 4 1 4 1 4 0 300 3, 000 1 1 16 41 29 17 5 3 1 3 1 3 4 0 100 5, 000 1 0 15 17 0 0 1 0 o ' 1, 000 1 2 13 10 52 17 4 1 1 1 1 1 4 0 !....... Nonsect .. 2 1 27 15 53 64 6 0 10 11 8 2 8 2 3 0 1 2 1 21 8 31 19 11 4 4 19 150 3, 000 250 0 1 10 12 1 1 0 1 2 2 40 76 105 20 0 3 0 2, 500 1 0 10 0 20 0 10 0 2 0 0 1,500 G00 Presb .... 1 3 0 14 0 259 0 0 0 0 0 14 0 0 3 0 1,700 65, 000 Luth . 4 0 16 4 10 1 1 0 2 0 1,500 5, 000 Rapt . 2 1 6 2 34 43 5 2 0 0 0 0 0 0 3 0 350 900 Non sect .. 3 1 18 12 43 28 0 0 0 0 0 0 0 0 4 0 400 3, 000 Rapt 1 1 35 25 30 25 4 6 6 0 1 1 4 0 2, 000 Nonsect . . 1 1 20 20 5 5 1 3 0 0 0 1, 000 Metii 6 0 43 0 0 0 36 10 7 o 19 4 1 19 4 3 o 18, 000 Friends. . . 0 2 10 15 27 31 1 2 0 | 200 1, 200 Nonsect .. 2 3 70 75 50 40 25 20 10 0 4 1 4 0 4 0 • 300 5, 000 Luth 1 0 12 13 40 40 3 2 3 0 2 1 3 0 1 Christian . 2 1 16 10 70 68 0 0 o 0 0 o o CO N onsect 2 0 15 10 55 45 10 2 2 3 0 1 2, 500 Nonsect . . 1 2 18 8 52 45 ! 8 01 0 3 o i 600 1,000 Nonsect . . 0 1 5 10 20 25 2 3 0 0 1 0 1 . 600 Nonsect . . 1 2 38 32 100 60 4 2 A M. E . 6 0 23 17 79 107 30 10 8 4 6 50, 000 Nonsect . . 2 2 80 75 10 15 0 300 1,500 PrAsli 1 1 40 0 0 0 6 0 Noil3CCt - . o 2 3 5 6 5 ] 2 Nonsect 0 1 24 20 16 12 4 3 2 0 2 0 1,000 Nonsect 1 0 18 20 5 7 2 2 1 _ 1 0 750 1 1 20 25 35 40 4 6 1 3 1 3 3 5, 000 Nonsect 1 1 12 17 i 9 15 3 5 0 Nonsect 1 2 17 13 9.5 18 1 3 0 2 3 0 200 1, 000 Nonsect .. 0 1 10 19 70 51 0 0 ! o 0 0 0 0 1 0 0 0 20 2, 200 Rapt . 0 4 17 21 I 58 48 4 8 0 0 0 0 0 0 4 0 100 10, 000 Meth 1 1 5 3 40 45 150 1, 000 Nonsect 1 o 5 i ion 97 2 3 4 0 1, 500 Bapt. 2 o 29 12 78 65 10 3 3 0 0 0 0 315 4, 500 N onsect .. 9 0 55 0 ; io 0 26 0 25 0 0 0 0 0 4 0 500 30, 000 Nonsect 1 o 6 6 39 19 0 0 1,600 Nonsect » . o 3 4 35 16 25 2 6 0 4 0 o 0 200 Nonsect .. 0 3 80 76 I 40 66 6 8 3 3 0 0 0 0 4 0 100 7, 000 Presb . 1 2 25 35 15 25 5 8 0 0 0 1,000 Nonsect 2 o 10 2 50 48 3 2 2 2 2 2 3 1 300 1, 000 Nonsect . . 1 i 75 0 11 0 6 0 0 3 0 75 Non sect . . 1 1 14 10 26 25 4 8 0 M eth 1 1 16 23 60 70 3 0 Luth 0 2 0 25 0 73 0 6 0 500 7, 500 Rapt, _ 1 1 20 14 20 15 16 10 4 0 1 0 150 500 Nonsect 1 0 19 9 65 67 0 0 0 0 0 . 400 Nonsect .. 1 2 10 10 30 80 I"*. 0 0 0 0 "*4 20! 0 500 Non sect .. o 1 24 1 25 41 40 2 3 0 700 Nonsect .. 5 0 150 1 5 115 8 8 0 : 75 0 28 0 16 1 9 3 0 ; 2,600 30, 000 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 1343 1344 1345 134C 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1378 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 EDUCATION Table 43. — Statistics of private high schools, endowed academies, seminaries, State and. post-office. Name. Principal. 1 2 3 NORTH CAROLINA— COnt’d. A T\ TTowftEcl J. C. and J. M. Horner . . Yadkin Mineral Springs Acad¬ emy.* E. F. Eddins, A. B . Pee Dee . The Barrett Collegiate and Indus- A. M. Barrett, A. M., B. D _ trial Institute. W. .T. Beale _ _ C. M. Murchison W. F. Humbert . James Dinwiddie, M. A . Hugh Morson . Rev. B. Smedes, A. M . AY. H. Albright, Ph. B., pres . . D. R. Mclver . Reidsville - _ ... _ _ ..... Reidsville Female Seminary* . Miss Annie E. Hughes . Rid ffflway _ _ - Ridgeway TTip-h School * . John Graham Rocky Mount . University School . William Holmes Davis, A. B. . C. W. Mason, A. B., B. S . Roxboro . Roxboro Institute . Rural Hall . Rural Hall Academy* . S. G. Sutton andE. A. Thomas. Salem . 1 Salem Boys’ School . . James F. Brower, A. M . Saluda . Saluda, Seminary __ Fidelia Sheldon Scotland Keck . . Yine TTill Male Academy Prince &•. Wilson Shawboro . Shawboro Hiph School* . Catherine S. Albertson . Sonoma, _ _ _ _ _ _ Bethel TTi crh School _ W. H. Phillips Summerfield . . Summerfield Academy and Busi¬ ness Institute. Sunshine Institute . Charles C. Teague . . Sunshine . D. M. Stallings, A. B . Sutherlands . Sutherlands Seminary . W. H. Jones, B. L . Taylorsville . Taylorsville Collegiate Institute. . Trenton Hick School . Rev. J. A. White . Trenton . AY. H. Rhodes _ Trinity . . Trinity High School . Jno. F. Kirk, R. M. Yestal Union Ridge . Union Ridge Academy _ Thos. AY. Strowd. . . . Warsaw . Warsaw Institute . Chauncey G. AY ells Whittier . Whittier High School . M. Ellsworth Meriam Whitsett . . . Whitsett Institute. . . AY. T. Whitsett Ph. D Why Hot . Why Hot Academy and Business Institute. Wilkesboro School _ J. P. Boroughs . . Wilkesboro . . R. H. McKeill Wilmington . A lderma.n’s (Missl School . Miss Mary L. Alderman . AYashinoton Catlett _ . do . Cape Pear Academy Wilmington . Hart’s (Miss) School* . Miss Anna J. Hart . Windsor . Rankin-Richards Institute . Rhoden Mitchell . Winton . Waters Hormal Institute . Rev. C. S. Brown, A. M . Yadkin ville . ] Yadkinville Hormal School . I Z. H. Dixon . NORTH DAKOTA. Grand Porks . St. Bernard’s College Mother Stanislaus Portland _ _ .... _ _ _ _ Bruflat Academy k 7-? o, v .T Tin .st ft <1 OHIO. Granville AXoonev Barnesville . Friends’ Boarding School (Ortho¬ dox) . AYilliam Ti Ashton Canton . . Buckingham’s (Miss) Boarding Miss Ella J. Buckingham . Cedar Point . and Day School for Girls. St. Gregory Seminary _ _ _ TTenry Brinkmeyer . Cincinnati . Armstrong’s (Miss) School* . Miss Sarah J. Armstrong . Cincinnati . Butler’s (Miss) School for Girls. . . The Clifton School . Miss Sarah Butler. . . . Cincinnati (Clifton) . Miss E. Antoinette Ely, A. M. * Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS, 2311 and other private secondary schools for the scholastic year 1897-98 — 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 1898. College prepara- tor y stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific couise. © r3 © rc5 a p © ,2 'S a © ft © *3 a © i ft a JD a © Ph © 13 s © ■a a © ft r2 13 a © 13 a © Ph © 13 N ^5 rc3 a © ft 4 5 6 7 s 9 19 ii 12 13 14 15 16' 17 is 19 2© 21 22 1 1 20 18 50 49 10 7 4 0 400 1342 5 0 105 0 11 0 16 0 80 0 4 70 1, 500 $25, 000 1343 0 12 8 40 42 5 2 2 0 400 1344 1 9 25 15 38 23 10 5 0 5, 500 1345 1 o 13 19 10 8 3 0 450 1346 Bapt...... 0 2 20 15 19 16 5 2 2 o 300 2, 500 1347 1 1 30 35 50 40 10 8 4 0 300 600 1348 1 9 0 152 0 23 0 8 4 1349 3 0 40 0 44 0 in 0 10 0 4 0 5, 000 1350 0 2 0 100 0 50 0 5 5, GOO 80, 000 1351 3 10 10 55 50 .... 6 0 1352 1 1 20 8 46 15 i _ 0 100 1, 500 1353 Presb . 0 2 0 29 9 20 0 10 j 0 j 10 0 3 0 2 4 100 5, 000 1354 Nonseet . . 1 2 35 10 5 2 20 5 1 0 20, 000 1355 Nonsect .. 2 6 85 85 0 0 | | 3 0 700 10, 000 1356 Nonsect . . 0 20 20 20 20 L _ 1 _ 3 0 1357 Non sect . . 2 ] 32 81 46 6 0 0 4 ! 1 0 0 o 0 1, 500 1358 Moravian. 3 0 53 0 37 0 12 0 1 16 0 9 0 4 0 12, 000 1359 Nonsect .. 0 2 10 25 95 0 1 0 0 0 0 0 550 4, 700 1360 Nonsect .. 3 0 60 0 15 ol 1 io 0 7 1 0 10 0 10 0 "”4 0 GOO 10, 000 1361 Nonsect .. 0 1 4 4 18 9 0 0 o 0 0 0 0 0 1362 Nonsect . . 1 0 8 6 65 53 10 10 1 3 0 100 4, 000 1363 Nonsect .. 1 2 20 14 11 21 3 4 0 0 0 0 0 0 4 0 100 1,000 1364 Nonsect .. 1 1 15 11 55 60 4 2 2 3 2 0 2 0 4 0 1, 500 1365 M. E. So . . 2 0 38 10 40 42 12 0 4 4 2 0 1 0 4 0 8, 000 1366 Non sect . . 3 2 85 44 40 31 20 10 4 4 6 0 350 4, 000 1367 Nonsect . . 2 2 20 25 33 25 12 13 1 1 2 1 2 2 0 40 3, 500 1368 M. E. So 2 1 60 10 28 21 60 10 3 0 1,000 20, 000 1369 Christian. 1 2 8 10 21 13 1 4 1 3 o' 700 1370 Bapt . . 1 0 15 10 11 10 2 0 0 0 0 0 4 o' 1, 000 1371 Cong . 2 0 5 12 43 46 0 0 0 0 0 0 6 , 0 0 1,300 1372 Nonsect . . 4 2 125 50 50 25 23 4 25' 1, 000 12, 000 1373 Nonsect . . 2 0 12 5 36 39 3 1 2 2 500 1374 Nonsect .. 0 1 20 20 20 25 3 5 3 4 3 4 3 0 100 1,000 1375 Non sect . . 0 11 12 12 20 6 5 4 0 1001 1376 Nonsect . . 2 0 45 2 17 1 3 0 5 0 5 1 4 0 200; 1377 Nonsect .. 0 2 1 16 6 15 .. ..I 1378 Nonsect .. 1 2 15 20 15 36 5. 555 1379 Bapt . 3 2 43 65 68 53 i 3 2 g 250 10.800 1380 Nonsect .. 1 1 20 16 40 35 10 10 10 6 2 2 2 2 3 0 350 2,500 1381 R. C . 0 3 5 25 20 75 4 5 0 0 4 0 600 10,000 1382 Luth . 4 1 12 6 83 126 12 0 0 ”‘6 6 2 7 0 3 0 200 18, 000 1383 Cong ..... 4 3 44 66 0 0 7 3 7 3 0 2, 000 20, 000 1384 Friends . . . 2 3 46 54 2 2 1 3 3 0 600 50, 000 1385 Nonsect . . 0 4 0 20 5 o 0 10 0 4 0 2 200 1386 R. C . 8 0 90 0 0 0 0 6, 000 90, 000 1387 Nonsect . . 0 4 0 57 0 43 0 20 0 4 o 4 1388 Nonsect .. n 6 0 18 4 17 0 8 0 0 0 0 0 0 4 0 500 1389 Nonsect .. 6 7 0 281 0 12 0 2 0 5 0 2 0 2 5 ....! 1. oool 22. 000 1390 2312 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools, endowed academies , seminaries, State and post-office. Name. Principal. 1 2 3 Ohio — continued. Cincinnati (16 Morris st.) Cincinnati (1 Park row, I Mount Auburn). Cincinnati . Cincinnati (2643 Bellevue ave.). Cincinnati (126 'Wellington place, Mount. Auburn). Cincinnati (Avondale, 196 Lenox place). Cincinnati . Cincinnati (College Hill) _ Cincinnati (Clifton) . Cincinnati (1615 Vine st.) . . Cincinnati (East 6tli st.) . . . Cincinnati . Cleveland (768-770 Euclid ave.). Cleveland (1020 Prospect ave.). Cleveland . . do . Columbus (441 East Town st.). Columbus (151 East Broad st.). Columbus . Columbus (cor. Long and High sts.). Crawfis College . Damascus . Dayton . Dayton (17 Third st., east). Dayton . Fostoria . Gambier . Germantown . Green Spring . Hudson . Marion . I Mogadore . I New Lexinerton . Painesville .. Pleasantville Poland . Heading . St. Martin . . . Savannah . South New Lyme. South Salem . Springfield . Tiffin . Toledo . Urban a . West Farmington I Zanesville . Eden Park School for Girls . Educational Institute . Franklin School . Lupton’s (Miss) School for Girls. Mount Auburn Collegiate School. Mount Auburn Young Ladies Institute. * Notre Dame Convent . Ohio Military Institute . Sacred Heart Academy . St. Francis Seraphicus College - St. Mary’s Literary Institute . Ursuline Academy . Hatha way -Brown School for Girls . Mittleberger’s (Miss) English and Classical School for Girls. University School . Ursuline Academy . The Columbus Latin School . Phelps’s (Miss) English and Clas¬ sical School. St. Joseph’s Academy . Thompson’s Preparatory Private School. Crawfis College * . Damascus Academy . Academy of Notre Dame . English and Classical Training School. St. Mary’s Institute . Fostoria Academy . Harcourt Place Seminary . Miami Military Institute of Twin College. Green Spring Academy * . Western Reserve Academy . St. Mary’s School* . Mogadore High School . St. Aloysius Academy . Mathews’s (Mrs.) School for Girls. Fairfield Union Academy . Poland Union Seminary . Mount Notre Dame Academy . Ursuline Academy for Young Ladies. Savannah Academy . New Lyme Institute . Salem Academy . Springfield Seminary . College of Ursuline Sisters . Ursuline Convent of the Sacred Heart. Urbana University * . Western Reserve Seminary . Putnam Seminary . Madame Fredin . Dr. Alois Schmidt . Joseph E. White, G. L. Sykes . Miss Katherine M. Lupton J. Babin, A. B . Mrs. H. Thane Miller . Sister Catherine Aloysius .... Hev. John N. Ely . M. Garvey . Rev. P. BernardNurre,O.F.M. Sister Mary Borgia . . Sister M. Baptista Freaner Miss Mary E. Spencer . Miss Augusta Mittleberger . . Newton M. Anderson . Mother Superior. . Frank T. Cole, A. B., LL. D. . . . Miss Lucretia M. Phelps . . Sister Mary Victorine . J. T. Thompson . J. T. Fairchild . Walter E. Day . Sisters of Notre Dame . A. B. Sliauck . Charles Eichner . R. L. DeRau, B. S . Mrs. H. N. Hills . Owon Graff Brown . . Harry W. Robinson . . Clay Herrick and Charles E. Bickok. Rev. James A. Burns . W. H. Anderson . Mother Gonzaga . . Mrs. Maria D. Mathews . C. C. Webb . E. T. Cheetham . . Sister Agnes Aloysia . Sister M. Gabriel . G. M. Johnston . Siglar W. Mauck, A. M Clair W . Fretz . Elizabeth H. Talcott... Mother St. Lignori - Mother St. Aloysius . . . Rev. John Whitehead. . Rev. T. H. Armstrong. . Mrs Helen B. Colt . * Statistics of 1896-G7. PRIVATE SECONDARY SCHOOLS. 2313 and other private secondary schools for the scholastic year 1S97-98 — 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. jElemen- [tary stu¬ dents. 1 Preparing : college. for Gradu¬ ates in j 1898. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. a ft 3 13 s ® A 4 5 G r 8 9 1© 31 is 13 14 15 1® 17 18 19 S© si SS E. C . 0 4 0 12 0 30 4 $19, 000 | 1438 Cong . 3 21 12 41 20 10 7 4 12 3 2 3 2 3 0 1,000 16, 000 1439 R. C . 0 1 0 10 20 25 o 5 3 1440 8 5 199 90 15 10 0 0 8 15 0 0 4 0 1, 500 45, 000 1441 R. C . 0 2 0 12 30 88 0 1 1 4 0 400 20, 000 1442 1 2 2 4 33 32 2 4 0 0 0 0 4 0 7, 000 1443 Nonsect .. 0 1 24 22 12 10 4 3 1 2 0 0 0 0 2 0 80 4, 000 1444 2 2 14 20 0 0 1 2 0 2 0 2 3 0 150 4, 000 1445 M. E . 4 1 8 9 17 29 0 1 0 4 0 400 6, 000 1446 R. C . 0 4 0 15 70 74 0 1 4 0 2, 084 33, 000 1447 R. C . 11 0 51 0 40 0 15 0 0 0 8 0 5 0 7,000 45, 000 1448 R. C . 0 4 4 26 31 59 0 3 0 24 0 2 0 2 4 18 300 30, 000 1449 P.E . 8 0 59 0 20 0 20 0 20 0 5 0 3 0 4 59 1,200 150, 000 1450 Presb . 7 3 87 58 67 1 47 40 15 47 30 8 7 8 7 5 0 800 60, 000 1451 P. E . 0 n 0 107 O1 86 0 8 0 8 0 3 480 90, 000 1452 R. C . 0 4 0 50 O1 250 0 5 4 1453 R. C . 2 0 15 0 113 0 3 0 4 0 6 0 6 0 4 15 600 98, 000 1854 R. C 0 2 0 20 35 25 0 10 3 | 1455 R. C . 0 2 0 12 30 100 3 4 | 4 445 2, 000 ’ 1456 R. C . 0 2 0 10 50 120 I 0 1 600 1457 R. C . 1 1 3 7 12 15 4 7 2 4 0 500 1, 150 , 1458 Nonsect . . 1 ] ! 21 8 22 I 15 3 1 1 0 3 0 4 0 165 3, 000 1459 Nonsect . . 7 2 102 24 0 0 32 0 14 0 27 0 27 0 4 0 1460 Non sect .. 0 7 7 17 12 4 0 1 1 4 1 1 4 0 300 1 1461 Nonsect .. 1 0 25 26 20 20 1 0 1 0 3 1 25 1 1462 Non sect . . 2 2 19 23 31 17 10 o 6 1 5 1 4 400 1, 200 1463 R. C . 0 10 0 80 0 20 0 5 4 0 1, 000 ! 1464 M. E . 0 4 1 42 19 97 3 0 1 1 5 24 4 0 1,500 80, 000 1465 Non sect . . 1 0 19 5 6 4 o 0 0 _ 0 7 1 0 4 0 1466 Nonsect . . 2 3 40 20 20 20 15 8 6 0 7 0 5 0 0 25, 000 1467 Nonsect .. 1 0 38 0 12 0 6 0 32 0 20 0 20 0 4 0 2, 000 j 1468 Moravian. 4 2 35 33 71 68 0 2 12 71 5 3 5 3 6 0 2, 500 65, 000 1469 ’Ptar'Ji 0 5 o 25 0 34 0 o o 24 o 2 0 2 40, 000 1470 Non sect . . o 3 0 31 0 49 0 20 o 10, 0 3 1,500 25, 000 1471 Nonsect . . 2 0 30 21 28 29 3 0 0 1472 Nonsect . . 2 22 0 125 0 5 x 0 24 0 14 4 500, 000 1473 Eriends . . 0 3 17 20 58 40 1 0 0 0 0 0 0 10, 000 1474 P.E . 5 0 20 0 21 0 10 0 8 0 8 0 5 0 ”4 0 600 45, 000 ! 1475 Presb . 2 1 9 6 16 19 4 0 1 0 3 4 3 0 3 c 2,000 5, 000 1476 Nonsect . . 0 g 0 65 0 9 0 3 ....1 0 1477 Nonsect . . 4 0 70 0 0 0 40 0 20 0 8 0 8 0 4 0 800 20, 000 1478 Nonsect 1 3 1.9 21 5 1 1 0 1 3 1 o 4 0 700 15, 0001 1479 R. C . 0 3 11 13 58 60 0 2 3 1, 027 1480 Friends. . . 5 1 21 0 20 0 2 0 2 0 4 0 2. 000 20, 000 1481 Protestant 0 2 8 19 28 35 3 0 400 5, 000 1482 Nonsect . . 1 1 7 5 28 28 0 0 0 o 5 0 50 3, 000| 1483 Nonsect .. 1 2 45 40 11 16 3 3 0 50 300! 1484 Non sect .. 10 1 15 0 0 0 0 0 0 0 0 0 0 0 4 0 500 50, 000 1485 Presb . 1 0 8 7 9 7 1 0 0 1, 300: 1486 Nonsect . . 3 1 45 22 3 3 18 0 15 0 2 3 2 2 3 0 300 11, 000 1487 Nonsect .. ol 1 51 4 7 4 26 1 5 oj 9 1 ....! ....1 0 ISO' 1488 23; 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 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools, endowed academies, seminaries , State and post-office. Name. Principal. 1 2 Pennsylvania— continued. 3 Eau Claire . . Elders Ridge . . Factory ville . Fredericksburg - Fredonia . . Freeburg . George School . . Germantown . - do . - do . . Glenville . Greensburg . . - do . . Harrisburg . _ do . . Hazleton . . Hickory . . Hollidaysburg . . Huntingdon Valley Eau Claire Academy . I Elders Ridge Academy . Keystone Academy . Schuylkill Seminary . Fredonia Institute . Freeburg Academy * . George School . Boarding, Hay, and College Pre¬ paratory School.* Friends’ School (Orthodox) . Germantown Academy . Glenville Academy . Greensburg Seminary . St. Joseph’s Academy . Harrisburg Academy . Tomkinson’s (Miss) School . Hazleton Seminary . Hickory Academy . Young Ladies’ Seminary* . Academy of the New Church . Jamestown . Jeukintown Kennett Square Kittanning . Lancaster . Lancaster (305 North Duke st.). Jamestown Seminary* . Abington Friends’ School . Martin Academy . Kittanning Academy* . Blackwood’s (Mrs.) School for Girls.* Sacred Heart Academy . Yeates Institute . Ligonier . Littlestown . Lorretto . McAlevys Fort. McSherrystown Media . . do . . do . Mercers burg. . . . Mifflintown . Mount Pleasant . Murrysville .... Myerstown . Ligonier Classical Institute . Edge Hill Institute . St. Francis College . Stone Valley Academy . St. Joseph’s Academy . Friends’ Select School . Graysdale Seminary . Media Academy * . Mercei’sburg Academy . Mifflin Academy . Western Pennsylvania Classical and Scientific Institute. Laird Institute . Albright Collegiate Institute*. . . . Nazareth . . New Bloomfield New Lebanon. . . North East _ North Hope - North Wales — Oakland . Ogontz . Oley . Oxford . . Pennsburg _ Nazareth Hall . Bloomfield Academy . McEhvain Institute . St, Mary’s College . North AVashington Institute . North Wales Academy and School of Business. Academy of Our Lady of Mercy*. Cheltenham Military Academy... Olev Academy . Oxford Academy . Perlciomen Seminary . Philadelphia (1324 Locust st,). Philadelphia (401 South 22d st.). Academy of the Protestant Epis¬ copal Church.* Blight’s School for Boys a . H. L. Terwilliger, M. A . Rev. N. B. Kelly, A. M . Rev. Elkanah Hully, A. M - Rev. W. H. Kindt, A. M . S. H. Miller, president . Geo. W. Walborn . Geo. L. Maris, A. M . Mrs. J. Frederic Hripps . Davis H. Forsythe . William Kershaw, Ph. D . E. M. Stahl . J. C. Hock, A.M.,Ph.D . Mother Mary J osephine . J.F. Seiler..' . Martha M. Tomkinson . S.C. Jack . F. C. McGill, A. B . Mrs. R. S. Hitchcock . W. F. Pendleton . Rev. Jos. L. Hunter . Louis B. Ambler . Edgar Stinson, M. Sc . Rev. Robert Barner . Mrs. Emma Jerome Black¬ wood. Sister M. Stanislaus . W. F. Shero . Rev. E. H. Dickinson . Walter E. Krebs, A. M . Brother Angelus, O. S. F . V. A. Green, A. M . Mother M. Ignatius . Emma Fell Paxson . Mary E. Williamson . Charles W. Stuart . William Mann Irvine, Ph. D. . J. Harry Dysinger . H. C. Dixon . John R. Steeves . C. A. Bowman, A. M., Ph. D., president. Rev. S. J. Blum . H. C.Mohn . J. S. Fruit, B. S . Aug. Dooper . Harry A. Steele . Samuel U. Brunner . Sister of Mercy . John C. Rice, Ph. D . Howard Mitman . Willard P. Jessup . Rev. O. S. Kriebel, A. M . Dr. Wm. H. Klapp . Wm. S. Blight, jr.. . * Statistics of 1896-97. a N o report. PRIVATE SECONDARY SCHOOLS. 2317 and other private secondary schools for the scholastic year 1S97-9S — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. Preparing for college. 1 1 Gradu¬ ates in 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. 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. Clas¬ sical course. Scien¬ tific course. Male. r2 > PH c3 a u (V rO a £ 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. r2 s Female. | 6 '<3 a o rrivate high schools, endowed academies , seminaries. State and post-office. Name. Principal. 1 2 3 Tennessee— continued. Sale Creek . Seotts Hill . Sevier ville - Shelby ville . Smyrna . Southside _ .... Sweetwater . Tazewell . Trezevant . Troy . Union City . . Viola . Walter Hill - Watertown . Well Spring . Wheat . . White Pine. - Woodbury . . TEXAS.. Sale Creek Institute . Scott’s Hill College . . . Murphy College . . University School* — . . Smyrna Fitting School . . Southside Preparatory School. . . . Sweetwater Seminary.. . Tazewell College . . Trezevant High School . . — Obion College * . . Union City Training School . Viola Normal School - Walter Hill High School...,. - Watertown School . Powells Valley Seminary . Boane College * . . . Edwards Academy . . Woodbury Academy * . . . S. U. Hoover . : B. A. Tucker . H. O. Eckel, Alvis Craig _ C. N. Dickinson. . W. H. Bates . . P. L. Harned . J. H. Bichardson - - - J. C. Brogan . A. J. Wells, B. S . . James C. Beid . . D. A. Williams . C. J. Denton . . . J. B. Bass . F. M. Bowling, A. M - - John A. Hicks . J. P. Griffitts, D. Sc., Ph. D.. J. D. Droke, A. M . E. J. Eekinanm ... . . Abilene - - - - Arlington . Austin . Austin (202 west 8th st.) .. Austin . - - do . . . do . . . ... Beckville.. . . . . Belton _ _ _ Brenham . . do . Brownsville _ _ _ . . Buffalo Gap . Burleson . . Commerce - - Corpus Christ!.. . Corsicana _ Crowell . . . Dallas . . . . Decatur . . Denison _ _ Detroit . . . Eddy . Ferris . . . Forney . . . Fort Worth . . . do . Galveston - - do . . . Grandview - . . . ... Greenwood - - - - Henderson . . J ackson ville _ _ Jasper . . . Xaredo . . . .. _ do . Marshall _ Simmon s College _ _ _ Arlington College* . . Bickler Academy * . . . . Hood Seminary _ _ _ St. Mary’s Academy . . Stuart’s Seminary* . Tillotson College . . Hewitt Institute . . . Belton Male Academy . .. . Blinn Memorial College . Evangelical Lutheran College _ St. Joseph’s College . . Buffalo Gap College . Bed Oak Academy — . East Texas Normal College . Corpus Christi Female College . . . Miller’s (Mrs. ) Seminary for Girls - Crowell College * _ _ _ _ Central Academy . . Decatur Baptist College . Harshaw’s Academy . Detroit Normal College . Literary and Scientific Institute . . Ferris Institute . . Lewis Academy - - - St. Ignatius Academy . . Watson’s (Miss) School* _ St. Joseph’s Academy - Uxsuline Convent* .... . . Grandview Collegiate Institute *- - Greenwood Male and Female Col¬ lege. Henderson Normal Institute* .... Alexander Collegiate Institute . . . South East Texas Male andFemale College. Laredo Seminary _ _ _ Ursuline Academy _ _ _ Bishop College. . . . O. C. Pope, D. D., president - L. M. Hammond. . Jdcob Bickler . Mrs. E. N. Hood . Sister Superior . . . . Bev. J. M. Purcell, M. A . Marshall R. Gaines.. . Prof. J, W. Collins . C. H. Wedemeyer, A. M . C. Urbantke _ . Bev. J. Bomber g . Bev. M. Chevrier, O. M. I . Bev. John Collier, D. D . L. C. Collier . ... W. L. Mayo . J. D. Meredith . Mrs. E. T. Miller . B. B. Blankenship _ Waldemar Malcolmson - Benj. F. Giles . George L. Harshaw - ... W. A. Dean . 3. M.Bedichek . . . A. C. Speer . . . — E. C. Lewis . . Sister Louise . . Miss L. G. Watsou . Sister Mary . — Mother Mary Joseph, superi¬ oress. J. E. Garrison - G. H. Carpenter . M. M. Dupre . . . E. B. Williams . : J. H. C. Gardner - - ; Miss N. E. Holding - Mother St. Paul . Albert Lougliridge, president. * Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS, 2327 and other private secondary schools for the scholastic year 1897-98 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Second¬ ary stu¬ dents. Elemen¬ tary stu¬ dents. © a s © ft 3 r2 "3 a (C PH "3 a © © ft 4 5 6 7 8 9 1© Nonsect .. 1 0 10 5 108 95 Nonsect .. 1 0 20 4 60 65! Nonsect .. 3 0 19 17 77 63 Ronsect .. 3 1 17 31 27 15 Non sect .. 1 1 24 19 15 15, Nonsect .. 2 0 35 30 65 55 Bapt . 0 2 0 1 21 0 49 Nonsect . . 1 1 25 15 40 40, Nonsect . . 1 3 30 25 90 96 Nonsect . . 2 0 15 15 75 15' Non sect . . 2 1 35 i 46 0 °i Non sect .. 2 1 40 1 46 60 41: Nonsect .. 1 1 40 24 35 30 Nonsect .. 1 1 25 25 75 75 M.E . 2 1 8 4 82 . 66 Nonsect .. 2 3 25 i 30 70 30 IT. Breth.. 2 0 21 26 73 67 Nonsect .. 2 0 15 15 30 25 Bapt . 0 2 40 25 47 25 Nonsect .. 2 0 24 26 112 131 Nonsect .. 1 1 12 5 27 10 Nonsect .. 1 2 7 9 G 7 R. C . 0 5 0 40 0 140 Presb 1 6 0 39 0 o Cong . 2 5 25 22 68 106 Nonsect . . 1 1 10 15 65 85 j Nonsect .. 2 2 60 25 2 2; M.E...... 3 0 24 6 46 8 Ger.Ev.E. 3 0 25; 10 10 4 R. C . 3 0 20 0 55 0 Ciun.Presb 2 2 95; 96 31 32 Cum. Presb 1 1 29 39 39 30 Nonsect . . 6 1 126; 92 12 10 Protestant 1 1 0 70 0 0 Nonsect .. 0 2 0 [ 10 0 5 Nonsect . . 1 1 21 [ 26 34 39 Nonsect . . 1 0 26 4 7 0 Bapt . 3 2 58 38 12 9 Nonsect .. 2 0 35 | 20 15 10 Nonsect . . 0 1 30 35 30 30 Nonsect . . 0 1 20 18 34 32 Non sect .. 3 1 89 107 142 112 Nonsect . . 2 1 27| 10 28 25 R. C . 0 8 0 60 G 170 Nonsect . . 0 2 1 1 13 1 7 2 R. C . 0 2 20 20 65 100 R. C . 0 3 0 j 50 0 85 Nonsect .. 2 0 54 53 118 96 Nonsect .. 2 0 17 36 93 74 Non sect .. 2 3 30 24 0 0 M. E. So . . 2 1 40 30 11 18 Nonsect . . 2 0 12 17 38 48 M.E. So .. 0 5 8 29 30 120 R. C . 0 4 0 12 12 38 Bant . 1 3 64 ! 32 112 1 1281 Students. Preparing for college. Clas¬ sical course. Scien¬ tific course. Gradu¬ ates in 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Value of i grounds, build¬ ings, furni¬ ture, and sci¬ entific appa¬ ratus. 11 13 10 58 14 15 0 7 1 *3 16 1? IS 19 20 21 0 2' _ 1 3 'i '**3 15 0 4; 101 12 4 5 1 1| 1 0 2 3 2 0 5; 0 6; 1 0 2 2J 1 4 0.... 15 4 15 12; 13 3;.... 0 .... 0 .... 0| 0 0 0 0 2 0 12 0 0 6.... 4 0 01 2l 641 100 1,100 300 100 525 100 500 200 150 400 50 50 0 3,000 0 200 0 625 0 300 900 2, 000 80 500 1,200 200 200 160 300 1,000 300 300 1,050 22 $1,000 1732 1,000 1733 20,000 1734 ....... 1735 5,000 1736 2.500 1737 30,000 1738 2,000 1739 5,000 1740 1,000 1741 6.500 1742 6,000 1743 3,000 1744 500 ! 1745 3,000 1746 3,000 1747 6, 500 1748 5,000 1749 30, 000 5, 000 1,500! 10,000j . I 25, 000 40, 000 2, 500 8, 000 1,600 3, 000 13, 000 4, 000 20, 000 2, 000 3, 500 ’50,'600 200 300 1,300 500 2,000 4, 000 25, 000 7,000 60, 000 1,200 132 250 500 50 800, 000 6, 000 5, 000 4, 000 12, 500 5, 000 80, 000 1,000 1, 860 97, 000 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 1785 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1801 1802 1803 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 EDUCATION REPORTj 1897-98. Table 43. — Statistics of private high schools, endowed academies , seminaries , State and post-office. Name. Principal. 1 2 3 TEXAS— continued. Marshall . Midlothian . Minden . Mount Sylvan . . Newton . Omen . . . Paris . . do . Patroon . J’easter . Pilot Point . Plainview . Salado . San Antonio _ . do . . . do . . _ do . - do . _ do . . _ do . San Marcos . Seguin . Sherman . _ do . . do . . Sulphur Springs Yan Alstyne _ Victoria . . do . Waco . Walnut Springs Weatherford - Whitewright .... Wills Point . Masonic Female Institute . Polytechnic Institute* . Rock Hill Institute . Rose Dale High School . The W. H. Ford Male and Female College. Summer Hill School . East Side Boys’ School . Paris Female College . Patroon College* . Peas ter College . Franklin College . Llano Estacado Institute . Thomas Arnold High School* . Academy of Our Lady of the Lake Peacock’s School for Boys . St. Mary’s College . San Antonio Academy . San Antonio Female College . Hrsuline Academy . West Texas Military Academy... Coronal Institute . St. Joseph’s Academy . Mary Nash College . North Texas Female College* . Sherman Private School . Eastman College . Columbia College... . Nazareth Academy* . St. Joseph’s College* . Douglas’ Private School . Central College . Weatherford College . Grayson College . Yantis Female Institute . W. D. Allen . A. E. Hall . . G. I. Watkins, A. M . J. S. Magee . B. F. Phelps . A. W. Orr . J. P. Downer . T. J. Sims . R. H. Bonham, A. B . S. Taylor . T. E. Peters, A. M . A. Ernsberger . S. J. Jones, A. M., Pli. D . Mother M. Florence . Wesley Peacock . John B. Bumeder . W. B. Seeley, A. M., Ph. D . . . . Rev. J. E. Harrison . Mother Mary Ursula . Rev. A. L. Burleson, M. A . A. A. Thomas . Sisters of the Incarnate Word. A. Q. Nash, C. E., imesident . . . Mrs. Lucy Kidd Key . J. H. Le Tellier . H. P. Eastman . W. B. Duncan . Mother St. Claire . L. N. Hofer . S. A. Douglas . B. L. Johnson . David S. Switzer, A. M . F. E. Butler . R. E. Yantis . UTAH. Ephraim . Huntington . Logan . Mount Pleasant . Ogden . Provo . . do . Salt Lake City . . do . SaltLakeCity (p.o.box 1706) Salt Lake City . . do . Springville . Vernal . Sanpete Stake Academy . . Huntington Seminary . New Jersey Academy . Wasatch Academy . Weber Stake Academy . Brigham Young Academy* . Proctor Academy.... . All Hallow’s College . Gordon Academy . . . Latter Day Saints’ College . Rowland Hall . Salt Lake Collegiate Institute .... Hungerford Academy. . U intah Stake Academy . Newton E. Noyes . David Prior . G. M. Sammons . George H. Marshall . Prof. Louis F. Moench . Benjamin Cluff, jr., M. S.,M. D Bessie Chase Peek . Rev. Thos. J. Larkin . W. S. Axtell, A.M . Willard Done, D. D . Miss Clara Colburne, A. B - Robert J. Caskey . . . Miss Ora Gates . . A. B. Anderson . VERMONT. Bakersfield Barre . Burlington - do . Chelsea.... Derby . Essex . Brigham Academy . Goddard Seminary* . Bishop Hopkins Hall*... St. Mary’s Academy . Chelsea Academy. . Derby Academy . Essex Classical Institute Charles H. Morrill . Arthur W. Peirce . Miss Edith M. Clark _ Sisters of Mercy . John M. Comstock, M. A G. A. Andrews . . Roscoe Allan Grant . Statistics of 1896-97. PRIVATE SECONDARY SCHOOLS, 2329 and other private secondary schools for the scholastic year 1S97-9S — 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 1898. College prepara¬ tory stu¬ dents in tbe class that gradu¬ ated in 1898. Length of course in years. Number in military drill. Number of volumes in librar Value of grounds, build¬ ings, furni¬ ture, and sci¬ entific apx>a- ratus. Clas¬ sical course. Scien¬ tific course. r2 rc3 a © a © Ph j© s © a <0 Ph < V ’cS © 1 h © 1 © a © Ph S © *3 a © Ph © s © a © Ph © 3 a © C3 a © Ph 4 5 6 7 s © 1© ii 12 13 14 15 i© 17 18 1© 2© \ 2 1 22 Nonsect . . 1 4 0 50 0 70 0 5 0 5 0 6 0 4 1 0 400 $15, 000 Nonsect .. 2 0 17 14 30 38 6 4 3 2 2 2 2 1 *3 0 75 3, 500 2 1 25 15 60 60 2 0 4 o 200 3, 000 Nonsect . . 1 1 32 27 61 53 4 3 3 2 1 0 1 0 4 0 450 2, 500 Nonsect .. 1 0 14 10 10 13 2 1 3 0 0 0 0 0 3 0 0 800 Nonsect .. 3 1 57 35 55 50 5 4 2 0 5 6 2 1 2 0 850 5, 000 Nonsect . . 1 0 19 0 23 0 0 0 4 0 0 0 0 0 0 0 2, 500 0 5 0 75 0 25 0 10 4 o 1 500 14, 000 2 0 26 38 42 41 1 8 0 8 1 3 4 0 150 3, 500 Nonsect . . 1 1 20 30 50 60 1 1 1 0 0 0 0 0 4 0 40 2, 000 1 3 15 20 20 30 20 10 ....1 1 1 3 3 0 300 10, 000 1 1 22 18 64 66 0 2 1 0 4 40 4, ooo! Nonsect . . 2 1 53 25 0 0 6 2 1 0 7 5 3 0 4 150 25,000 R. C . 0 2 0 20 0 17 0 12 0 0 0 2 0 2 4 ’”6 165 75, 000 Nonsect, .. 2 0 50 0 25 0 8 0 5 0 6 0 6 0 4 6, 000 R. C . 5 0 50 0 275 0 6 0 5 0 4 o Nonsect . . 5 1 50 13 23 5 10 0 12 0 8 1 8 1 4 0 M. E. So .. 4 5 0 69 0 18 0 10 3 1, 000 20, 000 R. C . 0 g 0 40 20 70 0 6 0 6 500 Epis . 8 2 95 0 40 0 75 0 20 0 95 700 25, 000 AT E. So . . 3 1 79 100 41 59 2 4 1 12 1 4 4 o 500 30, 000 R. C . 1 1 8 22 40 38 0 2 4 2, 000 40, 000 Non sect . . 4 9 0 225 0 14 0 17 4 5, 000 75, 000 Meth . 3 7 0 223 6 24 0 34 4 o 1,000 70, 000 Nonsect .. 1 1 65 0 20 0 6 0 5 0 3 0 2 0 4 o Non sect . . 5 3 55 72 30 25 0 4 0 Non sect . . 1 3 20 21 100 159 10 10 10 11 0 1 8, 000 R. C . 0 7 0 35 0 165 0 0 1, 100 20, 000 R. C . 6 0 17 0 90 0 2 0 0 0 o 500 40, 000 Nonsect . . 2 0 19 23 16 10 4 0 14 6 0 0 3 0 550 4, 500 Meth . 1 2 29 54 102 53 11 9 5 4 2 3 o 39 2, 000 M. E. So .. 5 3 70 60 51 82 45 30 22 19 4 2, 500 25, 000 Nonsect .. 12 4 170 107 121 49 41 26 12 6 6 3 2 1 4 i62 4, 000 50, 000 Nonsect . . 0 3 0 15 0 35 0 2 0 2 0 2 4 o 150 2, 500 L.D.S.... 6 1 41 25 90 42 1 0 1 0 9 6 9 6 4 300 3, 000 L. D. S _ 1 0 40 15 0 0 10 5 10 5 2 6 100 100 Presb ..... 0 3 10 16 66 49 2 1 2 3 1 2 0 1 3 200 10, 000 Presb . 1 2 20 30 45 55 4 2 5 0 2 1 1 0 4 1,500 10, 000 L.D. S _ 5 1 13 12 115 66 4 7 4 o 36, 200 L. D. S _ 19 6 267 273 225 139 11 5 4 48 9, 963 80, 000 Cong . 0 3 11 13 0 o 2 0 0 4 0 0 4 o 400 10, 000 R. C . 5 0 23 0 97 0 12 0 11 0 6 o 6 o 4 o 10, 000 Cong . 2 3 15 20 4 4 5 5 0 0 0 0 3 o 2, 000 65, 000 L. D. S _ 11 1 70 50 130 75 0 0 0 0 16 0 4 0 1, 000 25, 000 Epis . 0 8 0 112 24 40 0 7 0 0 0 5 0 3 4 0 1, 200 20, 000 Presb ..... 2 3 26 24 6 5 7 1 8 5 4 3 3 0 4 0 500 65, 400 Presb . 0 2 6 6 2 0 2 0 2 0 3 o 250 10, 000 L. D. S _ 2 0 21 15 40 20 12 13 1 3 1 3 2 0 300 2, 100 Nonsect .. 2 3 69 63 14 17 1 3 18 14 11 17 2 2 4 0 750 30, 000 Univ . 4 7 186 160 0 0 12 12 3 0 4 0 2.000 Epis _ _ 0 6 0 25 0 4 0 1 0 0 0 1 4 0 500 66, 000 R . C . 0 5 0 30 175 220 0 2 0 9 0 1 4 1, 800 Nonsect .. 1 1 37 30 3 5 3 1 1 0 1 3 0 0 4 ”6 171 Nonsect .. 1 2 23 34 17 22 0 0 6 4 3 3 3 1 4 16 450 5, 000 Nonsect . . 1 2 13 13 5 9 2 1 2 1 2 1 4 ol 200 14. 000 1787 1788 1789 1790 1791 1792 1793 1794 1795 1796 1797 1798 1799 1800 1801 1802 1803 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 1836 1837 1838 1839 1840 1841 2330 EDUCATION REPORT, 1897-98. Table 43. — Statistics of private high schools, endowed academies, seminaries, 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 State and post-office. Name. Principal. 2 3 Vermont— continued. Lyndon Center . . . Mclndoe Falls Manchester . . Montpelier . . New Haven . . North Craftsbnry. Peacham . ... Poultney . Poyalton . Rutland . . . . St. Albans . . St. Johnsbury - Saxtons River South Woodstock. Townsbend . . West Brattleboro, Lyndon Institute . . Mclndoe’ s Academy . Burr and Burton Seminary . Montpelier Seminary _ 1 . Beeinan Academy . Craftsbury Academy . Caledonia County Grammar School Troy Conference Academy. . . Royalton Academy . Rutland English and Classical Institute. Villa Barlow — Convent de Notre Dame. St. J ohnsbury Academy * . V ermont Academy . Green Mountain Perkins Acad¬ emy. Behind and Gray Seminary . Brattleboro Academy . Fremont L. Pugsley . Arthur R. Webster . E. Herbert Botsford, M. A _ E. M. Smith . Luther A. Brown . J. E. Colburn . Charles H. Cambridge . Herbert Augustus Durfee. . . . E. L. Stearns . O. H. Perry . Sister St. Susan . David Y. Comstock . Edward Ellery, Pb. D . James H. Dunbar . E. Edgecomb . H.E. Miller . VIRGINIA. Abington . . . do . Achilles . . Alexandria . . Amherst . . Arvonia . . Bedford City - Bellevue . . Berkley . . Berry ville . Bethel Academy Blackstone _ _ - do . . Bon Air . . Bowling Green . . Burkeville . . Abington Academy . Academy of the Visitation . Gloucester Male and Female Acad¬ emy. Potomac Academy . . Xenmore High School . Seven Islands School . Randolph-Macon Academy . Bellevue High School . Berkley Collegiate Institute . Shenandoah University School ... Bethel Military Academy . Blackstone Female Institute . Hoge Academy (Military) . Bon Air School . Southern Seminary * . Ingleside Seminary* . B. R. Smith . Sister M. Agnes Broughton, directress. Rev. K. A. Folkes . J ohn S. Blackburn . A. E. Strode . Philip B. Ambler . A. M. Hughlett, E. Sumter Smith. Wm.R. Abbott . J. W. Roberts, Ph. B . W. N. McDonald and C. AV. McDonald. R. A. McIntyre . Rev. James Cannon, jr., A. M.. T. P. Epes, D. D . W. D. Smith . E. H. Rowe . Rev. Graham C. Campbell, M. - do . Chase City . Chester . Churchland . Covesville . Culpeper . Danville . - do . Dayton . Effna . Farnham . Floyd C.H . Franklin . . do . Friends’ Mission Front Royal . Gloucester . Hampton . Herndon . South Side Female Institute. South Side Academy . Shirley Seminary * . . Churchland Academy . . Cove Academy . . Culpeper Female Seminary. . Danville Military Institute*. Randolph-Macon Institute... Shenandoah Institute . . Sharon College School . Farnham Academy . Oxford Academy . . Franklin Academy (male) Franklin Female Seminary . , Blue Ridge Academy . . Randolph-Macon Academy . . Summerville Home School . . . Hampton College . . Herndon Seminary . Rev. R. W. Cridlin . Edward C. James . Miss Mary E. Carter . John Wise Kelly . Rev. Daniel Blain, D. D . Mrs. S. C. Biggers . I. H. Saunders . R. E. L. Farmer, M. A . E. U. Hoenshel . J. T. Crabtree, A. M . R. Williamson . Rev. John K. Harris . J. G. Mills . Miss Eunice McDowell . J. A. Griffitts . W. W. Smith, A. M., LL. D - John Tahb . Miss Bessie Lee Fitchett . Misses Castleman . * Statistics of 1896=97. PRIVATE SECONDARY SCHOOLS. 2331 and other private secondary schools for the scholastic year 1897-98 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struct¬ ors. Students. Length of course in years. c3 a 0 & 9 3 ft 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 1898. College prepara¬ tory stu¬ dents in the class that gradu¬ ated in 1898. Clas¬ sical course. Scien¬ tific course. 6 1 Female. Male. Female. © "cS a Female. Male. Female. rS rc5 a n o 3 o 16 0 0 1 1958 Presb . 2 1 20 15 13 15 6 3 2 4 2 1 2i 0 4 0 5, 000 | 1959 7 D, jBftpt . 2 1 30 23 44 65 20 18 2 2 2 i 4 0 2, 000 10, 000 1960 on sect 2 2 45 36 10 14 10 10 3 0 6, 000 1961 Nonsect 7 0 90 0 0 0 5 0 15 0 12 0 8 0 4 90 200 50, 000 1962 E C o 6 0 56 0 34 0 5 0 10 0 4 4 0 3, 000 1963 Cong - 1 2 8 7 4 4 3 2 1 1 2 2 2 I 2 4 0 700 40, GOO 1964 Epis . 5 0 65 0 60 0 ! 10 0 12 0 22 0 12; 0 4 65 .3,000 100, 000 1965 Treo nr ftt.li 2 6 40 44 30 36 1 3 2 4 0 .600 20, 000 1966 pis 0 5 o 22 0 14 1 0 5 1 o 2 4 600 50, 000 1967 Nonsect . . 2 10 7 23 22 12 1 6 1 3 2 4 1 2 4 ”’6 3, 000 42,400 1968 7?, pis 0 10 0 70 0 30 0 24 0 16 0 ' 6 4 4,000 - 150,000 I960 S6Ct 2 o 18 0 0 0 3 0 1. . - . 6 0 400 15- 000 1970 E C 0 3 0 25 0 50 0 5 0 3 4 - 0 100, 000 1971 E. C . 0 3 0 15 0 20 0 3 0 4 0 3 0 1 4 .0 150 20, 000 1972 E C o 1 18 20 162 187 0 0 o 0 o 0 o ! o 600 20,000 1973 Nonsect . . 5 1 26 20 51 63 12 15 12 1 15 -0 1, 350 10, 000 1974 Nonseet . . 4 1 34 0 26 0 9 0 1 s 0 4 0 2 1 1 6 4 .0 800 30, 000 1975 e n 5 o 52 0 0 0 0 o 50 0 35 0 1976 E C 11 o 118 1 0 13 o 118 o 13 0 I 2, 000 62, 000 1977 T.nth 3 o 24 15 17 5 ! 3 3 1 0 200 15, 000 1978 T^rc.q^ o 4 13 15 11 10 6 4 j 0 1 o 2 2 2 2 3 0 1979 E C 0 4 0 32 o 24 0 1 „ ! 0 0 0 5 0 0 4 1 1980 Epis . o 4 0 25 o 10 0 j 2 ' 0 2 0 2 4 0 600! 15. 000 1981 P p. 4 o 21 0 15 o 6 0 7 i o o 4 0 0 10, 000 1982 E C 0 0 40 o 131 ! 0 5 4 1 3,075 1983 E C 7 o 65 0 o 0 0 14 4 0 1 2, 000 1984 E. C 14 o 115 0 105 0 115 0 1 20 0 1 12. 400 160, 000 1985 E.C 0 i 6 0 50 o 1 l 0 10 0 [ 3 4 1 1 o i n. onn 1986 Lutli _ 3 1 20 25 85 46 1 0 4 2 11 11 1 0 1 3 0 700| 8, 000 1987 E.C . 5 o 48 0 40 0 25 0 15 0 1 0 j 48 800 60, 000 1988 Presb . 3 3 35 25 26 12 8 8 I 3 500 42, 000 1989 Cong _ 2 1 11 12 25 9 2 0 3 0 500 7, 000 1990 , 1’*"’ 1 1 1 1 2336 EDUCATION REPORT, 1897-98. 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 hoys only. For girls only. Coeducational. o o © Xfl a «•••« • OO • • lO CO kO CD • •CD • • • • • • • O CD • • d D* O lO • 1 d 1 * 1 1 1 » ■ • 1 x— , CD » High schools. T*WI © a2, 156 1, 242 556 3, 116 7,847 OO t- CO CD ^ to OO t> OOWlOO OO CM CO t* 00OOL>»C0t>05H OOOiDl^t^ Cl Tf Tji (N t^ TfCDHt^MMOt' MiOOrfO CO CM CO CM CO CM ^ »H CM CM CM rH r-T rH CM CM CO’^ rH rH~ CO ^ ‘c* -c^ uno,C qpraoj; St) vM • • • • OO .1 • • 05 CO O CM 05 OO • O l> CO !M h* • O ID) • • • ^ h- OO 10 CO lO • 05 0 C5 l> • CM O • • • CM CO r— i LOW 1 H « • CO kO • 1 • •jboX p.ixqx • • kO ‘ CO • t'- • »T5 • * • ^ O ^ kD CO lO CD • O ^ C5 GO »0 • C5D5 -05 • CM CM OO 05 O CD • C5 kO 05 CM CO • 05 C D • ^ • ■^Xh- i ^ ^ • CM rH rH • CO kQ ‘CM • ! Q • • •jnoX puooog « • • lC • rH • • O • ^ • • • cm~ CM CM CM r-H 0 .0 t> LO W 00 • CO 00 • rH • t> r< O d © • r— t OlOOOQ • O P- *0 • CD CM CM CM O lO • ^4 rf r-i CO • iD>00 • ^ • h : « : : : •jnoi (JSJTjj; . . co • co • • v-H 1 CO • • CO » cm : : OHCCOOh- .rH rH CM 05 LO . CDCM • O ■ d Hi d O h* 0 • O CC tH CD C5 • 005 *t> • O O Hi D t> O • CD CD CM ID rH . Hd .0 • •spoil os -£juq. -nomop pun suoq. -julfiopuiq ux ppx H 32, 358 12, 650 8,448 41, 427 182, 165 COiCt^COOlOdCO HI>HiCO OOOHiDn X Cl 0 O l> r*t d TJ1 ^rHCOCOrH ^DdC5 000H«0 GQCOCOtHO r* X H* O OO oop-iod^a> m neon® HON Hj. -jiinwHN O O r3 O m KH> 3 s 0 •xca.C qpT^SL « 1,369 • 05 CM 05 lO • 1 1 • • « ■ 1 » 1 . . ' H- JO rf H • • • • • • • CD ...ii •xboA qtqbig; P* 2, 046 662 426 2, 892 7,422 kDr^kO^CMC^ • t>- nfi O O CD CD rH CO 05 • 05 C C5 X H C d • l>- WHOC5H O t> d *00 CO T* CD CD CO CM • CO C5 t> 05 CM rH t> CO H • *H r-T TP rH r-T • rH CM rH CM ^ • rH •JBOiC qjuoAQg T=3 2,815 772 554 | 3,163 '10, 846 Xl-OOCOC'OlO HXt'XtH <^5-+COCD-HOC05 00 CO LO O — O O d CM CO COI>-OOt>kDC^CDC5 CO O CO ^ Q t-rJ4CDG0L^ cm' koT HHHH HHH CM CM CO kD* t-T UB9A q^Xtg 05 CD H O CO OO C1WO CO r— 1 GO O O COrl Tjj uo H'dOH'WHiiOCO HHiOOnX H C» O'. LO O CO lO d CO CO t> CM CD d Ch © H O CO CM 05 CM 00C^O05 05CM05O CD^CDOl^ 0 r-i TjT^T ^ ci CM CDCOCOCMOCMuOO CM d JO O H ^ kD 00 CO CD OiOWtHDHOHi O CO CM O CM CO 05 05 ^ kO O rH O 05 rH CM 05 XHCOt-Hi lO CC 00 uO 00 kDt^rHi-rrH'cOCMCO r-TcMCM ^ ^TkOCM^rHCM •jtjoX q^jnojj; QD 4, 148 1,586 1, 170 5, 426 24, 656 7,427 7,815 1, 169 1,017 2, 021 3, 425 2, 892 7, 596 2, 052 2,817 3,082 985 5, 375 5, 799 7,267 16, 790 1,620 3.214 •JcoX pjxqx | H 4,420 1,265 1,241 5,761 29, 623 8, 992 7, 410 1,499 1, 165 2, 175 4, 370 2, 760 11, 104 2, 120 3,408 4,015 1,085 5,871 6,634 7,851 22, 659 1,882 3, 744 •jcoi puooog 1 © lO tO ^(NOO ^ ^ TJ< 05 nf rH Htf CM 11,127 8,919 1,681 1,312 2,380 4,824 1 3, 009 12, 245 2, 075 3,470 4, 363 1,041 6, 834 6, 970 8, 074 24, 989 1,881 4, 272 •jboA qsjiq; I 1 O OO CM 05 CO CM in O -r -ti iO ^ OO C5C5 kD CM r-T OO' CO' Ht>COCDl>CDrHHi l>DrHHid CD CO CO C5 05 CO CM CD rf CM C-J —r CM 05 05 CO CM C D O t> O Hi lO rH 05 CO O O O 05 CD kO ^ Ch CO CD 00 CO CM rH CO 00 CM CM* CM' CM 05 CO CM kO kC CM CM 05 rH tf5 CM l> • suo^jnSjopuxx 1 • OO • • • ■ C5 . • . • kO CO rfi CO • *05 rH .CO • • • O O • O • CMOOlD>D • ■ O kD • rH • » • 05 rH .CO • 05kD-^kO • » rH CO *05 • • • CO CM • CM 1 CC • i CD CM • ^ » • t- -CO Date. W June, 1898... 1897-98 . Feb., 1898 . . . 1897-98 . 1896-97 . 1895 OR _ Dec., 1895 ... Jan. 31, 1898. Dec., 1897 ... Sept., 1897 .. 1897- 98 . 1896- 97 . 1898- 97 . End of 1st qr. 1897-98. 1897- 98.. . Nov. 30, 1896. 1896- 97 _ Nov. 30, 1897 1st term 1896-97. 1897- 98 . 1897-98 . Dee. 31, 1897. 1896-97 . 1896-97 . « Number belonging.. Total enrollment . . . Number belonging.. Total enrollment . . . Average daily mem¬ bership. Average number be¬ longing. Number on roll . Number belonging. . . do . Total enrollment . . . I . do . Number belonging. . Total enrollment ... Number belonging. . Average enrollment. Number belonging.. Total enrollment . . . do . Number belonging.. Total enrollment. . . . Average enrollment H San Francisco, Cal . Denver, Colo. (District No. 1). Wilmington, Del . Washington, D. C. . Chicago, Ill . Baltimore, Md . Boston, Mass . Cambridge, Mass . Lowell, Mass . Worchester, Mass . Minneapolis, Minn . Kansas City, Mo . St. Louis, Mio _ ........ Omaha, Nebr . Jersey City, N. J . Newark, N. J . Trenton, N. J . Buffalo, N. T . Cincinnati, Ohio . Cleveland, Ohio . Philadelphia, Pa . Bichmond, Ya . Milwaukee, Wis . £ ? 22 6 £ % £ ® S’ r-OH ® 3 5 o g bJC-2 oO ®a.S ® >, ® £ pJC-v? ®o8oO ® 's jz Ph g s«|'s3 p-®£ 2,® bl • ft43 xn >“.«M — © 0rZ 09 +s t-i © ® a © -g w .§ a a| g § 2 § g< ® o s %■? 0 p e a CITY SCHOOL SYSTEMS, 2347 Table 3. — Proportion of pupils in the several school grades in certain cities. 02 a s § fcX) ® a 0 Elementary schools. Total in kindergartens and elementary schools. High schools. j Xormal schools. | First year. | Second year. h £< EH | Fourth year. | Fifth year. | Sixth year. | Seventh year. | Eighth year. § 2 1 I First year. Second year. | Third year. Fourth year. Total. I 1 3 4 5 © 7 . § 9 10 11 12 13 14 15 16 17 18 l I P.ct 'P.ct \P.ct\P.ct I 1 P.ct\P.ct P.ct P.ct P.ct P.ct 1 ! P.ct P.ct P.ct P.ct P.ct P.ct P.c< San "Francisco, Cal . ...J 15. 9 12. 8| 12. 8 11.912.3 9.7 8.1 5. 9 4.0 93.4 .... .... 6.2 0.4 Denver, Colo.(Dist. Xo. 1) 14. 3;17.7;10.4 \ 9.1 11.4| 9.3 J 8. 5 5.6 4.8 91.1 .... 8. 9 .... Wilmington, Del . . ... 20.0 16. 1|13.8 13.010.9 , 9.2 6. 2 4. 7 93.9 3.5 i.*8 0.8 6.1 Washington, D. C . 20.0 14.5 12. 9 12. l!l0. 6 ; 9.0 7.1 6.5 92.7 7.0 1*0*3 Chicago, Ill . 20.5 17. 315. 612.911.6 8.2 5.7 3.9 95.7 "l.l 1.2 "6*7 0.5 4. 1 j 0.2 Louisville, Ky . 24.4 15. 114. 1 12.3 10.0 8.1 5.8 4.4 94.2 5.8 Baltimore, Md . ....! 29.6 18.214.7 12.1 9.1 6.2 3.8 2.2 95.9 ’i.'s "1.1 0.7 'o.'i ai. 1 Boston, Mass . 5.2 17.1 11.8 9.8 10.3 9.3 8.9 7.6 5.9 4. 6 593. 4 2. 7 1.6 1.1 0. 5 j6. 2 *0.4 Cambridge, Mass . 4.4 17.7 12.6 11.3 8.8 8. 5 7.7 6.2 5.1 3. 9 o" cscoot^adoodoocit^coo as sassasssasss §§3 §3 aaaasaBsags $s?£ £2 S2?jS2S2S^22S !£” g£§g32£32g32 gS§32S£3 S3 SSSSaggSgSgS gg§gS|5S3 H ISSSSSI5I2IS §11 III a rH c ooon^oocooo(M^xi> occi S3 iSSsSSSSSSSS ggS ss§ t- o r?»«rff(N^05^l>iOOH o 16, 500, 417 17, 330, 426 18, 104, 963 19, 293, 607 20, 919,163 22, 294, 477 23, 274, 845 25, 130, 926 2, 147, 475 2, 268, 220 2, 497, 697 2,574,429 2,756,147 2, 932, 741 3, 015, 502 3. 109, 026 1, 523, 392 1, 637, 110 1,884, 400 1,950, 857 2.110, 907 2, 188, 338 Value of public prop¬ erty used for school purposes. $184, 507, 058 193, 607, 787 205, 338, 077 228, 439. 334 236. 631, 394 255, 586, 583 267, 425, 289 289,325,794 93, 319, 620 97, 070, 586 103,172, 001 111,843, 026 116,128, 291 125, 616, 050 135, 970, 151 149, 529, 234 8, 577, 207 8, 908, 588 10, 048, 445 11, 055, 115 10, 469, 464 10, 960, 232 11, 063, 166 11, 335, 220 7, 803, 089 7, 705, 290 7, 946, 424 9, 144, 329 9, 247, 543 9, 207, 437 Number of seats or sittings for study. H 2,396,674 2, 512, 772 2, 693, 522 2, 898, 295 3, 119,277 3, 369, 082 3, 383, 405 3, 500, 970 1, 170, 477 1, 231, 862 1, 287, 123 1, 376, 385 1, 438, 671 1,515, 887 1, 595, 308 1, 626, 891 180, 727 186, 980 206, 001 209, 365 221, 787 228, 579 246, 612 250, 248 122. 353 120, 118 150, 270 149, 876 164, 096 191, 730 Num- { ber of school build¬ ings. © p< {5£gg!§§3 CO co' CO t-~ 00 OO 00 Oi ISSIslsl SltllslS 1SISSI eO~eO«OCOCO«V'* Number of teachers. Total. © 52, 431 55,057 58, 522 62, 999 66, 993 70, 325 74, 117 78, 360 salllSgg S3S3812S 1 S!§!§ Female. ao 48, 557 51,113 54, 224 58, 246 61, 970 65, 266 68, 344 72, 355 ISIglsSs lllllsll SSBiSS Male. I 3,874 3, 944 4, 298 4, 753 5,023 5,059 5,773 6,005 lliillll SHS188S Slllli Num¬ ber of super¬ vising officers. © ISIsIlIS cs cs cif co" co co" -dt 1,179 1, 262 1,385 1, 516 1, 586 1,769 1,829 2,066 110 142 166 190 183 223 229 278 172 170 138 173 248 247 Aggregate number of days’ attend¬ ance of all pupils. 364, 687, 603 378, 389, 408 394, 017, 038 436,806,735 462, 450, 038 489,786,705 507,622,259 539,048,222 181, 981, 649 185, 030,311 190, 042, 037 209, 650, 142 221, 016, 405 232, 118, 588 240, 131, 134 256, 514, 447 27, 756, 177 29, 233, 310 28, 840,197 30, 078, 691 31, 973, 121 33, 684,196 34, 366, 949 36, 536, 809 18, 951, 843 19, 857, 396 21,967, 115 23, 016, 276 22, 808, 432 24, 580, 505 Average daily attend¬ ance. 1, 884, 474 1, 977, 442 2, 066, 850 2, 281, 237 2, 431, 967 2, 560, 293 2, 693, 299 2, 843, 445 914, 245 950, 395 981, 290 1,075, 938 1, 134, 394 1, 186, 738 1, 259, 044 1, 323, 545 148, 831 153, 325 154, 789 160, 571 173, 593 178, 269 184, 829 197, 166 106, 044 107, 023 119, 229 127, 585 126, 260 138, 250 Enroll¬ ment in public day schools. M 2, 627, 275 2, 743, 430 2, 876, 866 3, 126, 659 3, 302, 841 3, 480, 619 3, 594, 675 3, 799, 881 1, 295, 627 1, 333, 698 1, 377, 808 1,492, 594 1,561,959 1, 639, 631 1, 697, 615 1,785, 788 192, 820 212, 952 218, 872 224, 400 239, 274 251, 492 254, 737 272, 108 148, 798 153, 625 164, 057 171, 386 181, 464 190, 366 Num¬ ber of city school sys¬ tems. « SlSIssll Cities of — United States: 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95.... . 1895- 96 . 1896- 97 . 1897- 98 . North Atlantic Division : 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895 96 . 1896-97 . 1897 98 . South Atlantic Division : 1890- 91 . 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . 1897- 98 . South Central Division : 1890-91 . 1891 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . CITY SCHOOL SYSTEMS. 2353 11 SSSSSISS IlisiSiS 553 || | g||| | IS SSSES3SS SiSSSisi si 3iiii3i¥ iisiiisi HSf s'aWsssas" ■*'*'*•*'**•*•£ SI llesslls llllslss S3 llllssll SlilSS'll oacf ^ ‘Q CCQ0:O HHHnnHH sS ssilllll 38I8E88S SI iillalSl SSSs¥Sl¥ _r _r_r_r_r S3 gggg|j§£g : : § : :| | ip i ED 98 - 148 Table 8. — Comparative statistics of city school systems from 1891-92 to 1897-98, inclusive. 2354 EDUCATION REPORT, 1897-98. Average daily expendi¬ ture per pupil for all purposes. 2 ifi d d «d d d d 6 16.24 16. 67 15. 89 16. 51 17. 56 18. 50 18. 75 12. 10 12.05 12. 12 11.86 12. 23 12. 23 12. 02 11. 58 11.74 12. 46 13.00 12. 87 10. 93 11.52 Average cost per day of tuition for one pupil. A* &SS3SS3 gS'gSS&S ^ co o ai a> os as o> 6 rooifflfflCDOS! t> OO 00 00 OO OO 00 00 00 00 a> 00 00 00 Total cost of schools per capita of pupils in average attend¬ ance. ** $28. 80 31. 92 30. (54 30. 72 31.26 31. 51 31. 22 31.63 32.28 30. 95 32. 17 34. 34 35. 28 36.31 23. 08 22. 45 22. 69 21. 84 23.10 22.74 22. 26 21. 50 21.62 22. 42 23.49 22. 87 19. 47 20. 10 Cost of teaching and super¬ vision per capita of pupils in average at¬ tendance. 7*4 7*4 CO OS Irt CO CD H -H OOPJCOHMHCO CO OO t— OO 00 00 CO W-rH 1-1 rH 1-1 rH 18.23 18. 45 17.93 18.44 17. 93 18. 49 18. 98 14. 79 16. 14 16. 03 15. 88 16. 45 16.31 15. 77 15.30 15. 81 15. 65 16. 72 15. 79 14. 96 15. 10 Value of school property per capita of pupils in average attend¬ ance. © $97. 92 ! 99.32 100. 15 97. 30 99.84 99.30 101. 78 102. 25 105. 15 103. 95 102. 37 105. 85 107. 98 112. 95 58. 37 64. 90 68. 85 60.31 61.49 59. 86 57.49 72. 01 66. 73 71.67 73.24 66. 60 65.17 68.40 Average number of seats to a building. © slsllll 8SSS&S ISSS1S8 8131328 Average number of seats for each 100 pupils in attend¬ ance. ft) 126.5 130.3 127.1 128.3 131.6 125.7 123.1 128.5 131.2 127.9 126. 8 127.7 127.8 122.9 121.9 133.1 130.4 127.8 128.2 133.4 126.8 112.2 126.0 117.6 130.0 138. 6 128. 3 125. 9 Average number of teachers to each super¬ vising officer. (M (M t> (N CJ O CO 6 o' oo oo* i> oo t> CQ CM .-i ri H r-i H lOCOOOOSiOOW OJCOiOOOHO ^ C- r-< CZ ID sssssss Average number of pupils in attend¬ ance to each teacher. e OlOrHO-MCOCO W ^ O (M CO 00 ^ lO CD CO O CO H O Average len gth school term. lO to rH ^ LO CD |>3> E a a 5s oo oo 194.7 193. 7 194.8 194.8 195. 6 190. 7 193.8 190.7 188.3 187.3 184. 2 189.0 185.9 185.3 185.5 184. 2 180.4 180.6 177.8 178. 2 174.4 Average number of days’ attend¬ ance of each pupil en¬ rolled. Days. 137. 9 137. 0 139.7 140.0 140. 7 141.2 141.8 138.5 138. 0 140.4 141. 5 141.5 141.5 143. 6 137.3 131. 7 134.0 133.6 133.9 134.9 134.3 131.2 133.9 134. 9 125.6 129. 2 131.0 127. 6 Ratio of average attend¬ ance to enroll¬ ment (public schools,). Vi i o> o> to in a ® !>■ £*• £ 71.1 71.2 72.1 72.6 72.4 74.2 74.2 72.0 70.7 71.6 72.5 70.9 72.6 72.5 70.7 72. 7 7l! 4 69.6 72.7 73.6 73.2 Ratio of pri¬ vate school enrollment to enrollment in all schools, public and private. « Per cent. _ 21.5 _ 21. 2 _ 20. 8 _ 20. 3 _ 19. 6 _ 18.7 _ 18.7 _ 21.0 . 20. 7 . 20. 3 . 19. 8 . 18.5 . 17. 5 . 18. 4 . 17. 8 . 18.6 . 18. 8 . 17.8 . 17.1 . 15. 7 . 15. 0 . 24. 4 . 22. 5 . 21.1 . 18.8 _ 20. 1 . 19. 6 . 19. 7 Cities of— w United States: 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . 1897- 98 . . North Atlantic Division : 1891- 92 . . . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . 1897- 98 . South Atlantic Division : 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 90 . 1896- 97 . 1897- 98 . South Central Division : 1891- 92 . 1892- 93 . 1893- 94 . 1894- 95 . 1895- 96 . 1896- 97 . 1897- 98 . CITY SCHOOL SYSTEMS. 2355 16. 14 17. 37 16.85 16. 47 15. 67 15.74 14.55 22. 95 25. 21 20. 05 19. 40 18. 58 18. 60 18. 97 SSSSSSSS C)05C5QQ05 01 12. 30 12. 59 12.61 12.26 12. 06 12. 34 12. 70 44.52 48. 16 38. 26 36. 14 35. 02 34.26 35. 14 17. 63 17.95 17. 56 17. 73 17.62 17.71 17.59 23.87 24.05 24. 07 22. 83 22. 72 22. 73 23. 52 96. 50 95. 54 98. 05 ’ 96. 01 98. 90 97. 06 97. 23 154. 00 156.23 151.07 133. 40 136. 96 121. 83 123. 70 imsis mini ■^•^^OOOCOCO GO Tf< CO t- L- eo co cij in ^ tHC)MOO(00 CJOJiOrHOOH NTdONONOO S5 §8 to S SB §8 o5 194.1 191.1 190.8 186.3 188.4 184.2 185.3 lO CO ^ Cl ^ O O S§33§2^ rl lO <0 ^ 05 O 00 ONOOCOOO d d s ^ l- 70.7 69.9 71.1 73.2 72.6 73.8 72.3 00 ID 00 L— lO 00 O 05 CO 1>» 4U, UUU \6— 21 2, 973 150 1, 159 1,165 2, 324 1,642 175 287, 350 34 Trinidad . . 9, 000 6-21 1,640 713 708 1,421 980 190 186, 257 CONNECTICUT. 35 Ansonia . 13, 000 4-16 2, 801 128 1,149 1, 129 2, 278 1,800 188 355, 178 36 Bridgeport . 61, 634 4-16 14, 377 2, 164 4,567 4,580 9,147 7, 280 181 1,317,723 37 Bristol __ . 8, 736 4-16 1, 919 5 1, 973 1,388 195 270, 660 38 Danbury _ . 20, 000 4-16 4, 735 1,020 1 . 2, 863 2, 364 200 472, 800 39 Greenwich c . 12, 000 4-16 921 150 33i 468 799 518 d 85 95, 830 40 Hartford . 75, 965 4-16 13, 809 * 1, 600 10, 445 7,124 191| 1, 360, 684 * Statistics of 1896-97. a Estimated. b On account of smallpox, the colored schools were open only 157 days. c The “Greenwich school” only. dThe schools were closed three weeks because of measles. CITY SCHOOL SYSTEMS. 2357 Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial 1 schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupil3 in public day schools. School census age. Children of school census age. Male. Total. 1 3 3 4 5 6 7 8 9 IO 11 CONNECTICUT— COnt’d. Manchester : I 41 9, 000 4 16 1, 017 0 916 * 734 180 a 132, 120 42 District ho. 9 5 500 4 16 1 168 4 1, 280 933 180 167, 940 43 30, 000 4 16 5, 871 4, 222 3, 248 200 649, 600 44 10, 000 4 16 1, 868 400 1, 208 1, 018 184 187, 432 45 hew Britain . 25, 000 4-16 4, 987 1,400 1, 778 1, 824 3,602 2, 724 184 500, 416 4G 110, 000 4-16 21,648 2, 898 16, 559 12,981 200 2, 596, 200 47 16, 500 4 16 3, 078 430 2, 566 1,750 188 329, 000 48 22’ 525 4 16 4’ 427 623 3, 49l! 2, 536 200 507, 200 49 Norwich (Central 4 16 1, 433 400 1, 182 864 188 162, 432 50 Rockville * (Y ernon) . . 4-16 1, 798 458 1, 430 1, 082 182 196, 924 51 Stamford . 20, 000 4-16 ! 4,371 700 i 1, 896 1, 783 3, 679 2, 228 196 436, 688 52 Torrington . 12, 000 4=16 2, 353 756 | 672 953 1, 625 1,462 195 285, 090 53 "Wallingford (Central district) . 8, 000 4-16 ! 1, 525 10 777 740 1, 517 1,179 191 224, 599 54 "Waterbury . 40, 000 4-16 10, 017 1,603 | 2,945 2, 764 5,709 4, 738 200 947, 620 55 "Windham _ 10, 000 4-16 1, 996 792 1, 565 997 200 199, 400 DELAWARE. 56 W ilmington _ _ 70, 000 6-21 10, 769 7, 879 196 1,544, 284 DIST. OF COLUMBIA. "Washington : 57 First 8 divisions 6 1 f. ... * 5, 000 15, 413 16, 310 31, 723 24, 343 185 4, 505, 408 58 9th to 11th divi¬ )■ 280, 000 sions c . j 1.... *300 12, 975 10, 040 183 1, 837, 320 FLORIDA. | 59 Jacksonville . 60 Key "W est . * 1, 250 1, 084 1, 057 2, 141 1,447 j 155 227, 080 61 Pensacola . 16, 000 6-21 3, 800 350 820 966 1, 786 1, 356 145 212, 968 62 Tampa 26, 000 6-21 4, 981 1, 000 896 868 1, 764 1, 196 160 176, 308 GEORGIA. 63 Americus . 10, 000 6-18 2, 068 30 635 795 1,430 1,170’ 180 201, 600 64 Athens . 10, 000 6-18 3, 111 225 750 803 1,553 1,060 178 186, 886 65 Atlanta . . 117, 864 6-18 18, 299 6, 692 7, 646 14, 338 9.581 190 1, 820, 390 66 Augusta . 45, 000 6-18 12, 745 1, 000 3,645 ! 3, 895 7, 540 6, 250 165 1, 031, 250 67 Brunswick . 12, 000 6-18 2, 210 200 514 691 1, 205 760 ; 180 136, 800 68 Columbus . . . 25, 000 6-18 4,439 300 1,065 1,325 2, 390 1, 928 177 340, 109 69 Macon city and county 28, 000 6-18 14,008 600 3, 287 4, 023 7, 310 4, 664 1 182 848, 848 70 Rome . 8, 000 6-18 2, 293 150 745 755 1, 500 1, 154 183 211, 182 71 Savannah . . . 65, 000 6-18 12, 216 *200 2, 643 3, 185 5, 828 4,692 184 863, 328 ILLINOIS. 72 Alton . 14, 000 6-21 3, 500 500 897 915 1, 812 1,413 187 264, 231 Aurora : 73 Dist. No. 4 (west) 6, 000 6-21 1, 608 0 716 739 1, 455 1,070 190 206, 646 74 Dist. No. 5 (east) . 18, 000 6-21 5, 383 806 1, 446 1, 503 2, 949 2, 291 195 445, 598 75 Austin . 10, 236 6-21 2,598 150 901 982 1,883 1,712 : 190 324, 960 76 Belleville . 18, 500 6-21 5, 783 1,103 1,436 1 1, 322 2, 758 2,420 196 471, 607 ■ 77 Bloomington . 25, 000 6-21 7, 926 500 2, 045 ! 2,123 4, 168 3, 344 1 170 ! 568, 531 * Statistics of 1896-97. a Approximate. b White schools principally. c Colored, schools. 2358 EDUCATION REPORT, 1897-98. Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average dally attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. JD *3 3 o Ph 'cS o EH 1 2 3 4 5 G 7 8 9 10 11 Illinois — continued. ■ 78 Cairo . 15, 500 6-21 3,965 258 998 1, 140 I 2, 138 1, 710 183 312, 946 79 Canton . . . 8. 000 6-20 2, 091 0 834 903 j 1,737 1,396 176 245, 974 80 9, 25S 6 21 300 812 795 ! 1, 607| 1, 154 183 211, 182 81 Chicago . 1, 851, 588 6-21 571, 375 j 91, 341, 118, 214 118, 025 236, 239 187, 034 195 37, 406, 873 82 Danville . 20, 000 6-21 3,737 | 540 1,370 1,468 2, 838 2,097 195 396, 632 83 8 21 6, 697 2, 138 2, 249 4,387 3,333 188 626, 604 East St. Louis: 84 District No. 1 . \ r6— 21 5, 524 800 1, 283 1, 355 2, 638 1, 845 199 367, 163 85 District No. 2, T. 2N., E.9 W.,3d P. M . i 35,000 ]6 21 1,768 565 470 1,035 606 200 140, 410 86 Distinct No. 2, T. 2 N., E. 10 TV.*. I (.6-21 10 110 90 200 195 87 Elgin . 21, 228 6-21 5, 589 720 3, 900 j 3, 197 180 596, 424 Evanston : 1 88 District No. 1 - 10, 500 6-21 2, 699 | 200 838 813 1,651 | 1, 281 190 243, 458 89 Dist. No. 2 (South Evanston) . 6, 116 6-21 1, 728! 325 464 499 963 756 190 143, 775 90 Dist. No. 3* (No. Evanston) . 1,366 7-21 413: 20 131 145 276 214 187 40, 060 91 Ereeporfc. . . 15,900 800 1, 082 1, 124 2. 206 1, 850 195 327, 300 Galesburg . 22, 500 6-21 5, 133 500 1, 618 1, 778 3, 396 | 2, 730 173 472, 290 93 Jacksonville . 16, 000 6-21 3, 889 "400 1,186 1,257 2, 443 j 1,835 : 172 320, 928 94 Joliet . 31, 613 6-21 8, 975 1, 264 2, 804 2, 670 5, 474 4, 275 ! 185 790, 886 95 Kankakee . 12, 000 6-21 3, 429 800 837 822 1,659 1,321 ! 175 231, 308 96 Kewanee . 8, 000 6-21 2, 175 333 684 712 1,396 1, 220 175 213, 500 97 Lasalle . 98 Lincoln . 99 Mattoon . 10, 500 6-21 2, 704 180 917 949 1, 886 1,433 179 245, 449 100 Moline . 18, 000 6-21 4, 705 271 1, 633 1, 646 3, 279 2, 730 ! 177 483, 604 101 Monmouth . . . 8, 00U 6-21 2, 035 0 800 922 1,722 1,463 200 292, 740 102 Oak Park . 8, 298 6-21 2, 215 100 918 915 1, 833 1,460 J 187 271.945 103 Ottawa . . . 13, 000 6-21 3, 196 500 904 879 1, 783 1,423 193 275, 759 104 Pekin* . 10, 000 6-21 2, 350 250 812 757 1, 569 1, 136 ! 172 195,314 105 Peoria . 50, 000 6-21 17, 709 1,886 4, 536 4,415! 8, 951 7,141 j 194 1, 385, 280 106 Quincy . 36, 000 6-21 10, 600 2, 500 2, 537 2, 500 5, 037 3,445 195 671, 775 107 Kockford . 35, 000 6-21 8, 130 190 2, 793 2, 774 5, 567 4, 283 189 809,411 108 Itoek Island . 22, 000 6-21 4, 975 950 1, 661 1, 727 3, 388 2, 818 177 498, 788 109 Springfield . 33, 365 6-21 10, 307 1,400 2, 761 2, 724 5, 485 4, 279 181 992, 785 Sterling : 110 Dist. No. — (Lin¬ coln schools) * .. 6-21 100 92 192 140 189 26, 403 111 Dist. No. 3 (Ster¬ ling schools) ... 8, 000 6-21 872 120 375 377 752 616 187 114, 791 112 Dist. No. 8 (Wal¬ lace schools) 113 Streator . 11, 500 5-21 5, 173 550 1,299 1,425 2, 724 2, 000 185 369, 390 INDIANA. 114 Anderson . 22, 000 6-21 5, 449 300 1, 747 1, 771 3, 518 2, 223 180 400, 220 115 Bloomington . 8, 509 6-21 1,687 18 759 743 1, 502 1, 130 178 201, 140 116 Brazil . 7, 500 6-21 2, 416 200 864 999 1,863 1,353 158 213, 774 117 Columbus . 8, 000 6-21 2,138 375 803 816 1,619 1,240 174 215, 760 118 Craw fords ville . . 10, 000 6-21 1,891 125 720 800 1, 520 1, 190 180 221,400 119 Elkhart . 15, 000 6-21 3,546 200 1, 380 1,294 2,674 2,168 180 390, 386 120 Evansville . 68, 000 6-21 16, 326 4, 103 4, 153 8, 256 6,470 193 1, 248, 672 121 Fort Wayne . 50, 000 6-21 13, 284 4,000 2,649 2, 667 5,316 4, 407 186 818, 498 122 Frankfort . . 8, 500 6-21 2, 024 50 928 909 1,837 1, 376 1801 247, 680 * Statistics of 1896-97. Taj 123 124 125 126 127 128 129 180 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 CITY SCHOOL SYSTEMS. 2359 >le 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled i n public day schools. Average daily attendance in public day schools. Humber of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. I 2 3 4 5 6 7 © ID ii Indiana — continued. Goshen . 10, 000 6-21 2, 002 50 783 864 1,647 1,327 ! 180 238, 860 Hammond . . 14, 000 6-21 3,143 880 723 706 1, 429 1, 060 190 203, 225 Huntington . . 10, 000 6-21 2, 817 600 892 956 1, 848 1,497 177 264, 255 Indianapolis . 185, 000 6-21 36, 805 *2, 687 16, 829 17, 024 ; 33,853 20,250 187- 1 3,786,788 14, 500 6-21 2, 964 880 899 1, 879 1, 506 172 i 259, 032 Kokomo . 12, 000 6-21 3,069 150 1, 137 1,153 ; 2,290 1, 854 176 326, 304 Lafayette . 20, 000 6-21 5,716 1, 000 1, 725 1, 776 ' 3, 501 2, 373 185 439, 005 Laporte . 10, 000 6-21 2, 402 400 670 593 | L, 263 1,047 174 180, 105 Logansport* . 16, 000 6-21 4, 450 700 1, 394 1, 463 ! 2, 857 2, 216 178 394, 448 1 . 0 I 1, 769 1, 834 3, 603 2, 589 180 466, 031 Muneie* . 1 . 20, 000 . 6-21 5, 073 250 1 1, 634 1, 806 3, 440 2,516 180 452, 846 Hew Albany . 25, 000 | 6-21 5, 808 600 1, 864 1, 860 3, 724 3, 000 180 540, 000 Peru . . 8, 000 6-21 2, 800 500 700 800 i 1, 500 200 Richmond . 20, 000 6-21 4, 902 500 1 1, 640 1, 568 3, 208 2, 606 188 488, 625 Sheibyville . 8, 000 6-21 2, 002 100 725 738 j 1, 463 1, 131 175 197, 359 South Bend* . 29, 000 6-21 8, 663 2, 300 1,761 1, 75 2 ! 3,513 2, 853 177 504, 981 Terre Haute . 38, 500 6-21 10, 572 884 3, 462 3, 414 ! 6,876 5, 205 195 1, 014, 975 Yalparaiso . 8, 000 6-21 1, 529 225 761 543 ! 1, 304 1, 149 177 202, 729 Vincennes . 12, 000 6-21 2, 938 700 880 765 1, 645 1, 204 196 235, 984 Wabash . 10, 500 6-21 2, 390 0 859 959 1,818 1,582 190 300, 580 Washington . 12, 000 6-21 2, 751 600 841 823 1, 684 1,582 176 224,828 IOWA. Boone . 11, 000 5-21 2, 900 1251 1, 100 1,200 2, 300 1, 750 175 296, 270 Burlington . SO, 000 5-21 8, 150 1, 000 2, 194 2, 154 4, 348 3, 620 186 673, 320 Cedar Rapids . . 27, 000 5-21 7, 909 600 2, 429 2, 448 4, 877 4,142 180 745, 560 Clinton . 17,000 5-21 6, 292 400 1, 705 1,841 3, 546 2, 712 185 501, 720 Council Bluffs . 25, 000 5-21 7, 823 783 | 2, 359 2, 423 4, 782 3, 605 175 630, 788 Creston . 9, 000 5-21 2, 512 150 937 955 1,892 1,361 177 240, 880 Davenport . 36, 000 5-21 10, 935 1, 000 2, 968 ! 2, 906 5,874 4, 926 192 945, 830 Des Moines : East side . 17, 000 5-21 5, 418 350 2, 045 2, 116 4,161 3, 054 176 537,416 Horth side . . 5-21 1, 793 *20 704 752 1, 456 1, 110 175 172, 022 W est side* . I 30, 000 5-21 8, 059 400 ! . 4, 697 3, 380 177 597, 806 Dubuque . 42, 000 5-21 12, 747 2, 500 2, 769 2, 689 5, 458 4, 185 184 770, 040 Fort Dodge . 12, 000 5-21 2, 410 2501 791 815 1,606 ! 1, 279 180 230, 220 Fort Madison . 10, 000 6-21 2, 958 600 736 744 1, 480 ! 1, 169 171 199, 847 Iowa City* . . 8, 000 5-21 3, 689 500 1, 534 1, 088 185 201, 280 Keokuk *... . 14, 287 5-21 4, 741 2, 571 2, 164 180 389, 520 Marshalltown . 12, 500 5-21 3; 164 150 1, 098 1, 212 2, 310 *1, 752 175 *306, 609 Muscatine . . 13,500 5-21 4,060 200 1, 340 1, 283 2, 623 2, 081 181 376, 694 Oskaloosa* . 10, 500 5-21 2, 927 20 989 1, 049 2, 038 1,532 176 269, 632 Ottumwa . 18, 000 5-21 4, 805 150 1,985 2, 168 4,153 3. 140 182 571, 490 Sioux City . 40, 000 5-21 11, 291 800 2, 881 2, 850 5, 731 4, 657 170 791, 738 W aterloo : East side* . 5, 244 1, 764 985 180 177, 300 W est side . . 5-21 1, 186 24 457 486 943 659 176 115, 984 KANSAS. Arkansas City . Atchison . 16, 000 5-21 5, 123 500 1,034 1, 169 2, 203 1,697 176 296, 388 Emporia . 8, 970 5-21 2, 835 *300 1,028 1,090 2,116 1,645 178| 292, 810 Fort Scott . . 11, 400 5-21 4, 157 100 1,203 1,401 2, 604 1,997 160j 337, 004 Hutchinson . I 10, 000 5-2 J 2, 743 *50 997 1,117 2, 114 1,676 170 284, 920 Kansas City . 1 45, 000 5-21 13, 397 915 3, 880 4, 338 8, 218 6,174 178! 1, 020, 450 *Statistics of 1896-97. 23 Ta 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 EDUCATION REPORT, 1897-98. e 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’* at¬ tendance of all pupils in public day schools. School census age. Children of school census age. 6 3 Female. Total. I 3 3 4 5 6 7 8 9 io 11 Kansas — continued. 10, 958 5-21 4, 038 1, 283 1,284 2, 567 2, 150 175 ; 376, 250 19, 861 5-21 7, 131 800 3, 533 2, 778 T76 I 488, 928 Ottawa . 8, 005 5-21 2, 613 300 798 951 1,749 1, 353 173 234, 069 Parsons* . 8, 000 5-21 2, 431 200 891 943 1,834 1,391 180 250, 380 Pittsburg . 13, 000 5-21 3,570 150 1, 125 ' 1,081 2, 206 1, 482 175 259, 350 Topeka . 40, 000 5-21 9, 764 600 3, 131 | 3,581 6,712 5, 218 170 887, 060 Wichita . 25, 000 5-21 7, 282 500 2, 128 2, 228 4,356 3, 352 175 584, 837 KENTUCKY. Bowling Green* . 10, 000 6-20 2, 484 200 674 741 1, 415 ■ 1, 055 185 195, 181 Covington* . 60, 000 6-20 17, 529 3, 867 2, 090 2,244 4, 334 3, 390 192 643, 880 Frankfort: White school . l in nnn /6-20 1, 562 *175 508 538 1,046 695 195 125, 725 Colored school.... > 1U? UUv 1.6-20 909 50 241 281 522 329 195 64, 155 Henderson . 12, 000 6-20 3, 011 300 884 898 1, 782 1, 005 200 201, 040 Hopkinsville (white 1 only) . 8.000 6-20 970 50 339 466 805 603 . 198 119, 375 Lexington* . 30, 000 6-20 9, 857 1, 525 2, 186 2,308 4, 494 I 3,130 180 563, 400 Louisville . . 215, 000 6-20 55, 919 8, 000 13. 114 13,815 26, 929 j 20,588 193 3, 973, 484 Maysville* . 10, 500 6-20 1, 821 250 409 371 780 499 200 99, 800 Newport* . 30, 000 6-20 9, 071 1,200 1, 814 3,865 3,679 3, 113 200 622, 600 Owensboro . 14, 000 6-20 3,093 525 1, 022 1, 061 2, 083 1, 608 180 289, 445 Paducah . 19, 000 6-20 4, 647 150 1, 304 1, 460 2, 764 1, 954 186 363, 440 LOUISIANA. Baton Rouge . New Orleans . 275, 000 6-18 75, 000 7, 066 14, 205 15, 317 29, 522 21,694 a 157 3, 405, 958 Shreveport* . 22, 000 250 832 899 1, 731 873 173 151, 029 MAINE. Auburn . 14, 000 4-21 4, 121 150 1, 113 1, 485 2, 598 1,941 180 349, 380 Augusta . . 12, 000 4-21 3, 111 260 1, 538 1, 187 175 207, 725 Bangor . 25, 000 4-21 6, 111 700 1, 654 1, 807 3, 461 3, 155 175 553, 000 Bath . 8, 500 4-21 2, 497 0 931 876 1,807 1, 442 167 301, 769 Biddeford . . 18, 000 4-21 5, 266 1, 400 1, 627 1, 209 171 185, 877 Calais . 8, 500 4^21 2, 580 60 578 813 1,391 1, 130 160 180, 860 Lewiston . . . 25, 000 5-21 7, 645 1,656 3, 000 1, 979 185 366, 115 Portland . 40, 000 4-21 11, 265 1,500 3, 497 1 2, 786 6, 283 4,675 183 855, 525 Rockland . 8,000 4-21 2, 172 25 669 781 1, 450 1, 183 155 183, 365 W aterville . 4-21 2, 775 350 579 658 1, 237 1, 158 167 154, 433 MARYLAND. Baltimore . 500, 000 6-21 110, 731 *16, 000 39, 161 39, 381 78, 542 53, 209 194 10, 322, 546 Cumberland . i ■ . 1 Frederick . 9, 000 1 . 704 777 1,481 898 167 149, 985 Hagerstown . 1 MASSACHUSETTS. Adams . 10, 000 5-14 2, 134 75 2, 235 1,723 184 317, 032 Amesbury . 9, 984 5-15 1, 660 400 620 626 1,246 1, 136 195; 205, 514 Attleboro . 8, 288 5-15 1, 627 25 1,030 998 2,028 1,412 197| 278, 164 Beverlv . 11, 802 5-15 2, 031 30 2. 145 1, 723 200 242. 900 Boston . 516, 2561 5-15 83, 097 12, 681 43, 672 41, 648 85, 320 74, 936 20014, 987, 200 * Statistics of 1896-97. a The schools were opened later than usual because of the prevalence of fever. CITY SCHOOL SYSTEMS, 2361 Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. 6 (V Total. 1 3 4 5 6 7 8 9 1G 11 MASSACHUSETTS— COn- tinned. ^215 35, 000 5 15 6, 114 659 *5, 872 *5, 125 192 a 984, 000 216 Brookline . 17j 000 5-15 2, 694 189 1, 705 1, 702 3, 407 2, 785 198 611, 028 88, 476 8 14 8 587 2,512 14, 373 i 11,397 200 2, 279, 400 218 Chelsea . . . 33; 000 5-15 5, 771 950 3,002 2, 990 5, 992 4. 459 200 898, 400 219 Chicopee . 18, 500 8-14 1, 746 731 1,437 1,221 | 2, 658 1, 822; 193 351, 704 220 Clinton . 11.497 5-15 2, 300 301 1, 047 1, 006 2, 053 1,688 j 193 325, 784 221 Danvers . 8, 700 5-15 1,356 *17 827 821 1, 648 1,291! | 190 245, 290 18, 575 5 15 3,638 0 4, 837 3, 432| 166 569, 712 223 Eall River . 10L 106 5-15 20, 006 4, 438 8, 356 7,977 16,333 11,3611 189 2, 147, 229 224 Eitclihurg . 30, 000 5-15 5, 527 1, 500 2, 630 2, 434 5,064 3, 61l! ! 183 850, 000 225 Eramingham . 10, 000 5-15 1,812 0 1, 125 1, 128 2, 253 1, 871 175 327, 525 226 Gardner . 10, 000 5-15 1,700 0| 880 922 1, 802 1, 434| 189 271, 001 227 Gloucester . 29,000 5-15 4, 108 *300 2, 168 2, 271 4, 439, 4, 140 190 786, 600 228 Greenfieid . 8, 000 5-15 1, 197 14 717 781 1, 498 1,171 197 230, 102 229 Haverhill _ _ . . 35, 036 5-15 5, 819 1, 660 : 5, 330 4, 289 183 782, 743 230 Holyoke* _ _ 44, 159 5-15 8, 795i 4, 190 5, 695 3, 983 1944 774, 694 231 Hy depark . 14, 000 5-15 2, 190 675 793 789 1, 582 1, 492 188 280, 496 232 Lawrence . . 57, 000 5-15 9, 816 2, 200 8, 037; 6, 344 194 j 1,230,736 233 Leominster * . . 9, 211 5-15 1, 555j 0 1,849 1,463 190 277, 970 234 Lovell . 90, 000, 5-15 14, 432 4, 500 6, 862 6, 642 13, 504 9,307 180 1, 675, 420 235 Lynn . 65, 000 5-15 10, 297 1,000 5, 148! 5,323 10, 471 8, 599 183 1, 568, 317 236 "Malden . __ . 32, 000 5-15 5, 303 934 5, 897 4,501 190 855, 190 237 Marlboro . 14, 789 5-15 3,287 433 1, 381 1, 418 2,799 2, 325 177 411, 525 238 Medford . 15, 601 5-15 2, 678 25 1, 806 1, 850 3,666 2,617 198 518, 166 239 Melrose * . 13, 050 5-15 2, 359 20 2,251 1,999 193 385, 807 240 Milford . 9, 500 5-14 1, 310 250 774 875 1, 649 1, 308 6175 241, 980 241 Natick . 9, 000 8-14 932 6 8871 981 1,868 1, 574 188 295, 991 242 New Bedford . 62, 000; 8-14 6, 506 2, 926 4, 496 4, 385 8, 881 6, 733 186 1, 252, 338 243 N ewburyport . . . 14, 554 5-15 2, 305 619 1, 932 1, 533 200 326, 600 244 NeAvton . 28, 000: 5-15 5,054 762 2, 828 2, 799 5, 627 4, 497 195 876, 915 245 North Adams . 23, 000; 5-15 3, 985 1, 243 1, 895 1,900 3, 795 2, 651 180 473, 180 246 Northampton . 17, 800 5-15 2, 844 460 1, 347! 1, 328 2, 675 2, 151 cl95 404, 738 247 Peabody * . 11, 000 5-15 1, 464 400 967 824 1,791 j 1, 386 194 268, 874 248 Pittsfield . 21, 226 5-15 3,946 162 2, 198! 2, 225 4, 421 j 3, 307 191 607, 185 249 Plymnnt-h - 7 956 5-15 1, 314 0 857 812 1, 689 1, 240 182 225, 680 250 Quincy ..... . . 23, 0001 8-14 2] 711 225 2, 694 1 2, 406 5, 100 4, 124 181 846, 444 251 Revere . 9, 000 5-15 2, 252 150 993 1 1, 173 2, 166 1,700 187 317, 900 252 Salem . 38, 000 5-15 6, 154 2, 219 2, 492 2, 149 4, 641 3, 603 200 720. 600 253 Somerville . 56, 000‘ 8-14 5, 449 1,386 4, 421 1 4, 656 9, 077 8, 144 186 1, 514, 784 254 Southbridge . 8, 250 5-15 1, 708 531 648! 627 1, 275 817 182 148, 252 255 Spencer . 8, 747 5-15 1,744 483 609 725 1, 334 1, 157 cl80 219, 830 256 Springfield . 56, 689 5-15 8, 814 1,405 4, 979 4, 482 9, 461 7, 379 191 1, 409. 427 257 Taunton . 28, 000 8-14 2, 972 613 2, 31 7i 2, 103 4,420 3, 714 cl90 708, 540 258 Wakefield _ 8, 700 5-15 1, 563 *20 1, 893 1, 497 185 276, 945 259 Waltham . 22, 000 8-14 2, 100 1,100 1,411 1, 583 2, 994 2, 463 186 458, 061 260 Water to Avn . 8, 000 5-15 1,244 400 575 715 1, 290 968 190 245, 100 261 Westfield . 11, 000 8-14 1,106 *0 1, 182 1, 143 2,325 1, 723 193 332, 539 262 West Springfield . 8, 000 8-14 1,253 *0 775 881 1, 656 1, 259 183 119, 115 263 Weymouth... . 11, 600 5-15 1, 871 0 1, 150 1,230 2, 380 1,810 190 343, 900 264 Woburn* . 14, 176 5-15 3, 135 205 1, 514 1,254 2, 768 2, 239 200 447, 800 265 Worcester . 103, 000 5-15 18, 940 2, 033 10, 233 9, 771 20, 004 15, 134 182 2, 751, 388 MICHIGAN. 266 Adrian . 9, 541 5-20 2, 566 350 837 821 1,658 1, 307 191 249, 248 267 Alpena . 12, 500 5-20 4, 489 1, 500 978 1, 085 2, 063 1,416 178 230, 513 268 Ann Arbor . 12, 000 5-20 3, 063 320 1, 274 1, 104 2, 378 1, 997 190 379, 346 269 Battlecreek . 20, 000 5-20 *260 1, 425 1, 600 3, 025 2, 412 193 465, 516 * Statistics of 1896-97. b High schools were in session 195 days, a Estimated. c The high school Avas in session 200 days. Ta 270 271 272 273 274 275 27G 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 205 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 62 EDUCATION REPORT, 1897-98. ;le 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Humber of days the public schools were actually in session. Aggregate number of days’ at¬ tendance 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 S> 1® 11 MICHIGAN— cont’ d. Bay City . ... . 33, 000 5-20 9, 409 2, 000 2, 662 2. 966 5, 628 4, 488 195 875, 145 300, OOC 5 20 75, 569 15, 378 19, 395 17, 736 37, 131 28, 529 192 j 5, 477, 568 Escanaba . 8, 500 5-20 2, 394 800 583 638 1, 221 855 193 176, 150 Flint . 11, OOC 5-20 2, 710 150 1, 000 1,150 2, 150 1, 850 195 360, 750 Grand Haven . 5,130 6-20 1,734 130 721 649 1,370 1,196 188 219, 268 Grand Rapids . 100, 000 5-20 25, 890 ! 3, 514 10, 705 10,729 21, 434 12, 437 195 2, 487, 421 Holland . 10, 000 5-20 2, 458 0 938 901 1,839 1,459 195 283, 009 Iron Mountain . 10, 000 5-20 2,732 0 935 886 1, 821 1, 755 180 314, 780 Ironwood . 10, 000 5-20 2, 525 1 500 1,120 997 2, 117 1, 725 200 345, 000 12, 500 5 20 3, 707 500 2,697 *2, 139 198 *423, 522 Jackson : (5 20 1, 187 1, 160 2, 347 1, 926 191 367, 866 District Ho. 17* .. j- 25. 000 \5-20 ; 2, 810 425 917 886 1,803 *1, 240 186 *230, 640 Kalamazoo . 23, 000 5-20 j 5, 542 800 1, 933 2, 007 3, 940 3, 226 172 641, 766 Lansing . 20, 000 5-20 4, 250 350 1, 492 1, 621 3, 113 *2, 608 189 492, 912 Ludington . 8, 500 5-20 | 2, 553 450 854 846 1,700 1,448 176 261, 437 Manistee . 13, 500 5-20 5, 095 650 1, 782 1,611 3,393 2, 500 196 490, 000 Marquette . 10, 000 5-20 2, 825 400 1,053 959 2, 012 1,408 188 270, 295 Men om i n ee _ 14, 000 5-21 4, 040 300 2,965 2, 300 190 437, 000 Muskegon . 22, 000 5-20 6, 702 *500 2, 592 2, 618 5,210 3,626 173 627, 298 Owosso* . 10, 000 5-20 2, 340 300 2, 120 1, 541 171 263, 511 Port Huron . 19, 300 5-20 5, 804 875 1, 800 1, 689 3,489 2, 696 193 485, 363 Saginaw: East side . 30, 000 6-20 7, 945 2, 691 2, 683 5, 374 4, 026 192 772, 992 W est side . . 5-20 5, 335 400 1, 801 1, 849 3,650 3, 420 200 684, 000 Sault Ste. Marie . 8, 000 5=211 2, 193 200 765 890 1,655 1, 238 190 235, 190 Traverse City . 9, 000 5-20 2, 123 300 883 997 1,880 1, 533 180 267, 612 West Bay City . 14, 000 5-20 4, 170 250 1, 368 1, 385 2, 753 2, 141 193 386, 212 MINNESOTA. Brainerd . 10, 000 5-21 1,998 0 601 1,202 1,803 1,366 180 245, 918 Duluth* . 4, 674 4, 939 9, 613 7,376 195 1, 438, 320 Faribault . 8, 600 5-21 2,000 400 627 642 1, 269 914 175 162, 967 Mankato . . _ _ Minneapolis . 210, 000 3, 000 16, 779 16, 894 33, 673 26, 949 166 4, 483, 672 Red Wing . 8, 000 5-21 2, 000 150 892 837 1,729 1, 427 180 256, 781 St. Cloud . 9, 127 6-21 3, 234 1,200 659 602 1, 261 1,029 169 184, 498 St. Paul . 150, 000 11, 750 12, 040 23, 790 18, 659 190 3, 537, 955 Stillwater . 12, 000 2, 066 1, 712 175 308, 164 Winona . 22, 000 5-21 1, 500 1, 689 1, 685 3,374 3, 066 190 582, 531 MISSISSIPPI. Columbus . 6, 000 5-21 2,400 10 617 743 1,360 810 180 145, 800 Jackson* . 10, 000 5-21 2, 763 150 696 804. 1, 500 1, 050 180 189, 000 Meridian . 5-21 4, 000 700 885 1,065 1, 950 1, 436 157 225, 405 Hatchez* . 15, 000 635 770 1,405 833 180 149, 940 Vicksburg* . 847 1,154 2, 001 1,838 180 330, 840 MISSOURI. Carthago . 10, 000 6-20 2, 337 50 1,011 1, 115 2, 126 1,558 180 280, 440 Chillicothe . 8,000 6-20 1,829 100 708 773 1, 481 1,061 180 189, 000 Clinton* . 7, 000 6-20 2, 167 25 776 834 1, 610 1, 168 180 210, 458 Hannibal . 15, 000 6-20 4,313 300 1, 089 1, 361 2, 450 1, 890 177! 334, 416 Independence . 8, 000 5-20 200 805 815 1, 620 1, 127 176! 197, 286 Jefferson City . 9, 000 6-20 2, 630 450 560 580 1, 140 895 180 161,100 J oplin . 20, 0001 6-20 1 60 1, 842! 1, 859 3, 701 2, 662 160 417, 486 * Statistics of 1896-97. 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 CITY SCHOOL SYSTEMS. 2383 copulation and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98— Continued. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Averagedaily attendance in public day schools. Number of days the public schools wore actually in session. School census age. Children of school census age. Male. . Female. Total. 2 3 4 5 6 7 8 9 a® 160, 000 6-20 43, 740 11, 051 12, 153 23, 204 16, 887 180 11,000 6-20 3,930 250 834 947 1, 781 1, 277 176 10, 500 6-20 2, 681 120 906 923 1, 829 1, 503 177 9, 000 6-20 2, 025 500 885 909 1,794 668 198 70, 000 6-20 25, 574 1,200 4, 104 4, 406 8, 510 6, 267 180 638, 571 6-20 169, 772 26, 000 37, 111 38, 811 75, 922 55,077 194 22, 000 6-20 4,794 400 1, 756 1, 874 3, 630 2, 824 180 25, 000 5-20 *500 2, 574 2, 616 5, 190 3, 382 160 8, 000 6-20 50 698 779 1, 4771 1, 032 170 8, 000 6-21 2, 009 100 761 766 1, 527 1,096 178 40, 000 6-21 6, 354 500 2,331 2, 335 4, 666 3, 338 175 12, 000 6-21 1,979 803 808 1, 611 1,198 182 15, 000 6-21 2, 552 150 1,010 1, 210 2, 220 1, 588 171 10, 000 5-21 50 1,038 1,075 2, 113 1, 697 173 10, 000 5-21 2, 558 200 974 969 1,943 1, 516 176 9, 000 5-21 2,441 250 891 922 1, 813 1, 455 178 13, 500 5-21 2, 566 100 794 908 1,702 1, 284 178 8, 000 5-21 2, 800 20 720 844 1, 564 1, 039 175 45, 000 5-21 11, 111 1,000 3, 199 3,247 6,446 4,819 174 11, 000 100 734 797 1, 531 1, 125 176 140, 452 5-21 32,892 *3,500 9, 126 9, 145 18, 271 13, 864 187 8, 000 5-21 1, 350 250 604 653 1, 257 924 174 14, 000 5-21 4, 064 150 1, 558 1, 617 3, 175 2, 054 180 15, 000 5-20 2, 933 315 1, 232 1, 255 2, 487 1,960 190 15, 000 5-16 2, 040 600 859 807 1,666 1, 333 185 8, 000 8-14 1, 071 125 739 696 1, 435 1, 092 180 11, 000 5-16 1,445 746 816 1,562 1, 076 I 159 55, 000 5-16 9, 374 2, 772 2, 610 5, 382 3, 651 i 175 25, 000 5-16 4, 200 1, 500 1, 366 1, 359 2, 725 2, 361 ! 166 10, 000 6-16 1,498 250 749 777 1, 526 1,054 190 23, 000 5-18 4, 450 250 1, 724 1, 667 3, 391 2, 355 177 25, 000 5-18 7, 346 1, 200 2, 264 2, 277 4, 541 3, 018 192 14, 000 5-18 3, 125 100 1, 129 1, 313 2, 442 1,668 200 65, 500 5-18 15, 514 1,031 5, 886 6, 055 11, 941 7,131 201 50, 000 5-20 11, 600 2, 500 3, 082 3, 041 6, 123 4, 951 180 10, 000 5-18 3, 300 1, 000 420 380 800 700 180 53, 000 5-18 19, 479 1,500 4, 084 4, 035 8, 119 5, 967 1941 5-18 61, 652 *8, 119 14, 246 14, 315 28, 561 20, 142 191 78 1, 229 1, 213 2, 442 1,753 179 12, 000 5-18 2, 745 135 998 1, 142 2, 140 1,474 210 10, 000 5-18 *898 635 685 1,320 1,058 193 225, 000 5-18 55, 941 8, 347 16, 258 16, 334 32, 592 22, 895 187 5-18 1, 116 1, 342 1, 336 2, 678 2, 096 188 23, 000 5-18 5, 374 1, 800 1,337 1, 387 2, 724 1, 854 197 21, 000 5-18 5,110 700 1, 783 1, 832 3, 615 2, 358 200 cm h °'& ® Pt . © ® o &91 c3 <1 11 3, 039, 680 223, 604 266, 231 123, 624 1, 080, 852 10, 684, 938 508, 320 601, 308 175, 440 187, 360 577, 780 218, 046 271, 377 293, 610 265, 009 262, 067 228, 546 181, 954 838, 506 200, 243 , 592, 568 160, 776 369, 773 372, 221 246, 605 196, 560 171, 084 638, 925 391. 926 202, 260 415, 529 558, 783 333, 600 1, 418, 879 891, 180 126, 000 1, 160, 470 3, 848, 576 314, 878 309, 598 203, 423 4, 510, 989 410, 844 352, 027 471, 600 * Statistics of 1896-97. 2364 EDUCATION REPORT, 1897-98. Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. I Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day school's. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Female. p3 O H 1 3 3 4 5 6 ( 7 8 9 1© 11 NEW JERSEY— COnt’d. • 363 Paterson . 110, 000 5-18 26, 80 -j 4, 000 8, 300 8, 203 16, 503 11, 205 198 2, 218, 590 364 Perth Amboy . 16, 000 5-18 3, 583 350 i 1, 247 j 1, 105 2, 352 1, 566 193 312, 285 365 Phillipsburg . 10. 400 5-18 2, 559 250 879 880 1,759 1,368 200 274, 299 366 Plainfield . 18, 000 5-18 3, 479 600 1, 264 1 1, 235 2,499 1, 745 191 337, 008 367 Rahway . 12, 000 5-20 1,610 200 691 f 675 1,366 993 193 191, 835 368 Town of Union . 15, 000 5-18 3, 832 300 1,472 ' 1, 475 2,947 2,113 199 420, 542 369 2, 793 4,315 4, 235 8, 550 6, 219 188 1, 123, 359 NEW MEXICO. 370 Albuquerque . 12, 000 5-21 1,800 900 650 750 1, 400 a 1, 028 167 a 171, 876 NEW YORK. 371 Albany . 100, 000 4-18 19, 867 4, 960 6, 768 6, 647 13, 415 10, 577 183 1, 935, 591 372 Amsterdam . 22, 000 5-18 4, 597 895 1,333 1,315 2. 648 ! 2,193 194 425, 397 373 A nhnm _ 28, 500 5-18 5. 483 1, 150 1 799 1, 940 3, 739 3, 045 l 184 560, 416 374 Batavia . 9, 000 5-18 1,908 *300 ’859 984 1,843 l’ 148 1 190 217, 798 375 Binghamton . 45. 000 4-18 7, 338 450 | 3, 490 3,689 7, 179 5, 675' 196 1, 134, 866 376 Buflalo . 383, 000 5-18 76, 600 18, 647 28, 865 27, 853 56, 718 40, 806 193 7, 875, 558 377 Cohoes* . 25, 000 5-18 7, 098 1, 700 1,410 1,528 2, 938 2,136 191* 393, 366 378 Corning . 9, 000 5-18 1,785 10 844 825 1, 669; 1, 341 191 256, 144 379 Cortland . 10, 000 5-18 1, 898 461 576 542 1, 118 844 194 163, 795 380 Dunkirk . 13, 000 5-21 3, 331 744 825 817 1, 642 1,311 184 241, 258 381 Elmira . 42, 500 4-18 7, 010 1, 000 2, 777 2, 763 5, 540 4,471 194 867, 405 382 Geneva . . . 11, 000 5-18 2, 324 597 673 652 1, 325 1, 152 188 216, 575 383 Glens Falls . 12, 000 5-18 2, 713 500 826 879 1,705 1, 117 195 217, 933 384 Gloversville . 15, 000 5-18 3, 331 80 1, 515 1,613 3, 128 2, 418 195 471, 497 385 Horn ells ville* . 12, 000 5-18 2,526 400 989 1, 033 2, 022 1, 558 189 294, 235 386 Hudson . 10, 000 5-18 2, 213 289 1, 3691 1,093 194 212, 182 387 Ithaca . 12, 000 5-18 2, 267 380 961 1,063 2, 024 1, 680 192 322, 502 388 Jamestown . 21, 000 4-18 4, 781 235 2, 117 2, 077 4, 194 3, 284 190 623, 901 389 Johnstown . 9, 000 5-18 1, 950 0 865 947 1, 812 1,388 194 269, 405 Kingston : 390 Kingston school 1 r district . I 5-18 2, 990 510 1,167 1,168 2, 335 1, 747 194 346, 248 391 District No. 2* ... } 25,000 {5-18 1, 013 86 480 396 876 585 190 111, 150 392 District No. 3 . j 5-18 918 200 300 280 580 348 192 68, 732 393 District No. 4 . J (5-18 836 200 234 227 461 297 190 56, 435 394 Lansingburg . 12, 012 5-18 2, 699 500 1,094 1,084 2, 178 1,652 187 314, 590 395 Little Falls . . 10, 000 5-18 1,900 550 682 609 1,291 1, 042 192 201, 143 396 Lockport* . 5-18 3, 850 720 3, 158 2, 471 192 465, 399 397 Malone . 8, 000 . 5-18 1, 633 0 849 850 1, 699 1, 244 183 227, 566 398 Middletown . 14, 000 ! 5-18 2, 868 243 1,168 1,161 2, 329 1,745 192 330, 726 399 Mount Yernon . 20, 000 5-18 3, 794 559 1,778 1,394 3, 172 2, 595 195 506, 025 400 Newburg . 25, 000 5-18 5, 733 1,171 2, 058 2, 081 4, 139 3, 125 194 606, 371 401 New Rochelle . 14, 000 5-18 3, 005 475 1,256 1, 238 2, 494 1, 710 195 333, 460 f19Cl 402 New York . 3, 452, 920 4-21 813, 528112, 430 236, 760 234, 491 471, 251 335, 377 to i 65, 640, 119 (l98j 403 Niagara Falls . 18, 000 5-18 3, 614 652 1,456 1, 470 2, 926 2, 153 195 419, 813 404 North Tona wanda. . . . 10, 000 4-18 2, 608 400 931 941 1, 872 1, 315 193 256, 530 405 Ogdenshnrg* _ 5-18 3, 600 656 2, 404 1, 831 192 351, 570 406 Olean . 10, 350 5-18 2, 720 350 1, 124 1, 215 2, 339 1, 792 191 342, 231 407 Oswego . 25, 000 5-18 5,392 1, 131 1,970 1,951 3, 921 3, 143 194 609, 742 Peekskill: 408 District No. 7 1 r (Drum Hill) .... 1 10,500 J 5—18 1, 235 250 490 467 957 656 191 125, 141 409 District No. 8 ) 1 (Oakside) . J [5-18 ' 842 28 391 380 771 573 187 107, 217 * Statistics of 1896-97. a Estimated. CITY SCHOOL SYSTEMS. 2365 Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated) . School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Humber of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. a © & Total. 1 2 3 4 5 6 7 1 8 9 10 11 NEW york— cont’d. 410 Plattsburg* . 9,600 5-21 2, 300 125 945 768 1,713 1, 287 185 238, 057 411 Port Chester . 8,000 5-18 2, 300 344 699 673 1, 372 900 192 172, 800 10, 000 *113 966 1, 016 1, 982 1, 599 193 308, 653 413 Poughkeep sie * . 23, 500 5-21 6, 250 778; 1, 800 1, 810 3, 610 2 722 191 519, 902 414 Rensselaer . . 10, 000 4-18 2,000 513 665 633 i 1, 298 ’911 193 176, 921 415 Rochester . 170, 000 5-21 56, 000 8, 650 11, 488 11, 646 23,134 18, 477 192 3, 547, 584 416 Rome . 15, 000 5-18 2, 778 350 991 957 1 1, 948 1,774 188 328, 198 417 Saratoga Springs . 12, 000 5-18 2, 445 67 1, 042 1,571 2, 613 1,949 189 368, 354 418 Schenectady . 25, 000 5-18 5,452 1, 200 1,640 1, 675 3, 315 2, 400 185 443, 809 419 Sing Sing . 8, 500 5-18 1,471 184 550 619 1, 169 793 185 146, .620 420 Syracuse . 124, 853 5-18 23, 127 2, 600 9,674 9, 914 19,588 14, 562 195 2, 839, 590 421 Tonawanda . 7, 600 5-18 2, 250 320 850 950 1,800 1, 269 196 248, 916 422 Troy . . . 65, 000 5-18 12, 000 1,500 3, 572 3, 326 I 6, 898 5, 270 189 996, 140 423 Utica . 62, 000 5-18 11, 500 * 2, 425 4, 052 4,147 8, 199 6, 232 192 1, 199, 332 424 Watertown . 20, 000 5-18 3, 990 70 1,750 1, 943 3, 693 2, 887 191 526, 998 425 Water vliet . 15, 000 4-18 3,156 800 937 857 1, 794 1,111 173 193, 566s 426 Yonkers . 40, 000 4-16 7, 953 2,119 3, 093 2, 951 6, 044 4, 677 188 875, 231 NORTH CAROLINA. 427 Asheville . 14, 000 6-21 3, 700 400 950 1, 050 2, 000 1, 400 175 245, 000 428 Charlotte ............. 2, 254 1, 472 a 264, 960 429 Durham .............. 12, 000 6-21 30 570 670 1,240 900 188 169, 200 430 Goldsboro . 8, 000 6-21 2, 300 0 661 825 1 1, 486 1,243 170 211,310 431 ]srewbern ............. 432 Tiai&i o’]"! * 15, 000 2, 273 1, 502 161 241, 822 433 W ilrnin crton .......... 1 434 \y inston ............. NORTH DAKOTA. [ 435 Fargo _ 10, 000 6-20' _ 780 838 1,618 1,189 215, 832 OHIO. 436 Akron * . 33, 000 6-21 9, 435 1, 500 3, 004 2, 852 5, 856 4,813 190 914, 460 437 Alliance . . 9, 000 6-21 2, 141 100 *758 *793 * 1, 551 1 * 1, 261 *184 * 232, 024 438 Ashtabula . 9, 000 6-21 2, 123 150 746 758 | 1, 504 ! 1, 332 185 246, 420 439 Bellaire . 10, 000 6-21 2, 902 343 903 901 ! 1, 804 ; 1, 340 175 234, 500 440 Cambridge . 8, 000 6-21 2, 067 0 759 773 | 1, 532 1, 273 176 224, 329 441 Canton . 40, 000 6-21 8, 665 550 2, 811 2,940 5,751 4,716 190 896, 040 442 fill ill i cotb Pi * _ 3, 789 1 2, 387 1,822 190 346, 180 443 Cincinnati . 365, 000 6-21 96, 971 18, 000 22, 888 21, 747 j 44, 635 35, 841 200 7, 168, 200 444 Circleville . 8, 000 6-21 2, 145 185 761 743 1, 504 1, 130 190 214, 700 445 Cleveland - 360, 000 6-21 97, 720 27, 862 27, 376 55, 238 42, 509 185 7, 864, 202 446 Columbus . 130, 552 6-21 32, 638 3, 897 8, 627 8, 852 17,479 14, 274 180 2, 569, 410 447 Dayton * _ 80, 000 6-21 21, 401 5, 659 5, 677 11, 336 10, 096 176 1, 778, 902 448 Defiance _ _ 6-21 2, 310 461 709 681 1, 390 1, 107 185 204, 795 449 Delaware . 10, 000 6-21 2, 182 265 753 776 1,529 1, 274 185 235, 690 450 East Liverpool * . 15, 000 6-21 4, 237 100 1, 217 1, 235 2, 452 1, 731 180 311, 580 451 Elyria . 8, 000 6-21 2, 192 360 700 701 1,401 1, 185 193 228, 705 452 Eindia.y* _ 6-21 5,150 3, 934 2, 686 180 483, 120 453 Eostoria . 8, 000 6-21 2, 590 300 730 758 1,488 1, 225 175 217, 447 454 Eremont . . 9, 000 6-21 2, 286 400 795 752 1, 547 1, 189 180 213, 020 455 Hamilton * _ 23, 000 6-21 1, 300 1,672 1, 645 3, 317 2, 801 182 509, 600 456 Ironton . 14, 000 6-21 3, 955 300 1, 157 ], 190 2, 347 2, 004 177 334, 725 457 Lancaster * . 8, 000 6-21 2, 178 199 681 661 1, 342 1, 124 183 205, 692 458 Tima* _ _ 6-21 5, 398 3, 378 2, 691 190 511, 290 459 Lorain . 13, 000 6-21 2, 602 371 968 1, 009 1, 977 1,547 185 286, 195 460 Mansfield . . 6-21 4. 140 1.577 1 . 592 3. 169 2, 688 176 489, 954 * Statistic ;s of 1896-97. a Estimated. T A 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 483 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 EDUCATION REPORT, 1897-98. 5LK 9.- ■Statislics of 2>opulation and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. | Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated) . Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools • were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Eemale. Total. 1 2 3 4 5 6 7 8 9 19 1 l OHIO — continued. Marietta . 14, 000 6-21 3, 082 190 1, 102 1, 189 2, 291 1,754 186 326, 244 6-21 2, 849 2, 162 1, 649 180 296, 820 Martins Eerry . 8, 000 6-21 2, 275 170 747 778 1, 523 1, 235 175 216, 125 6-21 4, 001 2, 015 1, 670 200 334, 000 12, COO 500 1, 559 1, 242 191 237, 222 Mount Yernon . 7, 000 6-21 1,873 230 615 750 1,365 1, 088 1 185 200, 910 Nelson ville . 5, 000 6-21 1,655 40 623 663 1,286 1, 014 ' 156 158, 184 Newark . 16, 500 6-21 4, 348 397 1, 449 1,521 2, 970 2, 357 184 433, 761 Norwalk . 8, 000 6-21 1. 990 400 649 682 1. 331 1, 069 185 197, 765 Piqua . . . 13, 000 6-21 4, 032 500 1, 048 997 2, 045 1, 634 178 294, 120 Portsmouth * . 15, 000 6-21 4,623 400 1,279 1, 294 2, 573 1,912 190 263. 2S0 Salem . . 8, 000 6-21 1, 953 *20 791 7S7 1, 578 1,313 170 223,' 210 Sandusky * . 22, 000 6-21 5, 869 1, 400 1,407 1,557 2, 964 2. 507 190 475, 133 Springfield . 37, 000 6-21 9, 442 1, 429 3, 109 3, 133 6, 242 4,912 193 947, 939 Steubenville . 14, 000 6-21 4,527 600 1,093 1,045 2, 138 1,684 193 323, 769 Tiffin* . 12, 500 6-21 3,261 750 823 848 1, 671 1,356 186 252, 216 Toledo . 150, 000 6-21 33, 447 9, 139 9, 152 18, 291 15, 041 ! 195 2, 932, 995 Yn,n tV ort . . . . 8, 000 6-21 1, 860 *1, 581 1, 285 1 179 231, 429 tVa.rren _ 12, 000 6-21 2, 726 890 848 1, 738 1, 282 ! 185 237, 170 W elision _ _ . _ 8, 000 6-2] 2, 446 893 1, 087 1 , 980 1, 447 177 256, 119 Xenia . 10, 000 6-2] 1,995 200 753 744 1, 497 1, 189 184! 218, 702 Youngstown . 40, 000 6-21 12, 038 2, 000 3, 481 3, 397 6, 8781 5, 680 185 1, 050, 800 Zanesville* . 25, 000 6-2] 6, 527 500 , 1, 869 1,899 3, 768 3, 177 185 587, 745 OKLAHOMA. Oklahoma City . 9, 000 5-21 2, 116 150 679 671 1,350 896 180 158, 649 OREGON. Astoria* _ _ _ 10, 000 4-21 2, 211 50 533 543 1, 076 176 Portland . 85, 000 4-20 19, 535 1, 300 5, 574 5, 771 11, 345 8,861 191 1,710, 228 Salem * . 12, 000 4-20 2, 821 300 944 852 1, 796 1,271 173 119, 893 PENNSYLVANIA. 1 Allegheny . * 1, 287 10, 146 9, 883 20, 029 14, 453 *200 a2-,890, 600 Allentown . 35, 000 6-21 5, 100 250 2, 468 2, 546 5, 014 4, 657 193 898, 801 Altoona . 42, 000 6-21 9, 638 ! 1, 800 3, 304 3, 275 6, 579 5, 083 180( 914, 940 Beaverfalls . . 12, 000 6-21 2, 007 * 200 988 1,0191 2, 007 1,644 160j 263, 040 Braddock . 15, 000 6-18 2, 700 600 1,006 985 1, 991 1,478 180) 263, 937 Bradford . . 17, 000 225 1,438 1, 517 2, 955 2, 301 190 437, 864 Butler . 12, 500 3,000 300 1, 195 1, 249 2, 444 1, 845 180 331, 637 Carbondale . 12, 500 275 1, 203 1, 371 2, 574 1, 971 188 370, 548 Carlisle . 10, 000 6-16 1, 775 20 796 812 3,608 1,296 190 246, 240 Chambersburg . 9, 200 6-21 1,900 130 822 848 1,670 1,503 180 270, 540 Chester . 35, 000 6-21 500 2, 807 2, 739 5,546 3,079 200 615, 800 Columbia . 13, 000 6-21 475 1, 047 1, 1701 2, 117 1, 707 180 307, 260 Connellsville . 10, 000 6-21 1, 666 200 712 770 1,482 1,008 180 181, 440 Dubois . 10, 000 6-21 2, 200 450 743 896 1,639 1, 260 160 201, 657 Dunmore * . 12, 500 6-21 2, 500 75 797 924 1,721 1, 437 195 280, 215 Easton . 18, 000 6-21 3,913 50 1,411 1,393 2,804 2, 186 200 438, 210 Erie . 55, 000 6-21 1], 650 3, 200 3, 635 3, 670 7, 305 5,475 195 1, 067, 529 Harrisburg . . . 50, 000 6-21 800 4, 366 4, 575 8, 941 6, 648 190 1, 229, 014 Hazleton . 16, 000 6-21 3, 500 300 1,345 1, 416 2, 761 2, 136 180 384, 480 Homestead* . 25 979 901 1, 880 1, 360 180 244, 800 J ohnstown . 35, 000 6-21 6, 550 2, 000 2, 549 2, 628 5, 177 3,702 180 666, 360 Lancaster . 38, 000 6-21 9, 548 500 2, 915 2, 953 5, 868 4, 625 200 925, 000 Lebanon . 1 15,5001 6-21 4, 017 3501 1, 440 1, 569! 3, 009 2, 131 180 383, 580 * Statistics of 1896-97. a Estimated. CITY SCHOOL SYSTEMS, 2367 Table 9. — Statistics of population and school enrollment and attendance in cities of over S,000 inhabitants, 1897-98 — Continued. City. a> oo .2 o School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. i a 3 4 5 6 7 8 © 1© i i PENNSY LY AN I A — continued. 511 Lockhaven* . 8, 000 6-21 200 728 743 1,471 1,186 180 213, 480 512 McKeesport . 35, 003 6-16 5, 500 1, 200 2, 288 2,405 4, 693 3, 559 180 640, 620 513 Mahanoy City . 13, 000 6-16 2, 800 300i 1, 050 1, 200 2, 250 1,790 180 322, 200 514 Meadmille . 10, 500 6-21 2, 150 150 ! 946 1, 040 1, 995 1, 647 180 296, 460 515 Mount Carmel .... 14, 000 6-18 700 979 1,065 2,044 .1,415 180 254, 700 516 Nantieoke . . 15, 000 6-16 2, 654 820 1,027 1, 090 2,117 1, 443 180 259, 740 517 New Brighton .... 9, 000 6-21 1, 600 100 750 750 1,500 1,120 180 200, 000 518 500 1, 562 1,554 3, 116 2, 402 180 432, 360 519 Norristown . 22, 000 6-21 3, 500 450 1, 560 1,617 e’ 177 2, 364 200 472, 800 520 500 1, 106 1, 166 2, 302 1, 756 180 316, 080 521 1, 556, 000 5-20 310. 176 44,000 £5173,363 a-126,781 200 a 25, 35G, 200 522 9, 000 300 . 588 578 1,166 868 190 165, 020 523 Pittsburg * . . 21, 474 21, 113 42, 587 32, 511 200 ; 6, 502, 200 524 Pittston* . 602 966 1, 568 1, 089 180 192, 420 525 Plymouth . 14, 527 6-21 2,572 300 856 991 1,847 1, 340 180 241, 200 526 Pottstown . 13, 000 6-21 185 1, 372 1, 349 2, 721 2, 055 200 411,000 527 Potts ville * _ _ _ 200 , 1, 492 1, 453 2, 945 2, 012 200 402, 400 528 Beading . 80, 000 6-21 2, 000 6, 545 6, 302 12’ 847 9, 555 197 1, 882, 335 529 Scranton . 100, 000 6-21 14, 000 6, 000 6, 595 7, 111 13, 706 * 4, 843 175 a 1, 722, 525 530 Shamokin _ _ _ 22, 000 6-21 1, 300 1, 829 1, 887 3, 716 2, 702 180 486, 360 531 Shenandoah . 18. 000 6-21 3,940 250 1,589 1, 662 1 3, 251 2, 461 200 492, 200 532 South Bethlehem . . 12, 500 6-21 2, 400 600 840 980 1, 820 1, 547 200 309, 400 533 Steel ton * . _ 12, 000 225 901 889 1, 790 1, 560 180 290, 420 534 Sunbury * . 11, 000 0 826 1, 074 1,’ 900 1, 710 180 307, 800 535 Titusville . 10, 000 6-21 1, 971 300 791 809 1, 600 1, 268 186 235, 848 536 Union town . 9, 000 6-16 1,400 100 809 816 1, 625 1, 217 180 219, 060 537 Westchester _ 10, 500 6-21 2, 105 200 725 861 1,586 1,209 200 241, 800 538 Wilkesbarre . 55, 000 6-16 10, 868 1, 000 4, 029 4, 006 8, 035 6, 877 186 1, 279, 122 539 Williamsport . 35, 000 700 2, 445 2, 596 5, 041 4, 042 180 727, 560 540 York . 27,000 8-16 5, 139 640 2, 183 2, 226 A, 409 3, 696 180 665, 372 RHODE ISLAND. 541 Central Falls * . . . . 16, 000 5-15 3, 361 726 1, 249 1, 201 2,450 1, 555 189 293, 895 542 Cranston . 10, 575 5-15 2, 083 5 1, 086 712 1, 798 1, 459 195 284, 505 543 Cumberland . 8, 900 5-15 1, 869 423 748 726 1,474 965 190 183, 350 544 East Providence * . 5-15 2,161 75 1, 110 1, 176 2, 286 1, 586 195 309, 270 545 Johnston . . 11, 203 5-16 2, 643 42 1,273 1, 198 2, 471 1, 790 200 300, 000 546 Newport . 21,537 5-15 4, 086 1,148 1,575 1, 551 3, 126 2, 436 195 475, 020 547 Pawtucket . 34, 300 5-16 7, 070 2, 005 2,978 2, 873 5, 851 3, 778 195 736, 905 548 Providence.. . 154, 000 5-15 28, 768 4, 405 14, 985 14, 479 29, 464 19, 099 188 3, 590, 612 549 Woonsocket . 26, 000 5-15 5,816 1,900 2, 044 1, 819 3, 863 2, 465 190 464, 337 SOUTH CAROLINA. 550 Charleston . 60, 000 6-21 7, 916 825 3, 239 4, 677 7, 916 7, 520 182 1, 368, 640 551 Columbia . 20, 000 6-18 3, 700 550 1, 032 1,292 2, 324 1, 630 173 281, 985 552 Greenville . 12, 000 6-21 2, 200 500 825 919 1, 744 1, 248 150 187, 200 553 Spartanburg . 12, 000 6-18 2, 000 450 740 804 1, 544 1, 0S4 177 178, 245 SOUTH DAKOTA. 554 Sioux Fails . 12, 000 6-20 2,472 200 965 1,044 2, 009 1, 533 180 275, 940 TENNESSEE. 555 Chattanooga . 34, 000 6-21 8, 217 500 2, 067 2, 347 4, 414 2,977 170 506,090 556 Clarksville . 12, 000 6-21 3,508 208 749 871 1, 620 1, 097 200 219, 353 557 Jackson . ! Statistics of 1896-97. a Estimated. 2368 EDUCATION REPORT, 1897-98, Table 9. — Statistics of population and school enrollment and attendance in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1897 (estimated). School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Average daily attendance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 3 4 5 6 7 8 9 1® 11 TENNESSEE — COnt’d . 558 Rnoxville . 46,484 6-21 14, 272 500 2, 390 2,419 4, 809 3, 762 187 703, 542 559 Memphis . 65, 000 6-21 17, 054 3,000 3,174 4, 035 7,209 4, 378 178 791, 704 560 Nashville . 87, 754 6-21 25, 554 * 1, 700 5, 589 6, 360 11, 949 9, 098 178 1, 616, 044 TEXAS. 561 28, 395 8-16 5, 035 1, 749 1, 850 3, 599 2, 686 176 463, 080 562 Corsicana . 10, 800 7-18 2,202 100 727 726 1,453 1,060 156 165, 432 563 50, 000 8-17 8, 998 2, 807 2, 958 5, 765 4, 703 171 803, 965 564 Denison . 15,' 500 ♦ 7-19 3, 401 273 1, 057 1, 137 2, 194 1,493 180 268, 657 565 El Paso . 15, 000 8-17 1,640 350 *646 *724 * 1, 370 950 173 168, 142 566 Fort Worth* . 34, 000 8-17 6, 947! 300 1, 940 2, 106 4,046 3,168 169 535, 452 567 Gainesville * . 11, 735 7-19 1,584 40 720 899 1,619 1,226 176 215, 647 568 Galveston . 50, 000 8-17 6,362 100 2, 554 - 2,732 5, 286 4,373 173 711, 488 569 Houston* . 68, 997 8-17, 9, 912 500 2, 7G5 3, 131 5, 896 4,496 175 786, 800 570 Eared o . . . 14, 000 8-17 4, 300 700 582 455 1, 037 165 571 Marshall . 12, COO ! 8-17 1,884 450 495 496 991 503 160 80, 415 572 Paris . 15, 573 6-18 3,059 125 920 1,156 2, 076 1, 330 160 212, 942 573 San Antonio . 50, 000 8-16 12, 657 4,000 3,354 3, 650 7,004 5, 118 177 903, 482 574 Sherman . 15, 000 8-17 2, 236 500 834 1, 026 1,860 1, 339 171 231, 611 575 Temple . 9, 000 8-17 1, 652 150 634 812 1,446 900 181 162, 999 576 Tyler * . . . 10, 125 8-17 1,854 75 732 793 1,525 1,025 180 184, 460 577 Waco . 33, 552 8-17 5, 298 1, 100 1,800 1,830 3, 630 2, 680 175 482, 400 UTAH. 578 Ogden . 20, 000 6-18 5, 069 125 2,051 2,057 4, 108 3, 392 175 593, 577 579 Provo City . 8, 000 6-18 2, 061 254 783 762 1,545 1,345 192 258, 255 580 Salt Lake City . 60, 000 6-18 12, 957 523 5, 822 6, 107 11, 929 9,530 174 1, 658, 220 VERMONT. 581 Burlington . 5-21 5, 111 1,524 * 600 1, 433 1,209 2, 642 1, 883 182 342, 869 582 Rutland . 13, 000 5-21 3,105 742 891 1,633 1,371 193 265, 592 VIRGINIA. 583 Alexandria . 17, 000 5-21 4, 800 500 1,040 1,061 2, 101 1,679 200 335, 800 584 Danville . 19, 000 5-21 5,223 500 1,251 1,416 2, 667 1,841 186 342, 677 585 Lynchburg * . 18, 000 5-21 6,772 230 1,347 1, 665 3, 012 2, 378 196 468, 048 586 M a,n eh est.er * _ 5-21 3, 669 1, 349 1, 031 180 185, 580 587 Newport News . 12, 000 5-21 2,000 300 696 795 1,491 712 216 153, 792 588 Norfolk * . 50, 000 6-21 10,257 3, 500 1,660 1, 555 3,215 2, 425 207 501, 975 589 Petersburg * . 25, 000 6-21 500 1,508 1,864 3, 372 2, 553 183 467, 199 590 Portsmouth . 16, OOO! 5-21 4, 318 550 908 1, 048 1,956 1, 545 191 295, 095 591 Richmond . 100, ooo! 5-21 23, 933 2, 500 5, 507 6, 770 12, 277 9, 924 185 1, 835, 940 592 Roanoke . 22, 000 5-21 4,526 933 1,657 1,858 3, 515 2, 061 174 348, 202 593 Staunton . 8, 000 5-21 1, 956 150 520 588 1,108 884 173 152, 964 WASHINGTON. 594 Seattle . 80, 000 5-21 11, 625 731 4, 601 4,054 8, 655 6,125 191 1, 122, 307 595 Spokane . 37, 000 5-21 5, 931 400 2, 377 2, 469 4,846 3, 465 176 609, 840 596 Tacoma . 40, 000 5-21 8, 152 600 3,073 3,067 6,140 5,159 175 928, 627 5S7 Walla Walla . 10, 000 5-21 2, 191 420 915 955 1,870 951 200 190, 004 WEST VIRGINIA. 598 Huntington* . 15, 000 6-21 3, 167 75 2,142 1,605 159 255, 195 599 Martinsburg . 9,000 6-21 2, 313 150 695 1 681 1,376 930 191 189, 090 600 Parkersburg . 17, 000 200 1,271 1, 494 2, 765 2, 010 183 367, 830 601 Wheeling . 38, 000 6-21 10, 099 1, 500 2, 870| 2,962 5, 832 4, 213 196 825, 748 * Statistics of 189G-97. CITY SCHOOL SYSTEMS. 23 G 9 Table 9. — Statistics of population and school enrollment and attendance'in cities of over 8,000 inhabitants, 1897-98 — Continued. City. Population in 1 897 (estimated) . School pop¬ ulation. Pupils in private and parochial schools (largely estimated). Ditferent pupils en¬ rolled in public day schools. Average daily attend ance in public day schools. Number of days the public schools were actually in session. Aggregate number of days’ at¬ tendance of all pupils in public day schools. School census age. Children of school census age. Male. Female. Total. 1 9 3 4 5 6 7 8 9 1© 11 WISCONSIN. 602 Appleton . 14, 500 4-20 5, 059 1, 428 1,268 1,203 2. 471 1, 901 175 342, 239 603 Ashland . 12, 500 4-20 3, 489 800 951 964 1,915 1, 562 182 283, 371 604 "Rnrn.hnn __ . __j 8, 000 4-20 1, 568 696 780 1, 482 1, 254 178 212, 310 605 Beloit . 9, 000 4-20 2 727 0 938 1,001 1,939 1,513 183 269, 890 606 Chippewa Falls . 10, 000 4-20 2, 947 900 697 699 1,396 1, 155 174 200, 891 607 Eau Claire _ _ _ 20, 000 4-20 6, 453 700 2, 134 2, 081 4, 215 . 3, 098 603, 482 608 Fond du Lac . 14, 000 4-20 5, 052 393 1,232 1,267 2,499 2. 241 179 340, 901 609 Green Bay . 20, 000 4-20 6, 148 598 1, 741 1,682 3,423 2, 647 198 508, 224 610 Janesville . 12, 960 4-20 4, 267 234 1, 228 1, 260 2,488 1, 931 180 348, 456 611 Kenosha . 9, 000 4-20 3, 637 * 711 637 688 1,325 1, 073 184 187, 126 612 La Crosse . 30, 000 4-20 10, 237 1, 123 2,834 2, 923 5, 757 4,425 196 837, 067 613 Madison . 17, 000 4-20 4, 950 500 1. 440 1, 370 2, 810 2, 294 185 422, 187 614 Manitowoc* . 10, 000 4-20 3, 587 767 1, 015 944 1,959 1, 344 200 268, 769 615 Marinette . 17, 000 4-20 5, 209 585 1, 649 1,626 3, 275 2, 619 175 457, 627 616 Merrill . . 8, 500 4-20 2. 856' 200 1, 822 * 1, 314 180 a 236, 520 617 Milwaukee . 256, 926 4-20 92, 174 *19, 618 20, 616 19, 594 40, 210 30, 482 196 5, 512, 875 618 Oshkosh . 32, 120 4-20 8, 612 1, 300 2, 280 2, 390 4,670 3,390 200 678, 000 619 Bacine . 25, 000 4-20 8, 064 1, 570 2, 297 2, 368 4,665 3, 990 200 798, 063 620 Sheboygan . 22, 000 4-20 8, 493 1,200 2, 028 2, 141 4, 109 2, 972 191 j 566, 486 621 Stevens Point . 10, 000 4-20 3,743 710 917 842 1, 759 1, 357 189 256, 567 622 Superior . 28, 000 4-20 6, 688 400 2, 949 3,2751 6,224 ! 3, 645 200 729, 255 623 Watertown . 10, 000 4-20 3, 694 92fc 536 539 1,075 834 196 162, 484 624 Waukesha . 8, 000 4-20 2, 034 229 783 775 1, 558 1,167 188 219, 398 625 Wausau . 12, 000 4-20 4, 093 435 1, 299 1,248 2, 545 2,071 175 351, 352 WYOMING. 626 Cheyenne . 10, 000 1 150 534 536 : 1, 070 1 810 175 142,232 I • * Statistics of 1896-97. a Estimated. ED 98 - 149 2370 EDUCATION REPORT, 1897-98. Table 10. — Statistics of supervising officers, teachers, property , etc,, in public schools of cities of over 8,000 inhabitants, 1897-98. City. Supervising officers. Eegnlar teachers. Grades in which manual training is given. Number of kin¬ dergartens. Number of even¬ ing schools. Bui 1 dings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. © A Female. Total. © Female. Total. 3 4 5 6 7 8 9 10 11 13 13 ALABAMA. 1 3 0 3 23 28 0 1 3 $100, 000 2 1 0 1 8 60 68 0 7 3, 068 150. 000 3 3 0 3 2 13 15 o 3 650 ioi 000 4 1 0 1 27 156 183 0 91 7, 000 225, 000 county) . 1 5 Montgomery . 1 0 1 4 48 52 0 0 0 7 2, 100 125, 000 6 Selma . 2 1 3 1 22 23 0 0 0 3 1,000 40, 000 ARKANSAS . 7 1 0 1 10 42 52 o 8 3, GOO * 85, 000 8 1 0 1 5 25 30 o 6 ] , 820 50, 000 9 Little Eock . 2 1 3 12 70 i 82 0 0 1 15 4, 602 320, 000 10 2 0 2 10 20 30 7 1, 493 79, 000 CALIFORNIA. 11 8 2 10 6 58 64 0 1 8 2, 924 186, 300 12 1 1 2 10 63 10 3] GOO 98, 000 13 2 0 2 6 26 1 32 13 L 730 100, 000 14 Fresno* . 3 0 3 11 33 44 7, 8, 9, and 10. 0 0 5 1, 500 175, 000 15 Los Angeles . 13 11 24 55 413 468 6, 7, 8, and 9. 38 1 52 18,091 1, 226, 500 16 Oakland . 17 8 25 26 207 233 8 and 9. 1 5 19 11, 000 1, 000, 000 17 Pasadena . 1 2 3 10 43 53 0 7 2, 525 110, 000 18 Sacramento . 3 1 4 5 103 108 5 1 15 4, 080 313, 900 19 San Bernardino _ 20 San Diego . 5 2 7 13 73 86 6, 7, and 8. 5 0 17 * 2, 907 127, 110 21 San Francisco . 26 48 74 77 919 S96 6, 7, 8, and 9. 0 15 80 39, 495 5, 474, 739 22 San Jose . 1 0 1 8 98 106 7 1 16 *3, 870 243, 450 23 Santa Cruz * . 1 0 1 4 30 43 1-9 1 0 8 1,400 100, 000 24 Stockton . 3 2 5 7 59 66 7,8, and high . . . . 1 12 3, 000 297, 562 school. COLORADO. 25 Colorado Springs.. 4 4 8 8 68 76 1 to 7. 9 3, 300 383, 000 26 Cripplecreek . 3 1 4 5 19 24 0 0 0 4 1,300 25, 000 Denver: 27 District No. 1.. 12 12 24 30 260 290 Grammar 20 .... 21 10, 450 1, 475, 102 and high schools. 28 District No. 2.. 3 1 o 3 14 97 1 111 0 5 0 14 5, 951 650, 000 29 District No. 7.. 1 0 1 0 24 j 24 0 3 1 4 937 120, 000 3G DistrictNo. 17. 6 2 8 ! 7 69 | 76 12 0 0 7 3, 772 400, 000 31 Leadville . 1 1 2 5 30 35 0 0 0 5 1, 650 * 90, 000 Pueblo : 32 District No. 1.. 1 0 1 4 52 56 4 to 8. 8 1, 990 252, 000 33 1 DistrictNo. 20. 1 1 2 3 50 53 6 to 10. 1 ! 1 12 2, 156 195, 700 34 Trinidad* . 1 1 2 3 24 27 0 0 0 5 1,200 100, 000 CONNECTICUT. 35 Ansonia . 1 2 3 0 49 49 0 1 6 2, 464 175, 000 36 Bridgeport . 6 6 12 9 179 188 2 20 * 9, 000 828, 932 37 Bristol . 1 1 2 * 5 * 44 *49 5 to 8. 3 13 1, 791 106, 000 38 Danbury . . 2 0 2 4 66 70 0 .... i 19 3,311 201, 647 39 Greenwich . 0 0 0 1 15 16 0 0 1 693 200, 000 40 Hartford . 6 1 7 28 252 280 6, 7, 8, and 9. 13 2 20 10, 500 1, 468, 600 Manchester : 41 Town schools . 4 0 4 1 22 23 0 8 *900 35, 000 42 District No. 9 1 0 1 1 36 37 5 to 9. 1 0 1 1,200 5, 000 (south). 43 Meriden . 2 0 2 7 6 13 0 0 1 18 4, 410 253. 034 44 Middletown . 1 2 3 2 28 30 4 1, 475 *135, 000 45 New Britain . 4 2 6 9 84 93 8 and 9. 7 3 10 3,442 500! 000 « 46 New Haven . . . 12 9 21 28 373 401 4, 5, 6, 7, and 10 7 47 15, 725 1, 500, 000 high school. 1 1 * Statistics of 1898-97. 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 CITY SCHOOL SYSTEMS. 2371 of supervising office rs, teachers , property, etc., in public schools of i of over 8,000 inhabitants, 1897-98 — Continued. Supervising officers. Regular teachers. Grades in which manual training is given. a C ,2 . c3 O tjj s Number of eveh- 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. £ rc3 r2 a o Total. 05 xS a Female. Total. 2 3 4 5 j 6 7 S 9 SO £ 1 IS 13 2 2 4 2 57 59 0 0 0 6 2, 492 $300, 000 4 0 4 9 62 71 4 2 15 3,310 180, 000 1 0 1 2 37 39 4 0 5 1, 260 140, 000 *3 *0 *3 2 37 39 11 1, 642 126, 300 1 0 1 9 74 83 _ 7,9, and high 2 1 20 3, 200 250, 000 school. 2 1 3 1 43 44 0 0 _ . 9 1,830 100, 000 2 1 3 1 35 36 0 3 5 *1, 375 37, 459 0 4 4 9 157 166 0 0 2 16 5, 984 649, 237 0 0 0 4 35 39 3 0 10 *1, 463 116, 000 2 3 5 4 227 231 High school. 0 0 28 10, 888 675, 505 14 25 39 89 661 750 All. 0 12 85 ) | >42, 347 *3,500, 000 7 18 25 40 254 294 All. 6 27 *3 "1 *4 6 27 33 *12 *2. 400 *26, 250 1 0 1 5 33 38 0 11 2, 200 *38, 875 1 1 2 6 28 34 .... 8 1, 800 12, 000 1 0 1 3 30 33 0 0 0 3 1, 500 25, 000 1 0 1 1 6 26 32 0 0 0 6 1, 650 41, 500 9 19 28 11 202 213 0 0 3 22 10, 555 436, 950 1 2 3 10 91 101 4 0 13 i 6, 000 175, 000 2 1 3 2 14 16 3 ! *1,500 30, 000 2 2 4 9 45 54 0 2 1 11 2, 360 ioo’ 000 3 2 5 14 135 149 0 0 0 51 7, 500 203, 350 1 1 2 2 26 28 0 5 1, 250 30, 000 2 0 2 18 110 128 0 0 0 10 6, 000 383,830 1 1 2 4 34 38 7 1,724 117, 000 1 1 2 2 25 27 0 0 3 1, 400 95, 000 2 4 6 2 53 55 8 2, 700 208, 000 5 5 10 2 48 50 0 0 7 2, 160 250, 000 -2 0 2 15 47 62 0 0 0 7 3, 188 155, 975 3 2 5 10 84 94 o 13 4, 200 350. 000 1 1 2 3 39 42 0 0 0 10 1,948 150, 000 '2 1 3 3 38 41 4, 5, 6, and 7. 8 1,715 103, 350 2 1 3 5 30 35 High school. 5 1, 600 100, 000 156 135 291 260 4, 730 4,990 G r am mar 63 34 318 220, 575 *20,450,591 and high schools. 1 1 1 9 51 60 8 2, 707 213, 000 2 1 3 9 1 | 75 84 | 0 11 4, 200 253, 600 * Statistics of 1896-97. a Principally white schools. b Colored schools. 2372 EDUCATION REPORT, 1897-98. Table 10. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8, GOO inhabitants, 1897-98 — Continued. City. Supervising officers. Kegular teachers. Grades in which manual training is given. Number of kin¬ dergartens. 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. '<■3 a ,2 a V PR Total. | Male. Female. Total. 1 2 3 4 5 G 7 8 9 1© 11 12 13 ILLINOIS— COnt’d. East St. Louis: 84 District No. 1 .. 2 1 3 7 46 53 0 0 0 5 2, 250 $150, 000 85 1 0 1 3 16 19 0 4 806 57, 350 2 N., E.9W., 3d P. M. 86 Dist. No. 3, T. 2 1 0 1 1 4 5 0 1 220 25, 000 N., E. 10 W* 87 1 3 4 5 93 98 0 14 *3, 500 331, 700 Evanston: 88 District No. 1 . . 1 3 4 0 43 44 0 2 6 1,450 220, 000 89 1 2 3 0 22 22 0 2 960 140, 000 (S. Evanston). 90 0 0 0 1 8 0 1 300 *20, 000 (N. Evanston).* 91 1 0 1 2 47 49 0 7 2, 040 *97, 402 92 Galesburg . 3 1 4 5 66 71 9, 10, and 11. 0 0 9 3, 050 250, 000 93 1 5 6 3 54 57 7 2, 552 160, 000 94 1 2 3 9 110 119 0 0 18 5, 500 367, 000 95 Kankakee . 1 0 1 1 41 42 0 0 0 7 1,675 140, 000 96 Kewanee . 1 0 1 2 35 37 0 0 .... 6 1,400 80, 000 97 La sal le _ 98 Lincoln _ G 99 M a tt.oon 1 1 2 2 35 37 g 1, 757 77, 500 100 Moline . 1 6 7 8 66 74 7, 8, 9, and 10. 0 0 9 3, 300 353, 800 101 Monmouth . 3 1 4 1 83 34 0 0 5 1,560 80, 000 102 Oak Park . 3 1 4 11 44 55 High school. 0 9 2,000 300, 000 103 Ottawa . 3 1 4 3 31 34 All. 0 "6" 8 1,775 65, 000 104 Pekin * _ 1 0 1 5 29 34 0 6 1, 500 126, 600 105 Peoria. _ 12 9 21 8 169 177 6 17 7,946 700, 000 106 Quincy . 4 2 6 2 95 97 0 0 2 12 4, 200 290, 000 107 Eockford . 1 1 2 4 125 129 11, 12, and 0 1 16 5, 173 356, 425 high school. 108 E.oc.k Tsla.nrl _ 3 3 G 6 71 77 0 0 10 3,708 317, 337 109 Springfield . 1 1 2 18 99 117 7, 8, and 9 0 0 15 4, 959 375, 000 Sterling : 110 District No. — 0 0 0 1 3 4 0 . . . . 0 1 202 10, 185 (Lincoln schools).* 111 District No. 3 2 0 2 0 16 16 2 707 50, 000 (Sterling schools) . 112 District No. 8 (W a 1 1 a c e schools). 113 Streator . 1 1 2 0 50 50 0 0 0 10 2, 700 80, 000 INDIANA. 114 Anderson . 1 1 2 4 63 67 0 0 0 9 3,407 228, 000 115 Bloomington . 1 2 3 4 25 29 0 0 0 4 1,220 79, 000 116 Brazil . 1 0 1 8 19 27 0 0 o. 4 1,531 98, 550 117 Columbus . 1 0 1 10 26 36 0 0 0 7 1,700 100, 000 118 Crawfordsville 1 2 3 4 32 36 0 4 1,530 150, 000 119 Elkhart. . . 1 2 3 7 52 59 9 2,800 180, 000 120 Evansville . 11 8 19 25 178 203 4 21 9,700 *607, 000 121 Port WavTie _ 2 9 11 5 132 137 17 5. 751 400, 596 122 Frankfort . 1 1 2 7 31 38 Lower pri¬ 5 1,500 125, 000 mary. 123 Goshen . 1 0 1 5 33 38 6 1, 450 67, 000 124 Hammond . 1 1 2 3 37 40 1 6 1,443 *116, 000 125 Huntington . 1 1 2 8 35 43 6 0 ”6’ 6 1, 995 176, 120 126 Indianapolis . 8 11 19 51 405 456 4,5,6,7,and8. 1 3 56 *18, 830 2, 155, 125 127 Jeffersonville . 1 1 2 8 37 45 5 2, 070 63, 200 128 Kokomo . . 1 0 1 10 36 46 0 8 2, 200 150, 000 129 Lafayette . 7 2 9 6 62 68 0 0 9 2, 867 * 260, 000 130 Laporte . 4 2 6 5 33 38 0 3 0 6 1,300 117, 000 131 Logan sport* . 2 0 2 10 50 60 0 0 0 8 2, 450 210, 000 * Statistics of 1896-97. CITY SCHOOL SYSTEMS. 2373 Table 10. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1897-98 — Continued. City. Supervising1 officers. Regular teachers. Grades in which manual training is given. Humber of kin¬ dergartens. s.l ©i2 £ cn S o Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. 6 *3 | Female. Total, A F emale. Total. o 1 o2 g « ~ fcJO |.s A g ft in P b/JP P <**H ■5 § A " 1 % 3 4 5 6 7 S 9 b© si t *£ 13 INDIANA — cont’d. 132 133 Marion . i 1 2 11 62 73 0 0 0 9 3, 800 $225, 000 134 135 2 2 4 9 65 74 11 3, 333 150, 000 13fi i 0 1 11 63 74 0 o 14 3, 800 210, 000 137 Peru . i 0 1 8 36 44 0 0 5 lj 500 too! 000 138 2 1 3 72 79 2 10 3, 016 350, 000 139 Shelby ville . 3 1 4 7 29 36 0 0 ”6’ 6 1, 400 no! ooo 140 1 4 5 5 75 80 i 9 3,456 293, 500 141 Terre Haute . 1 4 5 27 144 171 0 16 0 20 6, 910 490, 480 142 Valparaiso . 1 1 2 4 22 26 0 1 .... 4 1, 321 67, 500 143 1 0 1 3 29 32 5 1, 500 115, 500 144 1 1 2 2 40 42 0 5 1,818 130, 000 145 2 0 2 10 21 31 0 0 4 1, 600 100, 000 IOWA. 146 1 0 1 2 45 47 0 6 1, 900 125, 000 T47 2 o 2 12 99 111 4 12 5, 000 230, 000 148 Cedar Rapids . i 2 3 2 119 121 o n 16 4, 650 314, 425 149 Clinton _ i 5 6 4 80 84 * 13 * 3, 600 150 Council Bluffs .... 2 8 10 4 101 105 0 4 0 18 4 782 300, 000 151 Creston . 1 0 1 5 32 37 0 1 0 9 1.700 125, 000 152 Davenport _ _ . 12 g 15 7 126 133 9 and high 13 433, 300 school. Des Moines : 153 East side . 2 3 5 2 81 83 0 0 0 10 3, 550 294, 500 154 Horth side .... 1 2 3 3 40 43 4 .... 5 1.300 75, 000 155 West side* - 4 8 12 8 122 130 9 and 10. 11 12 4, 591 550, 000 156 Dubuque . . 3 1 4 14 112 126 0 4 0 18 5.232 360, 000 157 Port Pnd pe . 1 0 1 2 35 37 0 7 1, 600 140, 125 158 Fort Madison 1 0 1 5 26 31 0 1 0 5 1, 500 100, 000 159 Iowa City* . 1 2 3 4 36 40 9 to 12. 0 1 0 8 1, 500 115, 000 160 Keokuk * 3 55 9 2, 500 212, 200 161 Marshalltown * 1 * 0 * 1 4 54 58 7 7 2, 400 400 000 162 Muscatine . 1 0 1 4 52 56 0 0 "o’ 9 2, 600 200, 000 163 Oskaloosa* . 2 1 3 7 42 49 0 5 0 5 1, 674 130, 000 164 Ott.nm wa, 2 2 4 0 93 93 0 o 8 3, 500 200, 000 165 Sioux City . 4 1 5 9 125 134 0 0 0 23 6, 008 725, 000 Waterloo: 166 East side * 4 30 4 58, 150 1 167 \V eat side 2 1 3 1 21 22 3 KANSAS. 168 A rlr an sa s C i +,y _ 169 Atchison . 1 0 1 3 40 43 0 8 2,370 155, 000 170 Emporia, _ . . 2 o 2 8 39 47 9 1, 900 120, 000 171 Port Scott _ 1 o 1 8 40 48 o o 11 2, 399 112, 000 172 Hutchinson . 1 1 2 6 35 41 0 0 0 7 2,200 115, 000 173 Kansas City . 1 0 1 27 113 140 0 0 0 19 6, 600 300, 000 174 Lawrence . . . 1 1 2 10 39 49 0 8 2, 400 175, 000 175 Leavenworth . 0 1 1 2 63 65 0 11 3, 148 110, 035 176 Otta.wa, . 1 o 1 4 30 34 o o 4 1, 800 31,000 177 Parsons * _ 1 0 1 4 30 34 5 1, 900 123, 700 178 Pittsburg 1 o 1 5 34 39 5 2, 000 92, 000 179 'rope Ira, _ 1 o 1 12 116 128 o o 20 6’ 432 400, 000 180 Wichita . 2 1 3 6 79 85 0 0 16 5, 024 235, 000 KENTUCKY. 181 Bowling Green " .. 1 0 1 5 21 26 0 0 0 3 1,278 30, 000 182 Covington * 11 3 14 10 110 120 5 12 4, 437 237, 904 Frankfort : 183 White schools. 1 0 1 2 19 21 1, 2, 3, and 1 2 975 50, 000 high school. 184 Colored schools 1 0 1 1 11 12 1 1 1 600 12, 000 Statistics of 1896-97. 1S5 186 187 188 189 190 191 192 193 194 195 | 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 I 216 I 217 218 219 220 221 222 223 224 225 226 227 228 229 2SO 231 EDUCATION REPORT, 1897-98. of supervising officers, teachers, property, etc., in public schools of ; of over 8,000 inhabitants, 1897-98 — Continued. Supervising officers. Regular teachers. Grades in which manual training is given. a ^ i o! ei © §> a^ 3 m p

    r ILLINOIS — continued. $68, 312 61, 855 45, 897 108. 905 35, 560 $83, 636"- 79, 126 48, 510- 162, 084 36, 606- $3, 337 2, 654 7, 325 2, 207 $57, 750 41, 680 100, 575 32, 450 $768 1, 562 $333 570 . 2,316 1,771 22, 843 75, 711 663 2, 039 25, 822 79, 521 31, 797T 102, 23 1>. Moline . 0 2, 183 136. 9751 286 39, 444 98, 475- Pekin . Peoria . . . 15. 466 7, 993 5, 200 3,400 6,480 172 871 292. 102 68, 700 77, 106 49, 029 119, 433 247 200 1,428 539 7, 237 1,047 669 307, 816 76, 893 83, 734 81, 047 184, 821 1,219 12, 175 418,103: 82, 940 - 185, 098 156, 807 157, 048 - 1, 625 - 15, 320 Quincy . . Rockford . Rock Island . 28, 079 1, 671 Springfield . Sterling : The Lincoln schools* . The Sterling schools . I 10, 635 The Wallace schools Rtreator . _ . ; . ;;;; 50, 990 47,830 5, 840 50,990 64, 697 13, 520 10, 729 28, 723 26. 000 35, 635 179, 203 115, 722 25, 804 74, 70C'r [ 123, 25SS- 13, 520' INDIANA. Anderson . i 15, 708 7,680 1, 159 o : 248 1,317 Bloomington * . 0 Brazil . Columbus . 6, 078 4, 000 11,307 21, 328 32, 799- 26, 200 38, 564 182, 303- 175, 728 29, 643< Crawfordsville . 22, 000 24, 328 Elkhart . Evansville . Fort Wayne . ! . Frankfort . 6, 589 18,833 | 382 Goshen . Hammond . 7, 944 14, 673 9, 858 32, 475 49, 794 524, 085 Huntington . 72, 103' 784, 085 a 20, 776 61, 537 106, 747 23, 530 - 54, 054- Indianapolis . 115, 207 392, 329 16, 548 Jeffersonville . Kokomo . 8, 374 47,617 6, 394 30, 732 ... 30, 715 22, 260 (16,7 3,444 1,244 40, 333 71,578 23, 530 34, 176 Lafayette . . 1,701 347 Laporte . . . 89) Logansport* . Madison . Marion . 54, 311 69, 953' Michigan City . Muncie* . 14, 164 22, 789 51, 561 2, 321 419 25, 142 i 430 0 j 66, 574 50, 252 102, 249 ' 79,115 Hew Albany . Peru . Richmond . . 75, 335 18, 120 72, 709 129, 155 115, 589- 22, 066 80, 728- 146, 425- Shelby ville . 6, 574 11,241 17 289 : South Bend * . Terre Haute . 36, 443 6, 097 86, 477 138 Valparaiso . Vincennes . 8, 830 15, 178 1,763 25, .771 49, 694 Wabash . Washington . . . * Statistics of 1896-97. ED 98 - 150 2386 EDUCATION REPORT, 1897-98. Tablk.1T. — Statistics of receipts of public schools of cities of over S,000 inhabitants — Continued. City. 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 Boone . . Burlington - Cedar Bapids . . Clinton. . Council Bluffs.. Creston . . Davenport - Des Moines : North Side East Side. . . West Side*. Dubuque . Fort Dodge - Fort Madison .. Iowa City *..... Keokuk . Marshalltown. . Muscatine . Oskaloesa* . Ottumwa . Sioux City . W aterloo : East Side . . West Side.. Arkansas City Atchison . Emporia . Fort Scott. - Hutchison . Kansas City... Lawrenee . Leavenworth.. Ottawa . Parsons* . Pittsburg . Topeka . . Wichita . KENTUCKY. Bowling Green * . . Covington * . Frankfort: White schools. . Colored schools Henderson . Hopkinsville . Lexington* . Louisville . Maysville* . Newport*. . Owensboro . Paducah _ _ LOUISIANA. Baton Itouge. New Orleans . Shreveport. . . Beceipts for the school year 1897-98. $3,000 0 8,200 5,958 9, 222 2,525 11,919 2, 782 8,121 10, 456 12,663 2,275 3,633 4,524 3,726 5, 886 6, 400 10," 687 1,510 5* * U h® y n o a o $36, 000 86, 833 0 34, 767 58, 356 26, 395 30," 559 41,578 ”23,’ 500 1 14, 656 17, 796 3,964 2, 600 3, 773 2,694 12, 068 3, 161 6,469 2, 261 1,969 3, 184 10, 077 6, 010 I 6, 149 43, 022 3, 800 2, 190 7, 000 24, 680 157, 769 3,988 22, 896 6, 959 10, 549 21, 177 21, 923 107, 158 18, 275 51, 224 17, 885 a 16, 281 22,231 105, 088 62, 750 10, 569 51,010 4, 107 2, 000 9,000 $8, 504 85, 200 53, 483 83, 964 27, 800 117, 174 113, 432 87, 600 17, 042 0 47, 500 37, 847 9, 228 42, 541 343, 551 8,188 29, 172 23, 519 30, 819 110, 000 4, 470 12, 000 $1, 245 6, 200 537 2, 127 1,110 6, 132. 1,661 779 2, 527 10L 371 ♦532 1,628 1,646 2, 160 165’ 1, 182 1, 465 1, 373 17 1,365 1,826 71 252. 141 4, 118 565 $96, 582 99,609 59, 978 95, 313 31, 435 135, 225 39, 210 67, 256 126, 415 100, 364 29, 041 35, 615 46, 932 55, 032 29,900 127, 503 226 21, 089 5, 583 633 200 779 ,014 712 201 741 240 233, 000 42, 993 37, 400 26, 415 25, 990 lib, 243 22, 801 59, 519 20, 217 27, 730 25, 556 119, 283 69, 325 16, 944 117, 457 13, 490 4, 823 16, 200 68, 000 508, 334 17, 358 52, 269 31, 219 41, 608 398, 000 > b0 ejO $39, 000 103, 207 105, 305 66, 210 138, 391 36, 132 151, 851 39, 417 171, 986 164, 310 100, 425 44, 092 35, 615 77, 605 68, 840 171, 506 19,411 47, 440 37, 400 30, 870 37, 714 119, 243 69, 091 20, 667 34, 917 26, 561 134, 125 71,354 17, 583 117, 457 16, 249 4, 823 22, 200 70, 650 614, 778 17, 502 73, 728 37, 119 44, 098 409, 024 Statistics of 1896-97. a District taxes. CITY SCHOOL SYSTEMS. 2387 Table 11. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Continued. Beceipts for the school year 1897-1 98. o CO City. From State apportion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. o H Amount available for during the year. 1 2 3 4 5 6 7 MAINE. 196 $10, 236 7,699 14, 504 6, 302 12, 763 $36, 500 0 $379 10, 544 $47, 115 26, 665 $47, 115 -33, 169 197 8, 422 39, 903 16, 698 i8, 300 198 401 55, 078 27, 081 31, 457 199 81 200 394 31,457 15, 049 201 6, 253 19, 865 27, 427 7, 500 $546 246 750 -15,049 47, 611 202 27, 500 47, 611 155, 199 21,488 203 127, 772 15, 300 0 0 155, 199 204 6; 168 7, 072 0 21 22, 017 205 10, 000 143 17, 215 20, 682 MARYLAND. 206 59, 423 1, 356, 700 4,300 1, 420, 424 207 208 Frederick 1. . 209 Hagerstown .... | . ! . MASSACHUSETTS. 210 Adams . . 0 36, 455 21, 500 0 0 36, 455 21, 532 36, 455 21, 532 211 Ames bury _ _ 0 0 32 212 Attleboro . . 33, 526 46, 000 3, 048, 047 116, 000 127, 129 468, 887 90, 025 213 Beverly . . 0 410 46, 410 3, 090, 334 117, 609 46, 410 214 Boston . . 0 0 42, 287 1, 609 3, 090, 334 117, 610 130, 514 471, 329 140, 657 68. 379 38, 502 215 Brockton . . . 216 Brookline, _ ; _ _ _ 3,385 2,442 5, 752 130, 514 471, 329 105, 657 41, 168 217 Cambridge . . . 218 Chelsea . . 9, 880 219 Chicopee . . . 220 Clinton . . 0 38, 500 0 0 | 221 Danvers . . . 222 Everett* _ _ _ ...... _ :::::::::: 223 Fall Biver . 209, 996 1 114, 174 57, 675 . 359, 316 114. 432 224 Fitchburg. . . . . 0 0 258 225 Framingham . 1, 061 187 58, 923 38, 127 58, 923 78, 954 83, 060 226 Gardner . 0 36, 650 0 1,477 227 Gloucester . 83, 060 228 Greenfield . ^ . ! • 229 Haverhill . . 231 116, 000 137, 146 44, 500 0 1,597 117, 828 117, 828 230 Holyoke* . . . . 137, 146 46, 940 160, 133 231 Hyde Park . i 232 Lawrence . . . 159, 779 353 160, 133 233 Leominster . 234 Lowell . . . 0 | ' 224, 000 211, 911 0 6,832 230, 832 211,911 194, 650 52, 718 90, 450 56,348 29, 130 33, 508 248, 954 40, 920 161, 328 487, 413 231, 911 263, 650 235 Lynn. . . 236 Malden . 185, 307 52, 500 90, 450 9,343 237 Marlboro . . . . 0 0 218 117, 718 90, 450 238 Medford . 239 Melrose* . . . 56, 400 29, 130 33, 508 251,873 40, 920 161, 328 161, 759 77, 443 34, 250 240 Milford . 29, 100 33, 300 30 241 Natick . 208 2,823 242 N e w Bedford . . 246, 131 243 Newburyport . o 39, 100 o 1,820 2, 199 244 Newton . .* . 159, 129 245 North Adams _ _ _ 161, 060 - 75, 476 699 246 Northampton . o 1,107 860 77, 443 247 Peabody* . . . . o 33, 650 600 34, 250 248 Pittsfield . o 77, 996 32, 540 93, 500 0 0 77,996 163, 287 249 Plymouth . 0 0 0 34, 480 250 Quincy . . . . 93, 500 251 Bevere . ! 44, 463 Statistics of 1896-97. 2388 EDUCATION REPORT, 1897-98. Table 11. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Continued. City. 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 Massachusetts— continued. Salem . Somerville . Southbridge . Spencer . Springfield . Taunton . AVakefield . Waltham . Watertown . Westfield . West Springfield. Weymouth . Woburn* . Worcester . MICHIGAN. Adrian . Alpena . . Ann Arbor . . Battle Creek . Bay City . . Detroit . . Escanaba . . Flint . Grand Haven . Grand Rapids . Holland . Iron Mountain . . Ironwood . . Isbpeming* . Jackson: District No. 1 * . District No. 17 * Kalamazoo . . Lansing . . Ludington . Manistee . Marquette . Menominee . Muskegon . Owosso . Port Huron . Saginaw : East side . West side . Sault Ste. Marie - Traverse City . West Bay City . MINNESOTA. Brainerd Duluth * .... Faribault ... Mankato .... Minneapolis. Red Wing... St. Cloud.... 303 | St. Paul . 304 | Stillwater... 305 ! Winona . Receipts for the school year 1897-98. * • $3, 359 6, 463 3,697 14,019 108, 299 3,564 3,689 2, 507 35, 262 3, 435 3,615 3, 347 4,787 4, 084 3,784 15, 397 5, 846 6, 949 4, 145 7,959 9, 070 1,170 8 678 12, 067 8, 670 6, 000 2, 773 6,208 In $118 963 290, 400 * 17, 975 26, 935 494, 641 118, 000 32, 250 71, 327 52, 497 5, 224 31,551 3,948 103, 211 1,994 3,215 6,148 13, 064 41, 375 51, 515 503, 278 22, 281 15, 563 39, 107 55, 185 72, 306 820, 686 7, 000 34, 577 14, 821 357, 140 18, 630 27, 780 37, 789 42, 000 29, 077 20, 436 54, 567 47, 457 33, 682 41, 555 25, 934 34, 054 56, 383 27, 965 36, 032 78, 324 46, 458 22, 900 23, 063 37, 330 17, 458 269, 115 $1, 959 0 $286 0 331 491 1,426 768 1,213 0 442, 946 658 87 1, 299 5,781 38, 297 14, 151 7,297 ""780 5,000 697 1,224 296 156 4, 013 271 1,209 863 17, 291 (22, 015) 51,183 35. 220 6, 577 6, 254 ‘"826 i, 692 1, 169 6, 473 1,072 576 11. 430 1,919 4,649 35, 541 72 168 2,313 1,845 323 98 11,840 923 7,014 815 16, 687 "*405 2, 704 1. 986 1,064 7,871 311 15, 932 979 9, 614 2, 061 606 $121, 208 290, 400 27, 426 496, 067 118, 768 33, 463 71, 327 58, 751 42, 201 51, 515 504, 971 27, 467 22, 113 50, 576 62, 038 86, 901 978, 712 24, 715 40, 185 21,977 327, 943 22, 137 38, 890 43, 449 49, 412 38, 484 25, 015 84, 028 54,522 40, 696 49, 475 30, 079 41, 013 86, 153 29, 895 45, 115 93, 095 57, 385 29, 000 26, 900 23, 891 309, 400 21, 550 562, 089 26, 998 25, 230 429, 614 43, 429 71, 430 is ® $121, 208 290, 400 * 19, 291 27, 426 496, 067 118, 768 33, 463 71, 327 74, 005 101,876 51, 515 504, 971 30, 990 26, 055 55, 936 71, 289 93, 504 978, 712 27, 015 45, 259 34, 607 384, 344 30, 914 46, 587 43, 494 49, 412 44, 801 27, 128 112, 249 86, 116 40, 794 77, 118 32, 991 51, 949 103, 653 31, 304 45, 115 93, 095 68,631 30, 801 27, 456 47, 378 23, 891 483, 581 25, 375 723, 370 42, 877 25, 280 430, 332 81,745 93,844 Statistics of 1896-97. ! CITY SCHOOL SYSTEMS. 2389 Tablk 11. — Statistics of recetyts of public schools of cities of over 8,000 inhabitants — Continued. 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 Receipts for the school year 1897- City. MISSISSIPPI. Columbus . Jackson* . Meridian. . Natchez * . Vicksburg 1 Carthage . Chillicothe Clinton * . Hannibal . Independence . Jefferson City. J oplin . Kansas City .. Moberly * . Nevada . St. Charles . St. Joseph _ St. Louis . Sedalia . Springfield Trenton . AVebb City.... Butte * . G-reat Falls. Helena Beatrice . Fremont . Grand Island.. Hastings . Kearney . Lincoln . . Nebraska City Omaha . . Plattsmouth .. South Omaha . NEW HAMPSHIRE. Concord (Union Hist.) . Hover . Keene (Union Dist ) .. Laconia . Manchester * . Nashua . . Portsmouth * . NEW JERSE\. Atlantic City Bayonne . Bridgeton * . . . Camden * . Elizabeth * . . . - ® I9 U $3, 840 4, 500 5, 400 6, 027 4, 679 16, 034 1,640 3. 449 a 42, 533 « 3, 936 7, 249 58, 573 4, 695 2, 160 20, 949 142, 652 5, 510 a 7, 540 8, 357 1,227 2, 940 4, 566 4, 439 4, 360 4,194 4, 279 19, 276 cS u o .*tn (C © a o a'5 o $2, 200 9. 200 13, 500 7, 401 10, 862 12, 100 $1, 500 1,352 2, 361 12, 155 2, 000 14, 199 I 30, 597 388, 316 15, 832 15, 120 1, 330, 999 b 2, 692 130, 572 31, 176 51, 136 6, 840 30, 368 997 15, 761 3, 870 30, 310 1, 003 21, 847 37, 798 a 12, 800 13,163 11, 142 27, 516 13, 122 4,000 40, 2°- 108, 425 143, 406 149, 727 43, 068 48, 280 19, 988 57, 847 8, 961 4, 687 $2, 625 1,000 445 , 100 390 302 977 1,976 43, 555 6,453 340 5, 168 178, 846 29, 715 1,390 10, 128 16, 452 53, 441 (30, 240) 9,232 32, 164 8, 814 101,540 24, 000 34, 207 33,000 54, 000 12, 157 112, 805 550 0 9, 225 1,450 181 125 115 585 6,215 2, 533 2, 272 184 279, 368 39, 467 10, 413 1,485 822 5, 566 1,993 16, 546 $8, 665 15, 200 19, 900 15, 225 32, 289 16, 130 17, 950 43, 510 15, 890 39, 822 490, 444 26, 980 17, 620 169, 523 1,802, 224 78. 293 59, 902 19, 008 139, 110 52,516 60, 902 27, 275 26, 483 31, 876 29, 977 27, 003 113, 129 438, 929 76, 547 50, 013 34, 646 25, 397 105, 960 59, 876 37, 203 71, 393 101,023 24, 957 136, 510 £ S® -e S3 g* o E ◄ $8,665 16, 701 19, 900 15, 253 41, 237 34, 548 17, 980 36, 418 19, 365 44, 753 607, 906 26, 981 17, 620 26, 181 207, 045 , 802, 224 100, 987 79, 598 25,545 158, 917 67,564 76,568 27, 275 26, 483 32, 347 32,211 28, 026 138, 129 438, 929 "92,’ 001 50,013 *29*170 105, 960 62, 670 71, 393 113, 170 25, 398 214, 455 123,000 Statistics of 1896-97. b Railroad taxes. a State and county taxes. 2390 EDUCATION REPORT, 1897-98, Table 11. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Continued. City. Receipts for the school year 1897-98. From State apportion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. Total. Amount available for during the year. 3 4 5 6 7 $11, 000 $5, 000 $16, 000 80, 292 63, 176 $2, 110 $145, 578 255’ 839 473, 564 729, 403 948, 933 20j 459 a 33, 000 53, 459 60, 371 llj 646 12, 354 $3, 156 28, 156 28, 156 12, 317 26, 434 799 39, 550 41, 579 348, 206 246, 000 278 594, 484 901, 200 b 26, 751 21, 386 709 48, 846 48, 846 36, 696 18, 098 403 55, 197 55, 818 b 26, 331 42, 552 1, 300 70, 183 105, 183 121, 893 117, 045 912 239, 850 244, 308 13, 977 16, 949 30, 926 48, 926 13, 665 18, 680 232 32, 578 34, 671 20, 606 44, 465 16, 420 81, 491 83, 504 10, 594 10, 000 1,900 22, 494 57, 494 18, 733 22, 600 41, 333 46, 572 b 85, 513 32, 613 78, 470 196’, 596 46, 261 228. 535 3, 060 277, 856 374, 075 8, 925 40, 280 1, 534 50, 739 53, 454 15, 734 70, 079 954 86, 767 99, 148 27, 146 0 0 1, 577 28, 723 35, 225 25, 878 123, 264 1, 269 150, 411 150, 997 161,414 1, 071, 171 397 1, 232, 982 1, 764, 543 10, 583 34, 801 . 219 45, 603 47, 319 5, 348 23, 570 0 349 29, 267 30, 504 4, 055 12, 900 839 17, 794 19, 600 7, 105 33, 782 | 645 41. 532 59, 373 20, 355 86, 500 . 2,106 108, 961 129, 374 7, 976 27, 370 0 ! 501 35, 847 47, 964 5, 115 25, 499 7, 756 38, 370 54, 892 8,831 35, 025 352 44, 208 49, 712 8,015 30, 372 301 38, 688 38, 688 4, 856 j 12, 000 [ 1, 935 18, 791 30, 147 9, 159 I 30, 800 . 4, 351 44, 310 46, 561 13, 980 64, 897 7, 005^ 85, 882 85, 882 5,874 27, 957 0 205 34, 036 36, 926 7,484 34, 855 0 1,025 43, 364 46, 370 3, 342 14, 484 593 18, 419 19, 685 1, 625 13, 105 14, 730 20, 257 1,101 6,311 30 7, 442 7, 895 8, 143 37, 683 72 45, 898 86, 336 5, 049 20, 486 0 356 25, 871 25, 871 10, 783 43, 436 15, 504 69, 723 77, 158 7, 654 31, 875 0 1,185 40, 714 84, 270 1,021 104, 249 3, 407 108, 677 233, 999 12, 844 72, 087 0 3, 113 88, 044 88, 484 8, 267 67, 809 1,179 77, 255 188, 173 16, 028, 802 8, 324 53, 433 1,233 62, 990 99, 360 6, 809 29, 177 112 36, 098 36, 098 7, 666 19, 258 1, 077 28, 001 35, 537 6, 991 39, 250 1,844 48, 085 59, 863 11, 962 55, 000 0 1, 108 68, 070 68, 070 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 370 371 372 373 374 375 376 377 378 i 379 ! 380 ; 381 j 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 new jersey — continued. Harrison . Hoboken* . Jersey City . Long Branch*. . . Millville . Morristown . Newark* . New Brunswick51 Orange . Passaic . Paterson . Perth Amboy . . . Phillipsburg Plainfield . Rahway . Town of Union. . Trenton* . NEW MEXICO. Albuquerque NEW YORK. Albany . . Amsterdam . . Auburn . Batavia . Binghamton . Buffalo . . Cohoes* . Corning . Cortland . Dunkirk . . Elmira . Geneva . . Glens Falls . Gloversviile * . . Hornellsville * . . Hudson . . Ithaca . Jamestown . Johnston . Kingston : Kingston school district ..[ Dist. No. 2* . f Dist. No. 3 . Dist. No. 4 . { Lansingburg . I Little Falls* . Lockport* . Malone . ! Middleton . . Mount Yernon . . Newburgh . New Rochelle . New York . Niagara Falls . . North Tonawanda . . Ogdensburg* . Olean . . Oswego . : Statistics of 1896-97. a District taxes. b State and county taxes. Tai 408 | 409 410 411 412 418 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460. CITY SCHOOL .SYSTEMS. 2391 [r® 11. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Continued. City. Receipts for the school year 1897-98. 2 8 M §*5 new YORK— continued. Peekskill : District No. 7 District No. 8 Plattsburg * . Port Chester . Port Jervis . Poughkeepsie * . . . Rensselaer . Rochester . Rome . Saratoga Springs. Schenectady . Sing Sing . Syracuse . Tonawanda . Troy . . . Utica . Watertown . W ater vKet . Yonkers . $2,316 1, 746 I 6,276 7,560 11, 777 NORTH CAROLINA. Asheville ... Charlotte. . . . Durham . Goldsboro . . . Newbern Raleigh * . . . . Wilmington. Winston .... NORTH DAKOTA. Fargo 85. 838 6, 836 8, 062 10, 000 4, 385 53, 010 5,551 30, 622 26, 554 12, 638 6, 148 16, 969 10, 500 7,900 $13, 179 11, 116 18, 809 24, 119 52, 000 485, 24, 44, 32, 18, 380, 29, 124, 113, 68, 17, 186, $141 ’5,135* $368 350 1,188 12, 253 6, 000 1, 406 952 2, 295 1, 298 1, 670 4, 075 7,304 1, 139 1,659 44, 648 2, 274 74 2, 301 11,500 $16, 007 13, 212 30, 220 32, 867 76, 030 572, 540 33, 898 54, 152 43, 670 27, 159 440, 438 36, 680 157, 938 184, 202 83, 085 25, 007 205, 958 19,400 13. 253 34, 002 36. 358 98, 625 788, 035 33, 898 55, 054 43, 760 29, 080 761, 307 92, 686 158, 914 251, 527 109, 085 79, 076 311, 502 16, 500 19, 400 Akron* . . Alliance * . Ashtabula . Beilaire . Cambridge . Canton . Chillicothe* . Cincinnati . Circleville* . Cleveland . Columbus . Dayton* . Defiance . Delaware . East Liverpool * . Elyria. . . Findlay*... . Fostoria . Fremont . Hamilton . Ironton . Lancaster* . Lima* . . . . Lorain . .' Mansfield . 120, 924 18, 247 24, 294 25, 067 15, 799 620 317 1, 593 13, 429 95, 034 492 1, 070 146, 3, 154, 49, 18, O 3, 6, 822, 343 . . 3, 097^706 I””""" (421, 905) 174,767 I . 18,102 | 525 (18, 571) 25, 000- 0 28, 374 24, 501 11,468 22, 865 3,474 2, 908 22, 538 1,915 10, 130 31,328 58, 178 708 0 831 23, 247 604 85 150, 875 28, 196 28, 571 24, 159 110, 025 240, 325 35, 671 36, 478 27, 169 993, 309 45, 965 , 275, 341 474, 389 195, 866 22, 092 22. 630 31, 000 32, 493 27, 350 26, 571 194. 145 62. 202 1, 182, 576 50, 265 2, 172, 594 710, 710 361, 978 44, 462 38, 715 37, 000 44, 951 99, 415 41, 519 28, 392 12, 130 4,408 646 i 39, 818 65, 262 24, 991 89, 173 65,115 106, 223 * Statistics of 1S96-97 Ta 461 462 463 46t 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 498 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 EDUCATION REPORT, 1897-98. lk 11. — Statistics of receipts of public schools of cities of over 8,000 inhabitants — Continued. Receipts for the school year 1897- -98. © tc d City. From State apportion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. • 1 03 © H Amount available for during the year. i 2 JJ 4 5 O 7 ohio— continued. $5, 023 $34, 285 $374 $39, 682 $39, 682 55, 296 3,360 $20, 937 926 25, 223 31 y 576 50, 634 2, 891 2, 528 6, 890 16,711 13, 771 43, 027 22, 927 33, 667 32, 396 1, 336 20, 938 17, 118 50, 446 27, 952 28, 573 80, 939 43, 834 819 529 3, 126 6, 523 6, 864 2, 929 4,402 14, 163 6, 790 4,932 26, 009 691 26, 744 40, 190 40, 170 29, 839 49, 501 73, 229 910 25, 330 24, 012 95. 964 1,580 527 54, 832 55, 261 141, 909 60, 365 . 28, 941 111, 161 312 722 30, 476 807 38, 073 33, 791 272, 817 Tiffin * . 28,859 l 49, 103 Toledo . . 244,313 2, 495 1,001,125 Van Wert . . W a.rreTi _ _ _ 4,089 19, 405 25, 454 30, 387 19,451 52, 422 35, 844 Wellston i 46 Xenia . Youngstown . Zanesville . . 18, 057 109, 023 1, 190 128,270 209, 792 OKLAHOMA. - Oklahoma, City . . _ _ ... 1, 108 1,982 20, 316 701 10, 606 j 12, 415 12, 415 OREGON. Astoria* . 10, 090 0 10, 230 242, 099 138 j 22, 340 263, 918 36, 892 Portland . 1,503 411,522 41,790 Salem* . 3, 003 11,511 11,547 | 38 26, 099 PENNSYLVANIA. Allegheny . 97, 619 357, 532 87, 246 92, 793 28, 133 322 483, 284 121, 754 871, 842 Allentown . 33, 459 31, 035 8,879 727 136, 747 Altoona . o 1 929 124, 757 148, 495 Beaver Falls . 18, 961 970 28, 810 37, 256 Brad dock . 10, 175 52, 170 277 j 197 62, 819 62, 820 Bradford . 11, 785 9, 904 i 12, 504 43, 253 28, 115 703 55, 741 101, 170 56, 842 Butler . 22 | 666 38, 707 Carbonda.le . _ . 28, 475 240 41, 219 53, 952 Carlisle . 10, 768 13, 125 196 24, 089 21, 398 46, 404 Chambersburg . 8,472 12,531 54, 877 . 395 21, 398 Chester ........ 22, 088 76, 965 143, 786 30, 806 Columbia . Connellsville 11, 027 19, 474 ° 305 30, 806 11 □ Boi s . . . 7, 731 11,361 | 19, 574 29 19, 121 29, 395 20, 193 Dunmore* . 9, 619 179 23 32, 379 Easton . 15, 957 39, 642 37, 163 10, 814 5, 653 21, 575 62, 639 149, 647 142, 990 36, 759 1, 291 80 79, 967 84, 984 Erie . 188 1,450 190, 927 296, 945 Harrisburg . 495 180, 649 201, 912 Hazelton . 957 48, 530 52, 099 34, 311 Johnstown . (57, ( 64, 858 )22) 2, 288 1, 481 79, 984 184, 723 Lancaster . 34, 745 14,307 374 102, 265 112, 832 Lebanon _ _ _ 29, 417 237 43, 961 55, 427 "MeTCeesport _ _ _ 19, 985 15, 271 11,392 68, 694 14, 089 3,121 91, 800 29, 527 120, 182 Malianoy City . Meadville . . . . ; 167 38, 096 27, 483 2,078 40, 953 46,023 * Statistics of 1896 97. CITY SCHOOL SYSTEMS. 2303 Table 111 — Statistics of receipts of public schools of cities of over StOOO inhabitants — Continued. City. L Receipts for the school year 1897- 98. Amount available for use during the year. From State apportion¬ ment or taxes. From city appropria¬ tions or taxes. 2 o a « 870 81, 675 0 25, 061 14, 597 16, 108 1,673 13,185 10, 614 6, 839 18, 960 8, 183 7, 181 20, 545 8, 238 43, 184 15. 000 20, 994 11, 898 247 Total. $171, 962 914, 267 271, 152 14, 813 15, 483 18, 741 15, 863 18, 689 141, 998 95, 000 8, 900 47, 861 84, 067 14, 200 118, 319 36, 341 23, 051 53, 221 95, 385 48, 341 84, 533 50, 587 27, 479 21, 539 674, 101 44, 365 72, S61 59, 312 9, 349 74, 752 53, 936 35, 154 7, 598 77, 541 53, 605 43, 209 104, 351 31, 293 21, 000 23, 425 68, 028 19, 498 76, 891 70, 591 219, 777 80, 000 88, 683 55, 536 * Statistics of 1896-97. « Principally white schools. b Colored schools. c The accounts of evening schools are not kept separate. 2a&8 Table 12. — Statistics of expenditures of public schools of cities of over 8 %000 inhabitants — - Continued. 109 110 111 112 113 111 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 Expenditures for the school year 1897-98. City. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. Current and incidental expenses. 1 Evening schools. Total. 1 2 3 4 5 6 Illinois — continued. Springfield . . ... Sterling: Lincoln schools * . . . $59, 866 11 683 $60, 843 1, 722 9, 348 $15, 395 327 2,312 0 0 $136,104 2,060 12, 343 22, 000 16,936 11, 665 50, 601 INDIANA. 26 646 36, 985 12, 240 10, 987 18, 243 20, 000 25, 213 120, 990 75, 743 8, 721 1,300 4, 812 7, 787 7, 000 3, 901 o 72,352 15, 140 1,600 309 0 16’, 108 26,030 27, 000 7 000 36, 114 182,315 98,329 24,812 25* 275 35, 446 $604 Fort AVavno . 6, 858 15, 728 5, 534 19, 278 3,000 21, 218 23, 690 8, 257 32,475 58,348 583, 859 27, 505 42,167 66, 926 30, 539 46,832 0 Indianapolis . . 39, 008 374, 357 20,601 169, 362 6, 904 4, 720 12, 011 1, 132 Jeffersonville _ _ _ Kokomo . . . . 14, 082: 10, 910 23, 365 Lafayette . . . . . 44, 005 19, 223 31,572 Laporte . 0 11, 316 14, 160 Logan sport* . 1, 100 0 Madison . Marion . . . 1,066 35, 095 11, 582 47,743 Michigan Citv . Muncie* . . . 4, 240 0 40,044 10, 233 11, 504 0 54, 517 47, 767 26. 273 New Albany . . . 36, 263 0 Peru . - . _ . 16,777 Richmond . . . 12, 000 46, 319 18,259 27, 774 4, 328 86, 093 Shelby ville . . . 22, 587 79, 870 135,560 20, 570 46, 382 South Bend* . . . . 25, 071 43, 842 10, 827 31, 275 130 Terre Haute . . . 7, 062 97, 223 14, 640 0 Valparaiso . .... . ... Vincennes . . 24, 000 15, 164 7, 218 0 1 Wabash . . . j Washihgton . . . . . . 50, 000 IOWA. Boone. . . „ . 22,000 64, 050 39, 000 Burlington . _ . - . 16, 488 9, 200 2, 192 18, 316 27,400 19, 341 98, 852 Cedar Rapids . . . 53,300 0 89, 900 60, 509 91,951 Clinton . 38,976 1 60,095 18, 120 82, 919 19, 712 Council Bluff’s . . . . 0 31,856 8, 054 Creston . . . 26, 174 Davenport . . 40, 815 29, 008 152, 742 Des Moines : North side _ _ _ 10, 450 25, 490 30, 162 76, 413 East side . . 4, 903 46, 020 0 West side* ... _ _ _ _ 82, 996 64, 021 16, 000 13, 829 20, 302 30, 997 26,. 544 350 114, 343 96, 092 Dubuque . . . 5. 527 40, 000 0 Fort Dodge _ _ 5, 800 7,428 11, 281 61, 800 21, 257 Fort Madison . . . Iowa City* _ _ _ _ _ 1 0 j 31,583 45, 510 45, 754 51, 141 Keokuk* . . 4, 403 0 28, 000 29, 768 30, 912 .. .1 MarshalltoAvn . .... . . 15, 986 17, 329 0 Muscatine . . 2, 900 0 Oskaloosa * _ _ _ _ 21, 000 40, 000 35, 475 59, 870 Ottumwa* - _ _ Sioux City . . . 77,213 43, 090 . i 120, 303 20, 336 15, 304 Waterloo: East side* . . . 13, 000 1 West side - - - ...J 10,482 ! 4, 822 Statistics of 1896-97. CITY SCHOOL SYSTEMS. 2399 Table 12. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants — Continued. City. Expenditures for the school year 1897-1 )8. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. Current and incidental expenses. ■ Evening schools. Total. 1 3 3 4 5 ! « KANSAS. 1 IfiR 169 Atchison _ _ _ 0 $20, 145 $10, 214 0 $30, 359: 170 $2 800 22, 008 9, 822 34, 630 171 0 19, 439 6, 877 26, 316 172 17, 755 4, 966 0 28, 839 173 80, 042 36,243 129, 489 W4 22, 700 3,000 25, 700 175 10 200 37, 830 11, 742 59, 772 176 Ottawa . . . 630 15, 389 4, 214 0 20, 233 177 Parsons* . . 65 18, 256 2, 222. 0 20,543 178 15, 615 4,459 0 20, 074 179 71, 719 39, 501 0 111, 220 180 Wichita . . . 0 43, 853 24, 219 0 68, 072 KENTUCKY. 181 12, 704 2, 692 0 15, 396 182 Covington* . 10, 605 75, 290 7, 642 0 93, 537 183 Frankfort (white schools) . . 2, 500 10, 157 2,054 0 14, 711 184 Frankfort (colored schools) . 125 3, 789 859 $50 4, 823 185 14, 600 2, 500. 17, 100 186 Hopkinsville . . .. 187 Lexington . . . . .. . . 450 49, 815 11, 809 0 62, 074 188 Louis vill8 . . . 61, 043 403, 878 89, 148 8, 841 562, 910 189 Maysville* . . 12, 700 2, 008 14, 708 190 Newport * . . . 4, 041 41, 143 7, 813 0 52, 997 191 Owensboro . 6, 250 21, 541 2, 528 0 30, 319 192 Paducah . 10, 646 25, 008 6, 027 41, 681 LOUISIANA. 193 Baton Bongo . 194 New Orleans . 12, 000 321, 108 64, 892 398, 000 195 Shreveport . ’ _ 0 16, 950 18, 000 MAINE. 196 Auburn . . . . „ .... 10, 000 27, 802 9, 265 47, 067 197 Augusta . . . 12, 169 19, 089 10, 574 41. 832 198 Bangor . 38, 950 16, 128 55, 078 199 Bath . . . 20, 795 6, 266 27, 061 200 Bid deford . . 25, 006 5, 723 630 31, 409 201 Calais . . . . 0 12, 476 2, 573 15, 049 202 Lewiston . . . . 31, 711 12, 970 1, 576 47,537 203 Portland . . 31, 190 87, 755 34, 781 1, 473 155, 199 204 Rockland . 2,723 14, 747 3, 247 20, 717 205 Waterville . 13, 371 7,311 20, 682 MAEVLAND. 206 Baltimore . 85, 000 993, 762 303, 795 9, 749 1, 392, 306 207 Cumberland . . . ,, 208 Frederick . r. . ; 209 Hagerstown . . . . . . MASSACHUSETTS . 210 Adams . . _ 1, 375 24, 000 11, 080 36 455 211 Amesburg . . . l’ 219 i6leoi 6' 900 0 720. 212 Attleboro . . . . . . 21. 798 9, 922 31, 720 213 Beverly . . . . . 6, 160 27, 332 12, 708 166 46, 366 214 Boston. . . . 605, 887 1, 761, 665 658, 913 63, 839 3, 090, 334 215 Brockton . 12, 500 93, 667 37, 193 143, 360 216 Brookline . . . . 5, 250 89, 499 34, 787 978 130, 514 217 Cambridge . 137, 188 255, 398 74, 322 4, 421 471, 329 218 Chelsea _ _ _ _ _ .... 35, 000 79, 800 24, 559 1, 283 140, 642 219 Chicopee . . 19, 960 28, 125 11, 262 1,781 61,128 220 Clinton . 0 25, 263 12, 657 573 38, 498- * Statistics of 1896-97. 2400 EDUCATION REPORT, 1897-98. Table 12. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants— Continued. 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 Expenditures for the school year 1897-98. City. Massachusetts— continued. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. Current and incidental expenses. Evening schools. Total. Danvers . Everett * . . . . Fall River . . . Fitchburg ... Framingham Gardner . Gloucester. . . Greenfield . . . Haverhill $39, 506 96, 822 1, 516 12, 000 38,321 7, 000 Holyoke * . Hyde Park . Lawrence . Leominster* . Lowell. . Lynn . Malden . Marlboro . Medford . Melrose . Milford . Natick . . New Bedford Newburyport Newton . North Adams. . . . Northampton Peabody* . Pittsfield . Plymouth . Quincy . Revere . Salem . Somerville . Southbridg© . Spencer . Springfield . Taunton . Wakefield . Waltham . Watertown . Westfield . West Springfield Weymouth . Woburn* . Worcester . 4,039 800 36, 529 608 126, 870 27, 270 24, 448 1,000 64, 804 10,400 9, 320 101,229 22, 800 0 66,212 48, 000 8, 020 46, 621 27, 248 244, 312 16, 300 17, 379 12, 448 50, 000 9, 326 173, 752 MICHIGAN. Adrian . Alpena . Ana Arbor . Battle Creek . Bay City . Detroit . Escanaba . Flint . Grand Haven . Grand Rapids . Holland. . . . Iron Mountain . . . Ironwood . Ishpeming* . Jackson: District No. 1* District No. 17 Kalaiuazoo . Lansing . Ludington . Manistee . Marquette . 2,539 2, 072 2, 500 129, 539 4,596 21, 904 3,382 961 6, 829 5, 000 48, 952 1, 164 723 8, 331 425 $20, 513 181,250 $71, 432 82,317 27. 551 $3, 048 30, 278 15, 407 1, 196 22, 230 11,794 443 54, 953 21. 338 21, 107 85, 774 22, 983 2, 389 99, 662 30, 033 3,412 32, 247 12, 303 690 120, 450 43,646 6, 151 195, 440 107, 107 23, 369 167, 893 62. 566 1, 452 104, 628 51, 692 3, 805 37, 590 15, 380 487 60, 947 28, 208 931 36, 252 19, 166 0 20, 144 7, 986 23,410 9, 842 | 253 113, 069 53,808 4,952 24, 409 5,838 1 273 129,514 37,364 874 43, 755 15,112 1,663 38, 079 15,647 i 917 25, 782 9,281 0 52, 044 33, 837 1, 194 24, 833 8,632 0 69, 331 22. 654 1, 515 31,000 11,643 0 83, 291 27, 119 2, 778 176, 575 63,403 ! 3,801 14, 345 4,321 ! 634 18, 133 8, 957 378 175, 179 73, 084 28, 634 55, 312 23, 669 68, 826 5, 654 26, 373 1, 557 20, 732 40, 583 21, 263 8,981 190 31, 744 9,686 38, 982 10,189 554 331, 289 146, 537 14, 048 17, 648 8, 756 1 . 15, 917 35, 557 5, 499 . 16,307 6 35, 250 15, 624 0 52, 296 24, 620 0 538, 129 * 149, 660 12, 371 13, 572 11, 982 25, 871 14,214 202 11,560 5, 341 194, 655 77, 275 0 12, 956 9, 131 19, 590 15, 546 0 21, 661 11, 570 0 28, 817 13, 267 («) 28, 592 11, 209 14, 790 10, 033 0 41, 354 17, 102 33, 889 17, 326 0 16, 368 21,417 33,171 12, 527 6 21, 460 8, 188 0 $29, 762 119, 541 349, 504 114, 432 58, 881 72, 788 83, 060 32, 268 116, 936 137, 146 46, 040 206, 776 35, 218 452, 786 231, 911 187, 395 77, 905 90, 086 55, 418 29, 130 33, 505 236, 633 40, 920 177, 072 161, 759 77, 443 35, 063 153, 287 34, 439 93, 500 90, 643 121,208 290, 400 46, 548 27, 468 493, 971 117. 314 * 32, 051 S3, 423 35, 003 62, 202 30, 413 91, 430 59, 051 665, 626 28, 943 21.416 53, 936 50, 874 79.416 829, 699 25, 554 40, 287 21, 497 293, 834 25, 469 36, 097 33, 231 48, 912 44, 801 24, 823 107, 409 52, 379 38, 508 54, 029 30, 073 * Statistics of 1896-97. a The accounts of evening schools are not kept separate. 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 CITY SCHOOL SYSTEMS. 2401 e 12. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants — Continued. City. Expenditures for the school year 1897-98. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. Current and incidental expenses. Evening schools. Total. 1 3 4 5 6 Michigan- continued. $8 241 $27, 364 $11, 373 $46, 978^ Muskegon . 10, 125 42, 836 21,780 0 74, 741 Owosso . 0 17, 470 12, 426 0 29, 896> 32, 505 13, 790 46, 295' Saginaw : East side . 277 67,837 23, 301 0 91, 415» West side . . 8, 321 37, 755 14, 476 0 60, 552: 0 17,800 i 9, 100 26, 900' 2, 438 18,700 6, 296 27, 434- * 31, 780 * 45, 332: MINNESOTA. 212 15,710 7, 969 23, 89K Duluth * . 31, 995 161, 750 71,909 (a) 265, 654 15, 394 7, 123 22, 522. .... 44, 036 476, 794 142, 744 663, 574 Bed Wing . 14j 532 21, 445 5,187 0 41, 164- St. Cloud . . 0 18, 000 5, 280 0 23, 280: 7, 514 329, 062 93, 750 430, 332C Stillwater . 14’ 613 28, 517 26, 629 69, 750> Winona . _ . . 3, 739 47, 060 16, 482 67, 281, MISSISSIPPI. Columbus . 400 8, 310 350 9, 060» Jackson * . 500 10, 000 3, 000 0 13, 500 Meridian . 16, 359 940 0 17, 299 "Natchez* . . 11,929 857 12, 786: Vicksburg* . 12, 942 23, 325» MISSOURI. ! : fla.rfha.ge . . . 1,867 19, 385 7. 977 29, 229* Chillicothe . 11,857 1,800 0 13, 657" Clinton * . 2,697 1 13,315 4, 882 0 20, 894- Hannibal . . . 26,614 8, 501 35, 115: Independence . 14, 523 25, 640 Jefferson City . 9, 520 3, 743 0 13, 263 Joplin . * 25, 399 * 12, 048 38, 760 Kansas City . 88, 246 316, 629 193, 844 598, 710 Moberly * . 1,810 15, 138 5,915 0 22, 862 Nevada . 14, 400 2, 460 16, 860 St. Charles * . . . . 24,381 7,760 1, 968 0 34, 100 St. Joseph . 4,662 98, 522 23, 568 0 126, 752 St. Louis . 147, 992 991,476 323, 874 $8, 882 1, 472, 224 Sedalia . 14, 758 34, 119 52, 110 100, 987 43, 834- Springfield . . 2, 065 26, 945 14, 824 Trenton . 11, 030 17, 85& Webb City . | 9,885 G, 816 16, 701 MONTANA. Butte*.. . 69, 813 0 158, 917 Great Balls . 2,500 30, 000 23,900 56, 400 Helena . 439 36, 400 29,326 1 66, 165 NEBRASKA. Beatrice . . . . 18, 599 7, 261 25, 860 Tremont . 17^ 798 25, 502. Grand Island . 19, 427 10, 199 0 29, 620 Hastings . . 17, 907 4, 308 0 22, 215 Kearney . . . . 11, 305 16, 167 o 27, 472 Lincoln . 34, 453 73, 225 36, 856 144, 534 Nebraska City . 17, 228 23, 187 Omaha . 33, 800 248, 936 141, 942 424, 678 Plattsmouth . 9, 820 13, 972: South Omaha . 17,830 1 32,990 13, 679 0 64, 499*’ * Statistics of 1896-97. a The accounts of evening schools are not kept separate. ED 98 - 151 2402 EDUCATION REPORT, 1897-98. Table 12. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants — Continued. Expenditures for the school year 1897-98. 341 342 343 344 345 34G 347 348 349 350 351 352 353 354 355 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 City. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. Current and incidental expenses. 1 :j 4 NEW HAMPSHIRE. Concord (Union district) Dover . Keene (Union district) . . Laconia . - . Manchester* . N asliua . Portsmouth * . $2, 663 4,611 7,693 0 4, 000 $33, 216 $16, 797 23, 649 7,682 14, 048 6,212 22, 000 72, 839 43, 317 19, 331 25, 766 7, 443 NEW JERSEY. Atlantic City . . . Bayonne . Bridgeton* . Camden . Elizabeth * . Harrison . Hoboken * . Jersey City . Long Branch *. . Millville . Morristown .... Newark* . New Brunswick Orange . Passaic . Paterson . Perth Amboy. . . Phillipsburg. . . . Plainfield . Ealiway . Town of Union . Trenton* . 9,939 52," 350 ' 213,386 5,430 1,521 4,527 152, 806 4, 874 0 10 20, 759 1,093 10, 588 35, 000 35, 086 64, 205 18, 807 130, 000 65, 696 37, 181 30, 171 6, 496 60, 379 11,000 104, 532 327, 291 4, 400 91, 957 31, 928 18, 113 19, 589 3, 919 19, 754 6, 800 428, 581 31, 828 34, 492 142, 057 15, 509 40, 558 24, 484 174, 869 50, 620 18, 758 4,119 19, 324 13, 860 42, 257 25, 697 16, 000 4, 509 25, 088 12, 583 97, 768 NEW MEXICO. Albuquerque 20, 000 NEW YORK. Albany . . . . Amsterdam . . . Auburn . Batavia . Binghamton . Buffalo . Cohoes* . Corning . Cortland . Dunkirk . Elmira . . . Geneva . Glens Falls . . .-. . Gloversvillo* . Horn ells ville* . Hudson . Ithaca . Jamestown . Johnstown . Kingston : Kingston school district District No. 2* . District No. 3 . District N o. 4 . Lansingburg . . Little Falls . Lockport* . Malone . Middletown . Mount Vernon . 11, 243 4, 515 13, 155 544 28, 142 374, 314 0 2, 840 8,395 25, 964 1, 635 17, 768 1,909 617 725 386 2, 939 1,152 2, 826 171 2, 240 1,676 37, 965 *882 22," 584 j 62,364 j 193, 521 31,715 59, 191 15, 450 88, 485 757, 670 35, 516 18, 963 11, 708 24, 830 71, 141 24, 719 18, 725 30, 697 23, 004 13, 954 30, 870 51, 245 18, 221 27, 295 12, 950 7, 700 4,850 28,113 * 16, 875 36, 435 16, 295 26, 197 60, 999 63, 887 10, 335 13, 961 19,816 33, 013 221,955 11, 581 9, 000 3,099 10, 856 23, 355 6, 223 9, 176 9,458 7, 371 5, 708 12, 148 27, 547 8, 639 8, 409 4, 482 3, 867 1,047 13, 351 * 5, 597 7, 900 33, 910 Evening schools. $345 179 0 2,450 0 0 600 I 1,240 I 7,476 I 185 28, 342 3, 585 1, 528 5, 292 0 392 374 1,279 0 10, 882 (a) Total. 6 $50, 013 34, 339 25, 050 23, 000 105, 960 62, 648 37, 203 62, 267 106, 765 25, 303 242, 729 142, 782 16, 000 156, 167 640, 110 55, 471 25, 214 31, 081 751, 786 42, 662 54, 875 66, 570 230, 791 43, 636 34, 277 78, 542 55, 509 38, 063 164, 604 269, 931 46, 565 86, 307 35, 810 149, 640 1, 364, 821 47, 097 27, 963 17, 647 44, 081 120, 460 32, 577 45, 669 42, 064 30, 992 20, 387 43, 404 81, 731 28, 012 38, 530 17, 603 13, 807 7,573 79, 429 23, 436 67, 393 26, 420 56, 681 157, 273 * Statistics of 1898-97. a The accounts of evening schools are not kept separate. 40(7 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 CITY SCHOOL SYSTEMS. 2403 sle 12. — Statistics of expenditures of public schools of cities of over 8,0G0 inhabitants — Continued. Expenditures for the school year 1897-98. City. 1 new YORK— continued. Permanent invest¬ ments and lasting improve¬ ments. Teaching and supervi¬ sion. 3 $5, 781 58, 787 5, 546, 859 33, 346 New Kochello . Hew York . Hia © s 0 Teachers. Pupils enrolled. 1 Average daily at¬ tendance. Pupils who did not attend day school. Number of evenings the schools were actually in session. r2 | Female. Total. Male. Female. 1 *3 j o H 1 1 - 3 4 5 «» 7 s 9 IO 1 1 NEW YORK. 1 93 Albany . 4 3 12 15 365 37 402 185 402 55 94 Buffalo . 13 61 28 89 2, 692 785 3, 477 1,290 3, 477 48 1 q 0 3 97 0 27 20 96 50 424 411 835 25, 069 14, 172 39, 241 16, 385 90 97 Niagara Falls . 1 3 1 4 51 10 61 26 61 60 98 North Tonawanda . 3 3 0 3 79 10 89 53 : 89 45 99 Port Jervis . 1 1 0 1 29 4 33 11 29 57 100 Rochester . 2 14 0 14 236 161 397 i 105 397 27 101 Saratoga Springs . 1 4 0 4 36 0 36 22 1 36 48 102 Syracuse . 3 4 11 15 225 61 286 219 286 60 103 g 2 8 10 299 57 356 120 299 144 104 9 100 40 140 35 75 160 105 Yonkers . 3 10 5 15 443 224 667 228 667 94 OHIO. 108 Cincinnati . 8 31 22 53 1, 342 633 ! 1, 975 1,230 0 85 107 Cleveland . 32 30 3 33 1, 316 134 1,450 500 | 1, 450 95 108 4_i 0 14 14 408 94 502 283 100 109 Nelson ville . 1 0 1 1 23 17 40 24 35 150 110 Toledo . 1 ■ 1 0 1 71 0 71 43 71 40 111 Xenia . 1 30 34 64 26 60 75 112 Youngstown . . 3 2 1 3 115 20 135 58 43 OREGON. . ; ! 113 i Portland . 3 5 3 8 216 67 283 157 97 | PENNSYLVANIA . 1 j ; 114 Allentown . 2 2 1 3 42 58 100 65 100 115 Carbondale . 1 1 i 0 1 63 10 73 45 70 80 116 Erie . 2 0 ! 5 5 543 8 551 205 0 78 117 Lancaster . 4 3 9 12 243 148 391 137 391 120 118 McKeesport . g 3 2 5 60 40 100 0 80 119 Mahanoy City . 5 0 5 5 312 0 312 159 250 80 120 1VT fill n t, Farm el 4 3 0 3 369 369 100 90 121 Nantieoke _ ** 2 410 410 194 350 80 122 Philadelphia . . 10, 235 123 Plymouth . 10 5 ! 5 10 325 41 366 214 362 80 124 Reading . 5 5 0 5 285 86 371 88 371 101 125 Scranton . -. . 60 25 1 35 60 1, 372 167 1,539 1,068 1, 539 80 12(5 Shamokin . 6 5 i 1 ■ 6 262 48 310 192 280 80 127 Shenandoah . 13 3 10 13 606 51 657 281 446 100 128 | Wilkesbarre . 16 6 10 16 733 733 413 733 80 RHODE ISLAND. 129 Cumberland . 4 4 4 8 161 41 202 i 76 40 130 ! East Providence . 3 6 115 47 82 131 I Johnston . 3 6 1 7 180 87 267 68 257 100 132 Newport . 2 o 15 17 186 74 260 90 104 133 Pawtucket . 6 28 8 34 502 256 758 272 j 60 134 Providence . 28 122 135 257 3,474 1, 851 5, 325 2, 602 415 91 135 "Woonsocket . 5 18 21 39 332 101 433 274 426 50 TENNESSEE. 136 Memphis . 1 1 2 3 141 14 155 45 155 150 VIRGINIA. 137 1 Richmond . 2 0 2 2 84 0 84 15 84 80 WISCONSIN. 138 Oshkosh . o 4 0 4 54 14 / 68 28 60 85 Table 14. — School statistics of cities and villages containing between 4,000 and S,000 inhabitants. 2410 EDUCATION REPORT, 1897-98. ill © « $5, 965 4,000 2,878 1 3, 700 10, 880 16, 000 22, 000 32, 030 22, 987 42, 744 37, 000 20, 497 14, 000 15,000 24,815 20, 000 7, 500 % f teach¬ ers and super¬ vising officers. G m $5, 965 3,480 2,029 3,551 7, 730 14, 000 19, 890 23, 017 13, 524 27, 785 27, 000 14,370 10, 000 12, 600 12, 213 15, 000 6, 240 T alue of 112 si tills PH - P. 30 $10,000 18, 500 16, 000 35, 000 70, 000 55, 000 30, 000 55, 000 135, 000 54, 080 60, 000 85, 000 40, 000 _ 50, 000 40, 000 100, 000 26, 000 Seats or sit¬ tings for study in all public schools. b ISIS 1 § 1 :!§!§ s r-T ft j rtVrtH rt 830 1,000 1,200 561 •sasodaml jooqos .ioj pasn sSuippng; £ * CO CO r? Cl Cl CO OXt-CHri' tH L- T* CO Tf< ri o ci S 2 r-H ® W> s •i*wl £3 3° 2 £ SSSSSSS Si 32^33 •opjnia^ 2 ■3FK « Lle^Cl f-l CO Cl X Cl O ffl Cl T-i T-f CO -># i-t •SJ90 -ipo SaisiAaadnc; « OHHC1 ' Cl O r? Ol H H H rH Aver¬ age daily attend¬ ance. N ISIS § 1 8 IIS II 3 619 900 499 424 Aggre¬ gate num- her of days’ at¬ tendance of all pupils. e H j 74, 340 48, 256 58t 400 40, 160 G9, 360 13, 200 152, 844 198,000 i 183, 566 156, 200 178, 135 166, 787 218, 463 111,438 162, 000 94, 810 78, 484 Num¬ ber of days the public schools were actually in ses¬ sion. © §s§§ g | gggggs g 1 gggg Different pupils en¬ rolled i n public day schools. 30 444 710 486 400 850 908 1,016 1,200 1,330 1,175 1, 272 1, 190 1,251 8888 SESS 1 1 888318 a E is 1 ■91BK Ills 1 1 Hills § I js i Pupils in pri¬ vate and pa¬ rochial schools. §gs§ g g , is :§ g °|g|s School popula¬ tion. sills 1111 1 § Ssskss 1 sills r-T rt r-T ci rt cf r-T rt rt r-Tcfrt r-T ft ft rt l-T School- census age. 99 7-21 7-21 7-21 7-21 6-18 6-21 5- 17 6- 18 5-17 5-17 5-17 5- 17 6- 14 4-16 4-16 4-16 4-16 4-16 Popula¬ tion in 1898 (esti¬ mated). « 6, 000 7,000 4, 000 6, 000 4, 500 7, 000 7, 200 5, 500 7, 500 7.500 6, 000 5, 000 6,000 5.500 7, 000 4, 000 1 7=N ALABAMA. Eufaula . Florence . New Decatur . . Tuscaloosa . ARIZONA. Tucson . ARKANSAS. Helena . CALIFORNIA. Napa . Pomona . .Riverside . Santa Ana . Santa Barbara . Santa Rosa . COLORADO. Aspen . CONNECTICUT. Derby . East Hartford . Enfield . . . Milford . irj CO t' 00 O) C H IM M -^lOOt-OO CITY SCHOOL SYSTEMS. 2411 mu 3 1 1 1 8S331S1I388 ;111 1818888888 00* to -* of r-T eo" cxf o" o' oo" ©' C5 o' OD • o' c-' t-' r-7 o' joV eJ o' ctT ^7 rf cd~ §1311 ills liiiiiisiSiilig iisilliisi t- ta" o' -stT co- o' to o' o' oaf^^rH-tf't-'aocd'o'^ij'ad'cd'tOTH' od'rH'rH'o'o'-H'r-rr-r-rao Hell i g 1 1 Illlllllillllll llllllllll s'g'sss i s ” s a'se-'ssssSsfSSggs's sss'ssgsssS II il © § i 1 000 ‘I iiisiiiinssii ; ,-r rnrH r-r :§ llllllllll oo a o c » o CO lO CO T-i COOl^COOl^CO^^^iOCO^O caioco^cocoiriooco :s 2 s £ s 3St-&S°SS&S83®;2 18 48 35 12 is - 5 s CM IS i o lO lO t> tHIOiOCO^WOOOJCICO • CO CO o o o Ol (M OHHWC3WHHHlMH51Hr 1 CO HWHCOCTHHHrIN 623 1, 462 1, 179 § 1 1 § E 1311188833888 1 3888888888 III i 1 ~1T~ ~g~ g 1858838388811 3 1883181311 »¥l a § 3 rH 05 s" & 3 88 g 3 S f g g g g. g g g SgggS'ggBgg ggsgg | 8 S g l«g||g|gg58gg|g Ssalslssss E8S85 Ills 113838888811833 8S388S3S8S HH r-T w th' r-T t-T rH HHH rH rHrTrtrH 111 888838111811318 888 818183 III S I 1 § 118Ii§113!iilii 1C lO t>» S3i§ iSSSIS ?g«!5 s 300 80 °°ass 11 lie j« 8°3 0 115 0 300 0 767 2, 353 1,525 800 1, 579 750 i 1 1 rH rH ill ii lllllll slllllllls cfrHrH i-7 rH r-T ^"rH rH rH ,-T CO to CO CO CO oo s as a a a a ca a a a a a a a ass S S S a 4444444 444 444444 Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 2412 EDUCATION REPORT, 1897-98. Total expend¬ iture. § $23 100 15, 758 13,673 25, 076 12,432 10, 500 17, 822 14, 570 19, 000 16, 478 26, 262 10, 500 5, 300 6, 500 13, 101 11, 031 16, 260 10. 982 12, 966 19, 179 10, 708 10, 365 20, 660 9, 716 Salaries of 0 h M g « £ -2 g *5^1 © $12, 190 11, 505 10, 160 17, 185 9, 900 8, 160 13, 791 12, 820 15, 000 12, 968 8,400 8, 800 4, 000 5, 700 10, 397 6, 961 11,123 8, 206 9, 814 7, 271 7, 510 8, 740 19, 400 6, 604 Value of public property used for school purposes. Tj $62, 000 83, 375 50, 000 100, 000 40, 000 50, *000 90, 000 75, 000 125, 000 110,000 59, 000 45, 000 21, 000 3,000 25, 000 31, 800 65, 000 17, 000 27, 000 50, 000 39, 000 30, 000 80, 000 25, 000 Seats or sit¬ tings for study- in all public schools. b H 1,156 1, 370 1,000 1,350 900 1,000 1,375 1,400 1, 200 1,400 1,200 800 400 1,000 925 2, 000 1, 150 1, 084 984 850 1, 180 1,000 •easodand jooqos joj pasn sSuipijng © »N Regular teach¬ ers. •Uiox ,9pjUI9>J * IN hn«hn 82® j 88S8SS8888 '9lBH X IN CCHNIMO HNIM • M H S N M W H t»U3IM •8.190 -qjo SuieiAaadng m W 71 N rH • • Aver- attend¬ ance. ills! ESSS8 ISIS 8881831183 r-T A At H a Aggre¬ gate num¬ ber of days’ at¬ tendance of all pupils. © N* 38111 Sign mi 1838838138 gll'SS a'||gg SfffSS Num¬ ber of days the public schools were actually in ses¬ sion. © sg|gg §gs§§ glg|£g£ggg Different pupils en¬ rolled in public day schools. wi°x X 1,259 1 1, 453 1, 032 1, 282 858 1,052 1,511 1.366 1, 232 1.367 1,141 824 387 500 1, 244 862 1, 024 1,186 1,120 893 917 756 1,063 834 b 668 536 665 437 520 770 | 700 635 684 572 200 275 692 421 518 576 640 470 488 391 541 411 •op?H © 1 iis§ 83888 1 \B$ 8138393883 Pupils in pri¬ vate and pa¬ rochial schools. 1 5 :§§§ SSS| h°|° :°S§g : School popula¬ tion. Chil¬ dren of school- census age. * 88388 98398 sill 33S8888338 H N rl H »-H M H H H i—l »H HH71HHHHHNH School- census age. W nSwmS e3 S m 55 w ® ® oi ® A A A A A A A A A A A AAA 4444444444 | Popula¬ tion in 1898 (esti¬ mated). 5, 000 5, 800 7, 000 6, 500 4,000 5, 980 6, 000 6, 000 4, 000 5,975 7, 500 7, 000 4, 350 8, 000 5,294 4, 500 6, 000 6, 000 5, 000 5,451 5, 000 6, 000 7,000 5,048 City. IN IOWA. Atlantic . | Centerville . Lyons . Mason City . Mount Pleasant . . KANSAS. Argentine . Newton . Salina . Wellington . Winfield . KENTUCKY. Ashland . Paris . Richmond . Winchester . . . MAINE. Belfast . Brewer . Brunswick . Eastport . Ellsworth . Gardiner . Houlton . Oldtown . Saco . Sandford . CITY SCHOOL SYSTEMS. 2413 SSSSSSSSSSSSSaSSeSgSSSlSSESSSSSSBSeSESSS §ss s' s' s' s’ s' s' s 5 s’ s' s’ s s' s’ s s' s s' s *' s s" s' e s' s s’ s' s’ s’ s' s' s' s' s s' s' § s' s' s' s' s' 1 ^ 1 1 1 I i S i SI i I S S g § i 8 l|i 1 1 i g g I i i I i i 111 irT ^ ^ ^ ^ ^ ^ o' ^ ^ co ^ ^ ^ ^ aT co lo to o gT o' r-4 c4 ^ o o' io" irT oTo o' aT tjT co'caco' 20, 000 §1111111 £8§gS'§3K§ 50, 000 85, 000 175, 000 illlllilllllllllllll | S' “ S $ S' 3 S' S5 S' S' | £ 3 3' § S § S S' 20, 800 75, 000 113,688 54, 000 150, 000 65, 000 4, 700 100, 000 Ills! r-T-HrH 600 650 1, 160 650 892 1, 500 1,200 Ills A 11 I 11 II 11 1 Is I3S 1111, 131 ^ l>C5NOO^^Hl>OCO^OOOOC5t>CODO»CHX)OOOOC0 5}005l>a5COOOOOl>OOt-L''t>N k^ ^ S SSSSSSSS§S53SSSSSSSSSSSS$SSSSSSSSSSSSSSaS Smn S SSSSS3SSSSSSSqlSSSSSSSSgS!SlSgSS£3SSSSSSSSSSS sss Cl NNONHl'WHN^NHilHHMHWWHCONTlIrjlHHHHWHHriHHNCO^HHN OCOH Cl CO ^ Cl CO Cl CO T-i » illsgllllsslSf.llp-3ilsis!§SIIIIiIgIISIIIg 131 t— r a aaaa a 188131818 gaggsgsgg 13IIS fS|gg i 140,000 [ 120,285 59,786 71,177 186,760 169,388 128,520 184, 110 208, 477 146, 272 261, 623 203, 910 127, 440 151,578 127,721 157, 250 139, 338 178, 220 110, 979 120, 682 96, 982 149, 040 135, 720 151, 970 188, 800 171, 980 g «|g«|IS|| §i®»» oao®«xmoooSSaaxoo®Sffi 177 200 195 190 174 182 180 195 SISSss IsIlsliiSlilsSsilslssss AA AAA A AA AAAAA A sIIISsIpII r AAAA Hi »— 7 1—7 r— 7 SSlsI : 1131 jg §i is isi | 1386183 ills jlllli 514 745 571 isiis ! Ills |818 jl iss i 1888188 illl isilsl 528 750 564 100 0 48 16 167 0 14 0 60 0 425 6 30 0 0 402 0 27 30 94 0 150 0 10 150 ° 0000l°il00 s jl g BllllillllslsIsIslllSIllIllssllslIIslIi! Ill rH r-T r-Tr4r-T A AAA CJ coooooooioooiAtiinoooooocoooicociAooisic iOcc oiAicuiooooioocooioooiCiAooocu'liiAoo s«s .Auu 18828 in A llli!!s!slsgl!gl!!i!!lll!ll§l!8g| o io us" in A A A A in in ' A AefAfd in th 0 0 0 0 0 cq ^ 0 m « Regular teach¬ ers. •m°;L * •QXBurej * 888S8S88883 £8£8£83 S3 •^TE M •HHHHNHHHWH C4 (M H C n C'l H o' in" £ 5 H Michigan — continued. Cadillac . Charlotte . Coldwater . Hillsdale . Ionia . . . Monroe . Mount Clemens . Negaunee . Niles . Pontiac . St. Joseph . . MINNESOTA. Anoka . Austin . Fergus Falls . New Ulm . Owatonna . Rochester . St. Peter . . MISSISSIPPI. Greenville . MISSOURI. Bonneterre . Boonville . Brookfield . Cape Girardeau . Carrollton . sglsggggggs SSSIISS I SSSSs CITY SCHOOL SYSTEMS. 2415 sail c£ cf o' !s!S!§ •sssss d IT g S“S 18SS8 osfoTcd !o~o 2 rj-* 8S8S8S8883S88§.8S88S8g o' r-T gf of rn o' ics - cd" in' ifl -"T c4 o' gn" gT j^T -rfi oo"co" co" ift" Its? r-Tt^odt- llllll •V'rTNO'O) IT ■ |g rH OJ 2111222 E88Ssg88IS3188§3S8Sgl ^eo'co'oC^'t-cTco'lftr-rt-rr-To'co'oOCrrHTdroc't^'o'' 111111111 ssastsssW 11 ss 11111 SSS Sf S3 i & iiiiiiiiiiiiiiiiiliii 8 g 8 8 8 8 5 3 B g 8 88 S S' S' S' S S' S B' 891 SSaii. H'rtHrTH 1 81118 r-T i 88881889388889 islSlII CC CO L- LO ^ ^ • HXC5'- S§3§S3S O' cioninoccot'O cc ssaassss^sssagsassssas W W l>:P,W 0 0^0 cc D3 CQ NHH 1 r-i HHOHW - O DQ l tH HWNHHHHHHWHWnNi-iOHHHnH 8831 111 11 1 IS ISSsl 1 311121222312111112123 sllllllll g IS 12 IS 15 1 CD 00 sas fS Islll Sg'SBg 1 o' s llBsISSIIIi i8ISgSg§88 S' S' 1 3 S' g 8 S' g S' S' i S' g § g g' S' 8 S g 222112222 1 gg sialsss IlslisisSIl !2S!s22222 gin iSMIl ! : slisslf slsllllillllllllsllll r-r r-r -r--r r-r IgSilSgiS C3 id is i 8913889 liiiiisiiiisissiiiiii sllllslss i ii 8989889 188881811889888889881. f!“ s°ii8 § si 11121 j ^|||Sy§|C0g000| jgegll 1121 ! ill is cd S3 ISI8SS i iiSsiiiiiiiiiiigsgiii r^-Tr-T r-r r-T r-T r-T r-Tr-T r-T r-T ooooooooo oc CD 1 CD CD S3 CO 00 OO 00 O 00 rH 3333333 o ui in io its ui io iA io io o ii o io ici in o ia u~> in in 5, 500 G, 000 G, 000 10, 000 4, 500 6, 000 6, 000 5, 000 7,000 1 ii T* oc r iiiiiii csT ia o' c-T oc in' till illlllllilsl ilill vaoin^T ; cn t- -* in in m~ -t'o'^-'t-' |'«oio-^r«o : if I I 1 iJHiSJiJ ‘ 1 1 li Mi4.it ^■SS I s l::w | Ill’ll § 1llff|| Illl31.il illllilliall 22S2222I2 2 22 2212222 gggggggggggggggggggsg Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 2416 EDUCATION REPORT, 1897-98. Total expend¬ iture. * giii iii i jiisiis igiii mm ^ o'oco' r-T ; r* o' rT jcT ; Osf ^ ccT ^ j of ©* ci ©* ^ ; * ; 1 Salaries' of teach¬ ers and super¬ vising officers. ft H 1221 III III II II II 1 II i 1 Is SIS Value of public property used for school purposes. OR 1111 Ill 111111111111111111! Seats or sit¬ tings for studv in all public schools. Ills III i ill 111 I 111 II ISIS II •eaeodjud jooqos joj pasnBSuippna * (NiOiOCO ^ H ,-T r-C •91BUI3X slsl 111 IbIbSISIIIsIIIIIsSI I- 511s 111 llslllllllllllsllll Pupils in pri¬ vate and pa¬ rochial schools. § : is gg§ 0gg°§jg£8 i| jgg : :£ :§§ School popula¬ tion. Chil¬ dren of school- census age. * ISIS 115 sI§§S§SSssI!§sll5!l r-T HH HHH H“ HHH H fi NH h'h H N -tgn H h'h H School- census age. W S2S* £ £ £ £££££££££££££££££££ Ji in -4 in o S « isieisicoouci^siso'ioorsos Popula¬ tion in 1898 (esti¬ mated) . 6. 500 4, 500 5, 000 7, 000 6, 000 6, 000 3, 855 7, 200 6, 000 5, 000 5, 000 5, 500 5, 000 5, 000 5, 000 6, 000 7,000 5, 000 6, 000 7,000 6, 000 4,300 7, 500 4.500 City. - NEW TORE— continued. Waterford... . Waverly . Whitehall . . Whiteplains . NORTH CAROLINA. Concord . Reidsville . Washington . OHIO. Ashland . Bell efon tain e . Bucyrus . Coshocton . Delphos . Gallon . Gallipolis . Hillsboro . Jackson . Kent . New Philadelphia . Niles . Oberlin . Painesville . Sidney . Troy . T7 h rich svi lie . . . TJrbana . . Wapakoneta . 1SSS iSS SsIlslIllslllllISas CITY SCHOOL SYSTEMS. 241 T ssiassas§3isissig I 11 IS s II 1 1 1 S I ! 3 SI co r-T oT ^ r-T o' o' r-T to to oc" t-” oo" o '-Too' 338 illiSii 8£§ 338 || iC 3 II o' »*r §§§ cf^-cT lililiillliliili! Illl il ill III 1 I 11 lilt Si S S3 S3 1 S"| § S 3 sWi 3 S S : S iS"" SKB s' g S3 ssss 1,150 1,656 800 1, 325 1, 129 550 1,100 1,550 675 1,400 1,140 900 1,400 800 1,360 1, 300 I1IIIII H r4r-Tr-T 1, 500 1, 000 1,042 1,200 1,200 1 1 § 1,000 900 j aog ‘t 018 009 003 ‘I sgs&sssss&ssssssssisssssss 8£3 lO fH S iO ^ SSSSS^S^SSSSSSS&S^EhSSSSSS 888 9 3 ^ 1-4 LO OC CO t— LOCOiftiOOWH^O^MW«Wl>«^OOXWCOHNl> tH ^ CO rieo CO H CO CC- 631 1,140 600 975 705 676 876 939 535 1,040 926 678 1,080 529 1,020 1,000 788 680 793 1,089 928 697 1,088 769 771 764 1,000 550 415 955 561 737 100, 798 205, 200 180, 000 175, 500 141.000 115, 000 157,680 161, 123 95, 940 187, 200 157, 420 122, 040 172, 800 105, iOO 148, 600 180, 000 157, 600 122,400 158,600 217,800 155, 620 125,460 217, 560 130, 730 154, 200 136, 155 200, 000 97, 350 1 III i S g|g l gggg§§gggggggggg§ggg|gg§g §£§ £ g gg gggg 1, 048 1, 468 785 1, 249 998 728 1,090 1, 230 721 1, 250 1, 114 872 1, 250 729 1, 304 1, 213 1,002 1 904 ; 1,190 1,432 | 1,054 900 1, 197 979 1, 028 1, 025 1,500 711 851 960 868 1,122 770 737 S82SSS3!S8Sil38S§ ssiisii §§g - i s si Ki i llllslslsllillllg 439 619 696 488 462 550 475 531 512 775 331 404 460 408 519 473 355 i§§m§isrmmiirssi i «- j ® 8 gg ig IlSIlllSiSill ilium illl SS i 1 S II 151 i HCartHHHHHrlri'HHrt • rH r-l r-T l-i" r-T r-i N j HHH r-Tr-T j rH~ r-T rtH n*NH j; iSSSSSSSSSsSsS 333 S 3 SS 3355: WcicCCOCDCScitOCOCOCOCOCO •COCOCOCDCOCSCOttcicOC© lA IC5 ift ci cA coco t-ioooooc. Illllls isilillllillliiill III 1 s II Ills -i*' t>" o' j>" c-^ <2 to in 'O'&ia'Qin -*T t> to t-' ici" in cT urf t> c© in -nT ic -* t-'t^woT PENNSYLVANIA. Archbald . Ashland . . . Bellefonte . Bloomsburg . Bristol . Conshohocken . Corry . Danville . Etna. . .. . Greensburg . Greenville . Hanover . . . Huntingdon . Mauchchunk . Middletown . Milton . Minersville . Sharpsburg . South Easton . Tamaqua . Tarentum . Towanda . . "Washington . "Waynesboro . RHODE ISLAND. Bristol . Burrillville . Westerly . SOUTH CAROLINA. Sumter . SOUTH DAKOTA. TENNESSEE. Columbia. . _ Johnson City . TEXAS. Brenham . Brownsville . Corpus Christi . GwwvWe ss3|252s|a||agss|s|g||s|g ||§ 1 g H 331S ED 98 - 152 Table 14. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants — Continued. 2418 EDUCATION REPORT, 1897-98. Total expend¬ iture. s § ell S 11 t* o'cocT ^ cf co 13, 742 11,940 5, 006 5, 498 30, 760 11,560 15, 304 21,112 14, 576 13, 200 Salaries of teach¬ ers and super¬ vising officers. $8, 549 11, 254 12, 807 11,244 4,098 14, 833 11, 570 5, 220 9, 550 8, 801 3,875 8, 960 9, 380 8, 600 9, 568 15,468 10, 175 9, 430 V alue of public property used for school purposes. X f* $72,018 75, 000 77, 500 40, 000 11, 882 90, 000 77, 600 17, 000 66, 600 49, 100 10, 000 14, 000 50, 000 65, 800 49, 000 85, 500 75, 000 50, 000 Seats or sit¬ tings for study in all public schools. *» 1,320 1,350 1,200 850 761 1,400 832 II 1 il III! : r-7-r j jrsVTrn j •sosodaud jooqos joj posu sguipxrag; t- lOOCO iO Regular teach¬ ers. TC1°X £ ft £3 3 §55 3 S3 ■oferao^ * 5 &8S ° as 3 S3 ®S35£S3SS •0I8K 2 53 WHO C5 O 3 i «§! 8 ° j - ii j!g!° ill i 4 ! i ! Vs ! 3 ! m | 03 sills. u4il" 2,019 1,810 1,000 1, 658 1,325 1,784 910 1,802 1,576 946 790 1,992 2,112 1,245 2, 201 1.800 892 llo li* ?5 6-18 5-21 5-21 5-21 5- 21 6- 21 6-21 6-21 4-20 4-20 4-20 4-20 4-20 4-20 4-20 4-20 4-20 4-20 Popula¬ tion in 1898 (esti¬ mated) . « 1 ill 1 II o' ■ t- tcf in t- o' ii iiiiiiii o' in cL ef o' o' t)T o' o' City. fK UTAH. Logan . VERMONT. Barre . . Brattleboro . . . St. Johnsbury . VIRGINIA. Fredericksburg . •. . WASHINGTON. New Whatcom . Olympia . WEST VIRGINIA. WISCONSIN. Beaverdam . Berlin . Depere : East (District No.l) . West . Kaukauna . Menasha . Monroo . Neenah . Portage . Whitewater . . . 8 388- I II I SI 818118 88 CHAPTER XLVIII. MANUAL AND INDUSTRIAL TRAINING. References to recent Reports of the United States Commissioner of Education, in which this subject has been treated or statistics published : Annual Report for 1888-89, pages 411-428, 1362-1367 ; 1889-90, pages 1148, 1209-1212,1351-1356; 1891-92, page 1197; 1892-93, pages 186-188, 569-575; 1893-94, pages 877-949, 2093-2169; 1894-95, page 2170; 1895-96, pages 989-992, 1001-1152, 1321-1329, 1510-1521 (column 8) ; 1896-97, pages 193-197, 699-703, 2211-2222 (column 8), 2279-2294. For the school year 1897-98 there were 114 manual or industrial training schools reporting to this office. This was an increase of 15 over the preceding year. Of the 114 schools, 24 were industrial schools for Indian children. In Table 3 the statistics of the two classes of schools are summarized. In the 114 schools there were employed 945 teacherss 507 men and 438 women. There were 30,683 pupils receiving manual and industrial training, 19,152 boys and 11,531 girls. The total expenditure for manual and industrial training by 86 of the 114 schools was $655,247. Of this amount $440,572 was paid teachers, $93,058 for materials, $36,508 for tools and repairs, and $85,109 for incidentals and for items not classified. Table 4 gives the statistics in detail of the 90 manual and industrial training schools other than Indian schools. In these 90 schools there were employed 673 teachers, 384 men and 289 women. In th© same schools there were 25,893 pupils, 16,449 boys aud 9,446 girls. The detailed statistics of the 24 Indian schools will be found in Table 5. There were 272 teachers employed in these schools, 123 men and 149 women. There were 4,790 pupils, 2,705 boys and 2,085 girls. In Table 6 are shown the branches of manual training or the trades taught aud the number of pupils in each branch, so far as reported by the individual schools mentioned in Tables 4 and 5. No attempt was made to ascertain the number of pupils receiving manual or industrial training in 1897-98 in institutions which are not distinctively manual or industrial training schools. This was done in 1893-94, and the statistics were printed in the Report of this office for that year, pages 2093 to 2169. For a number of years the returns from city systems of public schools have shown in what grades manual training has been given if taught at all. The following table shows that in 1890 there were 37 cities of 8,000 population and over in whose public schools manual training other than drawing was taught; in 1894 there were 93 cities; in 1896 there were 121 cities, and in 1898 there were 146 cities. 2419 2420 EDUCATION REPORT, 1897-98. Table 1. — Cities of 8,000 population and over in each State, in which manual training was taught. Geographical location. 1890 1894 1896 1898; Geographical location. 1890 1894 1896 1898 United States . 37 95 121 146 South Central Division : TC p/n t*ii cky 2 2 Q North Atlantic Division .... 23 52 72 80 Tennessee . I , o South Atlantic Division .... 3 3 6 5 Mississippi . . 1 l South Central Division . 1 2 2 5 Texas . . l North Central Division . 10 30 31 45 North Central Division : Western Division. . . 8 10 11 Ohio . o 3 r? 11 Trpl lorjo | l O o North Atlantic Division : AiiUlilUa ............... . Illinois . 2 7 & 5 u 9 Maine . . . 2 1 4 Michigan . i 2 2 4 3 New Hampshire . 1 1 3 2 Wisconsin . 2 5 4 8 Massachusetts . 6 17 22 33 Minnesota . 1 4 5 5 Rhode Island . 2 7 3 Iowa . 4 3 4 Connecticut . _ . 1 8 6 7 Missouri . . . 2 2 New York . 6 10 18 16 Nebraska . j ] 2 1 1 New Jersey . 4 12 8 10 W estem Division : -4 Pennsylvania, _ _ 5 5 7 5 Colorado . 2 3 3 South Atlantic Division : Washington . 1. ... 2 1 1 Delaware . 1 1 1 1 California . . . ' . 4 6 7 Maryland . 1 1 1 1 District of Columbia. . . . 1 1 1 Virginia, . _ _ _ 2 1 North Carolina . j . 2 1 _ 1 The table which follows gives the 146 cities in whose public schools manual train¬ ing (other than drawing) was taught in 1897-98, and indicates the grades in each city system in which such instruction was given. Table 2. — Cities in which manual training ( other than drawing) was taught in 1897-98. i Cities. Grades in which manual training was taught. Cities. Grades in which manual training was taught. CALIFORNIA. ILLINOIS. Fresno . Los Angeles . Oakland . San Diego . San Francisco . Santa Barbara . Santa Cruz . Stockton . 7, 8, 9, and 10. 6, 7, 8, and 9. 8 and 9. 6, 7, and 8. 6, 7, 8, and 9. 5, 6, 7, and 8. 1, 2, 3, 4, 5, 6, 7, 8, and 9. COLORADO. Colorado Springs .... Denver: District No. 1 - District No. 17. .. 1, 2, 3, 4, 5, 6, and 7. Grammar and high school. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. Canton . Champaign .... Chicago . Galesburg . Moline . Oak Park . Ottawa . Rockford . Springfield . . . . INDIANA. Frankfort . Indianapolis. . . IOWA. 4, 5, G, and 7. High school. Grammar and high school. 9, 10, and 11. 7, 8, 9, and 10. High school. All. 11, 12, and high school. 7, 8, and 9. Primary. 4, 5, 6, 7, and 8. Pueblo : District No. 1 - 4, 5, 6, 7, and 8. District No. 20 . . . 6, 7, 8, 9, and 10. CONNECTICUT. Davenport . Des Moines (West).. Iowa City . Mason City . 9 and high school. 9 and 10. 9, 10, 11, and 12. 7, 8, 9, 10, 11, and 12. Bristol . Hartford . Manchester (South), ninth district . Naugatuck . . New Britain . . New Haven . Stamford . DELAAVARE. Wilmington . DISTRICT OF COLUM¬ BIA. Washington . 5, 6, 7, and 8. 6, 7, 8, and 9. 5, 6, 7, 8, and 9. 7, 8, and high school. 8 and 9. 4, 5, 6, 7, and high school. 7, 9, and high school. High school. 7, 8, and high school. KENTUCKY. Frankfort (white schools) . Lexington . Louisville . MAINE. Ellsworth . Lewiston . Portland . Saco . MARYLAND. I * j Baltimore . 1, 2, and 3 of high school. 1, 2, and 3. High school. 1, 2, 3, 4, 5, 6, 7, 8, and 9. 6, 7, 8, 9, and 1 of high school. 7, 8, and 9. 5, 6, 7, 8, and 9. 9, 10, and 11. MANUAL AND INDUSTRIAL TRAINING, 2421 Table 2. — Cities in which manual training ( other than drawing ) was taught in 1897-98 — Continued. Cities. Grades in which manual training was taught. MASSACHUSETTS. Amherst . . Arlington Belmont . . Boston . Braintree . Bridgewater . . Brockton . Brookline . Cambridge.... Concord . Dedham . Easton . Eall Itiver Fitchburg Haverhill . Lawrence . Lowell . Lynn . Malden . Milton . New Bedford . Newton . North Adams. Northampton. Salem . Somerville. . . . Southbridge . . Springfield . . . Waltham . Warren . Watertown . Woburn .... Worcester . , Ishpeming. , Menominee Muskegon . , MINNESOTA. Duluth . Minneapolis St. Cloud . . . St. Paul - Stillwater. . . 5, G, 7, 8, and 9. G, 7, 8, and 9. 7, 8, 9, 10, 11, and 12. Grammar school. 6, 7, 8, and 9. 7. 8, and 9. High school. Grammar and high school. High school. 5, 6, 7, and 8. 5. 6, and 7. 5. 6, 7, 8, and 9. High school. 9. 10. 11, and 12. 8. 9, and high school. High school. 10. 11, and 12. 3 of high school. High school. 7, 8, 9, 10, 11, and 12. 7, 8, and 9. 8 and 9. Do. 2, 3, 4, 5, 6, 7, 8, and 9. Grammar school. 1 and 2 of high school. 5, 6, 7, 8, and 9. 8, 9, and high school. 6, 7, 8, 9, and 2 of high school. High school. 6 and 7. 1, 2, 3, and 4. High schools. High school. 7, 8, and high school. 7, 8, 9, 10, 11, and 12. High school. 6, 7, 8, 9, 10, 11, and 12. Grammar schools. High school. Do. MISSISSIPPI. Greenville . MISSOURI. Kansas City . St. Louis . 6 and 7. Manual training school. 7 colored school. high NEBRASKA. Omaha . NEW HAMPSHIRE. Concord . Manchester . 9, 10, 11, and 12. 7, 8, 9, and high school. Grammar schools. NEW JERSEY. Atlantic City.... Camden . Hoboken . Orange . Passaic . Paterson . Phillipsburg . Kedbank . 9, 10, 11, and 12. High school. Grammar schools, 2, 3, 4, and 5. All. 3, 4, 6, 7, 8, and high school. 7, 8, and high school. 2, 3, 4, 5, and 6. 5, 6, 7, 8, and 9. Cities. NEW JERSEY— cont’d. Union . Yineland . ! NEW YORK. Albany . Batavia . Binghamton . Buffalo . Canandaigua . Glens Falls . Hoosick Falls . Ithaca . Jamestown . Kingston (Ttondout). Newburg . New York . North Tonawanda . . . Syracuse . Utica . Yonkers . NORTH CAROLINA. Durham . OHIO. Akron . Bellefontaine . Cleveland.. . Dayton . Elyria . Fremont . Lancaster.... . Nelsonville . Toledo . Wapakoneta . Youngstown . PENNSYLVANIA. Allegheny . . Conshohocken . Norristown . Philadelphia . West Chester . RHODE ISLAND. Newport . Providence . Woonsocket . TEXAS. Austin . VIRGINIA. Staunton . WASHINGTON. Seattle . . WISCONSIN. Appleton . . Eau Claire . Fond du Lac . Janesville . . La Crosse . Milwaukee . Oshkosh . Portage . Grades in which manual training was taught. 3, 4, 5, 6, 7, 8, and 9. Above fifth. High school. Primary. 9, 10, 11, and 12. 8 and 9. 4, 5, 6, 7, 8, and 9. Grammar schools. 3, 4, 5, 6, and 7. 6, 7, and 8. Grammar schools. All. 8, 9, 10, 11, and 12. Elementary, secondary, and truant. Primary. High school. 5, 6, 7, and 8. Grammar and high school. 6, 7, 8, 9, and 10. All. Primary. All. 7, 8, and high school. 1, 2, 3, 4, 5, and 6. 5, 6, 7, 8, and 9. All. All. 5, 6, 7, 8, and high school. All. High school. Fifth Ward manual train¬ ing school. All. 7, 8, and high school. 1 special school of sloyd. High school. Intermediate grammar and high school. High school. 7, 8, and 9. 9, 10, and 11. 6, 7, 8, and 9. High school. High school, 7, 8, and high school. High school. Do. Do. Do. All. High school. 2422 EDUCATION REPORT, 1897-98. Table 3. — Summary of statistics of manual and industrial training schools in the United States in 1897-98. Slate or territory. | Number of schools. Different teachers of manual and indus¬ trial train¬ ing. Different jpupils who received manual and in¬ dustrial training. Expenditure for manual and indus¬ trial training during 1897-98 for 86 schools. * r2 ' d % B © PH Is o H d *8 s r© a © '3 o H © ca . © ® o £ © a| o Pm a *> 3 o a z* O © o ^ Pm *3 m a O 'o Pm +a O' H 1 3 4 5 6 : 7 8 9 10 i U 12 United States . North Atlantic Division.. South Atlantic Division.. South Central Division . . . North Central Division - . . 114 507 438 945 19, 15211,531 30, 683 $440, 572 $93, 058 $36, 508 $85, 109 75, 471 2, 250 472 4, 627 2, 289 - ,$655, 247 47 13 4 26 24 246 49 13 112 87 191 36 6 119 86 437 85 19 231 173 10, 029 1,179 484 4,394 3, 066 6,712 552 123 2, 328 1,816 16, 741 1,731 607 6,722 4, 882 229, 647 22, 276 12, 636 85, 825 90, 188 48, 285 17, 866 2, 399 11,946 12, 562 18, 228 6, 379 816 6, 499 4, 586 371, 631 48,771 16, 323 i 108,897 , 109,625 North Atlantic Division: Maine . 1 9 5 3 19 1 10 1 5 2 1 35 22 8 103 0 78 7 26 3 6 80 13 4 68 12 14 1 5 13 5 115 35 12 171 12 92 8 31 16 11 1,977 1, 094 252 3,435 0 3, 271 35 788 46 115 1,328 947 170 | 3,134 97 1,036 0 285 82 65 I 3,305 2, 041 422 6, 569 97 4, 307 35 1,073 128 180 33,133 10, 250 6, 728 95, 154 10 84, 372 2, 000 6, 500 1,096 10, 000 13, 353 200 1, 272 14, 088 7, 080 25 35 6, 197 1,482 15 65 36, 258 55, 048 10, 490 8, 100 151,697 10 146, 286 2, 000 20, 350 7, 041 16, 500 Khode Island . 19, 372 4,891 37, 651 South Atlantic Division : Delaware . Maryland . . . 8, 900 5,916 3,000 4, 200 29 2, 000 750 District of Columbia. . Virginia . 1,500 West Virginia . . North Carolina . 4 7 12 19 195 120 315 2,680 50 150 2, 880 South Carolina _ Georgia . . Florida . . . South Central Division : Kentucky . . 2 8 1 9 305 68 373 7,966 1, 324 275 9, 565 Tennessee . . Alabama . Mississippi Louisiana . 1 1 0 1 120 0 120 300 75 80 20 475 Texas . . . Arkansas . Oklahoma . 1 4 5 9 59 55 114 4, 370 1,000 461 452 6, 283 Indian Territory . North Central Division : Ohio . . . 3 2 2 41 i i 16 18 13 4 7 7 1 6 8 7 3 7 4 15 19 22 i 0 10 10 19 25 17 19 26 29 2 6 18 17 1 803 587 1,483 109 75 289 66 208 165 88 i 109 533 350 176 282 332 27 0 100 78 912 1,120 1.833 285 357 621 93 208 265 166 7,400 15, 000 17, 950 4, 925 2, 570 10, 150 2, 700 6, 700 9, 600 8, 830 902 1, 326 2, 538 50 2, 700 1, 103 150 477 551 565 656 0 173 2, 979 64 75 600 8, 853 17, 064 24, 123 5, 039 5, 545 12, 331 2, 875 7,476 12, 911 12, 680 Indiana, . Illinois . Michigan . Wisconsin . Minnesota . 200 478 25 113 3,311 600 Iowa . Missouri . 186 N or th Dakota . . South Dakota . 2, 700 550 1 Nebraska . Kansas . Western Division : Montana . . ... i 25 4 28 1 53 5 521 179 341 16 862 195 3,360 3, 360 .Wyoming _ . 1 Colorado . 4 2 4 23 11 13 19 5 24 42 16 37 1,028 245 251 332 190 221 1,360 435 472 9, 650 9, 860 20, 258 785 125 4, 000 180 35 3, 150 15 70 10| 10, 630 10, 090 27, 418 New Mexico... . Arizona . Utah N eva.ri a 2 1 3 2 4 2 7 4 80 44l 70 . 29| 150 73 2, 780 800; _ 1 2, 780 800 Idaho . Washington . Oregon . . i California . i° 31 31 62 1, 239 958 | 2,197 43, 480j 7, 652 1,221 2, 194 54, 547 Table 4. — Statistics of manual and industrial training schools in the United States in 1S97-9S. MANUAL AND INDUSTRIAL TRAINING. 2423 ■roox ociiso CD IO -+ O HOIOCO 1 OB _ •S[B!}a9piotii .iojj; ^ •SJiudaj puB m 8[00^." Ai9U j ^ i <*$ •S[BI.I9^.RIU JOj[ ■sjaqoua} JOjj; o o © o O O '•rH O HOIOCO co of in o o © CO 05 CO C'f ocT O CO I 05 lO CO O 05 o © ce © © © o m oo io 05 o OO^CCCQO •l*WE 5 I ~ •gpjUigj j §5 1 •9JBJI I l£) ont-nooi IOHCOOU) i I CD fl r-l r-l ® ££ a A 9.S-& 'i13!0 X j ** ■HlOCO^I'fONWL'SfflnOO •9IBTO9J ■ £ CIDCOCO^HIOC’ •9l»K ^ ! lOWlONiuOCOOl O 05 O CO © lO o t> o t> o t>o o l> CO CM © g pj ©•ri .2 £ <3 £ gSpf So §r ® O o Xfl . : £ : ■ ;j ; O 0^0 1 >sL « a >c2 © . ™ a is 2 05 >3 a ® . 2 9 o S © Sfl ® § ® ® <3 O K CO H P fl o o i § m • « S ® a fe-J 'a p/E ® “ p , • 'I § 1 ■ © a 3 a o o 0 K iS'g a a^a a jL, a pfl^ Jl09 H Ha a# *a3 ^ © o ^ 02 Z* bSs • :r} o ; ^ : • _ >fH . . ‘ rg 5- ■ o © cM • “r|&^-gJ< - ' a. ■ * • a ; a I eS & .’ P _ a o a to CO aa s° rS a o a .5 a : m a co ^ - •r- 1 3a 2 ” ■ r-» ^ v? -rL'— fee's co ,2 co © a co -a — a a &c so 2a sF-s a •Sr q a_ 2“ Po 2 a 2 P a a g'grt'a * § a h ©'>iarq:Z)9cS~aS=ea!- ■3©ao©af-c s-,--p. S;d1 2^ 'd ^ "1 a § 2 5 ' ° ■°.£ S-E « £ o g a ■a . - ® 1-0 J-( i^co _ ^ 2 o ^ «s ® ® .2 o -3 L a a a .a g -u o be o a SW5 i ■If m3 a •2 ^ 1 c^ c3 c3 a © q P^MCOO O r-CO gal co W .9 ci HH 'cS 'rt a a a a c3 oj * • * as • : : :»? .§>1 : : ! ! oo . . . M .pa : © CQ • : : : : a S a ■ Jo ;3 Cj • . r\i . .gcg ;■ ’ rd : a ^°.S -S a © a 2° pq 2 fcT 6^3 j,- 2°'© a a © _r ®td*-a fe/i^ ©. flfl fee fee ^ 9 os & O'Ji iPP^ogPfi^e s^l -cl si copP p^p^o „ „ ° a .a .a o feco fl3:Q cj X H ajM 0 „ Pa -a,® .2 >. j a, O i 2 & P a fee a p a 2424 EDUCATION REPORT, 1897-98. r be '*-> u © a -2 be ;g .a a 'a > . be ! a a © . a © lS: £2- A* ?Srd fl.S 3; 0-5 cs A 1.2 S T «V>X 05 t> oo co CM~ CO SJB^IIQpiOUl JOJ •sjibo^ Avau jox I H •S{BIJa^BtU JO^ ! c* ->* o C-4 S Ub 00 •BJ8qoBa; jox | •U^OX •9JBUI9X •9UK ; * ‘UWL I *» •0XBU19X ' *«0 '9JBJ^ « a © Si § O 2 bCq A o § 08 +=> ^3 §§ S3 H ce OK H -i > © tn s sg ^ a W 2 A O O t> CO 00 CM ^ rH r-i CM lO CM O 00 CM ^ C I CM O J> CO CM O cc c8 o a 0> O 1 a 9^ 3 © cs ^ .3 H ^ A >-.A A S ® . » 3 -H. aftrs ®C^f3 3 W 08 cj 02 OS 02 £££3£££ _ £ ** >5 © • u ©n4-1 os^J^H ®l?HOW I 8.2 £ E C/2 cS © |1 a © ® : ~ o © W Cfl C/2 © ■S.sS sill lea© l *8 g-g, 4^ r- P ry ills ro be® © - a a t f- " £ S _• o o ■ o a © a l-a^cc cs I CC H bC-< , teg. a § i0T J'r' r-4 co H 2 'a I' ■S’® a | _ o C/2 O ^ cj C3 :h5 W MPP a a ■Sf i-SH A af 3 P-i © ^ ^gaw 1 r ® 2^2 sw' - « - • ■ H J j> o ® I ■a a >5 ^5 ww ■31 2 © cS <0 ^ 5 g-c 'S > i £ 3 § I :Sfl« 12 o 5 © ® . a a'S « : © © § § oq ft CO >> £b® © Sh © P-H ci ci P o +3 43T3 © P P P I Ill-ll ft ft ft &£f§ ' eg « O -© -© » p p ® e § a^oS^dbaoS ® o ©P©o®®P©§o© ft to ft l^itcMiB © © P ci © ® ft P2 Sgftft ”© • . p c8 aw^ pk H o •-3 ’© m'S ©ps a« br a PH >5 •grt o srt o P^ S© Pj=3 © Esj ^ o ^ ft<1 ft to d W § w *6 £|d S ft fl >> . © r&.U U Pl ©r^ s®^ g ad SaQOQ £ ^ ® b 13^3 COCG^ b ►4 pa]* S fthipb : tp o ! .P ' -H O _ S|-§ o g -Sco °5 ® P3p p_ © rs pi M2 co p.S « 2 © «® „ M'S P .p a o H sr .p P«m ra ».s du®,s 51*1$ sa AHgft-^P * § p > <©*=j~S-2©o-r !||tS-g|iI Bftftft r£ © Ite A.® « H 3 PrP i*ti •rH CO Qr3 ® ^ ®®l£ .5 ®H ® Pd W H d 'g S o ** r? 'p ? ci t* H§ fed © ^ o ^ fe CC 02 S3 p p5 .2 pa p a o ^3 © 50 © PP3 d ^-2 ^3 . 00 ci a . ci 5 S !5 MM g^'S^fJ4 8 S-g S s IK ® .oba b k° « © ab o 2 s £ g>gp §5 §P £ Oci-dSi— 'S^S © © »o ® ® r- 1 ® t»- ® ® ilopqdi « pa Jz; t* §b © H © ^ |25 . '© tx KJ^5 rH^ § V P-P g 'A « o ^4 «NP5 her ^ a p - ’S Sd g (3 © ,5 ® o paQ£ o « 'gS p A !fill« j J2 ^ ! 6ph - Table 4, — Statistics of manual and industrial training schools in the United States in 1897-98 — Continued. 2426 EDUCATION y cs rl oo O'-! ® . be A a a a © © S' •inojD •SpjJIigpiOUI JOJ •saredAi pae j 53 SJOOJ. .M.9U j *>< •SyHTJO^BtU JOJ •sj9qox?9} jo^ O O O O CO O ® C5 OS O CO no LO t> lO oo" 00 o o ^ o 03 lO *I^+°X H o CO HO'K CO C3 £ o’ p^r a * .2 be © g h _a t2 2 £'3 S 'V rrt "S j*^| C3 pT* *9[BIH9£ I O o CM O 00 CO CO 00 CQ '9IBW ® OO 030 o co o oo ooomiooo ^ O 03 00 00 00 O M H H H CO 3 ci co ci iro ci cc i O OOOn®! O £ c ©.5.2 tn Jg 0 S o a © g © £ tfli< cS © i— i PP«1 fcW’w 111 1-5 F • 'w ri ija ^ a 2 §*•* O O <13 o ^ *3 zu sq R 03 . P .2 3 . 3 © l>C0303P3 A o © V2 CO J1 btr3 5 3 © © , ■Ste¬ el S«Hg .’ oP3 ,0 - © 'o £co a © .Is Q 3 M ° .o I. © © o __ . O c • r= O >5 © ,£3 ■*» ID O.® uU2 3 i«2 S I {25 O £ © cs CO © _ — < ^*5 _ • cs ® a, ^ d ©? a O s* M © « J® § a- © O n© © . — © — cS ® _ C P _3 w * "© P PS ~ © © a © ■n - cS S ° b tS § .2 §2 g I >'Srg-M ®,2 ©,-g r H © g CO ,3 ^ 2 ^ coaiP HP4 PncoE-i33a2 o o o o pp cgp p « W ©sa o-° 2 P ©z: P § f 8 "■g i £.2 ■ ©'^. 2 © rd © ■> n r co a i . d o PPP. {?! 33 i I Table 5. —Industrial schools for Indian children. MANUAL AND INDUSTRIAL TRAINING. 2427 2428 EDUCATION REPORT, 1897-98. Table 6. — Statistics of manual and industrial training — Branches taught. Name of institution. Healdsburg College, Healdsburg, Cal . Central School (public), Oakland, Cal California School of Mechanical Arts, San Francisco, Cal. Mechanics’ Institute, San Francisco, Cal . Polytechnic High School, San Francisco, Cal. Roman Catholic Orphan Asylum (branch of), San Francisco, Cal. Manual Training School (public), Santa Barbara, Cal. Preston School of Industry (boys), Water¬ man, Cal. Brightaide School for Boys, Denver, Colo.. Manual Training High School, Denver, Colo. Branch of instruction. Sewing . Cooking . Tent making . Broom making . Farm or garden work . Printing . Free-hand and mechanical drawing. Sewing . . . Cooking . Carpentry . Wood turning . Carving . Free-hand drawing . Mechanical drawing . Clay modeling . Sewing . Cooking . Carpentry . Carving . Pattern making . Forging . Molding (metal) . Vise work . Free-band drawing . Mechanical drawing . Electricity . Free-hand drawing . Mechanical drawing . Clay modeling . Carpentry . Wood turning . Carving . Pattern making . Forging . Yise work . Machine-shop work . Sewing . . Free-hand drawing . . . Sewing . Cooking . Sloyd, or knife work . . Sewing . Cooking . Carpentry . Laundry . Baking . Blacksmithing . Machine shop work . . . Shoemaking . Farm or garden work . Bricklaying . Printing . Housework . . Sewing . . . Cooking . Carpentry . Farm or garden work. Printing . Laundry . Shoemaking . Engineering . Free-hand drawing . . . Mechanical drawing.. Clay modeling . Serving . Cooking . Humber of pupils. Humber of weeks the sub¬ ject is studied during the entire course. Male. Female. 4 5 G 0 1 30 0 1 38 1 0 38 1 0 38 1 0 38 1 0 29 203 65 41 / 0 196 \ 41 i o 113 / 41 ( 220 0 ] { 88 0 41 l 220 0 J 168 64 80 168 64 80 99 36 40 64 80 11 40 99 20 69 28 40 99 20 69 30 69 10 44 20 20 30 40 20 40 40 1 81 119 | 120 69 1 120 1 64 120 27 2 40 27 2 20 66 2 80 27 0 23 0 40 0 15 20 21 0 60 0 50 12 12 0 232 160 0 48 40 356 4 200 12 0 13 0 3 0 12 0 6 0 4 0 8 0 10 0 27 0 11 0 2 0 25 0 1 10 10 60 3 18 1 6 180 180 180 1 180 50 50 0 192 0 1 38 MANUAL AND INDUSTRIAL TRAINING. 2429 Table 6. — Statistics of manual ancl industrial training — Branches taught — Cont’d. Ifame of institution. Branch of instruction. | Number of instructors. Num puj <6 13 ber of )ils. r2 ct a © Ph Number of weeks the sub¬ ject is studied during the entire course. 1 2 3 4 5 2 75 75 Colo.— Continued. 1 75 0 2 75 75 1 50 0 1 50 0 1 50 0 1 50 0 1 35 0 1 35 0 Young Men’s Christian Association, Free-hand drawing . 1 10 0 20 Bridgeport, Conn. Mechanical drawing . . . 1 43 0 20 Carpentry . 1 11 0 30 Plumbing . 1 8 0 30 Electricity . 1 30 0 20 Boardman Manual Training High School, Free-hand drawing . . . 1 0 1 160 New Haven, Conn. Mechanical drawing . 1 1 0 160 Clay modeling . 1 0 1 50 Sewing . . 1 0 1 160 Cooking . 1 0 1 160 Carpentry . 1 1 0 30 W ood turning . . 1 10 Carving . 1 0 1 110 Venetian iron . 1 0 1 120 Pattern making . 1 1 0 30 Forging . 1 1 0 40 Molding (metal) . . . . . 1 1 o 10 Machine-shop work . 1 1 0 40 Manual Training School, Eidgefield, Conn. Sewing . . . 1 0 38 24 Cooking . 1 0 32 48 St. Joseph’s Industrial School for Colored Clay modeling . 1 4 0 Boys, Clayton, Del. Carpentry . . . 1 2 0 Farm or garden work . 3 12 0 Printing . 1 6 0 Painting . 1 4 0 Tailoring . 1 4 0 Shoemaking . . 1 3 0 Industrial Home School, District of Co¬ Free-hand drawing . . 2 lumbia, Georgetown, D. C. Clay modeling . 1 Paper cutting and folding . 1 Sewing . 4 Cooking . 1 Carpentry . 1 Wood turning . 1 Farm or garden work . . . 2 52 St. Bose’s Industrial School, Washington, Sewing . 5 0 65 36 D. C. Cooking . . . 1 0 3 52 Chicago English High and Manual Train¬ Free-hand drawing . 1 474 0 ing School, Chicago, Ill. Mechanical drawing . 2 474 0 Carpentry . l 3 249 - 0 Wood turning . / d Forging . 1 1 Sheet-metal work . > 149 0 40 Molding . 1 ! J Vise work . Machine-shop work . } 1 86 0 40 Chicago Manual Training School, Chicago, Free-hand drawing . 1 130 0 20 Ill. Mechanical drawing . 1 262 0 100 Carpentry . 1 i n W ood turning . / 1 0 Pattern making . . | Forging . . ) 1 68 40 Molding (metal) . i 1 Yise work . Machine-shop work . } 1 64 40 Jewish Training School, Chicago, Ill _ Free-hand drawing 2 350 350 40 Mechanical drawing . 2 300 300 40 Clay modeling . 7 150 150 40 Paper cutting and folding . . 5 200 200 40 2430 EDUCATION REPORT, 1897-98. Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d. Name of institution. Brandi of instruction. Jewish Trainin' Continued. School, Chicago, Ill. — Manual Training School, Springfield, Ill. Manual Training High School, Indian¬ apolis, Ind. Indiana Soldiers and Sailors’ Orphans’ Home, Knightstown, Ind. High and Industrial School, "West Des Moines, Iowa. State Normal School for Colored Persons, Frankfort, Ky. Louisville Manual Training High School, Louisville, Ky. Homo Institute. — Free night school for workingmen and hoys, New Orleans, La. Sewing . Sloyd, or knife work . Carpentry . Wood turning . Carving . Pattern making . Forging . Molding (metal) . Vise work . Machine-shop work . Painting . Designing . Free-hand drawing . Mechanical drawing . Sloyd, or knife work . Carpentry . Wood turning . Free-hand drawing . Mechanical drawing . Sewing . . Cooking . Carpentry . Wood turning . . . . . Hygiene and nursing . Pattern making . Forging . Molding (metal) . Machine-shop work . Paper cutting and folding. Sewing . Cooking . Carpentry . . Baking . Floriculture . Farm or garden work . Printing . Engineering . Shoemaking . Free-hand drawing . Mechanical drawing . Sloyd, or knife work . Carpentry . . Wood turning . Carving . Free-hand drawing . Mechanical drawing . Clay modeling . Paper cutting and folding. Sewing . Cooking . Carpentry . . Wood turning . Carving . . . Farm or garden work . Free-hand drawing . Mechanical drawing . Carpentry . Wood turning . Carving . Pattern making . Forging . . . Sheet-metal work . Molding metal . Vise work . Machine-shop work . Free-hand drawing . Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. i 6 j i work .. Printing . . Free hand drawing... Mechanical drawing . Clay modeling . Sewing . Cooking . Sloyd or knife work.. Carpentry . Wood turning . Carving . Pattern making . Sheet-metal work _ Molding . Free-hand drawing. . . Mechanical drawing.. Sewing . Cooking . Sloyd or knife work .. Carpentry . Housekeepers . Embroidery . Millinery T... . Sewing . Cooking . Free-hand drawing . . . Mechanical drawing.. Carpentry . W ood turning . Carving . . Pattern making . Forging . i Machine-shop work . . . f Humber A M 1 J of pupils. CO f-t J2 ^3 . >-> ^ £ ° £ CO g s o _ , CC f V ; ^ § ! Number of weeks the sub¬ ject is studied during the entire course. 1 1 a 3 4 5 e North Bennet Street Industrial School, Clay modeling . 4 1 3 32 Boston, Mass. Sewing . 1 0 1 50 1 1 12 2 2 36 1 1 36 1 1 36 1 1 4 | 200 36 Union, Boston, Mass. 2 165 bridge, Mass. 2 165 160 2 69 20 1 42 20 1 42 20 1 42 20 1 42 1 42 20 1 48 80 1 30 1 60 Cotton spinning . 2 90 Wool and worsted . 2 :::::: 90 Dyeing . 2 1 . 90 Decorative art . 1 90 Weaving (power).... . 2 60 Weaving (hand looms) . 1 90 Textile desi0!! . 2 210 Elements of mechanism . 1 30 Applied mechanism . 1 j 30 South End Industrial School, Koxbury, Eree-hand drawing . . 1 20 50 42 Mass. Mechanical drawing . 1 15 36 Sewin nr . 14 100 32 Cooking . 1 8 40 42 Carpentry . 1 12 32 Dressmaking . 0 46 Printing . 1 10 25 46 Housekeeping . . 1 50 42 Lansing Industrial Aid Society, Lansing, Sewing . 8 I . 75 Mich. Cooking . 1 12 Household Economic Association, Min. Sewing . 2 neapolis, Minn. Cooking . 2 1 . James Industrial Training School, Min¬ Sewing . 3 0 100 48 neapolis, Minn. Cooking . 2 0 115 24 Carving . 1 o 5 Laundry . 1 0 10 6 Millinery . 1 30 16 Mechanic Arts High School, St. Paul, Free-hand drawing . 1 150 51 160 Minn. Mechanical drawing . 1 201 15 160 Clay modeling . 1 106 37 60 Carpentry . 1 136 0 20 Wood-turning . 1 136 0 20 Pattern making . 1 15 20 Forging . \ . 1 43 20 Molding (metal) . 1 | 20 Vise work . 1 27 20 Machine-shop work . 2 16 40 Manual Training School of Washington Free-hand drawing . !l 9 OAQ A o An University, St. Louis, Mo. Mechanical drawing . / 2 u Carpentry . 2 77 0 25 Wood turning . 2 77 0 10 Carving . 2 77 0 5 Pattern making . . 1 76 0 5 Forging . 1 76 0 30 Molding (plaster or lead) . - 1 76 0 5 Vise work . 1 52 0 10 Machine-shop work . 1 52 0 30 New State Orphans’ Home, Carson, Nev. . . Sewing 1 0 20 Cooking . 2 0 4 Farm or garden work . 1 | 20 0 ! . MANUAL AND INDUSTRIAL TRAINING. 2433 Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d. Name of institution. Branch of instruction. Number of instructors. 1 Numl puj r2 & ber of lils. rc; i £ Number of weeks the sub¬ ject is studied during the entire course. 1 2 3 4 5 G 12 ! 97 20 Barlow School of Industrial Arts, Bing- Freo-hand drawing . 1 28 0 20 hamton, N. Y. Mechanical drawing . . . . 1 45 0 40 Sewing . 1 0 10 40 Cooking . 1 0 106 40 Carpentry . 1 73 0 20 Wood turning . 1 47 0 20 Forging . 1 33 0 40 Brooklvn Industrial Sichool Association Clay modeling . 3 150 100 40 and Home for Destitute Children.Brook- Paper cutting and folding . 3 150 H'O 40 lyn, N. Y. Sewing . 2 0 50 40 Cooking . 3 0 30 10 Slovd or knife work . 1 60 0 45 Farm or garden work . l 12 0 20 Cobbling . 1 50 0 52 Industrial School Association, Brooklyn, Free-hand drawing . 2 58 50 N. Y. Paper cutting andfolding . 3 56 40 41 Sewing . 4 130 41 Manual Training High School, Brooklyn, Free-hand drawing . 2 300 400 160 N. Y. 2 160 Sewing . 3 400 160 Carpentry . . . 2 100 20 Wood turning . 1 45 20 Carving . 1 30 30 20 Ornamental iron . 1 0 60 20 Pattern making . 1 1 30 20 Forging . 1 75 40 Sheet-metal work . . 1 I 30 35 20 Printing . 1 20 40 Pratt Institute High School, Brooklyn, Free-hand drawing . 2 80 115 144 N. Y. Mechanical drawing . o 80 115 144 Sewing . *1 . . . 2 115 36 Cooking . 1 14 36 Carpentry . . 1 45 72 Wood turning . 1 45 12 Pattern making . 1 45 12 Forging . . 1 20 1 9 Sheet-metal work . 1 20 X.L! 0 Molding . 1 20 19 Vise work . 1 14 12 24 Machine-shop work . 1 14 | . Baron de Hirsch Trade Schools, New Carpentry . 1 18 24 York, N. Y. Plum bins’ . 1 19 24 Machine-shop work . 1 24 Painting . 1 17 | . 24 Ethical Culture Schools, New York, N. Y . Free-hand drawing . 1 14 L 125 35 Mechanical drawing . 1 26 35 Clay modeling . 1 141 125 Paper cutting and folding . 4 58 62 35 Sewing . 1 68 125 3o Sloyd or knife work . 1 33 12 35 Carpentry . 1 26 35 35 Wood turning . 1 26 Carving . 1 12 Bent, iron . 1 29 35 Five Points House of Industry, New Cooking . 1 20 York, N.Y. Carnentry . 1 8 General Society of Mechanics and Trades¬ Free-hand drawing . . 1 126 60 men, New York, N. Y. Mechanical drawing . 2 107 90 Clav modeling . 1 35 30 Architectural drawing . 2 120 80 Hebrew Technical Institute, New York, Free-hand drawing . 1 184 0 96 N.Y. Mechanical drawing . 1 210 0 144 Carpentry . 3 210 0 144 Wood turning . 1 90 0 48 Carving . 1 65 0 48 Electricity . . . \ 1 1 / 30 0 48 Physics .1 . j ; 1 ; l 180 0 ED 98 - 153 2434 EDUCATION REPORT, 1897-98. Table 6. — Statistics of manual and industrial training— -Branches taught-— Coat’d. Name of institution. Branch of instruction. Humber of instructors. Hum PU[ "3 8 her of )ils. 6 cS 1 Ph Humber of weeks the sub- 1 ject is studied during the entire course. J 1 2 3 4 5 6 Hebrew Technical Institute, Hew York, Pattern-making . 1 1 . 5 0 _ _ i 48 H. Y. — Continued. Forging . 1 5 0 24 Vise work . 1 60 0 48 Machine-shop work . 1 30 1 0 48 Mechanical drawing . 3 | 22 0 Carpentry . 3 30 o Electricity . 49 o Plumbing . c 1 279 0 Steam _ _ _ _ _ 0 23 o 1 . Forging . . . 1 15 o Sheet-metal work . 21 0 Stone cutting . 1 4 o Plastering . 1 8 0 Bricklaying . . . 1 39 o Printing . 3 13 o Painting, fresco . . . 2 29 o Painting, house . o 18 o Painting, sign . 1 25 o St. George's Evening Trade School, Hew Free-hand drawing . 1 25 0 33 York, H. Y. Mechanical drawing . 1 80 0 33 Paper cutting and folding . 1 75 0 33 Sloyd or knife work . 1 75 0 1 33 Carpentry . 1 80 0 33 Wood turning . 1 20 0 33 Plumbing . 1 48 0 33 Pattern making . 1 20 0 | 33 Printing . 1 50 0 | 33 School of Industrial Art and Technical Free hand drawing . ! 2 1 156 48 Design, Hew York, H. Y. Mechanical drawing . 2 1 230 | . Pattern making . 1 1 327 48 Senior Evening' School for Girls, Hew Sewing . 2 York, H. Y. Cooking . . . 1 Yise work . 18 Machine shop . 18 Teachers' College, Hew York, H. Y . Free-hand drawing . 4 4 75 | 160 Mechanical drawing . 2 48 55 200 Clay modeling . 1 3 22 40 Paper cutting and folding . 2 13 12 33 Sewing . 5 40 156 145 Cooking . . . 2 62 30 Slovd . 1 j 3 59 38 Carpentry . . 1 68 9 34 Wood turning . 1 68 21 Carving . 1 3 55 | 80 Pattern making . . 1 68 13 Forging . 1 1 45 8 Yise work . ! i 45 4 Machine shop work . i 45 18 Technical School for Carriage Draftsmen Free-hand drawing . 1 i 10 8 and Mechanics, Hew York, H. Y. Wilson Industrial School for Girls, Hew Sewing . l- 0 70 40 York, H. Y. Cooking . i 0 28 ! 16 Kitchen gardening . i 0 160 | 32 Rochester Athenaeum and Mechanical In¬ Free-hand drawing . 6 142 154 30-90 stitute, Rochester, H. Y. [ Mechanical drawing . 7 220 30 1 90 Clay modeling.. . . . 1 10 10 : 30 Sewing . . 2 406 ' 36 Cooking . . . 3 40.) 38 Sloyd, or knife work . 1 34 Carpentry . . . 3 | 240 w Dressmaking . 4 ■268 | 36 Shirt waists . 1 59 36 Millinery . 2 81 36 Lettering . 1 59 0 30 Electricity . 1 49 6 30 Telegraphy . 1 9 9 30 Herbart Preparatory School, Suffem, H. Y . Free-hand'drawing . 1 2 2 20 Skyland Institute, Blowing Rock, H. C _ . do . . 1 29 12 Sewing . 1 0 25 Cooking . . 1 0 25 MANUAL AND INDUSTRIAL TRAINING. 2435 Table 6. — Statistics of manual and industrial training — Branches taught— Cont’d. Name of institution. Branch of instruction. - Number of instructors. Number of pupils . Number of weeks the sub¬ ject is studied during the entire course. ■0I*K Female. 1 3 3 4 5 6 Ashevillo Farm Scliool, Denmark, N. C - Free-hand drawing . 1 30 0 38 Mechanical drawing. . . 1 12 0 38 1 18 o Carpentry . 1 20 0 i 38 1 30 o 1 98 o o 98 0 1 North Wilkesboro. N. C. 1 6 1 6 1 2 1 6 2 1 2 2 Ohio. 4 Architectural drawing . 3 1 1 194 os nati, Ohio. 1 194 LO 15 1 35 40 1 70 30 AV ood turning . . I 70 10 Forging . 1 59 40 Yise work . . 1 30 20 - Machine-shop work . . 1 30 20 Cleveland Jewish Orphan Asylum, Cleve¬ Free-hand drawing . 4 208 90 38 land. Ohio. Mechanical drawing . . 2 66 40 Paper cutting and folding . 2 74 42 0 Sewing . 2 90 o Cooking . 1 36 30 Slovd, or knife work . . . 1 36 30 Carpentry . . . 1 27 38 Wood turning . 1 12 38 Carving . 1 12 16 Yise work . . . . 1 12 16 Machine-shop work . 1 12 16 Printing . ] 6 94 Central Manual Training School, Phila¬ Free-hand drawing . 1 434 40 delphia, Pa. Mechanical drawing . 1 434 40 Carpentry . 1 Wood turning . \ 1 201 40 Carving . J Pattern making . 1 122 ! 40 Forging . 1 122 i 40 Sheet-metalwork . Molding . . . i 1 201 ! 40 Yise work . I Machine-shop work . 1 106 40 Friends' Select School, Philadelphia, Pa. .. Free-hand drawing . 1 57 131 Mechanical drawing . 1 7 21 36' Sloyd, or knife work. . 1 54 70 108 Girard College, Philadelphia, Pa . Mechanical drawing . 1 580 210 Sloyd, or knife work . . 1 320 ' 164 Carpentry . \ i 1 910 Wood turning . r 1 5S0 j 1 Pattern making _ . i 580 210 Forging . . . i 580 210 Molding (metal) . i 580 210 Yise work . Machine shop work . > > 580 210 Electricity . i 580 210 Plumbing . i 580 210 Master Builders’ Mechanic Trade School, Carpentry . l 6 0 9 Philadelphia, Pa. Bricklaying . i 5 0 9 Painting . l 4 o Plumbing . l 27 0 Plastering . i i 4 0 Northeast Manual Training School, Phila¬ Free-hand drawing . l 275 0 65 delphia, Pa. Mechanical drawing . 1 369 0 117 Clay modeling . . 114 0 13 2436 EDUCATION REPORT, 1897-98. Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d Name of institution. Branch of instruction Number of instructors. Numl pu* £ 75 a jer of lils. 6 73 i h Number of weeks the sub¬ ject is studied during the entire course. 1 2 3 4 5 6 Northeast Manual Training School, Phil- Carpentry . ) { 161 0 26 adelphia, Pa. — Continued. Wood turning . 1 ( 161 0 13 Carving . i { 114 0 13 Pattern making . 1 114 0 26 Forging . 1 114 0 39 Sheet-metal work . ) ( 161 0 30 Molding (metal) . 1 { 161 0 30 V ise work . J l 161 0 26 Machine shou work . 1 94 0 39 Pennsylvania Museum and School of In- Free-hand drawing . 10 500 300 86 dustrial Art, Philadelphia, Pa. Mechanical drawing . 2 Clay modeling . 1 Carpentry . 1 Vise work . 1 Painting . 2 Weaving . 3 Dyeing . 4 Textile designs . . . 3 Carding and spinning . 1 Mechanical drawing . 2 180 80 Pattern making . 1 10 80 Vise work . 2 30 80 Machine-shop work. ....... _ 2 30 80 Electricity . 2 114 52 School of Design for Women, Pittsburg, Free-hand drawing . 5 Williamson Free School of Mechanical Free-hand drawing . 2 186 156 Trades, Williamson School, Pa. Mechanical drawing . . . ! 2 186 156 Carpentry . 1 39 156 Pattern making . . j 1 31 156 Vise work, forging . } 2 70 Machine shop work . Bricklaying . . . J 1 46 156 Townsend Industrial School, Newport, Free-hand drawing . 1 28 9 120 R. I. Mechanical drawing . 2 44 140 Sewing . . . 2 4?3 80 Cooking . 2 395 80 Slovd, or knife work . 1 331 160 Carpentry . 1 13 30 Wood turning . 11 10 Carving . 1 Pattern making . 1 10 7 Forging . . . 1 5 30 Molding (metal) . 1 10 3 Vise work . j. 1 7 10 Machine-shop work . j I 7 50 Providence Manual Training High School, Free-hand drawing . 3 2 1 160 Providence, it. L Mechanical drawing . 3 2 1 160 Clay modeling . 1 1 Sewing . . . 1 1 20 Cooking . 1 1 20 Carpentry . 2 2 20 Wood turning . 1 1 Carving . 1 1 14 Domestic science . 1 1 40 Millinery . . ] 1 20 Dressmaking . 1 1 20 Pattern making . . . 1 1 10 Forging . 2 2 40 Moldin'1- (metal) . 1 1 10 Vise work . 1 1 10 Machine shop work . . 1 1 40 Steam and electrical engineering. 2 2 20 Photo science . 1 1 10 Rhode. Island School of Design, Provi¬ Free-hand drawing . . . i . . . 6 176 84 32 dence, R. 1. Mechanical drawing . 4 162 1 32 Clay modelinsJ- . . 1 10 32 Carving . . . 1 6 32 MANUAL AND INDUSTRIAL TRAINING. 2437 Table 6. — Statistics of manual and industrial training — Branches taught — Cont’d. JTamo of institution. J Branch of instruction. Number of instructors. Num pu] r2 'ci a * her of pile. JD a er of : ils. 1 j ® 1 Eh Number of weeks the sub¬ ject is studied during the course. 1 2 3 4 5 ! 6 United States Indian Industrial School, Free-hand drawing . f 370 247 36 Carlisle, Pa. Mechanical drawing . 1 \ 370 247 36 Clav modeling . f 1 43 32 36 Paper cutting and folding . 1 43 32 36 1 388 40 1 200 16 Slovd . . . 1 75 31 36 Carpentry . 1 35 0 40 Steam tit ting . 1 8 0 40 Laundry . 1 15 300 40 Dairying . 1 200 25 16 Forging . 1 20 0 j 40 Sheet-metal work . 1 12 0 | 40 Sboemaking . 1 40 0 40 Farm or garden work . 2 3(52 0 20 Bricklaying . 1 8 0 12 Painting (house and carriage) .. 1 8 0 40 Plastering . 1 8 0 12 Tailoring . 1 40 0 40 Printing . 1 20 2 40 Pierre Indian School, Pierre, S. Dak . Free hand drawing . 5 88 78 Mechanical drawing . 1 6 Clay modeling . . 1 10 10 Paper cutting and folding . 1 10 10 Sewing . . . . 1 4 GO Cooking . 1 4 GO Sioyu ............ _ ....... _ _ 2 16 10 Carpentry . . . l G Wood turning . . 1 2 Pattern making . 1 6 Farm or warden . 1 8 Tomah Indian Industrial School, Toinah, Paper cutting and folding . 1 20 15 Wis. Sewing . 2 GO Cookin0- . . GO Carpentry . 1 20 Farm or garden work . 2 30 United States Indian Industrial School, Sewiii”- 1 88 Wittenberg, Wis. Cookino* _ _ ] 20 88 Carpeniry . ... 1 25 88 Laundry . 1 20 88 Farm or garden work . . 1 ,25 88 Painting . 1 25 88 CHAPTER XLIX. COMMERCIAL EDUCATION IN THE UNITED STATES. Commercial or business colleges, so called, had their beginning in the United States more than fifty years ago. At least one institution of this class now in exist¬ ence Avas established in 1840. For many years the branches taught in these business schools were substantially limited to bookkeeping, arithmetic in Avhich prominence was given to percentage and commercial calculations, penmanship, and business forms. Later stenography and typewriting were added. For twenty years or more these private schools made but slow progress, partly because the training offered in these branches Avas not superior to that which could be obtained by their study in many of the colleges and private academies. In 1870 this Bureau received reports from 26 business colleges, although there must have been a larger number then in existence. These 26 schools had 5,824 students. In 1880 the number of schools reporting had increased to 162 and the number of stu¬ dents to 27,146. The demand for stenographers and typewriters caused the rapid growth in the attendance upon these schools. Amanuensis courses were offered in nearly all of them, and students obtained diplomas or certificates of graduation in from two to six months in some of them. Very few of these schools had courses of study extend¬ ing over more than one year. In 1890 the number of business schools reporting to this office was 263, and the number of students 78,920. The highwater mark Avas reached in 1894, when 518 of these schools reported to this office, with an enrollment of 115,748 students. Since that time there has been a steady decline in the number of schools and a rapid decrease in the number of students. For the last year (1898) there Avere only 337 commercial or business schools reporting to this office, and the number of students Avas only 70,950. This decrease is attributed partly to the business depression of the past few years and partly to the fact that so many public high schools, as Avell as many private colleges and academics, haAre established commercial courses in many respects superior to those offered by a majority of the business colleges. HIGHER COMMERCIAL EDUCATION. It lias been long admitted among leading business men that those preparing for business careers should haAre the opportunity to acquire a commercial education higher and broader than that given by even the best of the so-called business col¬ leges. About ten years ago the American Bankers7 Association began to direct the attention of educators and the public to the need of a more adequate professional training for young men preparing for business life. A committee was appointed to find out what Avas being done in this direction in the institutions for higher educa¬ tion in the United States. It Avas found that the Wharton School of Finance and Economy of the University of Pennsylvania avhs the only institution offering a course of study of a grade comparable Avith the regular collegiate course, and spe¬ cializing those subjects most important to thorough training lor business and citi¬ zenship. At the request of this committee Dr. Edmund J. James, then professor in the Wharton School, gave an exposition of the aims and methods of this school in a 2441 2442 EDUCATION REPORT, 1897-98. valuable paper read before the association at Saratoga in 1890, in which be also dis¬ cussed the situation of business education in general in tbe United States. The association adopted resolutions recommending the organization of departments simi¬ lar to the Wharton School in other universities and colleges. Professor James was invited to visit the leading educational centers of Europe, examine their best com¬ mercial schools, and present a report upon the subject. Professor James presented his report to the American Bankers7 Association in 1893. It was printed by the association and was greeted by educators and business men as the most valuable contribution in aid of higher commercial education yet made in this country. The report was reprinted in the 1895-96 Report of the United States Commissioner of Education.1 The agitation begun by the American Bankers’ Association has resulted in the establishment of commercial departments in at least two universities (the Univer¬ sity of California and the University of Chicago), the improvement of business courses in a number of colleges, and the organization of such courses in other col¬ leges and in many public and private high schools and academies. The accompany¬ ing tables from 1 to 9 exhibit the statistics of commercial education in the United States for the year ending June, 1898. IX UNIVERSITIES AND COLLEGES. Table 1 shows that 172 universities and colleges had 5,869 students in commercial or business courses. The names of the institutions appear in Table 5. With a few exceptions these “ commercial courses77 include little more than bookkeeping, com¬ mercial arithmetic, commercial geography, commercial law, stenography, and type¬ writing, in connection with an English course of study covering about two years. THE WIIARTOX SCHOOL. The first institution in the United States to offer a thorough professional education to young men contemplating business careers was the Wharton School of Finance and Economy of the University of Pennsylvania, already mentioned. This school was founded in 1881 by Mr. Joseph Wharton, a wealthy citizen of Philadelphia, whose first gift to the school was $100,000. His desire was that the school should offer facilities for obtaining, (1) '‘An adequate education in the principles under¬ lying successful civil government,77 (2) “A training suitable for those who intend to engage in business, or to undertake the management of property.77 The course in finance and economy constructed upon the plan suggested by the founder extends over four years and is one of the regular college courses, leading to the degree of Bachelor of Science in Economics. In 1897-98 there were 87 students in this school. The course of study for the four years is as follows: Freshman class. — Composition, algebra, solid geometry, trigonometry, general chem¬ istry, German, accounting, physical aud economic geography, practical economic problems, economic literature, legislative and executive documents. Sophomore class. — Modern novelists, history of English literature, German, busi¬ ness law, money and banking, business practice, American history, Roman history, theory and geography of commerce, American consti tutional law, European consti¬ tutional law, legislative procedure and organization, political economy, public speak¬ ing (optional). Junior class. — Comparative politics, modern legislative problems, public adminis¬ tration, business practice and banking, economic history, sociology, sociological field work, American history, English constitutional history, logic, ethics. Senior class. — History of law and legal concepts, local and municipal institutions, political economy, statistics, public finance, transportation, advanced sociology, history of the Renaissance and the Reformation. Yol. 1, Clmpt. XY, pp. 721-837, Education Report, 1895-96. BUSINESS SCHOOLS. 2443 UNIVERSITY OF CALIFORNIA. The board of regents of the University of California on January 15, 1898, decided to establish a college of commerce in that institution. The college was formally opened at the beginning of the fall term of the same year. The four years’ course is parallel with the curricula of the colleges of general culture, about one-half of the subjects studied being prescribed in these colleges. The subjects making up the other half of the fundamental course are selected from a broad field covering philosophical, legal, political, historical, economic, geographical, technological, and mathematical studies. It is stated that “this college is intended to afford an opportunity for the scientific study of commerce in all its relations and for the higher education of business men and of the higher officers of the civil service.” Besides the fundamental courses, the new college offers a large number of special courses, and the student may arrange his studies with special reference to his future work, the different subjects being more or less closely related to commerce. The general scope of the work proposed for the college of commerce is shown in the fol¬ lowing list of subjects printed in the first announcement published : Philosophical studies.— History and principles of commercial ethics. Legal studies. — Commercial law of different nations; public international law, and the duties of diplomatic and consular officers; private international law; admiralty and maritime law; Roman law; comparative jurisprudence; judicial procedure in different countries; law of private corporations, and other special courses. Political studies. — Constitutional law of different nations; public law and admin¬ istration; municipal government; general political theory; legislative control of industry and commerce. Historical studies. — The general political and constitutional history of the leading nations, especially during the nineteenth century; diplomatic history. Economic history — that is, the history of industry and commerce — is of such importance as to constitute a separate group. (See below.) Economic studies. — General theory and analysis; political economy, general princi¬ ples and theory; labor and wages; theory and practice of exchange, foreign and domestic; theory of value; markets, their organization and the determination of prices; currency in all countries; banking in all countries; economic features of transportation by land and water (a subject in which many special courses should be offered) ; industrial and commercial organization ; corporations and corporation finance; communication — postal service, telegraph and telephone, newspapers and advertising; insurance — fire, marine, life, etc.; consumption, and the principles of demand and storage; commercial usages of different countries; public finance — government expenditures, revenues, including taxation, customs duties, etc., public debts, and fiscal administration; statistics, mathematical and practical; history, theory and methods — the “movement of population,” actuaries’ statistics, theory of prices, etc. Studies in economic history. — The history of commerce in all countries and at every age (upon this general subject as large a number of special courses as possible should be offered) ; the history of the institution of private property; the history of land tenures; the history of agriculture; the history of industry from the earliest times; the history of manufactures; the history of labor and of labor organization, and other special courses. Linguistic studies. — The languages and literatures of the nations with which wo have commercial relations — American, European, and Oriental. Geographical studies. — Political geography; geodesy; physical geography; com¬ mercial geography; biological geography, including botany, zoology, anthropology, etc. ; meteorology and climatology; oceanography — coasts, harbors/etc. ; navigation and nautical astronomy; geology. Technological studies concerning the materials of commerce. — Botany — general plant morphology and economic botany; forestry and wild-plant products, also wild-ani¬ mal products; agriculture— culivated plant products of all descriptions, including field, orchard, and vineyard products ; animal products, such as meats, dairy prod¬ ucts, wool, etc., and including agricultural practice, irrigation, etc.; agricultural manufactures, such as sugar, starch, textiles, oils, brewing, tanning, drying, and canning, etc. ; fisheries, and all the products of the sea ; mining, and mineral products, and building materials; chemical technology, and chemical products, acids, alkalis, etc. ; manufactured products; decorative and industrial art. Technological studies concerning transportation. — Civil engineering and mechanical engineering, construction of roads, bridges, canals, irrigation works, etc., motors and motive power, etc., railroad economics, etc. Mathematical studies. — Courses covering all the mathematical principles involved in the above studies. 2444 EDUCATION REPORT, 1897-98. UNIVERSITY OF CHICAGO. The next great institution in this country to recognize the importance of the higher business training and to make liberal provision for it is the University of Chicago. The College of Commerce and Politics opened its doors at the beginning of the last summer quarter. President Harper, in his twenty-fifth quarterly state¬ ment, presented on October 1, 1898, says: It is with a feeling of great satisfaction that 1 may announce the inauguration during the past quarter of the College of Commerce and Politics. It will be remem¬ bered that the undergraduate work of the university was organized in three colleges, the College of Arts, the College of Literature, and the College of Science, each col¬ lege taking its name from the group of subjects upon which special emphasis was laid. When it was iirst proposed by Head Professor Laughlin that the university should organize work in a line of subjects dealing more closely with the great fields of commerce and politics, it was still a question whether that work should take the form of a profession il school or be organize l as regular college work. After long deb .te in the faculties and senate of the university it was decided that the work sho Id be organized as a college and administered as such. Herein lies the great difference between the work as thus presented in the University of Chicago and cer¬ tain work of perhaps a similar character undertaken elsewhere. A strong desire has already been indicated in the minds of many to do their col¬ lege work along the lines of the departments more prominently represented in this college. The interest has been as great as was expected, and the results thus far justify the step taken. The required course in commerce includes, besides' the general branches usually taught in higher education, the following topics specially relating to commerce: Railway transportation, comparative railway legislation, financial history of the United States, money and practical economics, banking, processes of leading indus¬ tries, tariff history of the United States, insurance. The courses in detail are given in a circular of information published by the university, “The College of Commerce and Politics of the University of Chicago,” pages 5 to 9. IN PUBLIC COLLEGES. Of the 172 colleges shown in Table 5 all are private institutions except 11. Of the 11, two are supported wholly by the States in which they are located, the remaining 9 being agricultural and mechanical colleges supported by funds from the General Government, supplemented in some instances by State funds. The 11 public institutions offering commercial courses or providing for certain commer¬ cial studies arc mentioned below. Uni versify of the State of Missouri. — The 1897-98 catalogue states that instruction is given in correspondence, making out bills and statements, writing receipts, checks, notes, and drafts, together with the use of various account books. An important part of the work is a thorough drill in journalizing, concluding with the writing of entire sets of books, that the student may make a practical application of his previous work in the various business forms. This work is required in both semes¬ ters of the first year. A full course in stenography is provided for those students who wish to carry on this study while prosecuting regular work in the university. West Virginia University. — In 1895 the commercial school of this university was established. It provides a two-year commercial course. To be admitted to this school the applicant must be proficient in arithmetic, English, spelling, geography, and United States history. Certificates are granted to students who complete the course and pass the required examinations. The course of study is arranged as follows : First year. — English grammar, physical geography, general history, penmanship, typewriting, arithmetic, United States history, bookkeeping, algebra, civil govern¬ ment, business practice. Second year. — History and principles of commerce, commercial arithmetic, short¬ hand, commercial law, principles of economics, court reporting, rhetoric, commer¬ cial law, commercial geography. Colorado State Agricultural College. — The State board of agriculture in December, 1895, instructed the college faculty to “so arrange the curriculum as to make ade- BUSINESS SCHOOLS. 2445 quate provision for a distinct department to be known as the commercial course of the State Agricultural College. ” In accordance with this action the following course of study, covering two years, is offered: First year. — General history, plane geometry, bookkeeping, commercial arithmetic and rapid calculation, spelling, penmanship, rhetoric and rhetorical analysis, solid geometry, business practice and banking, business correspondence. Second year. — Literature, Constitution of the United States, stenography, business geography, logic, sociology, business law, political economy, typewriting and office practice. University of South Dakota. — The College of Business is one of the departments of the institution. The course of study extends over one academic year and “includes bookkeeping in all its forms, both single and double entry, with instruction in the retail and jobbing trade, importing, commission, banking, and other classes of busi¬ ness; penmanship, business arithmetic, commercial law, embracing instruction in the principles of contracts, agencies, partnerships, negotiable paper, and other legal phases of business; commercial correspondence, shorthand, typewriting, and office practice.’7 South Dakota Agricultural College. — One of the departments of this institution is known as the department of commercial science. The commercial studies may be taken in connection with any of the college courses. If taken alone these special studies would occupy about one year. These studies include shorthand, penman¬ ship, commercial law, bookkeeping, business practice, correspondence, typewriting, and commercial arithmetic. Florida Agricultural College. — The business course in this institution may be com¬ pleted in one year. It includes bookkeeping, business correspondence, commercial arithmetic, commercial law, English, and penmanship. Another course in stenogra¬ phy, typewriting, and telegraphy covers about a year. Nevada State University. — The University Commercial School belonging to the department of secondary education of the State University offers a course of study extending over three years aud including arithmetic, algebra, English grammar, English history, literature, penmanship, United States history, bookkeeping, sten¬ ography, plane geometry, typewriting, rhetoric, civil government, and commercial law. Montana State College of Agriculture and Mechanic Arts. — The business department of this college offers two courses in bookkeeping and one in stenography and type¬ writing, occupying one year each when taken in connection with other studies. University of Arizona. — One of the special courses in this institution is the com¬ mercial course of one year. It includes business arithmetic, bookkeeping, stenog¬ raphy, typewriting, penmanship, and commercial law. New Mexico College of Agriculture and Mechanic Arts. — The business department of this institution has two parallel courses of one year each. The first course includes bookkeeping, commercial arithmetic, grammar, penmanship, spelling, commercial law. The second course includes stenography and typewriting. Spanish is also taught. North Georgia Agricultural College. — The business course covers four years of study and is parallel with the two preparatory years and the freshman and sophomore years in the A. B. and B. S. courses. The course includes English, commercial arith¬ metic, United States history, Latin, algebra, geometry, trigonometry, surveying, commercial and physical geography, botany, zoology, physiology, general chemistry, physics, civil government, general history, English and American literature, polit¬ ical economy, bookkeeping, banking, stenography, typewriting, telegraphy. The courses of study as outlined above for the 11 public institutions may be taken as typical of the commercial or business courses offered by a majority of the 161 private colleges mentioned in the list in Table 2. IN SECONDARY SCHOOLS. The number of normal schools reporting to this office for 1837-98 was 345; the number of public institutions being 167, and the number of private schools 178. 2446 EDUCATION REPORT, 1897-98. Of the total number of normal schools, 107 reported 5,721 students in business courses, as shown in Table 1. Only 19 of these schools are supported by public funds. The list is given in Table 6. Many normal schools in this country, particularly certain State normal schools are above secondary schools in grade. It is usual to regard the normal school as occupying a place in the system between secondary and higher education. Many of these schools offer four-year courses of study, which would be parallel to the last two years of the high school and the first two years of the college. For present purposes the normal schools may be classified as secondary, the commercial courses offered by them falling below the college grade. Of the nearly 2,000 private high schools and academies reporting to this office for 1897-98, there were 653 reporting 9,740 students in commercial and business courses, as shown in Table 2. In the 653 schools there were only 40 reporting as many as 30 students each in commercial courses. The statistics of these 40 schools are given in Table 7. References to the courses of study in a few of these schools will give a general idea of the work being done in the direction of commercial education by the private secondary schools of the United States. Thornton Academy , Saco, Me. — This school otters a business course extending over four years, parallel with the regular courses. It includes algebra, business arith¬ metic, Greek and Roman history, penmanship, mediieval history, bookkeeping, geom- etry, physiology, English composition, business forms, French or German, physics, physical geography, botany, modern history, civil government, rhetoric, chemistry, English history, United States history, astronomy, English literature, mental science. Calvert Hall, Baltimore , Md. — The commercial .course in this school may extend over one or two years. It includes commercial correspondence, commercial arith¬ metic, bookkeeping, banking, phonography, typewriting, modern languages, and drawing. Wentworth Military Academy, Lexington, Mo. — The business course in this school extends over five years parallel to the classical eourso. It omits Latin and mod¬ ern foreign languages, substituting for them commercial arithmetic, drawing, book¬ keeping, business forms and correspondence, commercial law, civil government, stenography, etc. Pawnee City Academy, Pawnee City, Xebr. — The commercial course includes most of the studies usually taught in the first and second years of the course of secondary studies, together with bookkeeping, commercial arithmetic, and commercial law. South Jersey Institute, Bridgeton, N. J. — The business course is arranged for one year, and includes commercial calculations, bookkeeping, business correspondence, commercial law, banking, phonography and typewriting, political economy, and business ethics. I)e la Salle Institute, New York City. — The commercial department offers a three years’ course of study, including rhetoric, English literature, ancient and modem history, political economy, commercial arithmetic, algebra, geometry, bookkeeping, phonography, chemistry, history of commerce, commercial law, civil government, physics, commercial geography, French, German, Spanish. Oak Ridge Institute, Oak Ridge, N. C. — The announcement is made that in the busi¬ ness department is grouped all the courses taught in first-class business colleges. The courses are so arranged that the student may select a course of one, two, or three years. Park Institute, Allegheny, Pa. — The third and last year of the general course in this school is made the commercial course. In this year are taught bookkeeping, com¬ mercial arithmetic, commercial geography, commercial law, and business practice. Brigham Young Academy, Provo City, Utah. — A department of this institution is The Commercial College. The business course requires three years for its comple¬ tion, and includes commercial arithmetic, science of accounts, English, theology, business correspondence, commercial law, civil government, algebra, geometry, political economy, constitutional history, and many elective studies. BUSINESS SCHOOLS. 2447 Montpelier Seminary , Montpelier, Vt. — The course of study iu the business depart¬ ment is completed in one year, and includes bookkeeping, business practice, com¬ mercial arithmetic, commercial geography, correspondence, penmanship, and civil government. IN PUBLIC HIGH SCHOOLS. There were 5,260 public high schools reporting to this office for the year 1897-98. As shown in Table 2, there were 1,018 of these schools having a total of 31,633 students in the commercial or business course of study.- The business course in the greater number of these schools does not differ widely from the business course in the private secondary schools already mentioned. In many of theso schools the last year of the course is devoted largely to commercial studies, while in many others such studies are distributed through the whole course of four years. Of the 1,018 public high schools mentioned, there are only 139 having 50 or more commercial students each. The names and statistics of these are given in Table 8. In many of the larger cities leading business men are urging the establishment of commercial high schools, with courses of study extending over four years. The school authorities in certain cities have partially met this demand by organizing commercial courses in the high schools already established. This arrangement is not always satisfactory, and is generally unsatisfactory when the commercial course of two years is made to parallel the regular course of four years. In an address delivered before the Chamber of Commerce of the State of New York on commercial education, Hon. William H. Maxwell, city superintendent of schools, New York City, says that the two-year commercial course in the Brooklyn high school^ should be abolished, and probably the four-year commercial courses in the Manhattan high schools recently established. He urges the establishment of two separate and dis¬ tinctively commercial high schools, with four-year courses, one for Manhattan and the other for Brooklyn. Since 1892 Hon. Edward Brooks, superintendent of public schools of the city of Philadelphia, has been advocating the establishment of a commercial high school for that city, or of a commercial department in the Central High School. He has been ably seconded in this movement by such strong business men as Mr. Theodore C. Search. Mr. Search made' an earnest plea for a separate institution. He feared that to make it a part of another school would not secure the best results; that it would be overshadowed by the classical and other departments. He felt that as a separate institution the commercial school would have stronger teachers and better methods of instruction. On the score of economy the city council did not authorize the expenditure for a separate school; but a department of commerce is established as part of the Central High School, with an excellent course of study covering four years. Hon. Edwin P. Seaver, superintendent of public schools, city of Boston, 'writes that an impetus has been given to commercial studies in the public high schools. For many years bookkeeping has been taught, and very thoroughly taught, in the English high school for boys and to a less extent in the girls’ high school. Certain commercial branches have been taught in the evening high school for upward of twenty years. Last year the so-called commercial branches were introduced into the day high schools and offered to all boys and girls who desired to take them. Special instructors in bookkeeping, phonography, and typewriting were employed. The result is that many high-school students are now pursuing these studies. The educational commission of the city of Chicago, which was appointed a year ago by Mayor Harrison, and which has just submitted its report, recommends “ that a commercial high school, with a fall, liberal four years’ course of study, be established in some central location.” The commission discusses at some length the course of study and says : “If the commercial school is to accomplish the ends we have in mind, the curriculum must bo not less broad than that of our public high schools. We feel strongly that a short and so-called ' practical’ course would be p redestined to failure and would be an injury rather than a help to what will prove in the near 2448 EDUCATION REPORT, 1897-98. future oue of the most important developments in secondary education.” The com¬ mission concludes this recommendation as follows: Your commission is so fully persuaded of the importance of this action that we recommeu that the first. expansion of the school system shall take this form, and that at the. earliest possible date a public high school be established with a course of study extending through at least four years, planned to afford a liberal training ami at the same time to prepare its pupils for the various kinds of business activity and to qualify them for the highest positions in the commercial world. (See pp. 98, 107, 111, 205-217 of the report mentioned.) Business High School, Washington, D. C . — For years the capital city has enjoyed the distinction of having the only business high school in the United States connec ed with a city system of schools and wholly supported by public funds. The Business High School was established in 1890, although the Central High School had had a business department since 1882. The report of the Business High School for 1890-91 shows that 3L0 students were enrolled the first year, 160 males and 150 females, and that the school had 9 teachers. The school has had a steady growth to the present time. The report for 1897-98 shows an enrollment of 601. There were 193 boys and 197 girls in the first year and 76 boys and 93 girls in the second year in the school in October, 1897. There were 89 graduates, the largest number for any year since the school was established. The number of teachers employed is 20. The average age of the students entering is 16.7 years. The requirements for admission are the Bam", as for the other high schools of the.city and presuppose the completion of the eight-year course of the elementary schools. The course of study for the Business High School is as follows: First year. — English grammar and literature, business arithmetic, bookkeeping, penmanship, shorthand, typewriting or mechanical drawing. Second year. — English grammar and literature, bookkeeping and business practice, com imrcial law and commercial geography, shorthand, typewriting, advanced me¬ chanical drawing (optional). In the report of the board of trustees of public schools of the District of Colum¬ bia for 1897-98 the “business course problem” is discussed at some length and a provisional course of four years is recommended. Besides all the subjects in the two years’ course above mentioned, the four years’ course would include Latin, French, general history, commercial history, political economy, algebra, geometry, physics, chemistry, and biology. (See pp. 21, 81, 84, 117-129, of the report of the board of trustees for 1897-98.) Boston, Mass. — The commercial course of study for the high schools of Boston, adopted by the school committee September 24, 1897, extends through two years, and is as follows: First year. —English language and literature, ancient history, phonography, pen¬ manship and commercial forms, commercial arithmetic, and bookkeeping, botany, drawing, music, physical training. Second year. — English language and literature, medieval history, modern history, phonography and typewriting, elements of mercantile law, bookkeeping, commer¬ cial geography, zoology, physiology and hygiene, drawing, music, physical training. Philadelphia, Pa. — The course of study for the department of commerce in the Central High School covers four years and is classified under seven subjects, namely, English, languages other than English, mathematics, historjq science, economics and political science, business technique. The course by years is as follows: First year. — Composition and American literature. Latin, algebra, Creek and Roman history, physical geography, botany, zoology, Philadelphia and Philadelphia interests, penmanship and business iorms. drawing. Second year. — History of English literature, Latin, German, commercial arith¬ metic, geometry, English history, commercial geography, bookkeeping, stenography. Third year. — Readings from English literature, German, French (or Spanish), modern European history, physics, chemistry, political economy, office practice, stenography, observation of business methods. Fourth year. — Reviews and thesis writing, German, French (or Spanish), modern industrial and commercial history, industrial chemistry, transportation, banking and finance, statistics, political science, ethics of business, commercial law. BUSINESS SCHOOLS. 2449 Pittsburg, Pa. — The commercial department of the Central High School has a course of one year’s study. It includes bookkeeping, commercial geography, composition, commercial and higher arithmetic, commercial law, penmanship, office practice, typewriting, phonography, civil government, physiology, civics. Albany, N. Y. — The High School has four four year courses. In the technical course bookkeeping, stenography, and typewriting are prescribed. Other studies in this course have direct bearing upon education for business life. Buffalo, N. Y. — There are six courses of study for high-school students, and in addition a number of optional studies, including bookkeeping and other commercial studies. There is no prescribed commercial course, but a good business training course may be selected from the prescribed and optional studies. Neiv Haven, Conn. — The Hillhouse High School has a commercial course covering three years of study, including algebra, German, bookkeeping, commercial arith¬ metic, penmanship, English and English and American literature, actual business methods, stenography, and typewriting. Detroit, Mich. — The commercial course of the high schools of Detroit has been extended to cover four years, and the superintendent of schools urges that one of the school buildings be fitted up exclusively for a commercial high school. Grand Rapids, Mich. — In the Central High School as many as ten courses of study are offered. The first of these is the English-commercial course, extending through four years. The announcement says : “ This course is planned for pupils preparing specifically for business life, and does not prepare for college. It offers ample and thorough work in bookkeeping, commercial law, etc., besides a complete course in high-school mathematics and history, and instruction in the correct use of the English language. It will be noticed that this course offers in the eleventh and twelfth grades an option of two years of a foreign language.” St. Paul, Minn. — In the Mechanic Arts High School of St. Paul provision is made in the four-year general course for commercial studies; commercial arithmetic, book¬ keeping, civil government, and commercial law being specified. The course includes the mathematics, English grammar and literature, and history of the regular high school course, and prescribes one foreign language for three years, either Latin, Ger¬ man, or French. Richmond, Fa. — The business course in the Richmond High School coA^ers two years, the following studies being prescribed: First year. — Arithmetic, algebra, general history, physical geography, English grammar, English composition, penmanship. Second year. — Commercial arithmetic, bookkeeping, business forms, physics, physi¬ ology, algebra, civil government, English composition, commercial law, phono¬ graphy and typewriting. San Francisco, Cal.— One of the courses offered in the Polytechnic High School is the commercial course. It includes business arithmetic, bookkeeping, English, penmanship, stenography, typewriting, and the election of other branches of study. THE COST OF HIGH SCHOOLS. It is difficult to obtain an accurate estimate of the cost of commercial education in the public high schools, the separate cost of the high schools themselves not being reported except in a few instances. Where these schools belong to city sys¬ tems of public schools the cost is included in the general financial statement of the system. It may be stated in general that the cost per pupil is from 50 to 100 per cent greater in the high school than in the elementary schools. In the city of Washington the cost per pupil in the first four grades of the elementary schools, estimated on average enrollment, was $12.42 for 1897-98; in the next four grades the estimated cost per pupil upon the same basis was $20.56, while the cost of each high school pupil, estimated on average enrollment, was $42.89. This figure may be taken as the cost per pupil in the Washington Business High School. Of the 139 public high schools mentioned in the list in Table 8 only 37 report their total expenditure. The names of these schools, with the number of secondary ED 98 - 154 2450 EDUCATION REPORT, 1897-98. students and the estimated cost of each student enrolled, are given in the following table : Place. Marianna, Ark . . . Benicia, Cal . Los Angeles, Cal . . . Stockton, Cal . Denver, Colo . Do . Southington, Conn . W i aington, Del . I 'Washington, D. C . j Atlanta, G-a . Cairo. Ill . Elgin, Ill . j Galesburg, Ill . ' Lafayette, Incl . J Fayette, Iowa . Baltimore, Hd . . . Do . Eall Diver, Mass . Eitchburg, Mass . Holyoke, Mass . , . Salem, Mass . Detroit, Mich . Grand Bap ids, Mich . St. Louis, Mo . Biverton, Hebr . Laconia, H. H . Phillipsbnrg. N. J . Trenton, N. J . Albany, H.Y . . Brooklyn, H.Y . Do . Jamaica, N. Y . Cleveland, Ohio . Pittsburg, Pa . Williamsport, Pa . . . J Bichmond, Ya . I Milwaukee, Wis . . . . . Name. High School . . . _ do . _ do . _ do . High School, district Ho. 1 _ High School, district Ho. 2 _ High School.. . . do . . Business High School . Girls’ High School . High School . . do . . do . Western High School . High School . Eastern Female High School . Western Female High School High School . _ do . . do . _ do . _ do . - do . High and Hormal School.. _ High School . _ do . _ do . . do . - do . Boys’ High School . Girls’ High School . High School . South High School . High School . _ do . _ do . West High School . . . | Humber Expense of pupils, per pupil. 170 $29. 41 33 62. 78 1, 370 29. 92 267 55. 63 877 39. 69 430 45. 35 145 35. 17 622 36. 66 601 42. 89 472 22. 46 211 33. 18 337 34. 23 461 24. 26 140 48.21 70 38. 57 456 38. 38 960 22. 92 704 45. 45 540 52. 74 495 38. 69 434 41.94 2, 065 34. 28 1,271 33.08 2, 049 51.05 55 37. 27 152 33. 01 114 30. 70 498 26. 81 828 46. 77 1,406 60. 46 2, 265 44. 15 116 78. 02 356 42. 28 1, 862 31. 53 316 22. 09 884 20. 08 637 45. 37 Total 24, 669 38.90 From the above table it will be seen that tbe 37 public high schools had an aggre¬ gate enrollment of 24,669 secondary students, and that the average cost per student enrolled was $38.90. All these schools have students in commercial courses and it may he assumed that their average cost is about the same as the general average for all high school students. COMMERCIAL AND BUSINESS COLLEGES. The number of so-called commercial and business colleges reporting to this office for 1897-98 was 337. These schools have 1,787 teachers and 70,950 students, as shown in Table 3. The number of students in the commercial course was 32,761 ; in the amanuensis course, 19,298 ; in the English course, 12,735, and in the course in teleg¬ raphy, 1,113, as shown in Table 4. In the commercial course there were 10,041 graduates and in the amanuensis course 8,372 graduates. The growth of these busi¬ ness schools may he illustrated by the following table, which shows the number of such institutions reporting to this office for the years mentioned, together with the number of teachers and the number of students for each year : Year. I Schools. Teachers. Students. 1870 . . 26 154 5, 824 1875 . 126 577 25, 892 1880 . 162 619 27, 146 43, 706 78, 920 96, 135 70, 950 1885 . . . 232 1, 099 1, 593 1890 . 263 1895 . 462 2, 201 1, 787 1898 . . . 337 The names of business schools reporting in 1897-98 are printed in Table 9 and the statistics of each school given in detail. BUSINESS SCHOOLS. 2451 The courses of study in five business colleges, which may be taken as representa¬ tives of the best schools in the list of 337, are given below : Peirce School, Philadelphia, Pa. — This school, which was founded *by its present principal, Thomas May Peirce, A. M., Pli. D,, is now in its thirty-fourth year. The announcement for the year 1898-99 says : Peirce School offers three full courses: Business, shorthand and typewriting, and English. The business course includes bookkeeping, penmanship, commercial calculations and rapid reckoning, business correspondence, commercial law, commercial geog¬ raphy, mercantile forms and customs, banking, finance, economics, business ethics, and civics. The shorthand course includes shorthand, typewriting, and English, which com¬ prises a thorough review in spelling, defining and use of words, grammar and punc¬ tuation, synonyms, etymology, and business correspondence. Business forms and customs are taught, and lectures are given upon civics and business ethics. The English course gives a practical training in arithmetic, spelling, business correspondence, grammar and composition, geography, penmanship, etc. This is an especially useful course for those who wish to review the common branches to prepare for civil-service examinations or for entrance to technical schools and colleges. Packard's Business College, New York City. — This school was started in 1858. Students who are thoroughly prepared to enter a good high school may complete the commercial course in this business college in about one year. The course of study includes bookkeeping, penmanship, commercial arithmetic, commercial law, practi¬ cal grammar, including correspondence and a critical study of English, shorthand, typewriting, business methods and practice, political economy, political history, civil government, commercial geography, parliamentary proceedings. Duff's College, Pittsburg, Pa. — This school was established in 1840 as Duff’s Mer¬ cantile College, and was conducted for nearly thirty years by its founder, Peter Duff. Since his death the school has been managed by his sons. Fifty dollars pays for a scholarship, unlimited as to time, for completing the full commercial course. The course of study is announced as follows: ‘ e Theory and practice of single and double entry, mercantile, private, and national banking, railroad, manufacturing, insurance, commercial calculations and arithmetical training, rapid practical pen¬ manship, business forms, letter writing, orthography and language lessons, lectures on mercantile law, commercial ethics, political economy.” Bartlett Commercial College, Cincinnati, Ohio. — The full course in this school maybe completed in one year by a student who enters with a good common-school educa¬ tion. The course includes bookkeeping, commercial arithmetic, business penman¬ ship, mercantile forms and customs, correspondence, shorthand and typewriting. Metropolitan Business College, Chicago , III. — This school has three departments — the commercial, the shorthand and typewriting, and the English training departments. The last named is designed for students who are deficient in any of the common- school branches. The commercial course is announced as follows: “Bookkeeping, commercial arithmetic, penmanship, business correspondence, commercial law, busi¬ ness forms and methods, detecting counterfeit money, banking, insurance, commis- siou, real estate, transportation, brokerage, wholesale, retail, importing, and jobbing. THE STATISTICAL TABLES. The statistical tables and summaries which follow have been referred to in the preceding paragraphs. The summaries show the number of students in commercial courses in each of the five classes of institutions in each State of the United States. The totals are as follows for the year 1897-98 : In universities and colleges . 5, 869 In normal schools . 5,721 In private high schools and academies . . 9, 740 In public high schools . . . . . 31, 633 In commercial and business colleges . 70, 950 Total for United States . 123, 913 2452 EDUCATION REPORT, 1897-98. Table 1. — Universities and colleges and normal schools reporting students in commercial and business courses in 1897-98. State or Territory. Universities and colleges. Public and private normal schools. Num¬ ber of institu¬ tions. Students. Num¬ ber of schools. Students. Male. Female. Total. Male. Female. Total. United States . 172 4, 745 1, 124 5, 869 107 4,023 1, 698 5, 721 North Atlantic Division . 14 396 23 419 6 180 136 316 South Atlantic Division . 21 404 71 475 13 120 200 320 South Central Division . 29 781 134 915 28 361 285 646 North Central Division . 89 2, 847 807 3, 654 54 3, 172 1, 000 4, 172 Western Division . 19 317 89 406 6 190 77 267 North Atlantic Division: 6 233 0 233 1 10 0 10 Pennsylvania . 7 153 23 176 6 180 136 316 South Atlantic Division: M iry land . 8 30 2 32 1 6 0 6 1 30 0 30 Virginia . . 3 36 12 48 1 8 0 8 West Virginia . 2 37 7 44 3 79 42 121 North Carolina . 5 128 20 148 2 0 59 59 South Carolina . 1 4 0 4 2 3 55 58 Georgia . 2 31 0 31 2 6 35 41 Florida . 4 108 30 138 2 18 9 27 South Central Division: Kentucky . 4 118 14 132 8 218 230 448 Tennessee . 6 106 13 119 8 68 22 90 Alabama . 3 123 30 153 2 6 14 20 Mississippi . 2 20 2 22 6 27 12 39 Louisiana _ _ ....... _ _ 2 60 34 94 Texas . 8 335 35 370 3 35 7 42 Arkansas . 3 15 3 18 1 7 0 7 Oklahoma . Indian Territory . 1 4 3 7 North Central Division : Ohio . 11 344 129 473 6 469 179 648 Indiana . 3 91 17 108 9 935 169 1, 104 Illinois . 14 576 138 714 6 | 206 92 298 Michigan . . . 3 49 20 69 3 | 150 177 327 Wisconsin . 5 147 35 182 1 1 30 0 30 Minnesota . 3 123 6 129 1 30 2 32 Iowa . 11 287 87 374 15 661 163 824 Missouri . 16 440 95 535 4 176 25 201 North Dakota . 2 48 20 68 1 67 28 95 South Dakota . . . 5 121 56 177 Nebraska . 5 62 17 79 3 308 75 383 Kansas . 11 559 187 746 5 140 90 230 W estern Division : Montana _ _ _ _ _ 2 18 12 30 Wvoming . Colorado . 1 57 22 79 1 5 7 12 New Mexico . 1 24 4 28 1 2 4 6 Arizona . 1 11 9 20 Utah . . . . 2 173 62 235 Nevada,. . . . 1 16 11 27 Idaho . . 1 8 3 11 Washington . 6 81 20 101 Oregon . 3 17 3 20 California . 4 93 8 101 1 2 1 3 BUSINESS SCHOOLS. 2453 Table 2. — Schools of secondary or high school grade reporting students in commercial or business courses in 1897-98. State or Territory. Private high schools and academies. Public hi gh schools. Num¬ ber of schools. Students. Num¬ ber of schools. Students. Male. Female. Total. Male. Female. Total. United States . 653 6, 838 2, 902 9,740 1, 018 15, 958 15, 675 31, 633 North Atlantic Division . 183 2, 061 90(T 2, 961 355 7,462 7,444 14, 906 South Atlantic Division . 122 1, J 66 276 1,442 83 1,000 1,201 2, 201 South Central Division . 134 1, 038 530 1, 568 102 1,038 631 1,669 North Central Division . 156 2, 037 874 2, 911 421 5, 451 5, 283 10, 734 Western Division . 58 536 322 858 57 1, 007 1,116 2, 123 North Atlantic Division : Maine . 9 100 65 165 31 194 204 398 New Hampshire . 9 208 57 265 8 74 69 143 "Vermont . 11 187 113 300 12 82 83 165 Massachusetts . 17 79 70 149 69 1, 470 1,704 3, 174 Bhode Island . 4 57 22 79 8 192 241 433 Connecticut . 13 59 29 88 20 352 471 823 New York . 63 665 249 914 98 3, 116 1, 863 4, 979 New Jersey . 19 227 72 299 38 638 840 1,478 Pennsylvania . 38 479 223 702 71 1, 344 1, 969 3, 313 South Atlantic Division : Delaware . 0 0 0 0 3 62 96 158 Maryland . 13 191 60 251 11 94 246 340 District of Columbia . 7 86 -23 109 2 312 324 636 Virginia . 28 231 19 250 19 241 197 438 West Virginia . 6 31 19 50 4 37 71 108 North Carolina . 48 461 74 535 3 32 35 67 South Carolina . 7 126 41 167 12 71 31 102 Georgia . 11 40 25 65 20 81 153 234 Florida . 2 0 15 15 9 70 48 118 South Central Division : .Kentucky . 25 211 111 322 10 97 48 145 Tennessee . . . 28 151 110 261 23 190 182 372 Alabama . 19 144 166 310 8 69 26 95 Mississippi . 18 219 35 254 13 75 19 94 Louisiana . 6 44 16 60 5 259 9 268 Texas . 29 205 81 286 32 182 143 325 Arkansas . 8 56 5 61 11 166 204 370 Oklahoma . 0 0 0 0 Indian Territory . 1 8 6 14 North Central Division: Ohio . 12 71 90 161 60 865 621 1, 486 Indiana . 12 87 93 180 22 252 260 512 Illinois . 28 526 212 738 61 896 875 1,771 Michigan . ' 8 57 76 133 50 797 691 1,488 Wisconsin . g 138 19 157 27 430 478 908 Minnesota . 11 265 64 329 17 178 115 293 Iowa . 22 307 89 396 80 1,034 1, 078 2, 112 Missouri . 36 416 106 522 28 369 356 725 North Dakota . 0 0 0 0 4 14 16 30 South Dakota . . . 4 45 27 72 3' 13 24 37 Nebraska . 6 69 30 99 29 273 341 614 Kansas . . . . 9 56 68 124 40 330 428 758 Western Division : Montana . 2 0 11 11 4 26 36 62 Wyoming . . . 1 1 0 1 Colorado . 4 45 28 73 9 146 211 357 New Mexico . 1 32 0 32 Arizona . . . 1 10 rj 17 Utah . 7 205 68 273 Nevada . 3 59 79 138 Idaho . 4 22 8 30 2 27 17 44 Washington . 4 29 29 58 9 55 66 121 Oreaon . 10 74 35 109 3 91 87 178 California . 1 25 128 143 26 593 613 1, 206 2454 EDUCATION REPOST, 1897-98. Table 3. — Instructors and students in the commercial and business schools in the United States reported in 1897-98. State or Territory. Number of 1 schools. Instructors. Students. Day course. Evening course. Male. Fe¬ male. Total. Male. Female. Total. Male. Fe¬ male. Total. United States - 337 1, 216 571 1,787 47, 041 23, 909 70,950 58, 439 8, 778 3, 733 12, 511 North Atlantic Div .. 99 388 189 577 15, 133 8,573 23,706 19, 216 2, 927 1,563 4, 490 South Atlantic Div . . 22 81 51 132 3, 463 1, 550 5, 013 4, 071 723 219 942 South Central Div. . . . 28 114 34 148 4,323 1, 221 5, 544 4, 703 697 144 841 North Central Div _ 159 513 231 744 19, 651 10,166 29,817 24, 466 3, 843 1, 508 5, 351 Western Division .... 29 120 66 186 4, 471 2, 399 6, 870 5, 983 588 299 887 North Atlantic Div. : Maine . 5 13 8 21 828 488 | 1, 316 1,278 24 14 38 New Hampshire. . . . 2 4 2 6 56 44 100 83 10 7 17 Vermont . 1 2 i 3 78 48 126 100 18 8 26 Massachusetts . 13 50 38 88 1,483 1,148 2, 631 2, 239 216 176 392 Rhode Island . 3 14 5 19 312 218 530 476 29 25 54 Connecticut . 9 29 23 52 1, 076 899 1,975 1, 724 129 122 251 New York . 30 151 66 217 5,928 2, 970 8, 898 7, 463 889 548 1, 435 New Jersev - .... G 23 14 37 1,284 662 1, 946 1,214 539 193 732 Pennsylvania . 30 102 32 134 4, 088 2, 093 6, 184 4, 639 1, 073 472 1,545 South A tlantic Div. : Delaware . 1 3 5 8 288 100 388 250 118 20 138 Maryland . 2 11 0 11 354 130 484 344 113 27 140 Dist. of Columbia . . 5 18 25 43 1, 081 738 1, 819 1, 468 242 109 351 Virginia . 4 15 9 24 469 213 682 569 84 29 113 West Virginia . 2 10 2 12 226 106 332 238 75 19 94 North Carolina . 2 3 1 4 77 7 84 80 3 1 4 South Carolina . Georgia . 5 17 8 25 915 222 1, 137 1,042 83 12 95 "Florida . 1 4 1 5 53 34 87 80 5 2 7 South Central Div. : Kentucky . 1 6 1 7 302 149 451 335 90 23 116 Tennessee . 6 21 9 30 875 291 1, 166 1, 151 14 1 15 Alabama . . 1 2 1 3 117 59 176 117 59 59 Mississippi . 5 32 4 36 668 36 704 693 9 2 11 Louisiana . 1 8 2 10 410 73 483 325 142 16 158 Texas . 12 40 16 56 1, 784 514 2, 298 1, 832 369 97 466 Arkansas . . 2 5 1 6 167 99 266 250 14 2 16 Oklah oma Indian Territory ... North Central Div. : Ohio . 26 58 39 97 2, 273 1,117 3, 390 2, 808 433 149 5S2 Indiana . 18 67 28 95 3,051 1,741 4,792 3, 929 521 342 863 Illinois . 24 101 36 137 4, 264 2, 366 6, 630 5, 377 907 346 1,253 Michigan . 17 44 26 70 1,356 702 2, 058 1,813 189 56 245 Wisconsin . 14 31 19 50 1,043 502 1,545 1, 201 263 81 344 Minnesota . .*.. 14 36 19 55 1,064 581 l, 645 994 499 152 632 Iowa . 16 56 29 85 2, 158 1, 036 3, 194 2, 908 238 48 286 Missouri . . 16 77 21 98 2, 893 1,443 4, 336 3,415 665 256 921 North Dakota . . 1 3 0 3 24 14 38 31 3 4 I South Dakota . 2 4 2 6 123 46 169 154 10 5 15 Nebraska . 6 23 8 31 1,074 438 1,512 1,494 12 6 18 Kansas . 5 13 4 17 328 180 508 342 103 63 165 Western Division: Montana . 4 19 6 25 502 268 770 540 149 81 230 Wyoming Colorado . 3 7 7 14 334 131 465 371 06 28 94 Kew Mexico . Arizona . 1 2 1 3 32 18 50 41 9 0 9 Utah . 2 12 4 16 445 240 685 565 90 30 120 Nevada . Idaho Washington . 2 11 1 12 373 135 508 486 18 4 22 Oregon _ 3 9 8 17 505 261 766 766 California . 14 60 39 99 1 2, 280 1,346 3, 626 3,214 256 156 412 BUSINESS SCHOOLS. 2455 Table 4. — Statistics of commercial and business schools in the United States reported in 1897-98. State or Territory. United States. North. Atlantic Division. South Atlantic Division. South Central Division: . North Central Division. . W estern Division . North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . Khode Island _ r. .. Connecticut . New York . New Jersey . Pennsylvania . South Atlantic Division : Delaware . Maryland . District of Columbia. Virginia . . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central Division : Kentucky . Tennessee . Alabama . Mississippi . Louisiana . ’ Texas . Arkansas . Oklahoma . Indian Territory . North Central Division : Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Nebraska . Kansas . Western Division: Montana . ' . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . W ashington . Oregon . California . Students in courses of study. Commercial course. Amanuensis course. English course. Telegraphy. Graduates in commercial course. Graduates in amanuensis course. Male. Female. Male. Female. Male. Female. Male. Female. 24, 910 7, 851 7, 776 11, 522 8,978 3,757 777 336 10, 041 8, 372 7, 529 2, 449 2, 137 3, 376 1,972 1,029 95 66 3, 348 2, 974 1,438 746 871 819 1, 260 716 35 7 673 591 2, 481 320 559 635 961 191 119 21 850 518 10, 973 3, 220 3, 175 5, 440 4, 049 1,438 448 180 3, 977 3, 300 2, 489 1,116 1,034 1, 252 691 383 80 62 1, 193 989 634 321 92 268 9 12 0 0 283 175 38 35 3 15 4 29 0 45 15 6 20 20 10 0 0 10 10 587 334 119 294 55 19 0 0 407 156 206 90 51 132 75 12 0 0 102 77 452 151 160 528 106 124 6 12 377 332 2, 717 642 642 1, 111 320 160 42 30 1,134 1, 252 356 171 111 205 244 140 0 0 198 185 2, 494 690 953 803 963 549 43 24 809 787 250 40 40 60 29 33 38 80 89 83 43 0 0 69 126 70 502 399 452 621 453 0 0 220 167 391 18 117 27 201 134 0 0 52 51 194 37 50 96 73 39 14 3 66 50 36 0 11 1 0 1 6 1 15 5 218 111 183 94 282 46 15 3 212 143 10 16 162 80 74 100 0 0 26 9 177 143 383 50 42 92 32 11 11 3 106 8 250 12 12 24 306 0 34 0 45 0 171 15 54 47 185 11 0 0 177 143 1, 411 137 312 303 285 84 41 11 283 160 104 26 65 69 153 85 7 1 62 64 i . 1 . 1, 387 403 267 554 183 88 38 6 385 283 1,923 859 876 1, 094 1, 034 354 86 56 1, 046 822 2, 383 551 439 1, 160 1,056 279 100 0 627 471 902 199 278 454 234 93 29 25 302 206 681 175 216 277 114 44 9 5 221 173 573 210 186 218 111 59 29 7 285 235 1, 309 296 371 556 492 236 65 10 317 315 1, 218 361 385 878 735 228 82 70 507 634 18 3 3 10 2 1 2 3 97 18 14 24 115 40 0 0 15 7 291 83 68 118 1 0 10 0 188 86 191 62 72 97 19 17 0 0 82 65 218 135 67 105 67 103 14 8 26 62 294 83 37 48 33 35 5 3 21 2 11 9 0 0 21 9 0 0 3 0 348 5 22 15 15 5 0 0 23 16 254 85 29 65 313 126 9 5 66 50 348 92 152 194 220 98 5 0 149 102 1,714 767 727 825 22 7 47 46 905 757 2456 EDUCATION Table 5. Universities and colleges in the United States having students in commercial or business courses in 1897-98. Post-office and State. Blounts ville, Ala . St. Bernard, Ala . Mobile, Ala . Tucson, Ariz . Arkadelphia, Ark . Clarksville, Ark . . Little Bock, Ark . College Park, Cal . Los Angeles, Cal . Santa Clara, Cal . Santa Rosa, Cal . Fort Collins, Colo . Washington, D. C . Be Land, Fla . . Lake City, Fla . St. Leo, Fla . . Winter Park, Fla . Bowdon, Ga . Dahlonega, Ga . Abingdon, Ill . . Bourbonnais, Ill . Carlin ville, Ill . Chicago, Ill . Effingham, Ill . Eureka, Ill . Fulton, Ill . Hoopeston, Ill . Naperville, Ill . Quincy, Ill . Bock Island, Ill . . Teutopolis, ill . . Westfield, Ill . Wheaton, Ill . Merom, Ind . Notre Dame, Ind . Upland, Ind . Bacone, Ind. T . . Charles City, Iowa . College Springs, Iowa Des Moines, Iowa . Fayette, Iowa . Indianola, Iowa . Mount Pleasant, Iowa Pella, Iowa . 2,408 b 53, 068 1,682 1,836 b 17, 000 (a) 1,763 2,727 (a) (a) b 8, 500 1, 174 6, 149 5, 184 Sioux City, Iowa . Storm Lake, Iowa . Toledo, Iowa . Atchison, Kans . . Baldwin, Kans . . . Bodge City, Kans . "FTnlton, Kans . . _ Lecompton, Kans . Tiinrlshorf, Kans _ Ottawa,, K an s._ _ _ St. Marys, Kans . Salina, Kans . Winfield, Kans . Bo . Berea, Ky . Richmond, Ky . (a) 5, 073 (a) 4, 519 (a) b 260, 000 1, 488 (a) (a) 3, 763 1, 655 (a) (a) St. Mary, Ky . Winchester, Ky . Convent, La . New Orleans, La . Ellicott City, Md . Mount St. Marys, Md. .. New Windsor, Md . Albion, Mich . . Alma, Mich . Benzonia, Mich . Collegeville, Minn . Population of city in 1890. (a) (a) b 46, 000 5, 150 2, 455 (a) b 36, 000 (a) b 105, 228 2, 891 5, 220 2,011 &280, 000 1, 113 2, 020 (a) (a) (a) (a) 1,321 (a) 3,293 1, 850, 000 3, 260 1, 481 2, 099 1,911 2,216 b 36, 000 b 19, 000 (a) (a) 1,622 (a) (a) (a) (a) 2, 802 (a) 50, 093 1,062 2, 254 3, 997 Name of institution. Blount College . St. Bernard College . Spring Hill College . University of Arizona . Arkadelphia Methodist College. . . Arkansas Cumberland College. . . . Philander Smith College . University of the Pacific . St. Vincent’s College . Santa Clara College . Pacific Methodist College. . . . The State Agricultural College . . . Gonzaga College . John B. Stetson University . Florida Agricultural College . St. Leo Military College . Rollins College . Bowdon College . North Georgia Agricultural College. . . . Hedding College . St. Viateur’s College . Blackburn University . St. Ignatius College . . . Austin College . Eureka College . N orthern Illinois College . Greer College . Northwestern College . St. Francis Solanus College . Augustan a College . St. Joseph’s College . Westfield College . Wheaton College . Union Christian College . University of Notre Dame . Taylor University . Indian University . Charles City College . Amity College . . . Drake University . Upper Iowa University . Simpson College . German College . Iowa Wesleyan University . Morningside College . Buena Vista College . Western College . St. Benedict’s College . Baker University . Soule College . Campbell University . Lane University . Bethany College . Ottawa College . St. Marys College . Kansas Wesleyan University St.John’s Lutheran College .. Southwest Kansas College.... Berea College . Central University . St. Mary’s College . . Kentucky Wesleyan College . Jefferson College . Straight University . Rock Hill College . Mount St. Marys College . New Windsor College . Albion College . Alma College . Benzonia College . St. John’s University . Students in commercial course. Male. Female. Total. Total ni students lege cou 56 30 86 85 30 0 30 71 37 0 37 32 11 9 20 58 7 1 8 90 4 2 6 8 4 0 4 18 22 6 28 62 40 0 40 80 30 0 ' 30 181 1 2 3 44 57 22 79 213 30 0 30 24 34 6 40 21 44 14 58 77 20 0 20 25 10 10 20 20 1 0 1 42 30 0 30 110 15 13 28 45 79 0 79 134 17 4 21 25 90 0 90 143 30 20 50 130 19 7 26 68 15 5 20 65 37 13 50 50 38 4 42 72 45 0 45 72 115 55 170 114 40 0 40 95 12 8 20 23 24 9 33 66 10 13 23 87 75 0 75 163 6 4 10 31 4 3 7 6 37 2 39 19 18 3 21 35 35 16 51 140 55 11 66 121 46 11 57 99 2 1 3 28 26 10 36 91 6 2 8 23 31 20 51 27 17 7 24 5 14 4 18 55 37 0 37 66 33 7 40 176 4 1 5 32 54 21 75 144 9 0 9 25 50 23 73 53 54 30 84 110 100 0 100 73 140 85 225 39 36 0 36 39 42 20 62 21 15 2 17 53 15 10 25 142 80 0 80 40 8 2 10 138 20 0 20 80 40 34 74 7 14 0 14 48 16 0 16 72 0 2 2 31 28 10 38 200 11 5 16 63 10 5 15 14 60 0 60 200 u ® o a .s s a Less than 1,000 population. b Estimated population in 1897. BUSINESS SCHOOLS. 2457 Table 5. — Universities and colleges in the United States having students in commercial or business courses in 1897-98 — Continued. Post-office and State. Population of city in 1890. Name of institution. I St. Peter, Minn . Winnebago City, Minn . Clinton, Miss . Holly Springs, Miss .... Albany, Mo . Do . Cameron, Mo . Canton, Mo . Clarksburg, Mo . Columbia, Mo . Edinburg, Mo . Glasgow, Mo . Lagrange. Mo . Morris ville, Mo . Neosho, Mo . St. Louis, Mo . Do . Tarkio, Mo . Trenton, Mo . Warren ton, Mo . Bozeman, Mont . 3, 671 1, 108 (a) 2, 246 1, 334 2, 917 2, 241 (a) 4, 000 (a) 1,781 1, 250 (a) 2, 198 b 713, 042 1, 156 (a) ,14! Deer Lodge, Mont . College F iew, Nebr . Crete, Nebr . Fairfield, Nebr . Grand Island, Nebr . Neligli, Nebr . Reno, Nev . South Orange, N. J . Mesilla Park, N. Mex . . 1 463 (a) 2, 310 (a) 5 8, 500 1, 209 3, 563 3, 106 (a) Allegany, N. Y . Brooklyn, N. Y . Do' . New York City, N. Y. . . Do . ‘ . Niagara University, N. Y. (a) & 1,150, 000 b 2, 100, 000 (a) Gustavus Adolphus College . Parker College . Mississippi College . Rust University . Central Christian College . Northwest Missouri College . Missouri Wesleyan College . Christian University . 1 . Clarksburg Baptist College . University of the State of Missouri .... Grand River Christian Union College Pritchett College . Lagrange College . Morris ville College . Scarritt Collegiate Institute . . Christian Brothers College . St. Louis University . Tarkio College . Avalon College . . Central Wesleyan College . College of Agriculture and Mechanic Arts. The College of Montana . Union College . . Doane College . . . . . Eairfield College . Grand Island College . . Gates College . t . Nevada State University . Seton Hall College . New Mexico College of Agriculture and Mechanic Arts. St. Bonaventure’s College . St. Francis College . St. John’s College . Manhattan College . . . St. John’s College . Niagara University . . . . Belmont, N. C . Charlotte, N. C . Guilford College, N. C.. Mount Pleasant, N. C... Salisbury, N. C . Fargo, N. Dak . Wahpeton,N. Dak . Berea, Ohio . . Cincinnati, Ohio . Delaware, Ohio.. . Findlay, Ohio . Hiram, Ohio . Lima, Ohio . Richmond, Ohio . Scio, Ohio . Tiffin, Ohio . Wilberforce, Ohio . Yellow Springs, Ohio. . . Philomath, Oreg . Salem, Oreg . University Park, Oreg. . Beatty, Pa.. . New Berlin, Pa . Philadelphia, Pa . Pittsburg, Pa . Do . Villanova, Pa . Volant, Pa . . Clinton, S. C . Brookings, S. Dak . Hot Springs, S. Dak _ Mitchell, S. Dak . Redfield, S. Dak . (a) b 21, 000 (a) (a) 4, 418 5, 664 1, 510 2, 533 b 370, 000 b 9, 000 b 20, 000 (a) b 21, 000 (a) (a) b 13, 000 (a) 1,375 (a) 511,000 (a) (a) (a) 51,523,581 5 280, 000 (a) (a) 1,021 1,518 1, 423 2, 217 (a) St. Mary’s College . . . Biddle University . Guilford College . North Carolina College . Livingstone College . . . Fargo College . . . Red River Valley University . Baldwin University . St. Xavier College . Ohio Wesleyan University . Findlay College . Hiram College . Lima College . Richmond College . Scio College . ^ . Heidelberg College . Wilberforce University . Antioch College . Philomath College . . . Willamette University . Portland University . St. Vincent College . Central Pennsylvania College . La Salle College . Duquesne College . Holy Ghost College . Villanova College . Volant College . Presbyterian College of South Carolina. South Dakota Agricultural College .... Black Hills College . Dakota University . Redfield College . Students in commercial course. Total number students in col¬ lege courses. Male. 6 a 3 CD N Total. 59 4 63 60 4 2 6 11 10 0 10 85 10 2 12 20 16 2 18 51 20 12 32 70 8 6 14 15 24 5 29 65 6 2 8 80 46 40 86 23 23 5 28 26 2 1 3 21 8 0 8 72 10 6 16 110 5 6 11 43 110 0 110 105 93 0 93 70 36 1 37 74 15 3 18 40 18 6 24 44 17 11 28 18 1 1 2 22 25 10 35 35 5 5 10 81 3 1 4 20 16 1 17 28 13 0 13 25 16 11 27 163 10 0 10 52 24 4 28 80 20 0 20 107 46 0 46 48 84 0 84 91 30 0 30 169 25 0 25 85 28 0 28 88 61 0 61 68 37 0 37 60 12 10 22 67 9 0 9 29 9 10 19 16 24 7 31 25 24 13 37 21 11 4 15 82 71 0 71 102 72 30 102 624 20 15 35 46 27 8 35 165 19 11 30 18 2 2 4 4 61 14 75 84 39 33 72 84 16 5 21 69 6 7 13 25 6 1 7 91 3 0 3 28 8 2 10 35 32 0 32 114 4 0 4 54 33 0 33 92 16 20 36 100 30 0 30 160 25 0 25 82 13 3 16 75 4 0 4 54 26 18 44 333 4 5 9 19 33 11 44 49 1 3 4 19 a Less than 1,000 population. 5 Estimated population in 1897. 2458 EDUCATION REPORT, 1897-98. Table 5. — Universities and colleges in the United States having students in commercial or business courses in 1897-98 — Continued. T> Post-office and State. Vermilion, S. Dak . Barriman, Term. . Maryville, Tenn . Memphis, Term - .... Milligan, Tenn . . Sewanee, Tenn . Spencer, Tenn . Austin, Tex . . Brownwood, Tex . Port Worth, Tex . Georgetown, Tex . Greenville, Tex . . . San Antonio, Tex . Tehuacana, Tex . W aco, Tex . Bridgewater, Va . Fredericksburg, Va .... Hampden-Sidney, Va. . . Burton, Wash . Colfax, Wash . Spokane, Wash . Sumner, Wash . Tacoma, W ash . Vancouver, Wash . Barbours ville, W. Va. . . Morgantown, W. Va - Appleton, Wis . . Beloit, Wis . Milton, Wis . Milwaukee, Wis . Watertown, Wis . opulation of city in 1890. Name of institution. Stu con c 6 s dents Lmerc ourse © 'c3 9 © PR i in sial 13 o H Total number students in col¬ lege courses. 1, 496 University of South Dakota . 57 19 76 71 (a) American Temperance University . 27 0 27 55 1, G86 Maryville College . 13 3 16 121 b 65, 000 Christian Brothers College . 35 0 35 51 (a) Milligan College . 16 2 18 77 (a) University of the South . 3 0 3 127 (a) Burritt College . 12 8 20 46 b 28, 000 St. Edward's College . 126 0 126 24 2, 176 Howard Payne College . ... 16 11 27 48 b 35, 000 Polytechnic College . 25 4 29 46 2,447 Southwestern University . 31 4 35 228 4, 330 Burleson College . 40 6 46 47 6 48, 000 St. Louis College . 63 0 63 17 (a) Trinity University . 18 1 19 71 b 16, 000 Add- Ran Christian University . 16 9 25 130 (a) Bridgewater College . 10 4 14 21 4, 528 Fredericksburg College . 13 8 21 79 (a) Hampden-Sidney College . 13 0 13 128 (a) Vashon College . . 9 7 16 34 1,649 Colfax College . 6 2 8 5 b 35, 000 Gonzaga College . 35 0 35 100 (a) Whitworth College . 3 4 7 11 b 41, 000 Puget Sound University . 11 7 18 25 3, 545 St. James College . . . 17 0 17 23 (a) Barboursville Male and Female College. 5 1 6 60 1, 011 West Virginia University . 32 6 38 322 b 15, 000 Lawrence University . 37 27 64 117 b 9, 000 Beloit College . . 22 0 22 206 (a) Milton College . 5 3 8 53 b 248, 870 Marquette College . 62 0 62 55 b 10, 500 Northwestern University . 21 1 5 26 64 a Less than 1.000 population. b Estimated population in 1897. Table 6. — Public normal schools in the United States having students in commercial or business courses in 1897-98. Population in 1880. Students in business course. Total number of students. Post-office and State. Fame of school. r2 f3 Female. 3 o H 1 2 *5 4 5 6 ** Livingston, Ala . (a) Alabama Normal College for Girls . 0 “7 9 157 Milledgeville, Ga . 3, 322 Georgia Normal and Industrial College- 0 32 32 450 Lewiston, Idaho . (a) (a) 1,689 State Normal School . 8 g 11 141 Dexter, Iowa . Dexter Normal School . 5 0 5 160 Rockwell City, Iowa. ... Calhoun County N ormal School . 15 15 30 130 Woodbine, Iowa . (a) (a) b 220, 000 (a) W oodbine Normal School . 35 21 56 529 Hazard, Ely . . . Hazard Normal School.. . . .• . 20 2 22 314 Louisville, Ely . . Normal School . . . 26 188 214 798 Temple Hill, Ely . Temple Hill Normal Academy . 3 0 3 104 Abbeville. Miss . . (a) (a) («) 2, 102 Abbeville Normal School - . . 5 0 5 145 Misa Louisville Normal School 5 3 8 137 Trov, Miss . Mississippi Normal High School . 5 3 8 155 Silver City, N. Mex . Normal School of New Mexico 2 4 6 66 Greensboro, N. C . 3,317 State Normal and Industrial College , . . 0 50 50 675 Clarion, Pa . 2, 164 Clarion State Normal School . . . 22 18 40 670 Indiana, Pa . . Rock Hill, S.C . 1,963 Indiana N ormal School of Pennsylvania. 6 11 17 528 2, 744 Winthrop Normal and Industrial Col¬ lege. 0 49 49 218 Athens, W. Va . (a) 10, 108 Concord State Normal School . . 5 1 6 236 Huntington, W. Va . Marshall College, State Normal School.. 70 40 110 388 a Less than 1,000 population. b Estimated population in 1897. BUSINESS SCHOOLS. 2459 Table 7. — Private high schools and academies in the United States having 30 or more stu- ; dents in commercial or business courses in 1897-98. Population in 1890. Secondary stu¬ dents in busi¬ ness course. Total num¬ ber of Post-office and State. Name of school. r2 a g 3 7s o H secon¬ dary stu¬ dents. 1 (a) 6 9, 094 6 280, 000 61,850, 000 5, 161 6 22, 915 («) (a) 0 130 130 200 26 28 54 54 43 0 43 43 150 0 150 200 20 10 30 30 Elgin Til 43 16 59 83 33 22 55 220 Nora Springs, Iowa . Nora Springs Seminary and Business 53 5 58 433 6 220, 000 College. 80 0 80 90 2, 921 6, 075 25 20 45 144 Saco, Me _ _ Thornton Academy . . . 39 23 62 189 Baltimore, Md . 6 481,851 Calvert Hall College . 73 0 73 109 McDonogh, Md . . . . (a) 3, 692 McDonogh Institute . 40 0 40 71 Benton Harbor, Mich. . . Benton Harbor College . 31 16 47 334 Eergus Palis, Minn. _ 3, 772 Park Region Lutheran College . 35 5 40 40 St. Paul, Minn .......... 133, 156 6 8, 400 4, 537 6 713, 042 Cretin High School . . . 105 0 105 105 Natchez, Miss . . Cathedral School . 65 0 65 65 Lexington, Mo . Wentworth Military Academy . 44 0 44 89 St Louis, Mo _ _ _ Toensfeldt’s Educational Institute . 36 0 36 33 Do . Walther College . . 72 4 76 115 Pawnee City, Nebr . 1 1, 550 44, 126 Pawnee City Academy . . 33 11 44 53 Manchester, N. H _ _ I St. Augustine’s Academy . 76 0 76 76 Do . St. Joseph’s TTip'b School _ _ _ 60 0 60 60 Jersey City, N. J . 1 6 135, 634 St. Peter’s College . 80 0 80 160 Bridgeton, N. J . j 11, 424 South Jersey Institute . 49 10 59 121 New York, N. Y . 6 2, 100, 000 De La Salle Institute . . . 50 0 50 160 Do . 1 T.a, SaBe Academy . . 45 0 45 95 Oak Ridge, N. C . (a) (a) 105, 287 4, 202 Oak Ridge Institute . . . 100 4 104 155 Mount Angel, Oreg . Mount Angel College . . . 40 0 40 51 Allegheny, Pa . Park Institute . . . . 82 23 105 186 Greensburg, Pa _ ... Greensburg Seminary. . 25 26 51 279 45 321 150 Loretto, Pa . (a) 6280, 000 St. Eranois Gollep'e _ _ _ 40 0 40 Pittsburg, Pa . Pittsburg Academy _ 30 20 50 Scranton, Pa . 6 46, 200 1, 069 St. Thomas College . 50 0 50 Manning, S. C . Manning Academy . 100 37 137 181 Provo, litah . . 5, 159 P.rigbam Yminff Academy 73 2 75 540 120 Salt Lake City, Dtah . . . Montpelier, Vt . 66, 081 Latter Day Saints’ College . 70 50 120 4, 160 1 1, 760 Montpelier Seminary. . . 35 20 55 220 Rutland, Vt . ! Rutland English and Classical Institute. • 82 57 139 187 Milwaukee, Wis . ! 6 248,870 St. Josaphat’s High School . 52 0 52 52 a Less than 1,000 population. 6 Estimated population for 1897. 2460 EDUCATION REPORT, 1897-98. Table 8. — Public high schools in the United States having 50 or more students in com¬ mercial or business courses in 1897-98. Post-office and State. Population in 1890. Hame of school. Secondary stu- j dents in busi¬ ness course. Total num¬ ber of sec¬ Male. Female. Total. ondary stu¬ dents in the school. 61, 126 68 102 170 170 b 2, 361 High School . 13 20 33 33 (a) . . . .^do . 26 34 60 75 105, 228 . do . 110 125 235 i 1 370 San Diego, Cal . 17, 362 40 44 84 ’433 355, 781 185 165 350 650 Stockton. Cal . 17, 845 High School . . T. . 35 43 78 267 139, 412 39 28 67 877 Do . 13 42 55 430 27 39 66 414 Colo. b 5, 523 31 39 70 176 57, 503 49 38 87 386 70, 426 . do . 30 30 69 829 20,' 549 24 37 61 235 19j 948 28 52 80 288 b 2, 701 52 50 102 102 95, 251 54 120 174 841 b 5', 501 16 38 54 145 20, 981 High School . 26 30 56 213 68, 431 _ ^do . . . 41 60 101 622 280, 000 260 290 550 550 Do.?....' . 34 86 690 65, 876 0 82 82 472 llj 499 High School . . . 33 49 82 211 Chicago, Ill . 1, 850, 000 English High and Manual Training 35 0 35 I 476 School. Elgin, Ill . 22, 915 High School . 40 22 62 337 GaTesbnr.o’, Til . 15, 912 . do . 99 125 224 461 Morris, III . b 3, 653 1 . do . 22 44 66 125 Mount Carmel, Ill . b 3, 376 . do . 40 63 103 103 Ptockford, Ill . 28, 455 . do . 40 60 100 449 Sumner, Ill . b 1, 037 . do . 38 39 77 77 Indianapolis, Ind . 114, 086 . do . 24 49 73 1, 117 Lafayette, Ind . 13, 147 West Lafayette High School . 68 72 140 140 Albia, Iowa . b 2, 359 High School . 23 35 58 160 Burlington, Iowa . 21,190 ! .....do . 73 71 144 367 Council Bluffs, Iowa .... 16,428 . do . 59 41 100 403 Des Moines, Iowa . b 50, 093 West Des Moines High and Industrial 35 20 55 528 School. "Fayette, T nwa, . . b 1, 062 High School . 33 37 70 70 Lyons, Iowa . 6 5, 799 Independent High School . 18 46 64 110 Manchester, Iowa . b 2, 344 High School . . 36 24 | 60 150 Marble Body Iowa, _ _ (a) . do . 15 35 50 55 Marion, Iowa . b 3, 094 _ _ do . 59 50 109 228 Sioux City, Iowa, _ 53,063 . do . 54 6 60 497 Stuart, Iowa . b 2, 052 _ do . 51 79 130 130 Hutchinson, Hans 9, 601 . do . 30 70 100 210 W amego, Kans . b 1, 473 . do . 30 40 70 118 Hew Orleans, La . 260, 000 McDonough High School Ho. 1 . 245 0 245 265 Baltimore, Md . 431, 851 Eastern Female High School . 0 79 79 456 Do . Western Female High School . 0 84 84 960 Do . Polytechnic Institute, Colored. . 27 0 27 27 Boston, Mass . 515, 201 Girls’ High School . 0 56 56 1, 003 Do . Ttoxbury High School . 17 44 61 632 Brockton, Mass . 39, 131 High School . 81 91 172 488 Cambridge, Mass . 49, 805 English High School . . 58 82 140 713 Danvers, Mass . b 7, 454 Holten High School . 23 34 57 199 Everett, Mass . b 11, 068 Hi oh School . 56 54 110 298 Fall Diver, Mass . 104, 031 B. M. C. Durfee High School . 73 50 123 704 Fitch burp-, Mass . . 29, 846 High School . 70 73 143 540 G-loneestev, Mass . 27, 113 . do . 22 31 53 386 Hoi voire, Mass _ b 35, 637 .... do . . ... _ ...... 50 0 50 495 Lvnn, Mass _ 68, 970 English Hi oh School . . . . . 107 172 279 492 Malden, Mass _ 31, 288 High School . . . . . 35 51 86 413 Milford, Mass . 7, 729 30 39 69 150 Hew Bedford, Mass . 35, 132 . do . 50 60 110 400 Hewton, Mass 27, 797 __ do. . . . . . . . . 40 31 71 626 Quincy, Mass . 1], 115 . do . 113 65 178 429 Salem, Mass . . 35, 078 Classical Hifxb School _ 35 67 102 434 Worcester, Mass . 104, 170 English High School . 51 85 136 984 Detroit, Mich . 196, 479 Central High School . 156 53 209 2, 065 a Less than 1,000 population. b Estimated population in 1897. BUSINESS SCHOOLS. 2461 Table 8.- -Puhlic high schools in the United States having 50 or more students in com¬ mercial or business courses in 1897-98 — Continued. Post-office and State. Population in 1890. Name of school. Secondary stu¬ dents in busi¬ ness course. Total num¬ ber of sec¬ ondary stu¬ dents in the school. Male. Female. Total. 42 49 91 363 134 108 242 1, 271 32 23 55 409 45 40 85 420 30 37 67 595 25 65 90 309 23 47 70 114 30 36 66 510 122 74 196 2, 049 29 24 53 488 24 27 51 85 31 35 66 210 25 30 55 55 20 32 52 112 30 36 66 114 43 31 74 152 46 80 126 230 39 20 59 159 27 60 87 200 117 198 315 960 25 33 58 73 27 37 64 64 15 74 89 114 50 38 88 498 175 350 525 828 34 22 56 149 659 0 659 1, 406 45 44 89 648 0 638 638 2, 265 97 106 203 2, 189 26 23 49 116 280 0 280 710 223 0 223 799 587 0 587 1,974 25 35 60 130 178 26 204 1,947 46 17 63 356 131 42 173 941 27 42 69 778 41 29 70 417 58 27 85 395 34 41 75 231 57 40 97 224 75 63 138 979 81 71 152 327 40 90 130 327 34 25 59 286 73 75 148 606 65 56 121 685 18 33 51 107 29 56 85 85 0 589 589 2, 143 335 236 571 1, 862 68 0 68 283 0 79 79 370 74 101 175 597 28 33 61 316 35 16 51 325 50 37 87 323 88 129 217 945 30 20 50 248 23 56 79 234 29 49 78 78 93 49 142 884 50 60 110 401 49 53 102 576 46 57 103 420 26 28 54 637 62 62 124 124 36 44 80 80 Flint, Mich . Grand Bapids, Mich Kalamazoo, Mich . Muskegon, Mich . Saginaw, Mich . . . St. Paul, Minn . Harrisonville, Mo . St. Joseph, Mo . St. Louis, Mo . . . Springfield, Mo . Humboldt, Nebr . Nebraska City, Nebr. . . . Biverton, Nebr . Carson City, Nev . Virginia City, Nev . Laconia, N. H . Elizabeth, N. J . Hackensack, N. J . Hoboken, N. J . J ersey City, N . J . Key port, N. J . Mount Holly, N. J . Phillipsburg, N. J . Trenton, N. J . . Albany, N. Y . . . Attica, N. Y . Brooklyn, N. Y . Brooklyn (Flatbush avenue), 1ST. Y. Brooklyn, N. Y . Buffalo, N. Y . Jamaica, N. Y . New York City, N. Y. . . Do . . . Do . Asheville, N. C . Cleveland, Ohio . Do . Do . Columbus, Ohio . Do . Do . Mount Vernon, Ohio. . . . Painesville, Ohio . Portland, Oreg . Allentown, Pa . Bradford, Pa . Easton, Pa . Erie, Pa . Harrisburg, Pa . Middletown, Pa . Northumberland, Pa . . . Philadelphia, Pa . Pittsburg, Pa . Beading, Pa . . Do . Seranton, Pa . Williamsport, Pa . . York, Pa . Pawtucket, B. I . Providence, B. I . Chattanooga, Tenn . Petersburg, Va . Portsmouth. Va . Bichmond, Va . Janesville, Wis . Milwaukee, Wis . Do . Do . Plymouth, Wis . Tomahawk, Wis . 9, 756 77, 670 18,289 18, 768 24, 630 b 133, 156 b 1, 645 61, 378 713, 042 b 21, 850 b 1, 114 b 11, 494 (a) b 3, 950 6 8,511 b 6, 143 6 37, 764 6 6, 004 643, 648 135, 634 6 3, 411 (a) 8, 445 6 57, 458 51, 654 6 1, 994 1, 150, 000 High School . I Central High School . High School . . do . East Side High School . ! Mechanics’ Arts High School j High School . . do . Normal and High School . High School . . do . | . do . I . do . I . do . I . do . . do . Battin High School . High School . „ . . do . . do . . do . . .... -do . . . do . ! . do . . I . do . . do . . . Boys’ High School . . Erasmus Hall High School... 6 365, 664 6 5, 361 2, 100, 000 11,470 312, 704 130, 000 6, 181 6 4, 755 99. 629 16, 830 6 10, 514 12, 913 38, 445 45, 385 6 5, 080 6 2, 744 , 523, 581 280, 000 85, 661 46, 200 6 27, 132 16, 959 36, 057 166, 854 33, 690 6 22, 680 15, 977 78, 979 11,521 248, 870 6 1, 503 6 1, 816 Girls’ High School . Central High School . High School . East Side Evening High School. Evening High School . Harlem Evening High School... Orange Street High School . Central High School . South High School . West High School . Central High School . East High School . South High School . Central High School . High School . _ do . - do . - do . _ do . _ do . - do . _ do . - do . High School for Girls . Central High School . Boys’ High School . . Girls’ High School . High School . _ do . . . . - do . - do . English High School . High School . - do . - do . ...do . - do . East Side High School . South Side High School . West Division High School . Free H)gh School . State High School . a Less than 1,000 population. 6 Estimated population in 1897. 1 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 EDUCATION REPORT, 1897-98. Table 9.— Statistics of commercial and 6 Post-office. Name. Executive officer. 1 2 ALABAMA. Birmingham . Birmingham Business College ARKANSAS. ■Willard J. Wheeler. . . Arkadelphia Port Smith . . ARIZONA. Phamix . Ouachita Business College . B. H. Parrish - Eort Smith Commercial College . . George M. Neale. L&mson Business College. E. M. Lamson CALIFORNIA. Eureka . Los Angeles... Oakland . Sacramento . . . . . do . San Erancisco . . _ do . . do . San Jose . Santa Ana _ Santa Barbara . Santa Cruz .... Santa Bosa .... Stockton . Eureka Business College . . . Woodbury Business College . Aydelotte’s Business College . Atkinson’s. Business College* . . Mpynahan’s Business College* . Ayres’s Business College . Heald’s Business College . San Francisco Business College . San Jose Business College . . . Orange County Business College . . Santa Barbara Business College . Chestnutvood’s Business College . Santa Bosa Business College . Stockton Business College . . C. J. Craddock . N. G. Felker . J. H. Aydelotte . E. C. Atkinson . John D. Moynahan . . . W. F. Ayres . E. P. Heald . J. A. Wiles . N. P. Chittenden . B. L. Bisby . E. B. Hoover . H. E. Cox . J. S. P. Sweet . Wm. C. Bamsey . COLORADO. Denver . Pueblo . Trinidad . CONNECTICUT. W allace Business College . . Pueblo Business College... Trinidad Business College B. J. Wallace . . . C. H. Donaldson W. E. Anderson Bridgeport . Hartford . . do . . . do . New Haven . . do . . do . Norwich . . Stamford . DELAWARE. Wilmington . DIST. OF COLUMBIA. Washington _ . do . . do . . ... -do . . do . . FLORIDA. Tampa . Martin’s Business College . Hartford Business College . Huntsinger’s Business College* Olmstead Commercial College* - Child’s Business College . Gaffey’s Shorthand School* . Yale Business College . Norwich Business College . Merrill College . Goldey Commercial and Shorthand College. Business High School . . . Columbia College of Commerce. ... . Spencerian Business College* . . Tanner’s Shorthand and Business College . Wood’s Commercial College . Tampa Business College. T. W. England . Edward H. Morse . I E. M. Huntsinger . E. M. Olmstead . S. P. Butler . John F. Gaffey . ... _ B. C. Loveridge . . . W. E. Canfield . Mrs. M. A. Merrill.... H. S. Goldey Allan Davis . 0. K. Frner . . Mrs. Sara A. Spencer.. Hudson C. Tanner - Court F. Wood . L. M. Hatton. * From 1896-97. BUSINESS SCHOOLS. 2463 schools in the United States, 1897-98. Actual number of students enrolled. Aver¬ age daily attend¬ ance. In commer¬ cial course. I In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. Graduates in commercial course. Graduates in amanuensis course. Male. 6 a Total. Day school. Evening school. 6 13 6 a 07s 163 82 20 10 125 75 20 25 I"" 6 10 144 74 218 144 74 .... I 232 99 331 215 94 17 5 185 51 41 63 38 15 53 30 12 8 3 25 10 15 9 15 6 8 5 2 1 10 12 25 8 92, 247 339 69 222 25 23 80 25 84 201 84 1 240 21 18 4 6 264 3061 484 174 658 406 142 78 32 326 45 390 136 390 136 0 0 14 21 197 102i 568 327 895 482 253 86 74 216 22 460 104 120 223 3 5 3 6 12 264 2881 101 62 163 101 62 84 46 24 16 48 10! 56 31 87 ! 46 30 10 1 40 25 4 14 6 2 0 0 6 9 26 20 27 13 40 27 13 .... 30 16 1 3 5 1 0 0 10-24 1 1 80 20 100 80 20 80 20 1 1"" 7 104 28 132 ; 98 24 6 4 66 4 102 22 • 2 6 6 12 40 8 150: 150 300 150 150 200 100 50 20 30 10-12 40 15 152 34 186 ^ 152 34 152 34 0 0 0 0 5 3 8 14 11 0 54 33 87 i 40 25 14 8 15 8 50 5 5 24 5 3 0 0 6-12 6-24 0 o| 128 64 192 76 44 52 20 88 38 92 44 32 24 28 32 9 12 10 2 1 50 1 75 125 1 45 50 25 40| 1 l8 50 75 50 75 50 75 9 55 55 343 143 486 307 119 36 24 200 j 50 301 23 18 144 1 I-... 10 5 77 107 293 146 439 293 146 .... 65 85 150 35 65 30 20 35 20 . 1 0 0 0 0 6 12 6 12 110 0 73 36 109 ■ 73 36 60 25 1 10 30 0 0 8-10 12-16 75 290, 365 50 250 *25 *40 50 20 0 0 50 250 0 0 0 0 3-6 6-12 ;;;; 125 53 37 90 53 37 451 33 26 10 21 45 20 64 37 101 48 30 16 7 70 20 43 18 5 12 34 14 10 15 67 10 60 50 110 43 44 17 6 75 8 25 9 27 26 12 5 0 0 23 15 288 100 388 170 80 118 20 250 40 40 60 8 29 33 289 312 601 289 312 0 0 453 0 289 312 289 312 289 312 0 0 18 0 90 90 193 58 251 114 31 79 27 6-24 10-30 40 25 192 81 273 127 60 65 21 138 70 107 45 32 85 192 81 0 0 10-20 10-30 54 20 130 142 272 87 96 43 46 44 21 0 0 277 145 422 222 130 55 15 62 56 49 55 140 60 0 • 0 10 9 36 32 53 34 87 48 32 5 2 6 8-10 10 16 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 32 33 34 35 36 37 2464 EDUCATION REPORT, 1897-98. Table 9. — Statistics of commercial and business Post-office. Name. Executive officer. Ir stri or; r2 a L- ict- s. c3 2 © Eh 1 2 3 4 5 GEORGIA. A . C. Briscoe _ 5 1 . do . Bro. Odson _ _ 5 0 B„ "W. Ma,ssev _ 4 2 H. S. Shockey . . 1 2 C. S. Richmond ....... 2 3 ILLINOIS. D. Breha.nt, _ 2 0 Jos. P. Foeller . . . 2 1 lege. J.N. Wright . 3 1 A. C. Gonding . 10 1 Cha,s. E. .Tones _ 4 4 D. Kimhn,ll . . 2 O. M. Powers _ 14 '*4 Bro. Baldwin 11 0 T)a.n ville _ Danville Business College _ _ _ ...... P. B Warr 2 1 Decatur . Brown’s Decatur Business College . G. W. Brown . 5 2 FI gin . . Drew’s Business College * . . W. A . Drew _ 2 2 . . .do . Elgin Business College . . W. H. Callow . 2 2 Freeport _ Freeport College of Commerce . . . J. J. Nagle.. . 4 2 Galesburg . Brown’s Galesburg Business College . W. F. Cadwell . 5 1 •Tack s on vil 1 e Brown’s Business Collev© _ _ _ _ _ ft "W Brown 3 1 •Toilet . _ Pntland Business College . W. D. Putland . 1 2 Fa, ri 1? a, Tree _ . Kankakee Business College. . . N. L. Richmond _ 2 1 Lincoln . Lincoln Business College . . . W. It. Whetsler . 2 1 Monmouth . Monmouth Business College . T. F. Heekert, _ 2 1 Ottawa. _ _ Ottawa Business College . G. W . Brown, jr _ 2 2 Peoria Brown’s Peoria Business College . . G. "W. Brown _ 5 2 Quincy Gem City Business College ...... .......... W . H Johnson _ 7 2 Rockford . . Rockford Business College . 6 2 Pock Tsland . Augustana Business College . D. 0. Olsson . 3 1 INDIANA. Evansville . Columbia Commercial College . Cunnick and YV ilson . 6 0 Frankfort, _ Minor s Business College. . . . . Freeman C. Minor .... 3 1 Fort Wayne . Peoples’ Fort Wayne Business College . L. D. Peoples . 5 0 . do . International Business College* . Thomas L. Staples.... 2 2 Huntington . Huntington Business University . 0. E. Hawkins _ _ _ 2 1 Tndiana.polis _ Indianapolis Business University*.. . E. J. Heeb . . do . . . Indianapolis College of Commerce* . C. S. Perry . 5 1 do . . Vories’s Business College. ................. Hervy D. Vories _ . 6 5 Lafayette . Union Business College . . . Stanley A. Drake . 5 1 Levan sport .... _ _ Hall’s Business College _ _ _ C. F. Moore . 6 0 M a,ri on . . Marion Business College . . . J. D. Brunner . . 2 1 Mnnnie _ Business College and School of Shorthand. J. W. Howard _ _ _ 2 3 Hew Albany .. New Albany Business College . . D. M. Hammond . 2 2 "R,i c,h m on d "Richmond Business (Tollege _ 0. E. Fulghum . 5 3 Smith Rend Smith Bend Commercial College _ W. T. Boone . 3 2 'Fftrrft TTflntft Garvin CoTomArci^l Coll ftp* ft _ _ _ W. H. Garvin . 3 1 . . do . . Terre Haute Commercial College . W. T. Isbell . 2 2 Valparaiso. . , Northern Indiana, Business College* . H. B. Brown . 8 3 IOWA. Burlington . Elliott, Business Coll eve* . . . . D. A. Hebei . 8 3 Ffidar T^.apirl^ Cedar Rapids Business Collpgft _ A. M. Palmer . 5 1 Clinton Clinton Business Collogo _ _ _ B. J. Heflin _ 3 1 Council Bluffs _ W estern Iowa College ..................... W. S. Paulson . 3 1 Des Moines Capital City Commercial College . . . J. M. Mehan . 5 4 Iowa Business College . A. C. Jennings . 5 1 From 1896-97. BUSINESS SCHOOLS, 2465 schools in the United States, 1897-98 — Continued. Actual number of students -enrolled. Aver¬ age daily attend¬ ance. In commer¬ cial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. Graduates in commercial course. Graduates in amanuensis course. Male. Female. Total. Day school. Evening school. p2 % s Female. Male. Female. | Day school. Evening school. Male. Female. Male. J5 ’eS a > c3 Q Evening school. | S Female. Male. 15 a 0 Ph Male. Female. Male. Female. Day course. Evening course. 6 7 8 9 to 11 12 13 14 15 16 17 is 19 20 21 22 23 . 21 25 36 166 69 235 130 60 36 9 70 25 107 15 23 45 0 0 •0 0 6 12 20 31 36 12 48 3e 11 3 1 21 3 1 6 6 8 1 0 58 12 70 58 12 30 • 40 70 25 35 5 5 20 15 15 25 7-9 14 14 13 Li 5 o 0 0 8 1 2: 2 4 1 0 0 6-9 84 29 113 54 20 30 9 40 15 10 20 5 4 10 32 9 15 15 30 13 15 2 0 16 2 12 10 3 10 1 0 0 0 6 6 4 1 180 ICO 340 180 160 63 35 100 40 16 24 64 ' 96 7 12 43 32 210 125 335 210 125 250 75 30 80 15 20 15 6 0 35 40 23 7 30 23 7 9 15 3 4 5 7 1 7 0 2 3 70 40 110 40 30 30 10 45 30 5S 10 15, 25 2 0 0 0 9 10 18 76 30 106 69 28 7 2 45 9 43 7 25 24 2 0 0 0 6-9 12 17 5 5i 23 77 33 14 21 9 18 15 15 5 12 8 6 1 7 80 75 155 55 35 25 40 45 30 50 30 20: 40 0 0 0 0 6 37 35 48 12 60 28 10 20 2 25 15 25 10 0 0 9 16 6 6 18 0 302 149 451 212 123 90 26 162 80 74 100 0 0 26 9 6 12 177 143 410 73 483 268 57 142 16 175 75 171 15 54 471 185 11 0 0 4-12 9-15 31 6 87 43 130 87 43 53 27 17 33 6 12 16 69 40 109 45 26 24 14 27 16 56 22 13 18 0 • 0 0 0 6 12 16 5 230 109 339 230 109 213 50 17 59 6 29 33 300 200 500 300 200 0 o rH 200 150 40 110 6 175 105 142 96 238 142 96 0 0 60 0 112 72 5 28 9 12 0 0 6-8 0 5i 16 300 100 400 200 75 100 25 258 28 65 751 45 23 0 0 5-7 12-18 -66 122 54 30 84 41 28 13 2 21 10 15 14| 38 20 0 0 10 3 4 130 200 330 130 200 6 500 200 700 500 200 10-15 70 26 30 56 9 14 17 16 15 18 20 12 8 24 0 0 0 . 0 10-20 6-12 1 6 63 41 .104 63 41 0 0 36 0 54 27 6-9 0 89 55 45 100 22 26 33 19 30 23! 53 12 7 28 10 20 11 14 60 60 120 20 30 40 30 25 40 50 30 10 30 0 0 0 0 6 12 9 7 90 115 205 50 60 40 55 45 50 40 30 10 15 45 15 0 0 6 10 49 47 96 49 47 30 35 24 20 38 10 4 1 15 19 99 71 170 64 55 35 16 64 ”l2 81 37 18 34 0 0 0 0 10 18 17 7 125 87 212 106 72 19 | 88 43 26 SR' 10 16 75 117 59 176 117 59 100! 89 93 182 77 78 12 15 125 18 .. 76 49' I 8 12 80 100 180 60 90 20 10 100 30 90 70 20 70! 101 120 100 73 23 96 56 23 17 0 . 53| 6 11 9 0 0 0 0 10-14 0 7 24 35 40 32 38 3 2 70 25 21 19 10 32 15 20 8-12 ! 8-12 70 1 20 90 70 20 0 0 ... I 53 6 11 19 0 0 *0 "6 12 50 ioo| 251 125 100 25 0 0 1 80 11 18 17 0 0 9 0 4 0 119 F- 5a 174 82 49 37 6 66 36 ' 90 8 9! 37! 26 1 0 0 12 3 0 lie] 88! 201 90 76 23 1 12 147 27, 42, 34 15, 26, 2lj 15 1 12, ! 14 ! 6-12 24 911 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 123 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 EDUCATION REPORT, 1897-98. Table 9. — Statistics of commercial and b Post-office. Name. Executive officer. 1 MICHIGAN— 2 3 cont’d. Detroit . . do . Grand Dap ids Jackson . Kalamazoo . Marquette. . . . Muskegon.... Owosso . Pontiac . St. Louis . Three Divers. Detroit College of Commerce . St. Joseph’s Commercial College _ Grand Dapids Business College . Devlin’s Jackson Business College . Parsons’ Business College . Upper Peninsula Business College* Muskegon Business College . Owosso Business College* . Pontiac Business College* . Terington’s College . Three Divers Business School* . William E. Caton . Dev. Bro. Amulwin . . . A. S. Parrish . H. C. Devlin . W illiam F. Parsons. . . F. M. Loudy . E. C. Bisson . A. J. Cadman . W. S. Osborne . C. W. Yerington . C. H. Sage . MINNESOTA. Duluth . Faribault. . . Mankato . . . Minneapolis . do . - do . - do . Owatonna . . Ded Wing . . St. Paul - _ do . . do . Stillwater .. Winona MISSISSIPPI. Parsons’ Business College and Shorthand Institute.* Brown’s Business College . Mankato Commercial College . Archibald Business College . Caton Commercial College . Curtiss Business College* . Munson Shorthand Institute . Canfield School . . . Ded Wing Business College . Baemsch’s St. Paul Commercial College Globe Business College . St. Paul Business College, Shorthand Telegraphic Institute. Stillwater Business College * . Winona Commercial College . A. C. Parsons _ A. E. Brown . W. E. Freeman . . A. D. Archibald.. Thos. J. Caton ... J. L. Hodgmire . . . D. J. Smith . W. P. Canfield . . . H. J. Meyer . . B. W. Baemsch F. A. Mason . Maguire Bros. ... W. P. Canfield . . . Milton J. Mallery Bay Sv. Louis . Meridian . Natchez . Vicksburg . - do . St. Stanislaus College . Queen City Business College Cathedral School . St. Aloysius Commercial College Vicksburg Commercial School... Brother Isidore . . , J. J. Ferguson _ Brother Celestine. Brother Gabriel. . . G. McDonald _ MISSOURI. Canton . Clinton . Eldorado Springs.. Hannibal . Joplin . Kansas City . - do . . do . Kirksville . Lexington . St. Joseph . - do . St. Louis . . do . - do . Sedalia . Business College of Christian University.. Clinton Business College . El Dorado Business College* . Hannibal Commercial College . Joplin Business College . Cathedral Commercial School . Dickson School of Shorthand * . Spalding’s Commercial College . Kirksville Mercantile College* . Lexington Business College . St. Joseph Business University . St. Joseph Commercial College . Hayward Business College Co . Jones Commercial College . Perkins and Herpel’s Mercantile College - . Central Business College * . J. J. Weber . Edwin W. Doran . W. H. Miller . F. S. Kelly . W. B. J oiner . Brother Walter . W. B. Dickson . James F. Spalding .... W. J. Smith . L. F. Myer . E. E. Gard . Brother Elzear . L. F. Hayward . J. G. Bohmer . H. C. Perkins . C. W. Dobbins . MONTANA. Butte . . . . do ... Helena. .. Missoula Butte Business College . Silver Bow Commercial College . Engelhorn Helena Business College Garden City Commercial College*.. Dice, Fulton & Gold . . E. C. Glenn . Herman F. Engelhorn. E. C. Deitz . * From 1896-97. BUSINESS SCHOOLS. 2469 schools in the United States, 1897-98 — Continued. 1 Actual number of students enrolled. Aver¬ age daily attend¬ ance. In commer¬ cial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. I Graduates in commercial course. I Graduates in amanuensis course. Male. 15 14 3 18 12 18 0 2 4 9 1 152 48 17 65 48, 17 0 0 35 0 32 8 6 2 8 6-8 0 9 *5 153 67 16 83 36 10 31 6 30 20 58 12 9 4 9 12 22 154 94 47 141 76 39 18 8 136 22 54 14 16 3 13 1 18 5 6-9 9-12 19 ”*7 155 100 85 185 100 85 64 33 40 38 5 6 15 2 6 8 92 63 156 40 11 51 27 9 13 2 30 10 2 10 6 5 157 48 32 80 39 28 9 4 42 4 40 29 30 30 40 26 2 0 6 12 30 *"34 158 185 0 185 185 0 0 0 185 0 60 0 68 12 10 0 13 0 159 73 24 97 70 24 3 0 43 7 6 21 17 ""6 4 8 18 0 160 175 0 175 175 0 0 0 140 0 55 0 0 0 175 0 0 0 6 0 161 215 0 215 215 0 0 0 191 0 77 0 66 0 1 5 0 5 0 162 20 12 32 14 10 6 2 14 10 15 5 6 3 0 0 3 163 23 16 39 23 16 0 0 31 0 20 15 8 10 7 0 7 1 164 46 34 80 46 34 0 0 45 0 17 3 1 4 18 7 ’1 0 0 1 7 0 11 5 165 10 4 14 10 4 0 0 9 0 10 4 2 2 10 4 1 0 1 10 0 2 2 166 172 48 220 172 48 65 40 25 90 0 0 l 0 c 1 167 50 70 120 40 65 10 5 35 11 45 30 5 40 7 15 10 168 147 0 147 147 0 0 0 125 o 40 0 107 ! 10 0 169 100 175 275 50 150 50 25 20 10 50 150 i 3-5 3-6 200 170 576 364 940 576 364 340 150 322 147 34 192 190 20 30 5 , 6 12 171 49 22 71 49 22 35 46 12 2 11 6-10 18 9 172 30 15 45 30 15 0 0 26 3 4 12 1 8 8 5 173 165 82 247 115 72 50 10 50 30 ' 141 12 15 50 ‘"8 "*2 1 "io 1 9 18 11 10 174 170 0 170 170 0 0 0 160 0 ' 100 0 ! 8 c 1 175 100 150 250 ! 80 125 20 25 100 35 i 30 25 50 1 100 20 25 .... 6 8 45 130 176 361 123 484 320 97 41 26 150 60 ' 34 21 61 80 170 53; 27 47 ' 6-12 12-18 276 159 177 209 47 256 100 35 109 12 90 100 i 109 6 38 32 62 S 1 0 ' 0 l 6 12 28 19 178 685 293 978 300 140 385 153 213 35 87 105 1 6-18 12-30 50 22 179 300 150 i 450 200 i 100 100 50 170 95 i 150 i 85 ' 30 1 50 120 65 8 14 36 180 47 38 85 38 ; 27 11 9 51 18 i 38 ; 22 : 17 28 9 18l 4 0 0 181 105 55 160 67 33 38 22 50 30 i 35 1 28 : 20 ' 25 20 25' 10 1 8 ! 9-12 15-18 12 26 182 50 '! 25 75 50 25 40 1 12-24 183 184 185 186 187 188 189 ISO 191 192 193 194 195 186 197 198 199 200 201 202 203 204 205 206 207 208 209 210 .211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 Table 9. — Statistics of commercial and &i Post-office. Name. Executive officer. 1 2 $ NEBRASKA. Palis City . Grand Island . Eastings . Lincoln . . . McCook . . Omaha . . . Palis City Business College. . Grand Island Business College . . . Queen City Business College . Lincoln Business College . McCook PbonographieTnstitate * . ... Omaha Commercial College . . G. M. Barrett . A. M. Hargis . H. S. Miller . J. L. Stephens . L. W. Stayner . M. G. Rohobough . NEW HAMPSHIRE. Concord . New Hampton. . . . . NEW JERSEY. Camden . . . Elizabeth. . . Jersey City . Newark . . . do . . do . NEW YORK. Atibany . Binghamton . Brooklyn . .....do . .....do . Buffalo . Corning . . Elmira . . do . Port Edward . Geneva . . _ _ do . Gloversville . Hornellsville . Jamestown . Kingston . Lockport . Newburg . New York . . . do . . do . . do . .....do . Niagara Palls Oswego . . Rochester . . . . do . Schenectady., Troy . Utica . The National School of Business . J. B. Mack . New Hampton Commercial College . I A. B. Meservey Abrahamson Business College . . Lansley Business College . Brake Business College . Coleman National Business College . New Jersey Business College . . Wood’s College . . . . . Chas. M. Abrahamson. James H. Lansley . William E. Drake . H. Coleman . C. P. Miller . S. J. Wood . Albany Business College . . . Binghamton School of Business . Long Island Business College . St. James Commercial School . The Heffley School . Caton’s School of Business . . Kerst’ s Shorthand and Commercial School* . Elmira School of Commerce* . Warner’s Business School* . Haley’s Business Institute . Geneva Business Training Institute . Geneva Shorthand and Commercial School. Gloversville Business College . . . Hornellsville Business and Shorthand School. Jamestown Business College . Spencer Business College * . Lockport Business Institute . . . Spencerian Institute of Business and Shorthand. Metropolitan Shorthand and Typewriting School.* Packard’s Business College . Paine Uptown Business College . Walworth Business and Stenographic In¬ stitute. Wood’s New York School of Business and i Shorthand. Niagara Business School . . . . Chaffee’s Phonographic Institute . Rochester Bu siness College . . . Underhill School . . . Schenectady Business College . . Troy Business College. . . . . Utica Business Institute . . . . . . Jno. R. Carnell . Jno. F. Riley . Henry C. Wright . Brother Castoris . Norman P. Heffley.... Martin J. Caton. . . J. T. Kerst . S. C. Esty . A. J. Warner . J. W. Haley . . Ansel E. Mackey . Robert E. Hadden _ Patterson and Burr. . . C. E. Willard . H. E. Y. Porter . B. H. Spencer . B. S. Underhill . A. S. Spencer . William L. Mason - S. S. Packard . H. W. Remington. .... G. S. Walworth....... P. E. Wood . F. C. Hovey . E. M. Wolf . A. S. Osborne . G. W. Meade . B. E. Poster . Shields & Tuttle - G.P. Hendrick ....... NORTH CAROLINA. Siler City . Thompson’s Business College* . . Washington ... _ Wilkinson’s Commercial School . J. A. W. Thompson . . . A. H. Wilkinson. . Prom 1896-97. BUSINESS SCHOOLS, 2471 scnools in the United States, 1897-98 — Continued. Actual number of students enrolled. Aver¬ age daily attend¬ ance. In commer¬ cial course. In amanu¬ ensis course. In English course. In teleg¬ raphy. Months necessary for gradu¬ ation. 1 Graduates in commercial course. Graduates in amanuensis course. eS .2 Is g £ Total. Day school. Evening school. 6 *3 l Eh Male. 6 I £ Day school. Evening school. Male. Female. Male. Female. Male. 6 r<3 a > P Evening course. 6 7 8 9 10 11 12 14 15 16 17 IS 19 20 21 22 23 24 25 26 37 14 51 18 13 19 1 13 9 i 16 8 8 12 20 12 6 8 6 6 189 92 281 133 74 56 18 142 38 178 29 42 84 53 27 14 3 6-8 12-15 60 44 26 17 43 14 17 12 18 10 14 6 5 11 8 5 9 50 35 85 40 30 10 *5 25 10 20 10 25 20 5 5 0 0 6 12 15 35 54 12 66 54 12 0 0 45 0 52 7 2 5 0 0 0 0 6-15 0 2 0 51 27 78 51 27 0 0 40 27 6 3 0 0 6 23 46 34 80 32 24 14 10 22 6 22 13 15 20 9 8 0 0 6 12 29 0 85 29 114 47 23 38 6: 43 10 21 15 26 2 0 0 10 14 8 106 65 171 70 59 36 6 90 20 46 7 16 50 2 2 0 0 6 12 10 260 106 366 214 91 46 15 214 19 26 87 0 0 0 0 10 12 76 58 134 76 58 0 0 9 5 6 9 54 49 20 3 23 20 3 20 3 2 2 6 5 3 57 32 89 30 21 27 11 44 34 14 8 14 17 28 9 0 0 6 12 8 7 60 10 70 25 6 35 4 30 35 46 2 14 8 14 8 0 0 6 12 36 12 2 11 13 2 11 0 0 8 0 0 0 2 11 0 0 6 9 150 63 213 105 39 45 24 48 29 150 63 68 28 30 10 0 0 31 18 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 CHAPTER L. EDUCATION OF THE COLORED RACE. References to preceding Reports of the United States Bureau of Education in which this subject has been treated: In Annual Reports— 1870, pp. 61, 837-339; 1871, pp. 6, 7, 61-70 ; 1872, pp. xvii, xviii; 1873, p. lxri; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii ; 1878, pp. xxviii-xx xi v ; 1879, pp. xxxix-xlv; 1880, p. lviii; 1881, p. lxxxii; 1882-83, pp. xlviii-lvi, 85; 1883-84, p. liY; 1881-85, p.lxvii; 1885-86, pp. 596, 650-656; 1886-87, pp. 790, 874-881 ; 1887-88, pp. 20, 21, 167, 169, 988-998; 1888- 89, pp. 768, 1412-1439; 1889-90, pp. 620, 621, 624, 634,1073-1102, 1388-1392,1395-1485; 1890-91, pp. 620, 624, 792, 808, 915, 961-980, 1469; 1891-92, pp. 8, 686, 688, 713, 861-867, 1002, 1234-1237; 1892-93, pp. 15, 442,1551-1572,1976; 1893-94, pp. 1019-1061 ; 1894-95, pp. 1331-1424; 1895-96, pp. 2081-2115; 1896-97, pp. 2295-2333; .also in Circulars of Information— Eo. 3, 1883, p. 63; Eo. 2, 1886, pp. 123-133; Eo. 3, 1838, p. 122 ; Eo. 5, 1888, pp. 53, 54, 59, 60, 80-86; Eo. 1, 1892, p. 71. Special Report on District of Columbia for 1869, pp. 193, 300, 301-400. Special report, Eew Orleans Exposition, 1884-85, pp. 468-470, 775-781. In the sixteen former slave States and the District of Columbia, generally spoken of collectively as “the South,” the negro children are educated in public schools separate from the schools for -white children. The total enrollment in the public schools of the South for the year 1897-98 was 5,620,553, the number of white children being 4,113,811 and the number of colored children 1,506,742. Table 1 of this chap¬ ter shows that the estimated number of children in the Southern States and the District of Columbia between 5 and 18 years of age was 8,673,550. Of this number 5,828,880, or 67.35 per cent, were white children and 2,844,570, or 32.65 per cent, were children of the negro race. The same table shows that 70.58 per cent of the white school population was enrolled in the schools and 52.97 per cent of the colored school population. The average daily attendance in the schools of the South was 3,576,642, the number in the white schools being 2,659,809, or 64.66 per cent of the white enrollment, and the number in the colored schools 916,833, or 60.85 per cent of the colored enrollment. The total expenditure for the public schools of the South for the year 1897-98 was $31,217,479, as shown in Table 2. Separate accounts of the expenditures for the colored schools are not kept by the State authorities, but it is estimated that the cost of public schools for the colored children was about $6,575,000. Since 1870 the amount of money expended for public schools in the South has reached $546,630,246. It is believed that nearly 20 per cent of this amount, or about $109,000,000, must have been expended for the education of the colored children. The total expenditure for each year and the aggregate for the 28 years, as well as the common-school enrollment of white and colored children for each year since 1876, are shown in Table 2. SECONDARY AND HIGHER EDUCATION. There are about 180 schools in the United States for the secondary and higher education of colored youth exclusively. It is very difficult to obtain detailed infor¬ mation concerning a number of these institutions. The presidents and principals of many of these colored schools very promptly send full statistical reports to this office every year; some send meager reports, in reluctant compliance with repeated requests for information, while a few fail to make any response whatever to inquiries from the United States Bureau of Education. 2479 2480 EDUCATION REPORT, 1897-98. For tlie year 1897-98 only 161 of these institutions for the secondary and higher education of the negro reported to this office. Of this number 1 was in Illinois, 2 in Indiana, 1 in New Jersey, 2 in Ohio, and 3 in Pennsylvania, the remaining 152 being in the South. These schools are all to be found classified according to their grades in the lists of universities and colleges, normal schools, and public and pri¬ vate secondary schools, in other chapters of this Annual Report; but more complete statistics are given for each of these schools in detail in Tables 12 and 13, at the con¬ clusion of this chapter, and summarized in Tables 3 to 8. Table 3 shows that in the 161 institutions there were employed 1,808 teachers, 804 men and 1,004 women. The total enrollment in these schools was 42,328 students, 19,001 males and 23,327 females. In the collegiate grades there were 2,492 students, I, 912 males and 580 females. In the secondary grades there were 13,669 students, 5,989 males and 7,680 females. In the elementary grades there were 26,167 pupils, II, 100 males and 15,067 females. The classification of students according to courses of study is given in Table 4 and part of Table 5. There were 1,711 students in classical courses, 1,200 in scientific courses, 9,724 in English courses, 244 in business courses, and 4,449 in normal courses. As shown in Table 5, there were 167 graduates from collegiate courses, 859 from normal courses, and 853 from high- school courses. Included in the total enrollment mentioned in Table 3, and mostly in the collegi¬ ate grades, are 1,285 students in professional courses, 1,105 men and 180 women. As shown in Table 6, there were 560 students and 63 graduates in theology, 116 students and 39 graduates in law, 342 students and 78 graduates in medicine, 43 students and 9 graduates in dentistry, 44 students and 11 graduates in pharmacy, and 180 students and 26 graduates in nurse training. Of the 42,328 students in the 161 schools for the colored race, 14,400 were receiving industrial training — 5,431 males and 8,969 females. It is shown in Table 7 that 1,260 of these were being trained in farm or garden work, 1,804 in carpentry, 107 in bricklaying, 94 in plastering, 130 in painting, 47 in tin or sheet-metal work, 274 in forging, 222 in machine-shop work, 219 in shoemaking, 6S5 in printing, 6,923 in sew¬ ing, 1,922 in cooking, and 2,414 in other industrial branches. Table 8 shows that these colored schools received in benefactions or bequests in 1897-98 the aggregate of $399,392, an increase of $96,342 over the preceding year. These schools received from public funds $296,022, -from tuition fees $197,586, from productive funds $134,010, and from sources not named $476,560. The aggregate income of these schools was $1,104,178. These schools had in their libraries 237,145 volumes, valued at $215,908. The value of grounds, buildings, furniture, and scien¬ tific apparatus was $7,987,439. ILLITERACY OF THE NEGRO. Tables 9, 10, and 11 are inserted in this chaiiter for purposes of comparison. Table 9 shows the number and per cent of all persons in the population 10 years of age and over who could not read and write in 1890, 1880, and 1870. Table 10 gives these statistics for the white population and Table 11 for the colored population. EDUCATION OF THE COLORED RACE. 2481 Table 1. — Common-school statistics , classified 'by race , 1S97-98. State. Estimated number of persons 5 to 18 years of age. Percentage of the whole. Pupils enrolled in the public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored. White. Colored. White. Colored. Alabama (1896-97) . 334, 700 286, 900 53. 84 46. 16 216, '686 132, 213 64. 74 46. 08 Arkansas.. . 333, 000 129, 100 72. 08 27. 92 224, 247 79, 561 67. 34 61.63 Delaware (1891-92) . 39, 850 8, 980 81.61 18! 39 28, 316 4, 858 71.06 54. 10 District of Columbia. . . 46, 720 25, 700 64. 51 35. 49 29, 311 15, 387 62. 74 59. 87 Florida . 95, 460 75, 640 55. 80 44. 20 67, 657 40, 798 70. 87 53. 94 Georgia . 384, 100 360, 400 51. 59 48. 41 270, 267 180, 565 70. 36 50. 10 Kentucky (1896-97) _ 563, 900 96, 600 85. 39 14.61 432, 572 69, 321 76.71 71.76 Louisiana . 222, 100 236, 500 48. 42 51.58 109, 732 71, 609 49.41 30. 28 Maryland . 272, 700 78, 700 77.64 22.36 190, 745 45, 258 69. 95 57. 51 Mississippi (1896-97) . . . 216, 300 315, 000 40.71 59. 29 170,811 196, 768 78. 97 62. 47 Missouri . 897, 900 54, 600 94. 26 5. 74 656, 816 31, 767 73. 15 58. 18 North Carol in a . 387, 600 232, 400 62.51 37. 49 261, 223 138, 152 67.39 59. 45 South Carolina ( 1896-97) 176, 700 296, 500 37. 34 62. 66 119, 027 139, 156 67. 36 46. 93 Tennessee (1895-96) - 480, 300 162, 000 74. 78 25. 22 386, 483 95, 102 80. 47 58. 70 Texas (1896-97) . 757, 850 232, 050 74.53 25. 47 477, 659 134, 481 63. 03 57. 95 Virginia (1896-97) . 340, 100 242, 000 58. 43 41.57 244, 583 123, 234 71. 92 50. 92 West Virginia . 279, 700 11, 500 96. 04 3. 96 227, 676 8, 512 81.40 74. 02 Total . 5,828,980 2, 844, 570 67.35 32. 65 4, 113, 811 1. 506, 742 70. 58 52. 97 Total, 1889-90 .... 1 a 5, 132, 948 a 2, 510, 847 67. 15 32. 85 3,402,420 1, 296, 959 66. 29 51. 65 State. Average daily attendance. Per cent of enrollment. Number of teachers. White. Colored. White. Colored, j White. Colored. Alabama (1896-97) . 6 135, 429 6 87, 261 62. 50 66. 00 5,053 2,466 Arkansas . 142, 800 48, 647 63. 68 61. 14 5, 536 1, 537 Delaware (1891-92) . b 19, 746 12, 947 69. 73 60. 66 734 106 District of Columbia. . . 22, 656 11, 727 77. 30 76. 21 739 368 Florida . 46, 329 27, 675 68. 48 67. 83 2, 108 684 Georgia . 169, 329 109, 386 62.65 60. 58 6, 186 3, 319 Kentucky (1896-97) _ 265, 623 43, 074 61. 41 62. 14 8,564 1.396 Louisiana . 82, 294 49, 752 75. 00 69.48 2, 815 1, 019 Maryland . 112, 019 22,520 58. 73 49.76 4, 200 787 Mississippi (1896-97)... 103, 353 120, 547 60. 51 61. 26 4, 747 3, 156 Missouri . 424, 448 16, 244 64. 62 51.13 14, 659 607 N orth Carolina . 145, 646 68, 894 55. 76 49. 87 4, 954 2, 263 South Carolina (1896-97) 82, 627 99. 932 69. 42 71.81 2,928 2, 045 Tennessee (1895-96) _ 272, 963 65! 213 70. 63 68. 57 7,257 1, 878 Texas (1896-97) . 335, 175 69, 197 70. 17 51. 45 10,045 2, 908 Virginia (1896-97) . 145, 218 68, 203 59. 37 55. 34 6, 448 2, 127 West Virginia . 154, 154 5, 614 67.71 65.95 6, 565 243 Total . j 2, 659, 809 916, 833 64.66 60. 85 93, 538 26, 909 - Total, 1889-90 _ j 2, 165, 249 813, 710 63.64 62. 74 78, 903 1 24, 072 a United States census. & Approximately. Table 2. — Sixteen former slave States and the District of Columbia. Ye 1870- 71. 1871- 72. 1872- 73. 1873- 74. 1874- 75. 1875- 76. 1876- 77. 1877- 78. 1878- 79. 1879- 80. 1880- 81 . 1881-82. 1882- 83. 1883- 84. 1884- 85. Common school enrollment. White, j Colored. Expend¬ itures (both races). Year. Common school enrollment. White. Colored. I Expend¬ itures (both races). 1, 827. 139 2, 034, 946 2, 013, 684 2, 215, 674 2, 234, 877 2, 249, 263 2, 370, 110 2, 546, 448 2, 676, 911 571, 506 675, 150 685, 942 784, 709 802, 374 802. 982 817, 240 ! 1,002,313 i 1,030,463 $10, 385, 464 11, 623, 238 11, 176, 048 11, 823, 775 13, 021. 514 12, 033, 865 11, 231, 073 12, 093, 091 12, 174, 141 12, 678, 685 13, 656,814 15, 241, 740 16, 363, 471 17, 884, 558 19, 253, 874 1885- 86. . 1886- 87.. 1887- 88.. 1888- 89.. 1889- 90.. 1890- 91.. 1891- 92.. 1892- 93.. 1893- 94. . 1894- 95.. 1895- 96.. 1896- 97.. 1897- 98® Total.... 66, 195, 310 2, 773, 145 2, 975, 773 3,110,606 3, 197,830 3, 402, 420 3, 570, 624 3, 607, 549 3, 697, 899 3, 848, 541 3, 846, 267 3, 943, 801 3, 937, 992 4, 113,811 1, 048, 659 1, 118, 556 1,140,405 1, 213, 092 1, 296, 959 1, 329, 549 1, 354, 316 1, 367, 515 1,432, 198 1, 423, 593 1, 449, 325 1, 460, 084 1, 506, 742 24, 313, 672 $20, 208, 113 20, 821, 969 21,810, 158 23, 171, 878 24, 880, 107 26, 690, 310 27, 691, 488 28, 535, 738 29, 223, 546 29, 443, 584 31, 149, 724 31, 144, 801 31,217, 479 ED 98- 150 a Subject to correction. 2482 EDUCATION REPORT, 1897-98. Table 3. — Teachers and students in institutions for the colored race in 1897-98. Stale. Alabama . Arkansas . Delaware . District of Columbia . . . Florida . Georgia . Illinois . Indiana . Kentucky Louisiana Maryland . Mississippi . . . Missouri . New J ersey .. N. Carolina . . . Ohio . Pennsylvania . S. Carolina - Tennessee Texas . Virginia . W. Virginia .. Total . . . Teachers. Students. r-3 Elementary. Secondary. Collegiate. Total. O CD d d d d rS a a 4 d Ts a 73 d *03 a 75 75 d H 1 a cS ft i 5 110 32 24 5 22 7 37 17 Florida . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Georgia . . . 97 55 ! 152 97 16 55 i 2 Illinois . 0 0 0 0 0 ""o’ 0 o' 0 0 0 0 0 0 0 Indiana . I . Kentucky . . . 18 o 18 18 ...... ! . Louisiana _ 38 3 41 21 1 17 .... 1 5 3 ;;;; Maryland . Mississippi . 3 18 21 3 18 Missouri . New Jersey . 0 0 0 0 0 0 0 0 0 0 o 0. 0 0 0 North Carolina . 117 10 127 38 4 8 2 64 10 7 1 10 2 Ohio . 18 0 18 17 4 1 0 0 0 0 i 0 0 0 0 0 Pennsylvania . 47 0 47 47 16 0 0 0 0 0 0 0 0 0 0 South Carolina . 50 29 79 50 ! 29 Tennessee . . 231 0 231 35 5 11 2 151 31 19 | 4 15 3 Texas . . 15 o 15 15 9 ■ Virginia. . . 68 o 68 68 4 West Virginia . 0 0 0 0 0 0 0 0 0 0 j 0 1 0 0 0 0 Total . 1, 105 180 1, 285 560 1 1 63 j 116 39 342 J j 43 j 1 9 j 44 11 180 1 26 2484 EDUCATION REPORT, 1897-98. Table 7. — Industrial training of colored students in 1897-98. Pupils receiving I industrial training. Students trained in industrial branches. State. Male- Female. Total. fit © £ © s S ® eS ^ pH Carpentry. bio .3 C3 3 O "C w bb 'E © a> cS 3 | Painting. Tin or sheet- metal work. Forging. a © A © 3 .9 8 a £ © cS S . b® .9 3 a © 0 m Printing. bi) 0 © m Cooking. Other trades. Alabama . . . 1, 273 850 2, 123 609 230 5 5 27 12: 55 35 ! 55 61 330 97 831 Arkansas . . 134 198 332 28 24 6 12 g 5 1 29 140 111 16 Delaware . 26 14 40 6 14 2 2 2 12 District of Columbia. . 151 117 268 0 80 8 3 10 48 74 40 Florida . 75 204 279 16 39 5 .... 5 153 84 Georgia . 431 1, 821 2, 252 71 249 4 2 19 33 13 76 1, 689 162 102 Illinois . 0 0 0 0 0 "6 0 0 0 0 *6 0 0 0 0 0 Indiana . Kentucky ...: . 97 228 323 63 7 2 69 40 175 Louisiana . 313 269 582 92 154 13 1 7 50 29 204 40 70 Maryland _ .... _ _ 47 i 172 219 10 9 2 I 10' 5 4 134 134 7 Mississippi . . 287 1 405 692 97 88 4 15 47 56 331 137 63 Missouri . 94 ! 142 236 39 20 12 17 142 New Jersey . . . . . 22 ! 57 79 8 22 0 0 0 0 0 0 ”2 0 18 20 4 North Carolina . 486 870 1, 356 60 212 24 13 10 40 4 17 36 722 128 282 Ohio . 111 59 170 7 38 0 0 0 0 0 38 0 43 41 53 30 Pennsy lvania ......... 104 146 250 28 15 1 16 14 42 70 65 South Carolina . 551 892 1,443 48 248 50 50 48 50' 18 65 733 289 117 Tennessee . 177 , 664 841 6 53 8 4! 82 569 94 85 Ton as _ _ 300 620 920 10 118 1 I 7 j 23 68 627 117 28 Virginia . 698 1. 119 1, 815 129 1001 13 14 10 21 16 ' 18 43 769 262 539 West Virginia . 56 1 124 180 52 8 1 4 40 5 124 44 Total . 5, 431 8, 969 14, 400 1, 260 i 1, 804 107 94 130 47 "i 222 219 1 685 6, 923 1,922 2,414 1 Table 8. — Financial summary of the 161 colored schools. State. Value of benefac- tions or be¬ quests, 1897-98. Alabama . Arkansas . Delaware . $47, 922 2, 220 200 450 18 41, 673 0 District of Columbia . . Florida . Georgia . Illinois . Indiana . Kentucky . 28, 113 3, 846 Louisiana . Maryland . Mississippi . 874 Missouri . New Jersey . 0 15, 032 North Carolina . Ohio . . . . . Pennsylvania . 20. 000 4, 627 12, 695 South Carolina . Tennessee . Texas . Virginia . 221, 722 W est V irgi nia . Total . 399, 392 V olumes in library . Value of library. Value of grounds, buildings, furni¬ ture, and scien¬ tific apparatus. Amount of State or municipal aid. Amount received from tuition fees. Amount received from production funds. Amount received from sources unclassified. Total income for the year 1897-98. 19, 185 $13, 795 $501, 137 $7, 850 $99, 847 $4, 969 $54, 781 $167, 447 6, 840 5, 900 183, 250 5, 025 6, 058 4,337 6, 698 22, 118 500 500 20, 000 4. 600 4, 600 16, 965 15, 600 895, 800 60; 475 7, 000 8,625 11, 500 87, 600 1,264 1, 850 341,000 4,000 1,331 19, 042 1 24, 373 31, 303 28, 375 1,055,352 1, 300 14, 124 20,360 40, 827 76, 611 175 265 2, 800 1, 400 1, 400 480 500 2, 500 ! 16, 171 15, 935 181, 742 j 5, 289 5, 547 5, 073 6, 272 22, 181 11,898 10, 079 549, 553 12, 120 2, 650 6, 600 22, 557 43, 927 5. 300 5, 425 96, 000 ! 10, 800 1,575 1,000 12, 990 26, 365 17, 920 15, 700 467, 200 49,198 5, 366 6,815 23, 894 85, 273 3, 525 4, 571 164, 300 21, 975 1, 742 3, 033 26, 750 50 25 2, 000 i 4, 000 0 0 832 4, 832 19, 316 18, 725 525, 105 i 23, 672 11, 908 650 41, 507 77, 737 6, 600 7, 500 135, 000 | 17, 800 1,750 1,447 4, 830 25, 827 18, 453 18, 400 234, 000 0 1,250 30, 000 10, 000 41, 250 9, 500 7, 725 270, 000 2. 150 9, 147 2, 228 22, 583 36, 108 21, 838 21, 563 853, 600 5, 622 16. 044 3,154 49, 241 74, 061 6, 355 6, 665 265, 000 ! 1, 200 4,810 22, 231 28, 241 17, 825 11,150 1, 132, 300 ! 41, 546 7, 096 37, 376 116, 742 202, 760 5, 682 5, 660 110, 000 16, 000 341 1, 376 7, 000 24, 717 237, 145 215,908 1 , 7,987,439 1 296,022 i 197, 586 134, 010 l 476, 560 1,104, 178 EDUCATION OF THE COLORED RACE. 2485 Table 9. — Population 10 years of age and over, and number and per cent who could not read and write. States and Terri¬ tories. Total. United States. !47, 413, 559 North Atlantic Di¬ vision . South Atlantic Di¬ vision . South Central Di¬ vision . North Central Di- 13, 888, 377 6, 415, 921 7, 799, 487 vision . Western Division . North Atlantic Di¬ vision : Maine . New Hampshire . Vermont . Massachusetts .. Rhode Island.... Connecticut . New York . New Jersey . Pennsylvania . . . South Atlantic Di¬ vision : Delaware. - ... Maryland - District of Co¬ lumbia . . . Virginia . West Virginia .. North Carolina.. South Carolina . . Georgia . Florida . South Central Di¬ vision : 116, 909, 613 j 2,400,161 541, 662 315, 497 271, 173 1, 839, 607 281,959 609, 830 4, 822, 392 1, 143, 123 4, 063, 134 131,967 798, 605 188, 567 1, 211, 934 549, 538 1, 147, 446 802, 406 1,302, 208 283, 250 Kentucky . Tennessee. . . Alabama . Mississippi .... Louisiana . . Texas . Arkansas . . Oklahoma . North Central Di¬ vision : 1, 360, 031 1, 276, 631 1, 069, 545 902, 028 794, 683 1, 564, 755 787, 113 44, 701 Ohio . Indiana . Illinois . Michigan . Wisconsin... - Minnesota . Iowa . Missouri . North Dakota . . . South Dakota . . . Nebraska . Kansas . W estern Division : Montana . Wyoming . Colorado . New Mexico .... Arizona . Utah . Nevada . Idaho . Washington . Oregon . California . . . 2, 858. 659 1, 674, 028 2, 907, 671 1, 619, 035 1, 258, 390 962, 350 1,441,308 1, 995, 638 129, 452 236, 208 771, 659 1, 055, 215 107, 811 47, 765 327, 896 112, 541 ' 46,076 147, 227 38, 225 62, 721 275, 639 244, 374 989, 896 1890. • 1880. 1870. Illiterates. Illiterates. Illiterates. Number. Per cent. Total. Number. Per cent. Total. Number. Per cent. 6, 324, 702 13.3 36, 761,607 6, 239, 958 17.0 28, 228, 945 5, 658, 144 20.0 859, 989 6.2 11, 270, 090 609, 369 6.2 9, 430, 802 712, 277 7.6 1, 981, 888 30.9 5, 286, 645 2, 129, 830 40.3 4, 207, 398 1, 943, 166 46.2 2, 318, 871 29.7 6, 076, 243 2, 402, 589 39.5 4, 548, 220 2, 024, 395 44.5 964, 268 5. 7 12, 760, 841 853, 020 6.7 9, 292, 434 865, 917 9.3 199, 686 8.3 1,367,788 j 155, 150 11.3 750, 101 112,389 15.0 29, 587 5. 5 519, 669 22,170 4.3 493, 847 19, 052 3.9 21, 476 6.8 286, 188 14, 302 5.0 260, 426 9, 926 3.8 18, 154 6. 7 264, 052 15, 837 6.0 258, 751 17, 706 6.8 114, 468 6. 2 1, 432, 183 92, 980 6.5 1, 160, 666 97, 742 8.4 27, 525 32, 194 9.8 220, 461 24, 793 11.2 173, 751 425, 896 21, 921 12. 6 5.3 497, 303 28, 424 5.7 29. 616 7.0 266, 911 5. 5 3, 981, 428 209, 600 5.5 3, 378, 959 239, 271 7.1 74, 321 275, 353 6.5 865, 591 53, 249 6.2 680, 687 54, 687 8.0 6.8 3, 203, 215 228, 014 7.1 2, 597, 809 222, 356 8.6 18, 878 14.3 110, 856 19, 414 17. 5 92, 586 23, 100 25.0 125, 376 15.7 695,364 134, 448 19.3 575, 439 135, 499 23.6 24, 884 13.2 136, 907 25, 778 18.8 100, 453 28, 719 28.6 365, 736 30.2 1, 059, 034 430, 352 40.6 890, 056 445, 893 50.1 79, 180 14.4 428, 587 85, 376 19.9 308. 424 81, 490 26.4 409, 703 35.7 959, 951 463, 975 48.3 769. 629 397, 690 51.7 360, 705 45. 0 667, 456 369, 848 55. 4 503, 763 835, 929 290, 379 57.6 518, 706 39.8 1. 043, 840 520, 416 49.9 468, 593 56.1 78, 720 27.8 184. 650 80, 183 43.4 131, 119 71, 803 54.8 294, 381 21.6 1, 163, 498 348, 392 29. 9 930, 136 332, 176 35.7 340, 140 26.6 1, 062, 130 410,722 38.7 890, 872 364, 697 40.9 438, 535 41.0 851, 780 433, 447 50.9 706, 802 383, 012 54.2 360, 613 40.0 753, 693 373, 201 49.5 581, 206 313, 310 53.9 364, 184 45.8 649, 070 318, 380 49. 1 526, 392 276, 158 52.5 308, 873 19.7 1, 064, 196 316, 432 29.7 571, 075 221, 703 38.8 209, 745 26.6 531, 876 202, 015 38.0 341, 737 133, 339 39.0 2, 400 5. 4 149, 843 5.2 2,399,367 131, 847 5.5 1, 953, 374 173, 172 8.9 105, 829 6.3 1, 468, 095 2, 269, 315 110, 761 7. 5 1, 197, 936 127, 124 10.6 152, 634 5.2 145, 397 6. 4 1, 809, 606 133, 584 7.4 95, 914 5.9 1, 236, 686 63, 723 5.2 873, 763 53, 127 6.1 84, 745 6.7 965, 712 55, 558 5.8 751, 704 55, 441 7.4 58, 057 6.0 559, 977 34, 546 6.2 305, 568 24, 413 8.0 52, 061 3.6 1, 181, 641 46, 609 3.9 837, 959 45, 671 5.5 181, 368 9.1 1, 557, 631 208, 754 13.4 1, 205, 568 222, 411 18.5 7, 743 9, 974 6.0 4.2 } 99,849 4, 821 4.8 10, 640 1,563 14.7 24, 021 3. 1 318, 271 11, 528 3.6 88,265 4, 861 5. 5 42, 079 4.0 704, 297 39, 476 5.6 258, 051 24, 550 9.5 5, 8S4 5.5 31.989 1,707 5.3 18, 170 918 5.1 1,630 3.4 16, 479 556 3.4 8, 059 602 7.5 17. 180 5.2 158, 220 10, 474 6.6 30, 349 6, 823 22.5 50, 070 44.5 87, 966 57, 156 65.0 66, 464 52, 220 78.6 10, 785 23.4 32, 922 5, 842 17.7 8,237 2, 753 32.4 8, 232 5.6 97, 194 8,826 9.1 56, 515 7, 363 33.0 4, 897 12.8 50, 666 4, 069 8.0 36, 655 872 2.4 3,225 5. 1 25, 005 1,778 7.1 13, 189 3,388 | 25.7 11,778 4.3 55, 720 3, 889 7.0 ■17, 334 1,307 j 7.5 10, 103 4.1 ISO, 565 7, 423 5. 7 64, 685 4,427 ! 6.8 75, 902 7.7 681, 062 53, 430 7.8 430, 444 31,716 7.4 2486 m EDUCATION REPORT, 1897-98. Table 10. — White population 10 years of age and over, and number and per cent ivlio could not read and write. 1890. 1880. 1870. States and Terri- Illiterates. Illiterates. Illiterates. tories. Total. Number. Per cent. Total. Number. Per cent. Total. Number. Per cent. United States . 41, 931, 074 3, 212, 574 7.7 32, 160, 400 3, 019, 080 9.4 24, 717, 870 2, 851,911 North Atlantic Di- vision . 13, 658, 519 810, 091 5.9 11, 086, 104 654, 817 5.9 9, 285, 812 672,077 7.2 South Atlantic Di- vision . 4, 109. 269 595, 952 14.5 3, 312, 920 647, 085 19.5 2, 655, 333 623, 386 23.5 South Central Di- vision . . . North Central Di- 5, 347, 099 817, 031 15.3 4, 068, 790 877,344 21.6 3, 014, 773 705, 630 23.4 vision . 16, 560, 840 849, 843 5.1 12, 466, 565 731, 804 5.9 9, 088, 051 750, 633 8.3 ■Western Division. 2, 255, 347 139, 657 6.2 1,226,021 108, 030 8.8 673, 901 100, 185 14.9 Korth Atlantic Di- vision : 540, 157 314, 913 29, 108 21,340 5. 4 518, 011 21, 758 4.2 492, 128 259, 904 18, 874 3.8 N e w Hampshire . 6.8 285, 594 14, 208 5.0 9, 831 3.8 270, 385 1,820, 012 17, 986 111,442 6.7 263, 245 1,416,767 15, 681 90, 658 6. 0 257, 993 1, 148, 990 17, 584 95, 578 6.8 Massachusetts . . 6.1 6.4 8.3 Hhode Island. . . . 275, 629 26, 355 9.6 215, 158 23, 544 10. 9* 169, 479 21, 029 12.4 Connecticut . 599, 346 30, 536 5.1 487, 780 26, 763 ! 5.5 417, 804 3, 336, 198 656, 972 27, 913 6.7 4, 760, 282 1, 103, 786 3, 974, 009 255, 498 5. 4 3, 927, 603 835, 385 208, 175 44, 049 209, 981 5. 3 228, 424 6.8 Hew Jersey . 63, 163 5.7 K Q 5. 3 46, 386 7.1 Pennsylvania . . . South Atlantic Di- 254, 663 6.4 3, 136, 561 6.7 2, 546, 344 206, 458 8.1 vision : 110, 359 637, 499 8 126 7 4 91 611 8, 346 9. 1 76, 016 11, 280 46, 792 14.8 Maryland . District of Co¬ 44' 653 7.0 5U, 086 44, 316 1 8.1 447, 731 10.4 lumbia . 127, 526 3,495 105, 058 68, 188 2.7. 91,872 630, 584 1 410, 141 608,806 3,988 4.3 66, 620 4, 876 7.3 Virginia . 756, 252 13. 9 114, 692 18.2 527,432 123, 538 71, 493 23.4 West Virginia . . 524, 801 13.0 75, 237 1 j 18.3 295, 519 24.2 North Carolina.. 754, 857 173,722 23.0 192, 032 31.5 497, 132 166, 397 33.5 South Carolina.. 332, 174 59, 443 17.9 2-72, 706 59, 777 | 21.9 213, 794 55, 167 25.8 Pirpfn’a'ia 701, 585 164, 216 114, 691 18, 516 16. 3 563, 977 99, 137 128, 934 22.9 462, 718 124, 939 18, 904 27.0 Florida . South Central Di¬ 11.3 19, 763 19.9 68, 371 27.6 vision : Kentucky . I 1,162,342 183, 851 15.8 973, 275 214,497 22.0 773, 653 201, 077 26.0 Tennessee . 966, 831 172, 169 17.8 790, 744 216, 227 27.3 665, 390 178, 727 26.9 Alabama . 590, 115 107, 335 18.2 452, 722 111,767 24.7 377, 967 92, 059 24.4 Mississippi . 385, 099 45, 755 11.9 328, 296 53, 448 10. 3 276, 132 48, 028 17.4 Louisiana . 402, 041 1,228,601 569, 659 80, 939 20.1 320, 917 58, 951 123, 912 98, 542 18.4 264, 033 50, 749 19.2 Tex as 132, 389 93, 090 10. 8 808, 931 393, 905 15.3 401,110 256, 488 70, 895 17. 7 Arkansas . 16. 3 25. 0 " 64, 095 25.0 Oklahoma _ _ _ 42, 411 1, 503 3. 5 • North Central Di¬ vision : Ohio . 2,789,479 132, 244 4.7 2,339,528 115, 491 4.9 1, 906, 494 152,383 8.0 Indiana . 1,638.334 94, 334 5.8 j 1,438,955 100, 398 7.0 1,179,792 118,761 10.1 Illinois . 2,861.671 140, 219 91, 076 82. 884 4.9 2,234,478 1,219,906 961,433 132,426 5.9 1,788,175 123, 624 6.9 Michigan . 1, 602, 474 5. 7 58, 932 54,233 4.8 861, 523 749, 181 48,649 5.6 Wisconsin . 1,253,594 6.6 5.6 54,845 7.3 Minnesota . 957,662 56, 966 5.9 557, 183 33,506 44,337 152,510 6. 0 ! 304, 418 23,941 7.9 Town, 1,432,849 1,881,478 128, 998 234, 979 49, 828 133, 806 3. 5 1,174,063 1, 453, 238 3. 8 ! 833, 698 1, 122, 175 44,145 ! 161,763 ! 5.3 Missouri . 7.1 10.5 ; 14.4 North Dakota. .. South Dakota . . . 7, 528 9, 564 5.8 4.1 } 98, 348 4,157 4.2 | 9,766 914 9.4 Nebraska, . 762, 144 21, 578 2.8 316, 312 10, 926 3. 5 I 87, 562 4,630 j 5.3 Kansas . 1,017,178 29, 719 2.9 673, 121 24, 888 I 3.7 245, 267 16,978 1 6.9 W estern Division : 1 Montana . 103, 264 46, 436 321, 059 4,232 1, 408 4. 1 28, 986 631 2.2 15, 925 643 ! 4.0 Wyoming . 3. 0 15, 240 155, 456 374 2.5 i 7, 709 481 6.2 Colorado . 15, 474 4.8 j 9, 906 49, 547 6.4 29, 819 6, 564 22.0 New Mexico . . . .1 104, 103 43, 265 41.6 79, 767 62.2 65, 224 51,140 78.4 Arizona . 42, 482 8,953 21.1 28, 634 4. 824 16.8 8,170 2, 729 7, 097 33.3 Utah*... . ! 145, 437 7, 407 5. 1 95, 876 8,137 8.5 55, 828 12.7 Nevada . 1 32, 289 1,356 4.2 42, 595 1, 915 4.5 33, 175 653 2.0 Idaho . ! 60, 446 2,119 3. 5 21,481 784 3.6 8, 839 486 5.5 Washington . ...| 267, 747 8, 261 3.1 49, 269 1,429 2.9 15, 873 823 5.2 Oregon . . 1 232, 925 6, 946 3.0 119, 482 4, 343 3.6 60, 846 3, 411 5.6 California . 1 899, 159 40, 233 4. 5 589, 235 26,090 4.4 372, 493 1 26, 158 7.0 i EDUCATION OF THE COLORED RACE. 2487 Table 11. — Colored population 10 years of age and over and number and per cent who could not read and write. 1890. 1880. 1870. States artel Terri- Illiterates. Illiterates. Illiterates. tories. Total. Number. Per cent. Total- Number. Per cent. Total. Number. | Per cent. United States. 5, 482, 485 3, 112, 128 56.8 4, 601, 207 3, 220, 878 70.0 3, 511, 075 2, 806, 233 79.9 North Atlantic Di- 229, 858 49, 898 21.7 183, 986 44, 552 24. 2 144, 980 40, 200 27.7 South Atlantic Di- 2, 306, 652 1, 385, 936 60. 1 1, 973, 725 1, 482, 745 75.1 1, 552, 065 1, 319, 780 85.0 South Central Di- vision . North Central Di- 2, 452, 388 1, 501, 840 61.2 2, 007, 453 1,525, 245 76.0 1,533,447 1, 318, 765 86.0 848, 773 144, 814 114, 425 32.-8 41.5 294, 276 141, 767 121, 216 41.2 204, 383 76, 200 115, 284 12, 204 56.4 W estern -Division . 60, 029 47, 120 33.2 16.0 North Atlantic Di- vision : 1, 505 584 479 136 31.8 23.3 1,658 594 412 94 24. 8 1,719 522 178 10.3 18.2 New Hampshire . 15.8 95 788 19, 595 168 3, 026 21.3 15.4 807 15, 416 156 2, 322 19. 3 758 122 16. 1 Massachusetts . . 15.1 11,676 2, 164 18.5 Phode Island ... 6, 830 1,170 18.5 5,303 1, 249 23.6 4, 272 892 20.9 Connecticut . 10, 484 1,658 15.8 9, 523 1,661 17.4 - 8, 092 1,703 21.0 62, 110 11, 413 18. 4 53, 825 30, 206 11, 425 9, 200 SI. 2 42, 761 23, 715 10, 847 8, 301 25.4 New Jersey . 39, 337 11, 158 28.4 30.5 35.4 Pennsylvania . . . South Atlantic Di- 89, 125 20, 690 23.2 66, 654 18, 033 27.1 51, 465 15, 898 30.9 vision : 21, 608 161, 106 10, 692 SO, 723 49.5 50.1 19, 245 151, 278 11, 068 SO, 172 57. 5 16, 570 127, 708 11, 820 88, 707 71.3 69.5 Maryland . District of Co¬ 59.6 lumbia . 61, 041 455, 682 24, 737 21, 389 260, 678 10, 992 35.0 57.2 44.4 45, 036 428, 450 18,446 21, 790 315, 660 10,139 48. 4 33, 833 362, 624 12, 905 23, 843 70.5 88. 9 Virginia . 73.2 322, 355 9, 997 West Virginia .. 55. 0 77.4 North Carolina. . 392, 589 ' 235, 981 60.1 351, 145 271, 943 77.4 272, 497 231, 293 84.8 South Carolina.. 470, 232 301, 262 64.1 394, 750 310, 071 78.5 289, 969 235,212 81.1 Georgia _ Florida..,. ! 600, 623 119, 034 404, 015 60, 204 67.3 50.6 479, 863 85, 513 391, 482 60, 420 81.6 70.7 373,211 82, 748 343, 654 52, 899 92.1 84.1 South Central Di¬ vision : Kentucky . 1 197, 689 110, 530 55. 9 190, 223 133, 895 70.4 156, 483 131, 099 83.8 Tennessee . 309, 800 167, 971 54.2 271, 386 194, 495 71.7 225, 482 185, 970 82.4 Alabama . 479, 430 331, 260 69.1 399, 058 425, 397 321, 680 80.6 328, 835 290, 953 88.1 Mississippi . 1 516, 929 314, 858 60.9 319, 753 259, 429 75.2 305, 074 262, 359 265, 282 87.0 Louisiana . 392, 642 283, 245 72.1 328,153 79.1 225, 409 85.9 Texas . J 336, 154 217, 454 176, 484 116, 655 52. 5 255, 265 | 137, 971 192, 520 103, 473 75.4 169, 965 150, 808 69, 244 88.7 81.2 Arkansas . . [ Oklahoma . i 53.6 39.2 75. 0 85, 249 2, 290 897 North Central Di- j * vision : Ohio . j 69, 180 17, 599 25.4 59, 839 16, 356 1 27.3 j 46, 880 20, 789 . 44.3 Indiana . J 35, 694 11,495 12, 415 4, 838 32.2 29, 140 10, 363 35.6 18, 144 8,363 46.1 Illinois 46, 000 16, 561 27.0 29.2 34, 837 16, 780 12, 971 4, 791 37 2 21, 431 12, 240 9,930 4, 478 46.5 36.6 Michigan . 1 28! 5 Wisconsin . 4, 796 1,761 36.7 4, 279 1, 325 31.0 2, 523 596 23.6 Minnesota . 4, 688 1,091 23.3 2, 794 1,040 37/2 1,150 4, 261 83, 393 472 41.0 Iowa . . 8, 459 114, 160 2, 233 47, 562 26.4 41.7 7, 578 104, 393 2, 272 56, 244 30. 0 1,526 60,648 35.8 72.7 Missouri . ! 53.9 North Dakota. . . j South Dakota. . . 454 1, 229 215 410 47.4 33.4 } 1, 501 664 44.2 874 649 74.3 Nebraska . 9, 515 2, 446 25.7 1.959 602 30.7 703 231 32.9 Kansas . | Western Division : j 38, 037 12, 360 32.5 31,176 14, 588 46.8 12, 784 7, 572 59.1 Montana . ] 4, 547 1,652 36.3 3,003 1, 239 1,076 35.8 2, 245 275 12.2 Wyoming . 1,319 6, 837 222 16.8 182 14.7 350 121 34.6 Colorado . 1 1, 708 6. 805 25.0 2, 764 568 20.5 530 259 48.9 New Mexico ....! 8, 438 80.6 8, 199 7, 559 92.2 1,240 1,080 87.1 Arizona . 3, 594 1, 790 1, 829 825 50.9 4, 288 1, 318 1, 018 23.7 67 24 35.8 Utah . . . 46. 1 689 52.3 687 266 1 38. 7 Nevada . 5, 936 2, 275 7, 892 3, 541 1, 106 3,517 59.7 8, 071 3, 524 6, 451 2, 154 26.7 3,480 4, 350 219 6. 3 Idaho _ _ 48.6 S94 28.2 2, 902 484 66. 7 Washington .... 44. 6 2, 460 38.1 1,461 33.1 Oregon . 11,449 90,737 3, 157 27. 8 11, 083 91, 827 3,080 27, 340 27.8 3, 839 1,016 5, 558 26.5 California . 35, 669 39.3 29.8 57, 951 9.6 2488 EDUCATION REPORT, 1897-98. Table 12. — Schools for the education of the colored State and post- office. Name of school. Religious denom¬ ination. Teachers. Pupils enrolled. White. Col¬ ored. Total. Total. Elemen¬ tary grades. Male. Female. | 6 Female. Male. j Female. 9 Female. 1 3 4 5 6 7 s 9 S° 1 1 154 ALABAMA. 1 Non sect . . 1 7 3 2 13 98 115 98 115 1 2 . do . Huntsville Graded and In- Nonsect .. 0 0 : i 1 21 62 100 22 15 dustrial School. 3 Nonsect . . o o i 1 2 100 125 80 91 4 Cong . 0 6 o 1 7 86 1 100 56 34 1 ored Students, a 5 N ormal . Agricultural and Meehan- Nonsect .. 0 0 17 17 34 198 260 123 154 ical College. 6 Cong . 1 5 l 1 8 150 174 90 102 7 Alabama Baptist University * Bapt. . 0 2 5 2 9 142| 201 46 94 8 Cong . 6 14 0! 1 21 256 316 208 291 9 Presb . 1 0 : o1 0 1 8 0 0 0 10 Bapt . 1 i 3 30 45 24 26 11 Tuskegee . Tuskeuee Normal and In- Non sect . . 0 0 52 33 85 716 331 389 155 dustrial Institute. ARKANSAS. ! 12 Arkadelphia . Arkadelphia Academy . Bapt . 0 0 1 3 4 34 43 7 5 . do . Shorter University a . 13 Little Rock . Arkansas Baptist College. . . Bapt . 1 0 2 3 6 91 76 51 56 14 . do . Philander Smith College .... M. E . 2 3 3 3 11 137 140 23 21 15 . do . Union High School . Nonsect . . 2 1 3 78 176 55 128 16 Mavnolia. . Columbia High School . Bapt . 0 0 1 2 3 50 53 30 40 17 Pine Bluff . Branch Normal College . Non sect .. 2 0 3 2 7 127 63 0 0 18 Southland . Southland College and Nor¬ Friends... 3 4 2 9 85 80 70 60 mal Institute.* DELAWARE. 19 Dover . State College for Colored Nonsect . . 6 1 7 33 14 6 3 Students. DISTRICT OF CO¬ LUMBIA. 20 "Washington . High School (colored) . Nonsect . . 0 0 16 11 27 220 470 0 0 21 . do . Howard University _ Nonsect . . 45 1 ! 22 8 76 478 136 88 96 22 . do . Normal School (colored) .... Non sect .. 0 0 0 6 6 188 254 175 211 23 . do . Wayland Seminary and Col¬ "Rapt _ 3 3 4 2 12 79 62 24 21 lege. FLORIDA. 24 j Fernandina . i District School No. 1 . . Nonsect 1 5 6 150 170 142 158 25 i Jacksonville . Cookman Institute . M. E . 5 7 93 71 75 56 26 i . do . Edward Waters College . A. M. E. .. l 2 1 1 3 4 52 46 47 39 | Live Oak . Florida Institute a . !.. 27 Ocala . Emerson Memorial Home M. E . 2 2 0 69 0 69 and School. 28 j Orange Park Orange Park Normal and Cong . 2 5 0 0 7 34 35 13 17 Manual Training School. 29 Tallahassee . Florida State Normal and Nonsect .. 0 0 6 5 11 •68 150 31 74 1 Industrial College. 1 GEORGIA. 30 Athens . Tern el Academy . "Rapt, . 1 4 5 93 128 74 104 31 Knox Institute . Cone; . 3 4 7 113 191 103 181 32 . do . West Broad Street School*.. Nonsect 2 4 6 184 233 161 172 33 j Atlanta . Atlanta Baptist College . Bapt . 3 2 3 0 8 139 0 84 0 34 1 Atlanta University . Nonsect . . 6 6 2 1 15 102 203 10 50 35 . do . Gammon Theological Sem¬ M. E c 0 1 0 7 80 0 inary. 36 . do . Morris Rrnwn College . A. M. E... 14 7 21 169 257 59 128 37 Spelman Semina.ry _ Bapt . 0 36 o 3 39 o 450 0 372 38 . do . Storrs School . Gong 0 6 0 0 6 94 161 94 161 39 Augusta . Haines Normal and Indus- Presh . . 3 12 15 160 233 135 188 1 l trial School.* Statistics of 1896-97. «X o report. EDUCATION OF THE COLORED RACE, 2489 race — teachers, students, and courses of study. Pupils enrolled. Students. Graduates. Second • ary grades. Collegi¬ ate classes. Classical courses. Scientific courses. English course. Normal course. Business course. High school course. Normal [ course. Collegi¬ ate course. Male. 1 Female. Male. r2 13 a CD ft Male. 6 13 0 0 o 0 42 20 0 0 o 0 1 4 o 0 0 1 0 36 42 36 5 3 10 14 20 28 60 86 12 3 20 51 21 j 57 15 2 1 51 57 "" 7 5 30 60 0 0 1 0 150 15 70 0 7 12 30 o o 0 3 50* ’ 150 0 0 0 0 50 0 5 0 0 5 30 0 0 18 0 18 o J 230 0 0 15 23 n 13 51 61 i j 4 0 0 1 4 1 4 0 0 15 27 0 I o 0 0 o! 0 15 27 0 0 0 0 1 1 0 o 0 0 13 14 ...I 11 6 i 0 114 131 1 8 1 3 1 21 19 39 21 4 3 4 g 2 1 45 89 7 7 17 8 3 1 0| | o 1 22 0| 0 4 8 0 5 2 0 20 32| 3 7 3 7 0 0 152 291 0 5 0 0 3 6 0 5 ° 0 18 8 23 1 17 15 15 18 36 45 4 6 4 6 40 125 3 10 20 5 23 13 23 13 8 11 8 11 ... 0 15 .... ...., 9 25 7 8 3 3 . 0 134' 32 28 47 | 38j 7 7 7 J 1 24 ..... . 1 4 J 3 0 3 0 0 0 0 0 4 6 0 0 0 0 0 0 0 0 44 47 4 4 7! 4 78: 87 44 47 oj o1 i 0 4 6 0 0 1 50 20 J 25 30 25 50 60 3 5 o' o! 3 5 3 40 41 42 43 44 45 46 47 48 49 .50 51 52 53 54 55 56 57 58 59 60 G1 62 63 64 65 66 67 68 69 i 70, l 72 73 74 2492 EDUCATION REPORT, 1897-98. Table 12. — Schools for the education of the colored State and post- office. Name of school. Religious denom¬ ination. Teachers. Pupils enrolled. White. Col¬ ored. Total. ' Total. Elemen¬ tary grades. Male. © a © fa o H Total. Elemen¬ tary grades. Male. Female. 6 13 Female, j r2 Female. A *3 Female. a 3 4 5 6 7 8 9 SO u 12 1 VIRGINIA— cont’d. 149 Lynchburg Virginia Collegiate and In¬ M. E . 0 0 2 3 5 18 23 13 19 dustrial Institute. I 150 Manassas . Manassas Industrial School* Nonsect .. 0 0 3 3 6 40 53 40 53 151 [ Man eh eater _ Public High School . Nonsect . . 4 5 9 305 367 288 351 152 \ Norfolk . Norfolk Mission College .... U.Presb.. 4 8 3 15 287 417 271 384 153 Petersburg . Bishop Payne Divinity Epis . 1 0 2 0 3 9 0 154 i Petersburg _ School. Pea, body Hi o-b School . . Non sect 1 H 12 313 502 295 424 155 j Petersburg . Virginia Normal and Col¬ Nonsect . . 7 6 13 162 154 (57 86 legiate Institute. i 156 Richmond . Hartshorn Memorial College Bapt . 1 6 q 2 9 2 89 157 j Richmond . . Richmond High and Normal Nonsect . . 0 11 o: ' ° 11 88 380 0 0 | School. 158 Richmond . Richmond Theological Sem¬ Bapt . 4 0 4 59 0 1 inary. WEST VIRGINIA. 159 ; Farm . . . West Virginia Colored In¬ Nonsect . . 4' 2 6 44 56 1 stitute.* 1 1 160 Harpers Ferry. .. Storer College . Free Bapt. 1 5 3 2 11 76 92 19 48 161 Parkersburg . Sumner High School . Nonsect .. 2 1 3 6 78 93 73 76 Statistics of 1896-97. EDUCATION OF THE COLORED RACE 2497 ED 98 - 157 2498 EDUCATION REPOST, 1897-98. Table 13, — School# for the education of the colored race — Same of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Farm or garden work. Carpentry. &’r a >> cS 3 I I Plastering. | Painting. I Tin or sheet-metal work. Forging. 1 £ J m © O 3 3 / bD 3 c3 a 8 — Printing. Sewing. Sat .9 3 0 0 1° Other trades. •9FK | Female. I Total. I Male. A 3 a © 73 O H 1 o S 4 5 A X 11 9 10 p 12 13 Ill lo 16 17 18 !“ 20 ALABAMA. 1 61 30 91 61 24 6 2 ... dus trial School. 1 f» 132 0 132 125 2 5 4 10 60 70 10 60 . | 1 ... Colored Students., a 1 0 5 5 198 260 458 167 25 2 _ 20 10 34 29 27 31 130 Teal Coliege. 1 1 I I110 I 6 80 110 190: 80 6 8 1 . 1.;. 1 si tv.* 1 | 8 Tall ad flora, College _ _ 17 0 17 80 55 135 38 72 1 1 4 1 55 9 Stillman Institute - - 8 0 8 0 0 0 0 0 ”0 “6 0 0 0 0 1 0 0 ! 0 0 0 .0 Oak City Academy* . ... 1... .1 Tuskegee Normal and In¬ 61 23 84 712 335 1047 208 51 50 18 12 27 25 21 28 54 60 701 dustrial Institute. ARKANSAS. 2 A rka d el p h i a, A ca tl em y _ _ 4 19 23 g 2 6 18 Shorter University a _ . _ .8 1 Arkansas Baptist College .. 21 0 21 12 25 37 1 ^ 8 ! 25 .4 Philander Smith College ... 23 81 104 13 42 46 .5 Union High School . | 1 | .6 Columbia High School . 1 1 ■ 1 Branch Normal College . | 50 38 88 14 | 12 1 8 38 12 16 .8 Southland College and Nor¬ 45 35 80 25 8 . 3 8 35 35 mal Institute.* DELAWARE. .9 State College for Colored 26 14 40 6 14 2 2 2 12 Students. | DISTRICT OF COLUMBIA. I !0 High School (colored) . 0 0 0 24 40 64 0 11 0 1 0 0 0 3 10 0 0 0 40 11 Howard University . 286| 37 323 127 57 184 0 69 0 0 0 8 0 ° 0 48 54 0 Normal School (colored) .... 1 0 oi 0 0 0 0 1 c 0 0 ° 0 0 0 0 0 0 0 0 6 •‘4 Wayiand Seminary and Col¬ 10 ol 10 0 20 20 20 lege. !4 FLORIDA. 15 Cookman Institute . . 5| 8 18 3I ... 2 8 " *8! 16 Edward ^Waters College .... 0 J 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Florida Institute a . .-..J 1 17 Emerson Memorial Home ol 53 53 ... ■1 53 19 and School. . ■ 18 Orange Park Normal and 31 35 66 3! 35 Manual Training School. :9 Florida State Normal and 6 ol 0 39 108 147 16 15 0 0 5 0 0 0 0 3 57 57 0 Industrial College. 1 1 1 ' 1 1 1 1 1 I * Statistics of 1896-97. alto report. EDUCATION OF THE COLORED RACE, 2499 ■professional and industrial training — equipment and income. Chief sources of support. 21 o oS ® -3 O m s 23 gr^ 5 a 24 a P’S ® '3 3 "8 si i« <5 25 27 28 29 Contributions . $26, 047 400 $25, 038 *’’2,000 $538 $145 $1, 240 450 $1, 923 * ”766 City . State and private donations American Miss. Ass’n . $100 3,500 8, 000 1,200 1,700 State and United States . Amer. Miss. Ass’n . 20, 865 1, 000 Tuition and benevolence . Church . Tuition . . State and Slater and Peabody funds. 3, 500 6, 000 2, 000 50, 000 7, 000 30, 000 133, 266 5, 000 4, 000 268 34, 924 39, 192 872 3,350 0 500 237, 333 18, 000 3, 750 1,500 0 400 95,619 1,474 3, 933 8, 000 4, 000 264 Miner. Bapt. Home Miss. Society Ereedmen’s Aid and S. Ed. So¬ ciety. 1, 200 500 800 Columbia Dist. Ass’n and tui¬ tion. State . . . Donations, endowment, and tui¬ tion. State and United States. 1,020 200 40 3, 800 1, 200 25, 000 30, 000 22, 250 1, 000 60, 000 27, 000 500 1, 166 5, 025 1,034 100 2, 187 4,805 12, 850 4, 000 400 101,877 639 12 500 13 3, 353; 14 300 432 3,396: 2,000 150 6, 273 United States . . . United States and endowments. United States . Amer. Bapt. Home Miss. Society. 2 0 450 State and county . . . Ereedmen’s Aid and Ed. So. of M. E. Ch. A. M. E. Church and tuition _ _ 500 1,200 13, 200 565 2,000 135, 800 700, 000 25, 975 34, 500 0 0 6, 500 8, 500 60, 000 500 100 250, 000 . 25, 000 0 6, 800 125 4, 700 •--- 15 500 16 11, 730: 17 5,396! 18 4,600 19 25,975 20 56,300 21 22 5,325 23 1, 800 2, 100 1, 500 1, 625 W.H.M.S.M. E. Ch.... Amer. Miss. Ass’n . State and United States. 125 4, 000 300 27, 000 739 35, 000: 4, 000 I I 942! 1, 059 0 2, 800 3, 200! I 0 12,000 16,389 2500 EDUCATION REPORT, 1897-98. Table 13. — Schools for the education of the colored race- Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. © £ © a bJO o 1 pH fi* fl © P4 c3 u bJD ! a i 3 1 .2 bic .9 © XT; 5 bi) +3 Ph A* u o £ ’c8 © s © © cfi U © g H bio '3d o Eh M EH O £ O A °? © a © c8 k | 2 © © bio a a £ bio a £ © CG bic IS ! o 6 w © 2 u © o © i £ 1 © 13 O r© 13 ,2 S « Ph 1§ o H 1 o 3 4 5 6 7 8 9 10 1 _ 11 12 Ts 14 15 16 17 18 19 20 GEORGIA. 0 20 20 o 80 80 80 ! 33 108 141 26 1 ... ' 12 103 0 5 | 5 ... I . ' C 17 0 17 20 o 20 10 1 ! 10 73 141 214 38 0 0 0 23 1 0 0 i 12 141 j 40 23 80 0 ... 80 | ! nary. 43 88 9 5 4 2 3 ' 7 35 : 8 0 35 35 0 400 400 i 23 390 50 | *35 Storrs School . 0 0 0 0 125 125 0 0 I 0 0 0 0 0 ! 0 1 0 j 0 125 0 ! 0 trial School.* The Paine Institute . ... Walker Baptist Institute . . 0 0 0 0 0 0 0 0 ; o 0 0 0 0 o 0 0 0 0 0 Georgia State Industrial o o o 80 0 80 52 32 19 0 0 j College. ... Lagrange Baptist Acad¬ emy. a Dorchester Academy . o o 0 135 197 332 135 197 5 i Ballard Normal School . 0 310 310 f ' 310 1 Roswell Public School* _ 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 , 0 0 0 0 il Beach Institute . 0 50 50 |. 50 Clark University . 45 272 '317 13 10 10 12 168 44 44 Allen Normal and Indus¬ 0 90 90 90 1 10 trial School. ILLINOIS. • Sumner High School . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 INDIANA. . Clark High School . Scribner High School . KENTUCKY. Berea College . State Normal School for 70 72 142 63 7 65 36 Colored Persons. St. Augustine’s Academy. . . 25 30 55 1 55 Chandler Normal School * . . . 0 0 0 0 120 120 0 0 ”6 0 6 r0| 0 0 0 0 o 0 120 Central Colored High and 0 0 0 0 0 0 0 0 0 0 o 0 0 0 0 0 0 0| 0 Normal School. Christian Bible School . 18 o 18 1 Paris High School (colored) . 0 0 0 2 4 6 0 0 0 0 0 0 0 0 0 2 4 4 0 LOUISIANA. Alexandria Public School . . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 J Gilbert Academy and Indus- 117 108 225 30 17 3 7 5 57 40 40 trial College. I 1 Mount Carmel Convent a _ j | Leland University . | 1 New Orleans University. .. . 17 3 20 0 0 .... 0 0 0 0 6 ... 0 0 0 0 0 0 0 o| 0 j Southern University . 0 0 0 10S 69 178j 62 50: 0 o! 10 0 0 50 0 0 55 0 30 ' Straight University . 21 0 21' 87 921 179' i 871 24 92 1 35 53 Statistics of 1896-97. a No report. EDUCATION OF THE COLORED RACE, 2501 professional and industrial training — equipment and income — Continued. Chief sources of support. Value of benefactions or be¬ quests in 1897-98. Volumes in library. Value of grounds, buildings, furniture, and scientilic ap¬ paratus. Amount of State, United States, or municipal aid. Amount received from tuition fees. Amount received from pro¬ ductive funds. Amount received from other sources. Total income for the year 1897-98. 21 22 23 24 25 26 1 27 28 29 Amer. Bapt. Home Miss. So., $1, 043 212 $2, 500 0 | $475 0 $2, 136 $2, 611 j Jeruel Ass n. 1 ■ 1 125 4, 000 . 3, 000 1 Tuition, donations, and endow- 24, 720 10, 000 250, 000 0 2, 100 $959 1,558 4, 617 ment. 11,300 100, 000 16, 800 16, 800 A. M. E. Church . 2, 600 1, 000 75, 000 W. A. H. M. S. Slater fund . 12' 086 3, 000 160, 000 0 2, 086 428 14,512 17, 026 Tuition . . . 0 150 3, 108 0 2, 013 0 371 2,384 M. E. Ch. South endowment. . . 14, 484 290 1, 873 5, 974 8, 137 Amer. Bapt. Home Miss. Society 4, 500 0 585 0 2, 054 2, 639 United States _ 0 400 25, 000 0 0 Tuition . 524 300 1 2, 000 715 2, 582 3, 297 Amer. Miss. Ass’n and tuition.. 100 3, 000 40, 000; 0 2, 000 300 600 2, 900 City and tuition . ,600 0 3, ooo! $1, 300 200 0 0 1, 500 Amer. Miss. Ass’n . 0 100' 0 1, 150 100 1,250 Freedmen’s Aid and Southern l, 500; . 350, 000 1, 951 9, 500 11,451 Ed. Society. i Amer. Miss. Ass'n . 2161 8, 560 559 1, 440 1,999 * State 0 1 175 2, 800 1,400 1, 400 | City and State. . . 480 2, 500 I ‘ 1 ; . 1 . 1 27, 981 13, 436 114, 525 4,429 4, 935 463 9, 827 j State 410 18, 417 3, 000 135 3, 190 6, 325! : . | Tuition and Amer. Miss. Ass’n.. 132 500 18, 000 0 913 0 800 1,713 City and State . 0 400 800 Amer. Christian Miss. Society 725 0 0 138 1, 819 , "'I 1, 957i State and city . . 6 700 30, 000 2, 289 70 State and parish . 0 0 3, 000 3,120 0 0 95 2, 359| 3, 215 Endowment. _ _ ... 2, 000 100, 000 405 2, 800 3. 205 i . I Endowment 3, 646 1, 000 j 160, 000 0 0 3, 500 ; 3, 500| Freedmen’s Aid Soc. M. E. Church 0 5. 000 100,000 0 345 ' 300 6, 600 7, 245 State and United States . 0 1, 398 61, 553 9, 000 0 0 11, 862 20, 862j 2001 2, 500; ! 125, 000 1,900 4, 000 5, 900 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 2502 Table 13. — Schools for the education of the colored race — 1 Students in pro¬ fessional CQurses. Pupils re¬ in. Students train* sd in industrial branches. 1 dustrial training. Parm or garden work. o Name of school. '9FR Pemale. Total. Male. Pemale. Total. | Carpentry. Bricklaying. Plastering. fcb .9 •5 05 P4 rc3 +"> g O 28 $75 $426 200 1,600 1,857 150 ' 2, 007 100 . 1 . 101 7,280 10,647;102 50 1,200103 6,128 7,428,104 4, 167 1, 500 0 50 .. 1,500 90, 000 1, 500 125, (100 0 1,150 3, 192 i’ioo $175 '266 300! 200 600 700 250 15, 000 5, 555 6, 600 135, 000 17, 800 1, 100 40 35 1,7501 1,447 2, 900| 4, 000 105 600 i 750106 1,300 1,575107 4, 830. 25, 827108 . . ,109 15, 000 3, 453 1,250 30,000 2, 500! 2, 000 200 200 300 600 5, 000 5, 000 150 104 2, 000 250 25, 000 2, 000 10, 000 2,700 365 . . 110 10, 000 41, 250 111 . 112 1, 828 400 5,606 7,688.113 ... 2,400 114 ...1 . >115 . . 116 Oj 2,500 5,200 117 . 365118 2,209' 2,209119 1, 127 1. 000 2. 500! 73, 000 0 1, 278 200! 3, 000 0 0 250! 12,000 000 100, 000 35, 000 . 1, 500 . 124 1, 000. 100 . 1,278 120 1, 268 1, 268121 . I 700 122 11, 000 15, 000123 700 168! . ... 124 750125 428 126 619! . ; . 2, 000 100, OOO; 3, 300 4, 695 8,000 3, 000 500 4,200 450 45, 000 0 75, 000 . 2,100, 1,550 105, 000 0 4, 275 706 6,500 350,000 672 20 9, 0001 . 4, 8001 130,000 . 4, 530 3,715 .1, 500 10, 870 14, 620 4, 695 9, 494 694 2,400 6, 095 10, 877 8, 970 10, 200 1, 550 11,319 17, 664 127 128 129 130 131 132 133 134 60 . 1 . 135 7, 000> 8, 560 136 2506 Table 13. — Schools for Hie education of the colored race - 141 144 14J 15 158 159 161 Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. | Earm or garden work. © r bi p 'V a 3 y « bJD p *Ph © GO £ bio .9 "3 P-i 1 • 1 If S3 1 © © OQ U O g h ; So _n ’So o Ph 3 1 p< o Up <6 a 3 o S3 bJO 3 c3 g 7a o EH a • CO oo < D c3 3 s 14 o ' c3 |i 73 1 a 3 4 5 G s 9 1,942 1,802 3, 744 467 1,952 1, 893 194 2,131 331 332 371 826 82 305 286 431 708 72 638 618 802 1,534 154 156 57 85 169 0 261 494 453 631 113 276 358 455 709 95 47 25 43 71 8 503 384 429 755 GO North Atlantic Division: 123 114 237 76 59 116 9 210 a IS 64 142 19 6 57 10 77 130 127 257 61 196 103 23 216 South Atlantic Division: Delaware . . . .... Maryland . . . ...... 78 53 131 | 14 65 56 13 98 District of Columbia .... _ Virginia _ - _ _ _ _ _ 30 18 115 23 63 5 57 51 39 13 24 79 108 28 25 99 25 52 4 71 63 43 20 23 111 100 58 43 214 48 115 9 128 114 82 33 47 190 208 0 0 43 30 43 199 48 109 52 35 110 46 110 5 87 102 69 2 1 2 1 6 46 35 110 48 47 Wftst. Virginia,. : _ _ _ T4nrth Carolina _ _ _ South Carolina ................ Georgia.. _ _ .............. Florida . . . ... _ South Central Division: Kentucky . . . . 23 128 110 82 23 11 0 5 93 74 Tennessee _ _ _ _ ....... _ A la ham a. ............. _ ...... 0 Mississippi ........... _ ...... Louisiana. ... _ _ _ _ _ 15 17 30 47 26 60 28 104 65 0 9 0 Texas . . . . . . . 49 208 Ark an sas . . . . Oklahoma _ _ _ .......... Indian Territory . . | 1 . North Central Division : Ohio . . . . . . 189 80 153 60 65 40 98 58 141 78 99 46 60 30 94 62 330 158 252 106 125 70 192 120 56 13 159 57 77 95 41 84 50 119 71 113 61 70 52 85 75 19 3 5 0 7 0 9 5 111. 107 80 90 66 60 150 7 Indiana, _ _ Illinois . . . 46 20 10 14 Michigan . . "Wisconsin . Minnesota . . . Town, _ _ _ Missouri . . 23 North Dakota...... . South Dakota . .... | Nebraska. . . . . 38 45 4 45 53 2 83 98 6 50 | 63 12 11 0 52 Kansas _ _ _ "Western Division: Montana . . . 0 0 5 0 yominf . . . . Colorado . . . 28 27 55 43 34 1 32 New Mexico . . . . Arizona . 1 . TTtn.h _ Nevada . . Tdaho . . Washington . . . 7 14 29 6 14 23 13 28 52 0 0 0 12 14 44 4 22 30 0 0 7 . 7 21 0 Oregon . . . . . California . . . . . a One school not reporting. 2512 EDUCATION REPORT, 1897-98. Table 3. — Summary of statistics of schools for the blind, 1897-98. Volumes in library. Value of scientific apparatus. Value of Expenditures. States and Territories. grounds and buildings. Grounds and buildings.- Eor support. 1 2 3 4 5 6 89, 641 $82, 815 $6, 060, 900 $364, 266 $707,435 30, 030 6, 280 10, 500 23, 625 1, 337, 916 765, 500 262, 459 41, 800 24, 950 34,782 275 136, 169 75, 888 167, 594 290, 141 37, 643 10, 125 11, 061 702, 500 35, 071 3,354 35, 160 7, 250 2, 890, 484 364, 500 Eorth Atlantic Division: 1 1 15, 640 565, 610 30, 000 a 4, 527 4, 280 355, 000 4, 213 39, 171 9, 863 2, 000 417, 306 6258,246 66, 998 South Atlantic Division : 2, 675 5,500 385, 000 35, 672 3, 000 1, 500 1, 500 2, 000 45, 000 9, 000 11, 948 6, 880 13, 500 5, 288 1, 600 WAst Virginia . . . . 550 60, 000 100, 000 North Carolina . . - . . 1,200 28, 800 South Carolina . . --- 58, 000 no, ooo 7, 500 100, 000 Georgia . ... _ _ ....... _ _ _ 2, 650 4, 000 50 M00 25, 209 15, 909 18, 860 3, 600 19, 354 56, 332 28, 330 South Central Division : Kentucky . . . 2, 500 4, 600 5, 000 5, 075 Tennessee _ ................ 100, 000 50, 000 Alabama . . . 1,336 1,500 1,500 4,000 Mississippi _ .... _ ............. _ 50, 000 Louisiana . . 1, 000 2, 000 4, 050 40, 000 112, 500 250, 000 15, 000 1,950 4, 000 .Texas . . . . 125 Arkansas _ _ ................ _ ... 1,500 4,500 Oklahoma _ _ _ _ _ _ _ ........... Indian Territory . North Central Division : QJljo . . . . . 3, 917 1, 800 675 650, 000 400, 000 12, 000 2, 500 0 53, 521 27, 500 45, 000 25, 098 23, 000 17, 074 30, 720 27, 800 Indiana . . . . 2, 000 12, 000 Illinois T . . . . . . . . 5, 000 4, 000 3, 100 175, 000 165, 000 200, 000 50, 000 200, 000 150, 000 1VT i ch i cran , , , . . . 1, 682 12, 000 6, 600 Wisconsin _ .... _ .............. 185 Minnesota _ ....... _ ............ 1, 400 4, 000 5, 000 5, 000 Iowa ' _ _ .......... _ ...... 4, 200 8, 560 Missouri _ ........ _ ...... North Dakota . South Dakota . 1 1 N ebraska . . . . .............. 1,794 1, 300 5, 000 100, 000 22, 428 18, 000 1,404 Kansas ...... _ _ _ _ .............. 1, 200 300, 000 Western Division: Montana ............................ 100 450 2,500 Wyoming _ _ _ _ _ .......... Pfilnrndo _ _ ... _ _ _ 31 2, 000 120, 000 14, 790 New Mexico . Arizona . _ _ _ TT tab . . . . . . . Nevada . . . . Tda.ho _ _ W ashington . . . 140 Oregon _ _ _ 513 800 17. 000 275 7, 738 13, 711 California . 2,510 4, 000 225, 000 0 a One school not reporting. 6 $256, 746 expended by the Philadelphia school for new building. Table 4. — Statistics of State institutions for the blind, 1897-98 . SCHOOLS FOR THE DEFECTIVE CLASSES. 2513 •^loddns xo£ ^ o © - co cc - oo co t o © o o © © 00 ^ o © t~- © © © © irf t>~ to *e^ti9ni9A0jd -iui ptre eSnipxiug; © © © © © © © •Sonipjinq puu spuiiOciS ’ jo otire^ © © © © © o © © © © © © © © 1C ©^ cT HO ©~ !>• o © © o © © ©~ ©~ © © t- cs in t- © © CO © © CO •%U9TJ1 4.ifed9p iBijq-gtiptix •otsnj^; I <3 04 CO (M CO 04 04 04 CO no co ^ co •9X^1119^ CO 05 00 00 ■9lBK oo co m m (N m 1 A c3 pH p — P 03 3W 0 j: §| O g1 P ^0 0 t 02 §| d 0 fi.i 6 of P © O O Ph‘A g ^3 3 •£ 3 33 1 © ^ H S fa rtf tk « o c3 43 o P 73 +3 ' £ gM-ei» g- il 5 O P © pq ^ rs iD ll| | ^ ’eS-12 © 'o +i Ecj^pp O 02 2 2 « £) rt ' •g 3 -g 2 © pq §+= p f M 3 3 a? £02 ^ M Til llal 3 ^ ^ 5 P r^Pn ^ p 0 ffl®3 ® a rP a sgs 12 «H 23 +S A ^ r- • © , 3 |-§|.p1| JClil gig’-S-s'gS 2.^®3 ©^ § 2 10 -2 ■pq <^)e a P e ® •H ^ ^ 02 S M sSl l-lpb o g vf - P © P3 ^ o ccpq r-l rH CQ ED 98 — —158 From 1896-97. 'able 4.—- Statistics of State institutions for the blind, 1897-9S — Continued. 2514 EDUCATION REPORT, 1897-98. ® © X 'X-ioddns jo^ © S $22, 428 39, 171 13, 500 53, 521 7, 738 51,772 15, 226 5,288 15, 909 17,215 39,117 11, 948 6, 880 23, 000 •s^nauiaAOjd -rat puB sSatpiing; © H •03 O OlOtDO ■ ■ O O O • - a '1—1 O © l"# O . • O Ifs o • 1 o • HH r— 1 Cl r-* •uoxJBxRopurg; a H •05 CO COOt-HO • • © t- © © © © | | rH ^ 40 CM ^ • | rH rH •oisma xBXuaranixsu j COt-» O C5 CM O CO © CM rH CO (M rt* iO O ©40 rH H(MI> CO Tt* OH 05 iO CO l> •oisntu xbooa. S 50 6 199 18 14 130 66 48 110 18 8 30 12 43 95 •a^Buro^ © 45 64 99 141 14 95 32 25 63 14 97 28 6 25 60 30 COCO 40 C5 "rH nfl © CO rH © CO O t- CO 40 COt- rH CO rH 05 CO CM 40 rH © CO rH © ! Instructors. •XU8UI -UBdop |BUXsnpuj CM CO © rH rH t- y# (M ^ CM r-t h* tH •oisnj^; CO ^ © 40 rH 05 Ci CQ © rH © CO 93 CO CO ; •aiBtua^ | i-D 1 40 CO t-j COiiH O (M t— CQ 00 40 rH. t— CM j •9IBK H i © © L— rH CO CO CO CO rH CO CO O CO CO j Executive officer. n Wm. A. Jones . Gardner Fuller . John E. Ray . R. W. Wallace . J. L. Carter . Edward E. Allen . H. B. Jacobs . N. F. Walker . John Y. Armstrong. . . Samuel J. Jenkins - E. P. Becton . W. A. Bowles . . James Watson . James T. Rucker . R. F. Bliss . Name. « Nebraska Institute for the Blind New York State School for the Blind. New York Institution for the Blind.® North Carolina Institution for 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 Insti¬ tution for the Blind. |* South Carolina Institution for the Education of the Deaf and the Blind. Tennessee School for the Blind. Deaf, Dumb, and Blind Insti¬ tute for Colored Youth. Texas State Institution for the Blind. Virginia Institution for the Deaf and DumbandtheBliud. Washington School for Defect¬ ive Youth. West Virginia Schools for the Deaf and the Blind. W isconsin School for the Blind * Post-office. Nebraska City, Nebr. . Batavia, N. Tt . New York, N. Y . Raleigh, N. C . Columbus, Ohio.., . Salem, Oreg . Philadelphia, Pa . Pittsburg, Pa . Cedar Springs, S. C . . . Nashville, Tenn ...... Austin, Tex . Do . Staunton, Va . V ancouver, Wash .... I Romney, W. Va . Janesville, Wis . 1 1-H cq OS -sH lOCt- 00 O'. ® .H Ul]J[ • ■ O • O . . o O CO • CM O • • to CO • CM » •poqxera Xnuunut £q 'jqSnnj, • • rH 00 C5 * • * i- co m • « • CO O 05 CM • C5 ■ ‘ • • H CM t—i CM • rH • •poqaorn tbjo A^ojud jCq ^.qSnnx « C3 H M 0 200 87 40 21 93 •lue^sAs pouiqmoo A“q q.q”nnLx S3* nj • • — t co o i • b- r- 1 O * 88 59 51 46 77 74 240 60 87 ■9p?ai9£ ® H t" G5 V- O CM CM i© • 05 ZD CO t- CN CO CM O C5 OO G5 C5 CO CD CO CM CM C5 CO Hi CM CD H< •Qinpt © lO lOrfl P- CO CM t* . NO Hi C5 rH O LO Hi OO rH O CM tH rH O CO CM O H CO 05 CO 00 H< rH CO rH rH rH rH Instructors. •QU9OT - ^ j n d 9 p I'eixisnpux QC H 05 CO iO Hi CM • CM CM COO lO O O iD Hi •;iu9nido[9A9p [nuny J *• ; ; O o o j rH CM • O CM O O jOO •aoiyqnoipiy | 55 j I> CO CM H< H GO O CM rH CO t'- O Hi CM O CM ' •OTBcua^q 1 1 L- 'HO lO H CO rH rH tH H CM l- CM 00 CM Hi to Hi CO TH rH rH rH •9inpt[ | H ! CO H Q CO t- HJ Hi rH H j>- tO CO Hi O CO Executive officer. Joseph H. John¬ son. Frank B. Yates. .. Warring Wilkin¬ son. D. C. Dudley . Job Williams . Miss Ella Scott... Vriwowi ivr nQi. laudet, president. Edward M. Gal- laudet. James Dennison . . Frederick Pasco. . W. 0. Connor . Dr. J. C. Gordon .. Richard 0. John¬ son. Henry W.Rothert. A. A. Stewart . Augustus Rogers. Dr. John Jastrem- ski. © | k « Alabama Institute for the Deaf . . Arkansas Deaf-Mut6 Institute. . . California Institution for the Ed¬ ucation of the Deaf and the Blind. Colorado School fo-r the Deaf and Blind. American School, at Hartford, for the Deaf. Mystic Oral School for the Deaf. . The Columbia Institution for the Deaf. n Pollon/lof flnllorm b Kendall School . State Institution for the Deaf and the Blind. Georgia School for the Deaf . Illinois Institution for the Edu¬ cation of the Deaf and Dumb. Indiana Institution for the Edu¬ cation of the Deaf. Iowa School for the Deaf . Kansas Institution for the Deaf and Dumb Kentucky Institution for the Education of Deaf-Mutes. Louisiana Institution for the Deaf and Dumb. 6 o 3 © 03 O H Talladega, Ala . Little Rock, Ark . Berkeley, Cal . Colorado Springs, Colo. Hartford, Conn .... Mystic, Conn . Washington, D. C. . St. Augustine, Fla. Cave Spring, Ga . . . Jacksonville, Ill . . . Indianapolis, Ind . . Council Bluffs, Iowa. Olathe, Kans . Danville, Ky.. . Baton Rouge, La. . . CMro iO O t- 00 C5 O rH CM CO H lO Table 9. — Statistics of Slate institutions for the deaf, 1S97-9S — Continued. 2520 EDUCATION REPORT, 1897-98. •jjoddns P 4 ! •sjuauiaAOjd rat pu« eS trapping; 1-H '8IBH •puara p j v d a p prajpsnpuj e- © in in •juarado[aAap perary •tioinqnoip.iY •apumajp I ^ -§ .SSA ! g|.g| H~A o £Jl © *Z)z’ a © © b M2 £■' 1 1 OA^A >P © H 1«3 MM t? a . u 7. © B IgA 35 o 'o 'S ° © © A £ . o 3 fl eg ©.0 - A •§ Pjj£ I A © a ® H-S '6 2 3 d i5 * ■ | B =1 a3 1 a © ;3||a mUs c3 © Ch M -s-S ©<© sji § «« if'il’S § © W) © © P S § M2 £ t3 © m q §.2.8®3.2 o c22 ^P © © ©A O © m (=n -•8 >sM eS -B 3g fl . © b A ^ A 3 M bt) - c > . u . > n 2 ra © I p © s © i M M •2 § B wl-2 ©A 2 A hS S d M © ©A CQ ^ t/2 p<- ■MflSM © ® g g r2 •„ M © o ©=22^ p. A OQ 1 • ; i : : M ; A ao S i gj _r , ” oq © A A CO e3 ! d O M iS hr. M A M © s-l P..O 43 M M fH © M M 0 J © 2 © SP-'b a efi « g 0 Iff! B © °g rt "cS a 0 d O ~s © A (S "S 0 C3 jQ 0 1 oS A A M MaM^ A A H 02 ◄ A A A CO s O H N CC • (M CSS CM ^ 1C iO O O CO C5 CM t> CC OOlHOCO CMiDIhOOCOOgThTcO 1 — ! H TH COlHiHrH rH CO H lC H rH CM CO lO CO tH CO o O O 00 co o • O l- . i-h co cm 05 *ooo • • oo cT co • o o • • t-i ; CM • 1.0 o o • • o o • o • • • o i • o O i o • • o o • o • • • o • 1 CM TJ4 • O • • O O ■ lO • • • rH i i lO 00 • LO i i H CM i H • • • CD 86, 936| 198, 717 526, 000 130, 000 257, 117 175, 000 1 25, 000 24, 000 650, 000 . ON i> oooo OOO OOO OOO Oh CO OOOO OOOOOOOOO O rH OOOO OOOOOOOOO ON H o o o oo o o' t- do or o o o CO O O OOCOO CDOCOOOOC^tlfH CM O rH rH CM C l rH tH 265 500 5, 000 2,500 100 50 : i : : : : : : : ^ : § i : i 1 CO O O Cd • • O r-< CM CO r— t . . lO CO O CO CO CO CO • . r— i CM - t— < CD t-h O CP (M Tji O CM CO (N ^ CO N COW PI 00 N COO 1C O CD O CM (M CO rH CM CO CM (MOi-Ht-ICMCDCOCOO rH 3 H ® © TO"- 2H III®: S R Ifl grB ^>S'c 9 1 5 2 ©6§.SP.S P rid TO P © . TO ti. OP o cq <3 CS © gP Prid r i P 1 o Eh -A cr 5 <1 H CS o © o ^ ! c3 • o> «H o > is ;n p o fi SC I 1: 1 || "S pf C3 +3 , © iP9 §•2 •§s r- fl fl.o s § © a cS be to O g P, CSr 2 ffle,., ©P ® > O O w n si 1 1— i § p i p O'© : §© ill rQ •—< a 03 .Ofl Rrr' p PP cgSh .72 P§: cc PP _3 B«Hh P c3p © ® ‘*i HP Pa2 p ©95 p © © a P h o JSI'Ssf.cgs-a ^oqP-p+s.BA1'^ p 5^“ R, c p If2 TO o aj ® g P.9 tfrf^h^PjC t> £ £ £ ^ H H g^S. M** I N .2 -i® p "w m ©t*N 2 © P P © izj o jz? 6 P s p p iS rid bJD ° 2 o ©O o JH a © j « H,2 2*>p:~ OwH . p 02 © - H X -2 ^ © ;n5 ® W)r,23 ) H Q C ^ r— H - 2-gj C © p ■I* 1 3 02 rSH Hp tdH R o .g cS 02 t> CO CO CO CO < CM CO Table 10. — Statistics of public day schools for the deaf, 1897-98. 2522 •^joddns aojf •s^uam © -9ao Jdrat ptre sSaipfing; •ssutpxinq paii spanoaS jo auje^ •sn^BJ go -Bdd'E opt^aaioe jo eiqBA w •B^idB9 aad ^800 iBima y •AJBjqix ai 89UXHX0A -JL6BI hi eaxBnpBJO !2 •u9UB§J9pni3; •poq^aui m Xbtuibui £q ^qSoBX o © o o o o o •poqpam ; e* Xbjo i?i9jnd Xq q.qSnBX | H CO CD O O 00 O O t~ O •massifs paargmoo Xq q.q.gnBx •ajBaiaq; oaeoooeowseot- ■aiBK CD 00 O •XuatapiBdap XBiJienpui 00 •^uamdcqaAep TB.iriY > cS p O P hce § §P P r© S3 ^'1 |P P r© s p ; » r© ® H flP © H -w •-) X B© ^ P p a a 5©+3"s^fl'S^© ^P §3 &» Sp P W N P 3 Peg §P Otis's ©+= Uglgs s-l +S © H L. *H P CO P ,© W n3 • ® **31 © ©CO c3p cS H P eoW^' oi ^=1 ► PH af e3 > o ^ ^ co co co m ohco « !> CO Oi OlOt> o . 6^ is** ^-S? p!> 6 5 P fls <3 © P o ^ © ® © of cj *r5 CJ B o 2 S £ A &C id ’o 3 .2 (- 'S j o rrt O © 2 p a ® >j3 © O 03 u © p j’o ^ . a 43 • r? t> o j>> p 3 P *^"S C 2 o ,2 ^ r3 as -“,© fj -B © c3 'able 11. — Statistics of private schools for the deaf, 1897-98. 2524 EDUCATION REPORT, 1897-93. '86-L68I iif sa^enpujo • o O O O • U9}.n?“ Japing 2 to o o CM O O •H o 1 w Hi lAMlA O O O CM rH CO CO rH U- rH • O CO O i CM rH co •ina^sAs p9uiqi!ioo Aq ^qSnux : N h- O OH rH CM O O H O O O O CO CM IN o cot'- IN 00 05 IN O IftCOkO W © co oo mmoo •ijuaui ■^nsdop IBiJ^snpui *4aaiu(Io]9Aop puny ! ^ •uorvepioijjy | ^ yiism9£ I i$ ia> o-o CM rH CM O O LC O CO CO rH CO CM : O O £ © ^ S-A © ©v Pt> fl M g«i §-«3 3|» ^ a a •£ga ft^ ® Sa’I H H CD C$ £3 h! S ° o S O . +1 ^ IB > 05 © © m PP P o a p -© o ^ ^ o © © © p A -5 © • “-S « a "© a <3 © PP c e) -t3 o PW P® 1 1 ©.s © ©h g a 3 r© ^ P © ^ l5 BH O ^ OP to © ’© a: a © SB pP a *-< • cop: « © a © ©M ocoP P ©A © - . rl CO be •S £‘S ft «!> © P © § ep ,a © o “ 31 © Po a o 3 w © CO —I - p £_g © -2 © P M P SJ: o | .|9S|^33 n 'fl.S P © o O 2 W o-o © efpNfl g ^ . a . a a p-*3 5 P © P a P . '-'T ’3 i-Jp^3 lit® J oS^pail^-SP o PO WB P c» CO Ocop O ®P o*P Og a' 2 SP CO C- 00 05 © 00 © SCHOOLS FOR THE DEFECTIVE CLASSES. 2525 Table 12. — Summary of statistics of public and private schools for the feeble¬ minded, 1897-98. PUBLIC INSTITUTIONS. State. N umber of institutions . Instructors. Pupils. Value of grounds and buildings. Expenditures. Male. 0 ■a a ® fH 0 H Industrial depart¬ ment. Assistants caring for inmates. Male. Female. Total. Kindergarten. Music. I 2 3 4 5 7 8 ! 9 IO 1 i is 13 14 Total . 19 45 168 213 135 556 4, 584 4, 282 8, 866 815 1,590 $4, 922, 537 $1,414,451 Massachusetts . 1 5 9 14 6 87 392 255 647 193 110 343, 600 76, 234 New York . ^ 3 1 16 17 21 77 402 950 1, 352 114 183 587, 053 155, 523 New Jersey . 2 7 14 21 7 45 161 176 337 53 254 225, 000 75, 387 Pennsylvania . 1 2 19 21 17 103 572 408 980 60 36 565, 000 162, 709 Kentucky . 1 1 5 6 2 5 70 65 135 0 0 100, 000 25, 000 Ohio 1 2 25 27 10 52 660 436 1, 096 309 705, 870 143, 231 Indiana . 1 14 12 26 18 26 306 295 601 45 318 330, 000 n] 000 Illinois . 1 1 10 11 5 390 335 725 75 20 350, 000 130, 000 Michigan . 1 ' 5 5 4 ’io’ 100 100 200 20 7 93, 100 69, 760 Minnesota . 1 "2 10 12 3 40 373 309 682 43 70 399, 829 129, 145 Iowa . 1 7 19 26 13 36 474 342 816 40 105 315, 915 123, 104 Nebraska . 1 1 7 8 2 10 112 104 216 10 55 150, 000 25, 000 Kansas . 1 0 3 3 0 9 68 48 116 30 0 61,470 22, 358 W ashington . 1 0 9 2 3 4 28 27 55 44 25, 000 California . 1 2 6 8 14 18 285 255 540 100 37 500, 000 80, 000 "Wisconsin . 1 0 6 6 10 34 191 177 368 32 42 170, 700 120, 000 PRIVATE INSTITUTIONS. Total . 10 7 49 56 45 60 222 144 366 128 159 Connecticut . 1 0 3 3 13 111 70 181 68 53 Illinois . 1 0 1 1 ”6" 4 4 2 6 5 0 Maryland . 1 1 1 3 21 6 27 9 13 Massachusetts . 3 "2 10 12 25 19’ 46 15 61 16 19 Michigan . 1 3 6 9 9 9 15 15 30 12 30 New jersey . 3 2 28 30 8 15 25 36 61 18 44 Table 13. — Statistics of State institutions for the feeble-minded, 1897-98. 2526 EDUCATION KEPGIiT, 1897-98. •jjoddns ,ioq; •s^nemaAoad •mr pm? eSnipimg; O ^ 30 © © 00 OrH® © © o cQ ■esnypyinq pus spuno-iS jo onp?A •snqexed | di? ogijuoios jo 9np?A •AaBjqix m soninjo^ owo © in ^OH •oirsrtpq; U te C U 'Sfc® i ^ Sg© a ^ A . ^ <1 P «IPP P ■ SR £S > A a qj o ^ .5 P ^ m +3 33 . , CQ C 'o .2 a a £ =2«sp.2d a p. *3 © . >i ^ © 7=33 3 o a «2 pH o ! □Q © ^2 c cdd ® O . iA a © ^ «P ®. M M 2 P ala m to o a +3 7 . 1 | .W ©^ i a '-£-7 : c3 p* 9 ; '=c © 2 I11 g S-i 03 ® H|S§ |o © © © © l£|3g§ M JZ| S 73 . © a t3 7? © © fill igjM ill a © 'Ss‘5 © o te © o ,<& © 9 _> 333 a “2SS ©3 a i © o o t~ A •uoji’jg. Taping]; © «K O o 75 iO o o ^ ^ CO O CO o 20 CO o *— 1 37 cc 35 ID T*< CO ^ O CD • CM • CO p •QjBrao^ j Si 255 335 lONCO 0-^7^ (M CO 65 255 001' 309 104 73 G 435 217 298 436 408 27 177 | •«FK 00 285 390 CD "rt< 00 O CD CO rtf O Ol o CO 100 373 112 161 o o ^ 099 CM iD 28 191 i CQ ‘S9JtftTUII J0J Smaeo ejirejstssy *• 18 CD CD a CM CO iO t- ■00 o o o CO 8 28 rH 00 r-i CO CM ID CO O 4 34 o 1 £> •j 1X0 III -jJBdop jBiJjsnpnj | 52 in 00 CO o CM CD CO CM *- : 10 CC O 10 d tH O 1 H 1 O - lO CM rH o O rH CM CM ° ° p a o S © o 0-1 -7P P3 b! 3* <3 ^ ; o 3 o aT a 03 - c3 © h'P © cS a c ^ 5|i 1 3 p a -<8 * VA TJ1 6 P t>o From 1896-97. SCHOOLS FOR THE DEFECTIVE CLASSES 2527 Table 14. — Statistics of private schools for the feeble-minded, 1S97-9S. Instructors. Pupils. Post-office. Name. Executive officer. Pc3 a Female. Industrial depart¬ ment. Assistants caring for inmates. 6 Female. 5 bJD O 0 £ *55 % 1 3 3 4 5 6 7 8 9 io 'a 1 Lakeville, Conn. . . Connecticut School for Imbeciles. Geo.W. Knight, M.D 3 13 111 70 68 53 2 Godfrey, Ill . Home and School for Nervous and Deli cate Children. Wm. H. Smith, M. D . 0 1 0 4 4 2 5 0 3 4 Ellicott City, Md . Amherst, Mass _ Font Hill Institution for Feeble-Minded and Epileptic chil¬ dren. Home School for Nervous and Deli¬ cate Children. Samuel J. Fort, M. D . Mrs. W. D. Herrick . . I 1 1 3 3 2 3 21 7 6 2 9 13 5 Barre, Mass . Private Institution for the Education of Feeble - Minded Youth. Catherine W. Brown . 1 18 14 36 9 12 16 6 Fayville, Mass .... Emmanuel School .... M. A. F. D. Green _ 2 5 2 3 4 4 3 7 Kalamazoo, Mich . Wilbur Home and School for the Fee¬ ble-Minded. C.T. Wilbur, M. D .. . 3 G 9 9 15. 15 12 30 8 Cranbury, N. J - Private Home and School for Enfee¬ bled and Undevel¬ Eev. C. F. Garrison . . 2 5 4 3 9 8 4 0 9 Haddonfield, N. J . oped Minds.* Haddonfield Training- School. Margaret Bancroft. . . 0 9 3 8 6 13 3 19 10 Orange, N. J . Seguin Physiological 'School for Children of Arrested Mental Development. Mrs. Elsie M. Seguin . 0 14 1 4 10 15 11 25 * From 1890-97. CHAPTER LII. REFORM SCHOOLS. In the 87 reform schools represented in the Annual Report for 1897-98, there were 518 instructors and 23,501 pupils in the school departments and 18,080 pupils in the industrial departments. The total number of inmates was 25,308. The value of grounds and buildings was $18,631,147; the expenditures on buildings and grounds amounted to $569,555, and for support $3,546,767, making a total expenditure of $4,116,322. The number of assistants, not including instructors in the school de¬ partments, was 1,861. There were 19,771 white inmates and 3,267 colored inmates. There were reported 8,033 inmates of native parents and 5,771 of foreign-born parents. When admitted 2,718 could read only, and 2,370 could neither read nor write. The number committed to the institutions during the year was 12,773, and the number discharged was 12,003. When discharged from the schools all could read and write and a large number had received the equivalent of a common-school education. The North Atlantic Division reports 35 schools, 240 instructors, 11,301 pupils in the school departments, and 8,504 in the industrial departments. The number of inmates reported was 11,595, of which number 9,754 were males and 1,841 females. The Aralue of grounds and buildings was $9,430,916. The expenditures on grounds and buildings amounted to $139,627, for support $1,814,281, making a total expendi¬ ture of $1,953,902. The number of assistants, not including the teachers in the school departments, was 820. The South Atlantic Division reports 12 schools, 54 instructors, 1,945 pupils in the school departments, and 1,185 in the industrial departments. Of the 1,955 inmates reported in the institutions, 1,730 were males and 225 females. The total value of grounds and buildings was $1,458,297. The amount expended for buildings and improvements was $41,916, and for support $210,891, making a total expenditure of $252,807. The number of assistants, not including teachers in the school depart¬ ments, was 141. The South Central Division reports 5 schools, 24 teachers, and 1,336 pupils in the school departments. The value of grounds and buildings was $497,000. The total amount expended was $154,285, for buildings and improvements $22,208, and for support $132,077. The total number of assistants, not including the teachers in the school departments, was 5. The North Central Division reports 28 schools, 258 instructors, and 8,375 pupils in the school departments. The total number of inmates reported was 9,552, of which number 6,992 were males and 2,560 females. The value of grounds and buildings was $6,599,264. The amount expended was $1,588,705, for buildings and improve¬ ments $352,387, and for support $1,236,318. The number of assistants, not including teachers in the school departments, was 724. The Western Division reports 7 schools, 12 instructors, 574 pupils in the school departments, and 574 in the industrial departments. The total number of inmates was 574 — males 524, and females 50. The value of grounds and buildings was $654,670. The amount expended was $163,623, for buildings and improvements $13,423, and for support $153,200. The number of assistants in caring for inmates, not including teachers in the school departments, was 96. ED 98 - 159 2529 2530 EDUCATION REPORT, 1897-98, Table 1. — Summary of statistics of reform schools $ 1S97-98. States and Territories. Number of schools. 0 rfl u t-* O ® O a <3 Number of pu¬ pils. .a fcr 3 . rt 02 f5 ® S'? M 2 S*3 £ Inmates. Value of grounds and buildings. Expenditures. Male. Female. 73 0 H 02 ' ■ teg © • £ r-J O PS g u ® pq For sup¬ port. 1 a 3 4 5 6 7 8 © 1 © 11 United States . 87 518 23, 531 18,080 20, 092 5,216 25, 308 $18, 631, 147 j$569, 555 $3, 546, 767 North Atlantic Division. 35 240 11,301 8, 504 9, 754 1, 841 11. 595 9, 430, 916 139,621 1, 814, 281 South Atlantic Division . 12 54 1,945 1,185 1,730 225 1, 955 1, 458, 297 41,916 210, SOL South Central Division . . 5 24 1,336 1,010 1,092 540 1,632 497, 000 I 22, 208 132, 077 North Central Division.. 28 258 8, 375 8, 375 6, 992 2, 560 9,552 6, 599, 264 352,387 1,236,318 Western Division . 7 12 574 574 524 50 574 654, 670 13, 423 153, 200 North Atlantic Division : I Maine . 2 7 216 216 144 72 216 160, 000 14, 000 38, 952 New Hampshire . 1 3 128 128 107 21 128 100, 000 18, 000 55, 000 1 3 102 62 85 22 107 50, 000 15, 000 all 30 831 653 670 161 831 510, 065 16, 796 173, 156 10 419 119 369 50 419 223, 700 56, 420 9 17 687 645 440 247 687 600, 000 123, 278 New York . 69 137 6, 122 5, 002 5, 485 786 6, 271 4, 479, 878 64, 540 804, 942 New Jersey - * . 3 6 642 308 620 162 782 484, 877 15, 070 120, 478 Pennsylvania . 4 27 2, 154 1, 371 1,834 320 2, 154 2, 822, 396 11, 215 427, 055 South Atlantic Division : 3 10 133 101 111 26 137 150, 400 10, 081 Maryland . 5 28 1, 190 822 995 199 1, 194 985, 000 34, 846 121, 332 District of Columbia. L 8 248 80 248 0 248 250, 000 41, 825 Yirginia . 1 4 163 163 0 163 25. 897 0 16, 895 West Yirginia . 1 3 180 182 182 0 182 35, 000 7,070 17,665 North Carolina _ _ South Carolina . . i i . Georgia . . 1 1 31 0 1 31 0 31 | 14, 000 3,100 Dior id a . South Central Division : Kentucky . 2 11 464 289 i 320 351 671 400, 000 8, 000 50, 000 Tennessee ..... _ ... 1 10 701 701 512 189 701 13, 708 64, 659 Alabama . . . Mississippi _ _ _ i Xouisiana . 1 1 103 0 109 0 109 47, 000 7, 497 Texas . 1 2 68 20 151 0 151 50, 000 500 9, 921 Arkansas . Oklahoma . . . . Indian Territory 1 . North Central Division : Ohio . 3 39 1,642 1, 017 1,169 473 1, 642 1. 377, 050 66, 619 203, 930 Indiana . 2 8 1 738 738 538 277 815 ' 375, 000 1,561 103, 489 Illinois . . 5 32 1.592 1,664 1 1,748 I 336 2,048 1, 575, 000 156, 000 239, 098 Michigan . 4 79 1,231 897 2,078 1 662 1,740 870, 880 14, 311 170. 070 Wisconsin . . 2 18 562 562 319 243 562 278, 760 12, 820 84, 951 Minnesota . 2 23 473 489 442 47 489 862, 574 44, 000 103, 300 Iowa . 2 14 667 667 573 . | 164 737 270, 000 8, 000 84, 866 Missouri . . 3 16 812 430 672 153 825 460,000 23, 082 122, 292 North Dakota . South Dakota . 1 6 . 1 107 107 85 22 107 75,000 500 17. 000 Nebraska . 2 10 1 220 150 148 72 220 215, 000 6, 486 74, 508 Kansas . 2 15 331 331 220 111 331 440, 000 18, 998 32, 804 Western Division : Montana . 1 2 61 0 49 12 61 50, 000 2, 500 16, 875 Wyoming . Colorado . . 1 2 122 52 122 0 122 111,700 6, 032 38, 787 New Mexico . Arizona . . . U tah _ _ ! Nevada Idaho . Washington . 1 3 148 148 110 38 148 83, 000 20, 000 Oregon . 1 2 102 102 0 102 200, 000 18, 000 California . . 2 3 141 129 141 0 1 141 200, 970 4, 891 59, 538 a Two schools not reporting. b One school not reporting. REFORM SCHOOLS. 2531 Table 2. — Summary of statistics of reform schools, 1897-9S. States an'd Territories. Number of assist¬ ants. Race. 1 N ativity . Illiteracy. During ? year. White. Colored. Native par¬ ents. Foreign-born parents. Could only read. Could neither read nor Write. Committed. Discharged. I 3 4 5 G 7 8 O United States . i,;86i 19, 771 3,267 j 8, 033 5, 771 2, 718 2, 370 12, 773 12, 003 North Atlantic Division .. 820 8, 891 989 3, 102 3,016 781 909 5, 603 5, 468 South Atlantic Division . . 141 1,269 618 1,504 195 250 311 830 855 South Central Division. . . . 80 1,095 343 474 165 330 152 927 840 North Central Division - 724 8,203 1,284 2,693 2,244 1, 209 965 5,211 4, 562 'Western Division - 96 513 33 260 151 148 33 202 278 North Atlantic Divisions 8 215 1 65 n 70 50 New Hampshire . . 10 127 1 ■58 51 1 1 56 r-X 56 15 103 4 77 40 30 60 40 • Massachusetts ... _ a 137 795 36 96 181 22 27 475 342 Rhode Island - 43 380 39 142 273 81 22 275 236 84 606 81 196 51 37 284 319 New York. — - - &264 4, 252 304 1, 396 1,917 383 587 •3, 433 3, 464 70 682 100 77 42 3 120 79 Pennsylvania . . 183 1,731 423 987 454 294 202 830 882 South Atlantic Division : Delaware - 18 26 43 84 10 26 0 33 28 Maryland . . 80 817 377 1, 041 153 131 220 504 587 District of Columbia .., 40 98 150 218 30 82 64 130 105 Virginia _ _ _ 163 0 161 2 11 27 68 72 W est Virginia, _ 1 163 19 83 54 North Carolina _ South Carolina _ _ _ _ _ . Georgia . . . 2 2 29 0 12 8 Florida South Central Division : Kentucky - - 54 364 118 344 ■144 306 142 319 272 Tennessee _ _ _ 648 53 .257 203 Alabama . i . . . Mississippi 1 . Louisiana . . . 6 21 83 322 333 Texas - 20 62 89 130 21 24 10 29 40 A rkansas . . . 'Oklahoma, _ 1... . Truth) n Territory North Central Division: Ohio . . 161 1, 227 415 276 179 81 108 539 529 Indiana - - 49 711 100 , 271 6 9 31 50 33 Dlinois . 49 1, 801 283 833 702 303 342 2, 172 1, 648 Michigan - - - 105 1,630 110 250 . 332 162 48 1,046 929 Wisconsin . 77 ■551 11 75 487 139 48 388 474 Minnesota - - 71 462 20 183 306 11 54 .236 223 Iowa . . 57 597 80 147 17 250 250 181 3.62 Missouri . . . 93 668 157 354 15£ 39 57 265 196 North Dakota . . South Dakota . 16 102 5 1 15 10 37 37 Nebraska _ _ 14 200 20 96 50 3 115 134 Kansas _ _ _ 32 254 77 208 12 200 14 182 197 Western Division : Montana . 11 57 2 12 27 20 Wyoming _ _ _ Colorado" . . 17 109 13 80 42 120 2 70 71 New Mexico . . Arizona _ _ ■Utah . . . Nevada . . Idaho _ _ Washington - 12 145 3 85 68 28 19 77 . 86 Uregon _ _ _ 21 100 2 California _ _ _ _ 6 35 128 13 95 46 0 0 :28 _ 101 a Two schools not reporting. b One school not reporting. 1 2 3 4 5 6 7 8 9 10 31 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 50 EDUCATION Table 3. — Statistics of ref orm Post-office. Name. 1 Whittier, Cal . Waterman, Cal . Golden, Colo . Meriden, Conn . Middletown, Conn . Clayton , Del . Marshall ton, Del . Wilmington, Del . Washington, D. C . - Augusta, Ga . Chicago, Ill . Do . I Glen wood, Ill . Pontiac, Ill . South Evanston, Ill. . . . Indianapolis, Ind . Plainfield, Ind . Eldora, Iowa . . . Mitchell ville, Iowa .... Beloit, Kans . North Topeka, Kans. . . Louisville, Ky . . Newport, Ky . City and County Industrial School . Preston School of Industry . State Industrial School for Boys . Connecticut School for Boys . Connecticut Industrial School for Girls.. St. Joseph’s Industrial School for Boys.. Eerris Industrial School . Delaware Industrial School for Gilds . Reform School of the District of Columbia. Richmond County Reformatory Insti¬ tute. * Erring Woman s Refuge of Reform . John Worthy Manual Training School - . . Illinois School of Agriculture and Manual Training for Boys. Illinois State Reformatory . Illinois Industrial School for Girls * . The Indiana Reform School for Girls . Indiana Reform School for Boys . Iowa Industrial School . Iowa Industrial School, girls’ department. State Industrial School for Girls . State Industrial School for Boys . Industrial School of Reform . Convent of the Good Shepherd . New Orleans, La . Hallo well, Me . Portland, Me . Baltimore, Md . Do . Baltimore (Sta. D), Md. Cheltenham, Md . Melvale, Md . Rainsford Island, Bos¬ ton, Mass. Goshen, Mass . Lancaster, Mass . Lawrence, Mass . North Chelmsford, Mass. Boys’ Preform School . Maino Industrial School for Girls . State Reform School . House of Refuge . . . Eemale House of Refuge . St. Mary’s Industrial School for Boys - House of Reformation for Colored Boys. . Industrial Home for Colored Girls . House of Reformation . Hampshire and Franklin Counties Tru¬ ant School. State Industrial School for Girls . Essex County Truant School . Middlesex County Truant School . Oakdale, Mass . Salem, Mass . Springtield, Mass . Walpole, Mass . Westboro, Mass . West Roxbury, Mass . . Adrian, Mich . Detroit, Mich . Ionia, Mich . Lansing, Mich . Red Wing, Minn . St. Cloud, Minn . Boon ville, Mo . Chillicothe, Mo . St. Louis, Mo . Miles City, Mont . Geneva, Nebr . Kearney, Nebr . Manchester, N. H . Jamesburg, N. J . County Truant School . Plummer Farm School . Hampden County Truant School . Norfolk, Plymouth, and Bristol Union Truant School. Lyman School for Boys . Parental School . State Industrial Home for Girls . House of the Good Shepherd . State House of Correction and Reform¬ atory. Industrial School for Boys . . . State Training School for Boys and Girls . Minnesota State Reformatory . . Missouri State Reform School for Boys. State Industrial Home for Girls . House of Refuge . Montana State Reform School* . Girls’ Industrial School . State Industrial School for Boys . Industrial School . Stat9 Reform School . Executive officer. Number of assistants. 3 4 No report . D. S. Hershberg . 35 B. L. Olds . 17 Chas. M. Williams _ 45 W. G. Fairbank . 39 Rev. L. J. Welbers _ 8 H. E. Haines . 8 Mrs. L. E. Brown . 2 G. A. Shalienberger. . . 40 Henry Millei . 2 Helen M. Woods . 9 Robert M. Smith. ..... 7 O. L. Dudley . 33 George Torrence . Miss K. S. Mills . Sarah F. Keely . 16 T. J. Charlton . 33 B. J. Miles . 38 A. H. Leonard . 19 Phoebe J. Barr . J.M. Hart . 32 P. Caldwell . 35 Mother of St. Scholas¬ 19 tic. M. T. Mokler . 6 Miss Helen M. Staples 7 Edwin P. Wentworth. 1 Robert J. Kirkwood . . 25 Miss Martha D. Stuart 7 Brother Dominic ..... 20 Nathan Thompson. . . . 24 Mrs. H. F. Whittemore 4 L. D. Perkins . 22 W. A. Barrus . 1 Mrs. L. L. Brackett . . . 24 Henry E. Swan . 8 M. A. Warren . 12 No report . Charles A. Johnson. . . 4 Edwin G. Ward . 2 Aaron R. Morse . 8 Theodore F. Chapin . . . 56 No report . Lucy M. Sickles . 42 Mother Stanislaus.... Otis Fuller . . . . . 13 J. E. St. John . 50 J. W. Brown . 38 W. H. Houston . 33 L. D. Drake . 36 Miss Anna L. Clark .. 11 Wm.C. Noble . 46 Burton C. White . 11 B. R. B. Weber . 13 C. W. Hoxie . 1 Tom W. Robinson - 16 Ira Otterson . 30 * From 1896-97. REFORM SCHOOLS, 2533 schools , 1897-9S. - Pupils. Value of grounds and build¬ ings. Expenditures. Sex. Pace. Nativity. Illiter¬ acy. During year. | School. Buildings and improve¬ ments. For support. Male. Female. White. Colored. Native parents. Foreign-born par¬ ents. . a © u a o 3 73 o O Could neither read nor write. Committed. © to rd © P Number of teachers. rn ’ft ft 0 > ^ a o o“3 yi a o w Number taught me¬ chanical trades. 5 6 7 § 9 i© 11 12 13 14 15 1© 17 18 19 2© 21 0 n19 100 19 77 42 3 29 2 119 3i-6 95 $112, 522 $20,744 57 225 43 258 10 91 79 4 268 3-5 192, 355 $7, 070 31, 734 1 58 59 47 0 47 0 42 5 ' 47 0 25 22 1 47 3| 47 ‘ 35, 000 16, 000 60 1450 0 1361 89 580 870 193 114 525 634 26 | 1,450 1 1000 1,459, 971 218, 836 61 0 288 271 17 121 167 50 67 99 1 105 5 277 3 60 294, 449 ”3,’ 056* 71, 595 62 725 1 288 910 103 29 301 1013 1 614 27 1,013 5 700 900, 000 130, 000 63 592 98 618 72 229 445 0 56 524 612 21 600 4 600 535, 000 175, 582 64 742 112 833 21 424 430 64 47 52 477 24 808 4J 684 529, 308 59, 483 176, 105 65 214 0 212 2 166 87 4 212 5 196 90, 000 2, 001 16, 824 66 1715 0 1029 913 29 1, 715 4 i 1715 636, 150 67 304 124 318 no 276 179 81 108 455 445 8 428 3 208 400, 000 7, 818 55,682 68 865 0 625 240 22 865 5 460 536, 300 46, 000 113, 000 69 0 349 284 65 84 84 . 9 349 5 349 440, 750 23, 801 35, 248 70 102 0 100 2 2 102 4 200, 000 18, 000 71 ’ 809 0 644 165 239 211 156 40 450 382 13 809 4 354 900, 000 150, 000 72 581 o 494 87 488 93 93 76 581 2 500 1, 114, 705 4, 573 131, 479 73 444 144 490 98 179 112 65 291 425 10 588 5 517 607, 641 6, 642 109,480 74 0 176 103 73 81 38 " 45 21 89 75 4 176 4 200, 000 36, 088 75 o 50 47 3 22 24 5 36 24 4 50 7 23, 700 6, 171 76 369 0 333 36 120 249 75 17 239 212 6 369 3 119 200, 000 50, 249 77 85 22 102 5 15 10 37 37 6 107 4 107 75, 000 500 17, 000 78 512 189 648 53 257 203 10 701 6 701 13, 708 64, 659 79 151 0 62 89 130 21 24 10 29 40 2 68 81 20 50, 000 500 9, 921 80 81 85 22 103 4 77 40 30 60 40 3 102 5-7 62 50, 000 15, 000 82 163 163 0 161 2 11 27 68 72 4 163 3 25, 897 . 0 16, 895 83 no 38 145 3 85 63 28 19 77 86 3 148 3 148 83, 000 20, 000 84 182 0 163 19 83 54 3 180 3| 182 35, 000 7, 070 17, 665 85 14 243 252 5 7 .... 250 64 18 82 99 8 • 257 4 257 104, 600 4, 820 20, 632 86 305 0 289 6 68 237 1 75 30 306 375 8 305 4 305 174, 160 4,000 64, 319 87 I CHAPTER LIII. PUBLIC AKD PEIYATE KINDERGARTENS. The most difficult statistical work of this Bureau for 1897-98, and the most unsat¬ isfactory ia its results, was that of collecting information coucerniug kindergartens. This applies with special force to private kindergartens. This office obtained from many sources a list of more than 3,500 private kindergartens. When requests for statistics were sent to the individual kindergartens it was learned that at least 500 of them were no longer in existence. Every year hundreds of these schools are started by young women who have no special training or aptitude for the work. The result is failure for the individual and more or less discredit for the kindergarten movement in the community. After repeated requests for information 1,519 private kindergartens reported sta¬ tistics to this office. Detailed information from 1,479 other private kindergartens reported as still in existence could not be obtained. The 1,519 kindergartens report¬ ing had 3,232 teachers and 47,853 pupils. Allowing proportionate numbers of teachers and pupils, it may be estimated that the 1,479 kindergartens not giving statistics had 3,173 teachers and 45,884 pupils. Taking this as a liberal estimate, the 2,998 private kindergartens had 6,405 teachers and 93,737 pupils in 1897-98. Public kindergartens to the number of 1,365 were maintained in 189 cities in the United States. These kindergartens had 2,532 teachers and 95,867 pupils. The total number of children in public and private kindergartens, according to reports and estimates, was 189,604. (See Table 3 of this chapter, which summarizes the combined statistics of public and private kindergartens.) Estimating for private kindergar¬ tens whose location may be unknown to this office, it is not probable that the total number of children in all the kindergartens in the United States in 1897-98 exceeded 200,000. The growth of the kindergarten movement in the last twenty-five years may be shown in the following table, which gives the number of public and private kinder¬ gartens, the number of teachers, and the number of pupils, as reported to this office for certain years beginning with 1873 : Tear. Kinder¬ gartens. Teachers. 1 Pupils. Tear. Kinder¬ gartens. Teachers. Pupils. 1873 . 42 73 1, 252 1882 . 348 814 16, 916 17, 002 1874 . 55 125 1, 636 1884.1 . 354 831 1875 . . . 95 216 2, 809 4, 090 1885 . 415 905 18, 832 21, 640 1876 . 130 364 1886 . 417 945 1877 . 129 336 3, 931 4, 797 1887 . 544 1, 256 25, 925 1878 . . . 159 376 1888 . 521 1,202 2, 535 31. 227 1879 .. 195 452 7, 554 1892 . 1,311 65, 296 1880 . . 232 524 8, 871 1898 . 2, 884 5, 764 143, 720 1881 . 273 676 14, 107 2537 2538 EDUCATION REPORT, 1897-98. PUBLIC KINDERGARTENS. Tlie statistics in the above table prior to 1892 were never complete, even for the public kindergartens. Several cities failed to report for the first few years their experiments with the kindergarten. St. Louis was the first city to incorporate the kindergarten with its public school system. For the year ending June, 1874, there were 68 pupils in the public kindergartens of that city; 271 pupils in 1875; in 1876 there were 1,041; in 1877 the number had reached 3,333; in 1878 the number was 5,359, and in 1879 the kindergartens had 6,202 pupils. The statistics of public kindergartens are summarized in the first six columns of Table 1 in this chapter. Of the 189 cities supporting kindergartens in connection with their public school systems 94 were in the North Atlantic Division and 68 in the North Central Division. In the first division 31 of the cities are in New York, 27 in Massachusetts, and 15 in Connecticut. In the North Central Division Michi¬ gan and Wisconsin each have 17 of the kindergarten cities. In the 1,365 public kindergartens there were 2,532 teachers — hardly an average of 2 to the school. The 95,867 pupils wpuld give an average of about 38 to the teacher. There were 2,783 more girls than boys in these kindergartens, or 48,542 boys and 49,325 girls. In 1892 there were 137 cities reporting public kindergartens, as shown in Table 9. These cities had 459 kindergartens, 933 teachers, and 31,659 pupils. Table 10 gives in detail the statistics of the public kindergartens in the 189 cities in. 1898, as summarized in Table 1. PRIVATE KINDERGARTENS. The statistics of the 1,519 private kindergartens reporting to this office in 1897-98 are summarized in the last five columns of Table 1. There were 3,232 teachers, or an average of more than 2 to a school. There were 47,853 pupils, or scarcely 15 to a teacher. As already shown, the average number to a teacher in the public kindergartens was about 38, or 19 for each of the half day sessions. The number of private kindergartens reporting to this office in 1892 was 852, with 1,602 teachers and 33,637 pupils, as shown in Table 9. The statistics of public kin¬ dergartens reported the same year will be found in the same table, while the com¬ bined statistics of public and private kindergartens for that year are given in the last three columns of Table 8. The combined statistics of public and private kindergartens actually reporting for 1897-98 are summarized in Table 2. The same statistics combined with estimated figures for the 1,479 private kindergartens not reporting are given in Table 3. Table 4 shows that of the 1,519 private kindergartens reporting 534 were mainly supported by kindergarten associations, 915 by tuition, and 70 by donations. Only 1,011 of the kindergartens reported their expenditures; these had 33,816 pupils and an aggregate expenditure of $519,252, or an average of $15.36 to the pupil. Tables 5 to 8 summarize the statistics of public and private kindergartens from 1873 to 1892. These tables are compiled from returns made to this office and do not include estimates of schools not reporting. Table 10 gives the detailed statistics of public kindergartens in the 189 cities whose returns are summarized in Table 1. Table 11 is a list of the kindergarten associations reported to this office. A very large number of these associations failed to respond to requests from this office for information. Table 12 is a list of training schools for kindergarten teachers and normal schools maintaining kindergarten training departments. Many of the training schools failed to respond to inquiries. PUBLIC AND PRIVATE KINDERGARTENS. 2539 STATE PROVISION FOR KINDERGARTENS. Kindergartens in connection with the public school systems are authorized by State law in Connecticut, Vermont, New York, Pennsylvania, Ohio, Indiana, Illi¬ nois, Iowa, Michigan, Wisconsin, Colorado, Washington, Oregon, California, Ari- zon a, and the District of Columbia. Many cities in other States support kindergartens under general municipal powers granted by their charters of incorporation. By such authority kindergartens are supported in connection with the public school systems of certain cities in Massachusetts, Rhode Island, Maine, New Hampshire, New Jersey, Georgia, Kentucky, Alabama, Mississippi, Louisiana, Texas, Minnesota, Missouri, South Dakota, and Nebraska. The following States assist the kindergarten movement by maintaining depart¬ ments or classes for the training of kindergartners in the public normal schools : Alabama, California, Colorado, Connecticut, Florida, Indiana, Kansas, Louisiana, Massachusetts, Michigan, Missouri, Nebraska, New Jersey, New York, North Caro¬ lina, Pennsylvania, Virginia, Washington, and Wisconsin. In general it may be stated that any city through powers inherent in its charter granted by the State may maintain public kindergartens as part of its system of schools, provided such kindergartens are supported wholly by local taxation. In most of the States the age limit for free attendance at the public schools is from 6 to 20, or 6 to 21. Manifestly, kindergartens in these States could not derive support from State school funds, where the children attending were below 6 years of age, without special legislative enactment. In Massachusetts thero is no age limit for free attendance at the public schools; in Connecticut the age limit is from 4 to 16; in Wisconsin from 4 to 20, and in Ore¬ gon from 4 to 20. It would seem that in these States legislative provision for public kindergartens receiving children 4 years of age and over would be unnecessary. The public schools of Massachusetts are supported almost wholly by local taxa¬ tion, and as there is no age limit for free attendance public kindergartens are not provided for in the State law. This State has a larger number of public kinder¬ gartens than any other except New York. There are 181 maintained in 27 cities, rvith 358 teachers and 10,977 pupil3. Public kindergartens are permitted by legislative enactment in the State of New York. (See Consolidated School Law of 1898, Title XV, “ Miscellaneous provision.”) Article 9, under the head of u Free kindergartens,” reads as follows : The school authorities of any union, free, or common school district, located in any county having less than 1,000,000 inhabitants, may establish and maintain one or more free kindergarten schools. The moneys for the support of such schools shall be raised in like manner as for the support of the other public schools of such dis¬ trict. No child under the age of 4 years shall be admitted to the schools, and the local school authorities are hereby empowered to fix the highest age limit of children who may attend. All teachers employed in these schools shall be licensed in accord¬ ance with rules and regulations established by the superintendent of public instruc¬ tion, and shall each share in the distribution of district quotas. The attendance of children under the age of 5 years who may be enrolled in the schools shall be reported separately and shall be counted in the distribution of public money. In New York 31 cities have 218 public kindergartens, with 371 teachers and 15,817 pupils. Of the entire school revenue of this State the portion derived from local taxation is about 59 per cent, from State taxes 14 per cent, from permanent funds 1 per cent, and from other sources 26 per cent. The Connecticut State law permits the establishment of public kindergartens for children between the ages of 3 and 7 years.. Under this law 15 cities have 57 kin¬ dergartens, with 147 teachers and 3,083 pupils. In that State the portion of school revenue derived from local taxation is nearly 80 per cent, from State taxes nearly 11 per cent, from nermanent funds about 5 per cent, and from other sources about 4 per cent. 2540 EDUCATION REPORT, 1897-98. New Jersey has no State law expressly providing for kindergartens, hut local hoards have organized them in 6 cities, where there are 46 kindergartens, with 64 teachers and 3,277 pupils. The State Normal School has a training course for kin- dergartners, using some of the organized kindergartens as model schools. The school- age limit in this State is from 5 to 20. Local taxation provides about 55 per cent of the school fund, State taxes 40 per cent, and permanent funds 5 per cent. In Rhode Island kindergartens are not provided for hy law, hut they are main¬ tained hy five cities, in which there are 25 kindergartens, with 51 teachers and 1,511 pupils. The minimum age for attendance at the public common schools in this State is 5 years. More than 87 per cent of the entire school revenue of Rhode Island is derived from local taxation. The Pennsylvania law allows the school directors to establish and maintain out of the public-school treasury kindergartens for children from 3 to 6 years of age. Under this provision two cities have 149 kindergartens, with 3,677 pupils. In this State over 59 per cent of the school revenue is derived from local taxes, 26 per cent from State taxes, 15 per cent from other sources. In Wisconsin public kindergartens are expressly authorized by law. As the age limit in this State is from. 4 to 20, and as local taxes provide more than three-fourths of the school revenue, there can be little controversy as to the means of support. In this State there are 17 cities maintaining 103 kindergartens, with 210 teachers and 11,735 pupils. The Michigan school laws permit the establishment of kindergartens for children from 4 to 7. In that State 17 cities have 65 kindergartens, with 90 teachers and 4,0-3 pupils. More than 78 per cent of the public school revenue is derived from local taxation. The Illinois legislature in 1895 passed the following act authorizing the establish¬ ment of kindergarten schools : Be it enacted by the people of the State of Illinois, represented in the yeneral assembly, That in addition to other grades or departments now established and maintained in the public schools of the State, any school district managed by a board of education or a board of directors is hereby empowered, when authorized by a majority of all the votes cast at an election for that purpose, such election to be called and neld in accordance with the provisions of Article IX of an act entitled “An act to establish and maintain a system of free schools,” approved and in force May 21, 1889, to estab¬ lish, in connection with the public schools of such district, a kindergarten or kinder¬ gartens for the instruction of children between the ages of four and six years, to be paid for in the same manner as other grades and departments now established and maintained in the public schools of such district. No money accruing to such dis¬ trict from the school-tax fund of the State shall be used to defray the tuition or other expenses of such kindergarten, but the same shall be defrayed from the local tax and the special school revenue of said district. All teachers in kindergartens established under this act shall hold a certificate issued as provided by law, certifying that the holder thereof has been examined upon kindergarten principles and is competent to teach the same. Two cities in Illinois have 65 kindergartens, with 132 teachers and 5,671 pupils. The public schools of that State derive more than 86 per cent of their support from local taxation. In Iowa independent districts are authorized to establish and maintain kinder¬ gartens. In this State 9 cities have 51 kindergartens, writh 79 teachers and 2,675 pupils. Indiana authorizes by law the establishment of kindergartens for children between the ages of 4 and 6, but they must be supported wholly by local taxation. In that State 8 cities have 26 kindergartens, with 43 teachers and 1,206 pupils. The public schools derive about 59 per cent of their support from local taxes, 26 per cent from State taxes, 9 per cent from permanent funds, and 6 per cent from other sources. In Ohio kindergartens are authorized by the school law for children from 4 to 6 years but the support must be wholly local. In that State 7 cities support 27 kin- PUBLIC AND PRIVATE KINDERGARTENS. 2541 dergartens, with 37 teachers and 1,740 pupils. More than 80 per cent of tho support of the public schools is derived from local taxes. The California school law recognizes kindergartens established by cities and towns in section 1617 of the code, which prescribes that trustees of school districts shall “ exclude from schools children under 6 years of age; provided, that in cities and towns in which the kindergarten has been adopted, or may hereafter be adopted, as a part of the public primary schools, children may be admitted to such kindergarten classes at the ago of 4 years.” There are 10 cities in California supporting 65 kindergartens, with 136 teachers and 4,580 pupils. The public schools of this State derive 45 per cent of their sup¬ port from local taxes, 49 per cent from State taxes, 5 per cent from permanent funds, and 1 per cent from other sources. In Colorado there are 4 cities which maintain 29 kindergartens, with 60 teachers and 1,504 pupils. There is no State school tax in this State. Tho schools derive over 80 per cent of their support from local taxes, about 3 per cent from permanent funds, and 17 per cent from other sources. The Colorado law of 1893, authorizing the establishment of kindergartens, is as follows : The school board of any school district in the State shall have power to establish and maintain free kindergartens in connection with the public schools of said dis¬ trict for the instruction of children between three and six years of age residing in said district, and shall establish such courses of training, study, and discipline, and such rules and regulations governing such preparatory or kindergarten schools as said board may deem best: Provided , That nothing in this act shall be construed to change the law relating to the taking of the census of the school population or the axjportionment of State and county school funds among the several counties and districts in this State: Provided further , That the cost of establishing and maintain¬ ing such kindergartens shall be paid from the special school fund of said districts, and the said kindergartens shall be a part of the public school system and governed as far as practicable in the same manner and by the same officers as is now, or here¬ after may be, provided by law for the government of the other public schools of the State: Provided further, That teachers of kindergarten schools shall have a diploma from some reputable kindergarten teachers’ institute or pass such examination on kindergarten work as the kindergarten department of the State Normal School may direct. 2.542 Table 1. — Statistics of public and private kindergartens actually reporting for 1897-98. Public kindergartens. 1 ® 1 State or Territory. La -2 i S o ! 2 |fc Number of schools. Si p Pupils. Number of schools. Number of teachers. Pupils. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 189 1,365 2, 532 46, 542 49, 325 95, 867 1,519 3,232 22, 387 25, 466 47, 853 North Atlantic Division ... 94 6S8 1, 173 20, 953 22, 022 42, 975 613 1, 148 8, 416 9, 726 18, 142 South Atlantic Division ... 2 6 7 134 165 299 142 282 1,874 2,167 4, 041 South Central Division . 8 27 50 1, 037 1, 046 2, 083 90 209 1, 348 1, 528 2, 876 A orth Central Division - 68 535 1,095 20, 543 22, 064 42, 607 499 1,271 8, 386 9, 351 17, 737 ■Western Division . 17 99 207 3,875 4, 028 7,903 175 322 2,363 2, 694 5,057 North Atlantic Division: Maine . . . - 3 10 22 278 303 581 28 43 218 315 533 New Hampshire . 4 10 14 184 188 372 1 1 10 6 16 Vermont . 1 2 3 53 59 112 10 13 65 • 86 151 Massachusetts . 27 181 358 5,398 5,579 10, 977 91 153 810 892 1, 702 llhode Island . 5 25 51 730 781 1, 511' 11 22 178 180 358 Connecticut . 15 57 147 1,493 1,590 3,083 44 80 475 548 1,023 New Vork . 31 218 371 7, 638 8, 179 15, 817 232 499 4, 326 5, 026 9, 352 New Jersey . 6 46 64 1,611 1,666 3, 277 57 85 604 686 1, 290 Pennsylvania . 9 149 143 3, 568 3,677 7,245 139. 252 1,730 1,987 3, 717 South Atlantic Division: 18 28 203 177 380 28 61 391 540 931 District of Columbia . . . 35 62 366 400 766 Virginia . . . 7 14 87 111 198 West Virginia . 2 7 62 68 130 North Carolina . i 14 28 283 342 625 South Cai’olina . ! 3 6 48 56 104 Georgia . 2 6 7 134 165 299 24 57 316 359 675 Florida . . . . 1 11 19 118 114 232 South Central Division : 1 Kentucky . 4 12 22 555 561 1, 116 27 69 467 487 954 Tennessee . 15 29 230 275 505 Alabama . 1 1 1 57 65 122 9 17 83 133 216 Mississippi . . 1 1 1 3 4 58 44 102 Louisiana - - 1 12 23 352 344 696 16 58 288 343 631 Texas . 1 1 3 73 76 149 13 18 119 128 247 Arkansas . . 2 6 43 47 90 Oklahoma . 2 3 21 23 44 Indian Territory . 3 5 39 48 87 North Central Division: Ohio . 7 27 37 889 871 1,740 96 230 1,264 1, 493 2, 757 Indiana . 8 26 43 568 638 1, 206 60 183 2, 023 2, 022 4,045 Illinois . 2 65 132 2,660 3, 011 5, 671 125 389 2, 103 2, 412 4, 515 Michigan . 17 65 90 1,973 2. 050 4,023 64 110 811 948 1,759 Wisconsin . 17 103 210 5,722 6, 013 11, 735 22 71 433 519 952 Minnesota . 3 49 94 1,589 1,695 3, 284 39 108 714 825 1,539 Iowa . 9 51 79 1,325 1,350 2,675 18 35 195 215 410 Missouri . 2 107 343 j 4,262 4, 888 9, 150 32 55 343 401 744 North Dakota . 5 7 45 56 101 South Dakota . 1 1 2 24 36 60 2 4 21 22 43 Nebraska . . 2 41 65 1,551 1, 512 3,063 12 34 121 118 239 Kansas . 1 24 45 313 320 633 Western Division: Montana . 6 15 69 111 180 Wyoming . i 4 4 33 39 72 Colorado . 4 29 60 1, 482 1, 504 2, 986 13 27 154 153 307 New Mexico . . Arizona . 1 3 17 13 30 Utah . 15 41 217 314 531 Nevada . . . 1 1 13 7 20 Idaho . . . . 2 2 13 9 22 Washington . 2 3 9 158 155 313 32 53 - 293 363 656 Oregon . 1 2 2 12 12 24 14 30 130 182 312 California . 10 65 136 2, 223 2,357 4, 580 87 146 1,424 1,503 2, 927 Private kindergartens. PUBLIC AND PRIVATE KINDERGARTENS. 2543 Table 2. — Combined statistics of public and private kindergartens act nail g reporting for 1897-98. a 3 S3 . o _o S3 Pupils. State or Territory. gl rz; ph S ft ° O U o ® 3 1 ® Male. Female. Total. ■United Sjtates . . . - . 2,884 5, 764 68, 929 74, 791 143, 720 North Atlantic Division . . 1,311 2, 321 29, 369 31, 748 61, 117 South Atlantic Division . 148 289 2, 008 2, 332 4, 340 South Central Division . 117 259 2, 385 2, 574 4, 959 North Central Division . . . 1, 034 2, 366 28, 929 31, 415 60, 344 'Western Division . 274 529 6, 238 6, 722 12, 960 North Atlantic Division : Maine . - . . . . •38 65 496 618 1 1, 114 New Hampshire . . . . 11 35 194 194 388 Vermont . . - . . 12 16 118 145 263 Massachusetts . - . . 272 511 6, 203 6, 471 12, 679 Khode Island . - . ....... 36 73 908 961 1,869 Connecticut,., . . . 101 227 1, 968 2,138 4. 106 New York . . . . — 450 - 870 11, 964 13,205 25, 169 New Jersey — . . - . . . 103 149 2, 215 2,352 i 4, 567 Pennsylvania . - . . . . . . 288 395 5, 298 5, 664 ! | 10, 962 South Atlantic Division : Delaware . . . . . 18 28 203 177 380 Maryland . . . . . . — 28 61 391 540 931 District os' Columbia — . . . . . — 3.5 62 366 400 786 Virginia . . . , . 7 14 87 111 198 "West Virginia . . . . . 2 7 62 68 130 North Carolina . . . . . 34 28 283 342 625 South Carolina . . 3 6 48 56 104 Georgia . . . — 30 64 450 524 974 Florida . ..... . . . . 11 19 118 114 232 South Central Division : Kentucky - - - - 39 91 1, 022 ! 1,048 2, 070 505 Tennessee . . . . - . . 15 29 23.0 275 Alabama . 10 18 140 198 338 Mississippi . . . . . . 4 5 58 44 102 ^Louisiana . . . . .28 81 640 687 1,327 Texas : . . . . 14 21 192 204 396 Arkansas . . . . . . . . . 2 6 43 47 90 Oklahoma.. . . . . . . . 2 3 21 23 44 Indian Territory . . . . '3 5 39 48 87 North Central Division: Ohio . . . . . . . . . 123 267 2,133 2, 364 4, 497 Indiana . . 86 226 2, 591 2, 660 5,-251 Illinois . . . ... . — . . 190 521 4, 763 5, 423 10, 186 Michigan . . . . . . . 129 200 2, 784 2, 998 5. 782 Wisconsin . . . . . . — . . 125 281 6, 155 6,532 ' 12, 687 Minnesota . . . . . . . F8 202 2, 303 2, 520 4, 823 Iowa _ _ _ _ _ _ 69 114 1,520 1,565 3, 085 Missouri . — . . . . 139 398 4, 605 5,289 9, 894 North Dakota . . . 5 7 45 56 101 South Dakota . . . . . . 3 6 45 58 103 Nebraska . . . . — . . 53 99 1, 672 1,630 3, 302 Kansas . . . . . . . . . . 24 45 313 320 633 Western Division : Montana . . . 6 15 69 111 180 Wyoming . . . . . . . 4 4 33 39 72 Colorado . . . . 42 87 1, 636 1, 657 3, 293 New Mexico . . . . „ . ... . . ... Arizona.. . . . . . 1 3 17 13 30 Utah . . . . . . 15 41 217 314 531 Nevada . — . . . . 1 1 13 7 20 Idaho . . . . . 2 2 13 9 22 Washington . . . . . . . . . 35 02 451 518 969 Oregon,. . . . . . . 16 32 142 194 336 California . . . . -. 152 282 3, 647 3,800 7, 507 2544 EDUCATION REPORT, 1897-98. Table 3. — Statistics of public and private kindergartens in the United States in 1897-98, partly estimated. Private kindergartens not reporting. Private kindergartens reporting and not re¬ porting. Public and private kin • dergartens reporting and not reporting. State or Territory. Number of kinder¬ gartens not re¬ porting. Estimated num¬ ber of teachers. Estimated num¬ ber of pupils. Total number of private kinder¬ gartens. Total number of teachers, partly estimated. Total number of pupils, partly estimated. Total number of kindergartens. Total number of teachers, partly estimated. Total number of pupils, partly estimated. United States . 1,4"9 3, 173 45, 884 2, 998 6, 405 93, 737 4, 363 8, 937 189, 604 Uortli Atlantic Division . . 499 949 14, 771 1,112 2, 097 32, 913 1,810 3,270 75, 888 South Atlantic Division. . . 152 304 4, 336 294 586 8, 377 300 593 8, 676 South Central Division - 88 203 2, 816 178 412 5, 692 205 462 7, 775 North Central Division ... 541 1, 356 18, 209 1,040 374 2, 627 35, 946 1,575 3,722 78, 553 W estern Division . 199 361 5, 752 683 10, 809 473 890 18, 712 North Atlantic Division : Maine . 19 36 563' 47 79 1,096 57 101 1, 677 New Hampshire . 6 11 178 7 12 194 17 26 566 V ermont . 5 10 148 15 23 299 17 26 411 Massachusetts . 95 181 2,812 186 334 4,514 367 692 15, 491 Rhode Island . 12 23 355 23 45 713 48 96 2, 224 Connecticut . 40 70 1, 184 84 156 2, 207 141 303 5, 290 New York . 183 348 5, 417 415 847 14, 769 633 1, 218 30, 586 New Jersey . 39 74 1,154 2, 960 96 159 2, 444 142 223 5,721 Pennsylvania . 100 130 239 442 6, 677 388 585 13, 922 South Atlantic Division : Delaware . 14 28 399 32 56 779 32 56 779 Maryland . 37 74 1,055 65 135 1,986 65 135 1,986 District of Columbia . . 23 46 656 58 108 1,422 58 108 1,422 Virginia . 11 22 314 18 36 512 18 36 512 West Virginia . 1 2 1 29 3 9 159 3 9 159 North Carolina . 13 26 371 27 54 996 27 54 996 South Carolina . 3 6 86 6 12 190 6 12 190 Georgia . 37 74 1, 055 61 131 1, 730 67 138 2, 029 Florida . 13 26 371 24 45 603 24 45 603 South Central Division : Kentucky . 30 69 960 57 138 1, 914 69 160 3, 030 Tennessee . 24 55 768 39 84 1, 273 39 84 1, 273 Alabama . . . . 5 12 160 14 29 376 15 30 498 Mississippi . 3 7 96 6 11 198 7 12 198 [Louisiana . 10 23 320 26 81 951 38 104 1,647 Texas . . . 10 23 320 23 41 567 24 44 716 Arkansas . 3 7 96 5 13 186 5 13 186 Oklahoma . 1 2 32 3 5 76 3 5 76 Indian Territory . 2 5 64 5 10 151 5 10 151 North Central Division : Ohio . 97 243 3, 444 193 473 6, 201 220 510 7, 941 Indiana . 32 80 1, 136 92 263 5, 181 118 306 6, 387 Illinois . 151 378 4, 361 2, 166 276 767 8, 876 341 899 14, 547 Michigan . 61 153 125 263 3, 925 190 353 7, 948 Wisconsin . 36 90 1,278 58 161 2, 230 161 371 13, 965 Minnesota . 49 123 1, 740 88 231 i 3, 279 137 325 6, 563 Iowa . 36 90 1,278 54 125 1, 688 105 204 4,363 Missouri . 45 113 1,598 77 168 2, 342 184 511 11, 492 North Dakota . 4 10 142 9 17 243 9 17 243 South Dakota . 5 13 178 7 17 221 8 19 281 Nebraska . 7 18 249 19 52 488 60 117 3, 551 Kansas . 18 45 639 42 90 1, 272 42 90 1,272 Western Division : Montana . 11 20 318 17 35 498 17 35 498 W yomijjg . 1 2 29 5 6 101 5 6 101 Colorado . 17 31 491 30 58 798 59 118 3,784 New Mexico Arizona . 2 4 58 3 7 88 3 7 88 Utah . 15 27 434 30 68 965 30 68 965 Nevada . 1 2 29 2 3 ] 49 2 3 49 Idaho . 2 4 58 4 6 80 4 6 80 Washington . 21 38 607 53 91 ! 1, 263 56 100 1,576 Oregon . . 27 49 780 41 79 1 1, 092 43 81 1, 116 California . 102 184 2, 948 189 330 I 5, 875 1 254 466 10, 455 PUBLIC AND PRIVATE KINDERGARTENS. 2545 Table 4. — Sources of support of private hinder q artcns and averaae expenditure per pupil, 1S97-9S. State or Territory. N umber of kinder¬ gartens. g> Association. § 3 e of su d .2 H Donation. *o Number reporting to¬ tal expenditure. Number of pupils in schools reporting to¬ tal expenditure. Total expended. Average expenditure per pupil. United States . 1, 519 534 915 70 1,011 33, 816 $519, 252 $15. 36 North Atlantic Division . 613 201 387 25 409 13,351 278, 749 20. 88 South Atlantic Division . 142 51 72 19 97 3,078 40, 260 13. 08 South Central Division . 90 25 58 7 56 2, 129 25, 633 12. 04 North Central Division . 499 199 286 14 336 11,769 132, 833 11.29 W estern Division . . . 175 58 112 5 113 3, 489 41, 777 11. 97 North Atlantic Division : Maine . 28 10 17 1 13 268 4, 750 17. 72 ] 1 10 2 8 . 5 63 858 13. 62 Massachusetts . 91 13 75 3 51 1, 077 29, 716 27. 59 11 4 7 6 283 3, 495 12. 35 Connecticut . 44 7 35 1 2 27 763 11, 157 14. 62 New York . 232 105 116 U. 178 7, 179 164, 518 22. 92 New Jersey . 57 15 41 1 45 1, 107 20, 970 18. 94 Pennsylvania . 139 45 87 a! 84 2, 611 43, 285 16. 58 South Atlantic Division : ... Delaware . . . 18 8 7 3 12 275 5, 119 18. 62 Mar viand . 28 9 15 H P Ph m a bJO u 5 >-■ a ® bfl <3 & 81 +3 -H SW S3® © 2 ’O o .5 a M ® a.H 'aS^ BfclSSg’S ® • © ® • fc/)>!.S '0 0-/5 ; o oM -mm a a M . oO oO'®9 O to 2.-.S § 23 t © o, © o ■£ o.S © Lfl feM'„ _ S ;S ®m ® a b£~ be.S -9 p.9-2 rG O ®fl IC S <3 O^P MM o* ® 0 3 g.2 ?? £r© 5 oW: ; *-8,3 : © g l| ilsS Ml© o^a So s J; & © o • _ • ^ • © o o o a •a © o o 'gPPP © o o o pppp ■ o s o o ■p 9PP pi j a a- © c3 EH H PS p o a §'P “ G ® llace . i Kindergarten Association T Aults 11. — Kindergarten associations — Continued. 2558 EDUCATION REPORT, 1897-98. PUBLIC AND PRIVATE KINDERGARTENS. 2550 Table 11. — Kindergarten associations — Continued. 2560 EDUCATION REPORT, 1897-88. •strajiiufjap -ni5[ aqj SnraiBjuivui jo jsoo q jBmixo.idd.'y ■pjo: C2 -g 05 •gSS 03 ' P •stjj-9 | X •e^og; *» •sjojonajsaj £ •panrej -Tipun saajJoSjoptti^; •UOIJ'BZIU'OSJO JO 9JB(J ^ <1-2 SH 3 © o n « -g .2 M 27 rC rS; ^ P.2 o M A §<1 P a pj pi IS pa o* • Eh P 9 6p © *s ° O '-j M g (J1© cip: f\ J>a 7s © •£ o S£ 1 3 p ® p, g © c2 ® 2£ o “ ^ 02 m ® «K ffl SS if. 7 PI O o £b§| o . I III .2 P ^ eg & gas®® S|-§.S.S hhMM a © .■e Ctf fcC Pi © Pi s © a - o H H £ B • • Q • • ' * 3 ◄ w . : o ■ V**\ o o 1 m : £ 2^- to fc; ◄ M :| : : : [J ; h : : ^ © w pa Ool • +3 rr* * • • 5 O O m 7 od o s ^ ^ a an ffl g w pw3 o 'c 'I13 ■©a o P.^H .2 PP a o p O © ©■ ppp PUBLIC AND PRIVATE KINDERGARTENS. rO -rH h : a p $ .2 £ 1 -£ .2 ® § « 9 '3 g® g -g Iw p HH "-S ^ Si W bp § a 2 M a § 2 tn 43 « a<1 o d 2 ® O' ~ 1 a<12 o p .2 © o o o ® ° .S *2 .9 £60 P0 fci.2 h o d f-i I Isi/ Cl -ri a - P . MH g* Sgp -3?P o « .211 .2 b^'S, Kis°ss- % a o=.2 5 p 1 P ^ ^ P r ■ £ fcfi . HPP|®°' j o « g'P t* pq •Si n . r? >«8 <§ C 02 /n ® G3 © bO os fe P P ® a‘| £ *§a§ ^ 9 © 'w ©o5fl p^£0 .s p 0 bo o o .g © o rrt,ri3’Tyr^ S£S ®o^ £0 « W-S4S 2 apj Soa 'p t p ...'p © ©3 S a © 6 PMP §oPW * p p 33 cb d eg P P Pi o rd d ” £ p > uo © p c« :^Si343 Je'SSS iPtfop! .2 A ft a o o pp p o o o 3PPP I'p p<2_ « > g h § 2«2 5 ©pi ^ a fl ii P^LJg'pbl’S^® c3 drS Cd O O OS pppOPftftP O £ I'M LV O PP O boo fi.sft ED 98 - 161 Table 11. — Kindergarten associations — Continued. 2562 EDUCATION -ul5[ oq j g inure jnreui jo jsoo ojtfaitxojddy ■S.£ a 2 -2| ’3 °° EH ^ - M 2 ® o 0*3 3 ©+=> «2b d 3 o ‘UUOx ft •sjaiy 30 •si!og; IN •sa;o^on.i^enx ® •paurej -urera s Hoping jap ujx •UOTJ'BZTaBgjO JO 9JT?(J j bN PhH 02^ m qq ss © b .d ® 2 O’g'S o ■ ® g bJCiS !« Ill'S! ill .5 ®m«.h ~Z .3 y rr- ^ O 9 rt © o a © §)§ -Sq © Wi II #l^lls! .-C Rot IMoW p fclH^ fco p) 3*5.' b 33 § bC b b ‘«2 ■ : * a •* • Jh .^j <0 o » ^ gg&g ^•r'rd .5 2 © ^ ®.2 o o oo S®.o'C^Cr-rpr23 ® ab 5 fl fibtH ■3 ^ 2 ® .2 "p 3-2 o o flfl © ® p -a §^5° oq a rp ® © * 03 be.2 s jg 12 * S' s-2 ® §: £5 cd a? 32^ - cs a *© *© ® f-i O U P 02 ci A © £» Sil 2 §15 2 bbb g* Sflpfl * S’Sjs-g-g | g fli2^S§ ft a I ‘I p & rS O g h3 a © 5 |Jgfl © o o 3^ II 3 tJ o cS ® 2? *1,2 bW I1 1 ®5 .2 © M § jOp S.P o I § Ob M02 PUBLIC AND PRIVATE KINDERGARTENS. 2563 R'R oi g r5 0 ui » ® 5 . ^4 3D : r<1 R-aW R ,5 b~ I? I fcjugo * S'® MSiH _R 3 R A !>> R S3 SP . 2 §a R-R 83 2 -r o RCfl .2 §o M £ si £a R a R r A o be AM | § M g gaa os «-g 3 ^ RO 5? R ®oj 83 Oifil t>0Q- 5 <*, r SBS MO; 0 sSl'M -.-R r *A p a S3 o R A R R & • o O o o fip ap Table 11. — Kindergarten associations — Continued. 2564 EDUCATION REPORT, 1897-98. © a j§ .2 r3 a 3 3 a a -I £ ft o C ^3 o s ® H ecu c, * ■a a o te £ o 'g'd w -up[ oqj SaiuiBjureui jo jboo eiBnxixoaddv 1*1 °X •SPUD •B.£og •Bjojoruqsai « •pouiBj -uibui snajjBSjapntg •UOIJBZtaBSjO jo ojbq ^ M 6 3 S | I | s P o T3 .3 HH ® fl'S: _ §.aj . 3 u .2 ® © o cS ^ +^> to to 3 < - _ g||§©^ ■g "g 3 m g H v | $ § S? ^ J n +^77 fn ^ a M ;<1 s ® 3 £ O <1 2 -.3 ©3+3 g Mg ■J Sh ® O p|of ... H] S oS S.SP 0^3 o ©'C! O+j . 3 3 © 3 © to g 3^ pMg ©3 3 ® bfl <£) L* U ^ ^ rrt §>5 .2 © <3 M *3 ® © ft -S. o • ® O 3 co ®.2£ S -2 ^ Sis rd_ 3 0'S © O ® o 3<1 ® gfll 1 5.1 P3 02 go 3 .. • °"“ls S-« o o c Pile'S ~ afl° o £ £ £ £ :£ « PkPPcg ! | .2 2 © ” n ® ® • 2 o o On P- -i-i © ® ©33 3 « ^ £ £P<1 3 i-2 ® 3 3 ® U g-® ® »-i ® ® b 53 cj-Sn 3 3 rt o ® Jlgm 0 H00 d « © be a © s-i cS.S 03 a ® 5 2 Sh 33 3 3 be® »-< P< © ft •g O •SPh M* • ctf ^ P O 3 as 26-2 > .2 •£ O o Ptafl £ Ph £3 'p P © PrO O 3 PP © S g O PPcoP P O . ■J3 o 1aP p P P o o o o o o CO C^l IQ CO lO =P js p © © O fee •Htfl p 3 3 » c3 ^ h rt is •2 :«1 eg i JO "S :~a O , P nl| © ©o -gSOsH eg © O bJD 3 p e P P?n SC” il | :M 2 ; o : a p KS fl,«o o © © •So® ■pm ® © p^ O © rt 89- flo-2 £ P - -rP ,® SJl* I 2 & -£<1 xn M © S £ £ 5 & « l.o oSp J° d-2 fl p p £.2-2 p £ p « © S © o -P ;|gfe.22|g^.2^ 2 " d o ^ $-p 1 •£ P3 -S 32 g ,© .2 © xn a nmw;*? p ^ P rP O b © pP-2 3 ®M jn'p . xn'xn 2 H4J fl § § § ssa HpH . d o © •+3 <© .0 !§£&£ Lsli^ «2CGH a ® p ©-©s © p gfl SM5 r£ m Ml'S ©3^ g«2 © ■p >.,^ O.^P >:£ & -w © © »£M. a p ® HPW •P g p © © +5 p -o w 4S > © p 2 ..3^ S bXl 03,0^ 0 S-» Oj'H 43 C C3 ^£§1' p ||p^M ■c § g.^p ^fp £ .SiS s 54 P ® • ^ S o ® ©tij ® ‘ QC ^ S £ | p pf © p p . © p ^-a Pi o .0 >P O H W m •5^.2^ © © r p cS M p.2 p cJD -p o •Sf>i M H .3 c3 3 P d .a .2 ©a'®'^ p p p | ^ 0 H X ^ , « 3 o w o- ‘3 2 ® T § qPh<1 - bO § a-J c8‘i^ ■g S« ^-22 ftfaSL§sf a| oO a PH ^aD' ® a ©■ S P fi 02 • cS 111 rt ® cS ©^ g © -j o a g » fi bfia © ^ © §c-S bfl &W © "a ©'fl S£S fl’+i © O rpj tjs © a eS ©:~ o 2^ a ^ 2 fl V) .2 s S, 'hO^ & a ^ n a B g fSBaagBrj ©^ 1 |«§.§ o ®SO «S,g O ©43 rt&i o ® W).S <\ £ a £ _ 73 HIS, J. ooMO ■so® O +3 rd ® 58 -g ®-n a <1 eg 2 ®£ o es a £ fcC© © © H © itfSjD a w>m IP © a vof • Im l| 5 2 » s © S'C-a ^•5° aX ■SPJ-O •s^og; •ejojonjjeui •paurej -ureia saajaBSaepaix ’ hot j'BziubS jo jo ojuq; PI § ft c3 * O o £l a" 4 ->) I I to g I *< a 5 M 1 M |° £ «§ 2 •9 3 M S 9 9 bJO C/2 Th cfi S ® -e «s 3 I .a.s 5JZS g p wp h .2 9 o9 5 o®.h H M bO p © r3 P M t» Pi © DO Pi S3 £ >5 <3 P s . 3 o 11 £ <1 S (S 4.0 w © ft 5?! Jg p © pO 'g cS A fl nd ” |1 >5 . p s a J|M 5H © s-e « bfi <1.2 M © p al“S bO P pi 5 ftW ft 43 ; p • d : I : o O lTd O rd P (S ^ 05 rP ^ft ft ft P P PUBLIC AND PRIVATE KINDERGARTENS. 2569 5 00 §■§ PsZ a^ SB .S§: « Sj' 5M § ® . A " &t >p2 © © feO; W •" O -_, p eMj ® ^3 I— ( 0 <0 ® ©1-5 £ O © . P3 p p -+i k> : PpMpf P P M'S © © £ a 05 e! ±2 3 ^P M r-« <3» K |.2 © _c3 1 § M S cH O -P g £ O mM fao P C3 P 03 iuo cS Ef® © U gy> s*m ® © c3 ©’P © £ gp £ ‘ “ pp p :p «W 'C r fl 03 fl 03 fl SpSpm s-gri c.g g © ® -3 £^•2 Stop O 73 73 05 JH 03 b0 bo P p © © P3 P3 P .s a m2 •gg 5o ® s-' C ° PA r-o ►H p -O W W ^ « tvfipg go o p£ £ oM ft S - _ ® bjrj^ S - fcPP ® 3«i © © ® p <1 o 5-3 g * l! bJD* cS * 5 .3 .3 til III I .2 °<1 g c* 02 £} M M ‘S^ji &| e a ^ ? a g © « © SJD SsC-d tfM® ® H !*L- © K © P -S 2 .2^ 3 § J P Q 1 ®'5 j§ a bO"5^ 2 O « !H S p^ S,_,rrJ ©^ I- S at a -e n es « 2 "M bc£! a £?*£§> •S1^ S[| MW §S cObD riPrC'd P P MM "C'P r© P s a m,p © o H cS ^ © bX)pJ O jg O £*2 3 ^e3©.g^5©aflfl.®^SH SH-P &J0 ^M g O D ^ 'p © S ppg-^ p © © © ® p£ £ O '«2k 12. — Training schools and classes for Icindergartners. PUBLIC AND PRIVATE KINDERGARTENS. 2571 •gocrBtisjuretn jo jsoo ojTjnickojddY • ( saaqoea j jtdtid ) sjuspnjs jo isqumjq ^ H 72 §1 5 o <30 r- GO +-> M S rt fl a* cS •Sg o a m o o o o C3 lO •SJO -jonjjsat jo aaqtunj^ •UOIJ'BZIU'BSaO JO 9JE(X 1% • OQ CO ® £ h rt § O A^ Sffl ® g r* +-> ~ *-» .15 cs +- bC to u p ® M ^ to .9 ,0-* fa “ o •s* O <0 a ® "Sj £pg © 72 M a =« 72 £.9 P / ‘ cj d Oir, fee® © 2 o 'TS ^ 0^72^ ^ t*|*g bfi’E '□ 'ci s «H t a rt 72 .9 ^bcH £ _g 3 « co a §•£ » bJ0 t, aolpjs s t-< s A s3q © ^ .a © £ .9 0 sS^j§ a cQ‘ 2~be “ a fa 3 a ® t-Sy 2 g.2Z< p ©2 § g g o 55 W _ ; h. © .2.2 MMoS P u cS g *»H H © © d'P p g.s wi © © a •2 © a M2h| 2 © -p 25 £ p So . M h i ll ia 1 ® p 2 Wo o sp .5 £ * « 5 ■2£o g PF p u <0 © M PO P ■B3- o 33 Pic &>« 3 £ S © PPM •5 2 p iW j§ 3 S p as* O fc» fca. Wtof>p 2 3 ■P © O o © pp © Pi & § £ EH PUBLIC AND PRIVATE KINDERGARTENS. 2573 a. 2 a HcOH 0 0 S H a o A © o o ^ o o iQiniN .0, u H a « to H2 Ho .sw S a 00 OS q S © g>2 § I I W> 32 © B OS 3 ^ ts 3 pg g ® g"S O 0 .= be © fi co © fli ■3M,§1 'q'3 0,3 S 0«O H-g be to -3M.S5 s a .9 .g g a a a ^ h H a oAc c t,°uZ 0 0 0 0 beo bebo ^ 02 U U : fl jSt © : 2 <1 a^ 05 £ _, oe a os eg WflMM St U ?«-! •'-! o o o£ss£t26 ffl .S a rg be l^^loa^'S SSH M Ha^o © 0-23 ^ E a. 2 o'SM © ® c .5 h ja © 2 b co S ^ H § q as a a a © a a © a £M as 2 a® £ a te -A 5 beoj ^ © -S ^ - © ,3 hh © ® a a S a f ® -n © MHSMS bo»S i5! 5 be© H.5i a. geo 2 § be ari-2 ^a-| © © a a aH M b«a « £2 a -a a taf-i *C © a c * © a-; 3«2 to be © .9 aq ui a a a a a be a ^ S 2®2 a 2 © a ^ i-2 ■P ^ 3 WHh © o ® S 2 9<'a a © § g a cf5 hfJ? ^ boo ^ © a © Sfi a © o SWH te> .S -S P 05 pH a q co Cj Table 12. — -Training schools and classes for hinder gar tners — Continued. 2574 EDUCATION •aatruiiajnrear jo jsoo ojuraixo.iddy^ rO.^ P 3 AhH o o pm o o o o oc co • (s joqo^oj jidnd ) ^ s)U9pnjy jo joqoin^j; CO • _ o eS O bC_ eS P -2 I WP p g‘B 3 fe® gA-° ■+a ^^"3 P-P ©rP §g.2.2§£§.2 W= MMP&HS SI 303 < ■Sf coP bC M P P *3 p '3 '3 © p HH j- © cS c3 be bJD p © © © ■P PS MW © eS P|£ o o o o rP -P o o 00 02 r3H gg *? In 3 3 W CO c3 g.a ■SM-g-s §^•■3 ^ npp«! .2 1 gp mp|| be 0 'S © uft ® ppJ 5 o .5 .P H PPWk cc o a? ym -e H >•2 p o ^ *2 ^ ci ;- a bn* -S cd »— * pr <3 O • g.r* « § otbe-g a .2;' - Pp So ■psP* S-^sgg|a pP P3 C d O O O o pp 0 43 © ^ rl «.S| ! ©o g Pis l*f w ® 5 02 §02 beH be .2 © a Peg's 3 ^ a be -2 Sj '3g ce_ 1-9| PP£ e8 © © PW^i Salem . Kindergarten Training Class . . Trenton . . Hewitt Kindergarten Training School Table 12. — Training schools and classes for binder gartners — Continued. 2576 EDUCATION REPORT, 1897-98. do© © a <2 a p | a -2 0.2 ^.23.2S B+3 0+5 B H ft H 'd 3. 0 P o c pp •ootrenojiireni jo jsoo ej^ratxojddY (•sjoqoBOj [idud) sjnapnjs jo aaqumjq o ® o o CO CO •sjo -q.oiujsai jo aequin^; © CM •aoij'BzraBSao jo ojbq t>» CO CO t~ oo t" O0 CO 00 © fl fl w s' fl 0 <£ 05 O fl cS & ja Pp fl fl SS o SE fl CD ,2« sO .9 CD be - _ 2 CO fl CD CD fl .9 fl © a •£ fl s d go 1 EH be; o.S 2 « .0 fl © H 02 c . ex .a ’S -°,So §H d Jo 9 to fl fl bC-S fl fl © .m fl w P ^"fl s s g-a §> 9 cs ©. Sfrl 9 fl © be d © 0 7 fl IS cm I j M fl fl a oW tP-S'C £ ©f T"1, ri »^h o O-So flQD o 2«|3»2 1 2 ©;§ a ©< e M a^-g © ©R © o A’d f2! ■<1 W P H <1 H d.9£ g fl rS © beg -£ 9 a a -d o Lc o fe © B«d sla 'Sol © Pig rM 8 ° |®2 O g fl fl JH a PSP a a hi o fl © R fl be^ o.2 s j-sg g'Sfi OD RT 5 o OR be© d1" '3d3 a :§ H fl d Sbcoo g'g-Sd U .^-S5S<2|«| 9 g-go* ©-g 5pg Si'S © ” 2 flg^)afl°f)geflrtaij J2 bc.9 *fl ‘3 . 2 © "a 2 *a 'BflCC.g.Sc-Sfl-gSa .05 S'd dH * h 40 §H a. i d.i seegajfji JH-e fl to .S<1 M 5 ou ias» EPR'd ^ ©a d ©cl Sw^ §11 dk© br ■^ © ®, ^ J.2f» 0>o:M ailMlsSrt^ll8 | 0’S ohh|| be Sr Si^ fl &&«.s ©^ fef © bidO © flfe ^ded ©5t i« . — w fl ojn >V»h w •2.9W3S>1.9'g^M^Ma a S‘£! do-5 :n dHnjH d ®^'©.1d©^'^M©“®«®o r§Hfl 0 2 Sfls RnfldOfclD^OflOn fl fl R rd R ’ © o © fl (. be dOJ, , , WR 'o © IllllilliaSlH &Qa6o-^spSc«§» : : ‘ g-ooofl'r! ooo flPPPdo PPP 5 d 2 iffalo Do. fl do go-S ^ a © <4 «jcQ ffl OOP o E* o o ’S fltln OOOOOOOOO 8 1 I^opppppppp fl B fl ? \%& 1 I 1 PUBLIC AND PRIVATE KINDERGARTENS. *2 -a ft 2577 I! •1 s EH ■*H a . . p 3 3 PkH 153 3 3 H a on || flsa ^ •§"3 Cfi H Table 12 — Training schools and classes for l:\ndergartners — Continued. 2578 4 5 6 ci S3 CD U a Pi m * ri J o-Jq -+=.«S *=<> goa ® O ‘3 a g.s ® -g a o ^ ® £Sbgj •2 © t® l|-3 fHPH O &>/? I’ll -2,0 <0 o a J 02 .sw EH '© E- fcfia .a .go £-3 o — cs^a ^ r be i c s-3 : 5 o ® g < § ^ H j o a oca ;ag-3 =1-2 S) P4 02 ^C.2?0 .2®^ aj'g.a ill